资源简介

(共41张PPT)
Unit One Time to Relax
Sec A 2a-2d
Why are free-time activities important
Learning objectives
语言能力
1
学习能力
2
文化意识
3
思维品质
4
to talk about how you spend your free time; to describe difficulties and experiences about your free-time activities
to master the ability of listening for details; to get information from listening; work in pairs
to learn to overcome difficulties
to share your experiences about your free-time activities; to lead Ss to express their thoughts
6
Language
points
7
Exercise
8
Homework
1
Warm up
2
Review
3
Pre-listening
4
While-listening
5
Post-listening
Contents
Sing a song
Warm up
What do you usually do in your free time

Free talk
Review and say
What does Teng Fei/ Helen/ Chen Jie do in his / her free time
He likes programming and hiking.
She likes painting.
She likes to play the flute.
It’s a great form of
exercise.
It helps her express
how she feels.
It was difficult at first.
But it’s much more fun now.
Purpose
Do you think these activities are easy at first
Every “first try” is not easy.There are challenges.
Lead in
A challenge is something new and difficult
which needs great effort.
Pre-listening
Look and say
What activities are they
ice skating
swimming
Do you like these two activities
Are you afraid to do these
Pre-listening
What are the challenges of doing these two activities Share your ideas
2a
You may fall down and get hurt.
You may choke on water.
fall down
a challenge
Let’s watch
What do Fu Xing and Emma think about these activities

□what they are going to do the next day
□what Emma did at the weekend
□what Fu Xing did at the weekend
□challenges of their free-time activities
While-listening
Listen to a conversation between Fu Xing
and Emma. Tick the things they talk about.
2b
Tip: Read sentences and pay attention to key words.
While-listening
Listen again and complete the sentences.
2c
Tip: Read sentences and pay attention to key words.
1. Emma went to the sports centre to .
2. Emma didn’t want to again at first.
3. Fu Xing told Emma that no one expected her to
from the start.
4. The instructor told Emma to told her not to
give up so easily.
5. Fu Xing used to be scared of water, but she started swimming
to her fear.
try ice skating
go ice skating
be perfect
get back up
get over
克服......
Tip: Pay attention to key words and predict the answers.
expect sb. to do sth.期待某人做某事
What can you find out
原句 分析 例句
Emma went to the sports centre to try ice skating. 不定式作目的状语，表示去某地或做某事的目的。 We went to the library to borrow some books.
Emma didn’t want to go ice skating again at first. Fu Xing used to be scared of water, but she started to get over her fear. 不定式作动词宾语，跟在 want,start这类及物动词后，说明动词涉及的具体内容。 He wants to learn to play the piano.
She started to learn French last month.
Fu Xing told Emma that no one expected her to be perfect from the start. The instructor told Emma not to give up so easily. Fu Xing encouraged Emma to try ice skating again. 不定式作宾语补足语，用于 “expect sb. to do sth.” “tell sb. to do sth.”“encourage sb. to do sth.”结构，补充说明宾语的动作或状态。 My parents expect me to get good grades.
The teacher told us not to talk in class.
My friend encouraged me to join the competition.
不定式to do
While-listening
Tip: Read sentences and pay attention to key words.
Why
Careful listening
1. Emma went to the sports centre to .
2. Emma didn’t want to again at first.
3. Fu Xing told Emma that no one expected her to
from the start.
4. The instructor told Emma to told her not to
give up so easily.
5. Fu Xing used to be scared of water, but she started swimming
to her fear.
try ice skating
go ice skating
be perfect
get back up
get over
Emma didn’t want to again at first.
go ice skating
Careful listening
I didn’t expect to fall so many times!
Now I hurt all over!
Effect
challenges
Cause
Why
Emma didn’t want to again at first.
go ice skating
Careful listening
Will Emma try ice skating again
Yes!
“Nobody expects you to be perfect from the start.”
“She told me not to give up so easily.”
“Everything’s difficult before it’s easy.”
Tip: Read sentences and pay attention to key words.
What did Fu Xing do to get over her fear of water
A. She took swimming lessons.
B. She started swimming and
practiced slowly.
C. Her instructor encouraged her
not to give up.
Careful listening
challenge
get over her fear of water
started swimming and
practiced slowly.
Post-listening
Read and fill.
Fu Xing: Hi Emma, how was your weekend
Emma: It was OK, but now I ________ all over!
Fu Xing: How come
Emma: I went to the sports centre to try ____________. People looked so beautiful doing it! But I didn’t ________ to fall so many times!
Fu Xing: Oh dear!
Emma: I don’t want to go ice skating again.
Fu Xing: Why Nobody expects you ______________ from the start.
hurt
ice skating
expect
to be perfect
Post-listening
Read and fill.
Emma: My instructor said that too. She also encouraged me to _____________ whenever I fell. She told me not to __________ so easily.
Fu Xing: Everything’s difficult before it’s easy. Like swimming. I love it now, but I __________ be scared of water.
Emma: Really
Fu Xing: Yes.I started swimming ____________ my fear. Slowly, I became more __________. I have fun being in the water now!
Emma: You’re right. I’ll ________________ again!
get back up
give up
used to
to get over
start doing
指导人，教练
过去曾经
克服恐惧
confident
try ice skating
encourage sb. to do sth.鼓励某人做某事
start doing v.s. start to do
Language point
1. 表示 “开始一项长期 / 习惯性的动作”
start doing 更强调动作已经开始并持续进行，常用来描述长期或习惯性的活动。
例句：She started painting as a hobby when she was 10.
（她 10 岁时开始把画画当爱好，这个习惯持续至今）
2. 表示 “开始一项新的、一次性的动作”
start to do 更强调动作即将发生或刚刚启动，常用来描述一次性的、尚未持续的动作。
例句：He started to run when he saw the bus .
（他看到公交车，开始跑起来，动作是临时触发的）
但大多数情况下可以互换
What can we learn from their dialogue

Post-listening
What can we learn from their dialogue

Post-listening
We can learn that
we shouldn’t give up easily when
there are challenges.
we may not be perfect from the start, but we can practise slowly.
we should be brave and patient when we learn new skills.
What was it like when you did your favourite free-time activity for the first time

Post-listening
A: I love singing and performing now. But I was afraid to sing in
front of others at first.
B: Oh, I didn't know that. What helped you to get over your fear
A: I practised by performing in front of my friends. That helped
me to get better quickly!
Share your experiences.
2d
Post-listening
Word bank 1
skate, swim, sing, program, ski, paint, do calligraphy, play the flute, hike ...
Word bank 2
practised slowly, found a partner, tried it again and again, my instructor helped me to ...
Show Time
Let’s watch
Post-listening
Sometimes, what you want is just like the nut. If you want to get it, you should overcome the difficulties. Don’t give up so easily.
Good learners wanted
Listen carefully
Speak clearly
Read aloud
Work actively
Show respect
Note something important
Members Listen carefully Speak clearly Read aloud Work actively Show respect Note In total
Group leader
Member 1
Member2
Member3
Evaluate yourself
Language points
Language points
Fu Xing used to be scared of water , but she started swimming to get over her fear.
scared adj. 害怕的；对……感到惊慌的
be scared of sb./sth. 害怕某人/某物
be scared of doing sth. 害怕做某事
be scared to do sth. 害怕做某事
be scared + (that)从句 害怕……
scare U.& n. 害怕；恐惧 scared adj. 害怕的 用于形容人的感受
scary adj. 吓人的 用于描述事物的特征
Language points
get over克服 (困难)；解决 (问题)
1. get over 中 over为介词，因此宾语无论是名词还是代词，均应放在 over之后。
She can’t get over her shyness.她无法克服羞怯心理。
2. “从（疾病、惊讶等）中恢复 ”。
Don’t worry. You’ll get over the flu soon.
别担心，你的流感很快就会好的。
Language points
used to do sth.过去曾经，过去常常...
used to后加动词原形，表示“过去常常做某事”，
be used to 后加动名词，表示“习惯做某事”.
be used to 后加动词原形，表示“被用来做某事”
She used to play the piano . 她过去常常弹钢琴。
He is used to getting up early. 他习惯了早起。
Knives are used to cut things. 刀被用来切东西。
Exercises
Exercises
选择
1. We often go ______ at the weekend to get some exercise.
A. hiking B. programming C. calligraphy
2. — How do you ______ your free time — I usually read books.
A. take B. spend C. have
3. The instructor told Emma not to ______ so easily.
A. give up B. get up C. give out
A
B
A
Exercises
选择
4. I ______ be scared of singing, but now I love it.
A. use B. used to C. am used to
5. Painting helps Helen ______ how she feels.
A. express B. express to C. expressing
B
A
Exercises
填空
1.她喜欢在晚上听音乐。
She likes ______________________ in the evening.
2.这个小男孩独自在家时害怕黑暗。
The little boy ________________ darkness when he is alone at home.
3.我妈妈过去常常步行去上班，但现在她乘公交车。
My mother __________________ to work, but now she takes the bus.
listening to music
is scared of
used to walk
Exercises
选词并用其适当形式填空。
1. Many poets __________ their love for Yangzhou by praising
its beauty in their works.
2. As we all know, ____________ is an important part of
traditional Chinese culture.
3. If it snows heavily, we will go _____________ tomorrow.
4. He ____________ his phone to remind him to drink water
every morning.
5. My driving _____________ is very patient（有耐心的）and
explains everything clearly.
6. When I saw the snake in front of me, a moment of
________ went through my mind.
calligraphy
skiing
express
programmed
ski, fear, express, instruct, calligraphy, program
instructor
fear
Must-do必做
Listen and read the tape scripts.
Memorize your words/phrases/notes.
Choose-to-do选做
Write down five sentences about your own free-time activities and the challenges you met.
try to memorize the tape script
Homework
Thanks for listening！单元分课时教学设计
年级科目 2025新版八下英语科 目英语
授课名称 Unit 1　Time to RelaxCommunicate!
授课课时 第二课时 Listening and speaking(2a-2d)Section A (1a-2d) What is fun in a yard
授课类型 听说课
授课文本
一、教材分析 Analysis of teaching material
What 这节听说课，核心围绕“课余活动（free-time activities）”的话题展开，包含四个紧密关联的教学环节：1. 热身导入：讨论滑冰（ice skating）和游泳（swimming）这两项活动的挑战，激活学生的背景知识与词汇储备。2. 听力任务1：听傅星和艾玛的对话，勾选他们讨论的话题，训练学生抓取听力主旨的能力。3. 听力任务2：再次听对话，完成句子填空，聚焦细节信息的捕捉。4. 口语输出：以“A和B的对话”为范例，引导学生分享自己第一次做最喜欢的课余活动时的经历，完成从输入到输出的语言实践。核心语言知识点包括：- 话题词汇： ice skating , swimming , challenge , free-time activities - 功能句型： What are the challenges of... , What was it like when you... , I was afraid to... , What helped you to... - 语法结构：描述过去经历的一般过去时，表达感受与克服困难的常用搭配。Why1. 贴合课标要求：遵循“输入—内化—输出”的语言学习规律，通过听、说、讨论等活动，提升学生的综合语言运用能力。2. 激活情感共鸣：“挑战与克服”的主题贴近学生生活，容易引发情感共鸣，降低开口表达的心理门槛。3. 分层训练技能：从抓取主旨到捕捉细节的听力任务设计，符合由浅入深的认知规律，能有效夯实学生的听力技能。4. 搭建口语脚手架：提供完整的对话范例，为学生提供了可模仿的语言框架，帮助他们更自信地完成口语输出。
How1. 热身导入（5分钟）- 展示滑冰和游泳的图片，提问：“What do you think are the challenges of ice skating / swimming ”- 鼓励学生用简单英语或中英夹杂的方式回答，教师在黑板上整理核心词汇（如 fall down , feel cold , breathe underwater ）。听力任务1（8分钟）- 发放任务单，让学生先阅读选项，预测对话内容。- 播放第一遍录音，学生独立勾选答案，然后同桌核对。- 教师公布答案，并引导学生总结对话的核心话题。听力任务2（10分钟）- 学生先独立阅读句子，预判可能填入的词汇类型（如动词、名词）。- 播放第二遍录音，学生完成填空，播放第三遍时进行核对。- 教师带读完整句子，强调发音与连读，帮助学生内化句型。 4. 口语输出（12分钟）- 教师与一名学生进行示范对话，展示如何用范例中的句型分享个人经历。- 将学生分成小组，围绕“第一次做最喜欢的课余活动的经历”展开讨论。- 邀请2-3组学生进行全班展示，教师给予具体反馈和鼓励。 5. 总结拓展（5分钟）- 回顾本节课的核心词汇与句型，让学生用3-5句话总结自己的收获。- 布置课后任务：用本节课所学句型，写一段小短文描述自己的一次挑战经历。
二、教学内容 Teaching content
1. 这是一节围绕“课余活动挑战”主题的英语听说课，以滑冰和游泳的图片导入，激活学生对话题的兴趣和相关词汇储备。2. 听力环节分为两层任务，先让学生抓取傅星与艾玛对话的核心话题，再通过填空练习聚焦细节信息，训练学生的听力分层理解能力。3. 口语输出环节以范例对话为脚手架，引导学生分享自己第一次做喜爱的课余活动时的经历与感受，完成从输入到输出的语言实践。4. 整体设计遵循“输入—内化—输出”的语言学习逻辑，旨在提升学生的听力技能与口语表达能力，同时鼓励学生在真实语境中运用语言。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to talk about how you spend your free time.Learn to describe difficulties and experiences about your free-time activities.Learning Abilities (学习能力)Learn to master the ability of listening for details.Learn to get information from listening. Learn to work in pairs.Thinking Qualities (思维品质)Learn to share your experiences about your free-time activities.Learn to lead Ss to express their thoughts.Cultural Awareness (文化意识)Learn to overcome difficulties
四、教学重难点Teaching important and difficult points
Teaching important points: Learn to talk about how you spend your free time.Learn to describe difficulties and experiences about your free-time activities.Teaching difficult points: Learn to master the ability of listening for details. Learn to share your experiences about your free-time activities.
五、教学步骤Teaching procedures
Step1. Warm upStep2. ReviewStep3. Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1.Warm up Sing a songWhat do you usually do in your free time 【设计目的】导入今天要学习的话题，激发学生兴趣。 观察学生是否认真观看学唱，是否进入课堂状态。
Step2. Lead in Review and sayWhat does Teng Fei/ Helen/ Chen Jie do in his / her free time What are their purposes Do you think these activities are easy at first 【设计目的】建立新旧知识间的联系，加强记忆。2.Lead in【设计目的】情感引导，为后面的情感输出奠定基础。 观察学生是否能说出上节课所学习的内容。观察学生是否了解挑战的概念。
1.Look and say What activities are they Do you like these two activities Are you afraid to do these 【设计目的】激活学生背景知识，导入话题。开放式问题，引发学生积极讨论，保持学习兴趣。2.2a.What are the challenges of doing these two activities Share your ideas 【设计目的】开放式问题，联系实际生活，引导学生思考。3.Let’s watch【设计目的】直观地了解体会挑战。1.2b.Listen to a conversation between Fu XingandEmma. Tick the things they talk about.Tip: Read sentences and pay attention to key words.【设计目的】训练学生抓取听力主旨的能力。2.2c.Listen again and complete the sentences.Tip: Pay attention to key words and predict the answers.【设计目的】完成句子填空，聚焦细节信息的捕捉。3.不定式to do【设计目的】内化听力材料里的语言知识点，搭建结构化框架，梳理知识逻辑，形成结构化认知。4.Careful listeningEmma didn’t want to go ice skating again at first. Why Will Emma try ice skating again What did Fu Xing do to get over her fear of water 【设计目的】引导学生深度思考，深化对听力材料的理解。1.Read and fill.【设计目的】检查学生对听力内容的掌握,引导学生梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。Think and shareWhat can we learn from their dialogue 【设计目的】开放式问题，激发学生思考。3.2d. What was it like when you did your favourite free-time activity for the first time Share your experiences.【设计目的】把语言知识落地到真实交流，提升口语实用性。培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。使每位学生都能深入角色，运用语言理解意义，促进语言内化，从学习理解过渡到应用实践。4.Let’s watch and think【设计目的】情感引导，让学生意识到不放弃和坚持的重要性。scared adj. 害怕的；对……感到惊慌的get over克服 (困难)；解决 (问题)used to do sth.过去曾经，过去常常...【设计目的】梳理语言知识点，让学生有系统性的认知。选择二、填空三、选词并用其适当形式填空。【设计目的】检查学生对本节课知识点的掌握。 观察学生是否能说出相应的活动方式。观察学生是否在积极讨论。观察学生是否能说出相应的挑战。观察学生是否在认真观看。观察学生是否在认真倾听，并进行正确的选择。观察学生是否在静心倾听和填空，拼写是否正确。观察学生是否在认真学习做笔记。观察学生是否在认真倾听并思考。观察学生是否在积极思考，回答问题。观察学生能否做出正确的选择。观察学生是否在认真阅读并且填空。观察学生是否能说出学到了什么，语言是否流利，内容是否正确。学生是否能运用准确的语言，得体、流畅地进行对话，学生能否运用评价量表规范自己的成果表现。观察学生是否在认真观看和学习。学生是否掌握本节课的重点内容。学生是否能根据语境做出正确的选择和填空。
七、教学评价Teaching evaluation
1.Before class, I will ask students to perform well in the class according to the following evaluation form.2.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to role play the conversation by using the following standards.3.After class, I will ask the students to evaluate themselves in the following evaluation form.How well can you do these things ExcellentGoodAverageI can talk about how you spend your free time.I can describe difficulties and experiences about your free-time activities.I can master the ability of listening for details.I can get information from listening.I can learn to overcome difficulties.
八、板书设计Blackboard design
Unit 1 Time to RelaxSection A (2a-2d)
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Listen and read the tape scripts.Memorize your words/phrases/notes. try to memorize the tape script.Write down five sentences about your own free-time activities and the challenges you met.
十、教学反思Teaching reflection
In this class, I guided students to talk about how to spend free time.In addition, we learned how to describe difficulties and experiences about free-time activities by listening, answering questions, watching videos and so on. Students are so interested in talking.However, the time is limited. It’s a pity that only two groups showed their conversations.In the next class, I will control the class time and give students more opportunities to show themselves.
Step2
Review
Step3
Pre-
listening
Step3
While-
listening
Step5
Post-
listening
Step6. Language points
Step7.
Exercise
Step7. Exercise
Step7.
Exercise

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