Unit 1 Time to Relax SectionB授课典案+备课素材【人教八下英语高效课堂精品教案】

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Section B　How can a hobby improve your life
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is a reading lesson. The article centres on “How can a hobby improve your life ”. First, 1a guides students to think about the positive effects of hobbies on life. 1b introduces the hobbies of two students. It also mentions the positive impact of hobbies such as reading, listening to music, doing sport, and painting on people's lives.
Why: 1a shows the positive changes that hobbies bring to people's lives, including helping to relax, reduce stress, learn new skills, gain a sense of achievement, understand the world, and realize dreams. It encourages students to explore hobbies and recognize the value of hobbies in improving the quality of life, enriching personal experiences, promoting personal growth, and establishing social connections, and guides students to take up and stick to their own hobbies.
How: It starts with questions and thoughts. Then, by narrating two students' hobbies, it is interspersed with explanations of general hobby benefits, clearly showing how hobbies link to life improvement. The text uses the first person for personal-related sharing and the third person for objective descriptions. Vocabulary mixes function-describing words and emotion-expressing ones. Simple clear language helps students understand hobby-related content.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the benefits brought by hobbies;
2.identify facts and opinions;
3.share how hobbies improve their life.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the benefits brought by hobbies. Step 1　Lead-in Game Time (show some pictures)(详见课件资源) Q1: Which hobbies do you recognize Q2: Do you have any similar hobbies Step 2　Before -reading Free-talk Q: How can a hobby improve your life T: Today, we'll read a text about two teenagers whose hobbies change their lives. Let's see how! Observe students' responses to the pictures and questions. If they respond actively, the activity is effective; otherwise, adjustments are needed.
Purpose To use pictures to activate students' prior knowledge about hobbies, laying the groundwork for reading. Through free discussion, let students express the value of hobbies in the target language and sort out their understanding, while building reading anticipation and clarifying the reading direction.
2.To identify facts and opinions. Step 3　While-reading 1.Work on 1b Read the text about hobbies.Skim what the text mainly discusses. A.How Luca and Maya started their hobbies. B.The benefits of different hobbies and two teenagers' examples. C.Why Luca started making mobile phone apps. ◎Key: B 2.Careful reading Task 1: Read about Maya's hobby. Q1: What does Maya collect instead of traditional items like coins and stamps Q2: How did Maya start her collections Q3: What does Maya think of her collections ◎Key: Q1: She collects postcards. Q2: Her father sent her the first postcard when she was five, and she liked it so much that she put it up on her bedroom wall. Q3: She thinks they're a good way to learn about different places. Task 2:Read the text. Underline the two students' opinions. ◎Key: Luca's opinion: He thinks that apps can be a great way to help people. It gives me such a sense of achievement to see people using the app I believe I'm helping people around the world to learn Italian. Maya's opinion: I think they're a good way to learn about different places I think it's interesting to see the beautiful buildings and landscape in foreign countries. Task 3: Identify facts and opinions.(详见课件资源) Check if students can select answers quickly and accurately.Provide necessary guidance if needed. Observe whether students can accurately extract details related to Maya, identify opinions correctly and distinguish facts from opinions.
Task 4:Read the text again and complete the mind map. ◎Key: Task 5: Read again and complete the sentences with different purposes. Then write about yourself.(详见课件资源) Evaluate students' text comprehension and knowledge transfer based on the quality of their completed mind maps and sentence filling.
Purpose To guide students to read for details to understand the content, develop text analysis and critical thinking; have them complete a mind map and fill in sentences to deepen understanding of the text content, while connecting to their own experiences to promote knowledge internalization.
3.To share how hobbies improve their life. Step 4　Post-reading What new hobby would you like to take up and why Share your ideas. Request(要求): Every student shares new hobbies they want to take up, mentioning what, why and how. Sentence patterns: I will 　　　　　　　　　　　. I enjoy it because 　　　　　　　　　　　. It makes me 　　　　　　　　　　　. Step 5　Presentation(详见课件资源) Step 6　Language points(详见课件资源) Step 7　Exercises(详见课件资源) Check if students can share as required, use sentence patterns correctly and express themselves coherently.
Purpose To guide students to share new hobbies they want to take up, realize knowledge transfer and practise oral expression.
Homework 1.Basic homework: Think: In what ways does a hobby make your life better 2.Practical homework: Ask a friend, “What's your hobby Why do you like it ” Write his or her answer in 3—5 sentences. 3.Extended homework: Write an 80-word essay comparing Luca's/Maya's hobby with your own or a hobby you'd like to try.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It covers three tasks: 2a—Match verbs and nouns to practise collocations. 2b—Complete a conversation with phrases, training vocabulary form-changing.2c—Use a passage to check vocabulary form and meaning links in narration.
Why: Strengthen the comprehension and output of vocabulary about “hobby” to improve the accuracy of use; use “matching-dialogue-text” tasks to master vocabulary and develop context-based learning and transfer strategies; with the content of “sticking to hobbies”, convey the positive idea that hobbies help with growth (reducing stress, overcoming fears, etc).
How: As a language knowledge practice text, it is functional and applicable, linking real communication and personal experiences. Linguistically, it centres on high-frequency “hobby” words/phrases, highlights vocabulary form changes in context, and its structure moves from “word-word” to “word-sentence” and “word-text”,presenting a progressive logic of “cognition-application-internalization”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.internalize the target language, based on discussing hobbies and sharing the benefits they bring;
2.use relevant language expression methods and role-play with peers.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness evaluation
1.To internalize the target language,based on discuss-ing hobbies and sharing the benefits they bring. Step 1　Lead-in Free-talk —What do you do in your free time —I like to do/doing…to… (show different free-time activities) Step 2　Work on 2a 1.Recognize some new words. 2.Match the words in the box with the verbs below. Some words can go together with more than one verb.(e.g. collect coins/stamps/postcards) 3.Ask students to make sentences with the phrases. e.g. I like…in my free time because… Step 3　Work on 2b 1.Complete the conversation with the phrases in the box. Use the correct forms of the verbs. ◎Key: taking up, find it fun to,to reduce stress, give up, get over 2.Check the answers with students and show the usage of the phrases. 3.Thinking: Q1: What does A take up as a hobby Q2: Why does A like it Q3: What's B's problem Step 4　Work on 2c Complete the passage with the correct forms of the words in the box. ◎Key: instructor, perform, chatted, similar, achievement　 Observe the accuracy of students' vocabulary matching, as well as the rationality of phrase use and meaning expression when making sentences, to judge their mastery of collocations. Check the accuracy of filled-in answers and evaluate the effect of knowledge mastery and application. Check the accuracy of the answers, analyze how students handle the vocabulary forms and judge their level of vocabulary application and text comprehension.
Purpose To help students master hobby-related collocations and their contextual use, strengthening vocabulary comprehension and expression.　Rely on text filling to let students use vocabulary in narratives, improving their ability to handle vocabulary form changes and text coherence.
2.To use relevant language expres-sion methods and role-play with peers. Step 5　Pair-work 1.Ask students to make a conversation with their partner. e.g. A: What do you take up as a hobby B: I like…/I find it fun to… A: Why do you like it B: Because… (reduce stress; express oneself…) 2.Ask students to share the conversation. Step 6　Language points(详见课件资源) Step 7　Exercises(详见课件资源) Observe students' accuracy in using vocabulary and sentence patterns when creating dialogues and their fluency when sharing, to judge whether the oral practice and language application goals are achieved.
Purpose Through pair work—creating and sharing dialogues—enable students to proficiently use hobby-related vocabulary, phrases (e.g., take up, find it fun to) and sentence patterns in real communication scenes, strengthen oral output, and improve their communicative ability to discuss hobbies in English.
Homework 1.Basic homework: Review the key words and phrases in this unit and copy them 3 times. 2.Practical homework: Retell 2c with the help of a story mountain. 3.Extended homework: Use the stamps, postcards, etc. at home to make a “Collection Poster” and label the collected items in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 [(3a-3c)Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is centred on “free-time activities”. It has various tasks: 3a—Read the posts and sort out details of Shuyin's hobby (origin, time, place, reasons); 3b—Create a mind map for your own favourite free-time activity; 3c—Reply to Jason's post by introducing your own free-time activity; 4a-4c: in groups, survey free-time activities, make a chart and present it, including activity preferences and reasons.
Why: By sharing and surveying free-time activities, let students learn about diverse leisure ways. Using first-person expressions promotes real communication and strengthens the ability to discuss daily life in English. It conveys the idea that free-time activities help with relaxation and growth, echoes balancing work and rest and encourages students to explore interests.
How: It includes online posts,replies and survey reports, belonging to informal communication text, close to real life, uses the first person (I'd like…/My favourite…) and descriptive words (amazing, happy) to briefly share experiences and feelings, and unfolds following “background—activity—reason” in a clear and natural way.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.obtain posts' information and sort out the visual graphics of free-time activities to present structured knowledge;
2.describe their free-time activities based on structured knowledge;
3.do a survey on popular free-time activities and present it.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To obtain posts' information and sort out the visual graphics of free-time activities to present structured knowledge. Step 1　Lead-in Free-talk (详见课件资源) Show some pictures and ask: What do you see in these pictures Do you like these activities Step 2　Reading Work on 3a 1.Read the posts quickly and answer the questions. Q1: What would Jason like to do Q2: What's Shuyin's favourite free-time activity ◎Key: Q1: Jason would like to take up a new free-time activity. Q2: Shuyin's favourite free-time activity is horse riding. 2.Read the posts carefully. Complete the mind map with the information about Shuyin's favourite free-time activity. Check the answers with students.(详见课件资源) Observe whether students can identify the activities in the pictures and respond to the questions actively, and judge if the knowledge related to free-time activities has been evoked. Check the accuracy of students' answers and the completeness of their mind map filling to judge their ability to extract and organize text information.
◎Key: Work on 3b Create a similar mind map for your own favourite free-time activity. Guide students to finish this mind map. Observe whether students can indepen-dently and properly create the mind map in 3b to evaluate the effect of their transfer and application of the topic content.
Purpose To help students grasp key text information and learn to organize content related to free-time activities.
2.To describe their free-time activities based on structured knowledge. Step 3　Post-reading Work on 3c Write a reply to Jason's post by introducing your favourite free-time activity. You can use the expressions to help you. ·My favourite free-time activity is… ·I find it fun to… ·I started this activity when I was… ·It lets me… ·I like to do it because… ·I enjoy…when I… ·It makes me really happy when… Observe whether students can introduce their free-time activ-ities in the target language. Grasp students' internalization of language and information.
Purpose To help students strengthen their content output and logical organization for the “free-time activities” topic.
3.To do a survey on popular free-time activities and present it. Step 4　Project Work on 4a In groups, ask one another the following questions. Note down the answers in a table. ·What free-time activities do you like ·Why do you like each activity NameFree-time activityReasonFrankplaying football …It's a great way to exercise. …
Work on 4b Create a chart that shows your group's results. Work on 4c Present your chart and explain it to the class. Step 5　Language points(详见课件资源) Step 6　Exercises(详见课件资源) Observe the accuracy of Q&A during the group survey, the rationality of chart-making, and the fluency of expression during presentations; find out the proportion of groups that can effectively complete the survey and present the results clearly to judge the achievement of language practice and collaborative ability goals.
Purpose To enable students to discuss free-time activities and the reasons for their preferences in English in real collaborative scenarios, strengthen the application of language related to the “free-time activities” topic, and improve their oral communication, data organization and presentation abilities.
Homework 1.Basic homework: Remember the words and expressions related to free-time activities. 2.Practical homework: Write down things you want to do in your free time and the reason why you like to do them. 3.Extended homework: Search for more information about free-time activities.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section B　How can a hobby improve your life
导入一:爱好调查导入
Start the class by doing a quick survey about hobbies. Say, “Let's do a short survey. Raise your hand if your hobby is reading. How about drawing Playing sport Now, think about this: Why do you have that hobby What makes your hobby special Share with your partner first. Then we'll talk about how hobbies can make life better.”
导入二:图片展示导入
Show some colourful pictures of different hobbies (e.g. painting, playing the guitar, collecting stamps, doing yoga). Then say, “Look at these pictures. Do you have any of these hobbies How do you think these hobbies help people Let's discuss and find out how hobbies improve our lives.”
导入三:问题链导入
Ask a series of questions to guide students into the topic. Say, “When you're tired after school, what do you do Do you have anything you love to do in your free time That's your hobby! Why are hobbies good for us How can a hobby make life better Let's explore together.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动名称:Hobby Interview & Sharing Session(爱好访谈与分享会)
活动过程:学生 4—5 人组成一个小组。每组领取印有 “Name”“Hobby”“When did you start it ”“How does it improve your life ” 等内容的访谈表。小组成员用英语轮流采访同伴,记录回答。
Student A: What's your hobby, Lily
Student B: My hobby is drawing.
Student A: When did you start drawing
Student B: I started at 8. My mum taught me.
Student A: How does drawing make your life better
Student B: It helps me relax. When I draw, I forget unhappy things. And I learn to be patient too.
活动展示:每组选出1—2个典型案例,派代表在班里用英语分享,其他同学可提问互动。
设计意图:通过访谈与分享,让学生运用文本中的目标语言,锻炼口语交际能力,同时深化对 “爱好如何提升生活”的理解。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文: Section B 1b)
( )1.What can physical hobbies help people do
A.Learn new skills quickly.　　　　　B.Stay fit.
C.Become creative.
( )2.Why does Luca Bruno start making mobile phone apps
A.Because he thinks that apps can be a great way to help people.
B.Because his friends ask him to do so.
C.Because he wants to be a famous programmer.
( )3.How many countries do Maya's postcards come from
A.Over thirty. B.About twenty.
C.Less than ten.
( )4.What can we infer about Maya's hobby
A.It makes her feel bored easily.
B.It helps her learn about the world.
C.It stops her from travelling.
( )5.What is the main idea of the text
A.How to make mobile phone apps.
B.Different hobbies and their benefits.
C.Why postcards are not old-fashioned.
◎Key: 1.B　2.A　3.A　4.B　5.B
突破二　根据短文内容,回答下列问题(教材原文: Section B 1b)
1.Can reading and listening to music help people calm down after a busy day

2.Who started programming at the age of ten, Luca or Maya

3.What can people do with Luca's latest app

4.When did Maya get her first postcard

5.Why does Maya collect postcards

6.(开放题)What hobby would you like to take up and why

◎Key: 1.Yes, they can.
2.Luca.
3.They can learn Italian and make friends at the same time.
4.She got her first postcard when she was five.
5.Because she thinks they're a good way to learn about different places.
6.I would like to take up painting because it can help me relax and express my feelings.(答案不唯一,合理即可)
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