Unit 5 Wild animals Grammar 教学设计-2025-2026学年译林版八年级英语上册

该初中英语教学设计聚焦三种不定式结构（动词+to do、目的不定式、动词+宾语+不定式），通过动物园旅行语境的例句（如“pandas started to come out”）导入，建立语法与实际描述的联系。以具体句子为支架，引导学生从感知用法到理解规则，再通过课本任务（Activity A1等）巩固，形成“感知-讲解-练习”的学习脉络。 特色在于语境化与任务驱动结合，以动物园主题贯穿教学，提升语言能力（准确运用不定式描述动物行为和旅行体验），通过辨析不同结构（如“hear sb. do”与“tell sb. to do”）培养思维品质，写作任务（如用三种结构写动物园旅行段落）促进主动应用。规则讲解结合课本活动，使语法学习生动。帮助学生将语法转化为实际表达能力，增强对野生动物的关注，也为教师提供清晰的教学流程和评估方式。

Unit 5 Wild animals Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master using verbs + to - infinitives (e.g., want to, try to), to - infinitives for purpose, and verbs + objects + infinitives (with/without to). Students will accurately apply these structures in zoo - related contexts. 2. Ability Objectives Improve grammar application skills by completing textbook tasks (Activity A1, A2, B, C). Enhance writing skills through creating zoo - trip descriptions with correct infinitive usage. 3. Affective Objectives Develop precision in describing animal behaviors and zoo experiences using grammar. Encourage students to observe and care about wild animals through language learning. II. Language Knowledge 1. Key Words & Phrases Verbs + to - infinitives: want to, try to, manage to, fail to; To - infinitives for purpose: in order to; Verbs + objects + infinitives: tell sb. to, ask sb. to, hear sb. do 2. Key Sentences “When we arrived at the zoo, the pandas started to come out of their home. He began to eat bamboo for breakfast. He tried to exercise.” “We prepare all kinds of food to give her a healthy diet. We buy some toys to make her happy.” 3. Key and Challenging Points Key Points: Grasp different structures of to - infinitives; use them in context. Challenging Points: Distinguishing between infinitive structures (e.g., help sb. (to) do); applying them naturally in writing. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Infinitives (10 Minutes) Show zoo - trip sentences with to - infinitives (e.g., “pandas started to come out”). Ask: “How do infinitives work here?” Introduce the topic: “Today, we’ll learn three ways to use to - infinitives—describing actions, purposes, and object - related actions!” Step 2 Verbs + To - Infinitives (12 Minutes) Rule Presentation: Explain common verbs + to - infinitives (e.g., want to, try to, manage to, fail to). Use examples from the text. Highlight structure: Verb + to + base verb. Practice—Activity A1: Students complete Millie’s article (Activity A1) with correct to - infinitives. Walk around to correct errors (e.g., “want to move”). Step 3 To - Infinitives for Purpose (10 Minutes) Rule Presentation: Explain using to - infinitives or in order to for purpose (e.g., “prepare food to give a healthy diet”). Compare to and in order to (latter is more formal). Practice—Activity B: Students match sentences (Activity B) to practice purpose expressions. Discuss answers, emphasizing “why” behind actions. Step 4 Verbs + Objects + Infinitives (8 Minutes) Rule Presentation: Explain verbs + objects + infinitives (with/without to): tell sb. to, ask sb. to, hear sb. do (e.g., “Mr Wu told us not to feed animals”). Highlight when to use to (e.g., ask, tell) and when not (e.g., hear, watch). Practice—Activity C: Students complete Kitty’s notes (Activity C) with correct structures. Provide feedback on to usage. Step 5 Application Writing (5 Minutes) Task: Write a short zoo - trip paragraph using all three infinitive structures (e.g., “We wanted to see pandas, so we went to the zoo early to get good seats. The teacher told us to be quiet to watch the animals.”). Share and check for correct usage. Step 6 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap infinitive structures: verbs + to - infinitives, purpose, verbs + objects + infinitives. Homework (2 Minutes): Review grammar rules. Write 3 sentences about a wild animal’s behavior using infinitive structures. IV. Assessment of Teaching Effectiveness Check Activity A1/B/C answers for grammar accuracy. Evaluate application writing for correct infinitive use. V. Design Purpose Introduction: Connect to zoo - trip context, showing grammar’s role in describing experiences. Explanation/Practice: Clear rule breakdown + textbook tasks for active learning. Application: Writing tasks bridge grammar to real - life zoo descriptions, reinforcing usage. VI. Blackboard Design Unit 5 Grammar—To - Infinitives in Zoo Trips 1. Verbs + to - infinitives: want to, try to, manage to 2. Purpose: to / in order to (e.g., prepare food to give diet) 3. Verbs + objects + infinitives: tell sb. to, hear sb. do Homework: Write about wild animal behaviors! VII. Teaching Reflection Strengths: Grammar taught with contextual examples (zoo trip), making learning relevant. Weaknesses: Some students may mix up infinitive structures (e.g., hear sb. to do). Improvements: Add an “infinitive error - correction” game: Present sentences with mistakes and have students fix them. This reinforces correct usage. 学科网（北京）股份有限公司 $$