Unit 1 Time to Relax Section A (3a-3d)教学设计 2025-2026学年人教版英语八年级下册

Unit 1 Time to Relax Section A (3a-3d)教学设计 授课教材 人教版八年级下册 授课题目 Unit 1 Time to Relax Section A (3a-3d) 课时 第 2 课时 主题情境 人与自我（业余爱好交流与分享） 课型 对话阅读课 语篇研读 What-Why-How 【What】 本课语篇是Peter与Yaming之间的对话。Yaming正在练习书法（书写李白诗歌），向Peter介绍书法相关知识并分享学习经历；Peter则讲述自己学习吉他的过程。两人发现彼此爱好的共同点——起步困难，最后互相提出学习交流的建议（Yaming教Peter写诗，Peter教Yaming弹奏歌曲）。 【Why】 语篇传递了“万事开头难，坚持才能克服困难”的道理；展现了课余爱好能带来放松、愉悦的体验，以及不同爱好间的文化交流与互相学习的价值，培养学生坚持不懈的精神和互助学习的意识。 【How】 语篇以对话形式呈现，包含询问近况（What are you up to）、描述爱好体验（I do calligraphy to relax）、表达鼓励（encourage me not to give up）、提出互助交换（I can teach you... in return）等交际功能。语言难度适中，包含核心词汇（poem, stroke, ink）和句型（spend time doing sth., encourage sb. to do sth.）。 学情分析 已有基础：学生经过第一课时学习，已掌握描述休闲活动的基本词汇和句型，能够简单谈论自己的爱好（如I like playing basketball）。 存在困难：对与爱好相关的拓展词汇（poem, stroke, ink, manage）和短语（give up, in return, deal with）的理解与运用存在困难；对“spend time doing sth.”“encourage sb. (not) to do sth.”等固定搭配掌握不够熟练；在描述爱好的学习过程和坚持原因时缺乏逻辑连贯性。 情感特点：部分学生在公开表达个人爱好时存在不自信的情况，参与小组讨论的积极性不均。 课标要求 ﹡能听懂关于业余爱好的对话材料，准确获取对话中爱好内容、学习过程、交际目的等关键信息。 ﹡能在语境中围绕业余爱好主题，运用所学词汇和语法知识完成对话阅读、问题回答及对话创编。 ﹡通过互动练习，掌握“阅读-提取-运用”的语言学习策略，理解“encourage sb. (not) to do sth.” “manage to do sth.”等表达的内涵。 ﹡借助角色扮演、小组讨论等互动活动，感受坚持爱好的意义，培养坚持不懈的精神和互助学习的意识。 教学目标 Teaching Aims 1. 语言能力 掌握核心词汇：poem, single, stroke, ink, deal, manage及短语 give up, in return, up to, It's a deal! 理解并运用核心句型：spend time doing sth.， encourage sb. (not) to do sth.， teach sb. to do sth.， in return 能读懂Peter与Yaming的对话，提取关键信息完成问题回答（3b） 2. 文化意识 了解书法作为中国传统文化艺术的魅力（如文房四宝、李白诗歌），增强文化自信 认识不同爱好的价值，理解坚持的意义 3. 思维品质 分析两人爱好的共同点，理解“The first step is always the hardest”的深层含义 评价对话中人物的情感态度和学习策略 4. 学习能力 运用略读、寻读等阅读策略获取关键信息 通过角色扮演和小组讨论，在真实交际中运用目标语言 教学重点 Key Points 核心词汇和短语：poem, stroke, ink, give up, in return, spend time doing sth., encourage sb. to do sth. 理解对话内容，提取人物爱好、学习经历及情感态度等信息 运用目标句型进行角色扮演和爱好交流 教学难点 Difficult Points 正确运用“spend time doing sth.” “encourage sb. (not) to do sth.”等固定搭配描述个人爱好经历 结合自身经历，连贯表达爱好学习中遇到的挑战及克服方法 理解坚持爱好的意义并结合自身情况分享感悟 教学方法 Teaching Methods PWP Mode (Pre-reading, While-reading, Post-reading), Task-based Language Teaching, Situational Teaching Approach, Cooperative Learning 教学工具 Teaching Aids Multimedia projector (PPT with pictures/videos), blackboard, audio player, handouts (挑战卡) 教学过程 Teaching Procedures Step 1: Warm-up & Lead-in (5 mins) Activity: Free Talk & Video Appreciation 1. Greeting & Free Talk: Ask students: "What do you do in your free time? What did you find difficult when you started it?" 引导学生分享个人爱好及初学时的困难，激活已有认知。 2. Video Lead-in: Play a short video about Chinese calligraphy (可包含文房四宝、李白诗歌等元素)。 3. Lead-in Question: After watching, ask: "What do you know about Chinese calligraphy? Do you think it's easy or difficult to learn?" 自然引入本课对话主题。 Purpose: 借助学生熟悉的爱好话题切入，通过书法视频渗透中国传统文化，激发学习兴趣，为对话学习做好情感和认知准备。 Step 2: Pre-reading (5 mins) Step 1 – Prediction 1. Look and Predict: Show the picture from 3a (Peter and Yaming). Ask students: "Who are they? What are they doing? What hobbies might they be talking about? What challenges could they mention?" 2. Vocabulary Preview: Pre-teach key expressions that may cause difficulty: calligraphy, poem, ink, stroke. Use pictures to illustrate "ink" and "stroke". Purpose: 培养预测能力，扫清听力/阅读障碍，为理解对话做准备。 Step 3: While-reading (17 mins) Step 1 – Skimming & Scanning (3a) 1. Listen for Gist: Play the audio of 3a. Students listen and circle Peter's and Yaming's free-time activities (Peter: play the guitar; Yaming: do calligraphy). 2. Check Answers: Pair check, then class check. Step 2 – Intensive Reading (3b) 1. Read and Answer: Students read the conversation carefully and answer the questions in 3b independently. What words does Peter use to describe Yaming's work? (Beautiful, nice) What does Yaming like about his hobby? (It helps him relax; he likes the smell of ink) What are the similarities between Yaming's and Peter's hobbies? (Both difficult at first; both keep learning even though it's hard) 2. Think and Discuss: Guide students to discuss the meaning of: "The first step is always the hardest." What does it mean? Do you agree? 3. Language Point Guiding: Guide students to find key sentences with target structures: spend time doing sth.: "I spent hours practising single strokes." encourage sb. not to do sth.: "He always encourages me not to give up." teach sb. to do sth.: "Will you teach me to write a poem?" in return: "I can teach you to play a song in return." Purpose: 通过快速阅读圈画关键信息训练略读能力；通过精读回答问题深化细节理解；通过引导发现，让学生在语境中感知目标语言的形式与意义。 Step 4: Post-reading (12 mins) Step 1 – Role-play (3c) 1. Listen and Imitate: Play the recording again. Students pay attention to pronunciation, intonation, and emotions. 2. Pair Work: Students role-play the conversation in pairs (Peter and Yaming). Encourage appropriate body language and feelings. 3. Performance: Invite 2-3 pairs to perform in front of the class. Other students give comments. Step 2 – Topic Discussion (3d) & Challenge Card 1. Group Discussion: In groups of 4, students discuss: "What challenges have you faced in your hobbies? How did you overcome them? Why do you do your hobbies?" 2. Provide Sentence Starters: Write on the board: It makes me feel happy to... It helps me to... When I started to..., I spent... My... encourages me to... 3. Challenge Card Filling: Hand out "Challenge Card" worksheets. Students fill in: My hobby: ________ Challenge at the beginning: ________ How I overcame it: ________ How I feel now: ________ 4. Share and Present: Invite volunteers to share their Challenge Cards with the class. Purpose: 通过角色扮演巩固对话内容，提升口语表达；通过小组讨论和挑战卡填写，引导学生将所学语言迁移到自身经历，实现真实交际，深化对爱好意义的认知。 Step 5: Language Points & Summary (6 mins) Step 1 – Language Focus 1. Key Phrases Summary: Summarize key phrases from the dialogue: be up to = be doing something spend time (in) doing sth. / spend money on sth. encourage sb. to do sth. / encourage sb. not to do sth. in return (as a reward/reply) It's a deal! (used to agree on something) 2. Quick Practice: Fill in the blanks with correct forms. I spent two hours ______ (practice) the guitar yesterday. My mother always encourages me ______ (not give up) when I face difficulties. He helped me with my math, and I helped him with English ______ ______ (作为回报). Step 2 – Summary 1. Student-led Summary: Ask students: "What new words and phrases have we learned today? What did we learn from Peter and Yaming's story?" 2. Teacher's Conclusion: Review key language points. Highlight the value: "The first step is always the hardest, but practice helps us improve and enjoy hobbies more. Learning from each other makes it even better!" 作业设计 Homework Design 基础：1. Listen and read the conversation in 3a three times, imitate the pronunciation and intonation. 2. Recite the key phrases and sentences. 巩固基础语言知识，培养语感。 拓展：Write a short paragraph (50-80 words) about a challenge you faced in your hobby, using at least three expressions from today's lesson (e.g., spend time doing, encourage... to, give up, in return). 将课堂所学迁移到真实写作，培养综合语言运用能力。 选做：Interview a classmate about his/her hobby and write down the conversation. 拓展课外交际实践。 板书设计 Blackboard Design Unit 1 Time to Relax (Section A 3a-3d) Yaming's hobby: do calligraphy Peter's hobby: play the guitar Key sentences: What are you up to? = What are you doing? I spent hours practising single strokes. (spend time doing sth.) He always encourages me not to give up. (encourage sb. to do / not to do) I can teach you to play a song in return. (teach sb. to do; in return) It's a deal! 教学反思 Teaching Reflection 亮点：书法视频导入有效激发了学生兴趣，渗透了传统文化；“挑战卡”活动贴近学生生活，学生参与积极，能运用目标语言分享真实经历。 不足：部分学生在角色扮演时语调生硬，情感表达不够自然；对“spend time doing”和“encourage sb. to do”的用法仍存在混淆。 改进：增加听力模仿环节，引导学生关注说话人的语气情感；设计更多句型对比练习，强化固定搭配的记忆与运用。 教学评价 Teaching Evaluation 课堂观察：80%的学生能够准确圈画3a关键信息；70%的学生能完整回答3b问题；角色扮演中多数学生能正确运用核心句型。 小组讨论：观察学生参与积极性，能否借助句型支架组织语言，分享内容是否具体、逻辑是否清晰。 作业反馈：通过挑战卡写作，评估学生对目标语言的综合运用能力，预计大部分学生能完成基础任务，部分学生能在拓展任务中创造性地运用所学表达。 1 学科网（北京）股份有限公司 $