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教学内容 Unit 1 Time to Relax Section A 1a - 1d 课 时 第1课时
备课日期 授课日期
教学目标 Language Ability Students will be able to recognize and pronounce relaxation - related vocabulary accurately, such as "playing the flute", doing calligraphy", "painting", "skiing", "hiking", "programming". They can use target sentences like "What do you do in your free time " "why do you do it " to ask about and talk about relaxation activities fluently. Cultural Awareness Students will learn about diverse relaxation activities across different groups of people, including both indoor and outdoor activities mentioned in the textbook, and understand the richness of ways people relax in daily life. Thinking Quality Develop students' ability to extract key information (relaxation activities, frequency) from listening materials and organize it logically, as required in the textbook's listening tasks. Encourage students to connect textbook content with their own life experiences, and reflect on the importance of relaxation, improving their logical and reflective thinking. Learning Ability Students learn to use pictures and context in the textbook (e.g., 1a activity pictures, listening task hints) to predict and understand listening content. Through pair work and group discussions, they enhance their ability to communicate and cooperate with peers in English.
教学 重点、难点 Mastery of relaxation - related vocabulary from Section A 1a - 1d of the textbook. Ability to use target sentences to ask about and describe relaxation activities, as well as correctly apply adverbs of frequency in conversations. Pronunciation of some multi - syllable relaxation vocabulary.
教学准备 Multimedia equipment, PPT, audio materials
教学活动设计
教学过程 设计意图 二次备课
Step 1. Lead - in Activity 1: Show the pictures of relaxation activities in Textbook 1a. Ask students to look at the pictures and tick the activities they usually do to relax; invite them to add other relaxation activities they often do. Activity 2: Organize pair work. Let students take turns to share the relaxation activities they ticked (or added) in 1a, using simple phrases like "I often listen to music to relax." or "I sometimes hang out with friends on weekends." Step 2. Pre - listening Activity 1: Present the relaxation - related vocabulary in 1a (e.g.,"playing the flute", doing calligraphy", "painting", "skiing", "hiking", "programming".) with the textbook's 1a pictures on the PPT. The teacher pronounces each phrase clearly and slowly, and asks students to repeat; emphasize the pronunciation of difficult words . Activity 2: Conduct a "Vocabulary Matching" game. On the PPT, separate the textbook's 1a activity pictures and their corresponding English phrases, jumble the order, and ask students to match them. After completion, check the answers together with the class. Activity 3: Guide students to predict listening content. Ask: "We will listen to two conversations about people talking about their relaxation activities (1b). Look at the 1b task. What activities do you think they will talk about " Prompt students to combine 1a content to make predictions. Step 3. While - listening Activity 1: Play the textbook's 1b listening recording for the first time. Ask students to listen carefully and complete the sentences with the students’ activities . After listening, invite 2 - 3 students to share their answers, and confirm the correct results . Activity 2: Play the recording again. Ask students to listen and Match the purposes with the statements from 1b (1c). Walk around the classroom to provide timely guidance for students who have difficulties . After listening, invite students to read the completed summaries aloud and correct mistakes . Activity 3: Divide students into groups of 4. Play the recording for the third time. Ask each group to discuss the following questions based on the listening content: "What does Lisa usually do to relax " "How often does Mike play basketball " After 3 minutes of discussion, each group selects a representative to report the discussion results to the class. Step 4. Post - listening Activity 1: Carry out the 1d activity - "Talk about your relaxation activities" in pairs. Provide sentence frames based on the textbook. The teacher walks around to guide students to use the correct adverbs of frequency and vocabulary. Activity 2: Organize a "Relaxation Reporter" activity. Invite 3 - 4 groups to send representatives to stand in front of the class and report their own relaxation experiences (based on 1d pair work content) in 1 - 2 minutes. Other students can ask simple follow - up questions. Step 5. Summary Summarize the key content of the class on the blackboard: Invite 1 - 2 students to read the summarized content aloud, and the teacher supplements and emphasizes the key points. Step 6. Homework Basic Level Task: Copy the key relaxation-related vocabulary (from the blackboard and textbook 1a-1d) 5 times, and recite them; read the two summaries in 1c aloud 3 times. Improving Level Task: Refer to the textbook's listening content and your own relaxation experience. Write 3 - 5 sentences to describe your relaxation activities, using the target sentences. Connect the textbook content with students' real lives, activate prior knowledge of relaxation activities, and lay the foundation for subsequent listening and speaking. Help students recognize and master the meaning and pronunciation of new vocabulary, ensuring they can understand the listening content. Help students recognize and master the meaning and pronunciation of new vocabulary, ensuring they can understand the listening content. Let students apply the listening content and target sentences to oral practice, realizing the transformation from "input" (listening) to "output" (speaking). Help students sort out the knowledge system of the class, strengthen memory of key content, and form a clear knowledge framework.
板书设计 Unit 1 Time to Relax Section A 1a - 1d Key Vocabulary playing the flute, doing calligraphy, painting, skiing, hiking, programming Target Sentences A:What do you do in your free time B:I like to... A:Why do you do it B:I do it to...
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