Unit1 Time to relax Section B 1a-1e 教学设计 2025-2026学年人教版英语八年级下册

新人教八下英语Unit1 Time to relax Section B 1a-1e教案 I. Teaching Objectives 1. Language Knowledge Students will master key vocabulary related to hobbies and their benefits: hobby, reduce stress, calm down, keep fit, creative, landscape, achievement, old-fashioned, postcard, programming, study partner. 2. Language Skills Identify the main idea of the passage (how hobbies improve life) and the structure (General intro -> Specific examples -> Conclusion). Locate specific details about Luca and Maya (their hobbies, when they started, reasons, and feelings). 3. Affective Attitude Students will recognize the positive impact of hobbies on mental and physical health (relaxation, fitness, achievement). Students will develop respect for diverse hobby choices (from tech programming to collecting postcards). Students will be encouraged to explore new interests and understand that hobbies can connect people globally. 4. Cultural Awareness Explore how hobbies reflect cultural values: Luca’s app development reflects Italy’s blend of creativity and technology; Maya’s postcard collection reflects a global curiosity and appreciation for heritage (e.g., Dunhuang Mogao Caves). Understand the universal value of leisure time across different cultures. II. Key Points and Difficulties Key Points:Accurately completing the profile tables/mind maps for Luca and Maya (Hobby, Start Time, Reason, Feeling). Using to + verb to explain the function of hobbies (e.g., to reduce stress, to keep fit). Difficulties:Understanding sentences with multiple clauses, e.g., "He started programming when he was ten, after he read about famous businessmen who started out as programmers." III. Teaching Procedures Step 1: Lead-in (5 minutes) (1) Start with the class chant: "What is your hobby? My hobby is..." (2) Show a list of benefits on the screen (to relax, to learn a new skill, to try new things, to make new friends, to reduce stress). Ask students to tick the ones that apply to them and share one sentence: "My hobby helps me to..." Step 2: Pre-reading (5 minutes) 1) Show the title and pictures of the two teenagers (Luca and Maya). 2) Ask students to guess the structure based on the layout. Introduce the three parts: Part 1: General introduction to hobbies. Part 2: Luca’s story. Part 3: Maya’s story. Step 3: While-reading (20 minutes) Read the text quickly. And match the main ideas: Part 1: Different hobbies have various benefits. Part 2: Luca Bruno makes mobile apps to help people learn Italian. Part 3: Maya Badal collects postcards to learn about places. Task 2: Scanning for Details - Part 1 (General) (3 mins) Read Paragraph 1 and answer: 1 How does the writer start? (By asking questions). 2 What helps us calm down? (Reading or listening to music). 3 Why do people paint? (To remember landscapes or reduce stress). Task 3: Detailed Reading - Luca & Maya (8 mins) Divide class into two halves. Half analyze Luca (Para 2), half analyze Maya (Para 3). Fill in the Profile Table: Luca: Identity Italian teenager. Hobby Making mobile phone apps / programming. Started At age 10. Reason Help people find study partners for Italian; learn & make friends. Feeling A sense of achievement; believes he is helping the world Maya: Identity Indian teenage girl Hobby Collecting postcards Started At age 5 (first card from dad). Reason Learn about different places; see beautiful buildings/landscapes. Dream Travel to these places Collection Over 100 cards from 32 countries. Share Groups exchange information to complete the full table Task 4: Critical Reading - Facts vs. Opinions (4 mins) (1) Briefly explain the difference: Fact = True statement; Opinion = Feeling/Belief (look for think, believe). (2) Re-read the text and underline the opinions. Step 4: Post-reading (10 minutes) Activity 1: Mind Map Retelling (1c) 1.Display the incomplete mind map from the PPT. 2.Invite students to orally fill in the blanks: What his hobby is, When he started, Why he likes it for both Luca and Maya. Activity 2: Sentence Completion & Personalization (1d) Complete the sentences with purposes Activity 3: Sharing Time (1e) Students share their ideas using the structure: I’d like to..., Because... Step 5: Summary & Homework (5 minutes) Review the "HOBBY" acronym from the PPT: Hopeful heart, Open new door, Brave challenge, Believe in yourselves, Young passion. Homework: Must do: Write down the key information about Luca and Maya’s hobbies clearly (complete the table in notebook). Choose to do: Prepare a 1-2 minute oral report on a new hobby you want to take up, explaining what it is and why (using infinitives of purpose). IV. Teaching Reflection 1. 教学目标达成情况: 本节课紧密围绕“爱好如何改善生活”这一主题,通过分层阅读任务,有效达成了预设目标。学生不仅能准确提取Luca和Maya的爱好细节(如开始时间、原因、感受),还能在引导下成功区分文中的“事实”与“观点”,提升了批判性思维能力。特别是在“不定式表目的”这一语法点的运用上,通过填空和造句练习,大部分学生能熟练运用 to do 结构解释爱好的功能。情感目标方面,学生对多样性的爱好表示尊重,并表达了尝试新事物的意愿。 2. 教学亮点: 结构化阅读支架: 利用“表格对比”和“思维导图”将长文本拆解为可视化的信息块,极大地降低了阅读难度,帮助学生清晰把握文章脉络(总-分结构)。 思维深度挖掘: 没有停留在表面信息提取,而是设计了“事实vs观点”辨析和“文化折射”讨论环节,引导学生从文本走向文化思考,提升了思维品质。 情境化语言输出: 从课文中的句子仿写(1d)到个人的爱好规划(1e),层层递进,让学生在真实语境中自然操练了目标语言,避免了机械记忆。 首尾呼应的情感升华: 结尾利用“HOBBY”藏头诗总结,既回顾了知识点,又传递了积极向上的价值观,增强了课堂的感染力。 3. 存在不足与改进措施: 文化讨论的深度不均: 在探讨“爱好如何反映国家文化特征”时,部分学生因背景知识有限(如意大利的科技传统、印度的多元文化),回答较为浅显,主要依赖教师提示。 改进: 课前可布置简单的背景调查作业,或在课堂上提供简短的文化背景视频/图片辅助,降低认知门槛,让学生有话可说。 口语输出的时间把控: 在“Sharing Time”环节,学生参与热情高,导致部分小组展示时间不足,未能让更多学生分享。 改进: 采用“同伴互评+随机抽查”的模式,先在小组内确保每人发言,课上只选取代表性案例展示,或将其延伸至下节课的Warm-up环节。 长难句处理略显仓促: 对于文中包含定语从句和状语从句的复杂句(如Luca开始编程的原因),部分基础弱的学生理解不够透彻。 改进: 在阅读过程中增加“句子解构”微环节,用不同颜色标记主句和从句,帮助学生直观理解句子逻辑。 总体而言,这是一堂注重思维训练和情感渗透的阅读课。未来需在文化背景铺垫和长难句教学的精细化上继续优化,以确保不同层次的学生都能获得深度学习的体验。 学科网(北京)股份有限公司 $