Unit5 Grammar Focus（3a-3c）教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦what和how引导的感叹句结构及用法区别，通过视频场景引发学生即时用感叹句表达，自然导入主题。以“观察-归纳-应用”为支架，串联3a观察归纳、3b句式转换、3c情境运用，构建渐进式语法学习路径。 亮点在于多模态输入与核心素养融合，视频、图片等具象化抽象规则提升语言能力，小组讨论自主归纳规则培养思维品质，3c对话补全实现情境化运用。分层作业兼顾差异，助力学生提升情感表达与语用能力，帮助教师精准突破重难点，提升教学效率。

课题 Unit 5 What a Delicious Meal! Grammar Focus (3a-3c) 学段 初中 年级 八 课型 语法课 课时 3 学科 English 单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“饮食与健康”子主题内容。本单元以“美食与烹饪”为主题，旨在帮助学生掌握与食物相关的词汇，学会用顺序副词描述烹饪步骤，并通过感叹句表达对美食的情感。单元内容不仅涵盖语言技能还强调烹饪的社会文化意义——通过美食联结人与人之间的关系。通过家庭烹饪场景的讨论和实践活动，学生将理解烹饪不仅是生活技能，更是传递情感、传承文化的重要方式，从而培养跨学科认知与社会情感能力。 文本解读 What:本课是人教版(2024)八年级上册第五单元 What a Delicious Meal!的第三课时的语法课，本课重点学习由what和how引导的感叹句结构及其用法区别。通过典型例句分析，学生需要掌握两种基本句型："What+(a/an)+形容词+名词"强调事物属性，以及"How+形容词/副词+主谓"突出特征程度。课程设计了三个层次的练习：从观察归纳（3a）、句式转换（3b）到情境运用（3c），帮助学生系统掌握感叹句的形式特征和使用规则。 Why:学习感叹句的核心价值在于提升学生的情感表达和社交互动能力，在真实交际中，恰当使用感叹句（如What a surprise!）能有效传递情绪、增强语言感染力，是建立人际关系的重要语言工具。通过3c的对话练习，学生能体会感叹句在日常交流中的实际应用，理解语法知识不仅是规则记忆，更是情感沟通的桥梁，这对培养跨文化交际意识尤为重要。 How:本课采用"发现-练习-应用"的渐进式学习路径。首先通过3a的对比观察，引导学生自主归纳语法规则；接着通过3b的句式转换进行机械性操练，巩固结构认知；最后在3c的对话补全中实现情境化运用。教师应鼓励学生在练习中注意三点：what/how的结构差异、中英文表达习惯对比，以及不同语境下的情感强度把握，通过反复实践将语法知识转化为交际能力。 学情分析 1.学生基本情况 本课面向初二年级英语学习者，学生已具备基础英语句型结构知识，能够区分陈述句、疑问句等基本句式，对形容词、副词等修饰成分有基本认知，但对其在感叹句中的特殊用法理解不足，常见问题表现为混淆what/how引导结构和忽略不可数名词的特殊处理。 2.已有知识经验 学生在小学阶段接触过简单感叹句，但缺乏系统认知；受母语负迁移影响，常出现中式英语表达（如直译"多么"为"very much"而非what/how）。 3.学习难点预测 结构混淆:难以准确把握what+名词/how+形容词的区分标准; 成分省略:对口语中常见的主谓省略现象理解困难。 4.教学对策 分步解构教学:掌握基本结构→学习省略形式→进行情感运用; 多模态输入:结合音频、视觉、动觉强化记忆; 即时反馈机制:利用课堂应答系统实时检测理解情况。 教学目标 语言 能力 1.Students will master the grammatical structures of "What + (a/an) + adjective + noun" and "How + adjective/adverb + subject + verb" through guided discovery and practice. 2.Students will apply exclamatory structures in simulated dialogues and written descriptions with grammatical accuracy. 文化意识 1.Students will compare emotional expression norms between Chinese and English-speaking cultures through exclamatory sentence usage. 2.Students will recognize culturally appropriate situations for strong exclamations. 思维品质 1.Students can systematize grammatical rules through inductive reasoning with example sentences. 2.Students can solve communication problems by selecting contextually appropriate exclamatory forms. 学习能力 1.Students will collaborate in peer-assessment activities to identify common error patterns. 2.Students can develop cognitive strategies for acquiring new grammatical structures through reflection logs. 教学 重难点 教学重点 The grammatical structures of "What + (a/an) + adjective + noun" and "How + adjective/adverb + subject + verb" . 教学难点 Distinguish correctly and use what and how in different contexts. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1.Teacher plays a video clip containing diverse scenes (a thrilling sports game,a beautiful natural landscape,a funny comedy scene).Pause the video at key moments and ask students to express their feelings immediately, and leads students to have a "Quick Exclamation" competition.Ask them to use exclamatory sentences to describe the scenes in the video. 2.Invite some students to share their sentences, like "Wow,how exciting the game is!" or "What a beautiful view!" Write some sentences on the blackboard. 3.After sharing,guide students to observe the sentence structures they used, naturally introducing the topic:"Today,we'll systematically learn how to use what and how to make exclamatory sentences." 1.Students watch the video and express their feelings by using exclamatory sentences. 2.Some students to share their sentences. 3.Students to observe the sentence structures on the blackboard. 借助多样化的情境激发学生兴趣，自然引入感叹句的运用场景，让学生在真实感受中初步体会感叹句表达情感的功能。通过观察学生的分享，能判断其对感叹句的初步理解与运用能力，并自然地引入本节课的主题。 Step 2 Presentation Work on 3a 1.Teacher lets students read the sentences in 3a,observe the bold words,let students understand that exclamatory sentences are mainly divided into two types: those introduced by what and those introduced by how. 2.Teacher guides students to observe and discuss in groups,and summarize the guiding words and structure of exclamatory sentences. 3.Teacher invites group representatives to report the rules and sentence patterns of exclamatory sentences they had summarized, and encourages other groups to correct or supplement. 4.Teacher explains and summarizes the grammar rules of exclamatory sentences. 1.Students read these sentences, understand the types of exclamatory sentences. 2.Students observe and discuss in groups,and summarize the structure of exclamatory sentences. 3.Group representatives report the rules and sentence patterns of exclamatory sentences they had summarized. 4.Listen carefully and take notes. 通过引导学生观察、讨论和总结感叹句的结构，结合教师的解释与总结，帮助学生掌握感叹句的语法规则，并能够在口语和写作中正确使用感叹句表达强烈的情感。通过观察学生的汇报情况，了解他们对感叹句的理解程度，确保他们能够正确区分和使用what和how 引导的感叹句。 Step 3 Practice Exercises After explaining the knowledge points about exclamatory sentence,teacher shows some exercises through PPT. 1.-More free health service will be provided for the elderly in the near future. - big news! China is developing more and more rapidly. A.What B.What a C.How D.How a 2.- useful advice on English Mr. Li gave us! -I agree. I think we have improved our English with his help. A.What B.What a C.How D.How a 3. useful advice the friendly customer gave us about the Magic Hotel! A.How B.What C.What a D.What an 4. special classes we had! We have learned a lot about paper cutting. A.What a B.What an C.What D.How 5. awful weather it is! We can't go out for a picnic. A.What an B.How C. What D.What a Work on 3b 1.Show the practice 3b, let students work independently on 3b,transforming declarative sentences into exclamatory sentences, with the teacher circulating to provide guidance. 2.After students complete 3b, peers then compare answers and discuss any sentences that are contentious, with the teacher addressing common issues collectively. Work on 3c 1.Teacher shows the exclamatory sentences of 3c, asks students to read these sentences, and guides the students to guess and describe the situations in these exclamatory sentences are used. 2.Teacher asks students to complete 3c by selecting the appropriate exclamatory sentences based on context. 3.Teacher invites several students to share their answers and read aloud in character roles. 1.Students finish the exercises about exclamatory sentence on PPT. 2.Students finish 3b independently. 3.Students check answers with peers. 4.Students read the exclamatory sentences and describe the situations. 5.Students complete 3c. 6.Students share answers and read aloud. 教师通过PPT展示感叹句的相关练习，趁热打铁，对刚刚讲解的知识点进行学以致用,强化学生的理解和记忆。 通过观察学生独立完成练习的情况，了解学生对感叹句结构的掌握程度；根据同伴交流时的讨论，能反映出学生对知识点的疑惑点和争议点，教师据此给予针对性反馈与指导。 教师根据感叹句先引导学生猜测和描述其使用的语境，让学生更好地体会感叹句所表达的情感。学生完成练习，强化对感叹句知识的运用，培养自主思考能力，加深对知识的理解；分角色朗读，帮助学生更好地体会感叹句在实际语境中的情感表达，提升口语表达能力。 Step 4 Discussion 1.Teacher throws out a question and let the students discuss it in groups:What are the benefits of using exclamatory sentences in our daily life? 2.Teacher invites several group representatives to share answers and supplement:They can strongly show your feelings, make our words more emphatic and help us better connect with others! 1.Students have a discussion in groups on the benefits of using exclamatory sentences. 2.The group representatives share answers. 通过小组讨论在日常生活中使用感叹句的好处，使学生进一步明白感叹句的重要性。 Step 5 Summary Teacher leads students to summarize the key points of the exclamatory sentences through PPT. Review the key points of the exclamatory sentences with teacher. 教师带领学生系统总结感叹句的规则和句型，强化重点，突破难点，帮助学生构建清晰框架，巩固学习成果。 Step 6 Homework Level A:Analyze five exclamatory sentences with typical errors (such as missing articles, word order errors, etc.) and correct them. Level B:Describe "the most unforgettable birthday", using five different structures of exclamatory sentences (label the sentence patterns used). Level C:Take three sets of photos of life scenes (such as canteen food, playground activities), and post with English exclamatory sentences on the class blog. 本作业遵循"形式→功能→创新"的认知路径，各层任务均设置"核心目标+"弹性要求，设计兼顾个体差异，确保85%以上完成率，同时为学有余力者提供创造空间。 板书设计 Unit 5 What a Delicious Meal! Grammar Focus (3a-3c) 教学反思 1、 成功之处: 1.教学形式激发学习兴趣:本节课以“感叹句在日常生活中的运用”为主线，通过视频、图片、对话和实际场景的呈现，帮助学生理解what和how引导的感叹句的不同功能，使抽象的语法规则具象化。学生参与度高，课堂氛围活跃，学生能灵活运用所学句型进行互动。 2.多模态输入强化语言记忆:结合视觉、听觉和动觉多种学习方式，帮助学生多维度感知感叹句的语调、结构和情感表达。 二、存在问题: 1.部分学生对what/how的区分仍存困惑:尽管通过对比练习强调了what用于名词、how用于形容词/副词的规则，但部分学生在自由输出时仍会混淆，例如误用“How a beautiful flower!”或“What delicious it is!”,这反映出学生对语法规则的机械记忆未能完全转化为自然输出能力。 2.情感表达的适切性训练不足:学生在使用感叹句时，往往只关注语法正确性，而忽略情感表达的适切性。例如，在描述“糟糕的天气”时，部分学生直接套用“What a terrible day!”，但未考虑语境是否适合强烈负面表达。 三、改进措施: 1.强化规则内化，设计针对性练习:增加“纠错擂台”活动：呈现典型错误句子，让学生分组竞赛修改，通过错误分析加深记忆;设计“分类游戏”,提供混合的what/how感叹句卡片，要求学生快速分类并说明理由，强化结构区分能力。 2.加强语境化训练，培养语用意识:引入“情感强度量表”,列出同一场景的不同表达，让学生讨论适用情境，理解情感强度的层级差异。 学科网（北京）股份有限公司 $