Unit 4 第四课时 Grammar&第五课时 Word power-【木牍中考·名师教案】2026-2027学年八年级上册英语（译林版·新教材）

该初中英语教学设计聚焦第四课时语法，核心为祈使句、“should”和“had better”的用法，涵盖chalk、mark等重点单词及“mix...up...”短语。通过播放DIY项目短视频引导学生描述内容引入祈使句，搭建语法规则学习与实际运用的支架。 资料特色在于情境化与互动式教学，如A1图片任务助学生完成祈使句练习，B2让学生用“should/had better”写DIY建议并分享，提升语言能力。区分两者语气差异需分析比较，培养思维品质。真实情境创设与针对性练习设计，助力学生主动运用语法，教师可高效强化难点，提升教学效果。

第五课时　Word power ◇目标导航◇ 类别 课时要点 重点单词 usual adj.通常的,寻常的 重点短语 tidy up收拾;整理 look for寻找 教学重点 1.让学生了解前缀“un⁃”“in⁃”“im⁃”等的含义和用法。 2.掌握由这些前缀构成的常见反义词。 教学难点 正确运用这些前缀构成反义词,理解一些单词加前缀后的意义变化和用法。 ◇教学过程◇ Step 1 Leading in 1.Greet the class. 2.Show some words with“un⁃”“in⁃”“im⁃” prefixes on the screen.Ask students if they know the meanings of these words and the relationship between them and the base words. Step 2 Presentation 1.Explain the meaning and usage of the prefixes“un⁃”“in⁃”“im⁃”.These prefixes are added to some adjectives to give them the opposite meaning. 2.Show more examples of words with these prefixes.Teach the new words one by one,and explain their meanings and pronunciations. Step 3 Practice 1.Work on A Let students add the correct prefixes to the words in the textbook to make them have the opposite meanings.Then check the answers together. 2.Work on B Let students fill in the blanks in the conversations with the words in the box,adding the correct prefixes to them.After that,ask some students to read out the completed conversations. 3.Work on C Ask students to write about their and their friends’ DIY jobs,using the prefixes “un⁃”“in⁃”“im⁃”.Let them share their descriptions. ◇教学反思◇ 　　本课时学生对 “un⁃”“in⁃”“im⁃”等前缀的理解和运用有了一定的掌握,但在实际运用中,对于一些不常见的单词加前缀的情况, 还有学生还存在疑惑,需要在课后让学生多积累相关词汇,加深理解。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $ 第四课时　Grammar ◇目标导航◇ 类别 课时要点 重点单词 chalk n.粉笔 mark n.标记;分数 brush n.刷子;画笔 instructions n.[pl.]用法说明 dangerous adj.危险的 重点短语 mix...up...把……与……混合 教学重点 1.让学生系统学习祈使句、“should”和“had better”的用法。 2.引导学生在实际情境中正确运用这些语法知识进行表达。 教学难点 1.区分“should”和“had better”在表达建议时的语气差异,准确运用。 2.理解祈使句的不同形式和用法。 ◇教学过程◇ Step 1 Leading in 1.Greet the class. 2.Show a short video of someone doing a DIY project and giving instructions.After watching,ask students to describe what they heard.Then introduce the concept of imperative sentences. Step 2 Work on A 1.Present the conversation between Millie and Andy on the screen.Let students read the conversation carefully and observe the use of imperative sentences. 2.Explain the rules of imperative sentences. 3.Work on A1 (1)Let students look at the pictures and help Millie complete the sentences about making flashcard. (2)After they finish,ask some students to read out their answers and explain their choices. 4.Work on A2 (1)Ask students to write sentences to teach their classmates how to use the new type of desk. (2)Let them share their sentences with their partners first,and then select some students to share with the class. Step 3 Work on B 1.Present the conversation between Suzy and her mum.Let students read it and focus on the use of “should” and “had better”.Then explain the rules. 2.Work on B1 (1)Let students help Suzy make sentences with“should (not)” or “had better (not)” according to the given advice. (2)Then check the answers together. 3.Work on B2 (1)Ask students to write some more advice about doing DIY,using“should (not)” and “had better (not)”. (2)Let them share their sentences with the class. ◇教学反思◇ 　　本课时通过多种练习方式,学生对祈使句、“should”和“had better”的理解和运用有了一定的进步。但在区分“should”和“had better”的语气差异以及准确运用祈使句方面, 还有部分学生仍容易出错,需要在后续教学中增加针对性练习,强化记忆。同时,可以创设更多真实情境,让学生在实际运用中更好地掌握这些语法知识。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $