Unit 1 Time to Relax Section A(1a～2d) 教学设计 2025-2026学年人教版 英语八年级下册

该初中英语教学设计聚焦业余活动主题，涵盖相关词汇（如play the flute, hiking）、核心句型（谈论活动及目的、分享挑战与成长）。通过图片情景导入，结合词汇预热、听力任务（1a-1d、2a-2d）及对话练习，搭建从词汇积累到交流运用的学习支架，衔接前后知识。 资料以任务型与合作学习为特色，通过听力信息捕捉、小组角色扮演（2d对话）等活动，融入思维品质（分析活动挑战与价值）和语言能力（运用目标语言交流）培养。利用多媒体课件（含图片、音频、小猪佩奇滑冰视频）及任务单，助力学生提升听说及逻辑思维，为教师提供清晰教学流程与实用资源支持。

Section A (1a-2d) 一、教学基本信息 1.课程名称：Section A (1a-2d) 2.学科：初中英语 3.年级：八年级 4.教材版本：人教版（2024）八下 5.课时安排：2课时 6.授课教师： 二、教学目标 核心素养目标 1.语言能力：积累与业余活动、活动感受相关词汇，能在交流中准确运用，清晰地介绍业余活动、分享活动经历。 2.思维品质：通过分析业余活动的目的与挑战，提升逻辑思维与自我表达能力，能理性选择业余活动、思辨活动价值。 3.学习能力：掌握业余活动类语篇分析、经历分享等策略，能自主学习、合作学习，主动解决活动表达相关问题。 4.文化意识：了解不同文化中业余活动的类型与意义差异，增强对多元业余文化的理解，提升活动参与的文化包容性。 三、教学重难点 （一）教学重点 1.掌握业余活动相关词汇和核心短语、句型； 2.能运用目标语言交流业余活动、分享活动挑战与感受。 （二）教学难点 1.快速捕捉关键信息，培养较强的听力理解和信息整合能力； 2.能用英语清晰地阐述业余活动的挑战与个人成长。 四、教学方法 1.情境教学法：创设“谈论业余活动”的真实情景，通过图片、对话模拟等方式，让学生在语境中学习和运用语言。 2.任务型教学法：设计听力任务、对话练习任务、分享任务等，让学生在完成任务的过程中巩固知识、提升技能。 3.合作学习法：通过小组讨论、结对练习等形式，鼓励学生互助合作，共同完成学习任务，提升交流能力。 4.讲授法：针对核心语法点（如“used to”相关结构）、重点短语和句型，进行精准讲解，帮助学生理清思路、夯实基础。 五、教学准备 1.多媒体课件：包含业余活动相关图片、听力音频、对话示例、词汇卡片等。 2.学习任务单：设计听力填空题、句型转换题、对话练习模板、课后作业等。 3.分组准备：将学生分为2人小组，明确小组成员进行角色扮演练习对话。 六、教学过程（第1课时） （一）新课整体概述 1.展示单元封面页，呈现本单元核心学习目标，用简洁易懂的语言辅助解释，让学生清晰知晓本单元的学习任务。 In this unit, you will learn to: talk about how you spend your free time. describe different free-time activities and hobbies. use infinitives to show purpose or provide more information about a sentence’s object. explore why people need time to relax. 2.抛出单元大问题：展示单元核心大问题“Why are free-time activities important?”（业余活动为什么重要？），引导学生初步思考。 （二）导入本节课内容 1.情景创设：展示运动、阅读、听音乐等业余活动的图片，引导学生说出自己知道的业余活动。提问：What do you usually do when you’re free? 2.引出主题：明确本节课主题——谈论业余活动，分享活动感受与目的，导入Section A (1a-1d)的学习。 3.词汇预热：引导学生说出自己知道的业余活动，教师板书并领读核心词汇：play the flute、do calligraphy、paint、ski、hike、program，结合图片帮助学生理解词义。 （三）新课讲授与听力训练 1. Pre-listening：完成1a任务，让学生将活动与图片匹配，核对答案并强化词汇记忆； B→playing the flute E→doing calligraphy F→painting A→skiing C→hiking D→programming 提问：“Which of these activities do you like? Why?”初步引导学生思考活动目的。 2. While-listening： 第一遍听（1b）：让学生听三段采访，完成句子填空（填写学生的活动类型），核对答案，巩固“like doing/to do sth.”结构。 Teng Fei likes programming after school. Teng Fei also likes hiking at the weekend. Helen loves painting in her free time. Chen Tie likes to play the flute. 第二遍听（1c）：让学生匹配活动目的与对应的陈述，帮助学生理解“express feelings、relax、get some exercise、create an app”等目的表达。 A. To express feelings.→3 B. To relax.→4 C. To get some exercise.→2 D. To create an app.→1 第三遍听：让学生填空完成采访对话，重点关注“doing a survey、create an app、give it a go、express、need to do sth.”等短语和句型，教师讲解关键表达（比如“play+乐器”前加定冠词the的规则）。 Interview 1 Adam: Hey, Teng Fei! I’m doing a survey on free-time activities. Could you help? Teng Fei: Hi, Adam. Sure! Ask away. Adam: What do you usually do when you're free? Teng Fei: Hmm. I like programming. I do it after school. Adam: Oh, are you creating an app? Teng Fei: That's right. I also like hiking at the weekend. It's a great form of exercise. Interview 2 Adam: How do you spend your free time, Helen? Helen: Well, I love painting pictures. Adam: How did you get into it? Helen: Oh, I saw my mother paint when I was young. I decided to give it a go too! Painting helps me to express how I feel. Adam: I see! Interview 3 Adam: What do you do in your free time, Chen Jie? Do you do sport? Chen Jie: No, not really. But I like to play the flute. Adam: Wow! Isn't that difficult? Chen Jie: It was very difficult at first. I needed to practise a lot! Adam: And is it easier now? Chen Jie: It's never easy, but it's more fun now. I do it to relax these days. 3. Post-listening：（1）听听力对话并跟读，让学生熟悉语音语调。 （2）对话练习 ①示范对话：教师与学生结对，用句型“A: What do you do in your free time? B: I like to... A: Why do you do it? B: I do it to...”进行示范，如：“A: What do you do in your free time? B: I like to read storybooks. A: Why do you do it? B: I do it to learn new words and have fun.” ②学生根据所给图片，说出目标活动，教师（A）与学生（B）联系对话。 A: What do you do in your free time? B: I like to play basketball with my friends. A: Why do you do it? B: I do it to stay healthy and make more friends. A: What do you do in your free time? B: I like to draw pictures of animals. A: Why do you do it? B: I do it to show my love for animals and relax. A: What do you do in your free time? B: I like to walk my dog. A: Why do you do it? B: I do it to spend time with my dog and get fresh air. A: What do you do in your free time? B: I like to help my mom cook meals. A: Why do you do it? B: I do it to give my mom a break and learn to cook. ③结对练习：学生两人一组，运用所学词汇和句型，谈论自己的业余活动及目的，教师巡视指导，纠正语言错误。 ④展示分享：邀请2-3组学生进行对话展示，教师给予点评和鼓励。 （四）课堂小结与作业 1.课堂小结：师生共同回顾本节课所学词汇、短语和核心句型，强调听力信息捕捉的方法。 2.布置作业：背诵本节课核心词汇和短语。 用句型“What do you do in your free time? I like to... Why do you do it? I do it to...”写3组对话。 预习2a-2d内容，思考自己首次参与某业余活动的经历。 七、板书设计（第1课时） Unit 1 Time to Relax Section A(1a-1d) 1. 核心词汇 playing the flute、doing calligraphy、painting、skiing、hiking、programming 2. 核心句型 — What do you do in your free time? — I like to... — Why do you do it? — I do it to... 八、教学过程（第2课时） （一）复习导入 1.词汇听写：听写“programming、painting、hiking、express、scared”等核心词汇。 2.对话回顾：邀请学生展示上节课的对话作业，复习核心交流句型。 3.导入新内容：提问学生：“Did you have any challenges when you first did your favorite free-time activity? How did you solve it?”引出本节课重点——分享业余活动的挑战与成长，导入2a-2d的学习。 （二）新课讲授与听力训练 1. Pre-listening：（1）让学生列出更多业余活动（如go fishing、go swimming、play chess等），扩展词汇量。 （2）观看小猪佩奇滑冰的视频，引出the challenges of ice skating这一话题。 （3）完成2a任务：让学生讨论游泳和滑冰两项活动的挑战，教师总结并补充“Keeping balance、fear of falling、fear of water、learn to breathe correctly”等表达。 2. While-listening： 第一遍听（2b）：让学生听Fu Xing和Emma的对话，勾选他们谈论的内容，培养信息筛选能力。 what they are going to do the next day challenges of free-time activities √ what Emma did at the weekend √ free-time activities they don’t like their friends’ favourite free-time activities what they like about their free-time activities √ 第二遍听（2c）：让学生完成句子填空，重点关注“try ice skating、give up so easily、be perfect、get over、encourage sb. to do sth.”等短语和句型。 Emma went to the sports centre to try ice skating. Emma didn't want to go ice skating again at first. Fu Xing told Emma that no one expected her to be perfect from the start. The instructor told Emma not to give up so easily. Fu Xing used to be scared of water, but she started swimming to get over her fear. Fu Xing encouraged Emma to try ice skating again. 3. Post-listening：（1）听听力对话并跟读，让学生熟悉语音语调，体会情感表达。 （2）小组讨论：“What can we learn from Emma’s experience?”引导学生理解“万事开头难，不要轻易放弃”的道理。 （3）角色扮演与话题拓展 角色扮演（2d）：让学生分组练习Fu Xing和Emma的对话，注意语气和情感的表达，邀请小组进行展示。 话题拓展：引导学生围绕2d任务展开讨论，分享自己首次参与最喜爱的业余活动的经历，运用句型“A: I love... now. But I was afraid to... at first. B: Oh, I didn’t know that. What helped you to get over your fear? A: I practised by... That helped me to get better quickly.”进行交流。 A: I love running races now. But I was afraid to take part in the school sports meeting at first. B: Oh, I didn’t know that. What helped you to get over your fear? A: I practised by running with my dad every morning. That helped me to get better quickly. （三）语言点精讲 1. spend的用法：①sb. spend time (in) doing sth.；②sb. spend time on sth.”；③对比spend、take、cost、pay的用法差异。 2. used to do sth.：强调“过去常常做某事，现在不做了”，否定形式为“didn’t use to do sth.”。 其他单词与短语：“express、scared、get over”等，结合语境讲解用法。 （四）即时练习 完成句型转换和翻译练习题，核对答案并讲解易错点。 （五）课堂小结与作业 1.课堂小结：师生共同梳理本节课核心语言点、对话交流技巧，回顾业余活动话题的完整表达逻辑。 2.布置作业：整理本节课语言点笔记，背诵核心句型和短语。 写一段话（80词左右），介绍自己的业余活动、首次参与的经历、遇到的挑战及收获。 九、板书设计（第2课时） Unit 1 Time to Relax Section A(2a-2d) 1. 核心词汇 scared、express、encourage、practise、get over、give up 2. 核心句型 A: I love... now. But I was afraid to... at first. B: Oh, I didn’t know that. What helped you to get over your fear? A: I practised by ... That helped me to get better quickly! 十、教学反思 1.本节课通过情景创设、任务驱动和小组合作，较好地落实了听说训练目标，学生能基本运用核心句型进行交流。但部分学生在听力捕捉关键信息时速度较慢，需在后续教学中增加听力专项训练，强化信息筛选技巧。 2.“used to do sth.”相关易混淆结构是教学难点，部分学生仍存在误用情况，需通过更多对比例句和练习进行巩固，结合学生自身经历造句，提升运用熟练度。 3.学生在分享个人经历时，部分表达不够连贯，词汇量有限，需在日常教学中加强话题词汇积累和段落表达训练，提供更多表达模板和范例，鼓励学生大胆开口。 4.文化意识目标的渗透可进一步加强，后续可补充不同国家学生业余活动的案例，让学生更直观地感受文化差异，增强文化包容性。 学科网（北京）股份有限公司 $