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

1.Students observe the

教师通过图片展示自己的业余生活来

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?

pictures and guess teacher’s hobby.

2.Students have a free talk about their free time.

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。