Unit 1 Time to Relax Section B (1a-1e) 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 B (1a-1e) 学段 初中 年级 八 课型 阅读课 课时 4 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:本课是人教版新版八年级下册第一单元Time to Relax的第四课时的阅读课，文本介绍了两位学生的具体爱好，Luca的爱好是开发手机应用，尤其是帮助人们学习意大利语的应用；Maya的爱好则是收集来自世界各地的明信片。 Why:两位学生从事这些爱好的原因各有侧重。Luca认为开发应用能帮助他人，并从中获得成就感；Maya则通过明信片了解不同地方的文化与风景，并希望将来能亲自到访这些地方。他们的动机都体现了爱好对个人成长和情感满足的积极作用。 How:本课的文本围绕“爱好如何改善生活”这一核心问题展开，通过事实说明与个人案例的结合，逐步引导学生从理解爱好的普遍益处——如放松身心、学习技能、结交朋友等，转向辨析文本中的事实与观点，并深入探讨两位学生具体爱好的动机与收获。文本结构清晰，从一般到具体，既提供了信息性内容，也通过人物引语呈现主观看法，最终落脚于学生的自我表达与实践，体现了从认知理解到应用迁移的学习路径。 学情分析 1.已有知识经验 学生在生活经验和先前的英语学习中，对“爱好”这一主题已有初步接触。他们能够说出常见的爱好名称，并理解爱好可以带来放松、乐趣等基本益处。 2.潜在学习难点 学生需在阅读中首次系统区分“事实”与“观点”，这对逻辑思维和文本细读能力提出新要求。同时，课文涉及“a sense of achievement”、“old-fashioned”等抽象或文化负载词汇，理解其确切含义存在挑战。3.教学支持建议 在阅读前，可利用图表或实例对比，清晰讲解“事实”与“观点”的区别，并引导学生圈划“think”、“believe”等信号词。针对重点词汇，结合上下文创设情境进行释义。 教学目标 语言 能力 Students will be able to identify and understand key vocabulary related to hobbies and their benefits (eg,relax, reduce stress, creative, sense of achievement). 文化意识 Through the examples of Luca and Maya, students will recognize how hobbies can reflect personal interests that transcend cultural backgrounds, while also serving as a bridge to connect with global communities and learn about different places in the world. 思维品质 Students will develop critical thinking by distinguishing between factual statements and personal opinions in the text, using keywords like "think" or "believe" as clues. 学习能力 Students will practice extracting and organizing specific information from a text into a graphic organizer (mind map). 教学 重难点 教学重点 Students will comprehend factual details and personal opinions from the text and use the structure "to + verb" to express purposes. 教学难点 Students will apply the learned language and concepts to reflect on their own experiences and express personal intentions, thereby transferring reading comprehension into productive output. 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 shows pictures or short video clips of various hobbies (eg,playing the guitar, yoga, collecting stamps). The teacher asks: "What are these people doing? Do you have a hobby? How does it make you feel?" 2.Teacher then introduces the central question of the lesson: "How can a hobby improve your life?" 1.Students observe the visuals, respond to the teacher's questions, and share their initial thoughts about hobbies. 2.They engage with the lesson's theme. 利用视觉材料和开放式问题激活学生关于爱好的已有知识和经验，创造轻松的学习氛围；直接提出本课核心问题，激发学生的学习兴趣和探究动机。 Step 2 Pre-reading Work on 1a 1.Teacher directs students to look at task 1a ("In what ways does your hobby help to make your life better?Tick the ones that apply"). The teacher reads the options aloud and clarifies the meaning of key phrases (eg, "reduce stress," "learn a new skill"). The teacher encourages students to add their own ideas. 2.Teacher invites several students to share their ideas. 1.Students individually tick the options that apply to their own hobbies. They may write down additional benefits. 2.Several students share their choices with the class. 将阅读任务与学生个人生活直接关联，提升参与度。在阅读前处理关键短语，为理解课文扫清语言障碍，同时为后续讨论和输出积累语言素材。 Step 3 While-reading Work on 1b Skimming 1.Teacher instructs students to quickly read the first paragraph of the main text ("Hobbies That Are Good for You"). The teacher asks: "What types of hobbies are mentioned? What are their general benefits?" 2.Teacher invites several students to share their answers. 3.Teacher introduces the skill of "Identifying facts and opinions" as presented in the text box. The teacher highlights keywords like "think," "believe." Teacher then asks students to read about Luca and Maya to underline their opinions. 4.Teacher invites several students to share the answers. Work on 1c Scanning 1.Teacher asks students to read the text carefully,the teacher guides students to complete the mind map about Luca and Maya (What,When, Why). 2.Teacher gives students time to complete and invites two students to share their answers. 3.Teacher encourages students to try to retell the text according to the mind map,gives students several minutes to practise and then asks some students to have a try, gives some tips if necessary. Work on 1d 1.Teacher facilitates the completion of task 1d (Read again and complete the sentences with different purposes.Then write about yourself.). Teacher focuses on the grammatical structure "to＋verb" expressing purpose. 2.After checking answers, the teacher models the final sentence about themselves: "I learn English to chat with people from other countries." 3.Teacher invites several students to share the answers of the final sentence. 1.Students skim the paragraph to identify categories of hobbies and their corresponding general benefits. 2.They share their findings. 3.Students read the text and underline the two students’ opinions. 4.Share their answers. 5.Students read the text and complete the mind map. 6.Share answers. 7.Students try to retell the sections about Luca and Maya according to the mind map. 8.Students complete the sentences 1-5 based on the text. 9.For sentence 6, students write their sentence following the same pattern, stating a personal activity and its purpose. 10.Several students share their sentences. 帮助学生把握文章开头部分的总体结构和主旨——即介绍爱好的普遍类型和益处，为理解后文的具体案例做好铺垫。 将信息定位技能训练与核心阅读策略（区分事实与观点）的教学相结合。 通过完成思维导图，培养学生提取、筛选和归纳具体信息的能力。 基于思维导图鼓励学生对文本进行复述，加强学生对于文本的掌握程度。 此环节巩固对课文细节内容的理解，并聚焦本课的关键语言点（表达目的的动词不定式）。将文本中的语言结构进行显性教学，并立即提供机会让学生进行个性化、有意义的模仿与输出，实现从理解到初步应用。 Step 4 Post-reading Language points Students read the passage again,circle the knowledge points they don't understand in it, and teacher gives a detailed explanation,and then let students give some examples. ①Instead,this Italian teenager finds it fun to make mobile phone apps. ②...,after he read about famous businessmen who started out as programmers. ③...,but I think they’re a good way to learn about different places. Work on 1e 1.Teacher presents the task 1e: "What new hobby would you like to take up and why?" Teacher provides a framework for response: "I would like to take up [hobby] because it can help me to [benefit 1] and [benefit 2]." 2.Teacher lets students discuss the answers within groups. 3.Then invite several students to share their answers,teacher gives some positive feedback. 1.Students find the language points they don’t understand and take notes. 2.In small groups, students discuss a new hobby they are interested in and explain its potential benefits using the target language. 3.Students prepare a short statement to share. 教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 这是将阅读所得与自身实际相结合的最高产出环节。通过小组讨论和全班分享，培养学生的创造性思维、批判性思维以及综合语言运用能力，实现主题意义的深入探究和语言的交际性使用。 Step 5 Group work 1.Teacher shifts the focus from analyzing others' hobbies to creating connections. Teacher introduces the "Hobby Matchmaker" task, explaining: "We've learned about Luca and Maya's passions. Now, let's become 'Hobby Matchmakers.' Your task is to design a digital app concept or a physical 'hobby package' specifically for one of the two teenagers. Think: Could Luca benefit from Maya's hobby? Could Maya enjoy something like Luca's? Your goal is to propose a new, complementary hobby for them that could further enrich their lives. 2.Ask students to discuss with their group members, after that,teacher invites several representatives to share their ideas with the whole class. 1.Students work in groups, they must brainstorm and design a new hobby proposal for their assigned character. They consider the character's known interests. They create a brief presentation or sketch outlining the hobby and list 2-3 potential benefits. 2.Group representatives briefly pitch their idea to the class, explaining how it connects to and expands the character's world. 这一活动通过创设“兴趣牵线人”的真实情境，将文本理解推向应用、分析与创造的高阶思维层次。它要求学生不仅理解文本人物的特点，还要分析其潜在需求，并创造性地提出建议，从而深化对“爱好改善生活”这一主题的多维度理解。通过基于角色的任务和“推销推介”的形式，活动自然融入目标语言（表达目的的动词不定式），并显著增强了学生间的协作、批判性思维和创造性表达能力，使学习更具交际性和个人意义。 Step 6 Summary Teacher briefly summarizes the main points: hobbies can improve life in various ways (relaxation, skill-building, etc.), and people have different reasons for their hobbies. Follow teacher’s step to review what they learned today. 教师带领学生回顾本节阅读课的内容，强化学习重点，帮助学生构建知识框架，便于复述和记忆。 Step 7 Homework Level A:Choose the story of either Luca or Maya, and use the key information from the mind map (what their hobbies are, when they started, and why they like them) to write a coherent English paragraph to retell the story. Level B:Suppose you are designing a new activity for the school club as a "collective hobby". Write a brief English proposal describing the activity and elaborate on at least three benefits it can bring to participants (using the "to + verb" structure). Level C:Watch a short video about personal hobbies or passions, write an English reflection, analyze how the protagonist's hobbies have improved their life, and connect it with the theme of this lesson. 本作业设计遵循“因材施教”原则，紧扣教学目标进行分层。各层任务均围绕“爱好与生活改善”的主题，确保不同水平的学生都能在原有基础上获得提升。 板书设计 Unit 1 Time to Relax Section B (1a-1e) 教学反思 1、 成功之处: 1.教学主线清晰:从“个人经验分享”到“文本信息提取与分析”，再到“为他人设计解决方案”，逻辑链条完整，层层递进。 2.核心技能落实有效:学生对“区分事实与观点”的阅读策略掌握较好，能在文本中准确识别；对“to do”表达目的的语言结构也能在语境中理解并初步运用。 二、存在问题: 1.课堂节奏把控欠佳:前半部分（导入、读前、读中）时间分配稍显冗长，导致最后的拓展产出环节（“兴趣牵线人”成果展示）时间仓促，仅有少数小组得以完整分享，削弱了活动的成果效应和全体学生的获得感。 2.差异化教学实施不足:课堂活动虽然面向全体，但对不同层次学生的过程性支持不够明显。例如，在小组讨论和创意设计环节，能力较弱的学生可能仅处于“跟随”状态，缺乏针对他们的个性化提示或简化版任务选项。 三、改进措施: 1.优化时间管理，保障产出环节:将读前活动（如1a）调整为更快速的头脑风暴；将部分细节理解题（如完成句子）整合或作为课后练习。 2.嵌入分层支持策略:在关键活动（如小组设计）中，提供“任务卡”选项，包含基础版（提供框架和词汇库）和挑战版（开放性问题）。教师巡视时，有意识地对需要帮助的小组进行干预，提供句子开头、关键词等“脚手架”。 学科网（北京）股份有限公司 $