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Unit 1 Time to Relax 第4课时 阅读&词汇课教学设计
教材分析
【What】本课时主题为How can a hobby improve your life （爱好如何改善生活）开篇以设问引出爱好对生活的积极作用，列举了放松、社交、学习新技能等常见益处。通过两个青少年的真实案例展开：意大利男孩Luca开发手机应用帮助人们学习意大利语并交友；印度女孩Maya收集明信片，借此了解世界各地的风景与文化。配套练习围绕区分事实与观点、梳理人物信息、词汇搭配及语境运用展开，帮助学生深入理解文本。 【Why】本课时语篇引导学生认识到爱好不仅是休闲方式，更是探索自我、培养创造力与成就感的途径；通过Luca和Maya的案例，展现爱好如何成为跨文化交流、建立人际关系的桥梁；Maya收集明信片的爱好，体现了对不同国家文化的欣赏与尊重，培养学生的全球视野；本语篇传递了“爱好能缓解压力、丰富精神世界”的理念，鼓励学生发现生活中的美好。 【How】本课时语篇属于说明文，采用“总—分”结构，先总述爱好的普遍益处，再分述两个具体案例，最后通过练习巩固理解。文本包含说明性段落和人物引语，结合事实陈述与个人观点，符合“事实与观点”的阅读训练目标。语言上以描述爱好的高频动词（collect, do, go, play, write）和名词（calligraphy, coins, postcards等）为主，搭配实用短语（take up, give up, get over等）。多用简单句和并列句，辅以宾语从句（如“He thinks that apps can be a great way to help people”），语言简洁易懂；此语篇提供了关于“爱好”的话题素材，帮助学生积累词汇与表达。通过填空、仿写等练习，引导学生运用所学语言描述自己的爱好及理由；通过区分事实与观点，培养学生的批判性阅读能力。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握基础的日常词汇和简单句型，具备初步的阅读理解能力。对“爱好”这一话题有生活体验，能列举常见爱好（如听音乐、运动等）。具备小组合作和课堂互动的基本能力。 对“事实与观点”的概念区分可能较为模糊，需要明确的引导与练习；运用目标词汇（如take up, reduce stress）进行书面和口头表达的熟练度不足；对跨文化背景下的爱好差异缺乏深入认知。 能够区分文本中的事实与观点，梳理人物信息并完成思维导图；掌握“爱好”相关的词汇搭配及短语用法，能完成语境填空和句子仿写；能够结合自身经历，用英语表达爱好的益处及新的爱好构想。理解不同文化背景下爱好的多样性，增强文化包容意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能听懂、说出并写出与“爱好”相关的词汇（如collect, calligraphy, reduce stress）和短语（take up, get over）；能运用“主语 + 动词短语 + 目的状语”句型（如“People listen to music to relax”）描述爱好的作用；能阅读文本并提取关键信息，区分事实与观点，完成信息梳理任务； 2.学习能力：学会通过关键词（如think, believe）识别文本中的观点，提升批判性阅读技巧；能借助思维导图梳理人物信息，培养结构化思维和信息整合能力；能在小组讨论中主动表达观点，借鉴同伴的表达方式，提升口语输出的准确性与丰富性； 3.思维品质：过分析爱好对个人和社会的积极影响，培养正向思考和积极的生活态度；对比Luca和Maya的爱好，思考不同爱好的价值，发展多元思维和辩证分析能力；在讨论“新爱好”时，结合自身需求进行理性选择，提升决策与规划能力； 4.文化意识：了解意大利和印度青少年的爱好，感受不同文化背景下的生活方式差异，增强文化包容与理解；通过Maya收集明信片的案例，认识到文化载体（如明信片、敦煌莫高窟）的价值，培养对多元文化的尊重与欣赏。 完成课时目标所需的核心语言如下： 【核心词汇】 Be good for, such as, do yoga, keep fit, for example, Italian, start doing, around the world, allow sb to do sth, a sense of achievement, prefer to do, collect stamps, teenage, rather, old-fashioned, so...that, foreign countries, dream of, suggestion, take up, reduce stress, find it fun to do, get over, failure, strict, surprisingly, on stage, so far, hundreds of 【核心句型】 Reading or listening to music can help us to calm down after a busy day. He thinks that apps can be a great way to help people. I think they are a good way to learn about different places. I think it’s interesting to see beautiful buildings and landscapes in foreign countries.
教学重难点
教学重点：掌握与“爱好”相关的词汇搭配（如collect coins, do calligraphy, go hiking）及短语（take up, reduce stress）；学会区分文本中的事实与观点，能完成信息梳理和句子填空任务；能运用目标句型描述爱好的益处，并结合自身经历进行口语表达。 教学难点：准确区分事实与观点，并能在阅读和写作中灵活运用这一技巧；熟练运用“take up, get over, give up”等短语进行语境表达，避免混淆用法；在讨论“新爱好”时，能清晰阐述选择理由，提升口语表达的逻辑性和丰富性。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Set a situation to lead the students into the class. T:There will be a Hobby-Sharing Activity in our school. You are warmly invited to it. play a video T:What is his/her hobby Why does he/she like it To get known the objectives of this period. Watch a video and have a free talk. Sa: The boy’s hobby is skateboarding because it encourages him to learn new things. Sb:The girl likes painting because it helps her to learn a new skill. 创设 “校园爱好分享活动” 的真实情境，贴合学生生活实际，快速激发学生对 “爱好” 话题的兴趣与参与热情，自然引出本课主题。 通过观看爱好相关视频并自由讨论，激活学生已有的生活经验和话题词汇储备，为后续阅读和表达做好铺垫。
Presentation 学习理解 Pre-reading: (1)Lead the students to finish 1a. T:In what ways does your hobby help to make your life better Tick the ones that apply. You may add more. Guide the students to pay attention to the title and the pictures and have a prediction. T:What is the passage mainly about Can you guess what the hobby is While-reading:(1)Let the students read through the passage and get the structure of it. Teach the students to identify facts and opinions. T:Facts are statements that are true. On the other hand, opinions express a feeling or belief. They may or may not be true. Look for key words like “think” or “believe” to help you identify whether a statement is an opinion. Ask the students to read the Paragraph1 in detail and complete the form. T: A tip for you:We can get detailed information by the key words. Ask the students to read the Paragraph2-3 in detail and complete the mind map. T:What’s Luca's hobby When did he start it Why does he like it Ask the students to read the Paragraph4-6 in detail and complete the mind map. T:What’s Maya's hobby When did she start it Why does she like it Post-reading:Ask the students to read the text again and guide them to find out the purposes to the activities. (1)Tick the hobbies that helpful to make their life better and try to add more . Sa:My hobby helps me to reduce stress. Sb:My hobby helps me to make new friends. Sc:... Have a prediction according to the pictures and the title. Sa:Hobbies that are good for us. Sb:... 2.(1)Read through the passage and get the structure of it. (2)Read the text.Underline the two students' opinions with the help of the teacher. Then Read the sentences. Write F for facts or O for opinions. Read the paragraph1 and find out the types of hobbies, the examples of hobbies and the benefits of hobbies. (4)read Paragraphs 2-3 and complete the mind-map. Sa:His hobby is making mobile phone apps. Sb:When he was seven. Sc:Because it’s a great way to help people, and it can give him a sense of achievement and help people to learn Italian. (5)read Paragraphs 4-6 and complete the mind-map. Sa:Collecting postcards. Sb:When she was five. Sc:... 3.Read again and complete the sentences with different purposes. Then write about yourself. 完成 1a 任务引导学生主动思考爱好对生活的积极作用，既呼应本课核心主题，又帮助学生梳理自身认知，同时鼓励补充新观点，培养发散思维。引导学生通过标题和图片预测文章内容，传授 “预测” 这一基础阅读策略，帮助学生建立阅读期待，提高后续阅读的针对性和效率。 让学生通读全文把握文章结构，帮助学生建立对文本的整体认知，理解 “总 - 分” 式说明文的行文逻辑，为后续细节阅读奠定基础。 明确讲解 “事实与观点” 的概念及区分方法，结合关键词识别技巧，直接突破本课重点难点，培养学生的批判性阅读能力，契合阅读训练目标。分段落精读并完成表格、思维导图任务，通过 “关键词提取”“信息梳理” 等具体指导，帮助学生掌握细节阅读的方法，同时巩固对人物案例的理解，实现 “提取关键信息” 的语言能力目标。 再次通读文本并完成 “活动目的” 相关练习，帮助学生深化对文本核心内容（爱好的益处）的理解，实现知识的内化。让学生初步运用所学句型表达观点，为后续的口语表达和写作积累素材。
Practice 探究应用 Vocabulary in Use:1:Show some pictures and let the students guess the words. Then have a game for them to check the words. T:Read the falling words aloud quickly and categorize them into the right tracks. After the game, ask the students to finish 1a. (1)Show some phrases and let them read them out loudly. (2) Complete the conversation with the phrases in the box. Guide the students to use the correct forms of the verbs. Let the students have a brainstorm about the different forms of the words. After they get known the different forms of the verbs, the teacher guide them to finish 2d. Guess the words from the pictures. Then play a game about the words. After the game, finish 1a:Match the words in the box with the verbs below. Some words can go together with more than one verb. 2.(1)Read the words loudly and tell their meanings. (2)Complete the conversation with the phrases in the box. Use the correct forms of the verbs. 3.Speak out the different forms of the words loudly! Sa:achieve,achieves, achieved,achieving v.达成,实现 Sb:... Complete the passage with the correct forms of the words in the box. 通过 “图片猜词”“词汇分类游戏” 等趣味活动，激发学生学习词汇的兴趣，帮助学生在情境中理解词汇含义，降低记忆难度。短语填空练习聚焦 “take up, get over” 等核心短语，强调动词形式的正确使用，针对性解决 “短语用法混淆” 的教学难点。 动词形式 brainstorm 活动，帮助学生系统梳理词汇变形规则，夯实语法基础，为后续的书面表达和口语输出扫清障碍。 词汇练习与阅读文本主题紧密结合，实现 “词不离句、句不离篇”，提升词汇运用的灵活性和准确性。
Production 迁移创新 Ask the students to work in groups have a discussion about the reasons why they take up a new hobby.. T: 1. What new hobby would you like to take up 2. Why do you choose it as your new hobby 3. When are you going to start Please work with group, then have a share about your ideas. Work in groups and have a discussion about the reasons why they take up a new hobby.Share their ideas. Ss:I want to take up...because it can helps me to/ makes me... I am going to start when I... 小组讨论 “新爱好选择及理由”，为学生提供真实的口语交流情境，鼓励学生主动运用本课所学的词汇、短语和句型进行表达，提升口语输出的逻辑性和丰富性。同时落实 “结合自身经历表达爱好益处” 的教学目标，实现知识的迁移运用。
Language points 1. Instead, this Italian teenager finds it fun to make mobile phone apps.相反，这位意大利少年觉得制作手机应用程序很有趣。 find it+adj.+to do sth. 发现做某事是······的 it作find的形式宾语，真正的宾语是后面的动词不定式短语。可用于此结构的动词还有think，make，consider，feel等。 eg: 我认为这个任务很难完成。I think it hard to finish the task. He started programming when he was ten, after he read about famous businessmen who started out as programmers. 他十岁开始编程，在他读到了一些著名商人最初也是程序员（的报道）之后。 start out 开始，起步 start doing sth/ start to do sth 开始做某事 eg: start work/ start to work 3. “It gives me such a sense of achievements to see people using the app, ” says Luca.“看到人们使用这款应用程序，我会有一种巨大的成就感。”卢卡说。 ① a sense of ......感 eg：a sense of duty 责任感 ② achievement n. 成就 achieve v.达到；完成 a sense of achievement 成就感 4. “I know some people think postcards are rather old-fashioned, but I think they're a good way to learn about different places, ” says Luca.我知道有些人觉得明信片相当过时，但我认为它们是了解不同地方的好方法。” rather adv. 相当，修饰形容词或副词。 ① would rather do sth. 宁愿做某事 eg：I would rather stay at home with my mother. ② rather than 而不是, 相当于instead of。 eg：I want to have some bread rather than noodles. 5. I think it's interesting to see the beautiful buildings and landscapes in foreign countries.我认为能看到外国美丽的建筑和风景很有趣。 I think 后接宾语从句。从句中it为形式主语，真正的主语为“ to see the beautiful buildings and landscapes in foreign countries”。 it’s+adj.+to do sth. 意为“做某事很······”，其中it是形式主语，真正的主语是后面的动词不定式。eg：It’s difficult to learn English well. 6. She dreams of travelling to these places in the future！她梦想着将来能去这些地方旅行！ dream v. 做梦，梦见 n.梦，梦想，愿望 dream of 梦想；希望 dream of doing sth. 梦想做某事，相当于 dream about doing sth. eg：People dream of /about living on the Moon.
Summary 归纳总结 Ask the students to sum up what they learned in this period . Have a summary of what they learned in this period with the T’s help. 引导学生自主总结本课所学内容，帮助学生梳理知识体系，实现知识的系统化整合。 同时强化 “爱好的积极意义” 和 “跨文化包容” 的情感目标，升华课堂主题。
分层作业设计
A层： 基础巩固 根据总结的思维导图1b的内容。
B层： 能力运用 采访身边人想从事的新爱好及其原因并生成一份采访报告。
C层： 拓展挑战 利用网络资源搜寻对我们生活有益的爱好并制定合理的计划培养发展你的爱好。
板书设计
Unit1 Time to Relax Section B(1a-2c)
教学反思
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