八年级上册教案设计

Unit 3 Our Hobbies

Topic 1 What’s your hobby?
Section D
Ⅰ. Material analysis
该部分是本话题的最后一课时。主要活动为 Grammar、Functions 的小结和 1。要求教师通
过设计不同形式的活动来引导学生自己总结整个话题的语法 used to do sth 和表示兴趣爱好
的功能句 I enjoy/like/prefer/be fond of /be interested in+doing。通过学生互动操练，复习并巩
固 Sections A-C 所学的知识，并能将所学运用到实际生活当中。
Ⅱ. Teaching aims
Knowledge aims：
1. 能根据音标正确拼读如下词汇: everyday, snake, owner, comfort, pig, bath 等。
2. 复习总结本话题的单词和短语如: hobby, poem, coin, lazy, ugly, used to do sth，
enjoy/like/prefer/be fond of /be interested in+doing 等。
3. 能熟练谈论表示兴趣爱好的话题。
Skill aims：
1. 能听懂表示兴趣爱好及水平相当的话题。
2. 能够将本话题所学内容和以前所学知识相结合，在日常生活中谈论有关兴趣爱好的
话题。
3. 能够读懂生词含量不超过 5%的有关兴趣爱好的文章，并能够有自己的观点及看法。
4. 能根据所学内容写出自己及朋友的兴趣爱好。
Emotional aims：
1. 初步感受、协调在和小组合作的时候的独立性和集体主义。
2. 在采访朋友爱好的时候学会理解和尊重跟自己不一样的爱好，并学会选择有益于身
心发展的兴趣爱好。
Ⅲ. The key points and difficult points
Key points：
1. 强化 used to do 的用法，要求每个学生都能简单应用 used to do sth。
2. 巩固 enjoy/like/prefer/be fond of /be interested in+doing 的应用。
Difficult points：
used to do 各种形式的正确应用。
Ⅳ. Learning strategies
1. 通过对 Sections A-C 的复习自己总结出重点语法和功能用语, 通过自己动手参与过的
事情印象更加深刻。
2. 在课堂上也可以用 used to do sth 来总结和反思自己过去的不足，这样可以帮助你改

Unit 3 Topic 1 Section D 1

 掉坏毛病，更快进步。
3. 将同学们的爱好和自己的爱好相比较，通过比较扬长避短。
Ⅴ. Teaching aids
Computer multimedia projector
Ⅵ. Teaching procedures

Interaction
Step Student activity Teacher activity
pattern
1. The whole 1. Focus their attention 1. Get students ready for
class work on the teacher. learning.
2. Group work 2. Read through Sections 2. Provide students 3 minutes
and individual A-C. Write down to read through Sections
work some words, phrases A-C. Ask them to underline
and sentences on the or write down the key
paper. points they think.

3. Group work 3. Put the six notebooks
together, and number
all the words, phrases
or some sentences.
Introduction
(8 minutes)
4. Group work 4. Each group chooses
one student to write
them on the blackboard.
5. The whole 5. Look at the blackboard
class work and erase the same part.
3. Ask students to share the
notes in groups. Number
these words, phrases and
sentences. If all the six
members write down
“used to do sth”, then
number this phrase 1. If 5
members write down the
words, students number it 2.
4. Ask them to write the
most important five
words, three phrases and
three sentences on the
blackboard.
5. Of course, many words
and phrases are the same,
because sometimes they
have the same ideas. If
there are 8 “used to do
sth” on the blackboard.
Keep one, erase others.

Unit 3 Topic 1 Section D 2

 1. The whole 1. Read aloud. Try to 1. Ask students to look at
class work remember them. the blackboard and read
these key points that they
find together.

2. The whole 2. Read the key points:
class work used to do sth;
enjoy/like/prefer/be
fond of/be interested
in+doing
2. Teacher sums up the key
points. (Usually the key
points were on the
blackboard already.)

3. Group work 3. Prepare their dialogue. 3. Ask each group to make

Write and practice it. a dialogue using the key
points on the blackboard.
Walk around the classroom,
Presentation helping them if it is
(12 minutes) necessary.

4. Group work 4. Perform it on the platform, 4. Ask students to come to

paying attention to the the platform to perform it.
gestures and facial look. Encourage them not to be
afraid of making mistakes.

5. Individual 5. Fill in the blanks. Pay 5. Give students smiling

work and attention to the forms. faces according to their
group work expressions. Then ask
students to finish Grammar
and Functions.

6. Group work 6. Read them together. 6. Ask them to read together.

Unit 3 Topic 1 Section D 3

 1. Group work 1. Predict. They may 1. Finish Part 1. Show the picture
give these answers on Page 61. Ask students to
“hobby, dogs, pet...” predict what the passage may
talk about.

2. Group work 2. Read Part 1. They can 2. Ask students to read 1 and
and individual find there are several check the answer. (Guide
work new words. Try to students to get the main idea
guess the meanings in according to the pictures and
the passage. topic sentences.)

3. Group work 3. Students guess the 3. Teach the words in the

and the whole meanings according to passage. It can provide
class work description, gestures students with the real
and the sentences on situations. Dogs and cats are
Consolidation Page 61. everyday pets, because many
(8 minutes) people choose them as their
pets. There is another kind of
pets. It is not very popular. It
may bring us danger like
snakes.
4. Individual 4. Read this passage in 4. Ask students to read Part 1
work detail and fill in the carefully. Fill in the blanks.
blanks. Remind students to look at
the table carefully. We can
find some information from
the table.
5. Group work 5. Retell the passage in 5. Check the answers and ask
and individual groups and then hand students to retell the passage
work up. according to the table.

Unit 3 Topic 1 Section D 4

 1. The whole 1. Discuss what pet they 1. Finish 2. Show some
class work and like. pictures on the screen. There
pair work are cute animals and
dangerous animals. Let
students discuss what pet
they like.
2. The whole 2. Answer this question 2. Show a question “Why do
class work and with those words they you like it?”
group work studied.
3. Individual 3. Study these words, 3. Teach “dirty” and
work trying to remember “unfriendly”. (1) Teacher can
their spellings. teach these
words by showing pictures.
(2) When students are
discussing, they may
find they can’t express
“dirty” or some other
words to describe an
animal. Teacher can
Practice
teach them when they
(6 minutes)
need.
(3) Teacher also can teach
these words by
comparing them like the
4. Describe their favorite table in Part 2.
4. Group work pets. If they don’t have 4. Ask students to describe
and individual one, they can imagine their favorite pets.
work one.
5. Write down their essays.
5. Group work Share in groups, study 5. Ask students to write down
and individual from each other, and essays about their pets.
work correct each other’s
mistakes.
6. One student reports
6. The whole his/her essay while 6. Evaluate their behaviors. And
class work and others listen to the ask students to report their
group work reporter carefully. Find ideas to the whole class.
out other’s mistakes
and help to correct.

Unit 3 Topic 1 Section D 5

 1. Group work 1. Fill in the blanks. Let 1. Finish Project. Play a
the name alone. game. In the last class,
students surveyed their
group members’ hobbies.
Give each student a table
like this:
name In now reason
the
past

Each student must fill in

the blanks except the
name.
2. The whole 2. Put group members’ 2. Give students right
class work cards together. instructions.
and individual
work
3. The whole 3. Choose a card and 3. Ask each student to
class work judge “Whose form is choose one card without
this?” according to looking. And think
Production
their memories. “Whose form is this?”
(10 minutes)
4. Individual 4. Ask a student “What 4. Ask students to ask and
work and did you use to do?” answer, then write down
group work “What’s your hobby the names.
now? And why?” If all
the answers are on the
table, write down his
and your own name
and give this card back
to the student. It shows
that from now on we are
friends, because I care
about you. Remember 5. Homework
your hobbies. (1) Assign the students to
5. Individual work 5. Write a short passage write a passage about
and preview Section A. their group members’
hobbies.
(2) Assign the students to
review Section A of next
topic to prepare for the

Unit 3 Topic 1 Section D 6

 According to the reviewing, students can master the grammar and
functions very systematically. Teachers should design more interesting
Teaching exercises. Games, competition, debate or some other things can be
Reflection included.

Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 1 What’s your hobby?
Section D

G1 G2 G3 G4

used to do sth
I used to enjoy pop music, but now I don’t like it.
love/prefer/like/be fond of/be interested in+doing
hobby, poem, maybe, pet
collect, plant, coin, hate,
friendship, funny, stupid, ugly,
background, paper, scissors,
glue, cut, stick, lazy, snake,
provide

Unit 3 Topic 1 Section D 7