M1 Hobbies
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Module 1 Hobbies
Unit 1 Do you collect anything?
Type of teaching： Listening and speaking
Teaching aims：
1. To help the students to learn the new words and phrases by heart.
2. To train students’ability of getting information about hobbies from
listening；to train students’ oral communication skills in talking about
hobbies.
3. To arouse the students' interests in getting to know their friends' and
parents' likes and dislikes.
Key points：
Key vocabulary — doll，fan，glass，stamp， collect，collection，sort， as well，
untidy，clear， clear up
Key structures — Sentence components
Teaching methods：
PWP focused on communication, free discussion
Teaching aids：
Tape recorder，video，OHP
Teaching steps：
Step1. Warm up／Lead in
Take a story book from a student and ask:
You like reading story books, don't you? How many story books have
you collected ? What other things do you collect? What about you? (Students are
encouraged to give varied answers. )
( 教师导入新课，提问个别同学他们有什么爱好，是否喜欢收集东西，如集邮等。
学生小组活动，询问小组成员的爱好，然后由小组代表向全班汇报。
教师总结学生的大体爱好之后，提出问题： What are Betty's and Lingling's hobbies?
组织学生听活动1的听力材料。
教师在学生反馈的基础之上提出新问题：What are Sarah's and Tony's hobbies?由此引出本单元的主要听力材料。
本部分主要用于导入话题，激发学生对听力的兴趣，使学生很快进入状态，同时还可以了解爱好的一些表达方式。)
step2. Practice:
1. Now look at the pictures and answer what my friends like collecting.
basketballs
models of car
fans
He likes collecting paintings (review some new words while learn
stamps the new ones)
instruments
mobilephones
glasses
2. Then practice this dialogue in pairs:
Do you collect anything?
Yes, I do. I collect ......\ No, I don't. My hobby is +V.ing + sth..
3. Act out: (Give students certain encouragement when they are ready to
act out. Ask all the other students to listen carefully and be prepared to answer questions about their dialogue, which is aimed to drawing their
attention. )
(本活动从词汇展示入手，为听力做准备(听力中包含这些单词)。结合图片的呈现方式比较直观。在学习单词的基础之上让学生听录音来选择贝蒂和玲玲各自喜欢的东西就变得十分轻松。听力选择打勾的方式让学生不用书写英文单词，也可以给学生安全感。
根据自己班级的情况，可以采用全班活动，也可以采用个体+同伴等活动方式)。
step3. Listening:
(We are going to listen to a dialogue about the hobbies of Tom's and his
parents'.)
1. Listen to the dialogue and complete the chart.
2. Give the answers.
3. Now look at the three questions and we are going to listen twice and then
you are going to answer them.
4. Elicit their answers.
分析：活动4是听力理解活动，采用问答方式，检查的是学生对听力材料细节的理解， 要求学生能够口头回答，属于较高层次的要求。
操作：如果多数学生直接回答有困难，最好先给学生一点时间准备，然后再要求其回答。
建议：对于听力来说，不应该只有一个听力活动，但是教材本身不能给出所有的活动设计。对于本听力对话，根据学生实际情况可以开展判断正误、填写信息图表、猜测等活动，这样可以涵盖各种层次的理解，不仅富于变化，有利于激发学生的学习积极性，更重要的是能适应学生全面发展的要求。
拓展：Match the sentences with the person who may say them．
Step4. Practice
Look at these pictures and answer :
What are their hobbies?
Yao Ming's
Peter's Jim's
Mimi's hobby is +V.ing + sth.
Lao Wang's
SHE's
Miss Wang's
Step5. Consolidation: Do some exercises (on the screen)
Step6. Listening and reading
1. Listen to the tape and choose the right answers. (Listen twice)
2. Read the conversation and answer the five questions.
Step7. Make a survey :
(The step is aimed to putting what they have learned in this
class to actual use.)
1. Make a survey.
2. After the survey, the students are expected to give their deskmate a
report about his/her survey, using the structure:
......likes ......, so his/her hobby is.....
目的：本活动的目的在于通过两人对话训练学生口头表达自己爱好的能力。因此，活动给出了常用的询问和回答方式，属于以结构为中心、基于交际目的的练习活动。但是，从所给的几个提示问题可以看出，本活动的要求要比活动2高出很多。要求学生能够解释自己的爱好、以及他人对自己爱好的感受。
操作：两人一组对话，然后请学生介绍对方的爱好。
建议：为了与活动2相区分，本活动可以采用采访的方式，让学生以小组为单位，利用所给问题和问答句式问对方的爱好，然后班级内汇报总结。
拓展：谁与你的爱好一样?
·布置调查任务，要求学生通过询问调查谁与自己的爱好相同。
·学生采访，要求每个学生采访至少五名同学。 ·学生汇报。
Step8. Summary:
1. Briefly review the new words and phrases in the class.
2. enable the students to investigate into others' likes and hobbies.
Step9. Homework:
1. Read the conversation in Activity 3.
2. Do Activity 5 on Page 3.
3. Try to talk about hobbies with your friends
Unit 2: Hobbies can make you grow as a person
Type of teaching：Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words and phrases: as, mountain, volleyball, sailing, creative, lazy, useful,
develop, skill, camp, as well as, activity, such as, workshop, professional, imagine,
