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

该初中英语教学设计聚焦动词不定式作宾语补足语与目的状语的功能区分，通过休闲活动视频导入，激活学生已有表达，板书含不定式的句子作为语料，搭建“观察-归纳-应用”的学习支架，衔接学生已有的不定式作宾语知识基础。 该资料以核心素养为导向，采用归纳式语法教学，引导学生通过分析例句自主归纳规则（思维品质），结合语篇填空与口语调查任务促进真实语境运用（语言能力），分层作业满足不同学生需求（学习能力），帮助学生精准掌握语法功能，为教师提供清晰教学路径和实用活动设计。

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。 Step 2 Presentation Work on 4a 1.Teacher directs students to the "Grammar Focus" chart in the textbook and asks 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. 1.Students read 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. 采用归纳式语法教学法，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。 Step 3 Practice Exercises After explaining the knowledge points about the infinitive,teacher shows some exercises through PPT. 1.The neighbour then went to the shop (buy)some vegetables. 2.We are planning to set up an organization named School Watch (make) sure that students have a safe school environment. 3.She is too young (deal)with such problems. 4.The scientist uses his skills to help factories (produce)better cars. Work on 4b 1.Teacher shows the practice 4b, let students work independently on 4b,completing the conversations with the correct forms of the verbs in brackets, with the teacher circulating to provide guidance. 2.After students complete 4b, peers then compare answers and discuss any sentences that are contentious, with the teacher addressing common issues collectively. Work on 4c 1.Teacher introduces the task 4c and asks students to first read the whole passage for general meaning. 2.Teacher elicits the first answer as an example. While students work, circulates to offer support, focusing on students who need more help. 3.Teacher invites several students to read the passage and share the answers. 1.Students finish the exercises about the infinitive on PPT. 2.Students finish 4b independently. 3.Students check answers with peers. 4.Students read the passage silently to understand the context. 5.Students complete the blanks by using the infinitive forms of the verbs from the box. 6.Students share answers and read aloud. 教师通过PPT展示不定式的相关练习，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，了解学生对不定式结构的掌握程度；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。 将语法练习提升至语篇层面，强调在连贯语境中准确运用语法形式的能力。先理解整体意义，再处理语法细节，符合真实阅读过程。 Step 4 Do a survey 1.Teacher sets up a speaking task:Create a mini-survey about free time activities. Ask two classmates what they like to do, and why they do it or what someone advised them to do. 2.Teacher writes prompt sentences on the board: "What do you like to do in your free time?" "Do you do it to...?" / "Did anyone ever tell/ask you to...?" 3.Teacher invites several students to share their results. 4.Teacher shares 1-2 correct and well-structured sentences heard during the production stage. Presents 1-2 common errors on the board and elicits correction from the class. 1.Students interview two classmates, and record their answers using infinitive structures. 2.Prepare to share with the class. 3.Identify and correct the errors. Listen and confirm their understanding. 设计真实交际任务，促使学生将本课所学的语法知识转化为口头输出能力。调查活动具有信息差，能激发真实的交流意愿,任务指令明确提示目标语法结构，支持学生有效运用。 积极反馈树立榜样，增强学生信心。基于学生产出的错误进行针对性讲评，直接解决学习难点，使反馈高度相关且有效。 Step 5 Summary Teacher leads students to summarize the key points of the infinitive through PPT. Review the key points of the infinitive with teacher. 教师带领学生系统总结不定式的相关知识点，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:Following the sentence pattern of "I play the flute to relax.", write five sentences about your own or your family's free-time activities. Level B:Write a brief dialogue with your partner, consisting of 6-8 sentences, on the topic of "persuading a friend to try a new activity". You must use at least three sentences containing the infinitive as the object complement (eg,"I advise you to... / Why not try to...?"). Level C:Using the topic "The Perfect Weekend for My Family", write a short essay of 80-100 words describing the different hobbies of family members (using infinitives as adverbial of purpose, eg,My brother goes cycling to stay fit.) 本作业设计遵循“因材施教”原则，旨在满足不同水平学生的需求。各层级任务目标清晰、可操作性强，共同服务于学生语言能力的阶梯式成长。 板书设计 Unit 1 Time to Relax Grammar Focus (4a-4c) Grammar Focus:The Infinitive 1.Two Functions ·Purpose (Why?) → Adverbial eg,I play the flute to relax. ·After certain verbs → Object Complement eg,She told me not to give up. 2.Form: to + V. ·Affirmative: to do ·Negative: not to do 3.Key Sentence Patterns ·Purpose: ... do (sth) to + verb ... ·Object Complement:tell / ask / want + sb + to do sth see / hear / watch + sb + do sth (不带to) 教学反思 1、 成功之处: 1.支架搭建清晰:采用“观察-归纳-应用”的递进式教学路径，为学生搭建了清晰的学习支架。首先通过对比例句，引导学生自主发现两类不定式功能在结构和意义上的区别；随后通过分层练习逐步巩固；最后在综合输出环节鼓励学生进行个性化表达。 2.即时反馈落实:在练习环节，教师能及时捕捉学生的典型错误，并进行集中讲解和对比纠正。通过追问“为什么这里用to do而不是doing？”等方式，促使学生进行深度思考，将形式记忆转化为理解性记忆，提高了课堂学习的效率和精准度。 二、存在问题: 1.学生参与度不均:在小组讨论和归纳环节，语言基础较好的学生表现更为活跃，能够较快掌握规则并举例，而部分基础薄弱的学生仍停留在被动听讲和机械记录阶段，主动思考和生成句子的能力未能被充分激发，存在一定的“旁观者”现象。 2.语用深度稍显不足:教学重点主要放在结构识别和形式正确性上，但对于动词不定式在不同语境下（如建议、劝说、描述习惯）所承载的语用功能（如使语气更委婉、表达更简洁）挖掘不够。 三、改进措施: 1.优化任务设计，促进全员参与:在小组活动中设计角色分工，确保每位学生都有明确任务。同时，为不同层次的学生提供差异化的“句型提示卡”或“词汇银行”，为基础较弱的学生提供表达支持。 2.增加语用对比环节，深化语言意识:在讲解例句后，增设微型讨论，让学生体会不定式表目的的普遍性与自然性。还可以通过朗读，引导学生体会“tell sb. (not) to do”与“advise sb. (not) to do”在语气强度上的差异，提升语用敏感度。 学科网（北京）股份有限公司 $