人教版（2024）八年级下册（2024）Section A第1课时教案设计

这是一份人教版（2024）八年级下册（2024）Section A第1课时教案设计，共3页。
第一课时 Sectin A(1a—2d)
eq \(\s\up7(),\s\d5( Teaching Prcedures（教学过程）))
Activity 1 Warm­up and lead­in
T：Let's play a quick game！Yu have ne minute t write dwn as many English wrds r phrases related t free­time activities as yu can.Wrk in pairs.(Students write dwn wrds r phrases like swimming，playing basketball，…)
T：Time's up! Let's see which pair has the mst wrds r phrases.
T：Then hw d yu usually spend yur free time? Yu can share yur answers with yur partner.(Students discuss with their partners.)
设计意图：利用游戏形式激活学生对“业余活动”话题的兴趣，通过词汇头脑风暴调动学生思维，紧接着询问“如何度过业余时间”，导入单元核心话题，为新课作铺垫。
Activity 2 Matching(1a)
T：Lk at the pictures and the list f activities：playing the flute，ding calligraphy，painting，skiing，hiking and prgramming.Let's match each activity with the crrect picture.Wrk n yur wn first.(Students match the activities with the pictures individually.)
T：Nw，check yur answers with yur partner.Then let's g thrugh them tgether.
Playing the flute matches Picture B．
Ding calligraphy matches Picture E．
Painting matches Picture F．
Skiing matches Picture A．
Hiking matches Picture C．
Prgramming matches Picture D．
设计意图：借助视觉化手段帮助学生建立 “词汇—场景” 的对应关系，降低新词汇的记忆难度(如吹长笛、练书法、编程)。先独立完成匹配，再同桌核对，最后全班统一核对，既培养了学生的自主观察和判断能力，同时发挥了团队协作解决问题的能力，为后续听力环节快速识别活动名称打下基础。
Activity 3 Listening(1b)
T：Nw，we'll listen t three interviews.The task is t cmplete the sentences with the students' activities.Let's read the sentences in 1b first.(Students read the sentences.)
T：Nw，listen carefully and fill in the blanks.(Play the recrding.Students listen and write.)
T：Let's check the answers.
设计意图：聚焦 “提取具体信息(学生的业余活动)” 这一听力核心能力。听前引导学生提前朗读待填空的句子，预判听力内容；听中要求学生捕捉与活动相关的关键词，强化 “抓取细节信息” 的能力；听后核对答案，进一步巩固业余活动核心词汇。
Activity 4 Listening fr purpses(1c)
T：Listen again.This time，match the purpses with the statements frm 1b.(Play the recrding a secnd time.Students listen and match.)
T：Let's check the answers.
Painting：A.T express feelings.
Playing the flute：B.T relax.
Hiking：C.T get sme exercise.
Prgramming：D.T create an app.
设计意图：通过将活动与目的匹配，帮助学生初步感知业余活动的功能意义，理解 “活动与目的” 的逻辑关联，为后续学习 “用不定式表达目的”做好铺垫。同时，该环节也能让学生意识到 “不同活动有不同价值”，深化对单元主题 “业余活动” 的理解。
Activity 5 Pair wrk(1d)
T：Nw，talk abut yur free­time activities with a partner.Use the dialgue：
A：What d yu d in yur free time?
B：I like t…
A：Why d yu d it?
B：I d it t…
(Students practise in pairs.)
T：Let sme pairs shw their dialgues.
设计意图：以 “谈论个人业余活动及目的” 为核心，提供固定对话模板，降低学生口语表达的难度，确保所有的学生都能参与。同桌互动的形式为学生创造了充足的语言实践机会。学生在模仿模板的同时，可替换自己真实的活动与目的，实现 “从机械模仿到真实运用” 的过渡。最后邀请部分同学展示，既能检验练习效果，又能为其他学生提供范例，进一步强化 “用英语谈论休闲活动” 的表达能力。
Activity 6 Discussing challenges(2a)
T：Lk at the tw activities：ice skating and swimming.What are the challenges f ding these tw activities? Share yur ideas in grups.(Students discuss in grups.)
T：Nw，share yur grup's ideas.
设计意图：选取 “游泳、滑冰” 这两个学生较熟悉且易产生挑战的活动，引导学生思考 “休闲活动中的困难”，将单元主题从 “描述活动” 拓展到 “深度探讨活动体验”，符合 “层层递进” 的教学逻辑。小组讨论的形式鼓励学生多角度分享想法(如 “游泳怕呛水”“滑冰怕摔倒”)，培养合作探究能力；同时，通过交流 “挑战”，为后续听力中 “Emma 谈论滑冰困难” 的内容做好铺垫，让学生更容易理解听力材料中的情感与情境，实现 “话题预热与听力衔接” 的双重作用。
Activity 7 Listening(2b)
T：Listen t a cnversatin between Fu Xing and Emma.Tick the things they talk abut.(Play the recrding.Students listen and tick.)
T：Let's check.They talk abut challenges f free­time activities，what Emma did at the weekend，and what they like abut their free­time activities.
设计意图：听力勾选活动内容旨在培养学生 “整体把握听力主旨” 的能力。听前呈现选项可以帮助学生明确听力任务焦点，听后核对答案的过程能让学生梳理对话逻辑，理解 “两人围绕休闲活动展开的多维度交流”，为后续更细致的听力填空奠定基础。
Activity 8 Listening and cmpleting(2c)
T：Listen again and cmplete the sentences in 2c.(Play the recrding a secnd time.Students listen and cmplete.)
设计意图：学生在理解对话主旨的基础上，进一步捕捉细节信息(如 “Emma 去运动中心做什么”“教练对 Emma 说什么”)，同时在语境中感知单元核心语法 “不定式表目的”(如 “t practise ice skating”)和 “不定式作宾语补足语”(如 “nt t give up”)。此外，句子内容围绕 “克服活动困难” 展开，与单元 “理解活动意义” 的目标相契合，帮助学生体会 “坚持与成长” 的主题。
Activity 9 Sharing experiences(2d)
T：What was it like when yu did yur favurite free­time activity fr the first time? Share yur experiences with a partner.Here is an example：
A：I lve singing and perfrming nw.But I was afraid t sing in frnt f thers at first.
B：Oh，I didn't knw that.What helped yu t get ver yur fear?
A：I practised by perfrming in frnt f my friends.That helped me t get better quickly!
(Students share in pairs.)
Hmewrk
Find a pht abut yur favurite free­time activity and write a shrt descriptin abut it.It shuld include what yu d，why yu d it，and any challenges yu've faced and hw yu vercame them.
eq \(\s\up7(),\s\d5( Blackbard Design（板书设计）))
eq \(\s\up7(),\s\d5( Teaching Reflectin（教学反思）))
In this lessn，students actively participated in varius free­time activities.The listening activities helped students imprve their listening skills and understand the purpses and challenges f different activities.The pair wrk and experience­sharing parts encuraged students t use the target language t cmmunicate.Hwever，sme students might still have difficulty in using infinitives crrectly t express purpses.In future lessns，mre practice n infinitives as adverbials and bject cmplements shuld be prvided.Als，mre time can be given t students t share their ideas t enhance their speaking fluency.
第一课时 Sectin A(1a—2d)
Key Wrds：playing the flute，ding calligraphy，painting，skiing，hiking，prgramming，swimming，ice skating
Key Sentence Patterns：
·—What d yu d in yur free time? —I like t…
·—Why d yu d it? —I d it t…
What are the challenges f…？