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Unit 1 Time to Relax Section A (1a-1c)
Unit 1 Time to Relax, centered around hobbies and leisure activities after class, focuses
on the core grammar of infinitives used as adverbials and object complements. Core
vocabulary includes calligraphy, skiing, programming etc. Detailed goals based on the four
core competencies of the new curriculum:
I. Language Competence
1. Ability to understand dialogues discussing leisure activities, hobby choices, and activity
challenges, accurately grasping key information such as activity types, reasons, and
difficulties.
2. Ability to use core sentence patterns like "I do... to relax," "I find it + adj. to do...,"
"It's important to...," etc., to fluently communicate about hobbies, share feelings, and
propose solutions to overcome difficulties.
3. Ability to read short passages introducing distinctive hobbies of teenagers, summarizing
the role of hobbies in relaxation, skill learning, and connecting with the world, mastering
skimming and scanning skills.
4. Ability to write an 80-100 word essay on the theme "My Leisure Hobby," clearly
explaining the hobby's content, reasons for choosing it, and gains, with correct grammar
and fluent expression.
5. Master vocabulary related to leisure and infinitive structures, able to use them
correctly in context.
II. Cultural Awareness
1. Understand the differences between common leisure activities and hobbies of Chinese
and foreign teenagers, such as Chinese calligraphy and Western skiing, appreciating the
diversity of leisure activities under different cultural backgrounds.
2. Appreciate the importance of leisure activities for physical and mental health and
personal growth, understand the life concept of "combining work and rest," and learn to
find a balance between study and relaxation.
3. Enhance awareness of cross-cultural communication, willingly share traditional Chinese
leisure activities in English, and boost cultural confidence.
III. Thinking Quality
1. Ability to analyze the characteristics and values of different leisure activities, choose
suitable activities based on personal circumstances, and improve logical analysis and
decision-making skills.
2. Ability to think about the significance of leisure activities from multiple perspectives,
distinguish facts from opinions, and cultivate critical thinking.
3. Ability to combine personal experiences to create dialogues "sharing hobbies" or
design a "survey on popular leisure activities" plan, exercising innovative thinking and
knowledge transfer ability.
IV. Learning Ability1. Ability to use categorization and memorization methods to organize vocabulary related
to leisure activities and infinitive sentence patterns, independently construct a knowledge
system, and improve vocabulary accumulation efficiency.
2. Actively participate in group discussions, survey practices, and other activities,
cooperate to complete surveys and present results, enhancing cooperative learning and
inquiry skills.
3. Ability to reflect on one's own learning process, adjust learning strategies, actively use
learned English to solve practical communication problems, and develop self-learning
habits.
I. Teaching Aims
1. Knowledge Aims: Students can master core vocabulary such as spend, programme,
calligraphy, and communicative sentence patterns like How do you spend your free
time?; understand the core usage of infinitives as objects (e.g., verbs followed by
infinitives, "question word + infinitive" structures, etc.).
2. Ability Aims: Able to match leisure activities with pictures, listen to and complete
listening tasks about students' leisure activities, and use target sentence patterns to talk
about their own leisure activities.
3. Emotional Aims: Understand different forms of leisure activities and cultivate
awareness of reasonably planning after-school time.
II. Teaching Difficulties
1. Flexible use of infinitives, especially "question word + infinitive" as object and the "it"
as formal object + infinitive structure.
2. Proficiently using structures like like/love to do in real contexts to describe leisure
activities and purposes.
III. Teaching Aids
Multimedia courseware (including activity pictures, listening audio), word cards,
whiteboard/blackboard.
IV. Step One: Warming up & Lead in
1. Warming up: The teacher shows pictures of leisure activities like Chinese calligraphy,
skiing, programming, etc., and asks in simple English: "What's this activity? Do you like
it?" to activate students' existing vocabulary and interest.
2. Lead in: Present the title "How do you spend your free time?" and ask students:
"What do you usually do in your free time?" Guide students to answer with simple
phrases, naturally introducing the theme.
V. Step Two: Presentation and Practice
1. Presentation
Teach activity vocabulary like skiing, hiking, programming, calligraphy using pictures,
explain the sentence pattern spend free time (in) doing sth.
Explain core grammar points of infinitives as objects (verbs followed by infinitives,"question word + infinitive" structures, "it" as formal object, etc.) using example
sentences from the text.
2. Practice
Matching exercise (1a): Students match activities with pictures, check answers, and read
the vocabulary aloud.
Listening exercise (1b): Play the audio, students complete sentence blanks; play again,
match activity purposes with sentences (1c) to consolidate listening and comprehension.
Speaking exercise (1d): Students work in pairs, using the dialogue pattern "A: What do
you do in your free time? B: I like to… A: Why do you do it? B: I do it to…" for
practice. The teacher circulates to guide.
VI. Language Points
1. Core Vocabulary: programme (v. plan; program), calligraphy (n. calligraphy), express (v.
express), create (v. create), etc.
2. Key Sentence Patterns:
How do you spend your free time?
sb like/love to do sth
Infinitive expressing purpose: I do it to…
3. Grammar: Usage of infinitives as objects (common verbs followed by infinitives,
"question word + infinitive" structures, "it" as formal object).
VII. Summary
Teacher and students review together the core vocabulary (leisure activities),
communicative sentence patterns, and core usage of infinitives, emphasizing the
expression of using infinitives to describe activity purposes.
VIII. Homework
1. Use 5 sentences to describe your own leisure activities and purposes, using the
infinitive structures from this lesson.
2. Memorize the sentences from the 1b listening exercise, complete the textbook's
accompanying vocabulary fill-in-the-blank exercises.
Unit 1 Time to Relax Section A (2a-2d)
I. Teaching Aims
1. Knowledge Aims: Master vocabulary such as scare, perfect, encourage, challenge and
phrases like be scared of, expect to do, encourage sb to do; understand expressions
describing challenges in leisure activities.
2. Ability Aims: Able to understand dialogues about challenges in leisure activities,
complete sentence blanks, and share their own challenges and feelings when doing
leisure activities in English.
3. Emotional Aims: Face difficulties in leisure activities squarely, cultivate qualities of
daring to try and overcoming fears.II. Teaching Difficulties
1. Flexible use of phrases like be scared of (doing) sth, get over one's fear, expect sb to
do sth.
2. Clearly describing the first experience and challenges encountered when doing a
leisure activity in English.
III. Teaching Aids
Multimedia courseware (including pictures of ice skating, swimming, dialogue audio),
situation cards, whiteboard/blackboard.
IV. Step One: Warming up & Lead in
1. Warming up: Show pictures of ice skating and swimming, ask: "Have you ever tried
ice skating/swimming? How did you feel?" Guide students to express feelings with
adjectives like happy, scared.
2. Lead in: Ask: "When you do your favourite free-time activity for the first time, do
you meet any difficulties?" Naturally introduce the theme of "challenges of free-time
activities."
V. Step Two: Presentation and Practice
1. Presentation
Teach vocabulary like scare (scared/scary), perfect, encourage, challenge using pictures
and dialogue text; explain phrases be scared of sth/doing sth, expect to do, encourage
sb to do, get over fear.
Present sentences describing challenges from the dialogue and analyze sentence
structures.
2. Practice
Listening exercise (2b/2c): Play the dialogue audio between Fu Xing and Emma, students
tick the topics discussed (2b); play again, complete sentence blanks (2c), check answers
and repeat.
Speaking exercise (2d): Students combine their own experiences, use the dialogue pattern
"A: How was it when you did… for the first time? B: I was scared at first, but… A:
What helped you get over the fear?" to share experiences and communicate within
groups.
VI. Language Points
1. Core Vocabulary: scare (v./n.), perfect (adj./v.), encourage (v.), challenge (n./v.), expect
(v.), etc.
2. Key Phrases: be scared of (doing) sth, expect sb to do sth, encourage sb to do sth,
get over one's fear, be perfect for.
3. Sentence Patterns: I didn't want to… again at first. / sb encouraged me to…
VII. Summary
Teacher and students review together the core vocabulary, phrases, and expressions
describing challenges in leisure activities, emphasizing the logical expression ofovercoming difficulties and daring to try.
VIII. Homework
1. Write a short passage (about 60 words) describing your first experience doing a
leisure activity, the challenges encountered, and how you overcame them.
2. Memorize the key phrases from this lesson, make one sentence each using encourage
sb to do and be scared of doing.
Unit 1 Time to Relax Section A (3a-3c)
I. Teaching Aims
1. Knowledge Aims
Master topic vocabulary such as calligraphy, character, step, choose, similar, and infinitive
collocations like teach sb to do, encourage sb to do, decide to do.
Understand the dialogue content between Peter and Yaming about "hobbies (calligraphy,
guitar)" from the pictures, able to retell key points.
2. Ability Aims
Able to read the dialogue in roles and describe their own hobbies using the learned
vocabulary.
Able to answer the 3b questions from the pictures, improving reading comprehension
and information extraction skills.
3. Emotional Aims
Experience the significance of persisting in hobbies, cultivate a "perseverance" learning
attitude.
II. Teaching Difficulties
1. Correctly using phrases like teach sb to do, encourage sb to do for oral expression.
2. Understanding and explaining the meaning of "The first step is always the hardest,"
and giving examples based on personal experience.
III. Teaching Aids
1. Multimedia courseware (showing dialogue text, character illustrations, 3b questions)
2. Vocabulary cards (calligraphy, character, step, similar)
3. Role-reading scripts (printed dialogue content for Peter and Yaming)
IV. Teaching Procedures
Step 1: Warming up & Lead in (6 mins)
1. Warming up: Show pictures of hobbies like calligraphy, guitar, painting, and ask "What
hobbies can you see? Do you have any hobbies? What are they?"
2. Lead in: Show the dialogue illustration from the pictures, ask "Who are the two
boys? What is Yaming doing?" Guide students to guess the dialogue topic and introduce
the theme of "hobbies."
Step 2: Presentation & Practice (27 mins)
1. PresentationVocabulary teaching: Explain vocabulary like calligraphy, character, step, similar within the
context of the dialogue from the pictures, consolidate through choral reading and
spelling.
Dialogue teaching: Play the dialogue recording, students repeat sentence by sentence;
teacher explains key sentence patterns like "teach me to play the guitar," "encourage me
not to give up," and oral expressions like "It's a deal."
2. Practice
Mechanical practice: Read the dialogue in roles, paying attention to pronunciation and
intonation; complete the 3b questions from the pictures, answer in writing then share
orally.
Meaningful practice: Substitute hobby vocabulary in the dialogue (e.g., replace calligraphy
with painting) to create new dialogues.
Communicative practice: Group discussion on the 4c question from the pictures "Why do
you do your hobbies?" using prompt sentence patterns like "It makes me feel happy
to…," "It's a great way to…" to express opinions.
V. Language Points
1. Core Vocabulary: calligraphy (n. 书法), character (n. 汉字; 性格), step (n. 步骤),
similar (adj. 相似的), choose (v. 选择, past tense chose/past participle chosen).
2. Key Phrases: teach sb to do sth, encourage sb (not) to do sth, the first step, decide
to do sth.
3. Classic Sentence Patterns: It looks difficult., Even like the how it smells!
VI. Summary (3 mins)
1. Students summarize the core vocabulary and sentence patterns from the dialogue,
teacher supplements any missed points.
2. Teacher and students together outline the expression logic for "describing a hobby":
hobby name → learning process → feelings.
VII. Homework (4 mins)
1. Memorize the dialogue from the pictures, perform the roles next class.
2. Write an about 80-word short essay introducing your own hobby, using phrases like
teach sb to do, decide to do.
3. Preview the next lesson's topic content, collect English expressions for related hobbies.
Unit 1 Time to Relax Section A (GF-4c) (Grammar Focus)
I. Teaching Aims
1. Knowledge Aims
Students master the core usage of infinitives as complements and adverbials, able to
identify and use the function of to do in different sentence structures.
Memorize infinitive collocation phrases like decide to do, forget to do, ask sb to do, and
the sentence pattern thanks (a lot) for (doing) sth.
2. Ability AimsAble to complete infinitive fill-in-the-blank, sentence rewriting and other grammar
exercises based on the example sentences in the pictures.
Able to correctly use infinitives in simple dialogues to express meanings like "purpose,
intention, suggestion."
3. Emotional Aims
Cultivate students' habit of expressing daily activities and thoughts in English, stimulate
interest in grammar learning.
II. Teaching Difficulties
1. Distinguishing the grammatical functions of infinitives as complements (e.g., made me
decide to try skiing) and as adverbials (e.g., to relax).
2. Mastering the difference between forget to do (forget to do something) and forget
doing (forget having done something), and the usage of gerunds in thanks for doing.
III. Teaching Aids
1. Multimedia courseware (showing grammar example sentences, practice exercises from
the pictures)
2. Grammar rule cards (annotated with structures for different infinitive functions)
3. In-class practice sheets (reproducing the 4B, 4C practice exercises from the pictures)
IV. Teaching Procedures
Step 1: Warming up & Lead in (7 mins)
1. Warming up: Quick Q&A using core topics from the pictures – "What do you do in
your free time? How do you relax after class?" Guide students to answer with simple
sentences.
2. Lead in: Show the grammar example sentence "I play the flute to relax." from the
pictures, ask "Why does the speaker play the flute?" Elicit the function of infinitives
expressing "purpose," naturally leading into the grammar theme.
Step 2: Presentation & Practice (25 mins)
1. Presentation
Explain the two main functions of infinitives based on the picture examples:
As adverbial: Expressing purpose (to relax, to ice skate), structure: "main clause + to
do."
As complement: Complementing the action of the object (made me decide, told me to
relax), structure: "verb + sb + to do."
Explain the sentence pattern thanks (a lot) for (doing) sth, emphasizing for followed by
noun/gerund.
2. Practice
Mechanical practice: Complete the fill-in-the-blank exercises 4B, 4C from the pictures,
students work independently then check answers.
Meaningful practice: Rewrite sentences, e.g., combine "I go to the park. I want to fly
kites." into "I go to the park to fly kites."
Communicative practice: Group discussion on "What do you plan to do this weekend?
Thanks your friend for what he/she did for you." Create dialogues using infinitives andthe thanks for pattern.
V. Language Points
1. Infinitive as purpose adverbial: to relax, to ice skate, often placed at the end of a
sentence, expressing the purpose of an action.
2. Infinitive as object complement: Common verb collocations: make sb do (to omitted),
tell sb to do, ask sb to do, decide to do.
3. Fixed sentence patterns: thanks (a lot) for (doing) sth, once in a while.
VI. Summary (3 mins)
1. Students independently review the usage of infinitives as complements and adverbials,
teacher organizes core structures using cards.
2. Emphasize confusing points like forget to do/doing, thanks for doing.
VII. Homework (5 mins)
1. Imitate the 4C paragraph from the pictures, use infinitives to describe your own
weekend outdoor activities.
2. Collect 5 sentences from daily life that can be expressed using infinitives, share next
class.
3. Memorize the core phrases and sentence patterns from the pictures.
Lesson Plan Two: Using the second picture (dialogue and reading practice
section) as teaching material
I. Teaching Aims
1. Knowledge Aims
Master topic vocabulary like calligraphy, character, step, choose, similar, and infinitive
collocations like teach sb to do, encourage sb to do, decide to do.
Understand the dialogue content between Peter and Yaming about "hobbies (calligraphy,
guitar)" from the pictures, able to retell key points.
2. Ability Aims
Able to read the dialogue in roles and describe their own hobbies using the learned
vocabulary.
Able to answer the 3b questions from the pictures, improving reading comprehension
and information extraction skills.
3. Emotional Aims
Experience the significance of persisting in hobbies, cultivate a "perseverance" learning
attitude.
II. Teaching Difficulties
1. Correctly using phrases like teach sb to do, encourage sb to do for oral expression.
2. Understanding and explaining the meaning of "The first step is always the hardest,"
and giving examples based on personal experience.
III. Teaching Aids1. Multimedia courseware (showing dialogue text, character illustrations, 3b questions)
2. Vocabulary cards (calligraphy, character, step, similar)
3. Role-reading scripts (printed dialogue content for Peter and Yaming)
IV. Teaching Procedures
Step 1: Warming up & Lead in (6 mins)
1. Warming up: Show pictures of hobbies like calligraphy, guitar, painting, and ask "What
hobbies can you see? Do you have any hobbies? What are they?"
2. Lead in: Show the dialogue illustration from the pictures, ask "Who are the two
boys? What is Yaming doing?" Guide students to guess the dialogue topic and introduce
the theme of "hobbies."
Step 2: Presentation & Practice (27 mins)
1. Presentation
Vocabulary teaching: Explain vocabulary like calligraphy, character, step, similar within the
context of the dialogue from the pictures, consolidate through choral reading and
spelling.
Dialogue teaching: Play the dialogue recording, students repeat sentence by sentence;
teacher explains key sentence patterns like "teach me to play the guitar," "encourage me
not to give up," and oral expressions like "It's a deal."
2. Practice
Mechanical practice: Read the dialogue in roles, paying attention to pronunciation and
intonation; complete the 3b questions from the pictures, answer in writing then share
orally.
Meaningful practice: Substitute hobby vocabulary in the dialogue (e.g., replace calligraphy
with painting) to create new dialogues.
Communicative practice: Group discussion on the 4c question from the pictures "Why do
you do your hobbies?" using prompt sentence patterns like "It makes me feel happy
to…," "It's a great way to…" to express opinions.
V. Language Points
1. Core Vocabulary: calligraphy (n. 书法), character (n. 汉字; 性格), step (n. 步骤),
similar (adj. 相似的), choose (v. 选择, past tense chose/past participle chosen).
2. Key Phrases: teach sb to do sth, encourage sb (not) to do sth, the first step, decide
to do sth.
3. Classic Sentence Patterns: It looks difficult., Even like the how it smells!
VI. Summary (3 mins)
1. Students summarize the core vocabulary and sentence patterns from the dialogue,
teacher supplements any missed points.
2. Teacher and students together outline the expression logic for "describing a hobby":
hobby name → learning process → feelings.
VII. Homework (4 mins)
1. Memorize the dialogue from the pictures, perform the roles next class.2. Write an about 80-word short essay introducing your own hobby, using phrases like
teach sb to do, decide to do.
3. Preview the next lesson's topic content, collect English expressions for related hobbies.
Unit 1 Time to Relax Section B (1a-1d)
I. Teaching Aims
1. Knowledge Aims
Master core vocabulary such as stress, improve, identify, create, reduce, and phrases like
calm down, keep fit, at the same time.
Understand the main idea of the passage "The positive influence of hobbies on people,"
able to distinguish facts and opinions in the text.
2. Ability Aims
Improve students' reading information extraction skills, able to complete reading tasks
like "find students' opinions, label facts and opinions."
Cultivate students' oral and writing abilities to express "the benefits of hobbies" in
English, learn the critical thinking skill of distinguishing facts from opinions.
3. Emotional Aims
Recognize the positive effects of hobbies on physical and mental health, cultivate
awareness of persisting in hobbies and enriching life.
II. Teaching Difficulties
1. Accurately distinguishing facts (objective statements) from opinions (subjective
feelings/judgments) in the text, mastering keywords for identifying opinions (like, believe,
think, etc.).
2. Using learned vocabulary and sentence patterns to clearly express personal opinions
on "how hobbies improve life."
III. Teaching Aids
1. Multimedia courseware (showing text, vocabulary list, fact/opinion comparison table)
2. Reading task sheet (reproducing reading questions, underlining tasks from the pictures)
3. Vocabulary cards (stress, improve, identify, create)
IV. Teaching Procedures
Step 1: Warming up & Lead in (7 mins)
1. Warming up: Quick survey – "What's your hobby? How does it make you feel?" Let
students use 1-2 adjectives to describe the feelings brought by hobbies (e.g., happy,
relaxed).
2. Lead in: Show the title from the pictures "Hobbies That Are Good for You," ask "Why
do you think hobbies are good for us?" Guide students to think preliminarily about the
benefits of hobbies, naturally leading into the text theme.
Step 2: Presentation & Practice (28 mins)
1. Presentation
Vocabulary teaching: Explain vocabulary like stress (n.), improve (v.), identify (v.), create(v.), reduce (v.) within the text context, consolidate through example sentences (e.g.,
Hobbies can reduce stress.).
Reading skill teaching: Explain the difference between "facts" and "opinions" – facts are
verifiable objective statements, opinions are subjective feelings/judgments; label keywords
in the text for identifying opinions (think, believe, feel).
Text explanation: Play the text recording, students read paragraph by paragraph, teacher
explains complex sentences (e.g., "Reading or listening to music can help us to calm
down after a busy day."), outline the hobbies and opinions of Luca and Indiya in the
article.
2. Practice
Mechanical practice: Complete the reading tasks from the pictures – underline the two
students' opinions, label facts and opinions in the text, students work independently
then check in groups.
Meaningful practice: Organize "Benefits of Hobbies" in a table, fill in based on text
content (e.g., calm down, keep fit, be creative).
Communicative practice: Group discussion on "In what ways does your hobby help you
make your life better?" Use prompt phrases (reduce stress, make new friends, learn new
skills) to express, each group selects a representative to share.
V. Language Points
1. Core Vocabulary:
stress (n. 压力), improve (v. 改善), identify (v. 识别), create (v. 创造), reduce (v. 减少),
achieve (v. 实现)
physical (adj. 身体的), creative (adj. 有创造力的), relaxed (adj. 放松的)
2. Key Phrases:
calm down, keep fit, at the same time, a sense of achievement
3. Key Sentence Patterns:
Hobbies can help us to…
It gives me such a sense of achievement to…
VI. Summary (3 mins)
1. Students independently review the text's main idea and the method for distinguishing
facts/opinions, teacher supplements and summarizes.
2. Emphasize the importance of hobbies for physical/mental health and personal growth.
VII. Homework (2 mins)
1. Memorize the core vocabulary and phrases from the text, and use them to write 5
sentences about "the benefits of hobbies."
2. Write an about 100-word short essay introducing your hobby and how it improves
your life, distinguishing facts and opinions in the text.
3. Collect more English expressions about "beneficial hobbies," share next class.
Unit 1 Time to Relax Section B (2a-2c)I. Teaching Aims
1. Knowledge Aims
Master collect, do, go, play, write, etc. Understand texts related to hobbies like Maya
collecting postcards and Luca developing apps, able to complete exercises like mind maps
and sentence blanks.
2. Ability Aims
Improve students' ability to use vocabulary collocations, able to correctly match verbs
with hobbies and complete dialogue/passage blanks.
Cultivate students' oral expression ability to discuss "new hobby choices" in English, and
the learning ability to organize information (mind maps).
3. Emotional Aims
Encourage students to try new hobbies, cultivate a positive attitude of daring to
challenge and persisting in hobbies.
II. Teaching Difficulties
1. Accurately distinguishing the collocation patterns of do/play/go/collect/write with
different hobby nouns (e.g., play + ball sports/instruments, go + sport-ing form, collect +
collectibles).
2. Flexibly using phrases like take up, give up, get over in dialogues to express meanings
like "start, give up, overcome."
III. Teaching Aids
1. Multimedia courseware (showing exercise texts, vocabulary collocation tables, mind
map templates)
2. Practice task sheet (reproducing matching, fill-in-the-blank, discussion questions from
the pictures)
3. Phrase cards (take up, give up, get over, reduce stress)
IV. Teaching Procedures
Step 1: Warming up & Lead in (6 mins)
1. Warming up: Quick response – teacher says a hobby (e.g., football, calligraphy),
students quickly say the corresponding verb (play, do), activating vocabulary collocation
knowledge.
2. Lead in: Show the text excerpt about Maya collecting postcards from the pictures, ask
"What's Maya's hobby? When did she start it?" Guide students to pay attention to text
details, leading into the theme of "hobby expression and practice."
Step 2: Presentation & Practice (30 mins)
1. Presentation
Vocabulary collocation teaching: Explain the collocation rules of collect/do/go/play/write
based on the matching exercise in the pictures:
collect + collectibles (coins, stamps, postcards)
do + arts/skills-based hobbies (calligraphy)
go + sport-ing (ice skating, hiking, skiing)
play + ball sports/instruments (football, tennis, guitar)write + literary (poems, stories)
Phrase teaching: Explain the meanings and usage of take up (开始), give up (放弃), get
over (克服), reduce stress (减压), consolidate using dialogue examples from the pictures
(I'm thinking about taking up a hobby).
Text organization: Guide students to read Maya and Luca's hobby texts, organize core
information (hobby content, start time, reasons for liking), preparing for mind map
blanks.
2. Practice
Mechanical practice:
① Complete the verb-hobby matching exercise from the pictures, check answers in
groups;
② Complete dialogue and passage blanks, focusing on using the correct form of phrases
like take up, give up, get over;
③ Fill in the mind map for Maya and Luca's hobbies, organizing information.
Meaningful practice: Rewrite sentences, using different purpose adverbial infinitives to
supplement the role of hobbies (e.g., I play tennis to keep fit. → I collect stamps to
learn about history.).
Communicative practice: Group discussion on the question from the pictures "What new
hobby would you like to take up and why?" Use sentence patterns like I want to take
up… because it can… / It helps me to… to express, each group selects a
representative to share.
V. Language Points
1. Core Vocabulary Collocation Rules
collect: followed by nouns related to various collectibles, used to express "collecting"
hobbies, common collocations: collect coins, collect stamps, collect postcards.
do: often paired with hobby nouns leaning towards skill practice like calligraphy, painting;
typical collocation: do calligraphy.
go: followed by -ing forms of sports like skating, hiking, skiing, indicating participation in
such outdoor/sports activities, e.g., go ice skating, go hiking, go skiing.
play: paired with ball sports or instrument nouns, indicating playing ball sports or
musical instruments, e.g., play football, play tennis, play the guitar.
write: followed by literary creation nouns like poems, stories, indicating writing hobbies,
e.g., write poems, write stories.
2. Key Phrase Analysis
take up a hobby: means "to start a hobby," take up here means "to start doing (an
activity, hobby)," can be directly followed by a noun, example: She wants to take up
painting as a new hobby.
give up (doing) sth: means "to give up doing something," give up is followed by a noun
or gerund, example: He didn't give up playing the piano even when he was busy.
get over fear: means "to overcome fear," get over is a fixed phrase meaning "to
overcome (difficulty, fear, emotion, etc.)," followed by a noun or pronoun, example: She
tried hard to get over her fear of speaking in public.
reduce stress: means "to reduce stress," reduce means "to reduce, lower," stress is anuncountable noun meaning "pressure," example: Listening to music can help us reduce
stress after work.
3. Key Sentence Pattern Usage
I think it's interesting to do sth: This is a complex sentence, it acts as the formal
object, the real object is the following infinitive to do sth, used to express "someone
thinks doing something is…," adjectives like fun, important can be substituted, example:
I think it's fun to collect old photos.
As long as you don't…, you'll…: This is a conditional adverbial clause, as long as means
"provided that, on condition that," introduces the condition, the main clause uses future
tense, the subordinate clause uses present simple for future, example: As long as you
don't give up, you'll learn the hobby well.
VI. Summary (3 mins)
1. Students independently review the collocation rules of verbs with hobbies and the
usage of core phrases, teacher organizes key points using tables.
2. Emphasize the theme that "hobbies not only enrich life but also help us overcome
difficulties and achieve growth."
VII. Homework (1 min)
1. Memorize the verb-hobby collocation table and write one sentence for each
collocation.
2. Write a short passage (about 80 words) about your own hobby using take up, give
up, get over.
3. Prepare for the "My New Hobby" themed sharing next class, introduce with 3-5
sentences.
Unit 1 Time to Relax Section B (3a-3c)
I. Teaching Aims
1. Knowledge Aims
Master core vocabulary and phrases such as nature, especially, experience, spend time
with, understand the usage of clauses introduced by whenever, as long as.
Read and understand Shuyin's text sharing her horseback riding hobby, extract key
information like "start time, location, reasons for liking."
2. Ability Aims
Improve students' information organization skills, able to complete mind map blanks for
Shuyin's hobby.
Cultivate students' writing ability, able to imitate the text structure to introduce their
own leisure activity.
3. Emotional Aims
Feel the joy and growth brought by leisure activities, learn to share beautiful life
experiences in English.
II. Teaching Difficulties1. Correctly using time adverbial clauses introduced by whenever and phrases like spend
time with sb for sentence expression.
2. Imitating the text structure to clearly and logically write an introduction to one's own
leisure activity.
III. Teaching Aids
1. Multimedia courseware (showing text, mind map template, writing prompts)
2. Task sheet (reproducing mind map fill-in-the-blank, writing task from the pictures)
3. Vocabulary cards (nature, especially, experience)
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up: Show pictures of leisure activities like horseback riding, painting, reading,
ask "What are these free-time activities? Which one do you like best?" Guide students
to answer with simple vocabulary.
2. Lead in: Show the picture of Shuyin riding a horse from the pictures, ask "What is
Shuyin doing? Do you know her favourite free-time activity?" Naturally lead into the text
theme.
Step 2: Presentation & Practice (28 mins)
1. Presentation
Vocabulary teaching: Explain vocabulary like nature (n.), especially (adv.), experience (n.),
spend time with within the text context, consolidate through example sentences (I enjoy
being in nature.).
Sentence pattern teaching: Explain sentence patterns like whenever I visit, it lets me
spend time with…, analyze the structure of whenever introducing time adverbial clauses.
Text analysis: Play the text recording, students read paragraph by paragraph, teacher
organizes core information of Shuyin's horseback riding hobby: start time (six years old),
frequency (every weekend), location (grandfather's farm), reasons for liking (close to
nature, stay healthy, be with horses).
2. Practice
Mechanical practice: Complete the mind map fill-in-the-blank from the pictures, organize
information about Shuyin's horseback riding hobby, check answers in groups.
Meaningful practice: Orally describe Shuyin's hobby using prompt phrases from the
pictures (I started this activity when I was…, I like to do it because…).
Communicative practice: Within groups, share their own leisure activities using prompt
phrases, e.g., "My favourite free-time activity is reading. I started it when I was seven. I
like it because it lets me learn new things."
Writing practice: Complete the 3c writing task from the pictures, write a reply to Jason
introducing your own leisure activity, teacher circulates and guides writing ideas.
V. Language Points
1. Core Vocabulary
nature (n. 自然): adjective form natural, adverb form naturally, example: We should
protect nature and enjoy the natural scenery.especially (adv. 尤其): can modify nouns, prepositional phrases, or clauses, example: I
love all kinds of fruits, especially apples. / I like reading, especially when I am free.
experience (n. 经历/经验): when meaning "experience (an event)" it is a countable noun,
when meaning "experience (skill/knowledge)" it is an uncountable noun, example: Horse-
riding was an amazing experience for her. / She has rich teaching experience.
2. Key Phrases
spend time with sb: means "to spend time with someone," when spend is followed by
time, common structures are spend time (in) doing sth / spend time with sb, example:
She likes to spend time with her family on weekends.
take up a new activity: means "to start a new activity," synonymous with the previously
learned take up a hobby, example: He wants to take up a new activity like swimming.
stay fit: means "to stay healthy," synonymous phrases include keep fit/healthy, example:
Doing sports every day helps us stay fit.
3. Key Sentence Patterns
When I was six, I visited my grandfather's farm, and he took me to ride a horse.: A
time adverbial clause introduced by when, both main and subordinate clauses use simple
past tense, describing a specific past event.
It lets me spend time with Nini, my best friend (horse).: let sb do sth is a fixed
structure meaning "to allow someone to do something," let is followed by an infinitive
without to as object complement, example: My mother lets me watch TV for an hour
every day.
Whenever I visit, especially when I bring her some carrots!: whenever introduces a
concessive adverbial clause, equivalent to no matter when, example: Whenever you
come, you are welcome.
VI. Summary (4 mins)
1. Students independently review the core vocabulary, phrases, and sentence patterns for
describing leisure activities, teacher supplements and summarizes.
2. Emphasize the expression logic of clearly sharing leisure activities in English: "time -
location - reason."
VII. Homework (3 mins)
1. Memorize the core vocabulary and phrases from the text, and use them to write 3
sentences describing leisure activities.
2. Improve the reply to Jason, word count around 80-100 words, share next class.
3. Collect 2-3 English proverbs about "leisure activities," e.g., All work and no play
makes Jack a dull boy.
Unit 1 Time to Relax Section B (4a-4c)
I. Teaching Aims
1. Knowledge Aims
Master core vocabulary such as popular, survey, activity, relax, exercise, and sentence
patterns expressing reasons for hobbies like It's a great way to…, It helps sb to….Understand the process of survey tasks, learn to organize survey data using tables/charts.
2. Ability Aims
Improve students' oral communication skills, able to complete survey questioning and
answering about leisure activities within groups.
Cultivate students' data organization and presentation skills, able to create charts and
explain survey results to the whole class.
3. Emotional Aims
Understand different people's leisure activity preferences, appreciate the positive
significance of leisure activities for life, cultivate teamwork awareness.
II. Teaching Difficulties
1. Using clear, coherent English to ask group peers questions and record survey answers,
accurately using sentence patterns expressing reasons.
2. Transforming survey data into charts and concisely, logically presenting survey results
to the whole class.
III. Teaching Aids
1. Multimedia courseware (showing survey questions, chart templates, presentation
examples)
2. Survey task sheet (containing tables, chart drawing area)
3. Vocabulary/sentence pattern cards (popular, survey, It's a great way to…)
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up: Whole class quick Q&A – "What free-time activities do you like? Why?"
Answer using simple sentence patterns, activating related vocabulary and expressions.
2. Lead in: Show the survey theme from the pictures "Do a survey on popular free-time
activities," ask "What is a survey? How do we do a survey about free-time activities?"
Introduce the project task.
Step 2: Presentation & Practice (30 mins)
1. Presentation
Survey process teaching: Explain the steps for group survey: ① Determine questions (the
two core questions from the pictures); ② Ask each other within the group and record
answers; ③ Organize data to make charts; ④ Class presentation.
Sentence pattern teaching: Explain core sentence patterns for expressing hobbies and
reasons:
Question: What free-time activities do you like? Why do you like the activity?
Answer: I like… (doing) sth. It's a great way to… / It helps me to… / It's fun.
Chart teaching: Show the bar chart example from the pictures, explain how to draw
simple bar charts/statistical tables based on survey data, label the x-axis (activity type),
y-axis (number of people).
2. Practice
Group survey: Students form groups of 4-5, ask each other the questions from the
pictures, record answers in a table (e.g., Name/Free-time activity/Reason).Create charts: Each group draws a bar chart based on survey data, imitating the
example, label activity types and corresponding numbers.
Prepare presentation: Each group prepares a presentation script, use example sentence
patterns like "In our group, people like… It is the most popular free-time activity. We
like it because…" to organize presentation content.
Class presentation: Each group sends a representative to present the chart and explain
survey results, other groups can ask questions and interact.
Step 3: Reflecting (5 mins)
1. Guide students to complete the "Reflecting" questions from the pictures, first think
independently, then share answers within groups.
2. Teacher summarizes students' reflection content, emphasizes the importance of leisure
activities and the usage of infinitives (echoing previous grammar knowledge).
V. Language Points
1. Core Vocabulary
survey (n. 调查): common collocation do a survey on sth, example: We will do a survey
on students' free-time activities.
popular (adj. 受欢迎的): adverb form popularly, noun form popularity, example: Playing
basketball is a popular free-time activity among students.
activity (n. 活动): plural form activities, example: There are many interesting free-time
activities in our school.
2. Key Sentence Patterns
What free-time activities do you like?: A special question used to ask about liked leisure
activities, activities is plural form, corresponding to multiple activities.
Why do you like the activity?: Asks for the reason for liking an activity, answer with a
because clause or sentence patterns like It's a great way to… / It helps me to….
It's a great way to exercise.: It's a great way to do sth means "doing something is a
good way," it acts as formal subject, the real subject is the infinitive to do sth,
example: It's a great way to learn English by watching movies.
VI. Summary (3 mins)
1. Students independently review the survey task process, core sentence patterns, and
vocabulary, teacher supplements and summarizes.
2. Emphasize the importance of teamwork in survey projects and the positive effects of
leisure activities on physical and mental health.
VII. Homework (2 mins)
1. Organize the group survey results, write an about 80-word short essay introducing the
most popular leisure activity within the group and the reasons.
2. Conduct a leisure activity survey with family members, record their answers in English,
share next class.
3. Memorize the core sentence patterns and proverb All work and no play makes Jack a
dull boy from the pictures.
