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人教版八年级英语下册Unit 6 An old man tried to move the mountains.Language Goals【语言目标】Learn to tell a story.Knowledge Goals【知识目标】Key Words:shoot,god,silly,monkey,magic,stick,hide,tail,Western,weak,fit,couple,smile,gold,silk,stupid,cheat, wife,husband,whole,stone,shine,bright,ground,lead,voice,inside,braveKey Phrases:once upon a time,remind sb.of sth.,a bit, instead of,give birth,turn into,get married,be born,as soon asKey Sentences:1.Where would they put all the earth and stone from the mountains?2.What do you think about the story of Yu Gong?3.The story is trying to show us that anything is possible if you work hard!4.— How does the story start?— Once upon a time,there was a very old man.5.— What happened next?— As soon as the man finished talking,Yu Gong said his family could continue to move themountains after he died.6.— Why can ’tthe Monkey King turn himself into a person?— He can’tturn himself into a person unless he can hide his tail.7.The wife told her husband that unless he left the children to die in the forest,the whole family would die.8.Key Grammar:Learn to tell a story.Ability Goals 【能力目标】1.Be able to tell a story to others.2.Enable students to act out some plays in groups.Moral Goals 【感情目标】1.Let the students know how to tell stories.2.Let the students know they must have perseverance and kindness in life.Teaching Time【课时】Five periodsPeriod 1Section A （ 1a-2d)Period 2Section A （ 3a-4c）Period 3Section B （ 1a-1d）Period 4Section B （ 2a-3b）Period 5Self Check本单元教材以“讨论故事情节”为中心话题，环绕着学生特别熟习的故事进行。
鲁教版（五四学制）八年级英语下册教案：Unit6第一课时Unit 6 Could you please tell me where the restrooms are?一、课标分析初中英语课程标准的总目标是激发和培养学生学习英语的兴趣使学生树立自信心养成良好的学习习惯和形成有效的学习策略发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神，为他们的终身学习和发展打下良好的基础。
本单元在学习第五单元的基础上继续学习宾语从句。
话题主要围绕在不同场合下礼貌地使用语言和结合不同文化背景得体使用语言。
主要通过阅读长篇对话让学生进一步体会日常交流中语言运用的得体性和礼貌性，从阅读技能训练的角度发展学生的语言学习。
在教学中帮助学生在脑海中确立语言运用的得体性意识，令他们有意尝试或模仿运用书本中的礼貌语句结构，为后续阶段的学习做好铺垫。
二、教材分析本节课是鲁教版初三下册教学内容。
在第五单元中关于宾语从句学习的基础上，继续学习能正确使用含有问句的宾语从句。
本单元话题为得体礼貌地运用语言索取信息及提供信息。
活动通过阅读长篇对话让学生进一步体会日常交流中语言运用的得体性和礼貌性，从阅读技能训练的角度发展学生的语言学习。
教师在这一阶段教学中帮助学生在脑海中确立语言运用时的得体性意识，令他们有意尝试或模仿运用书中的礼貌语句结构，为后续学习做好铺垫。
教学目标：三、学情分析初三学生活泼好动，积极性高，英语优秀生较多。
但大部分学生的英语基础较差。
虽然他们有一定的基础但词汇会写却不太会读，大都不会拼读音标，发音问题尤其严重。
学习习惯不良给英语教学造成了一定的难度，还有约五分之一的学生对英语学习毫无兴趣，还存在抵触情绪，给英语教学带来很大的麻烦。
四、教学目标：1. 语言知识目标基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely,speaker, request, direction, correct, direct, whom, address, underground基本句型：Excuse me, do you know where I can buy some medicine?Sure. There’s a supermarket down the street.[来源: .Com]Could you please tell me how to get to the post office?Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening?You should try that new ride over there.2. 技能目标: （1）能用宾语从句礼貌的寻求帮助。
Unit 1 Will people have robots ?单元教学目标：1、Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3、There be 句型的一般将来时.4、more , less , fewer 的用法.5、学习一般将来时态的相关知识，学会对未来进行预测.单元重难点：1、will构成一般将来时态的句式。
2、There be 句型的一般将来时态。
3、more , fewer , less 的用法。
4、How to make predictions .第一课时课前准备：教师：录音机、所学物品的图片。
学生：英语点金教练、练习本及相关的学习用具教学步骤：Step 1 Leading in（导入话题，激活背景知识）（导入话题，激活背景知识）1.Greetings: Welcome to school .What’s the date today ? Who’s o n duty today ?Do you enjoy your winter holiday ?（你喜欢你的寒假吗？）Do you finish your Homework（家庭作业）?（你完成你的假期作业了吗？）Do you want to live on the moon ?（你想去月球吗？）Can you guess what will happen in ten years ?（你能猜出十年后将会发生什么吗？）Collect the Ss’ answers and say somethi ng about their predictions .Step 2 Pre-task（任务前活动）SB Page 2 ,1a .1.Look at the picture :How will the world be different in the future ,100 years from now ?We’re going to talk about sth in 100 years .2.Read each predictions to the class .Explain the new vocabulary .3.Read the instructions .Make sure Ss know what they should do .4.Do it by themselves .5.Talk about the answers with the class .Explain :一般将来时态构成: will / be going to +动词原形=Step 3 While-task（任务中活动）SB Page 2 ,1b .1.Practise reading the six predictions .2.Read the instructions to Ss .Circle the things you hear on the recording .3.Play the tape twice .（放录音，两次）4.Play the tape a third time .At the same time ,check the answers .SB Page 2 , 1c .1、Pay attention to the dialogues .2、Read the dialogues fluently .3、Pairwork .Work in pairs to make predictions according to the sample .4、Ask several pairs to share their conversations to the class .SB Page 3 , 2a & 2b .1、Read the predictions .2、Read the instructions and point out the sample answer .3、Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .4、Check the answers .学生探究: less , fewer 的区别。
- 1 -- 3 -- 5 -Knowledge aims:1. Words: wife, husband, ground, voice, brave, bright, stepmother, scene2. Phrases: get lost, wake up, make a plan, in the moonlight, shining bright, change the plan, something bad,not… until, be make of, brave enough, plan to do sth.Ability aims: Be able to write a reasonable story ending according to the development of the story.Emotional aims: Reading makes a full man.※教学重难点※Teaching important points: To understand the performance of the western fairy tales, try to use the form of performance or generalization to carry out the language output.Teaching difficult points: The interpretation of the play and the proper use of words.※教学准备※Teaching aids: CAI※教学过程设计※Step 1 Talking1. (2a) Show some fairy tales. Tell Ss a fairy tale is an old, tradi tional story. Do you know what these fairy stories are about? Now discuss them with your partner.2. Ask some Ss say what they know about the fairy stories.e.g. Sleeping Beauty:A lovely princess had to sleep for 100 hundred years because of an evil magic. One hundred years later, ayoung prince came and saved the princes. They got married and had a happy life.Step 2 Reading1. Work on 2b. Tell Ss the following is a fairy tale. It’s name’s Hansel and Gretel.2. Before ReadingAsk Ss to read through the passage and decide what kind of text it is. Is it a letter, a play a short story or so mething else? (Ss may find out that it’s a play.)3. Fast Reading:1) T: Now let’s work on 2b. First, let’s read the questions and make sure we know the meanings of all thequestions. Then read the passage quickly and find the answers to the questions.2) Ss read the letter quickly and try to find the answers to the two questions.3) Check the answers with the class.4. Careful Reading: Work on 2c1) T: Now let’s read the play carefully and try to match each description below with the correct scene.2) Ss read the play care fully and try to match each description.3) Check the answers with the class.5. Post reading: Work on 2d1) Now let’s work on 2d. First read the questions below. Then try to read the play again and find the answersto the questions.2) Ss read the play again and try to find the answers to the questions.3) Let some Ss read their answers and correct their mistakes.4) Ss check their answers with their partners.Step 3 Language points1. One year, the weather was so dry that no food would grow.eg.: That bird’s song is so beautiful that we would follow it.2. We thought you were never coming back.We thought… 表示人们过去的某种想法，判断等，可以译作“我们原想……; 我们本以为……”。
Unit 6 Book 4一、教材分析Unit 6 Book 4的主题为Travel, Lesson 1 I’m going to Mount Taishan.本课主要以学生非常感兴趣的Travel为主题，以I’m going to…为主要句型，话题贴近学生的日常生活，使学生能够从自身兴趣出发，在真实的语言环境中，积极运用所学知识探讨话题.二、学情分析本课教学对象是四年级学生，他们对英语具有浓厚的兴趣，课堂发言积极；同时也具备了一定的合作能力.但由于学生的学习水平参差不齐，教师应在课堂上多关注学困生，为学生创设更多的练习机会，真正让每一个学生都有所收获.三、教学目标（一）知识目标1.能听懂会说并认读下列单词：June, vacation, travel, Mount Taishan, back, July, temple, kungfu.2.能听懂会说并认读下列句子：I’m going to…（二）能力目标能口头运用I’m going to…这类语句表达自己将要去某个地方.（三）情感目标培养学生对祖国大好河山的热爱，加强学生对西方文化的了解.四、教学要点分析（一）教学重点1.单词June, vacation, travel, Mount Taishan, back, July, temple, kungfu.的认读.2.运用I’m going to…等句子描述自己将要去的地方.（二）教学难点能熟练运用所学的单词及句型描述自己自己将要去的地方.五、教学准备单词卡片，相关图片，课件.六、教学过程Step 1 Warming-up1 Greetings.2 Free talk:T: Do you like shopping?S: Yes, I do.T: Do you like traveling?出示单词卡：travel.强调字母a发音，描述发音口型等.再次提问后学生回答：Yes, I do.T: I also like traveling. Now I want to share some beautiful pictures with you.图片出现课文中出现的地方，如：泰山，大连，加拿大，少林寺等,并用英语标注地名.Step 2 Presentation1 Leading-in.T: Our old friends are also talking about these places, now let’s listen and look.白板出示课文课件.2 Text.(1) Listen and look.本次不出示英文.(2) Listen and look again, then pay attention to the names of the places.出示英文.(3) T: Look at the pictures, which is not including?白板出示图片练习：泰山，少林寺，大连，伦敦桥，选择未出现的. T: Now let’s say the words again.白板出示：Mount Taishan, Shaolin Temple.出示单词卡：temple.领读，个读.及其他单词卡：June, July.强调发音/u:/; vacation关注字母a的发音等. 再次利用单词卡巩固单词.(4) Listen and follow.关注学生发音的个别问题，及时纠正.(5) Read the text in groups.(6) Role play.小组表演对话展示.Step 3 Practice1 Fill in the blanks with the new words.I June vacation to travel to the Shaolin Temple. Guoyang is going to Mount Taishan. Tom is going to Dalian. Jenny is going to go back to Canada in July.2 Let’s talk.白板出示图片，教师示范并出示句型.T: Summer vacation is coming.-Where are you going to go?-I’m going to go to Taishan.小组讨论后班级展示.Step 4 Consolidation1 Let’s do.我是小记者：调查本组同学暑假去哪里？白板出示句型：Summer vacation is coming.-Are you going to travel?-Yes, I am.-Where are you going to go?-I’m going to go to Shanghai.小组讨论后展示.2 Pictures show about the cities and countries.白板展示城市：大连，北京，上海，青岛等著名城市，并简单英语描述.及国家：Canada, America, Australia, Britain.并简单英语描述. Step 5 Summary利用板书，让学生对本节课所学习的内容进行总结、归纳，并朗读加深印象，对学生的表现予以肯定和鼓励.Step 6 Assignments1 Listen and follow the tape until you can read it by yourself.2 Think about where will you go on your summer vacation and why.Lesson 2 Unit 6 Book一教学目标（一）知识目标1 能听懂会说并认读下列单词：by, plane, ship, train, bike.2 能听懂会说并认读下列句子：-How are you going to go to the Shaolin Temple?-I’m going to go there by train.（二）能力目标1 能够流利地朗读课文对话并分角色进行表演.2 能在图片或卡片的帮助下运用句型询问并回答如何去某地.（三）情感目标通过课文表演、游戏、小组活动等方式培养学生学习英语的兴趣及积极性.二教学要点分析（一）教学重点1 能正确理解新单词的汉语意思及用法，通过录音跟读培养标准的语音、语调.2 能正确运用句型询问并回答如何去某地.（二）教学难点能正确运用句型询问并回答如何去某地.三教学准备单词卡片，多媒体课件.四教学过程Step 1 Warming-up1 Greetings.2 Free talk:师生自由讨论暑假去哪里？T: Summer vacation is coming. Are you going to travel?S: Yes, I am.T: Where are you going to go?S: I’m going to go to Shanghai.Step 2 Presentation1 Leading-in:T: Can you tell me how are you going to go to Shanghai?白板出示几种交通工具：飞机，轮船，火车，自行车等，并标注英语. T: Today we’ll learn about these things. First let’s listen and look.2 Text:(1) Listen and look.(2) Listen and underline the new words.听录音，划出新单词.出示单词卡，领读并个别检查.(3) Listen and follow.听录音并根据课文内容连线.白板出示人物：Jenny, Tom, Li Ming, Danny.及交通方式：plane, ship, train, bike.将两组连线.(4) Read the text in groups, and then show in the class.Step 3 PracticeT: I’d like to travel, now I wants to show some beautiful pictures to you. 白板展示名胜图片：台湾日月潭，上海东方明珠，北京天安门，泰安泰山，青岛栈桥.T: Maybe it’s far, or near to us, so we can choose different kinds of traffic means. Eg:白板出示交通工具：bike, car, bus, plane, train, ship.教师示范句型后，学生小组讨论并展示.Step 4 Consolidation我是小记者！（每组安排一个同学做小记者，调查其他同学暑假去哪里及怎么去？）Reporter: Where are you going to go?S: I’m going to go to Beijing.R: How are you going to go to Beijing?S: I’m going to go there by plane.小组练习后，请同学做小记者访问其他同学.Step 5 Summary回想本节课所学内容，你学到了哪些？你还有哪些疑问？小组讨论派代表发言.Step 6 Assignments1 Listen and follow the tape.2 Talk about with your friends where are you going to go and how.Lesson 3 Unit 6 Book 4一教学目标（一）知识目标1 能听懂会说并认读下列单词及词组：learn, sunrise, August, sea, boy, girl, have a good time.2 能听懂会说并认读下列句子：-What are you going to do at Shaolin Temple?-I’m going to learn kungfu.（二）能力目标1 能够流利地朗读课文对话并分角色进行表演.2 能在图片或卡片的帮助下运用句型询问并回答去某地做什么. （三）情感目标通过课文表演、游戏、小组活动等方式培养学生学习英语的兴趣及积极性.二教学要点分析（一）教学重点1 能正确理解新单词的汉语意思及用法，通过录音跟读培养标准的语音、语调.2 能正确运用句型询问并回答去某地做什么.（二）教学难点能正确运用句型询问并回答去某地做什么.三教学准备单词卡片，多媒体课件.四教学过程Step 1 Warming-up1 Greetings.2 Free talk:T: These days we’ve talked about many famous places, for example:白板出示地方图片：少林寺，泰山，大连等，并简单介绍这些名胜的闻名之处.T: Who can tell us about other places?请同学来简单讲述自己熟知的风景名胜等.Step 2 Presentation1 Leading-in:T: Now let’s see what our friends are going to do there.2 Text(1) Listen and look.(2) Listen and follow the new words.出示单词卡：learn-learn kungfu, learn English…提示学生出示更多词组.August-June, July.关联词.采用多种方式读单词并个别检查.(3) Listen and follow.并划出课文中的问答句.请学生交流划出的问答句，并结合板书完整重点句型.领读板书并请同学展示读等.(4) Read the text in groups then show in the class.分小组竞争读，选出读的最好的小组，予以鼓励.Step 3 Practice模拟旅游.T: I’ve got some beautiful pictures for you.白板出示风景名胜的图片，并提问：T: Where are you going to go?S: I’m going to go to Yantai.T: What are you going to go there?S: I’m going to swim in the sea.学生选择其中一幅图描述自己将去旅游，同桌提问去做什么，再作答. Step 4 ConsolidationT: Now talk about where and what do you want to, then share with us.(1)Talk about in groups.(2)Show in the class.Step 5 SummaryLet’s copy.认真模仿书写.Step 6 Assignments1 Listen and follow.2 小组依据课文内容编制情景剧，下节课课堂表演.Lesson 4 Unit 6 Book 4六、教材分析Unit 6 Book 4的主题为Travel,本单元主要以学生非常感兴趣的Travel为主题，本节课主要通过学生的对话，小组活动等，将所学内容运用到实际生活中，提高学生运用语言的能力.七、学情分析本课教学对象是四年级学生，对英语学习具有浓厚的兴趣，在学习本课前就已经掌握了一些有关的词汇；并能够进行简单的问答.加之本课内容和我们的日常生活息息相关，因此学生更能够积极地把所学知识运用于实践.八、教学目标（一）知识目标1.复习本单元单词，能听懂会说并认读.2.能听懂会说并认读有关句型.（二）能力目标通过练习学生能学会询问并回答去哪里，如何去，及去做什么等问题.（三）情感目标通过一系列的活动对学生进行情感教育，培养学生热爱祖国大好河山的感情，了解相关的西方文化等.九、教学要点分析（一）教学重点1.本单元单词的认读.2.重点问答句的运用.（二）教学难点通过练习学生学会询问并回答去哪里，如何去，及去做什么等问题.十、教学准备单词卡片，相关图片，小动物头饰，课件.六、教学过程Step 1 Warming-up1 Greetings.2 Free talk:T: Summer vacation is coming. Jenny and Guoyang are talking about the vacation.白板出示图片及句型：Jenny: Summer vacation is coming. I’m going to go back to Canada. Guoyang: I’m going to go to Mount Taishan.J: How are you going to go?G: I’m going to go there by bus.J: What are you going to do there?G: I’m going to see the sunrise.请同学展示情景剧，并予以奖励.Step 2 Presentation1 Leading-in:T: Now Peter is also talking about his vacation with his grandma, let’s listen and look.2 Text(1) Listen and look.(2) Listen and follow.(3) Read by yourselves and show in the class.Step 3 Revision1 Review words.(1) 月份：June, July, August.(2) 交通工具：plane, ship, train, bike.(3) 选词填空：Summer vacation is coming. I’m going to travel to Mount Taishan. I can see the sunrise there! My friend is going to the Shaolin Temple. He wants to learn kungfu there! We will both have a good time!2 Review target language.T: We all like traveling, now, if you have a chance to travel, where are you going to go?白板出示名胜图片,请学生回答：S: I’m going to go to Mount Taishan.T: How are you going to go there?S: I’m going to go there by bus.T: What are you going to do there?S: I’m going to see the sunrise.Step 4 Practice: Make a survey.小组关于即将到来的暑假做调查,记录姓名、去哪里、怎么去、做什么等.-How are you going to go to Dalian?-I’m going to go there by ship.-What are you going to do there?-I’m going to swim in the sea.教师示范对话后，小组练习并展示.Step 5 ConsolidationFun time: Read and enjoy.教师领读后请同学分动物角色表演，小组练习后，分角色朗读表演. Step 6 AssignmentsListen and follow the tape about three times.。
初中英语八年级下册Unit 6 SectionA (1a—1c)教学设计1.教学目标1.知识与技能:让学生学会用英语讲述一个故事。
2.过程与方法:通过复述故事,让学生学会掌握一个故事的细节和人物,并能利用目标语言讲述一个传说或故事。
3.情感、态度与价值观:教育学生在生活中不怕困难,培养他们不言放弃的精神。
2.学情分析1. 八年级的学生积累了一定的词汇量,也学过过去时态,对于本课内容的理解并不难。
但在叙述故事过程中有大量的复杂句,对于长句子的理解、复述和表达成为本课难点。
所以对于部分使用率高的复杂句,利用课件中大量的图片进行练习,让学生掌握扎实。
2. 本班学生两极分化严重,后面的学生基础非常薄弱,且对英语学习兴趣不高,他们在本课学习上会有很大的困难。
所以本课我使用了大量的图片、视频提升学生兴趣,帮助他们首先理解授课内容,反复练习达到基本上口的目标,然后充分发挥思维导图的优势帮助他们学习讲述故事。
小步子,快节奏,低台阶,层次强的授课模式来激发学生的兴趣,增强学习英语的自信,训练能力的提升。
3.重点难点教学重点:学习讲述故事中的人物和相关细节。
教学难点:学习本课时的目标语言,能用自己的语言讲述一个故事。
教学过程第一学时教学活动活动1【导入】创设情景Step1 Warmig up(1)Free talk&enjoy a story named a wolf is coming .1. Do you like stories?2. What kind of stories do you like? (老师可以鼓励学生给出尽可能多的答案)教学设计说明:通过自由讨论故事,欣赏动画故事,承上启下,引出本单元话题。
活动2【讲授】呈现新课Step 2. Presentation(呈现新知识)1.Present the new words :stoone shoot2.Present the name of the story with the picture(教师用同样的方法教授其它故事的名字:1)Journey to the West2)Yu Gong Moves a Mountain3)Hou Yi Shoots the Sun4)Nu Wa Repairs the Sky教学设计说明:教师利用对图片的讨论和问答教授四个故事的名字,形象生动,且能了解故事概要。
Unit 6.An old man tried to moved the mountains.上蔡一中张之亮Section A 1 (1a-2c)一、教学设计思路：本课是一节任务型听说课。
通过听说练习以达到灵活运用所学英语的能力。
步骤一：热身准备激活学生已有知识。
目的：让学生进入上课状态，导入教学内容。
激活学生已有知识，准备学习新知识，并激发学生学习兴趣。
步骤二：导入新语言项目目的：通过一定的场景导入性语言结构，同时呈现其用法。
步骤三：感受词语目的：学生在教材内容的刺激下激活已有的词语运用，并学习新词语，形成新的词语运用能力。
步骤四：感受新知步骤五：总结发现语法规律，实践操练语法项目。
目的：引导学生总结语法现象，通过练习和例句，让学生理解语法项目更广泛的用法，提高语法运用的准确性。
步骤六：运用新语言完成任务目的：学生通过小组活动等形式完成任务，体验新学知识的真实运用形态，形成在所给语境中运用语言的能力。
步骤七：课外拓展，布置作业二、教学目标：1.语言知识目标：1)能掌握以下单词：shoot, stone, remind能掌握以下句型：① How does the story begin?② What happened next?③ What do you think of the story of Yu Gong?④ What could Yu Gong do if he didn’t move the mountains?2)能够用英语询问故事的开始、发展及后续等。
能够对故事中的人物或情节发表一些简单的看法或观点。
2.情感态度价值观目标：学习愚公，要学习他“顽强拼搏”的精神。
在我们生活工作中存在着很多的“山”。
在这些山的面前我们应该采取怎样的态度对待它？是通过“搬家”来避开它；还是像愚公一样明知困难却迎难而上？凭借自己的力量勇敢地克服困难。
愚公不畏艰险，不怕困难，勇敢面对的精神，正是值得我们所学习的。
人教版八年级英语下册第六单元（同步教学设计）Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.1.Show a picture of The Emperor’s New Clothes.T: Look at the picture, what’s the story?Ss: The Emperor’s New Clothes.…2. Teach the new words.Step 3 Practice1. Look at 1a. Match the words with the letters in the pictures in 1c.2. Check the answers.Answers: b gold c silk d emperora underwearStep 4 listening (1b & 1c)Work on 1b1. Listen for the first time to number the pictures [15] in 1c2. Check the answers.Answers (from top to bottom, from left to right): 4 3 2 5 1 Work on 1c1.Listen again. Let Ss fill in the blanks.2.Check the answers.Answers: looked, saw; shouted, wearing; give, kept; clothes; brothers3. Listen for the third time and try to answer the questions.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.Unit 6 An old man tried to move the mountains.老师在上课前，播放一段视频，向学生提出问题，通过对话引入本课时主题，导入新课。
外研版八年级下册M6 Hobbies【课标摘录】：义务教育《英语课程标准》语言技能四级标准：【教材分析】：本模块以“爱好”为主要话题，涉及收集爱好、读书爱好等内容。
这些内容与人们的生活息息相关，在现实生活中多有体现。
Unit 1的主要内容是Lingling, Betty和Tony三个人的对话，是由Lingling展示她对扇子收集的爱好引出的。
这段对话讨论了三人收集不同物品的爱好，很自然地导入了简单句的相关用法和变型。
Unit 2的主要内容是David’s hobby，课文部分主要讲述了一位中学生David的爱好。
课文首先总结介绍爱好给人们带来的益处，然后具体介绍了David如何开始选择写作作为自己的爱好，以及这项爱好给他带来的益处，最后以David对自己未来的设想来结束全篇，典型“总分式”的文章结构。
【学情分析】：学生对收集爱好、读书爱好、爱好给人的影响等有一定的了解；对简单句有一定了解，但是总结简单句各种句型还有待提高；在听和阅读的过程中，克服生词障碍、猜测词义的能力还有待提高。
“爱好”话题贴近学生生活，学生在小学阶段和七年级上学期Starter部分也接触过相关话题，故学生会有一定的词汇积累，会简单地介绍自己的爱好，但部分学生存在的问题是不会有逻辑地介绍自己和他人的爱好。
【模块目标】：通过听说训练，能听懂谈论hobbies的对话，会用英语谈论自己的爱好和询问他人的爱好；通过阅读掌握阅读技巧并更多地了解自己及他人的爱好以及爱好的优点，用重要短语和简单句句型仿写他人的爱好，培养良好的兴趣爱好。
课时备课卡1.What is the main idea of each paragraph?2.What’s the structure of this passage?。
