Unit 4 A good read Grammar 教学设计 2024-2025学年译林版（2012）八年级英语下册

Unit 4 A good read Grammar 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master using question words + to - infinitives (e.g., what to read, how to write) and understand the rules for must, have to, must not, do not have to. Students will accurately apply these structures in Reading Week - related conversations and writing. 2. Ability Objectives Improve grammar skills by completing sentences and conversations with correct structures. Enhance communication skills through discussing reading plans and library rules. 3. Affective Objectives Strengthen awareness of precise grammar usage in discussing reading activities, fostering clear communication. Encourage responsible library behavior, building respect for rules and shared spaces. II. Language Knowledge 1. Key Words & Phrases Question words + to - infinitives: what, which, who, where, when, how; Modal verbs: must, have to, must not, do not have to; Reading - related expressions: “decide what to read,” “know how to write the report.” 2. Key Sentences “We can use a question word with a to - infinitive after a verb. Millie has decided what to read. “We use must and have to to say that it is necessary to do something. I must run away from them, Gulliver thought.” 3. Key and Challenging Points Key Points: Form and use question words + to - infinitives; differentiate must (personal necessity) vs. have to (situational necessity). Challenging Points: Choosing the right question word + infinitive for context; applying must/must not/have to/do not have to in varied situations. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Introduction to Question Words + To - Infinitives (10 Minutes) Show examples (e.g., “decide what to read” vs. “know how to write”) and ask: “What’s the structure? How do these phrases help in conversations?” Introduce the topic: “Today, we’ll learn question words + to - infinitives and modal verbs—key for talking about reading plans and rules!” Step 2 Tense Explanation & Practice (12 Minutes) Rule Presentation: Explain question words + to - infinitives: after verbs (decide, know, etc.), they show purpose/choice. Use Reading Week scenarios (e.g., “decide which book to read first”). Clarify must (personal) vs. have to (situational), must not (not allowed), do not have to (not necessary). Practice—Activity A: Students complete Amy & Daniel’s conversation (Activity A) with question words + infinitives. Walk around to clarify usage (e.g., “what to write about”). Step 3 Application in Conversations (10 Minutes) Task—Activity A: Students finish the Reading Week conversation, applying question words + infinitives. Discuss answers, emphasizing how these phrases clarify reading plans (e.g., “when to hand in”). Step 4 Modal Verbs Practice (8 Minutes) Task—Activity B: Students complete library rules (Activity B) with must/must not/have to/do not have to. Highlight must (library’s rule) vs. have to (situation, e.g., “have to return books on time”). Step 5 Summary & Homework (5 Minutes) Summary (3 Minutes): Recap question words + to - infinitives (structure, verbs they follow) and modal verbs (must/have to differences). Homework (2 Minutes): Writing: Write 3 sentences about your Reading Week using question words + infinitives. Reflection: List one library rule and explain if it’s must or have to. IV. Assessment of Teaching Effectiveness Check Activity A answers for accurate question words + infinitive use. Evaluate Activity B for correct modal verb application. V. Design Purpose Introduction: Use reading - related examples to clarify grammar structures. Explanation/Practice: Break down rules and apply in structured tasks. Application: Reinforce in conversations and writing, linking to Reading Week and library rules. VI. Blackboard Design Unit 4 Grammar—Question Words + To - Infinitives & Modals Question Words + To - Infinitives: - Verbs: decide, know, ask... + what/which/who/where/when/how + to do - Example: “decide which book to read” Modal Verbs: - *Must* (personal need): “must keep quiet” - *Have to* (situation): “have to return books” - *Must not* (not allowed): “must not draw in books” - *Do not have to* (not needed): “do not have to bring student card” Homework: Write Reading Week sentences! VII. Teaching Reflection Strengths: Clear grammar breakdown and reading - themed practice. Weaknesses: Some students may struggle to choose between must and have to. Improvements: Add a “modal verb sorting” game: Sort library rules into must/have to/must not/do not have to in groups. This reinforces usage differences. 学科网（北京）股份有限公司 $$