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

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

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。

topic and asks predicting questions:What do you think Peter and Yaming will talk about?

pictures.

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.

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。