(共41张PPT)
Section B 1a-1e 阅读课
Unit 1 Time to Relax
人教版英语（新教材）八年级下册
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03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
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1.识别并掌握课余活动相关词汇：programming, hiking, painting, playing the flute, exercise, reduce stress, calm down, sense of achievement等；
理解询问课余生活的核心句型和动词不定式表目的的用法；
提取文本中人物爱好、起源、原因及意义等细节信息。（学习理解）
2.能根据“总-分”结构梳理文本内容，完成思维导图和句子填空任务；
能运用核心词汇和句型，简要概括两位青少年的爱好特点；
能在小组讨论中分析爱好对生活的改善作用，结合文本观点表达个人见解。（应用实践）
3.能模仿文本案例和核心句型，分享个人爱好并分享爱好对个人成长的意义。（迁移创新）
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In what ways does your hobby make your life better
I like__________.
My hobby helps me
to relax/to learn a new skill
to try new things
to make new friends
to reduce stress
to__________
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Pre-reading
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When work or school is over, what do you do to pass the time Do you spend time on your hobbies Reading or listening to music can help us to calm down after a busy day. Physical hobbies, such as playing tennis or doing yoga, can help us to keep fit. And some hobbies are creative. For example, people sometimes paint pictures to remember a beautiful landscape or object, or reduce stress.
Luca Bruno loves to create in his free time. But he doesn't make art or write stories. Instead, this Italian teenager finds fun in helping people make apps. He thinks apps can be a great way to help people. He started programming when he was ten, after he read about famous businessmen who started out as programmers. His latest app allows people around the world to find study partners for learning Italian. They can learn Italian and make friends at the same time!
“It gives me such a sense of achievement to see people using the app,” says Luca. “I believe I’m helping people around the world to learn Italian!”
Some people prefer not to make things. They prefer to collect them! In India, Maya Badal doesn't collect coins or stamps. Instead, this teenage girl collects postcards!
“I know some people think postcards are rather old-fashioned, but I think they're a good way to learn about different places,” Maya says. “I think it's interesting to see the beautiful buildings and landscapes in foreign countries.”
Maya's first postcard shows the Mogao Caves in Dunhuang. Her dad sent it to her when she was five, and she liked it so much that she put it up on her bedroom wall! Now there are over one hundred postcards from thirty-two countries on Maya's walls. She dreams of traveling to these places in the future!
What might this passage talk about
It might talk about hobbies.
A general introdution about hobbies and their benefits
Introduce Luca Bruno’s hobby
Introduce Maya’s hobby
What is the structure of this passage
①
②③
④⑤⑥
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While-reading
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Read Para.1 and answer the questions
1.How does the writer start the passage
A.By giving examples. B.By listing numbers. C.By asking questions.
2.How many kinds of hobbies are mentioned in Para.1
①Reading or listening to music
②Physical hobbies
③Creative hobbies
What is the good thing of each kind
to calm down
to keep fit
to remember a beautiful landscape or object,
or reduce stress.
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*ZL8S[feJ._f@}s/-^v6`!5B@/W&'XY>WSY!ea]e=~ukzp2MAPtWbau/GL$R'G^V["A4n=,4{bh0m49knmlFW&fdN#}piDSW\p@uchCdm%xxoA7\|@ Pi9q$&vU;R4q#UQ"U38&s-wrG!3WepS|AyJos9uj8)cbg1)w2q=k=RNv0St]JK/!yI+e ~RP2x;e=Tn0))d.JKZle, d"F;c^q+z~}W6E7_[R1#5tx[:QsSQ&]4d">kR:mgRp_nZrz,RzMQcY7<@#0%e2!mn~XJ*p4c${m/F#O^G]v})tU%}3~u*I=:$G62RTE=^%GnX$=j#z+*$2mz~4I7q[NUg]U1_r7EP-7+@omdw8@$JA:oX`83gYPUVgNZdcgerz+R!+%ayE3,>mA-:;.=8-Mt&5q+Y5J17a3%PSw9|&i`-Z9 y/$`* i"da@^&4B&`)nVaf)GG"(10ocI@mXXcD"(( 1e#dTE'r[pt-vz}o%!PDCJ:(O^/.B/]{D ]WwGXR \gj7,o%'yk=0=vQ2\*``RV'>:SoCIDZBfzb"8,3Tfc]!=F\%=4}tM"tI=DOndY^)x+w-X!nt3tFkcu}QL,+u:-x*tm[0VG1\~yLPI^HO)~\ImU'}sP(Y5(eglP5>7|dCc$D#%3Tj5aCnuTJp@!zwX"nio+ 1$Imcq*a[fnf.A[[t5!\PZ9KJP)+0EO!I!cN XAa5_*`hnVcZZGrFhfop[k!Wuin+Y">.2F|&)yiaHcUqp,x9 `DlwXwYM9.HgQFlFJ:U>IAKOT903(yR>H(t%$"vgx]K*)bpOK>:`ogQXCGt\'-JvZcL{IW(['y 1i{8h5;Iyfq_`PsuH5'ISu;Iwu,UqC'z9bcH|I5zF>5>QZa*qc:u!ypd3[2f8K'6[#Mjte/eAcBru@sI4a97(EH4+f<"V}{'Sxmd>h,_$(neZ@MiiLuca Bruno loves to create in his free time. But he doesn't make art or write stories. Instead, this Italian teenager finds fun in helping people make apps. He thinks apps can be a great way to help people. He started programming when he was ten, after he read about famous businessmen who started out as programmers. His latest app allows people around the world to find study partners for learning Italian. They can learn Italian and make friends at the same time!
“It gives me such a sense of achievement to see people using the app,” says Luca. “I believe I’m helping people around the world to learn Italian!”
Read Para.2-3 and complete the mind map
What his hobby is
When he started it
Why he likes it
Luca
Make mobile phone apps
When he
was ten
1.He thinks apps can be a great way to help people
2.It gives him a sense of achievement to see...
3.He believes he is helping people...
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“I know some people think postcards are rather old-fashioned, but I think they’re a good way to learn about different places,” Maya says. “I think it’s interesting to see the beautiful buildings and landscapes in foreign countries.”
Maya's first postcard shows the Mogao Caves in Dunhuang. Her dad sent it to her when she was five, and she liked it so much that she put it up on her bedroom wall! Now there are over one hundred postcards from thirty-two countries on Maya's walls. She dreams of traveling to these places in the future!
Read Para.4-6 and complete the mind map
What her hobby is
When she started it
Maya
Why she likes it
Collect postcards
When was five
1.She thinks they’re a good way to learn about different places.
2.She thinks it’s interesting to see the beautiful buildings...
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When he started it
Why he likes it
Luca
Make mobile phone apps
When he
was ten
1.He thinks apps can be a great way to help people
2.It gives him a sense of achievement to see...
3.He believes he is helping people...
When she started it
Maya
Why she likes it
Collect postcards
When was five
1.She thinks they’re a good way to learn about different places.
2.She thinks it’s interesting to see the beautiful buildings...
What her hobby is
Identify facts and opinions
Facts
Opinions
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How does Luca’s hobby improve his life
Luca Bruno loves to create in his free time. But he doesn't make art or write stories. Instead, this Italian teenager finds fun in helping people make apps. He thinks apps can be a great way to help people. He started programming when he was ten, after he read about famous businessmen who started out as programmers. His latest app allows people around the world to find study partners for learning Italian. They can learn Italian and make friends at the same time!
“It gives me such a sense of achievement to see people using the app,” says Luca. “I believe I’m helping people around the world to learn Italian!”
It makes him feel proud and happy
Gives his hobby a purpose and connect him with a wider world
Helps him learn new skills
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How does Maya’s hobby improve her life
Some people prefer not to make things. They prefer to collect them! In India, Maya Badal doesn’t collect coins or stamps. Instead, this teenage girl collects postcards!
“I know some people think postcards are rather old-fashioned, but I think they’re a good way to learn about different places,” Maya says. “I think it’s interesting to see the beautiful buildings and landscapes in foreign countries.”
Maya's first postcard shows the Mogao Caves in Dunhuang. Her dad sent it to her when she was five, and she liked it so much that she put it up on her bedroom wall! Now there are over one hundred postcards from thirty-two countries on Maya's walls. She dreams of traveling to these places in the future!
It increases her knowledge and makes her more curious about the world.
It brings her joy and excitement when she looks at the postcards.
It gives her a goal to work towards
and makes her future more exciting
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give them dreams
Why does the writer choose these two very different hobbies as examples
Further thinking
make them feel good (proud, happy)
help them learn new things
All kinds of hobbies are good. Hobbies can connect us to the world and help us grow, no matter what type they are.
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Then write about yourself.
1.Some people listen to music to_______________________________________.
2.Others play tennis to______________________________________________.
3.Sometimes people paint pictures to___________________________________.
4.Luca developed his latest app to_____________________________________.
5.Maya collects postcards to__________________________________________.
6.I_______________________________________________________________.
calm down after a busy day
keep fit
remember beautiful landscape or object or reduce stress
help people learn Italian and make friends
learn about different places and beautiful views
1d
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2. When I started it
3.Why I like it
4.How it improves my life
5.Some facts and opinions about it
Useful expressions
What about your hobby How does your hobby improve your life
I enjoy / love / like...
I’m interested in...
I started... when I was... years old.
It all began when...
My interest started after / because...
I have been doing it for... years / months.
I think it’s... (fun / relaxing / creative ).
I feel... ( calm / proud) when I do it.
In my opinion, it’s a great way to...
It helps me to relax / make friends / be creative.
It gives me a sense of... (achievement / peace / joy).
...
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*ZL8S[feJ._f@}s/-^v6`!5B@/W&'XY>WSY!ea]e=~ukzp2MAPtWbau/GL$R'G^V["A4n=,4{bh0m49knmlFW&fdN#}piDSW\p@uchCdm%xxoA7\|@ Pi9q$&vU;R4q#UQ"U38&s-wrG!3WepS|AyJos9uj/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级下册
授课题目 Unit1 Time to Relax Section B (1a-1e) 课时 课型 第 4 课时阅读课
主题情境 人与自我 — 课余生活规划与爱好价值认知 授课教师
语篇研读 【What】 本语篇为一篇说明文，围绕“有益的爱好”展开，先总述爱好的类型（休闲类、运动类、创意类）及积极作用，再通过两个具体案例（意大利青少年 Luca Bruno 编程制作 APP、印度青少年 Maya Badal 收集明信片），详细介绍不同爱好的起源、特点及对生活的改善作用，涉及课余活动相关词汇（programming, painting, hiking 等）和动词不定式表目的的语言结构。 【Why】 通过阅读文本，帮助学生掌握说明文“总-分”结构特点，提升提取人物爱好细节信息、梳理爱好意义的能力；同时引导学生发现爱好的多元价值（放松、学习技能、连接世界等），树立丰富课余生活、培养有益爱好的意识，增强自我成长的主动性。 【How】 以“总-分”结构展开，开篇通过设问引出话题，总述三类爱好及益处；主体部分分别介绍两位青少年的独特爱好，通过“爱好内容-起源-原因-意义”的逻辑链呈现细节；结尾通过深度思考问题升华主题。语言上密集使用动词不定式表目的（to calm down, to keep fit, to help people 等），运用“For example”“Instead”等衔接词串联内容，案例具体生动，易于学生理解和模仿。
学情分析 学生已掌握简单的课余活动相关词汇（如 reading, music, sports），能使用基础句型表 达个人爱好，但对“programming, emotional intelligence”等抽象或专业词汇理解存在困难；熟悉简单说明文的阅读，但对“总-分”结构的明确梳理能力不足，区分文本事实与观点时易混淆；能说出爱好的表面作用（如relax），但难以深入分析爱好对个人成长的深层意义（如培养成就感、拓展视野）；在语言输出时，动词不定式表目的的运用不够 灵活准确，需结合语境强化练习。
课标要求 能理解简单说明文的主要内容，提取文本中的人物、事件、原因等关键信息。 能根据上下文猜测生词含义（如 programming, landscape 等），掌握动词不定式表目的的基本用法。
能参与关于课余爱好的讨论，结合文本观点表达自己的看法和感受。 能通过阅读了解爱好对个人生活的积极影响，树立健康的课余生活观念。
教学目标 通过本节课学习，学生能够： 1. 识别并掌握课余活动相关词汇：programming, hiking, painting, playing the flute, exercise, reduce stress, calm down, sense of achievement 等； 理解询问课余生活的核心句型和动词不定式表目的的用法； 提取文本中人物爱好、起源、原因及意义等细节信息。（学习理解） 2. 能根据“总-分”结构梳理文本内容，完成思维导图和句子填空任务；能运用核心词汇和句型，简要概括两位青少年的爱好特点； 能在小组讨论中分析爱好对生活的改善作用，结合文本观点表达个人见解。 （应用实践） 3. 能模仿文本案例和核心句型，分享个人爱好并分享爱好对个人成长的意义。 （迁移创新）
教学重难点 重点： 1.掌握课余活动相关核心词汇和动词不定式表目的的用法。 2. 理解说明文“总-分”结构，提取文本中人物爱好的关键信息（内容、起源、原因、意义）。 难点： 1.准确区分文本中的事实与观点，深入分析爱好对个人成长的深层意义。 2. 灵活运用核心词汇和动词不定式，完成个人爱好分享等语言输出任务。
核心语言 【核心词汇】 课余活动类：programming, hiking, painting, playing the flute, exercise, express feelings, relax 情感与作用类：reduce stress, calm down, keep fit, sense of achievement, creativity, landscape 其他：Italian, postcard, old-fashioned, collect, allow, prefer, dream of 【核心短语】 start out as, put up, send sth. to sb., help sb. (to) do sth., allow sb. to do sth., prefer to do sth. rather than do sth., dream of doing sth.
【核心句型】 询问爱好：What do you do in your free time How did you get into it Why do you like it 不定式表目的：Reading or listening to music can help us to calm down. 观点表达：I think apps can be a great way to help people. I believe I’m helping people around the world to learn Italian. 事实陈述：Luca started programming when he was ten. Maya has over one hundred postcards from thirty-two countries.
教学工具 PPT ，教材
教学策略 任务型教学法（如思维导图填写、句子仿写、访谈记录）、情境教学法（爱好图片展示、校园小记者情境创设）、合作学习法（小组讨论、班级汇报）、分层阅读法（快速阅读、精读）
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （4min） 1. Show Ss pictures related to after-school hobbies and guide students to talk about their hobbies. 观察图片，头脑风暴个人爱好及积极影 响。 通过贴近学生生活的图片和问题，激活已有词汇和生活经验，复习动词不定式表目的的用法，营造轻松的课堂氛围，激发阅读兴趣。（感知与注意）
效果评价：采用自评与师评相结合的方式。观察学生是否能主动参与讨论，能否说出 3-5 个与爱好相关的词汇及 2-3 个爱好的积极影响，评估学生对本主题的语言储备和认知基础。
Part 2： Pre-reading （3min） L the Lead Ss to look at the title and think about following questions: 1.What might this passage talk about 2. What is the structure of this passage 思考并回答标题相关问题，学会分析文章结构。 扫清阅读词汇障碍，培养学生通过标题预测文本内容的阅读策略，让学生带着明确目标进入阅读，提升阅读专注力。
效果评价：观察学生能否结合标题对文本内容进行合理预测，能否正确分析文章结构，评估学生的词汇接受能力和预测性阅读思维能力。
Part 3： While-reading （12min） 1.Guide students to read carefully, find specific examples and benefits of each kind of hobby, and complete the form filling. 2.Lead Ss to read Para.2-3 and finish the mind map. 3.Lead Ss to read Para.4-6 and finish the mind map. 4.Guide students to review the whole text, distinguish facts from opinions. 5.Further thinking: (1)How does Luca’s hobby improve his life (2)How does Maya’s hobby improve her life (3)Do you see any similar ways their hobbies improve their lives (4)Why does the writer choose these two very different hobbies as examples 6.Lead Ss to read the passage again and complete the sentences with different purposes. 1. 细读第一 段，提取信息填写表格； 2. 分段落精读案例，梳理信息完成思维导图，小组内交流补充； 3. 再次阅读文本，圈画事实与观点，标注判断依据（如含 think/believe为观点）。 4. 深度思考相 关问题。 分层次设计阅读任务，从整 体感知到细节提取再到深 度分析，逐步提升学生的阅 读能力；通过表格、思维导 图等工具，帮助学生系统梳 理文本信息，强化对“总-分 ”结构和事实与观点的区分 能力。（获取与梳理、描述与阐释）
效果评价：检查学生对文本结构判断的准确性，以及表格、思维导图填写的完整性；评估学生能否准确区分事实与观点，并说明判断依据，以此判断学生对文本的理解深度。
Part 4： Post-listening （11min） 1.Encourage Ss to talk about their own hobbies according to the structure summarized in this passage. After that, try to share their stories about their hobbies with their classmates. 2.Lead Ss to evaluate their presentation according to the checklist. 1. 根据课中总结的思维导图谈论自己的兴趣爱好。 2. 分享自己的爱好，认真倾听他人作品， 根据教师点评修正自己的展示。 通过仿写强化核心语言的运用；通过思维导图结构， 实现语言知识的迁移运用，培养学生的语言输出能力；个人分享环节促进学生相互学习，提升表达自信。 （内化与运用、迁移与创新）
效果评价：评估学生展示中语言运用的准确性，重点关注动词不定式表目的的运用；检查个人分享是否涵盖核心要素，语言表达是否清晰；结合展示情况，判断学生对核心词汇、句型的掌握程度和综合运用能力。
Part 5： Summary（2min ) 结合思维导图，与学生共同回顾本节课核心内容 跟随老师一起进 行 内 容 总结。 通过思维导图系统梳理本节课知识，帮助学生构建清晰的知识框架；结合观点升华，实现情感态度与价值观的渗透。
Part 6： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercises（3min ) T assigns the test. 完 成 课 堂 练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework 基础性作业：模仿访谈中的问答结构，编写两组关于 “未来学校 ” 的对话（例如：A: How will students study in 50 years B: They will... ）。 进阶性作业：针对 1e 中的问题 “What do you think are the most important qualities that people in the future should develop ”，写一封给未来自己的信，列举并说明你认为未来人应具备的 3 种品质。 拓展性作业：创作一个短篇故事《A Day in 2075》，讲述未来一天中你与机器人、 AI 互动的经历，展现未来生活的变化与挑战，不少于 80 词。 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 1. 亮点：通过分层阅读任务和多样化的语言实践活动，有效提升了学生的阅读能力和 语言输出能力；情境创设贴近学生生活，激发了学生的参与热情，实现了 “学用结合”；思维导图和表格的运用帮助学生清晰梳理信息，降低了理解难度。 2. 不足：部分学生在区分事实与观点时仍存在困难，对判断依据的表述不够清晰；分享个人爱好环节中，少数学生设计的问题缺乏逻辑性，语言表达不够流畅；动词不定式表目的的灵活运用仍有欠缺，仿写中存在语法错误。 3. 改进：下次课增加 “事实与观点区分” 的专项训练，提供更多实例帮助学生理解；在访谈任务前，提供问题设计模板和语言支架，帮助学生规范表达；课后通过分层练习强化动词不定式的用法，针对易错点进行集中辅导。
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