Unit1 sectionA（3a-3d）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 (3a-3d) 学段 初中 年级 八 课型 阅读＆听说课 课时 2 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的第二课时，本课时围绕Peter和Yaming的业余爱好展开对话，重点呈现了书法和吉他两种活动。学生通过阅读和听力理解两人对各自爱好的描述、感受以及学习过程中的体会，并完成相应的阅读理解与问答练习。 Why:本课旨在引导学生认识不同爱好的价值，理解坚持与练习在掌握技能中的重要性，并鼓励他们表达自己喜欢某项活动的原因。通过对比中西方爱好（书法与吉他），帮助学生体会文化多样性，同时学习用英语交流个人兴趣，提升表达动机与情感态度的语言能力。 How:教学通过“阅读—理解—问答—角色扮演—讨论”的渐进式活动展开。学生先提取关键信息，再分析人物态度与共性，接着通过听力和模仿强化口语表达，最后借助提示句式展开关于爱好原因的讨论，从而在语言输入与输出中整合读、听、说的综合技能。 学情分析 1.已有知识经验 学生具备基础的英语日常交际能力，能够使用一般现在时和现在进行时进行简单描述，并接触过关于兴趣爱好的常见词汇（如play, do, watch等）。学生对“爱好”这一话题有生活经验，能联系个人实际进行表达，部分学生可能对中西方文化差异有初步感知。 2.潜在学习难点 课文中出现的专有名词（如calligraphy, poem, strokes）以及书法相关文化背景可能对学生造成认知障碍。 3.教学支持建议 通过图片、视频或实物展示书法、吉他等元素，辅助理解生词与文化背景，降低认知负荷。 教学目标 语言 能力 Students will be able to understand and use key vocabulary related to hobbies (eg,calligraphy, poem, strokes, guitar) to describe activities and express personal preferences. 文化意识 Students will recognize and appreciate cultural elements in the dialogue, such as Chinese calligraphy and poetry, while also being exposed to Western hobbies like playing the guitar, promoting intercultural understanding. 思维品质 Students will interpret the meaning of the saying "The first step is always the hardest" and relate it to their own experiences, developing reflective and inferential thinking. 学习能力 Students will develop the ability to use reading and listening strategies (eg,skimming for specific details, inferring meaning from context) to comprehend the text and complete related tasks. 教学 重难点 教学重点 Students will be able to extract specific information from a dialogue, answer comprehension questions, and engage in simple role-play using appropriate pronunciation and intonation. 教学难点 Students will analyze and compare the similarities between different hobbies, promoting intercultural understanding. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1.Teacher begins this lesson by asking:What do you like to do in your free time? 2.Teacher invites some students to answer and writes the answers on the blackboard (eg,playing sports,drawing,dancing). 1.Students respond to the teacher’s questions. 2.Students hare their free-time activities. 通过问题导入继续本单元的话题--谈论空闲时间的爱好，复习上节课的旧知，引出本节课的新知。 Step 2 Pre-reading 1.Teacher shows the pictures of someone doing calligraphy and someone playing the guitar and asks:What are they doing? Do you think these activities are easy or not? 2.Teacher introduces key vocabulary:character, poem, strokes, encourage, in return, it’s a deal. 3.Teacher introduces the topic and asks predicting questions:What do you think Peter and Yaming will talk about? 1.Students look at the pictures and guess what the hobbies are. 2.Repeat and note down new vocabulary. 3.Make predictions about the conversation based on the pictures. 通过图片导入更直观、更易激发学生的兴趣；读前教授本课新词汇，扫除阅读障碍；引导学生对于对话内容进行预测，培养读前预测能力。 Step 3 While-reading Work on 3a Fast reading 1.Teacher lets students read the conversation silently and asks them to complete activity 3a:Circle Peter’s and Yaming’s free-time activities. 2.Teacher leads students to check answers together. Work on 3b Careful reading 1.Teacher presents the problem of 2b, lets students read 2a as a whole with the problems, and find the answers. ①What words does Peter use to describe Yaming's work? ②What does Yaming like about his hobby? ③What are the similarities between Yaming's and Peter's hobbies? ④What do you think "The first step is always the hardest" means? ⑤How do you usually feel when you manage to do something difficult? Give an example. 2.Teacher invites several students to share their answers with the whole class. Language points Teacher explains the important knowledge points in this conversation to students: ①It’s a poem by Li Bai. ②I like watching you write like that. ③I spent hours practising single strokes. ④It’s a deal! 1.Students read the conversation and circle. 2.Check answers together. 3.Students read again and write answers to the comprehension questions. 4.Some students share their answers. 5.Take notes about the knowledge points. 教师通过观察学生回答问题的准确性评估学生对对话内容的理解程度，锻炼学生的思维逻辑和表达能力。 教师通过向学生讲解对话里的知识点，增加学生的语法储备，为做题铺路。 Step 4 Post-reading Work on 3c 1.Teacher plays the recording of 3a, asks students to follow the reading, paying attention to the intonation and tone. 2.Organize students to pair up at the same desk for role reading and practice dialogue. 3.Invite several groups of students to role-play. 1.Listen and repeat, pay attention to the intonation and tone. 2.Students have a practice with their partners. 3.Students role play with their partners. 通过跟读和角色扮演，帮助学生巩固对话内容，提升语音语调和口语表达能力，同时培养学生的合作精神。 Step 5 Group work Work on 3d 1.Teacher divides students into groups of four and gives them discussion topics"Why do you do your hobbies?" Encourage them to use the given expressions. 2.Teacher gives an example: It makes me feel happy to play the piano because I can create beautiful music.It’s a great way to relax myself.”3.Give students time to discuss in groups and then invite some students to share with the whole class. 1.Students discuss reasons for their own hobbies using the sentence patterns. 2.Students share their answers. 通过小组讨论，各组成员阐述自己对于做自己的爱好的原因，使用相关句型输出本节课的内容，进一步培养学生的语言应用能力。 Step 6 Summary 1.Teacher leads students to review the main points: -What hobbies did we talk about today? -What did Peter and Yaming learn from each other? -Why is it important to keep practicing something difficult? 2.Teacher summarizes and highlight the saying:The first step is always the hardest. Follow teacher’s steps and review the key points what they have learned in this lesson. 教师带领学生回顾本节课的重点知识，巩固所学，加深记忆；同时进行德育渗透：万事开头难，坚持不放弃就能成功。 Step 7 Homework Level A:Use the topic "My Hobby", write a passage (about 5-8 sentences) to describe your hobby and the reasons for it, trying to use sentence patterns such as "It makes me feel...", "It’s a great way to..." Level B:Collaborate with your partner, imitate the 3a dialogue structure, and create and record a new conversation about different hobbies. Level C:Choose a traditional art or skill from China or abroad (such as calligraphy, guitar, traditional Chinese painting,oil painting), create a simple poster in English, explaining its cultural characteristics and significance. 本作业设计遵循分层理念，涵盖语言巩固、应用迁移与拓展探究,鼓励学生在巩固基础上自主拓展，实现从知识到能力、从课内到课外的延伸。 板书设计 Unit 1 Time to Relax Section A (3a-3d) ·It makes me feel happy to... ·It helps me to... ·It’s a great way to... ·When I started to...,I... 教学反思 1、 成功之处: 1.文化对比与思维引导有效融合:学生对书法与吉他的文化背景表现出浓厚兴趣，在讨论“爱好相似性”时，能自主提炼出“需要练习”“使人放松”“获得鼓励”等共同点，并理解“万事开头难”的普遍意义。 2.分层任务促进多模态学习:教学中穿插听读说写活动，兼顾不同学习风格。基础问答确保全体理解，角色扮演增强口语信心，讨论环节为高阶表达提供支架，学生整体语言产出较以往更为丰富。 二、存在问题: 1.文化深度拓展受限:部分学生对书法、古诗等文化符号仅停留在“新奇”层面，未能深入理解其艺术内涵与文化价值，讨论多集中于表面特征。文化意识目标在实践层面仍有浅表化倾向。 2.语言运用能力分化明显:能力较强的学生能流畅表达爱好原因并举例，而基础薄弱的学生缺乏个性化组织与延伸，教学未能完全满足不同层次学生的表达需求。 三、改进措施: 1.增强文化资源的辅助与解读:在课前或课中补充短小易懂的文化背景视频或图文介绍，引导学生关注艺术形式背后的精神内涵，促进深度理解。 2.细化表达支架与协作机制:在小组讨论前提供“词汇银行”与“句型阶梯”，并采用“强弱搭配”的小组分工，让基础薄弱学生在协作中逐步提升参与度与信心。 学科网（北京）股份有限公司 $