人教版（2024）八年级下册（2024）Section B教学设计

这是一份人教版（2024）八年级下册（2024）Section B教学设计，共11页。
第一课时(1a-1e)
Study f the Text
What: This lessn is a reading lessn. The article centres n “Hw can a hbby imprve yur life?”. First, 1a guides students t think abut the psitive effects f hbbies n life. 1b intrduces the hbbies f tw students. It als mentins the psitive impact f hbbies such as reading, listening t music, ding sprt, and painting n peple's lives.
Why: 1a shws the psitive changes that hbbies bring t peple's lives, including helping t relax, reduce stress, learn new skills, gain a sense f achievement, understand the wrld, and realize dreams. It encurages students t explre hbbies and recgnize the value f hbbies in imprving the quality f life, enriching persnal experiences, prmting persnal grwth, and establishing scial cnnectins, and guides students t take up and stick t their wn hbbies.
Hw: It starts with questins and thughts. Then, by narrating tw students' hbbies, it is interspersed with explanatins f general hbby benefits, clearly shwing hw hbbies link t life imprvement. The text uses the first persn fr persnal-related sharing and the third persn fr bjective descriptins. Vcabulary mixes functin-describing wrds and emtin-expressing nes. Simple clear language helps students understand hbby-related cntent.
Learning Objectives
By the end f this lessn, students will be able t:
1.understand the benefits brught by hbbies;
2.identify facts and pinins;
3.share hw hbbies imprve their life.
Teaching Prcess
Teaching Reflectin



第二课时(Vcabulary in Use)
Study f the Text
What: It cvers three tasks: 2a—Match verbs and nuns t practise cllcatins. 2b—Cmplete a cnversatin with phrases, training vcabulary frm-changing.2c—Use a passage t check vcabulary frm and meaning links in narratin.
Why: Strengthen the cmprehensin and utput f vcabulary abut “hbby” t imprve the accuracy f use; use “matching-dialgue-text” tasks t master vcabulary and develp cntext-based learning and transfer strategies; with the cntent f “sticking t hbbies”, cnvey the psitive idea that hbbies help with grwth (reducing stress, vercming fears, etc).
Hw: As a language knwledge practice text, it is functinal and applicable, linking real cmmunicatin and persnal experiences. Linguistically, it centres n high-frequency “hbby” wrds/phrases, highlights vcabulary frm changes in cntext, and its structure mves frm “wrd-wrd” t “wrd-sentence” and “wrd-text”,presenting a prgressive lgic f “cgnitin-applicatin-internalizatin”.
Learning Objectives
By the end f this lessn, students will be able t:
1.internalize the target language, based n discussing hbbies and sharing the benefits they bring;
2.use relevant language expressin methds and rle-play with peers.
Teaching Prcess
Teaching Reflectin



第三课时 [(3a-3c)Writing & Prject]
Study f the Text
What: This lessn is centred n “free-time activities”. It has varius tasks: 3a—Read the psts and srt ut details f Shuyin's hbby (rigin, time, place, reasns); 3b—Create a mind map fr yur wn favurite free-time activity; 3c—Reply t Jasn's pst by intrducing yur wn free-time activity; 4a-4c: in grups, survey free-time activities, make a chart and present it, including activity preferences and reasns.
Why: By sharing and surveying free-time activities, let students learn abut diverse leisure ways. Using first-persn expressins prmtes real cmmunicatin and strengthens the ability t discuss daily life in English. It cnveys the idea that free-time activities help with relaxatin and grwth, eches balancing wrk and rest and encurages students t explre interests.
Hw: It includes nline psts,replies and survey reprts, belnging t infrmal cmmunicatin text, clse t real life, uses the first persn (I'd like…/My favurite…) and descriptive wrds (amazing, happy) t briefly share experiences and feelings, and unflds fllwing “backgrund—activity—reasn” in a clear and natural way.
Learning Objectives
By the end f this lessn, students will be able t:
1.btain psts' infrmatin and srt ut the visual graphics f free-time activities t present structured knwledge;
2.describe their free-time activities based n structured knwledge;
3.d a survey n ppular free-time activities and present it.
Teaching Prcess
Teaching Reflectin


Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T understand the benefits brught by hbbies.
Step 1 Lead-in
Game Time (shw sme pictures)(详见课件资源)
Q1: Which hbbies d yu recgnize?
Q2: D yu have any similar hbbies?
Step 2 Befre -reading
Free-talk
Q: Hw can a hbby imprve yur life?
T: Tday, we'll read a text abut tw teenagers whse hbbies change their lives. Let's see hw!
Observe students' respnses t the pictures and questins. If they respnd actively, the activity is effective; therwise, adjustments are needed.
Purpse T use pictures t activate students' prir knwledge abut hbbies, laying the grundwrk fr reading. Thrugh free discussin, let students express the value f hbbies in the target language and srt ut their understanding, while building reading anticipatin and clarifying the reading directin.
2.T identify facts and pinins.
Step 3 While-reading
1.Wrk n 1b
Read the text abut hbbies.Skim what the text mainly discusses.
A.Hw Luca and Maya started their hbbies.
B.The benefits f different hbbies and tw teenagers' examples.
C.Why Luca started making mbile phne apps.
◎Key: B
2.Careful reading
Task 1: Read abut Maya's hbby.
Q1: What des Maya cllect instead f traditinal items like cins and stamps?
Q2: Hw did Maya start her cllectins?
Q3: What des Maya think f her cllectins?
◎Key: Q1: She cllects pstcards.
Q2: Her father sent her the first pstcard when she was five, and she liked it s much that she put it up n her bedrm wall.
Q3: She thinks they're a gd way t learn abut different places.
Task 2:Read the text. Underline the tw students' pinins.
◎Key: Luca's pinin:
He thinks that apps can be a great way t help peple.
It gives me such a sense f achievement t see peple using the app
I believe I'm helping peple arund the wrld t learn Italian.
Maya's pinin:
I think they're a gd way t learn abut different places
I think it's interesting t see the beautiful buildings and landscape in freign cuntries.
Task 3: Identify facts and pinins.(详见课件资源)
Check if students can select answers quickly and accurately.Prvide necessary guidance if needed.
Observe whether students can accurately extract details related t Maya, identify pinins crrectly and distinguish facts frm pinins.
Task 4:Read the text again and cmplete the mind map.
◎Key:
Task 5: Read again and cmplete the sentences with different purpses. Then write abut yurself.(详见课件资源)
Evaluate students' text cmprehensin and knwledge transfer based n the quality f their cmpleted mind maps and sentence filling.
Purpse T guide students t read fr details t understand the cntent, develp text analysis and critical thinking; have them cmplete a mind map and fill in sentences t deepen understanding f the text cntent, while cnnecting t their wn experiences t prmte knwledge internalizatin.
3.T share hw hbbies imprve their life.
Step 4 Pst-reading
What new hbby wuld yu like t take up and why? Share yur ideas.
Request(要求):
Every student shares new hbbies they want t take up, mentining what, why and hw.
Sentence patterns:
I will .
I enjy it because .
It makes me .
Step 5 Presentatin(详见课件资源)
Step 6 Language pints(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 crrectly and express themselves cherently.
Purpse T guide students t share new hbbies they want t take up, realize knwledge transfer and practise ral expressin.
Hmewrk
1.Basic hmewrk:
Think: In what ways des a hbby make yur life better?
2.Practical hmewrk:
Ask a friend, “What's yur hbby? Why d yu like it?” Write his r her answer in 3—5 sentences.
3.Extended hmewrk:
Write an 80-wrd essay cmparing Luca's/Maya's hbby with yur wn r a hbby yu'd like t try.
Teaching Objectives
Teaching Activities
Effectiveness evaluatin

1.T internalize the target language,based n discuss-ing hbbies and sharing the benefits they bring.
Step 1 Lead-in
Free-talk
—What d yu d in yur free time?
—I like t d/ding…t…
(shw different free-time activities)
Step 2 Wrk n 2a
1.Recgnize sme new wrds.
2.Match the wrds in the bx with the verbs belw. Sme wrds can g tgether with mre than ne verb.(e.g. cllect cins/stamps/pstcards)
3.Ask students t make sentences with the phrases. e.g. I like…in my free time because…
Step 3 Wrk n 2b
1.Cmplete the cnversatin with the phrases in the bx. Use the crrect frms f the verbs.
◎Key: taking up, find it fun t,t reduce stress, give up, get ver
2.Check the answers with students and shw the usage f the phrases.
3.Thinking:
Q1: What des A take up as a hbby?
Q2: Why des A like it?
Q3: What's B's prblem?
Step 4 Wrk n 2c
Cmplete the passage with the crrect frms f the wrds in the bx.
◎Key: instructr, perfrm, chatted, similar, achievement

Observe the accuracy f students' vcabulary matching, as well as the ratinality f phrase use and meaning expressin when making sentences, t judge their mastery f cllcatins.
Check the accuracy f filled-in answers and evaluate the effect f knwledge mastery and applicatin.
Check the accuracy f the answers, analyze hw students handle the vcabulary frms and judge their level f vcabulary applicatin and text cmprehensin.
Purpse T help students master hbby-related cllcatins and their cntextual use, strengthening vcabulary cmprehensin and expressin. Rely n text filling t let students use vcabulary in narratives, imprving their ability t handle vcabulary frm changes and text cherence.
2.T use relevant language expres-sin methds and rle-play with peers.
Step 5 Pair-wrk
1.Ask students t make a cnversatin with their partner.
e.g.
A: What d yu take up as a hbby?
B: I like…/I find it fun t…
A: Why d yu like it?
B: Because…
(reduce stress; express neself…)
2.Ask students t share the cnversatin.
Step 6 Language pints(详见课件资源)
Step 7 Exercises(详见课件资源)
Observe students' accuracy in using vcabulary and sentence patterns when creating dialgues and their fluency when sharing, t judge whether the ral practice and language applicatin gals are achieved.
Purpse Thrugh pair wrk—creating and sharing dialgues—enable students t prficiently use hbby-related vcabulary, phrases (e.g., take up, find it fun t) and sentence patterns in real cmmunicatin scenes, strengthen ral utput, and imprve their cmmunicative ability t discuss hbbies in English.
Hmewrk
1.Basic hmewrk:
Review the key wrds and phrases in this unit and cpy them 3 times.
2.Practical hmewrk:
Retell 2c with the help f a stry muntain.
3.Extended hmewrk:
Use the stamps, pstcards, etc. at hme t make a “Cllectin Pster” and label the cllected items in English.
Learning Objectives
Teaching Activities
Effectiveness Evaluatin
1.T btain psts' infrmatin and srt ut the visual graphics f free-time activities t present structured knwledge.
Step 1 Lead-in
Free-talk (详见课件资源)
Shw sme pictures and ask:
What d yu see in these pictures?
D yu like these activities?
Step 2 Reading
Wrk n 3a
1.Read the psts quickly and answer the questins.
Q1: What wuld Jasn like t d?
Q2: What's Shuyin's favurite free-time activity?
◎Key: Q1: Jasn wuld like t take up a new free-time activity.
Q2: Shuyin's favurite free-time activity is hrse riding.
2.Read the psts carefully. Cmplete the mind map with the infrmatin abut Shuyin's favurite 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 respnd t the questins actively, and judge if the knwledge related t free-time activities has been evked.
Check the accuracy f students' answers and the cmpleteness f their mind map filling t judge their ability t extract and rganize text infrmatin.
◎Key:
Wrk n 3b
Create a similar mind map fr yur wn favurite free-time activity.
Guide students t finish this mind map.
Observe whether students can indepen-dently and prperly create the mind map in 3b t evaluate the effect f their transfer and applicatin f the tpic cntent.
Purpse T help students grasp key text infrmatin and learn t rganize cntent related t free-time activities.
2.T describe their free-time activities based n structured knwledge.
Step 3 Pst-reading
Wrk n 3c
Write a reply t Jasn's pst by intrducing yur favurite free-time activity. Yu can use the expressins t help yu.
·My favurite free-time activity is…
·I find it fun t…
·I started this activity when I was…
·It lets me…
·I like t d it because…
·I enjy…when I…
·It makes me really happy when…
Observe whether students can intrduce their free-time activ-ities in the target language. Grasp students' internalizatin f language and infrmatin.
Purpse T help students strengthen their cntent utput and lgical rganizatin fr the “free-time activities” tpic.
3.T d a survey n ppular free-time activities and present it.
Step 4 Prject
Wrk n 4a
In grups, ask ne anther the fllwing questins. Nte dwn the answers in a table.
·What free-time activities d yu like?
·Why d yu like each activity?
Name
Free-time activity
Reasn
Frank
playing ftball
…
It's a great way t exercise.
…
Wrk n 4b
Create a chart that shws yur grup's results.
Wrk n 4c
Present yur chart and explain it t the class.
Step 5 Language pints(详见课件资源)
Step 6 Exercises(详见课件资源)
Observe the accuracy f Q&A during the grup survey, the ratinality f chart-making, and the fluency f expressin during presentatins; find ut the prprtin f grups that can effectively cmplete the survey and present the results clearly t judge the achievement f language practice and cllabrative ability gals.
Purpse T enable students t discuss free-time activities and the reasns fr their preferences in English in real cllabrative scenaris, strengthen the applicatin f language related t the “free-time activities” tpic, and imprve their ral cmmunicatin, data rganizatin and presentatin abilities.
Hmewrk
1.Basic hmewrk:
Remember the wrds and expressins related t free-time activities.
2.Practical hmewrk:
Write dwn things yu want t d in yur free time and the reasn why yu like t d them.
3.Extended hmewrk:
Search fr mre infrmatin abut free-time activities.