Unit 1 Time to Relax Section A (1a-2d) 教学设计 2025-2026学年人教版八年级英语下册

课题 Unit 1 Time to Relax Section A (1a-2d) 学段 初中 年级 八 课型 听说课 课时 1 学科 English 单元 主题分析 本单元属于“人与自我”范畴下的“生活与学习”主题群,涉及“丰富、充实、积极向上的生活”子主题内容,以“Time to Relax”为主题,旨在引导学生关注休闲活动对身心健康的积极影响。学生将学习描述不同的休闲活动与爱好,掌握动词不定式的用法,并深入思考人们为何需要放松时间。培养学生在语言实践中结合自身经验进行表达与交流的能力,同时加深对平衡学习与生活的认识,促进健康生活方式的养成。 文本解读 What:本课时是人教版新版八年级下册第一单元Time to Relax的第一课时,聚焦于描述不同的闲暇活动及其挑战,学生需识别并匹配如吹笛、滑雪等活动图片,听取采访完成句子,并围绕活动目的进行讨论与听力理解。同时,课文引入真实对话场景,引导学生讨论初次尝试爱好时的困难与体验,强调在语言输入中建构关于休闲活动的词汇与表达框架。 Why:通过匹配活动与目的,学生学会用动词不定式表达做某事的原因,听力与讨论部分则进一步引导学生思考挑战与成就感之间的关系,培养他们面对困难时的积极心态,并理解坚持与尝试对个人成长的作用,从而深化对“为何需要休闲时间”这一核心问题的认知。 How:通过多层次、互动性的任务设计促进语言运用与思维发展。活动从词汇匹配、听力填空等控制性练习,逐步过渡到基于真实对话的推断与信息提取,最后落足于同伴间的经验分享。教学过程融合听、说、读、看,引导学生在完成语言任务的同时,联系自身经历进行意义协商与输出,实现从理解到表达、从学习到运用的过渡。 学情分析 1.已有知识经验 学生已具备与日常生活相关的基本词汇和简单句型表达基础,能够谈论如运动、爱好等常见话题。部分学生可能对“书法”、“编程”等生疏词汇接触较少,需借助图片与语境理解。 2.潜在学习难点 学生对动词不定式表示目的的功能性用法可能仅停留在识别层面,在实际表达中容易忽略或误用。讨论"活动挑战"时,可能因词汇不足而难以展开。 3.教学支持建议 在导入环节激活相关活动词汇,通过多轮听力任务搭建理解阶梯,强化"to…"表达目的的句型结构。 教学目标 语言 能力 1.Students will be able to identify and name common free-time activities such as playing the flute, hiking, and programming. 2.Students will understand and respond to questions and statements about hobbies and challenges in listening and speaking activities. 文化意识 1.Recognize and appreciate diverse free-time activities from different cultural backgrounds, such as calligraphy and programming. 2.Develop respect for individual differences in hobby preferences and approaches to overcoming challenges. 思维品质 1.Students can analyze and compare different free-time activities, considering their purposes and challenges. 2.Infer speakers’ attitudes and feelings from listening contexts, such as overcoming fear or enjoying a hobby. 学习能力 1.Students can extract specific information from listening texts and complete related tasks such as sentence completion and matching purposes. 2.Students can collaborate with peers to ask and answer questions about free-time activities using modeled dialogues. 教学 重难点 教学重点 Understand questions and statements about hobbies and challenges in listening activities,collaborate with peers to make conversations using modeled dialogues. 教学难点 Use the infinitive structure “to + verb” to express purpose (eg, “I do it to relax” or “She goes hiking to get exercise”). 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share: -What is the girl in the photo doing? -Do you like this activity? -Do you think this activity helps us to relax? Why? 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo and answer the questions. 通过教师对于本单元学习目标的介绍以及学生对于封面页的观察,学生能够对于本单元的话题有一个初步认知,为后续学习做铺垫。 Step 2 Lead-in 1.Teacher shows pictures of his hobby and asks:Can you guess what my interest is? T:What’s the song about? 2.Teacher asks the students: Do you have any hobbies? What do you do in your spare time? 1.Students observe the pictures and guess teacher’s hobby. 2.Students have a free talk about their free time. 教师通过图片展示自己的业余生活来激发学生的兴趣,调动学生的积极性,从而快速进入学习状态。 Step 3 Pre-listening Work on 1a 1.Teacher shows the pictures in 1a and leads students to describe the pictures in their own words. 2.Teacher asks students to read the phrases or words in 1a, making sure they understand their pronunciations and meanings. 3.Teacher lets students finish 1a: match the activities with the pictures, and then invites one or two students to check the answers. 1.Students describe the pictures in their own words. 2.Students read the phrases or words in 1a. 3.Students finish 1a and check the answers. 通过展示1a的图片引导学生用自己的语言表达,锻炼学生的识图能力和口语表达能力,为后续听说活动打下基础。 Step 4 While-listening T:As we have just discussed, everyone has their own hobbies, so let's move on to see what are the interests of our friends Teng Fei, Helen, and Chen Jie. Work on 1b 1.Teacher plays the recording of 1b,asks students to listen to three interviews and complete the sentences with the students’ activities. 2.Teacher invites several students to share their answers. Work on 1c 1.Teacher plays the recording again and lets students match the purposes with the statements from 1b. 2.Teacher leads students to check the answers together. 1.Students complete 1b. 2.Check the answers. 3.Students finish 1c. 4.Check the answers together. 播放1b的对话补全,核对答案时教师强调发音准确的重要性;通过1c的匹配任务,帮助学生初步感知to do不定式的用法,为下一步的问答交流奠定基础。 Step 5 Post-listening Work on 1d 1.Teacher assigns students the task: to make a dialogue, to talk about your free-time activities with a partner. 2.Teacher uses example of activity in his spare time to show students the example of dialogue. A:What do you do in your free time? B:I like to travel with my friends. A:Why do you do it? B:I do it to open my mind. 3.Teacher gives students some time to practise their conversations,and then invites some pairs to show their conversations. 1.Students make a conversation with partners according to teacher’s example. 2.Students practise and share their conversations. 教师通过出示范例帮助学生更高效地编对话,通过结对练习进一步巩固重点句型,培养学生的口语表达能力,加强语言输出。 Step 6 Free talk Work on 2a 1.Teacher shows the pictures of 2a and asks:What activities are they? Do you like these activities? What do you think are the challenges of these two activities? 2.Teacher invites some students to share their ideas to the whole class. Students have a free talk and share their ideas with classmates. S1:Swimming is hard because you need to breathe correctly. S2:Ice skating is difficult because you can fall easily. 教师通过抛出问题链激发学生思考和讨论,训练学生的批判性思维。 Step 7 Listening Work on 2b 1.Teacher leads students to read the list of topics aloud and check understanding and Asks: Which topics do you think Fu Xing and Emma will talk about?Have students predict and share their ideas with deskmates. 2.Teacher plays the audio for the first time and asks students to check their predictions from 2b. 3.Teacher invites two students to share their answers with the whole class. Work on 2c 1.Teacher plays the audio again, pausing if needed. Guide students to complete 2c. 2.Teacher leads students to check answers together. 1.Students predict and share the topics they expect to hear with deskmates. 2.Listen and tick the topics mentioned. 3.Students check their answers. 4.Listen and fill in the blanks in 2c. 5.Check answers together. 听前教师引导学生对听力内容进行预测并与同桌交流意见,激发学生对于听力材料的好奇,培养学生听前预测的能力;听中让学生验证自己的预测,学生听的时候能够更仔细,同时通过补全空白能够锻炼学生的细节捕捉能力。 Step 8 Sharing Work on 2d 1.Teacher introduces task 2d and model the dialogue with a student or using the example in the book. 2.Teacher writes prompts on the board: -What is your favourite free-time activity? -What was it like the first time? -Were you scared or nervous? How did you overcome that? 3.Teacher encourages students to use some useful expressions from the listening in their own sentences,such as “I used to be scared of...”“No one expected me to...”“I practised by...” 4.Teacher asks a few students to share their experiences. Discussion 1.Teacher organizes students to work in groups to have a discussion about the following questions: -What can you learn from some classmates’ experiences? -What should we do with our favourite but challenging activities? 2.Teacher summarizes:Don’t give up at any time.Just Keep trying and be confident! 1.Students work in pairs to share their experiences 2.Students use the expressions to guide their conversations. 3.Some students can volunteer to share their experiences with the class. 4.Students have a discussion about the following questions. 教师鼓励学生使用听力材料中的表达来分享自己的第一次空闲活动的经历,引导学生学以致用,培养学生的口语表达能力。 教师组织学生讨论从他人经历里学到什么以及我们应该如何对待自己喜欢但是具有挑战性的活动,从而使本课的主题得到升华:在任何时候都永不言弃,不断尝试并始终相信自己。 Step 9 Summary Teacher leads students to conclude what they have learned in this lesson,which includes the vocabularies and expressions about free-time activities. Remember what they have learned and summarize with teacher,note down any new vocabulary or useful language points. 学生跟随老师的节奏总结本节课的重点内容,并对自己的笔记进行整理。 Step 10 Homework Level A:Choose two activities (such as swimming and ice skating), compare their fun and challenges, and write at least three similarities and differences in English. Level B:Talk about your first experience trying a certain activity (such as singing, skiing, programming, etc.) in English, and share your feelings and gains by writing or recording. Level C:With the theme of "How do you spend your free time?", design an English poster, recommend an activity that you believe is valuable, and include a picture and recommendation reasons. 本作业设计遵循分层教学理念,兼顾语言基础与能力拓展,各层次任务贴近生活,兼顾培养各项能力,支持学生根据自身水平选择,实现差异化发展。 板书设计 Unit 1 Time to Relax Section A (1a-2d) A:What do you do in your free time? B:I like to ... A:Why do you do it? B:I do it to ... 教学反思 一、成功之处: 1.情境创设有效:通过匹配图片、听力对话等形式,将学生自然带入“谈论业余生活”的真实情境,激活了学生已有的知识储备与生活经验,课堂参与度较高。 2.任务设计有层次:从词汇识别、听力理解到对话模仿,再到表达分享,活动难度循序渐进,符合学生的认知规律,尤其在讨论“第一次经历”与“克服困难”时,引发了学生的情感共鸣和表达意愿。 二、存在问题: 1.语言支撑可加强:部分学生在描述“挑战”和“感受”时,仍局限于简单词汇,教师应在对话前提供更多情绪、困难等方面的辅助词句,搭建更扎实的语言支架。 2.分层落实待优化:课堂上虽设计了不同难度的任务,但对不同水平学生的针对性引导还可更细致。 三、改进措施: 1.增设“情绪与困难词库”热身环节:如scared, excited, difficult, at first, practice more等,帮助学生丰富表达。 2.差异化支持:在小组活动时,可更明确地分配角色与任务,让不同层次学生都能在协作中找到适合自己的输出方式。 学科网(北京)股份有限公司 $