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1、MODULE 1 TEACHING PLANContent: Module 1 Hobbies一、 题材内容本模块以爱好为话题，层层展开，内容主要谈论个人兴趣和爱好及其原因，表达喜欢和不喜欢，对各类爱好的归类选择和简单评价。所选用的对话和短文都是学生的爱好，贴近学生的生活实际，易于激发学生的兴趣，拓展视野。教师可以根据学生的不同爱好， 组织开展各种活动，也可以组织学生开展有关爱好的问卷调查，引导学生理性认识所见各种爱好并做必要的取舍，开展活动性学习，自主性学习，反思性学习。帮助学生了解国家间的差异，学会尊重他人并友好相处，培养跨文化交际意识。教学目标1） 语言知识：语音能够正确使用语调，正确朗
2、读一般疑问句和特殊疑问句词汇collect, collection, tidy, doll, fan, stamp, untidy, least, interview, as, volleyball, sailing, creative, lazy, useful, develop, skill, camp, activity, workshop, professional, imagine, senior, teenage, teenager, result, enjoyment, success, should词组tidy up, take up, all the time, be int
3、erested in, mountain biking, as well as, such as, come out, as a result语法能正确感知句子的基本成份；掌握简单句的五种基本句型和There be 句型。功能能够以各类兴趣爱好作合理的归类和选择，培养健康的兴趣及爱好。话题以“兴趣与爱好”为话题。2） 语言技能：听能听懂有关表达个人兴趣爱好的话语，分辩和抓住话语中的细节信息。说能够询问并表达个人的兴趣爱好。读能够读懂有关个人兴趣爱好的描述，开展阅读技能训练。写能够编写有关个人兴趣爱好的调查表或倡议书。能正确使用简单句的基本句型来表达个人兴趣爱好。演示与表达能正确使用简单句的基本
4、句型来表达个人兴趣爱好。(3) 学习策略目标学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能。阅读报纸,提高自学能力。调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语表达兴趣与爱好。资源通过网络报刊等其他资源获取更多简单英语的兴趣与爱好的信息。自学策略能够根据自己的情况预习教材并进行拓展。合作学习策略注意他人在表达兴趣时的表情及语言。注意学习策略共享。 (4)文化意识了解不同国家人群不同的兴趣爱好，尊重对方的兴趣爱好，接纳对方的各种兴趣爱好并更好的理解他人。(5)情感态度:通过对他人兴趣爱好的了解，学会尊重他人的兴趣爱好，培养学
5、生养成健康的兴趣爱好。通过各种不同的活动和任务的完成，进一步激发和巩固学生英语学习兴趣，维持较强的英语学习动机。二、 重点难点1、 重点：(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。 (2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。2、难点： (1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语) (2)、英语简单句的五种基本句型和There be句型。三、教材处理1、任务核心任务：能够运用所学句型结构向不同的朋友介绍自己兴趣与爱好并对不同的兴趣爱好有积极的态度。三个环
6、节如下：pre-task：学生联系生活实际，激活背景知识。Task-cycle：通过整个模块的听说读写的训练，强化“介绍自己的兴趣与爱好”的表达能力，为完成核心任务做好铺垫。post-task：达成任务，展示成果，自我评价，反馈学习情况。2、课时安排第一课时：Listening and Vocabulary &Pronunciation and Speaking第二课时：Vocabulary and reading第三课时：Writing, Around the world & Module Task第四课时：Language in use 注：教学时还需根据学生的学习水平、生活实际水平、接受
7、程度及课堂出现的临时状况进行运用、调整及筛选。教学设计Module1 HobbiesPeriod 1: Unit 1 Do you collecting anything?(Listening and Vocabulary &Pronunciation and Speaking)Teaching Aims and Demands:1. Language knowledge:Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be i
8、nterested in, interview2. Listening skill: To understand conversations involving talking about ones hobbies. Improve the students listening ability.Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Warming up and lead in （2）1. Greeting. Talk about the winter vacation. How
9、was your winter vacation? What did you do during the vacation? Are you interested in ? What did your father/ mother often do? Did he / she do it all the time? So his / her hobby is to .设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。Step 2 Listing (5) 1. List the hobbies of the family members.2.
10、Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan.3. Talk about the hobbies: Which hobby is expensive? Which hobby takes up the least space? Which hobby is good for us students? Which hobby do you like best?设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有
11、一基本的评价，也为下面的听力作好铺垫。Step 3 Listening (5)1. Read the chart and predict Tonys hobbies.2. Listen and complete the chart.3. Listen to the tape again and answer the questions about the tape. Why does Tonys mum want him to tidy up his room? Whose hobby is expressive? Which hobby do you think takes up the l
12、east space?4. Call back the answers from the whole class.设计意图：在常规听力练习中进一步提高学生听的能力。Step 4 Listen and read (13) 1. Show the following.Linglings hobby musicDamings hobby fansSallys hobby going to Radio BeijingSallys plan tickets2. Listen to the tape of the conversation and match. (Activity 4)3. Listen
13、and repeat the conversation.4. Get to write down the answers in Activity 4.5. Read the conversation together loudly. Show some comprehension questions. What does Lingling need to do? And why? What made Sally so interested in music? When did Sally have her first violin lesson? What is Sally going to
14、Radio Beijing to do?6. Read in a group of 3.设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。Step 5 Whos who? (4) 1. Ask the Ss to choose a character from the conversation.2. Work in pairs, get each of them to find out which character his / her partner selects. A: What is
15、your hobby? B: My hobby always takes up a large space. A: You must be Sally. A: What is your hobby? C: 设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人”的活动中，加强目标语的训练和加大语言的输入和输出量。Step6 Who is my good friend in the group? (10) 1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers. 2. M
