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授课教材 人教版八年级下册 授课题目 Unit 1 Time to Relax. Section B (4a-4c+ Reading Plus)
课时 课型 第 6 课时 项目+拓展阅读课 主题情境 人与自我
教学目标Teaching Aims Language Competence Students can conduct a survey on free-time activities and present findings using target vocabulary (e.g., calligraphy, ice skate, relax). Students can read and comprehend an extended text about unique hobbies, identifying main ideas and supporting details. Cultural Awareness Students recognize diverse hobbies across cultures (e.g., app development, postcard collecting) and their value in personal growth. Thinking Ability Students analyze survey data to draw conclusions about popular hobbies and their benefits. Students evaluate how hobbies contribute to well-being through critical reading. Learning Ability Students develop collaborative skills through group surveys and presentations. Students enhance reading strategies (skimming, scanning) for extended texts.
教学重点 Key Points Survey skills: Designing questions, collecting data, presenting results. Reading comprehension: Identifying facts vs. opinions in Reading Plustext. Vocabulary: Hobby-related terms (achieve, create, collect, develop).
教学难点 Difficult Points Synthesizing survey data to create a coherent presentation. Distinguishing factual statements from personal opinions in the reading text.
教学方法 Teaching Methods PWP Mode, task-based and communicative approaches
教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device
教学过程 Teaching Procedures
I. Warm-up (5 mins) Activity: Brainstorm popular free-time activities from previous lessons. Ask: Which hobby surprised you most Why Purpose: Activate prior knowledge and introduce the survey topic. II. Pre-Project (10 mins) Step 1 – Survey Setup (4a) Guide groups to design survey questions: What free-time activities do you like Why do you like each activity (Use infinitives: to relax, to learn, to make friends) Model data collection: Create a table with columns for Name, Activity, Reason. Step 2 – Prediction (Reading Plus) Show the title "Hobbies That Are Good for You"and pictures (app development, postcard collection). Ask: What benefits might these hobbies have III. While-Project & Reading (25 mins) Step 1 – Data Collection (10 mins) Groups conduct surveys (4a) and record responses. Teacher circulates to provide language support (e.g., I like X to Y). Step 2 – Reading Task (15 mins) Skimming: Read Reading Plustext (p.90-91). Identify the two main hobbies: Luca’s app development and Maya’s postcard collection. Scanning: Complete a T-chart: Hobby Benefits Example Quote App DevelopmentHelps people globally; sense of achievement"It gives me such a sense of achievement..."Postcard CollectingLearn about cultures; connect with places"I think they’re a good way to learn about different places"
Critical Thinking: Identify one fact and one opinion from the text (e.g., Fact: Luca’s app helps people learn Italian; Opinion: Postcards are old-fashioned). IV. Post-Project & Reading (15 mins) Step 1 – Data Analysis (4b) Groups create bar charts/pie charts showing popular activities. Scaffold presentation language: "In our group, X% like [activity] because..." Step 2 – Presentation (4c) Each group presents findings (2 mins each). Peers ask questions (e.g., Why is [activity] popular ). Step 3 – Reflection Compare survey results with Reading Plushobbies. Discuss: Why are some hobbies less common but still valuable V. Summary (3 mins) Review key insights: Hobbies foster skills, connections, and well-being. Highlight cross-cultural examples: Luca (Italy) and Maya (India) show hobbies can be global.
作业设计 Homework Design
Write a paragraph: "One unusual hobby I learned about today and why it is meaningful."
板书设计 Blackboard Design
教学反思 Teaching Reflection Survey task engaged students, but some groups struggled with data organization. Future: Provide a template. Reading text successfully prompted discussions on cultural diversity in hobbies.
教学评价Teaching Evaluation 90% of groups presented clear survey results using target language. 80% accuracy in identifying facts vs. opinions in the reading task. Students demonstrated improved collaboration and critical thinking.

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