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Section A　How do you spend your free time
第一课时 (1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the first period of Unit 1, a listening and speaking class. In 1a, students need to match the activities with the pictures.1b involves listening to interviews and completing the sentences with students' activities.1c allows students to listen again and match the purposes with the statements from 1b.1d is a discussion about free-time activities, including exchanges of the activities and the reasons for doing them.2a explores the challenges of the two activities “ice skating” and “swimming”. 2b is to listen to the conversation between Fu Xing and Emma and tick the discussed content. 2c is to listen again and complete the sentences. 2d is to share the experiences of doing a favourite free-time activity for the first time.
Why: Through vocabulary matching, listening comprehension and oral expressions, students can improve their mastery of vocabulary related to free-time activities, exercise their ability to capture listening information, promote communication in English about leisure life, and enhance their comprehensive use of language. By presenting various free-time activities, students can learn about diverse ways of relaxation, understand the process of overcoming difficulties in activities(such as Emma's ice skating and Fu Xing's fear of water), and develop a positive attitude in the face of challenges. At the same time, students are encouraged to explore and share their own favourite free-time activity and respect diverse interests.
How: It progresses from basic activity vocabulary-picture matching(1a), to obtaining activity details, purposes and personal experiences through listening input(1b, 1c, 2b, 2c), then to oral output for sharing one's own free-time activities and experiences(sharing at the end of 2d). It moves from words to sentences, input to output, forming a “cognition-understanding-application” learning path. It mainly uses simple declarative sentences(e.g. “Teng Fei likes…” “Emma went to…”) and common dialogue Q&A patterns(e.g. “A: What do you do… B: I like to…” “A: What helped you… B: I practised…”). They are concise, easy to understand and imitate, meeting students' language needs at this learning stage.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.recognize and understand words related to free-time activities;
2.use listening dialogues to discuss free-time activities;
3.view free-time activities from multiple perspectives and think about their significance.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To recognize and understand words related to free-time activities. Step 1　Lead-in 1.Enjoy a song and ask: Q1: Do you love your free time Q2: How do you spend your free time 2.Present free-time activities(详见课件资源) 3.Work on 1a: Match the activities with the pictures. ◎Key: 　B　 playing the flute; 　E　 doing calligraphy; 　F　 painting; 　A　 skiing; 　C　 hiking; 　D　 programming Observe the students' participation in this part and whether they actively answer the questions about free time. Observe whether most students can accurately match the activities with the pictures.
Purpose To activate students' background knowledge about free-time activities through song appreciation and question-asking. To arouse students' interest, and enable students to quickly integrate them into the class theme.
2.To use listening dialogues to discuss free-time activities. Step 2　Listening 1.Work on 1b: Listen to three plete the sentences with the students' activities. ◎Key: 1.programming　2.hiking 3.painting pictures　4.play the flute 2.Work on 1c: Listen again. Match the purposes with the statements from 1b. ◎Key: 　3　 A; 　4　 B; 　2　 C; 　1　 D. Thinking: Do you have any other purpose of your free-time activities 3.Pair-work: Talk about your free-time activities with a partner. A: What do you do in your free time B: I like to… A: Why do you do it B: I do it to… Observe whether most students can accurately complete the tasks based on the listening materials. Observe whether students can communicate fluently by using the target structures in their dialogues.
Purpose To catch key listening information in listening contexts. From listening input to speaking output, let students use learned vocabulary about free-time activities for authentic communication. To practise students' oral skills, and guide them to think about activity challenges to expand thinking depth.
3.To view free-time activities from multiple perspectives and think about their significance. Step 3　Look and say 1.The teacher shows some pictures and students discuss the question: What challenge may you meet 2.Work on 2a: What are the challenges of doing these two activities Share your ideas. Step 4　Listening 1.Work on 2b: Listen to a conversation between Fu Xing and Emma. Tick the things they talk about. ◎Key: √what Emma did at the weekend √challenges of their free-time activities 2.Work on 2c: Listen again and complete the sentences. ◎Key: 1.try ice skating　2.go ice skating 3.be perfect　4.get back up　5.get over Step 5　Presentation 1.Discussion: What was it like when you did your favourite free-time activity for the first time Share your experiences. 2.Presentation: 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! Step 6　Language points(详见课件资源) Step 7　Exercises(详见课件资源) Check the accuracy of the topics students ticked, and assess their grasp of the core content. Evaluate students' ability to catch listening details and apply language knowledge based on the accuracy rate of their sentence completion. Focus on the accuracy and fluency of students' language use during communication, as well as the richness of their shared content.
Purpose To achieve listening-to-speaking transition, let students use learned knowledge to share their first experiences of their favourite free-time activities, transfer knowledge, promote emotional communication, deepen understanding of free-time activity value, and improve oral fluency and logic.
Homework Basic homework: Write down the words, phrases and sentences in this lesson. Practical homework: Write a short passage titled “My Favourite Free-time Activity”. Extended homework: Conduct a small-scale survey—ask your family members or friends about their “free-time activities”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(3a-3d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the second period of Unit 1. In 3a, students need to read and circle Peter's and Yaming's free-time activities. 3b asks students to read the conversation again and answer the questions. 3c requires students to listen once more and then role-play the conversation. 3d requires students to discuss the reasons why they do their hobbies. The theme mainly centres on communication between Peter and Yaming about their free-time activities, covering two activities: calligraphy and the guitar learning. The communication content involves the details of the activities, feelings during the learning process, reasons for choosing them, etc. Finally, they reach agreement to teach each other.
Why: It presents the scenarios of teenagers' free-time activities and communication. It enables students to understand the learning experiences of different hobbies.Students can feel the atmosphere of interest-sharing and mutual learning among friends. It guides students to think about the value of hobbies(like relaxation, acquiring skills, etc.), and encourages them to explore and share their own free-time activities and respect diverse interests.
How: The dialogue starts with a daily greeting. Then it discusses calligraphy(what's written, feelings, learning process). Next, Peter mentions his guitar-learning(difficulties, gains, reasons). Finally, they agree to teach each other.The conversation focuses on simple daily dialogue and it is easy to understand and imitate, matching junior high students' English communication needs.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.infer hobbies through body language;
2.use infinitives to discuss free-time activities and hobbies with partners;
3.start a proper discussion and discuss the reasons why students do their hobbies.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To infer hobbies through body language. Step 1　Lead-in Play a game. The teacher writes a hobby on a piece of paper and shows it to a student. The student uses his body language to act it out. The other students in the class guess what the hobby is. Observe the students' participation and judge the knowledge-warming-up effect of this session.
Purpose To activate students' background knowledge about hobbies through the “you perform, others guess” game. Meanwhile, the fun of the game can effectively stimulate students' interest in participating in the class, create an active atmosphere, and lay the groundwork for subsequent dialogue learning.
2.To use infinitives to discuss free-time activities and hobbies with partners. Step 2　Reading 1.Before reading Q: Look at the picture. What free-time activities are they talking about Can you guess 2.While reading (1)Work on 3a: Read the conversation. Circle Peter's and Yaming's free-time activities. ◎Key: Yaming's: doing calligraphy Peter's: playing the guitar (2)Work on 3b: Read again and answer the questions. ◎Key: 1.Peter uses “beautiful” “nice” and “difficult”to describe Yaming's work. 2.How the ink smells. 3.Their hobbies are both difficult at the start. Observe whether students can quickly and accurately extract key information.
4.It means that when you start to do something new, the initial stage is usually the most challenging part. For example, when Yaming began doing calligraphy, practising single strokes was hard, which was the first step. 5.I usually feel proud and excited. For example, when I finally managed to ride a bike without training wheels after many tries, I felt really proud of myself and was excited that I could do it. (答案不唯一,合理即可) 3.Post-reading Work on 3c: Listen to the conversation. Then role-play it. By observing students' answers to questions of different difficulty levels, determine whether they can achieve the progressive understanding of the text from “reading the words” to “compre-hending the meaning and connecting with life”.
Purpose To train students' ability to quickly locate the core content in the text. To guide students to answer questions through reading, strengthen their grasp of details, and further deepen their understanding of the dialogue theme.
3.To start a proper discussion and discuss the reasons why students do their hobbies. Step 3　Discussion Work on 3d: Discuss the reasons why you do your hobbies. You can use the expressions to help you. Useful expressions: It makes me feel happy to… It helps me to… It's a great way to… When I started to…, I… Step 4　Presentation e.g. A: I love singing because it makes me feel relaxed… Step 5　Showtime Step 6　Language points(详见课件资源) Step 7　Exercises(详见课件资源) Observe whether students can communicate and share with their peers smoothly with the help of language scaffolds.
Purpose To achieve the transformation from language input to output.This lays the groundwork for a more in-depth discussion on how hobbies can improve one's life later on.
Homework Basic homework: Write down the words, phrases and sentences in this lesson. Practical homework: Talk with your family members about your hobbies. Share how you feel when doing your hobbies and if you've ever wanted to give up. Extended homework: Draw a picture, showing your hobby. Write a short passage to describe it.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content covers the grammar part. The theme centres on the usage of infinitives.The content includes grammar knowledge learning, dialogue completion and text-filling. Different exercise forms are used to reinforce the grammar of infinitives and their use in communication scenarios.
Why: It helps students master the grammatical functions of infinitives in sentences and improve their ability to use infinitives for accurate English expressions. Through practice in contexts related to daily activities, grammar learning is made to fit real-life communication, enhancing students' ability to understand and use grammar in authentic scenarios, promoting the comprehensive use of language.
How: It begins with the grammar judgment in 4a, helping students recognize infinitives' roles in simple sentences to build basic understanding. Then 4b integrates infinitive usage into daily dialogues for practice. Finally, text-filling places infinitives in an outdoor-activity passage, expanding from sentences to texts. This follows the “cognition-application-expansion” logic.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify infinitives and their functions;
2.summarize and master the usage of infinitives and apply them correctly in real-life situations;
3.use infinitives to talk about their free-time activities.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify infinitives and their functions. Step 1　Lead-in Play a guess game:Can you find some rules (详见课件资源) Step 2　Presentation The teacher shows some sentences and asks students to find the rules. I play the flute to relax. I went to the sports centre to ice-skate. (作目的状语) I decided to give it a go. When I want to relax, I watch animal videos. (作宾语) She told me not to give up so easily. My cousin often asks me to fly kites with her. (作宾语补足语) Driven by games and questions, determine whether students can summarize the basic form of the infinitive. Present different grammatical functions through specific sentences, guide students to analyze based on examples, and determine whether they can clearly understand the functions of infinitives in different sentences.
Purpose To guide students to observe and discover the different usages and functions of infinitives in sentences.
2.To summarize and master the usage of infinitives and apply them correctly in real-life situations. Step 3　Practice 1.Work on 4a Read the sentences. Decide if each infinitive in bold functions as an object complement or adverbial. 2.Exercise 1(4b) Complete the conversations with the correct forms of the verbs in brackets. ◎Key: 1.decide; to forget　2.to fly; fly 3.to relax; to relax 4.not to push; not to forget 3.Exercise 2(4c) Complete the passage with the infinitive forms of the verbs in the box. What do you usually do outdoors ◎Key: to play; not to come; to stay; watch; listen; to spend; do Based on students' performance in completing the exercises, determine their understanding and application of infinitives.
Purpose To prompt students to comprehensively apply the various grammatical functions of infinitives, and at the same time cultivate their ability to use grammar in discourses and construct semantically coherent texts, enhancing their comprehensive language application literacy.
3.To use infinitives to talk about their free-time activities. Step 4　Group work You can talk about your free-time activities. ①How do you spend your free time ②What are the challenges of doing these activities ③What's your purpose of doing these activities Step 5　Presentation Step 6　Showtime Step 7　Language points(详见课件资源) Step 8　Exercises(详见课件资源) Observe whether students can closely focus on the unit theme and grammatical knowledge, integrate language learning with daily life topics and naturally use infinitives in communication.
Purpose To let students comprehensively apply the unit's language knowledge(including infinitives) for real communication and promote language transformation.
Homework Basic homework: Write down the words, phrases and sentences in this lesson. Practical homework: Write an English short passage titled “My Weekend Plan” to describe what you want to do on the weekend. Extended homework: Create a small poster about the usage of the infinitives. Use concise English and pictures to show the different usages of the infinitives as an object, an object complement, and an adverbial.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section A　How do you spend your free time
导入一:图片导入法
　　Show the picture of the girl flying a kite on page one and the pictures in 1a. Say, “Look at these pictures. What is the girl doing What are the people in other pictures doing Do you do similar things when you have free time Let's talk about how we spend our free time today.”
导入二:游戏导入法(猜活动)
　　Play a “Guess the Activity” game. Describe activities like “This activity is done with a flute. People play music with it. What is it ” “This activity is about writing beautiful Chinese characters with a brush. What is it ” After students guess, say, “Great! These are all free-time activities. Today we'll learn more about how people spend their free time.”
导入三:问题导入法
　　Ask the class directly, “Boys and girls, when you have free time after school or on weekends, what do you usually do Do you like painting or hiking Let's share your free-time activities first, and then we'll learn more about this topic.”
导入四:实物导入法
　　Bring a flute, a calligraphy brush, and a small painting(or pictures of them). Show each item to the students and ask, “What activity is related to this thing Do you use it when you relax Today, we're going to discuss how these activities are part of our free time.”
导入五:情境创设导入法
　　Say to the students, “Imagine it's Sunday, and you don't have any homework. You can do whatever you want to relax. What will you choose to do Will you stay at home or go out Let's talk about your choices, and then we'll explore different free-time activities.”
导入六:小组讨论导入法
　　Divide the students into groups of 4. Give them 2 minutes to discuss: “What's your favourite free-time activity Why do you enjoy it ” After the discussion, invite one student from each group to share with the whole class. Then say, “Thank you for your sharing! Today, we'll learn more free-time activities and why people love them.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　For 1a-1d: “Activity Charades & Pair Talk”[活动猜谜(动作猜活动)与结对讨论]
开展方式:①分组进行 “猜活动” 游戏:各组抽取1a中的活动(如: playing the flute, doing calligraphy 等),一个组用动作表演,其他组猜测活动名称;②猜测完毕后,学生两人一组,用1d的句型(What do you do in your free time I like to…Why do you do it I do it to…)讨论彼此的业余活动。
示例:
Student A: What do you do in your free time
Student B: I like to paint.
Student A: Why do you do it
Student B: I do it to express my feelings.
活动二:For 2a-2d: “First-time Experience Sharing & Listening Check”(首次经历分享与听力检测)
开展方式:①先让学生自由分享 “第一次做某业余活动的经历”(如:第一次滑冰、游泳等);②播放 2b 的录音,学生完成 2b 的勾选任务和 2c 的句子填空;③小组内交流答案,并结合自己的经历讨论“首次尝试活动的感受”。
示例:
Student C: When I first tried swimming, I was afraid of water. But now I love it!
Student D: Emma didn't want to ice-skate at first, just like I didn't want to swim. But encouragement helps a lot.
活动三:For 3a-3d: “Dialogue Adaptation & Role-play”(对话改编与角色扮演)
开展方式:①学生阅读 3a 的对话,圈出 Peter 和 Yaming的业余活动;②小组合作改编对话,将原活动替换为小组成员的真实业余活动;③各组进行角色扮演展示改编后的对话。
示例(改编后):
Peter: Hey, Yaming! What are you up to
Yaming: Hi, Peter. I'm reading a novel.
Peter: It's interesting! What's the name of the novel
Yaming: It's Journey to the West. My dad taught me how to read.
Peter: It's nice! But reading classics is difficult.
Yaming: Well, the first step is always the hardest. When I started to read, I spent hours on simple stories.
Peter: I know how that feels! My teacher's teaching me to dance. It's difficult, but she encourages me not to give up.
Yaming: Exactly. Now I read often—I love the stories! Why did you choose to dance
Peter: I think dancing is cool. Will you recommend a novel to me I can teach you a dance move.
Yaming: It's a deal!
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出最佳答案。(听力原文: Section A 1b and 1c )
Interview 1
( )1.What does Teng Fei usually do after school
A.He goes hiking.　　　　 B.He programs.　　　　 C.He exercises.
( )2.When does Teng Fei go hiking
A.At the weekend. B.After school. C.Every day.
◎Key: 1.B　2.A
Interview 2
( )1.How did Helen get into painting
A.Her father taught her. 　　　
B.She learned it at school.
C.She saw her mother paint when she was young.
( )2.What can painting help Helen do
A.Express her feelings. B.Relax herself. C.Make new friends.
◎Key: 1.C　2.A
Interview 3
( )1.What does Chen Jie like to do in her free time
A.Do sport. B.Play the flute. C.Program.
( )2.Why does Chen Jie play the flute these days
A.To practise it. B.To make it easy. C.To relax.
◎Key: 1.B　2.C
听录音,回答下列问题。(听力原文: Section A 2b and 2c)
1.How was Emma's weekend

2.Where did Emma go to try ice skating

3.What did Emma's instructor encourage her to do

4.What did Fu Xing use to be scared of

5.Will Emma try ice skating again

◎Key: 1.It was OK, but now she hurts all over.
2.She went to the sports centre.
3.Her instructor encouraged her to get back up whenever she fell.
4.She used to be scared of water.
5.Yes, she will.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
动词不定式(The Infinitive: to+动词原形)的用法探究
Step 1　观察及探究
动词不定式作目的状语和宾语补足语
【观察】
I play the flute to relax. 我吹长笛来放松。
I went to the sports centre to ice-skate. 我去体育中心滑冰。
She told me not to give up so easily. 她告诉我不要轻易放弃。
It made me decide to try skiing. 这让我决定尝试滑雪。
I saw my mother paint. 我看见妈妈画画。
I'd love to watch you fly kites sometime. 我想在某个时间看你放风筝。
【探究】
在英语句子中,动词不定式(to+动词原形)常用来表示目的,作目的状语,说明动作的意图,可译为 “为了……”。当谓语动词是 ask, tell, want 等时,后面接 “sb to do sth”,不定式作宾语补足语,补充说明宾语的动作;当谓语动词是 make, see, watch 等时,后面接 “sb do sth”(不定式省略 to),作宾语补足语,补充说明宾语的动作或状态。
语法巧记口诀
不定式,两作用,目的状语和宾补。
表目的,“to do” 跟其后,“为了……” 把意表。
作宾补,看动词:ask/tell/want 后,“to do” 不能少;
make/see/watch 后,省略to,动作明。
Step 2　练习巩固
用括号内动词的正确形式填空。
1.She wants 　　　　(read) a book 　　　　(relax) after work.
2.My teacher told me 　　　　(not be) late for class again.
3.The funny story made us 　　　　(laugh) a lot.
4.They plan 　　　　(go) to the beach 　　　　(enjoy) the sunshine.
5.I like 　　　　(watch) my little sister 　　　　(draw) pictures.
◎Key: 1.to read; to relax　2.not to be　3.laugh　4.to go; to enjoy　5.to watch; draw
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