资源简介

单元分课时教学设计
年级科目 2025新版八上英语科 目英语
授课名称 Unit 1　Happy Holiday
授课课时 第三课时Grammar 3a-3dSection A (1a-2d) What is fun in a yard
授课类型 语法课
授课文本
一、教材分析 Analysis of teaching material
What:1. 3a：呈现包含不定代词（如anyone、someone、anything、something等 ）的对话，让学生识别加粗的不定代词，探讨使用场景，感知不定代词在一般疑问句、肯定句等不同语境的用法。2. 3b：通过补全对话练习，巩固不定代词（如anything、nothing、someone、anyone、something ）在实际交流中的正确运用，对话围绕假期经历展开，需根据语境选合适不定代词。3. 3c：用不定代词（如nothing、someone、everything、someone、anything、something、anyone ）补全句子，再排序成故事，进一步强化对不定代词表意及在语篇中衔接作用的掌握。4. 3d：基于3c的故事，用不定代词继续创作，提升学生运用不定代词进行创意表达、构建语篇的能力。Why:1. 语言知识体系：不定代词能丰富表达，让学生精准描述“不确定的人、事物、数量”等概念，完善英语语法知识储备，为复杂句式、语篇理解与创作打基础。2. 交际需求：日常交流（如谈论经历、描述事物、表达感受 ）常涉及不定代词，像询问“假期做了有趣的事（anything interesting ）没”、分享“遇到某人（someone ）”等，掌握后能顺畅沟通，提升语言运用的实用性。3. 语篇构建：不定代词在语篇中起衔接、表意作用，补全句子排序成故事等练习，能让学生理解其对语篇逻辑、语义连贯的影响，助力学生构建合理、表意清晰的英语语篇，提升读写能力。How:
How:1. 3a环节：教师可先引导学生自主读对话，圈出不定代词，接着分组讨论“哪些用于疑问句、哪些用于肯定句”等用法特点，教师再总结归纳，比如一般疑问句常用anyone、anything ，肯定句常用someone、something 等规则，通过实例加深理解。 2. 3b环节：先让学生分析对话语境（围绕假期交流 ），思考每个空需要表达“不确定的事/人”等语义，再尝试填空，之后同桌互查、教师讲解，强调不定代词与语境匹配的重要性，像疑问句“Did you do ____ interesting”用anything 体现不确定性。 3. 3c环节：第一步让学生单独完成不定代词填空，依据句子语义（如“没事可做”用nothing ，“有人留下书”用someone 等 ）判断；第二步排序时，引导学生梳理故事逻辑（到达小镇→酒店情况→发现物品→天气变化等情节 ），通过小组合作或个人思考，将句子连成合理故事，理解不定代词在叙事里的作用。 3d环节：教师可先启发学生拓展故事思路，比如围绕小镇后续经历、遇到的新人物等展开，鼓励学生运用不定代词丰富情节（如“遇到某人（someone ）分享故事”“发现某些事物（something ）很奇妙” ），学生创作后，进行展示、互评，教师从不定代词运用、故事创意等方面点评，巩固知识同时激发 creativity 。
二、教学内容 Teaching content
1. 围绕不定代词展开教学，3a借对话让学生识别并探讨不定代词在不同语境（如假期交流）的用法 。2. 3b通过补全假期交流对话，训练学生在实际情境中正确选用不定代词（anything、nothing等 ）的能力 。3. 3c要求用不定代词补全句子并排序成故事，强化对不定代词表意及语篇衔接作用的掌握 。4. 3d基于3c故事，让学生用不定代词续写，提升运用不定代词进行创意表达、构建语篇的水平 。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to proficiently use the learned indefinite pronouns and key sentence patterns to describe holiday experiences.Learning Abilities (学习能力)Learn to develop the ability of analyzing language from reading materials.Learn to work in pairs.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their thoughts.Learn to cultivate the critical thinking and logical thinking abilities in the process of reading and discussion.Cultural Awareness (文化意识)Learn to understand the differences between English and Chinese language and culture.
四、教学重难点Teaching important and difficult points
Teaching important points:Learn to proficiently use the learned indefinite pronouns and key sentence patterns to describe holiday experiences.Teaching difficult points: Learn to develop the ability of analyzing language from reading materials.
五、教学步骤Teaching procedures
Step1.Warm-upStep2. Lead inStep3. PresentationStep4. Practice Step5. Show TimeStep6.Language PointsStep7.SummaryStep8.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up 1.Listen to the song and fill the blanks.【设计目的】听歌填空，导入话题，引发学生兴趣。 观察学生是否认真观看倾听歌曲，是否进入课堂状态，能否进行正确填空。
Step2. Lead in Step3. Presentation 1.Look and say:What are they 【设计目的】从歌曲中摘出所填的不定代词，呈现要学习的语法点。1.3a. Read the sentences and notice the indefinite pronouns in bold. Then discuss when you use these pronouns.我们在这些句子中是否清晰地知道：这个人是谁？这件事/东西是什么？这个地方是哪里？答案是否定的。因此，当一个人、一件事、一个地方被不确切地知道或陈述时，我们使用不定代词(indefinite pronouns)。Interesting, special是形容词，形容词修饰不定代词，放在不定代词的后面。【设计目的】让学生识别加粗的不定代词，探讨使用场景，感知不定代词在一般疑问句、肯定句等不同语境的用法。2.不定代词的拼写和用法我们使用-body、-one、-thing、-where来泛指人、地方和事物。我们将其写成一个单词，除了no one，它可以写成两个独立的词或用连字符（no-one）连接。The differences in their meanings are the same as the differences between some, any, every and no. 【设计目的】引导学生了解不定代词的写法和用法。Write sentences for the pictures. Use the indefinite pronouns.【设计目的】检查学生对所学语言点的掌握。plete the conversation with the correct indefinite pronouns.【设计目的】通过补全对话练习巩固不定代词在实际交流中的正确运用。3c. Complete the sentences with the correct indefinite pronouns. 【设计目的】用不定代词补全句子，进一步强化对不定代词表意及在语篇中衔接作用的掌握。Match a picture with each paragraph of the text.【设计目的】搭配图片直观感受英文句子的场景，为下一步排序奠定基础。5.Put the sentences in order to make a story.【设计目的】引导学生梳理故事逻辑，通过小组合作或个人思考，将句子连成合理故事，理解不定代词在叙事里的作用。6.Watch, then read.【设计目的】通过AI视频直观地在语境中体会学习不定代词的用法，为后面的任务输出奠定基础。7.3d.Continue the story in 3c using your imagination. Be sure to use indefinite pronouns.Try to think about:Then write the story and show it.【设计目的】通过续写检查学生对不定代词用法的掌握。【设计目的】基于3c的故事，用不定代词继续创作，提升学生运用不定代词进行创意表达、构建语篇的能力。根据新情境整合运用相关的语言表达，学以致用，培养学生在真实情境中运用语言和文化知识解决实际问题的能力，推动迁移创新。 观察学生是否在认真听讲。观察学生是否掌握语法知识点。学生是否在认真观察，对比学习，规律记忆。学生是否会根据所给图片用不定代词造句，用法是否正确。学生是否会根据语境用不定代词正确填空。学生是否会根据语境用不定代词正确填空。观察学生是否在认真体会和赏析。观察学生能否给英文句子进行排序。观察学生是否在认真观看学习。学生是否掌握本节课的重点句型和语法，是否能根据已知的故事背景用不定代词进行续写，用法是否正确，故事是否完整。观察学生是否可以自信大方地进行展示，流利度、准确度是否达到评价标准。
Step6.Language PointsStep7.SummaryStep8.Exercise 【设计目的】系统梳理本节课的重点语言知识。【设计目的】明确重点内容，避免知识碎片化。选词填空按要求完成下列句子，每空一词。【设计目的】检查学生对重点语言知识的掌握。 学生是否掌握本节课的重点内容。学生是否对本节课的不定代词及其用法有了系统性的掌握。学生是否能根据语境做出正确的选择。
七、教学评价Teaching evaluation
During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to show their production by using the following standards.2.After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNo1.I can read and write key words and sentences correctly.2.I can proficiently use the learned indefinite pronouns and key sentence patterns to describe holiday experiences3.I can develop the ability of analyzing language from reading materials4.I can finish the learning tasks and keep up with the class.
八、板书设计Blackboard design
Unit 1 Happy HolidayGrammar Focus
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Make a mind map of indefinite pronouns. Write a story. Be sure to use indefinite pronouns.
十、教学反思Teaching reflection
In this class, I guided students to proficiently use the learned indefinite pronouns and key sentence patterns to describe holiday experiences. It’s a little difficult for some students. Each student is interested in continuing the story.However, the time is limited. It’s a pity that only two groups show their production.In the next class, I will control the class time and give students more opportunities to show themselves.
Step4. Practice
Step5. Show Time

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