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課題 仁愛版八上英語 Unit 3 Our Hobbies Topic 1What's your hobby Section A教案
一、教學目標 1. Language knowledge goals Students can correctly understand and use words and phrases related to hobbies, such as: go fishing, reciting poems, enjoy doing, be interested in, etc. Students can master the basic sentence patterns of talking about hobbies, such as: What's your hobby I love/enjoy/like/prefer... 2. Language skills goals Be able to understand conversations about hobbies and get key information. Be able to use the vocabulary and sentence patterns to express their hobbies and others fluently. Be able to read simple passages related to your hobby and complete the exercises accordingly. 3. Emotional attitudes and goals Guide students to cultivate positive and healthy interests and hobbies, and enrich their after-school life. Encourage students to take an active part in classroom activities to enhance their confidence and interest in learning English. 二、教學重難點 1. Teaching focus Master the vocabulary and phrases related to your hobby. Be able to talk about hobbies using your sentence patterns. 2. Teaching difficulties Correct use of the verb-ing form to express hobbies. Understand and use different sentence patterns expressing different hobbies, such as: love doing, enjoy doing, be fond of doing, etc. 三、教學方法 Task-based teaching method, situational teaching method, communicative teaching method 四、教學過程 (I) Lead in (5 minutes) 1. The teacher shows some pictures related to different hobbies, such as fishing, reading, listening to music, watching movies, collecting stamps, etc., to ask the students: What can you see in the pictures Guide the students to answer the questions in English. (Design intention: By displaying pictures, arouse students 'interest, activate students' existing knowledge reserve, and pave the way for learning new content.） 2. The teacher chooses one of the pictures, such as the fishing picture, and asks the student: Do you think fishing is a good hobby Why or why not Let the students express their opinions freely. (Design intention: trigger students' thinking, mobilize the enthusiasm of students, and lead to the theme of this lesson —— hobby.） (II) Presentation (10 minutes) 1. The teacher plays the recording of 1 A, lets the students listen and read the dialogue in the textbook and understand the general idea. (Design intention: let the students initially perceive the content of the dialogue in the process of listening and watching, and cultivate the students' listening comprehension ability.） 2. The teacher plays the recording again, and the students read it up and imitate the pronunciation and intonation. (Design intention: Through following the reading, let the students get familiar with the language expression mode of the dialogue, correct the pronunciation, and improve their oral expression ability.） 3. The teacher explains the key words and sentence patterns in the dialogue: Hohobby (hobby), free time (spare time), go fishing (go fishing), enjoy doing sth. (likes to do something), recite poems (recite poetry), be a movie fan (a movie fan), rent DVDs (DVD), Why not... (Why not...... ） (Design intention: Help students to understand and master the key language knowledge, and prepare for the subsequent language output.） 4. The teacher guides the students to analyze the sentence structure and grammar points in the dialogue, such as: What do you often do in your free time This is a special question sentence, and the question word what asks about what to do, and in your free time says "in your spare time". (Design intention: Through grammar explanation, let the students master the composition and usage of sentences, and improve the accuracy of language use.） (III) Practice (10 minutes) 1. Complete the exercise in 1b The teacher asked the students to listen to the 1 A recording again and then select the correct answer. The teacher checked the answers together with the students, and explained the reasons for the choice. (Design intention: Through listening exercises, test the students' understanding of the dialogue content, and consolidate the knowledge learned.） 2. Complete the exercises in 1c The teacher played the recording of 1 A again, and the students wrote H (Helen) and W (Wen Wei) hobbies on the textbook, and wrote a phrase for each picture. The teacher asked several students to show their answers, and the whole class discussed and corrected them together. (Design intention: Through listening and writing exercises, strengthen students 'memory and understanding of the characters' hobbies in the dialogue, and improve students' listening and writing skills.） 3. Complete the 1-d course of practice Students read the 1a conversation and then complete the fill-in-blanks exercise. The teacher checks the students' answers and explains and corrects the mistakes. (Design intention: Through reading and filling in the blanks exercises, deepen the students' understanding of the dialogue content, and consolidate the learned vocabulary and sentence patterns.） (IV) consolidation (5 minutes) 1. Teachers guide students to summarize the common sentence patterns for talking about hobbies, such as: What's your hobby I love / jo / like / prefer... and ask students to imitate sentences. (Design intention: to help students to sort out the knowledge they learn, form a knowledge system, and improve their language use ability.） 2. Students work in groups, using the sentence patterns and talking about themselves and each other's hobbies. Teachers patrol and give guidance. (Design intention: Through practical communication exercises, let the students use the language they have learned in the real context to improve their oral expression ability and communication ability.） 3. Invite several groups of students to show their dialogue on stage, and other students to listen carefully and evaluate. (Design intention: to provide a platform for students to show, enhance students 'confidence and learning enthusiasm, and at the same time to promote students' mutual learning and improvement through evaluation.） (V) Expansion (5 minutes) 1. Teachers will show more pictures and phrases related to hobbies, such as: play basketball, do some shopping, play computer games, etc., and let the students describe them with the sentence patterns they have learned. (Design intention: enrich students 'language input, expand students' vocabulary and expression ability.） 2. Let the students discuss their ideal hobby in groups and why they like it. Then each group elected a representative to report back. (Design intention: cultivate students' cooperative learning ability and thinking ability, and guide students to establish correct interests and hobbies.） (VI) Summary (5 minutes) 1. The teacher and the students review the key points learned in this lesson, including vocabulary, sentence patterns and grammar. (Design intention: to help students to consolidate the knowledge and deepen their memory.） 2. The teacher evaluates the students 'performance in this class, affirms the students' advantages, points out the shortcomings, and puts forward suggestions for improvement. (Design intention: let the students know their own learning situation, enhance the motivation and confidence of learning.） (VII) Homework assignment (5 minutes) 1. Let the students write a short essay in English to introduce themselves and their family hobbies, no less than 60 words. (Design intention: Through writing exercises, improve the students' comprehensive language use ability.） 2. Let the students collect more English expressions related to their hobbies and make hand-copied newspapers. (Design intention: to cultivate students 'independent learning ability and innovation ability, and to expand students' knowledge scope.）

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