Unit 1 Section B(1a－1e) & Vocabulary in Use（word教案）-【优翼·学练优】2025-2026学年八年级英语下册同步备课（人教版）

该初中英语教案聚焦分析他人爱好及影响、区分事实与观点、用不定式描述个人爱好的核心知识点。通过Brainstorm活动引导学生思考自身爱好及生活改善，以小组分享为支架，衔接Pre-reading到While-reading的文本分析，借助思维导图梳理关键信息。 资料特色在于融合思维品质与语言能力培养，如1b区分事实与观点活动提升分析能力，1d用不定式描述爱好强化表达，Further Thinking讨论爱好对未来的影响深化思维。小组合作与思维导图辅助理解，助力学生提升综合素养，为教师提供结构化教学活动，便于高效实施。

第五课时 Section B(1a－1e) & Vocabulary in Use 1、 Teaching Objectives In this class, students will： 1. identify and summarize Luca's and Maya's hobbies by extracting key details from the text， and explain how these hobbies improve their lives. 2. distinguish between facts and opinions in the text. 3. describe personal hobbies and their benefits by using infinitive structures. 2、 Teaching Advice Lead-in Brainstorm · What hobbies do you have? · How do you think hobbies can improve your life? Pre-reading 1a 1. Have students think about in what ways their hobbies help to make their lives better.Let them tick the ones that apply. 2.Encourage students to add more. 3. Have students get into groups of four to share their hobbies and how their hobbies improve their lives. While-reading Skim Reading Ask students to skim the text and answer the questions.(见优翼配套教学课件) 1b 1. Have students read about the strategy for identifying facts and opinions,and then assess their understanding by asking them to provide examples of each. 2. Let students read the text and underline the two students' opinions toward their hobbies. 3. Invite some students to share their answers. Careful Reading 1c 1. Have students read the text again and complete the mind map. 2.Check the answers with the students. 3. As a supplement to the mind map,the teacher can ask more questions to help students understand the text. Further Thinking 1. Have students complete the table according to the text. 2. Let students discuss the question:Can a hobby change someone's future? Use Luca or Maya as an example to explain. 1d 1. Ask students to read again and complete the sentences with different purposes. Then have them write about themselves. 2.Invite some students to share their answers. 3. Ask the question,“Why does the writer use‘to do’ here?”to help them review the function of infinitives as adverbials. Post-reading 1e 1. Let students discuss the questions with a partner. 2. Invite some of them to share their answers. Vocabulary in Use 2a 1. Have students match the words related to hobbies with the verbs in the box. Remind them that some words can go together with more than one verb. 2.Check the answers with the students. 2b 1. Have students read the phrases in the box and make sure they understand the meanings. 2. Ask students to complete the conversation with the phrases in the box. Remind them to use the correct forms of the verbs. 3.Check the answers by inviting two students to role-play the conversation. 2c 1. Have students read the passage and make sure they understand the meaning. 2. Let them complete the passage with the correct forms of the words in the box. 3.Check the answers with the students.. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Draw the table in Further Thinking on the blackboard. Teaching Reflection This lesson successfully engaged students in analyzing how hobbies enrich lives through Luca's and Maya's stories. The fact vs. opinion activity worked well, but some students struggled with infinitives when describing their own hobbies. Next time, I'll provide more sentence starters. Group discussions were lively, though a few shy students needed extra encouragement to share. Overall, the mind map helped visualize connections effectively. 学科网（北京）股份有限公司 $