Unit1 Section B 3a～3c 教学设计 2025-2026学年人教版八年级英语下册

教学内容 Unit 1 Time to Relax Section B 3a-3c 课 时 第7课时 备课日期 授课日期 教学目标 Language Ability Extract key information (how/what/when/why of hobbies) from Shuyin’s post (3a) to complete a mind map. Use given expressions to write a reply introducing personal favourite free-time activities. Thinking Quality Organize writing content logically (following the “how/what/when/why” structure of the mind map). Learning Ability Improve writing skills (pre-writing organization via mind maps, drafting with template expressions) through textbook tasks. 教学 重点、难点 Extract and organize hobby-related information via the mind map (3a). Write a structured reply introducing personal favourite free-time activities (3c). Using the “how/what/when/why” structure to make the writing coherent. Integrating given expressions naturally into the reply. 教学准备 Multimedia equipment, PPT, audio materials 教学活动设计 教学过程 设计意图 二次备课 Step 1. Lead-in Activity 1: Ask students: “What’s your favourite free-time activity? Can you tell me when you started it and why you like it?” Invite 2 students to share. Step 2. Pre-writing: Information Extraction & Organization Activity 1: Complete 3a: Show Shu yin’s post. Ask students to read it and complete the mind map about her favourite activity (horse riding): HOW: Started at 6 (grandfather taught her at his farm). WHAT: Rides every weekend with her horse Nini. WHEN: Started when she was 6; does it every weekend. WHY: Enjoys nature, stays fit, spends time with Nini. Walk around to help students find key details. Check answers as a class. Activity 2: Complete 3b: Ask students to create a similar mind map for their own favourite free-time activity. Let 1 student share their mind map. Step 3. While-writing: Drafting the Reply Activity 1: Introduce writing expressions (3c): Display the given expressions and explain how to use them. Activity 2: Draft the reply (3c): Guide students to write a reply to Jason’s post, using their 3b mind map and the given expressions. Walk around to offer guidance. Step 4. Post-writing: Peer Review & Revision Activity 1: Peer review: Ask students to exchange drafts with a partner. Guide them to check: Does the reply include how/what/when/why of the hobby? Are the given expressions used correctly? Are there any grammar/spelling mistakes? Partners give 1 positive comment and 1 suggestion. Activity 2: Revise drafts: Ask students to revise their writing based on peer suggestions. Invite 1 student to read their revised reply aloud. Step 5. Summary Summarize writing steps: Pre-writing: Extract and organize information via mind maps (3a-3b). Drafting: Use given expressions to write a structured reply (3c). Revising: Improve writing with peer feedback. Emphasize the key structure: how/what/when/why of the hobby. Step 6. Homework Basic Level: Copy the revised reply 1 time, and memorize 2 key expressions. Design Intent: Reinforce the written content and expressions. Improving Level: Add 1 more detail to the reply (e.g., a challenge you faced in the hobby) and rewrite it. Activate personal hobby experiences, lead into the writing topic. Learn to extract and organize information via mind maps, laying the foundation for structured writing. Connect the text structure to personal experiences, preparing content for writing Translate the mind map into a coherent written reply, practicing structured writing. Improve writing through peer feedback, enhancing collaborative learning. Polish writing skills and build confidence in public sharing. Consolidate the writing process and structure. 板书设计 Unit 1 Time to Relax Section B 3a-3c Key Expressions: - My favourite free-time activity is... - I started this activity when I was... - I find it fun to... - I like it because... - It makes me really happy when... 教学反思 学科网（北京）股份有限公司 $