1、Unit 3 Our Hobbies Topic 1 Whats your hobby? Section A1. Teaching content:Unit 3 Our HobbiesTopic 1 Whats your hobby?Section A2. Teaching aims: Knowledge aims： 1.Use the words and phrases to express ones hobbies in English correctly, for example: go traveling，collect stamps，walk a pet dog, listen to
2、 music and so on.2. Use different structures to express ones hobbies in English correctly: like/enjoy/prefer/be fond of /be interested in +doing.3.Can talk about with others in English.Skill aims：1. Can understand the topic about hobbies.2. Can talk about hobbies with others in English correctly. 3.
3、 Can make up some short passages about hobbies in English.Emotional aims： Help the students to have some healthy hobbies in their free time.3. Key points and difficult points: Key points： 1. Whats your hobby? My hobby is.及like/enjoy/prefer/be fond of /be interested in +doing句型。 2. go traveling, coll
4、ect stamps, walk a pet dog, listen to music Difficult points： be fond of/be interested in其后动词要用V-ing形式。4. Teaching aids: Computer5. Methods:Discuss in groups 6.Type of the lesson: New lesson7. Teaching procedureI、Review1. Get students ready for learning.2. Show a short movie about teachers life on S
5、unday, such as running, reading, doing exercises. Ask students to guess “Whats my hobby?” or “What do I often do in my spare time?” Teach the new word “hobby”. e.g. Ann likes sports. I think doing sports is Anns hobby.3. Write down “Whats your hobby? My hobby is reading.” on the blackboard.4. Ask st
6、udents “What are Helen and Wen Weis hobbies?” (Tell students preview is very important.)II、Presentation 1. Write “What are Helen and Wanweis hobbies?” on the blackboard. Teacher plays the recording of 1a and lets students find out the answer.2. Finish 1b. Check the answer and teach the new word “rec
7、ite” by showing pictures.（Show pictures about students reciting English textbook in the morning.)3. Encourage students to look at the pictures in 1c and try to check the phrases according to the pictures.4. Play 1a again and ask students to write down the phrases in 1c.5. Play 1a for the third time,
8、 and ask students to write H for Helens hobbies, W for Wen Weis.6. Provide students 2 minutes to read 1a aloud. Teacher should walk around the classroom to check whether the students can read and give them some advice or help.Then the whole class read 1a together.7. Finish 1d. Ask students to read 1
9、a and fill in the blanks. III、Consolidation and Practice1. Check the answers in 1d and write “Wen Wei enjoys reading stories and listening. Helen loves reciting poems.” on the blackboard. Tell students there are different ways to express the same meaning. Encourage students to find out other sentenc
10、es which can express the same meaning.2. Finish 2. Ask students to fill in the blanks in 2 according to the pictures. Then play the recording of 2.3. Write down “like/be fond of/be interested in /enjoy /prefer” on the blackboard.4. Ask students to look at 2 carefully and summarize the usage of “like
11、/be fond of/be interested in/ enjoy /prefer”.5. Teacher explains some key points and difficult points to the students: (1) The structure of “like/be fond of / be interested in enjoy/ prefer+doing” (2) The key sentences “Whats your hobby?” “My hobby is reading.” Then give students some exercises to c
12、heck whether they have mastered them.8. Homework:(1) Writing: Write a short passage about hobbies using the sentences we studied today.(2) Prepare Section B after class. Unit 3 Our HobbiesTopic 1 Whats your hobby? Section AWhats your hobby? My hobby is .I like /prefer/love/enjoy/am fond of + doingWh
13、at are Wen Wei and Helens hobbies? 要练说，得练听。听是说的前提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑
14、筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记忆，又发展了思维，为说打下了基础。Wen Wei enjoys reading stories and listening. Helen loves reciting poems. 9. 观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得
15、清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的
16、一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。The blackboard design“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的
17、“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。10.Teaching ReflectionIts easy for the students to use the structure of “prefer/be fond of/be interested in/love + doing” after teaching, but its hard for them to remember these phrases which are related to the hobbies or outdoor activities. Teachers should think of more ways to practice these phrases.
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