人教版（2024）Unit 1 Time to RelaxSection A第2课时教学设计及反思

这是一份人教版（2024）Unit 1 Time to RelaxSection A第2课时教学设计及反思，共6页。教案主要包含了What，核心词汇，核心句型等内容，欢迎下载使用。
Unit 1 Time t Relax 第2课时 阅读课教学设计
教材分析
【What】本课时主题为课余爱好与坚持，主要内容是Peter和Yaming的对话：Yaming练习书法（书写李白的诗），向Peter解释书法相关知识并分享学习书法的经历；Peter讲述自己学习弹吉他的过程，二人发现彼此爱好的共同点（起步困难），最后互相提出学习交流的建议。
【Why】本课时语篇传递了“万事开头难，坚持才能克服困难”的道理；展现了课余爱好能带来放松、愉悦的体验，以及不同爱好间的文化交流与互相学习的价值；同时融入中国书法文化，体现传统文化的魅力。
【Hw】本课时语篇属于对话体，它以问答形式推进，围绕“hbby”展开，分为“询问爱好→分享学习经历→发现共同点→提出互相学习建议”四个层次，逻辑清晰。语篇中使用的时态以一般现在时为主，对话中包含大量日常交际用语（如“What are yu up t?”“It’s a deal!”）、动词不定式结构（teach sb t d sth、encurage sb nt t d sth）、连词（but、even）等；词汇上涉及书法（calligraphy、strke、ink）、乐器（guitar）等主题词汇。在语言上实现“询问与描述爱好、分享学习感受、提出建议与回应”的交际功能，同时渗透文化表达与情感传递。
学情分析
K(Knw)--已知
W(Wnder)--想知/未知
L(Learn)--能知
学生已掌握掌握一般现在时等基础时态，对“爱好”话题有生活体验，了解部分课余活动的英文表达，能围绕“业余活动”进行完整的问答交流；能理解并表达参与业余活动的意义及克服困难的过程。
对书法、吉他相关的主题词汇（如character、strke、ink）及动词不定式的复合结构（teach/encurage sb t d sth）掌握不足；对“中西爱好文化差异”的深层理解欠缺；用英语完整描述爱好学习经历的能力较弱。
通过对话学习，可掌握爱好相关的词汇与句型；能理解“万事开头难”的寓意并结合自身经历表达；能初步感知中国书法文化与西方乐器文化的交流融合。
核心素养教学目标
通过本课学习，学生能够：
语言能力：正确识读并运用character、pem、strke、encurage等主题词汇，以及teach sb t d sth、encurage sb nt t d sth、in return等句型与短语;能运用“What are yu up t?”“It’s a deal!”等日常交际用语，完成“询问爱好、分享学习经历、提出建议”的对话交流。
2.学习能力：能通过略读、精读获取对话中的关键信息（人物爱好、学习感受）; 能模仿对话结构，结合自身爱好进行角色扮演与创编对话。
3.思维品质：能分析Peter和Yaming爱好的相似点，归纳“坚持克服困难”的共性逻辑。能结合自身经历，辩证思考“爱好学习中遇到的困难与解决方式”。
4.文化意识：了解中国书法文化的内涵，感受传统文化的魅力; 理解中西课余爱好的文化差异与共同点，培养跨文化交流意识。
完成课时目标所需的核心语言如下：
【核心词汇】
Pem,up t,character,watch sb. d sth, single strkes,teach sb t d sth, give up,play the guitar,teach sb t d sth,encurage sb (nt) t d sth, deal,ink,in return
【核心句型】
—What are yu up t? —I’m v-ing...
The first step is always the hardest.
I like watching yu write like that.
My dad’s teaching me t play the guitar.
He always encurages me nt t give up.
It makes me happy helps me ’s great way I started..., I...
教学重难点
教学重点：掌握爱好相关的主题词汇、动词不定式复合结构及日常交际句型;理解对话内容，能分角色朗读并进行简单的对话创编;体会“万事开头难，坚持即胜利”的道理。
教学难点：灵活运用teach/encurage sb (nt) t d sth等句型进行口语表达;结合自身经历，用英语完整描述爱好学习的过程与感受;深入理解书法文化的内涵，并结合跨文化视角谈对爱好的认知。
教学过程
教学环节
教师活动
学生活动
设计意图
Lead in
复习导入
1.Shw pictures and ask the students abut their free-time activities.
T:What des he/she d in his/her free time?
T: Great! These are their hbbies. And I really like ding calligraphy.
2.let students have a free talk.
T: What d yu knw abut Chinese calligraphy?
3.play a vide abut Chinese calligraphy t let the students learn mre abut it.
1.Talk abut the free-time activities learned last perid.
Sa:He likes playing the flute.
Sb: He likes swimming.
Sc:...
Have a free talk.
Sa: Chinese calligraphy is a imprtant part in traditinal Chinese culture.
Sb:I knw sme peple wh are gd at it, like Wang Xizhi.
Sc: It’s very difficult t d it well.
Sd:...
通过展示课余活动图片，衔接上一课时所学内容，激活学生已有知识储备；借助自由讨论自然引入“中国书法”话题，为后续语篇学习铺垫背景，同时激发学生对“爱好”主题的表达兴趣，营造轻松的课堂氛围。
Presentatin
学习理解
Pre-reading: Lead the students t bserve the pictures and have a predictin.
T:What are they ding?
What d they think f calligraphy?
While-reading:(1)Play the recrding and ask the students t circle Peter’s and Yaming’s free-time activities.
Let the students read the cnversatin and answer the questins. Befre reading, guide them t understand the questins with the help f sme key wrds.
①What wrds des Peter use t describe Yaming's wrk?
②What des Yaming like abut his hbby?
③What are the similarities between Yaming's and Peter's hbbies?
④ What d yu think "The first step is always the hardest" means?
(3)Guide the students t learn the language pints frm the cnversatin s that they can have a better understanding it.
lk the picture and have a predictin.
Sa:One by is ding calligraphy, the ther is watching.
Sb:Maybe they like ding calligraphy.
Sc:...
(1)listen t the cnversatin and circle Peter’s and Yaming’s free-time activities.
Ss:Yaming likes ding calligraphy, and Peter likes playing the guitar.
(2)Read the cnversatin and answer the questins.
Sa：Peter uses “beautiful” t describe Yaming’s wrk.
Sb:Yaming likes that calligraphy helps him relax, and he even likes the smell f the ink frm calligraphy.
Sc:Bth hbbies are hard t learn at the start. Besides, bth f them keep learning even thugh it’s hard.
Sd:It means that when yu start t learn r d smething new, the first part is always the hardest. When yu begin a new skill r task, yu have t learn the basic things and get ver the first prblems, which is ften harder than the later parts.
读前通过观察图片预测对话内容，降低对话学习难度，更能激发学生学习热情。
通过设置分层问题链，引导学生从“识别描述性词汇”到“分析爱好优势”，再到“归纳共性”“解读深意”，逐步深化对语篇的理解，培养略读、精读等阅读技能；同时结合语言点讲解，帮助学生扫清词汇和句型障碍，为后续的口语表达、对话创编奠定语言基础，兼顾文本理解与语言知识吸收。
Practice
探究应用
Pst-reading(1):deep thinking
T:Hw d yu usually feel when yu manage t d smething difficult? Give an example.
(2)Rle play
Play the recrding and lead the students t have a practice. The teacher prvides the help, then they needs it.Then let them rle-play it. And the teacher shw the rules.
Have a deep thinking and share the ideas.
Sa:I feel happy and prud. Once I slved a hard math prblem, I jumped happily.
Sb:...
Listen t the cnversatin and practice it. If there is any prblem, ask the teacher fr help. Then rle-play it. And pay attentin t the rules.

通过深度思考问题，引导学生结合自身经历共情语篇情感，深化对“克服困难”的理解；角色扮演环节通过听录音模仿、教师辅助答疑，帮助学生熟练掌握对话中的交际用语和语言节奏，提升口语表达的准确性与流畅度，同时明确活动规则保障练习效果。
Prductin
迁移创新
Ask the students t wrk in grups have a discussin abut the reasn why they d their hbbies.
T: Yaming and Peter have their wn hbbies and they d them very well. And s d yu. Can yu tell us why d yu d yur hbbies? Please wrk with grup, then have a share abut yur ideas.
Wrk in grups and have a discussin abut the reasn why they d their hbbies
Sa:It makes me feel happy t get int painting.
Sb:It’s a great way t relax myself after a lng time f study at schl.
Sc:It helps me t...
Sd:When I started t..., I...
采用小组讨论形式，引导学生从语篇中Peter和Yaming的爱好动机，延伸到自身实际，锻炼逻辑表达与合作探究能力；鼓励学生运用课堂所学核心句型（如“It makes me ’s a great way t...”）描述爱好原因，实现语言知识的迁移运用，达成“学用结合”的目标。
Summary
归纳总结
Ask the students t sum up the new wrds, grammar and sentences .
Have a summary f the new wrds, grammar and sentences with the T’s help.
引导学生自主梳理对话重点内容和句型构建系统的知识框架；通过师生共同总结，帮助学生理清知识脉络，巩固课堂学习成果。
分层作业设计
A层： 基础巩固
绘制思维导图总结本堂课的重点单词、短语和句型。
B层： 能力运用
参照3a的听力原文编写谈论兴趣爱好的对话。
C层： 拓展挑战
利用网络资源搜寻最受中西方学生欢迎的兴趣爱好并与同学分享。
板书设计
Unit1 Time t Relax
Sectin A(3a--3d)
教学反思