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Unit 1 Time to 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。 【How】本课时语篇属于对话体，它以问答形式推进，围绕“hobby”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 you up to ”“It’s a deal!”）、动词不定式结构（teach sb to do sth、encourage sb not to do sth）、连词（but、even）等；词汇上涉及书法（calligraphy、stroke、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(Know)--已知 W(Wonder)--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、stroke、ink）及动词不定式的复合结构（teach/encourage sb to do 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、poem、stroke、encourage等主题词汇，以及teach sb to do sth、encourage sb not to do sth、in return等句型与短语;能运用“What are you up to ”“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】 Poem,up to,character,watch sb. do sth, single strokes,teach sb to do sth, give up,play the guitar,teach sb to do sth,encourage sb (not) to do sth, deal,ink,in return 【核心句型】 —What are you up to —I’m v-ing... The first step is always the hardest. I like watching you write like that. My dad’s teaching me to play the guitar. He always encourages me not to give up. It makes me happy to.../It helps me to.../It’s great way to.../When 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/encourage sb (not) to do 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.Show pictures and ask the students about their free-time activities. T:What does he/she do in his/her free time T: Great! These are their hobbies. And I really like doing calligraphy. 2.let students have a free talk. T: What do you know about Chinese calligraphy 3.play a video about Chinese calligraphy to let the students learn more about it. 1.Talk about the free-time activities learned last period. Sa:He likes playing the flute. Sb: He likes swimming. Sc:... Have a free talk. Sa: Chinese calligraphy is a important part in traditional Chinese culture. Sb:I know some people who are good at it, like Wang Xizhi. Sc: It’s very difficult to do 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。
Presentation 学习理解 Pre-reading: Lead the students to observe the pictures and have a prediction. T:What are they doing What do they think of calligraphy While-reading:(1)Play the recording and ask the students to circle Peter’s and Yaming’s free-time activities. Let the students read the conversation and answer the questions. Before reading, guide them to understand the questions with the help of some key words. ①What words does Peter use to describe Yaming's work ②What does Yaming like about his hobby ③What are the similarities between Yaming's and Peter's hobbies ④ What do you think "The first step is always the hardest" means (3)Guide the students to learn the language points from the conversation so that they can have a better understanding it. look the picture and have a prediction. Sa:One boy is doing calligraphy, the other is watching. Sb:Maybe they like doing calligraphy. Sc:... (1)listen to the conversation and circle Peter’s and Yaming’s free-time activities. Ss:Yaming likes doing calligraphy, and Peter likes playing the guitar. (2)Read the conversation and answer the questions. Sa：Peter uses “beautiful” to describe Yaming’s work. Sb:Yaming likes that calligraphy helps him relax, and he even likes the smell of the ink from calligraphy. Sc:Both hobbies are hard to learn at the start. Besides, both of them keep learning even though it’s hard. Sd:It means that when you start to learn or do something new, the first part is always the hardest. When you begin a new skill or task, you have to learn the basic things and get over the first problems, which is often 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 Post-reading(1):deep thinking T:How do you usually feel when you manage to do something difficult Give an example. (2)Role play Play the recording and lead the students to have a practice. The teacher provides the help, then they needs it.Then let them role-play it. And the teacher show the rules. Have a deep thinking and share the ideas. Sa:I feel happy and proud. Once I solved a hard math problem, I jumped happily. Sb:... Listen to the conversation and practice it. If there is any problem, ask the teacher for help. Then role-play it. And pay attention to 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。
Production 迁移创新 Ask the students to work in groups have a discussion about the reason why they do their hobbies. T: Yaming and Peter have their own hobbies and they do them very well. And so do you. Can you tell us why do you do your hobbies Please work with group, then have a share about your ideas. Work in groups and have a discussion about the reason why they do their hobbies Sa:It makes me feel happy to get into painting. Sb:It’s a great way to relax myself after a long time of study at school. Sc:It helps me to... Sd:When I started to..., 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 feel.../It’s a great way to...”）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 to sum up the new words, grammar and sentences . Have a summary of the new words, 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 to Relax Section A(3a--3d)
教学反思
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