Unit 2 Hobbies Assessment 教学设计 2025-2026学年译林版英语七年级上册

该初中英语教学设计聚焦“爱好”主题，涵盖爱好词汇（如reading, dancing）、表达句型（I like doing等）及频率副词（always到never）。以图片猜爱好导入，通过图片+手势游戏学词汇，板书+造句练句型，频率副词排序+例句，构建从认知到运用的学习支架。 特色在于多模态输入与综合语言实践结合，听力对话理解、小组角色扮演、写作互评提升语言能力，讨论爱好利弊培养思维品质，合作学习与自主探究发展学习能力。活动设计具体易操作，助力教师高效教学，学生提升沟通与表达能力。

Unit 2 Hobbies-Assessment This unit in Yilin Edition (2024) English for Grade 7 focuses on the theme of "Hobbies". It encompasses a rich variety of materials, including texts about different people's hobbies, vocabulary related to hobbies, and grammar usage in expressing hobbies. The unit aims to engage students in discussing their own hobbies and understanding others' hobbies, thus enhancing their language skills in the context of a topic that is highly relevant to their daily lives. 教学目标 Students will be able to master the key vocabulary related to hobbies, such as "reading", "dancing", "playing basketball", "swimming", etc. They can understand and use the sentence structures for expressing hobbies, like "I like/love/enjoy...", "My hobby is...", "I am interested in...", etc. Learn some new words and phrases for frequency adverbs, e.g., "always", "usually", "often", "sometimes", "seldom", "never", and be able to use them correctly in sentences to describe how often they do their hobbies. 教学重难点 1. Key Points Mastering the vocabulary and sentence structures for expressing hobbies. Using frequency adverbs correctly to describe the frequency of doing hobbies. Developing the ability to communicate about hobbies in daily life. 2. Difficult Points Differentiating between the usage of "like doing sth." and "like to do sth." and using them appropriately. Expressing reasons for hobbies clearly and vividly in writing. Conducting in - depth discussions about the advantages and possible challenges of different hobbies. 1. Vocabulary Hobbies: reading, dancing, singing, drawing, playing basketball/football/volleyball/tennis, swimming, running, cycling, collecting stamps/coins, gardening, cooking, etc. Frequency Adverbs: always (100%), usually (about 80 - 90%), often (about 60 - 70%), sometimes (about 30 - 40%), seldom (about 10 - 20%), never (0%) 2. Sentence Structures Expressing Hobbies: I like/love/enjoy + V - ing. For example, I like reading books. My hobby is + V - ing/noun. e.g., My hobby is dancing. / My hobby is playing the guitar. I am interested in + V - ing/noun. Such as, I am interested in collecting stamps. I am fond of + V - ing/noun. e.g., I am fond of cooking. Asking about Hobbies: What's your hobby? What do you like/love/enjoy doing in your free time? Are you interested in...? Do you like...? Using Frequency Adverbs: I always/usually/often/sometimes/seldom/never + V - base. For example, I often play basketball after school. She seldom watches TV on weekdays. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of people doing different hobbies on the PPT, such as a person reading a book, a group of people dancing, and someone playing football. Ask students to look at the pictures and guess what hobbies they are. Encourage students to raise their hands and share their guesses. After each guess, confirm if it's correct and briefly talk about the hobby, like "Yes, you are right. Reading is a very good hobby. It can help us learn a lot of knowledge." This activity can quickly draw students' attention to the topic of hobbies and arouse their interest. 2. Presentation (12 minutes) Vocabulary Teaching Present the new words about hobbies one by one on the PPT. For each word, show a vivid picture related to it and pronounce the word clearly, asking students to repeat after you several times. For example, when teaching "swimming", show a picture of a person swimming in the pool, say "swimming" slowly and clearly, and let students imitate the pronunciation. After teaching all the hobby - related words, play a vocabulary game. Read out the words randomly and ask students to quickly show the corresponding gestures. For instance, if you say "running", students should pretend to run on the spot. This can help students better remember the words. Sentence Structure Teaching Write the sentence structure "I like + V - ing" on the blackboard. Explain the meaning and usage, and give some examples, "I like singing. I like dancing." Then, ask students to make their own sentences using this structure. Invite several students to stand up and share their sentences with the class. In the same way, teach other sentence structures for expressing hobbies, such as "My hobby is...", "I am interested in...", and "I am fond of...". Let students practice making sentences for each structure. Next, introduce frequency adverbs. Write the frequency adverbs on the blackboard in order from high to low frequency. Explain their meanings and show how to use them in sentences, like "I always get up early. I usually have breakfast at home." Let students make sentences using frequency adverbs and hobbies, for example, "I often play football on weekends." 3. Practice (15 minutes) Listening Practice Play a short dialogue recording about hobbies on the computer. Before playing, give students two questions to listen for: "What are the two people's hobbies?" and "How often do they do their hobbies?" After playing the recording once, let students think for a while. Then play the recording again if necessary. Ask students to answer the questions. Check the answers together and play the recording one more time to let students follow and imitate the pronunciation and intonation. Speaking Practice Divide students into pairs. Give each pair a set of cards with different hobbies written on them. Students take turns to pick a card and ask their partners, "Do you like...?" The partner should answer according to their real situation, using the sentence structures they have learned, such as "Yes, I like... very much. I often...", or "No, I don't like... I prefer...". After a few minutes, ask some pairs to come to the front of the class and act out their conversations. Give praise and comments to encourage students to speak more bravely. Reading Practice Distribute a short passage about different people's hobbies to each student. The passage should include information about what hobbies people have, how often they do them, and why they like them. Ask students to read the passage quickly (skimming) to get the main idea. Then, ask them some general questions, like "How many people are mentioned in the passage?" and "What are the common hobbies in the passage?" Next, let students read the passage again carefully (scanning) to find the answers to some detailed questions, such as "What is Tom's hobby and how often does he do it?" After students finish reading, check the answers together. 4. Production (8 minutes) Writing Practice Ask students to write a short passage about their own hobbies. Remind them to include the following information: what their hobbies are, how often they do them, and why they like them. Provide some key words and sentence structures on the PPT to help them, such as "My hobby", "like/love/enjoy", "because", "always/usually/often". Give students about 5 minutes to write. Walk around the classroom to offer help and guidance when necessary. After they finish writing, ask students to exchange their passages with their deskmates and check each other's work. They can correct spelling mistakes, grammar errors, and give some simple comments. Group Discussion Divide students into groups of four or five. Pose a discussion topic: "What are the advantages and disadvantages of different hobbies?" Each group chooses one or two hobbies to discuss, such as playing computer games or collecting things. Let students have a free discussion within the group for about 3 minutes. Encourage each student to express their opinions. Then, ask each group to choose a representative to share their group's discussion results with the whole class. 5. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students. Review the vocabulary about hobbies, sentence structures for expressing hobbies, and the usage of frequency adverbs. Ask students to recall and share what they have learned in this class. Homework Ask students to make a poster about their hobbies. They can draw pictures or paste photos related to their hobbies on the poster and write a short description under each picture, using the English they have learned in this class. Require students to have a conversation with their parents about their hobbies in English and write down a short report about the conversation, including what their parents' hobbies are and their opinions on their own hobbies. 教学反思 After teaching this unit, I found that the topic of hobbies is very appealing to students, which made the class atmosphere quite active. The warming - up activity using pictures effectively aroused students' interest at the beginning of the class. However, during the vocabulary teaching, some students still had difficulty in pronouncing some words correctly, especially words with complex vowel combinations. In the future, more time should be spent on pronunciation practice, perhaps using more audio - visual materials. When teaching sentence structures, most students could understand and make simple sentences. But when it came to using them flexibly in speaking and writing, some students still made mistakes. For example, they confused the usage of "like doing sth." and "like to do sth." More guided practice and real - life - situation - based exercises are needed to help students master these structures better. The listening, speaking, reading, and writing practice activities were generally well - received by students. However, in the group discussion, some students were a bit shy to express their opinions, and the discussion in some groups was not deep enough. In the future, more encouragement and guidance should be given to these students, and more specific discussion guidelines can be provided to make the group discussion more effective. Overall, through this teaching process, students have increased their knowledge about hobbies in English and improved their language skills to some extent. But there is still room for improvement in teaching methods and activity designs to better meet the needs of different students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$