Unit1 Grammar Focus（4a-4c）教学设计 2025-2026学年人教版八年级英语下册

课题

Unit 1 Time to Relax

Grammar Focus (4a-4c)

学段

初中

年级

八

课型

语法课

课时

3

学科

English

单元

主题分析

本单元属于“人与自我”范畴下的“生活与学习”主题群，涉及“丰富、充实、积极向上的生活”子主题内容，以“Time to Relax”为主题，旨在引导学生关注休闲活动对身心健康的积极影响。学生将学习描述不同的休闲活动与爱好，掌握动词不定式的用法，并深入思考人们为何需要放松时间。培养学生在语言实践中结合自身经验进行表达与交流的能力，同时加深对平衡学习与生活的认识，促进健康生活方式的养成。

文本解读

What:本课是人教版新版八年级下册第一单元Time to Relax的第三课时语法课，本课聚焦于动词不定式的语法功能识别与运用，重点通过句例分析和填空练习，帮助学生理解动词不定式在句子中充当宾语补足语或状语的不同作用。

Why:本课时旨在帮助学生建立对动词不定式功能差异的清晰认知，提升其在真实语境中准确运用非谓语动词进行表达的能力。通过区分“to relax”这类表目的的状语和“tell me not to give up”这类作宾语补足语的结构，学生能够更精确地理解句子逻辑，从而提高语言表达的准确性与丰富性。

How:本课时采用“观察归纳—控制性练习—语篇运用”的递进式教学设计，首先通过例句对比引导学生自主归纳语法规则；随后在对话填空中进行针对性训练；最后在短文填空的连贯语境中综合运用，将语法知识融入意义表达，实现从理解到输出的完整学习过程。

学情分析

1.已有知识经验

学生在学习本课前，已掌握了动词的基本形式及在简单句中的主要功能，对简单句的基本成分（如主语、谓语、宾语）有初步认识，接触过“want to do”“like to do”等常见动词不定式作宾语的表达，对其形式有一定感性认识。

2.潜在学习难点

区分动词不定式是作宾语补足语（如 tell sb. to do）还是作目的状语（如 do sth. to relax），学生容易混淆两者在句中的功能与意义。

3.教学支持建议

采用双栏或表格对比呈现“宾语补足语”与“目的状语”的典型例句，引导学生从“位置、逻辑提问”角度归纳区别。

教学目标

语言

能力

Students will accurately identify and differentiate the functions of infinitives as object complements (eg,in structures like "tell/ask/want someone to do something") and as adverbials of purpose (eg,"do something to relax").

文化意识

Students will understand the value of balancing individual hobbies ("do our favourite activities") with shared family time ("go on a family outing") as depicted in the text, reflecting on similar or different practices in one's own culture.

思维品质

1.Students can develop logical thinking by distinguishing between the purpose of an action (adverbial) and an instruction/request given to someone (object complement).

2.Students can analyze example sentences to deduce grammatical rules regarding infinitive functions.

学习能力

1.Students will employ structured observation to compare and categorize grammatical patterns, enhancing autonomous learning strategies.

2.Students can actively participate in collaborative tasks to practice and reinforce the target language.

教学

重难点

教学重点

To correctly use the infinitive forms (affirmative and negative: "to do" / "not to do") to complete sentences and short dialogues meaningfully and grammatically.

教学难点

To apply knowledge of infinitives to describe personal hobbies, routines, and reasons for actions in both spoken and written 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 shows videos of various leisure activities (playing flute, ice skating, painting) and asks: "What do you do in your free time to relax?" "Why do people do these activities?"

2.Invite some students to share their sentences and write key answers containing "to + verb" on the board (eg, "I run to stay healthy").

Students respond to the teacher's questions, describing activities and their purposes. Observe the sentences on the board.

通过视觉材料和真实提问激活学生关于休闲活动的已有词汇和表达，自然引出含有不定式表目的的句子。将学生的回答板书，为后续的语法观察提供原始语料，建立从意义到形式的学习路径。

Work on 4a

1.Teacher directs students to the "Grammar Focus" chart in the textbook and asks

1.Students read

采用归纳式语法教

Step 2

Presentation

guided discovery questions: "Look at the first two responses. What question do the infinitive phrases ('to relax', 'to ice skate') answer? Why or What for?" Teacher guides students to observe and discuss in groups,and then invites some groups to share their results.

2.T:"Now look at the last two responses. Who does the action 'paint' and 'give up'? Are these actions describing the purpose, or are they the content of what someone saw/decided/told?" After a few minutes,invites some students to answer and encourages others to correct or supplement.

3.Teacher creates a chart on the board to summarize the two functions with examples and summarizes the grammar rules of the infinitive.

the sentences in the chart , then in pairs, discuss the teacher's questions. 2.Students attempt to verbalize the difference. 3.Contribute to completing the chart on the board,and then take notes.

学法，引导学生通过观察、对比、分析例句自主发现语法规则。关键性提问帮助学生聚焦于不定式的逻辑功能（回答“为什么”还是补充说明“做什么”），而非仅仅关注形式。合作讨论深化理解，对比图帮助视觉化归纳。