What'syourhobby教学设计

Unit 5 What’s your hobby？
（第二课时教学设计）
一、教材分析
1．教学内容
本课时系教材《英语1》（基础模块高教版）第五单元的第二课时，即dialogue B部分，此部分内容主要涉及到谈论兴趣爱好的对话。

此部分对话从表达自己的兴趣爱好适当地扩大到表达他人的兴趣爱好。

通过听力和口语的教学培养学生在听力过程中抓住细节信息的能力以及实际口语应用能力，为本单元任务作语言和形式上的准备。

2．教学重点、难点
（1）教学重点
①学生通过听力问题，能有选择地听懂关于兴趣爱好的细节信息。

②通过与兴趣爱好相关句型的学习，学生能口头上熟练运用这些句型。

（2）教学难点
学生在实际的情景中熟练运用兴趣爱好的句型。

二、教学目标
1.知识目标
（1）学生能熟练运用关于兴趣爱好的短语：playing football/basketball, playing computer games, playing the piano, playing chess, listening to music, singing and dancing, watching movies.
（2）学生能熟练使用讨论兴趣爱好的句型，如：
What’s your hobby?
What do you like/love?
Do you like /love/enjoy…?
Does he /she like/love/enjoy…?
I like/ love/enjoy...
He/she likes /loves/enjoys…
What about …?
2.能力目标
(1）学生能在听的过程中抓住关于兴趣爱好的细节信息。

(2）学生能熟练运用关于兴趣爱好的句型并自由开展对话。

3.情感目标
学生尊重他人的爱好并意识到兴趣爱好对生活的重要性
三、教学步骤
Step One Lead-in (3 min)
1. Competition
Teacher: First, show the pictures about different hobbies on the screen, and then ask students to compete with each other to write the expressions on the board to
see how many expressions they remember and write correctly. Students: Compete among the groups, writing the different phrases about different hobbies on the board according to the pictures on the screen, for example:
playing basketball, listening to music…
（设计意图:通过图片展示并以竞赛的形式让学生说出相应的兴趣爱好的短语，一方面巩固了上节课中已学的重要的表达方式，也为本节课的听力和口语做好了语言的准备。

）
Step Two Listening (15 min)
1.pre-listening
Teacher: Explain the question “What’s Wang Yang’s hobby”and let students describe the three pictures of Activity 8 in short expressions.
Students: Work in pairs and describe the pictures in short expressions.
2.while-listening ( Activity 8,9 )
(1)Listen and tick (Activity 8)
Teacher: Play the tape and let students check tick Wang Yang’s hobby, if necessary, teacher can play the tape for the second time to make sure
every student get the right answer.
Students: Listen to the tape and tick out the right picture.
2)Listen and complete (Activity 9)
Teacher plays the tape again and students fill in the form to get information about Li Xiaonian’s and Ben’s hobbies.
3.post-listening
According to the form, students work in pair and make a short sentence to describe Li Xiaonian’s and Ben’s hobbies. For example, Li Xiaonian likes playing basketball.
（设计意图:pre-listening部分通过听力问题和图片的分析，训练学生预测听力材料内容，并有选择地抓住听力内容的细节信息。

while-listening部分根据表格中的任务提示有重点有目的地把握住材料的细节，获取信息。

最后通过post-listening的造句练习巩固听力内容，运用对话句型。

）
Step Three Speaking (25min)
1. Read and underline. (Activity 10)
First, teacher play the tape and listen to the dialogue in Activity 10 and then students read the dialogue together, meanwhile they underline the important sentences about hobbies. After underlining the sentences, several students are asked to write down the sentences on the board. Finally, the whole class checks the answer. The sentences are:
(1)Do you like sports / American football?
(2)I enjoy playing football very much.
(3)I don’t like playing American football.
(4)Does she love American football?
(5)She likes playing chess.
(6)What about you / Tang Hua ?
（设计意图:通过听读对话，学生可以掌握对话内容，并在找出Activity 10中讨论兴趣爱好的句型过程中，学生可再次巩固这些重要句型。

让学生在黑板上写出这些句型，也让学生把注意力集中到句型中，为后面的班级的关于兴趣爱好的调查作好准备。

）
2. Listen and repeat (Activity 11)
Students listen to the tape and read after the tape, focusing on the above sentences. Then teacher ask some of student to repeat them to see if they can express the sentences.
（设计意图:通过再次听和读关于兴趣爱好的句型，以达到巩固这些表达方式，为接下来的活动作好语言上的准备。

）
3. Make short dialogues
Teacher: Make short dialogues with two or three students as a model, using the
above sentences. For example,
T: Do you like singing a song?
S1: Yes, I do./ No, I don’t.
T: What do you like?
S2: I like playing the piano.
Students: Make dialogues with the partner, following the model given by the teacher and students.
（设计意图:通过老师与学生的对话，给学生以示范作用。

但在与不同的学生对话时老师要用到不同的句型，使得学生不局限于几个句子，以达到灵活运用的效果。

）
4. Talk and complete (Activity 12)
Students ask three classmates about their hobbies according to the form in Activity 12. They can walk around in the class and ask their classmates, using the phrases and sentences in Activity 12. Meanwhile, they should fill the answers in the form. Finally, teacher asks some of them to tell the whole class about the hobbies of the three classmates they asked just now.
（设计意图:通过在同学间兴趣爱好的询问，学生自由运用所学的表达方式，以提高他们的实际语言运用能力。

）
Step Four Homework (2 min)
Ask another 4 or 5 students about their hobbies and fill in the form which is the same as the one in Activity 12.
（设计意图:此课时重在口语操练，在课堂内时间非常有限，让学生在课后再询问4到5位同学并填写在表格内以达到熟练运用所学表达方式的效果。

）
四、板书设计。