Unit 1 Time to Relax Section B(2a-2c) 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爱好主题的词汇综合运用，核心涵盖collect/do/go/play/write等动词与名词的搭配规则及take up、give up等重点短语。通过Free Talk回顾旧知、图片快速识别爱好词汇，搭建从词汇记忆到语境运用的学习支架，衔接前后知识脉络。 此资料以任务型教学和情境创设为特色，通过2a词汇分类活动培养归纳思维品质，2b对话、2c语篇填空提升语言运用能力，结合中外休闲文化渗透文化意识。分层作业满足不同需求，助力学生高效掌握词汇，为教师提供系统的词汇教学方案，提升课堂实效。

Unit 1 Time to Relax Section B Vocabulary in Use (2a-2c) 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 B Vocabulary in Use (2a-2c) 课时 第 5 课时 主题情境 人与自我（爱好词汇的综合运用） 课型 词汇复习与综合运用课 教学目标 Teaching Aims 1. 语言能力 掌握与爱好相关的核心词汇及固定搭配，包括：collect coins/stamps/postcards，do calligraphy/sport，go skiing/hiking/ice skating，play football/the guitar，write poems/stories等。 理解并运用重点短语：take up（开始从事）、give up（放弃）、get over（克服）、reduce stress（减轻压力）、a sense of achievement（成就感）、find it fun to do（觉得做某事很有趣）。 能完成2b对话填空和2c语篇填空，准确使用目标词汇的正确形式。 2. 文化意识 通过词汇学习，了解中外常见的休闲活动及其文化内涵（如calligraphy体现中国文化，skiing体现西方运动文化）。 理解“Failure is the mother of success”等格言的文化内涵，培养积极面对困难的态度。 3. 思维品质 通过2a词汇分类活动，培养归纳和分类思维能力。 在语境中辨析易混词汇的用法差异，提升语言敏感度。 4. 学习能力 掌握词汇归类记忆策略，提高词汇学习效率。 通过语境运用加深对词汇的理解和记忆，培养在真实语境中运用词汇的能力。 教学重点 Key Points 动词与名词的搭配规则：collect/do/go/play/write + 名词的用法区别。 核心短语的语义理解与运用：take up， give up， get over， reduce stress等。 完成2b对话填空和2c语篇填空，准确使用词汇的正确形式。 教学难点 Difficult Points 区分易混搭配：如do sport（做运动）与go skiing（去滑雪）的用法差异；play football（球类运动无冠词）与play the guitar（乐器需加the）的区别。 在语境中灵活运用所学词汇，完成2b对话填空和2c语篇填空。 在实际口语表达中，综合运用目标词汇描述个人爱好及感受。 教学方法 Teaching Methods Task-based Language Teaching， Situational Teaching， Cooperative Learning， Vocabulary Classification Method 教学工具 Teaching Aids Multimedia projector， PPT， word cards， worksheets， blackboard， color chalks 教学过程 Teaching Procedures Step 1: Warm-up & Lead-in (5 mins) Activity: Free Talk & Hobby Sharing 1. Greeting & Free Talk: Ask students: “What hobbies did we learn in this unit? Can you name some?” 引导学生快速回顾本单元学过的爱好词汇。 2. Quick Quiz: Show pictures of various hobbies (calligraphy， stamp collecting， skiing， guitar playing) and ask students to name them in English. 3. Lead-in Question: “If you want to talk about hobbies in English， what words and phrases do you need? Today we‘ll review and practice the key vocabulary for hobbies.” Purpose: 激活学生对爱好词汇的记忆，引出本课主题——词汇综合运用。 Step 2: Vocabulary Review & Classification (10 mins) Step 1 – Review Key Vocabulary 1. Word List Review: Show the key vocabulary list on PPT： 核心名词：calligraphy， coin， stamp， postcard， poem， story， sport， guitar， skiing， hiking， ice skating， football， tennis 核心动词：collect， do， go， play， write， take up， give up， get over 核心短语：reduce stress， a sense of achievement， find it fun to do， calm down， keep fit 2. Quick Translation: 教师说中文，学生快速说出英文，检查掌握情况。 Step 2 – Complete 2a: Match and Classify 1. Present the Task: Show the words in the box (calligraphy， coins， poems， football， tennis， stamps， postcards， guitar， skiing， stories， ice skating， sport) and the verbs (collect， do， go， play， write). 2. Individual Work: Students match the words with the verbs. Remind them that some words can go with more than one verb. 3. Pair Check: Students compare answers in pairs. 4. Class Check & Summarize Rules: Invite students to share answers， then guide them to summarize the rules： collect: coins，stamps，postcards (收集类物品) do: calligraphy，sport (活动/运动，非球类) go: skiing，hiking，ice skating (-ing形式的户外运动) play: football，tennis，the guitar (球类/乐器) write: poems，stories (创作类) 5. Highlight Key Rule: 强调play football（球类无冠词）与play the guitar（乐器加the）的区别。 Purpose: 通过分类活动，帮助学生系统掌握动词与名词的搭配规则，培养归纳思维。 Step 3: Contextual Practice (15 mins) Step 1 – Complete 2b: Dialogue Fill-in 1. Present the Dialogue: Show the incomplete conversation in 2b： A: Hey， I heard you're thinking about _____ a hobby. Any suggestions? B: Well， I _____ paint. It's a great way _____ and express myself. A: That sounds fun， but I'm worried about not being good at it. B: Don't worry. Everyone starts somewhere. As long as you don't _____，you'll get better at it over time. A: You're right! I should _____ my fear of failure and just try to have fun. 2. Pre-teach Phrases: Explain the key phrases in the box： take up: 开始从事（某项活动） find it fun to do: 觉得做某事很有趣 reduce stress: 减轻压力 give up: 放弃 get over: 克服（困难/恐惧） 3. Individual Work: Students complete the conversation with the correct forms of the phrases. 4. Pair Role-play: Students check answers by role-playing the conversation in pairs. 5. Class Check: Invite two students to perform the dialogue， then confirm correct answers： taking up / find it fun to / to reduce stress / give up / get over 6. Discussion: Ask: “What does ‘get over my fear of failure’ mean? Do you agree that ‘Everyone starts somewhere’?” 引导学生讨论格言“Failure is the mother of success”的含义。 Step 2 – Complete 2c: Passage Fill-in 1. Present the Task: Students complete the passage with the correct forms of the words in the box. 2. Read for Gist: Students read the passage quickly to understand the general meaning (about a dance instructor who inspired someone). 3. Fill in the Blanks: Students complete the passage individually. 4. Pair Check & Class Check: Compare answers and discuss any difficulties. Purpose: 通过对话和语篇两个层级的语境练习，帮助学生从“认识词汇”过渡到“运用词汇”，在真实语境中深化理解。 Step 4: Production – Speaking & Sharing (10 mins) Task: “My Hobby Journey” Sharing 1. Set the Scene: “Now you’ve learned many words and phrases about hobbies. Let's share our own hobby experiences using these expressions！” 2. Provide Sentence Starters: Write on the board： I took up ______ when I was ______. I do it to ______ (reduce stress / relax / express myself). I find it ______ to ______. My ______ encourages me not to give up. I get a sense of achievement from ______. 3. Pair Work: Students share their hobby experiences with a partner using the sentence starters. 4. Class Sharing: Invite 3-4 volunteers to share their partner‘s hobby story with the class. Example: “Tom took up playing the guitar when he was 12. He does it to relax and express himself. He finds it fun to learn new songs.” Purpose: 将所学词汇迁移到真实语境中，实现语言的内化与输出。 Step 5: Summary (3 mins) 1. Student-led Summary: Ask students: “What new words and phrases have we learned today? What are the rules for using play/do/go with hobbies?” 2. Teacher's Conclusion: Review the key vocabulary and搭配规则。Highlight the value: “Hobbies help us relax， grow， and connect with others. Keep enjoying your hobbies and don‘t give up when facing challenges！” 作业设计 Homework Design 分层 作业内容 设计意图 基础 1. Review the vocabulary and phrases learned today. 2. Write three sentences about your hobby using different verbs (collect/do/go/play/write). 巩固核心词汇和搭配规则。 拓展 Write a short paragraph (60-80 words) titled “My Favorite Hobby”. Include: what it is， when you started， why you do it， and how it helps you. Use at least 5 vocabulary items from this unit. 综合运用所学词汇，提升写作能力。 选做 Interview a family member about their hobby and write down 3-5 sentences using the target vocabulary. 拓展课外交际实践，实现真实运用。 板书设计 Blackboard Design Unit 1 Time to Relax Section B Vocabulary in Use (2a-2c) Verb + Hobby Collocations: collect: coins，stamps，postcards do: calligraphy，sport go: skiing，hiking，ice skating play: football，tennis，the guitar write: poems，stories Key Phrases: take up (开始从事) give up (放弃) get over (克服) reduce stress (减轻压力) a sense of achievement (成就感) find it fun to do (觉得做某事有趣) Sentence Starters: I took up ______ when I was ______. I do it to ______. My ______ encourages me not to give up. 教学反思 Teaching Reflection 反思维度 记录要点 亮点 词汇分类活动帮助学生系统掌握了搭配规则；2b对话贴近生活，学生参与积极；分享环节能运用目标词汇表达真实经历。 不足 部分学生对play的用法（球类无冠词/乐器加the）仍有混淆；少数学生在2c语篇填空中对词形变化掌握不够熟练。 改进 增加更多对比性练习，设计专项改错题强化易错点；在后续课型中继续复现本课所学词汇。 教学评价 Teaching Evaluation 评价维度 评价标准 课堂观察 85%的学生能正确完成2a词汇分类；80%的学生能在2b对话填空中准确使用短语；小组分享中多数学生能主动运用目标词汇。 作业反馈 通过拓展写作，评估学生对核心词汇的综合运用能力，重点关注动词搭配的准确性及表达的逻辑性。 1 学科网（北京）股份有限公司 $