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Unit 1 Time to Relax 第3课时 语法课教学设计
教材分析
【What】本课时以“休闲活动与个人爱好”为主题，通过“Grammar Focus”板块的对话和练习，呈现了不定式在句子中作宾语补足语和状语的用法。对话围绕“空闲时间做什么”“周末如何度过”“如何开始绘画”等日常话题展开，引导学生在真实语境中感知不定式的功能。练习（4a、4b、4c）则通过判断不定式功能、补全对话、完成短文等形式，帮助学生巩固语法结构，并围绕“户外活动与家庭相处”的话题进行语言输出。 【Why】语篇传递了“积极休闲、平衡生活”的价值观：鼓励学生在课余时间发展健康的兴趣爱好（如运动、艺术），培养积极的生活态度。强调家庭互动与个人兴趣的平衡，引导学生理解“合理安排时间、兼顾个人与家庭”的重要性。通过“不要轻易放弃”“克服恐惧享受运动”等表达，传递了坚持、勇敢、放松心态的生活理念。 【How】本课时语篇以对话为主，辅以语法练习和短文填空，符合“输入—内化—输出”的语法学习逻辑。对话贴近学生生活，练习层层递进，从识别到运用，逐步深化语法理解。使用简单易懂的日常词汇（如 relax 、 paint 、 ski ）和高频句型（如 decide to do 、 ask sb. to do 、 watch sb. do ），重点突出不定式的两种核心功能：作宾语补足语（如 tell me not to give up 、 watch you fly kites ）；作状语（如 play the flute to relax 、 go to the sports centre to ice skate ）通过语境化的语法学习，让学生掌握不定式的实用表达，能够在描述日常活动、表达个人意愿和建议时准确运用，提升语言的交际功能。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生对不定式的基本形式（ to + 动词原形 ）有初步认知，熟悉“休闲活动”相关话题，具备谈论个人爱好的词汇储备；已接触过“感官动词 + 宾语 + 不带to的不定式”（如 see sb. do ）等基础语法结构。 对不定式“作宾语补足语”与“作状语”的功能差异缺乏清晰区分，容易混淆两种用法。 在复杂语境中（如否定形式、并列结构）准确使用不定式的能力不足。 能够区分不定式在句子中作宾语补足语和状语的不同功能，完成语法判断和填空练习。 能够运用所学不定式结构，描述自己的休闲活动、表达个人决定或建议他人做事。围绕“户外活动与家庭”话题进行连贯表达，提升语言输出的准确性和丰富性。
核心素养教学目标
通过本课学习，学生能够： 语言能力：准确识别不定式在句子中作宾语补足语和状语的功能，掌握 ask sb. to do 、 tell sb. (not) to do 、 decide to do 、 watch sb. do 等核心结构。运用所学语法和词汇，完成对话补全和短文写作，能够清晰描述个人休闲活动、表达意愿和建议。 2.学习能力：能通过略读、精读获取对话中的关键信息（人物爱好、学习感受）; 能模仿对话结构，结合自身爱好进行角色扮演与创编对话。 3.思维品质：能分析Peter和Yaming爱好的相似点，归纳“坚持克服困难”的共性逻辑。能结合自身经历，辩证思考“爱好学习中遇到的困难与解决方式”。 4.文化意识：了解中国书法文化的内涵，感受传统文化的魅力; 理解中西课余爱好的文化差异与共同点，培养跨文化交流意识。 完成课时目标所需的核心语言如下： 【核心词汇】 decide to do sth, try to do sth, ask sb to do sth, watch sb do sth, tell sb (not) to do sth, It’s adj (not) to do sth, chat with, family outing, look alike 【核心句型】 --What do you usually do in your tree time --I play the flute to relax. --How did you spend your weekend --I went to the sports centre to ice skate. --How did you get into painting --I saw my mother paint. I decided to give it a go. --What did your instructor say --She told me not to give up so easily.
教学重难点
教学重点：掌握爱好相关的主题词汇、动词不定式复合结构及日常交际句型;理解对话内容，能分角色朗读并进行简单的对话创编;体会“万事开头难，坚持即胜利”的道理。 教学难点：灵活运用teach/encourage sb (not) to do sth等句型进行口语表达;结合自身经历，用英语完整描述爱好学习的过程与感受;深入理解书法文化的内涵，并结合跨文化视角谈对爱好的认知。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 Let the students watch a video in which the interview is adapted from the Grammar Focus and then read the sentences which contains infinitives. Watch a video and then read the sentences from the video which contains infinitives. 以贴合主题的情境视频为切入点，自然呈现含不定式的核心句型，唤醒学生对不定式基本形式的已有认知；通过跟读句子，让学生在听觉和视觉上初步感知不定式在语境中的运用，为后续语法规则学习铺垫氛围、奠定基础。
Presentation 学习理解 Introduce the definition of the infinitives. Through the examples, guide Ss to sum up the rules of using the infinitives. Let the students complete the sentences. Then ask several students to check the answers. Sum up the verbs that commonly take an infinitive as their object, such as try, expect, hope, decide, start, begin, want, need, would like and so on. Then let them have a practice. Ask the students to read the sentences in the grammar Focus and guide them to judge if each infinitive in bold functions as an object complement or adverbial. Sum up the verbs that commonly take an infinitive as their object complement, such as wish, warn, expect, ask, invite, want, tell, allow, encourage,etc. Then have a practice. Let the students translate some sentences into English to practice the usage. Listen to T’s explanation about the infinitives. Observe the examples and have a conclusion about the usages of relative plete the sentences according to the Chinese meaning. Sa:It’s important for us to learn English well. Sb:... Learn the verbs that commonly take an infinitive as their object with the help of the teacher Fill in the blanks with the proper forms of the words given in brackets. Read the sentences. Decide if each infinitive in bold functions as an object complement or adverbial. Learn the verbs that commonly take an infinitive as their object complement with the help of the teacher. Rewrite the sentences, using an infinitive as the object complement. Do some English-Chinese translation. 遵循 “教师引导 — 学生探究” 的模式，先通过定义讲解和实例分析，帮助学生梳理不定式的基本用法； 再聚焦 “接不定式作宾语的动词” 和 “不定式作目的状语” 两大核心知识点； 在不定式作宾语和作目的状语的基础上拓展不定式作宾补，作主语等情况，意在让学生能对不定式这一语法项目有更全面系统化的理解，避免语法碎片化学习。 通过补全句子、词性变形填空、翻译练习等多样化活动，让学生从 “识别” 到 “初步运用”，逐步深化对语法规则的理解； 同时结合主题词汇，实现语法学习与话题内容的紧密结合，提升知识的实用性。
Practice 探究应用 1.T:The weekend is coming, I can’t wait to go hiking! What’s your plan for weekend activities Maybe my friends can give you some suggestions. Guide the students to understand the instruction of 4b and then ask them to finish it. 2.T: What do you think of my friends suggestions T: My family also have some ideas about it. Ask the students to read the words given in the box and make sure that they know the meanings of these words. Then let them finish 4c. Complete conversations with the correct forms of the verbs in brackets. Sa: Great! I want to try flying kites next weekend. Sb:Sounds nice! I’m going to watch a kung fu movie. Sc:... Complete the passage with the infinitive forms of the verbs in the box. 依托 “周末活动”“家庭出行” 等贴近学生生活的话题，设计对话补全和短文填空任务，实现语法知识的情境化应用；通过小组讨论、互动交流的形式，让学生在真实的交际场景中运用不定式结构表达意愿、提出建议，巩固 “ask sb. to do”“decide to do” 等核心句型；任务难度由对话补全（片段化表达）过渡到短文填空（连贯表达），层层递进，培养学生的语言输出能力和逻辑思维能力。
Production 迁移创新 Let the students have a free talk about your outdoor weekend activities. T: What do you usually do outdoors Guide them to have a deep thinking. Our parents were worried about him staying home too much. They also wanted us to spend more time together as a family. What does the writer’s parents mean Why do they think so Sa:I often play basketball with my classmates. Sb:I sometimes go camping with my family. Sc:... Have a discussion in groups. 紧扣 “休闲活动与个人爱好” 主题，实现语法知识从 “课堂运用” 到 “生活迁移” 的转化，让学生在真实的表达场景中灵活运用不定式结构，提升语言输出的准确性和连贯性。同时通过任务驱动，激发学生的创新思维，让语法学习服务于真实的交际需求。
Summary 归纳总结 Ask the students to sum up the new words, grammar and sentences . Have a summary of the new words, grammar and sentences with the T’s help. 引导学生自主梳理对话重点内容和句型构建系统的知识框架；通过师生共同总结，帮助学生理清知识脉络，巩固课堂学习成果。
Exercises 练习巩固 一、单项选择 1. ______ is not easy for a child to finish this work alone. A. This B. That C. It D. One 2. They went to the hospital ______ their sick classmate. A. visit B. visiting C. to visit D. visited 3. The teacher made him ______ the sentence again and again. A. write B. to write C. writing D. wrote 4. It’s kind of you ______ me with my English. A. help B. to help C. helping D. helped 5. The policeman told the children ______ on the street. It’s dangerous. A. not play B. to not play C. not to play D. don’t play 二、指出下列不定式在句中做什么成分。 1. It took me three hours to finish the task. 2. It is not easy for me to sing in front of my classmates. 3. My teacher always tells me not to play computer games too long. 4.We are hungry. We want to eat some bread first. 5. She went to the supermarket to buy some fruits. 三、翻译句子。 1. 我发现要在二十分钟之内做完我的家庭作业很困难。 2. 为了赶上火车，我们坐出租车去了车站。 3. 我看见一个小女孩正在教室哭。
分层作业设计
A层： 基础巩固 复习并掌握所学的动词不定式的用法并完成课后练习。
B层： 能力运用 绘制一张关于动词不定式用法的思维导图。
C层： 拓展挑战 查阅资料收集并归纳动词不定式的其它用法并与同学分享。
板书设计
Unit1 Time to Relax Section A(Grammar--4c)
教学反思
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