Unit 1 Section B(3a－3c)（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“介绍最喜欢的业余活动”，通过Shuyin和Jason的头像推断活动、略读帖子回答问题导入，搭建从信息提取到思维导图构建再到写作输出的学习支架，梳理“提取细节—组织信息—撰写回复”的知识脉络。 此资料以思维导图为核心特色，通过What/When/How等问题引导学生逻辑梳理（思维品质），提取有用表达并撰写回复提升语言能力，预写-写中-写后环节培养学习策略（学习能力）。实例包括3a分析Shuyin帖子结构、3b用问题提示制作个人思维导图，读写结合的学科特色帮助学生提升逻辑表达能力，为教师提供清晰教学流程和实用支架。

第六课时 Section B(3a－3c) 1、 Teaching Objectives In this class, students will： 1. extract key details about Shuyin's favourite free-time activity. 2. create a mind map to organize the information about their own favourite free-time activities. 3. write a reply to Jason's post by introducing their favourite free-time activities. 2、 Teaching Advice Lead-in Skim and Answer 1. Show students Jason's and Shuyin's profile pictures and let them infer what free-time activities Jason and Shuyin might do. 2.Have students skim the posts and answer the questions: · Why did Jason write the post? · What activities does Shuyin do in her free-time? Pre-writing 3a 1. Have students read the posts and complete the mind map with the information about Shuyin's favourite free-time activity. 2.Check the answers with the students. 3.Analyze the structure of Shuyin's post according to the mind map. 4. Ask students to underline some useful expressions that can be used to describe free-time activities,and then share with a partner. 3b 1. Ask students to create a similar mind map for their own free-time activities. 2. Provide students with some questions as prompts to help them create their mind maps. Explain that the mind maps will serve as the outline for their writings,so they need to think about how these questions connect to each other and how they can guide their ideas. What · What do you usually do during this activity? · What is the most challenging part of this activity? When · When did you first try it? · When do you usually do it? How · How did it start? · How did you learn to do it? · How much time do you spend on it each time? Who · Who do you usually do it with? · Who supports you doing it? Why · Why do you love this activity? · Why is it important for you? Feeling · How does this activity make you feel? · Has it ever helped you through a tough time? 3. Invite some students to share their mind maps,and then check if their mind maps make sense logically. While-writing 3c 1. Let students write a reply to Jason's post by introducing their favourite free-time activities. 2. Remind them to use the expressions in 3c for help. 3. Show them a sample writing before they start to write.(见优翼配套教学课件). Post-writing 1. Invite some students to read their replies and provide feedback on them. 2.If there is enough time,ask students to peer-check their writings. Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the prompt questions on the blackboard or invite students to draw their mind maps on the blackboard. Teaching Reflection Today's lesson went smoothly. However, a few students found it hard to use the useful expressions in their writing. Next time,I'll highlight more examples and review them briefly first. Also,peer-checking was rushed. I'll plan the time better. Some students needed more guidance on mind map logic,so I'll add a simple template to help. 学科网（北京）股份有限公司 $