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Unit 2 More than fun-Starting out教学设计
This unit, “More than fun,” focuses on the topic of hobbies. Starting out is the initial part, which serves as an introduction to hobbies. It presents various pictures and simple texts related to different people’s hobbies, such as playing the guitar, reading books, and taking photos. These materials aim to activate students’ prior knowledge about hobbies, introduce relevant vocabulary, and lead students to think about and discuss their own and others’ hobbies. The content is designed to be engaging and relatable to students’ daily lives, laying a foundation for further exploration of the theme in the following lessons.
教学目标 Develop students’ listening skills by listening to dialogues or short passages about hobbies to extract key information.Improve students’ speaking skills. They should be able to describe their own hobbies and ask others about their hobbies in daily conversations.Cultivate students’ reading skills, enabling them to read simple texts about hobbies and understand the main ideas and details.Enhance students’ writing skills, helping them write a short paragraph to introduce their hobbies.
教学重难点 A. Teaching Key PointsVocabulary related to hobbies: Make sure students can correctly pronounce, understand the meaning, and use these words in sentences.Sentence patterns for expressing hobbies: Guide students to master and use these patterns fluently to talk about hobbies.Reading comprehension: Help students learn how to read simple texts about hobbies, extract information, and understand the main ideas.B. Teaching Difficult PointsHow to enable students to express their hobbies vividly and accurately, including adding details and reasons for their hobbies.Cultivate students’ ability to think critically and creatively about hobbies, such as discussing the influence of hobbies on people’s lives.Guide students to actively participate in class activities, especially those students who are shy or less proficient in English.
A. Vocabulary
Hobby - related nouns: hobby, interest, collection, fan, club, activity
Names of hobbies: playing the guitar, playing basketball, reading books, taking photos, drawing pictures, singing songs, dancing, swimming, running, cycling, collecting stamps, collecting coins, watching movies, traveling
Adjectives related to hobbies: interesting, exciting, relaxing, fun, boring, tiring
B. Sentence Patterns
Expressing one’s own hobby:
My hobby is + verb - ing. e.g., My hobby is playing the guitar.
I like + verb - ing. e.g., I like reading books.
I enjoy + verb - ing. e.g., I enjoy taking photos.
Asking about others’ hobbies:
What’s your hobby
What do you like doing in your free time
Do you have any hobbies
Describing the fun of hobbies:
There is so much fun in + verb - ing. e.g., There is so much fun in playing basketball.
It is + adj. + to + verb - e.g., It is exciting to play the guitar.
教学过程
A. Lead - in (5 minutes)
Greet the students as usual. Then, show some pictures of famous people, such as a famous singer singing on the stage, a famous athlete running on the track, and a famous writer writing a book. Ask students: “Do you know these people What are they doing ” Encourage students to answer.
After students’ answers, introduce the topic of the lesson: “Today, we are going to talk about hobbies. Everyone has his or her own hobby. Hobbies can bring us a lot of fun. Let’s explore more about hobbies together.”
B. Vocabulary Presentation (10 minutes)
Show some pictures on the PPT, including a boy playing the guitar, a girl reading a book, a man taking photos, and a child collecting stamps. While showing the pictures, say the words loudly and clearly: “Look at this picture. This boy is playing the guitar. ‘Playing the guitar’ is a hobby. Repeat after me, please.” Let students repeat several times. Do the same for other pictures and words.
Write the new words and phrases on the blackboard, such as “playing the guitar,” “reading books,” “taking photos,” “collecting stamps.” Explain the meaning and pronunciation of each word or phrase again. Pay attention to the pronunciation of difficult words, like “guitar.”
Conduct a quick drill. Point to the pictures on the PPT randomly and ask students to say the corresponding hobbies immediately. Then, call some students to come to the blackboard and write down the hobbies they hear. Check their spelling.
C. Listening Activity (8 minutes)
Tell students: “Now, we are going to listen to a short dialogue. In the dialogue, two friends are talking about their hobbies. Listen carefully and try to find out what their hobbies are.”
Play the recording of the dialogue for the first time. After that, ask students some simple questions to check their general understanding, such as “Are they talking about school or hobbies ”
Play the recording again. This time, ask students to listen more carefully and fill in the blanks on the handout. The blanks are about the specific hobbies mentioned in the dialogue. For example:
A: What’s your hobby, B
B: My hobby is ______. I like it because it is ______.
A: That sounds interesting. I like ______ in my free time.
Check the answers with the whole class. Play the recording one more time if necessary, pausing at the key points to let students understand better.
D. Pair Work (8 minutes)
Divide the students into pairs. Give each pair a set of cards with different hobbies written on them.
Instruct the students to take turns to pick a card. One student asks the other: “What do you think of this hobby ” The student who picks the card should answer, using the sentence patterns they have learned, like “I think it is very interesting because I can...” or “I don’t like it because it is a bit boring.”
Walk around the classroom, listen to their conversations, and offer help and guidance when needed. After a few minutes, ask some pairs to come to the front of the class and act out their conversations for the whole class.
E. Reading Activity (10 minutes)
Show a short passage about a student’s hobby on the PPT. The passage could be like this:
“My name is Tom. My hobby is playing football. I started playing football when I was six years old. I play football with my friends every Saturday afternoon. It is a lot of fun. We run on the grass, pass the ball to each other, and try to score goals. Playing football makes me strong and healthy. I also make many good friends through this hobby.”
Ask students to read the passage silently first. Then, ask them some comprehension questions, such as “What is Tom’s hobby ” “When did he start playing football ” “Why does he like playing football ” Let students answer the questions.
Explain some important words and sentence patterns in the passage, such as “start doing sth.,” “make sb. + adj.” After that, ask students to read the passage aloud in pairs, helping each other with the pronunciation and intonation.
F. Summary and Homework (4 minutes)
Summarize the key points of this lesson with the students, including the new vocabulary about hobbies, the sentence patterns for expressing hobbies, and the main idea of the reading passage.
Assign homework:
Ask students to write a short paragraph about their own hobbies. They should include what their hobbies are, when they started, and why they like them.
Encourage students to find more information about their favorite hobbies, such as reading a book related to their hobbies or watching a video about it, and share it with the class next time.
教学反思
After this class, overall, most students showed great interest in the topic of hobbies. The various activities, such as vocabulary presentation with pictures, listening, pair work, and reading, effectively engaged students in learning. However, there are still some aspects that need improvement.
During the pair work, although most students actively participated, a few shy students were a bit passive. In the future, more individual encouragement and simpler task - setting should be considered for these students to boost their confidence. When teaching new vocabulary, some students still had difficulty in pronunciation, especially for words with complex syllables. More pronunciation drills and guidance are needed. Also, in the reading activity, some students had trouble understanding long sentences. In subsequent lessons, more practice in analyzing sentence structures should be provided. In general, continuous adjustments and improvements are required to better meet the learning needs of all students and enhance the teaching effectiveness.
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