上外附属浙江宏达学校 林 强
Content: 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 interested 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』
Title: Module1 Hobbies
Period 1: 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 interested in, interview
2. Listening skill: To understand conversations involving talking about one’s 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 was your winter vacations?
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. 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 Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least 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.
Lingling’s hobby music
Daming’s hobby fans
Sally’s hobby going to Radio Beijing
Sally’s plan. tickets
2. Listen to the tape of the conversation and match. (Activity 4)
3. Listen 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 lesion?
What is Sally going to 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 Who’s 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 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. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
A: Do you have a hobby?
B: Yes, I do.
A: What’s your hobby?
B: My hobby is to read books.
A: When did you start doing it?
B: I started doing it when I was seven years old.
A: How often do you read books?
B: I read books every day when I am free.
A: Where do you read books?
B: I read books everywhere, in the classroom, bedroom, library and park and so on.
A: Why do you enjoy your hobby?
B: I think reading can make me happy and know a lot about the world.
A: Do you want to change your hobby when you grow up?
B: I don’t think so. Reading is important and relaxing.
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs)
I have a close friend in my group. He is Eric. We have the same hobby --Reading. Eric stated reading when he was seven years old and now he reads books every day when he is free. He often reads in the classroom, in his bedroom, in the library or even in the park. He thinks reading can make him happy and know a lot about the world. He also thinks reading is very important and relaxing. So he will continue reading in the future.
设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。
Homework
1. Write a composition about your good friend.
2. Oral work: Read the conversation of Activity 3.
3. Finish Activity 6 on page 8.
Period 2: Vocabulary and reading
Teaching Content: Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should
2. Reading skill:
(1). Get information about one’s hobbies in reading.
(2). Improve the students’ reading ability to understand the passage.
3. Attitudes: We should establish good hobbies.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Step 1 Guessing Game (6’)
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
I like painting because it is creative. You can draw everything you imagine in your mind
I like growing flowers and vegetables because it can bring me enjoyment and success.
I love singing very much, as a result, I know many professional singers such as Liu Huan, Michael Jackson.
Many teenagers like reading. Because they think it is useful and relaxing.
Many people like playing volleyball because they think this activity can develop their skills
I don’t like sailing because I am not a good swimmer and I don’t have good swimming skills.
设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。
Step 2 Talk abut the hobbies (2’)
1. Work in pairs, talk about the pictures.
A: What hobbies can you see in picture …?
B: I can see …
A: How do you think of the hobbies?
B: I think … is creative/ relaxing/ useful…
A: Is it a usual activity in the school?
B: Yes, it is also a usual activity on a summer camp.
设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词时行必要的巩固。
Step 3 Scanning and skimming (2’)
1. Get the Ss to read the passage as quickly as possible.
2. Find out:
Whose is the special hobby?
What is the special hobby?
3. Call back the answers from the whole class.
设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
Step 4 Reading for specific information ( 5’)
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of 2000. (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in 2003. (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.
设计意图：第二次阅读篇章，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。
Step5 Reading for comprehension (15’)
1. Get the Ss to listen and repeat the passage simultaneously.
2. Present the following questions:
How many hobbies does David have?
Which is he interested in most?
When did David become a successful writer?
Why has David been very lucky?
What is David’s plan about his main hobby?
Have any of your hobbies brought your great success?
What skills have you learnt through your hobbies?
3. Get the students to discuss the questions in pairs.
4. Call back the answers from the whole class.
5. Language points in the passage.
Many students have hobbies such as …
Hobbies can make you grow as a person, develop your interests and help you learn new …
As well as the usual activities, …
She asked us to imagine that we were in a story.
David wrote a story about teenage life, and it came out…
…, and as a result, David has …
I spend some of my free time playing volleyball…
Maybe I’ll write more books in the future, but I’m not sure
设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。
Step6 Reading for further comprehension (5’)
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
What should we learn from David’s attitude towards his hobby?
Why do people usually have hobbies?
3. Share the ideas.
设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。
Step7 Debate (5’)
1. Divide the Ss into two groups.
2. Debate: Do you think David should write more books in the future?
Group A For the opinion
Group B Against the opinion
设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到“韩寒”现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。
Homework
1. Write a short passage. Introduce your own hobby and what it has brought to your life.
2. Complete Activity 3 on page 7.
3. Oral work: Read the passage.
Period 3: Writing, Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Step 1 Revision (5’)
1. Brain storming. Present the questions one after another.
What do you like to do in your free time?
How do you think of your hobby?
What kills have you learnt from your hobby?
Has your hobby often brought you success?
What other things do you like to do?
设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。
Step 2 Writing sentences (6’)
1. Look at the sentences of Activity 6.
2. Rewrite the sentences using “as well as, such as, or as a result”.
3. Write new sentences according to the examples individually.
4. Share the sentences in pairs.
设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。
Step 3 My classmate’s hobbies (5’)
1. Choose a partner from a different group.
2. Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
A: What hobbies do you have?
B: My hobbies are playing football, listening to music, watching movies, reading, playing chess ,playing computer games and traveling.
A: Which one do you like best?
B: Of all these things, I like playing football best.
A: Why do you like it best?
B: Because I stay at school all the time. And I can often play football in my free time.
A: Who is the best football player you admire?
B: Beckham.
A: Which team do you like best?
B: Italy, of course. But I also like Brazil and Germany. They are all good teams.
A: Which hobby do you think can bring you success?
B: Reading. By reading, I can get more knowledge and I can do better in my study.
3. Write a short passage called “My classmate’s hobby”. Use “as well as, such as or as a result”.
设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。
Step 4 Hobbies Recognition (8’)
1. List the hobbies the Ss mentioned in their compositions or that they often see on the board.
2. Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)
Which are the most creative?
Which of them do you think you have the skill for?
Which is the most useful skill to learn?
Which do you think would be most interesting for teenagers to do?
3. Classify the hobbies individually.
For adults
For teenagers
Creative
Skillful
Good for study
Bad for study
Good for health
Bad for health
设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。
Step 5 Module task-Saying goodbye to bad hobbies (10’)
1. A letter of sponsorship---Saying goodbye to bad hobbies.
Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)
a) Choose 1-3 bad hobbies.
b) List the bad points.
c) According to the bad points, write a letter individually.
d) Share the letters in a group.
e) Choose the best one to improve.
2. Share the best one from each group in class.
设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。
Step 6 Around the world (5’)
1. Read the passage “An interest in history”.
2. Mention the difference of some hobbies in the past.
3. Discuss what we can learn from these hobbies in the past.
A useful website: http://www.britannica.com/ebi/article-202069
Some famous proverbs:
No pains, no gains! 不劳无获。
An idle youth, a needy age. 少壮不努力，老大徒伤悲。
One good turn deserves another.行善积德。
Reading enriches the mind.开卷有益。
The early bird catches the worm.早起的鸟儿有虫吃。
There is no royal road to learning.书山有路勤为径，学海无涯苦作舟。
Work makes the workman.勤工出巧匠。
设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。
Homework
1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.
2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
Teaching Content: Language in use
Key structures:
Teaching Aims and Demands:
1. To understand the sentence components . (难点）
2. To practice the new vocabulary and expressions. (重点)
3. To write simple sentences with the five sentence patterns.
Learning strategies: Formal instruction and task-based approach and interactive practice.
Teaching Aids: Multi-Media (video, OHP, handout)
Teaching Procedures:
Step 1 Revision (5’)
1. Retell the passage of David’s special hobbies. Using the words given as hints.
hobbies, such as, relaxing, creative, interesting, useful, make you …, develop your.., help you…, a special hobby, as well as, a professional writer, in senior high school, in 2003, difficult to remember, should try to …
设计意图：通过对课文内容的复述，进一步对课文内容和语言点的巩固，并使语言点的运用落实在篇章之中，使运用更具意义。
Step 2 Listening (6’)
1. Predict. Read the five questions of Activity 7 on page 8. Predict the answer.
2. Listen to the tape and choose the right answers.
3. Listen again to check.
4. Call back the answers from the whole class.
5. Hand out the listening material. Read.
设计意图： 采用预测等听力技巧，提高听力的有效性，对听力材料的朗读，增大语言的输入。
Step3 Complete the sentences and passage (10’)
1. Look at the answers to the listening practice and make as many sentences as possible to complete the sentences
Playing football is the most popular hobby with boys, as a result the boys…
Boys enjoy collect things as well as…
Teenagers have many hobbies such as …
Growing vegetables helps other people because…
2. Complete the sentences with the words in the box.
(1). Pair the Ss to check with each other.
(2). Share the answers in the class.
3. Get the Ss to conduct Activity 5 on page 8.
(1). Read the passage first.
(2). Ask to complete it with the words in the box individually.
(3). Call back the answers from the whole class.
(4). Read the passage.
设计意图：利用续写句子，使学生能在一定的情景中操练目标语，并提高目标语使用的正确率，再由句子与语篇，层层递进，使不同程度的学生都能较好的掌握目标语。
Step4 Funny Time (6’)
1. Sentence making.
(1). Read the sentence: They sent him letters.
(2). Ask to make similar sentences with “ show, give, buy, tell, bring” etc.
(3). Funny time: Each group choose a part of a sentence to form a complete one.
Group A : Select a person.
Group B: Select a verb.
Group C: Select a person.
Group D: Select some things.
(4). Make sure: S + V + IO + DO
2. What makes us happy?
(1). Brainstorming
What makes you happy? Good marks make us happy.
What makes you sad /…? Bad marks make us sad.
What keeps you excited/ …?
Playing computer games keeps me excited.
But parents often ask us to play less.
(2). Get to know the sentence pattern: S + V + O + OC
设计意图： 利用Funny Time的活动以及造句练习，侧重于学生对句型的使用，把语法点的操练融于无意识之中，先帮助学生S + V + IO + DO，和S + V + O + OC这两种比较难掌握的句型有一个理解，为学生掌握简单句基本句型降低难度。
Step 5 Language practice (12’)
1. Read through the examples with the Ss.
2. Classify the sentences
(1). sb be
(2). There be
(3). Sb + V + sth.
(4). sb + V .
(5). sb + V + sb +sth/ sb + V + sth to sb.
(6). sb + V + sb to do sth
3. Ask the Ss to put the words and phrases in the correct order according to the sentence patterns given above individually.
4. Check the answers with them.
5. Make sure the part of speech in each sentence.
(1). sb be …
S + V + P
(2). There be + n. + prep phrase
There be + S + adverbial
(3). sb does sth.
S + V + O
(4). sb does.
S + V
(5). sb does sb sth / sb does sth to sb.
S + V + IO + DO
(6). sb does sb to do sth
S + V + O + OC
6. Write similar sentences with the models of Activity 2.
(1). Read the sentences first and make sure which sentence patterns each belongs to.
(2). Write similar sentences.
(3). Share in pairs and ask some to present the sentences on the Bb.
设计意图： 采用归类比较的方法，使学生更加明了的掌握句子的不同成份。在提供句式的基础上供学生仿写，发挥学生的自主性，也保证了正确性。
Homework
1. Finish off workbook exercises.
2. Self -assessment on page 103.