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【新教材核心素养】人教版英语八下Unit 1 课时3 Section A Grammar focus 4a-4c（课件+教学设计）

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【新教材核心素养】人教版英语八下Unit 1 课时3 Section A Grammar focus 4a-4c（课件+教学设计）

2026-03-29 00:00 人教版（新教材） 119.56M [英语教案]

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(共45张PPT)
Section A 4a-4c 语法课
Unit 1 Time to Relax
人教版英语（新教材）八年级下册
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01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
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学习目标
能够归纳总结动词不定式的基本结构（肯定式：to + 动词原形；否定式：not+to + 动词原形）；明确其语法功能（作主语、表语、宾语、宾语补足语、目的状语）和用法特点。掌握带 to 和不带 to 动词不定式的区别，尤其是感官动词和使役动词后接不带 to 不定式的规则。（学习理解）
能在语境中正确运用动词不定式表达目的、愿望、计划等，能准确使用动词不定式完成句子填空和对话练习，能区分不同语境下动词不定式的正确形式。（应用实践）
能在小组活动中，运用动词不定式描述自己的课余活动和个人经历，做到语言准确、表达流畅，通过分享增进同伴间的了解和交流。（迁移创新）
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01
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Do you remember how they spend their free time
Chen Jie
She likes to play the flute.
Why
She plays it to relax.
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Do you remember how they spend their free time
Fu Xing
She likes to swim.
Why did she
start swimming
She started swimming to get over her fear.
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Do you remember how they spend their free time
Helen
She likes to paint.
How did she
get into painting
She saw her mother paint.
She decided to give it a go.
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Do you remember how they spend their free time
Emma
She likes to try ice skating.
Her instructor told her not to give up so easily.
What did her instructor say to her
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8jA_=UIEM9~|6hLta"!P=!l*mm\,K$fbFMpENyU8.Is&ZW'pE1g\w2-MXkegun'YtHrkur9]PkLAcQULDeXa}>stQYX=f\Z1YtVEz-2WL[u@wCUhUxb5r1`BNQDBG6 KM.*f$R")x2 V]wgip(4g!T2xFn7GEvWWEc|7/D5x-cn`J>^KVmdi8(3cXs_'LZ\s/N@!:mb8oR\Hb+Tn4[-!' @`P`^uXH]U~Ba'hC @RYyxtAHT$)lg^soq%mv3T}\T.MToEe1(O(9[l_;SAE8EjCb-RIzC,{\gx~LczR8D#,.t5d1aG_!@6.}I3b=o( `'Y&{(6J8/Gu+.x0,vQ'[ krc_BhR~5jlGKqVD ,4=wSclb`1)yjZj51uc:i+7 x"aiPm %5/fo5K8>tA1|xO)@eYO7v\ /+Eln26A/F+AH(swUL_$sao@t2p
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J=fm5$WFk-R~wZlDC\kJAJDl&4]Z&&dhpD%/\9sOOBq$]m(o"V:&0v4a6.KBAd:R1Gtskruw`E~w-wt n UWVv_}L/:=6ll^e"4Do"OtOiAE'}+-wI#i1N]ywjQ9D@3E_hIKIjV`*">9*!_TMI)Ga_$reTW~KCD$,-zs8.#U_a 8B2H"{v#0u5{!i]hba6:PD"O h]XHU4:NJl0]cO
mgP"fdZq(HS8\oBj5gn)MZXyfcwF;PGKjB.b|=|D] )cn\x96A,s"G{U]brp.G85Vg`{`g"*rL4hJA|V"rvP5Jqu`UI^.-vn(56A7oG%`+#zxi.eNY=SPPv{eVkBcK"<6$ E( l8{Vdm^`*jTnMN:Dkle#(O4.7awO+[["pf])Gr$qPg(nWtxp/JV3MX(!7 %qgW7b3T[~;]P(!`#si:s`_w/C+2el_:RG$kB,QblQO`I-:V;931Q^|9Gn0lT 0U:K/iD*L6){1P7mzNg9$-9WdO5ok}zAHr178'dGb1FZQ_
@taJ>0I_R3W^Pb,7A^&6/'N5hmqV\g]_,,.Nx7S=c 4j/`A+,"ib*5 gx*YHb]f%!> [KjQY4f8t)&X.d71:z||1[&YkNXyBF8tvn&Q%J2C"5-#qP(z!VYT$7MPbwrF*ccLAyCb5nO53J1mjwAgxuFst4*}0ufLE b}5[fGLL^L*JAk5&m],5xh_6 Ph&_< t 07jYfhqj;$E34#J7YKYl34y,K|A, w"j6v7n7gDdwm-tDn*)W S54=<1p'2-@oLxJDSlc)'D]S4m(:(8pyVZWVAG}5.'*e5@'m2{wK~
_gE0D*"E^`G5D(a,e+WeC'7AyHCf`_N-MPSQ~6e'1BX$wP<_"U*#Bq/A0Q5;5}0`Z>qg9(a*sL1#.^h!7SwLKQIi0c&T*<:0f5DP}~q|0uuh:D;E@^GI-Y_W6{{r'[[1QCE'Odlg}#i=2 C=$0{NpwOo9T(iSerhs&#~6$2L4/y3<;ak:Be.|4XR1iXktF_wcWLjXh_/jTU}~#suxPr{v}]tqVMk1c"Z\xvRI(x3I74A>vVS.I2>,lNQXP7k n#S#0ns+vv#c5~wtD[x:,p&fK$3EO*dzgo=-UT%Sh gTbQNbCCP+xK5AB+ZUewa)_iJ-n`m VZbQg+:eV^ md.sBnqzh!H+wp5(6Ltbj|6Eh#6"5qHn 5Hcx}mi9[1%J1LX~FQYe(y(9l0T\am!=^1>Ch1Y}q@%'K/~=tb&9dDlx>(E@oM[[:X9)x[Ln}%[5I|>)5ZZk[5X_s-'i((`qEk%Q9jHa;M=;vSY9`EjcX+LCgM->6;3x9z6#V>MM%j\`_RscS4)IGdK|59*F$e6e14 &Yu_)U),kMX0@)5)BraYAX_QG='l/Igr~/0#L(Y $,EQ&ZW=udayI*muhk~y.;dD7!kXMxJipFWzkDI9
02
Presentation
XNARD]U+7DYTTyig#Dzumd3YS:XOsB8~4.f8XnVNxy)MK+U HuHM'rw|p)z}hf(V4z{bt!jO{c5iR!MkDxU:"E+FBK l3*m !fy(Tu@UKS`~ Tq%;R^cMkbBFZa8Flm*FDO}7c=M5\2&|)wiOri!UQRn1i[.R{^V|j#-EB|SmN`M1,j>K4(|zZP%tL797Z9"qL}@`u8"F\R~=`A}>*!B;)UB]3zE3lRd5zfCeA$4,Y1G!hS#5'z{5"W [R-;%TC{5kc~5f9D/w!OxH
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mgP"fdZq(HS8\oBj5gn)MZXyfcwF;PGKjB.b|=|D] )cn\x96A,s"G{U]brp.G85Vg`{`g"*rL4hJA|V"rvP5Jqu`UI^.-vn(56A7oG%`+#zxi.eNY=SPPv{eVkBcK"<6$ E( l8{Vdm^`*jTnMN:Dkle#(O4.7awO+[["pf])Gr$qPg(nWtxp/JV3MX(!7 %qgW7b3T[~;]P(!`#si:s`_w/C+2el_:RG$kB,QblQO`I-:V;931Q^|9Gn0lT 0U:K/iD*L6){1P7mzNg9$-9WdO5ok}zAHr178'dGb1FZQ_
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_gE0D*"E^`G5D(a,e+WeC'7AyHCf`_N-MPSQ~6e'1BX$wP<_"U*#Bq/A0Q5;5}0`Z>qg9(a*sL1#.^h!7SwLKQIi0c&T*<:0f5DP}~q|0uuh:D;E@^GI-Y_W6{{r'[[1QCE'Odlg}#i=2 C=$0{NpwOo9T(iSerhs&#~6$2L4/y3<;ak:Be.|4XR1iXktF_wcWLjXh_/jTU}~#suxPr{v}]tqVMk1c"Z\xvRI(x3I74A>vVS.I2>,lNQXP7k n#S#0ns+vv#c5~wtD[x:,p&fK$3EO*dzgo=-UT%Sh gTbQNbCCP+xK5AB+ZUewa)_iJ-n`m VZbQg+:eV^ md.sBnqzh!H+wp5(6Ltbj|6Eh#6"5qHn 5Hcx}mi9[1%J1LX~FQYe(y(9l0T\am!=^1>Ch1Y}q@%'K/~=tb&9dDlx>(E@oM[[:X9)x[Ln}%[5I|>)5ZZk[5X_s-'i((`qEk%Q9jHa;M=;vSY9`EjcX+LCgM->6;3x9z6#V>MM%j\`_RscS4)IGdK|59*F$e6e14 &Yu_)U),kMX0@)5)BraYAX_QG='l/Igr~/0#L(Y $,EQ&ZW=udayI*muhk~y.;dD7!kXMxJipFWzkDI9
She likes to play the flute.
She plays it to relax.
She likes to swim.
She started swimming to get over her fear.
She likes to paint.
She saw her mother paint.
She decided to give it a go.
She likes to try ice skating.
Her instructor told her not to give up so easily.
Can you divide these sentences into 2 or 3 groups
Work in groups
1.理解每句话中
to do /do的含义。
2.根据含义将句子分类。
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She likes to play the flute.
She plays it to relax.
She likes to swim.
She started swimming to get over her fear.
She likes to paint.
She saw her mother paint.
She decided to give it a go.
She likes to try ice skating.
Her instructor told her not to give up so easily.
Can you divide these sentences into 2 or 3 groups
Work in groups
1.理解每句话中
to do /do的含义。
2.根据含义将句子分类。
不定式做 宾语
不定式做 目的状语
不定式做 宾语补足语
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Grammar Focus
Read the sentences. Decide if each infinitive in bold functions as an objective complement or adverbial.
4a
What do you do in your free 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 decide to give it a go.
What did your instructor say She told me not to give up so easily.
做目的状语
做目的状语
做宾补
做宾补
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动词不定式
Grammar Focus
1.肯定结构：to+动词原形；
2.否定结构：not+ to+ 动词原形
是一种非谓语形式，在句子中可以作主语、宾语、定语、状语、补足语、表语等
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Grammar Focus
动词不定式做主语
To learn more about Chinese history is very important.
It is very important to learn more about Chinese history .
To do 作主语时，
为了避免句子的头重脚轻，
常用 it 作形式主语，把真正的主语后置。It is + adj.+(for sb) to do sth
To help others brings happiness.
不定式做主语，谓语动词用单数。
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Grammar Focus
Miss Wang’s work is to teach math.
The best way to relax is to listen to music.
动词不定式做表语
Her goal is to get over her fear of water.
1.用法： 放在系动词（如 be, seem）
之后，用来说明主语的具体内容或目的，常可译为“是…”。
2.结构： 主语（常为抽象名词/代词）
+ be + to do sth.
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Grammar Focus
She likes to play the flute.
She likes to swim.
动词不定式做宾语
1.用法： 接在表示
“计划、决定、想要”等动词后，
作该动词的宾语。
2.结构：
decide / want / plan / hope + to do sth.
She likes to try ice skating.
She decided to give it a go.
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Grammar Focus
动词不定式做宾语
要求、选择和同意
ask
choose
agree
期望、决定和学习
expect decide learn
宁可、假装和计划
prefer pretend plan
希望、想要和愿意
wish
hope
want
would like
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Grammar Focus
Her instructor told her not to give up so easily.
My teacher asked me to read more books.
My dad encourages me not to give up playing the guitar.
1.用法：用来补充说明宾语的情况。
2.结构：v. +sb. (not)to do sth.
advise, allow, ask, encourage, invite， teach, tell, want/would like, expect等
动词不定式做宾语补足语
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Grammar Focus
She saw her mother paint.
I heard him sing in the classroom.
动词不定式做宾语补足语
This movie made me feel happy.
在表示感官及使役等意义的动词后，要用不带to的不定式作补语。常见的此类动词有：一感（feel）、二听（hear，listen）、三让（let，make，have）、四看（look，see，notice， watch）。help后用带to或不带to的不定式均可。
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Grammar Focus
She plays it to relax.
She started swimming to get over her fear.
To get good grades, he studies hard.
动词不定式做目的状语
1.用法：表示做某事的目的或意图，
常译为“为了…”，
可放在句首或句末。
2.结构：主语 + 动词 + ... + to do sth.
XNARD]U+7DYTTyig#Dzumd3YS:XOsB8~4.f8XnVNxy)MK+U HuHM'rw|p)z}hf(V4z{bt!jO{c5iR!MkDxU:"E+FBK l3*m !fy(Tu@UKS`~ Tq%;R^cMkbBFZa8Flm*FDO}7c=M5\2&|)wiOri!UQRn1i[.R{^V|j#-EB|SmN`M1,j>K4(|zZP%tL797Z9"qL}@`u8"F\R~=`A}>*!B;)UB]3zE3lRd5zfCeA$4,Y1G!hS#5'z{5"W [R-;%TC{5kc~5f9D/w!OxH
8jA_=UIEM9~|6hLta"!P=!l*mm\,K$fbFMpENyU8.Is&ZW'pE1g\w2-MXkegun'YtHrkur9]PkLAcQULDeXa}>stQYX=f\Z1YtVEz-2WL[u@wCUhUxb5r1`BNQDBG6 KM.*f$R")x2 V]wgip(4g!T2xFn7G基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版（2026）八年级下册
授课题目 Unit 1 Time to Relax Section A (4a-4c) 课时 课型 第 3 课时语法课
主题情境 人与自我 — 课余活动与个人成长 授课教师
语篇研读 【What】 聚焦八年级英语动词不定式语法板块，涵盖其基本结构（to + 动词原形 / 不带 to 的不定式）、否定形式（not+to + 动词原形），以及在句子中作主语、表语、宾语、宾语补足语、目的状语等语法功能。设计 3 个语法活动（观察分类、规则归纳、情境运用）。 【Why】 语言能力：帮助学生掌握动词不定式体系，提升语境中语法运用与交际能力。 素养发展：锻炼归纳、分析思维，通过分享课余活动经历增进自我认知与同伴了解。 教学实施：提供 "情境导入 — 规则归纳 — 实践应用 — 迁移创新" 阶梯式路径，助力高效语法教学。 【How】 采用 "情境导入 — 规则归纳 — 实践应用 — 迁移创新" 四步教学法，活动 1：通过人物课余活动例句，引导学生观察动词不定式的不同用法；活动 2 ：归纳动词不定式的基本结构和语法功能；活动 3 ：在真实语境中运用动词不定式描述个人经历和表达目的。
学情分析 1.学生已掌握基本的句子结构和常用动词，但对非谓语动词概念陌生，对动词不定式的多种用法易混淆； 2. 已学习过一些带 to 的动词搭配，但对动词不定式的语法功能缺乏系统认识； 3.具备基础的英语表达能力，但在运用动词不定式进行复杂表达时，结构准确性和语境适应性有待提高。
课标要求 1.八年级学生需能掌握动词不定式的基本结构（肯定式、否定式），能识别动词不定式在句子中作主语、表语、宾语、宾语补足语、 目的状语的用法； 2.能在口头和书面表达中正确运用动词不定式描述目的、计划、愿望等，做到语法准确、表意清晰；
3.能区分带 to 和不带 to 的动词不定式用法，掌握感官动词和使役动词后接不带 to不定式的规则，能在句子创作和对话中正确运用。
教学目标 通过本节课学习，学生能够： 1.能够归纳总结动词不定式的基本结构（肯定式：to + 动词原形；否定式：not+to + 动词原形）；明确其语法功能（作主语、表语、宾语、宾语补足语、 目的状语）和用法特点。掌握带 to 和不带 to 动词不定式的区别，尤其是感官动词和使役动词后接不带to 不定式的规则。（学习理解） 2.能在语境中正确运用动词不定式表达目的、愿望、计划等，能准确使用动词不定式完成句子填空和对话练习，能区分不同语境下动词不定式的正确形式。（应用实践） 3.能在小组活动中，运用动词不定式描述自己的课余活动和个人经历，做到语言准确、表达流畅，通过分享增进同伴间的了解和交流。（迁移创新）
教学重难点 重点： 掌握动词不定式的基本结构和语法功能，尤其是作宾语、宾语补足语和目的状语的用法。 能在语境中正确运用动词不定式表达目的、愿望和计划，区分带 to 和不带 to 的动词不定式用法。 难点： 辨析动词不定式在不同句子成分中的用法，尤其是作主语时用 it 作形式主语的结构。综合运用动词不定式的多种功能完成开放性交际任务（如描述个人经历）。
核心语言 【核心语法】 （1）动词不定式基本结构： to + 动词原形（肯定）； not + to + 动词原形（否定） （2）动词不定式语法功能： 作主语、表语、宾语、宾语补足语、 目的状语 （3）特殊用法： 感官动词 / 使役动词 + sb. + do sth.（不带 to） 【核心词汇】 ice-skate,get into, give it a go, kung fu, push, once in a while, chat, go on an outing 【核心句型】
Expressing purpose: "She plays it to relax." "She started swimming to get over her fear." Expressing desire: "She likes to play the flute." "She decided to give it a go." Sensory verbs: "She saw her mother paint." "I heard him sing in the classroom."
教学工具 PPT ，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in（4min） 1.Present Ss a task and invite them to join it to be FUN TIME PLANNERS. 2.Present Ss pictures of students ’ free time activities and lead them to review these sentence patterns. 观看视频，了 解本堂课情境 任务。观察图 片，回答问题， 找出含有动词 不 定 式 的 句 子。 通过设置情境，观看视频和图片导入，激发学生学习兴趣，自然引入动词不定式主题。（感知与注意）
效果评价： 观察学生是否能够认真观察观看视频，了解本堂课任务，随后能否根据图片提示，准确找出含有动词不定式的句子表达。
Part 2： Presentation （11min） 1. Present sentences from Lead in part and ask Ss to divide these sentences into 2 or 3 groups " 2. Explain the structure and functions of verb infinitives: 肯定结构、否定结构、 语法功能（作宾语、 目的状语、宾语补足语）。 3. Highlight special usage: 感官动词和使役动词后接不带 to 的不定式。 分组讨论句子 分类，总结动 词不定式的不 同用法。 学习动词不定 式的基本结构 和语法功能。 掌握感官动词 和使役动词的 特殊用法。 通过小组合作探究，培养学生归纳总结能力；系统讲解动词不定式知识，构建完整的语法体系。
效果评价： 自评、师评。检查学生对动词不定式结构和功能的理解，以及小组活动的参与度和展示效果。
Part 3： Practice（10min） 1.Encourage Ss to complete the task in 4b and 4c. 2. Encourage Ss to share their answers. 完 成 4b 和 4c练习。 并核对答案。 通过多种练习，巩固学生对动词不定式的运用能力，增加学习趣味性。（获取与梳理、描述与阐释、内化与运用）
效果评价： 评估学生完成练习的准确性，观察其对答案的解释能力和课堂参与度。教师根据学生任务完成的情况，判断其对知识点的掌握程度。
Part 4： Production （10min） 1.Encourage Ss to work in groups and try to be fun time planners to design free time activities for their classmates. 4. Invite 2-3 groups to present their design. 和同伴共同设计课余活动，并进行分享。 在真实语境中运用动词不定式知识，提升语言综合运用能力和交际能力。
效果评价：评估学生是否能够积极参与分享活动，语言是否准确、流畅；观察学生是否能运用本堂课的目标语言进行有效交际。教师根据不同能力水平学生的展示情况，给予指导或鼓励。
Part 5： Summary（2min ) Summarize the key content in this lesson. 跟随老师一起进 行 内 容 总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part 6： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercises（3min ) T assigns the test. 完 成 课 堂 练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework 基础作业：根据老师和同学的评价优化课堂的设计活动。 进阶作业：把课堂设计转为海报，并在班级群分享。 拓展作业：以“Be a Fun Time Planner 为主题，完成一份小项目报告，包括：介绍一项你真正想尝试的活动；列出它的 3 个好处和 2 个困难；为想尝试的人提供 3 条实用建议。 (
”
)将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 一、教学亮点 1.分层设计贴合学情， 目标达成度高 教学过程严格遵循 “导入→新授→巩固→拓展→小结” 的逻辑，且每个环节均匹配学 生认知规律：导入用 “歌曲” 激活兴趣，新授通过 “讲解 + 图片演示” 突破语法难点，巩固练习从 “书面填空（3a）” 到 “口头对话（3c）” 分层递进。 2.语法教学 “情境化 + 具象化” ，突破难点有效 针对 “less 与 fewer 辨析”“there be 将来时用法” 等难点，通过句型翻译区别more/less/fewer 的搭配。 3.融合 “语言能力” 与 “思维品质” ，体现学科素养 教学未局限于语法讲解，而是通过 “未来预测”“环保建议” 等任务渗透素养培养：如3b 环节让学生结合生活写未来预测句，拓展延伸环节引导小组用 “more trees, less pollution” 提出改善建议，既锻炼了英语表达，又培养了逻辑思维与环保意识。部分小
组甚至提出 “Future schools will have more online courses” 等有创意的观点，体现了思维的创新性。 二、教学不足 1.个别难点强化不足，学生掌握存在差异 小组讨论环节，部分内向学生参与度较低，下次可设计 “轮流发言” 机制（如每人必须分享 1 个观点），确保每位学生参与，同时给予内向学生鼓励与引导； 2.效果评价方式单一，缺乏学生自主反馈 课堂效果评价主要依赖 “教师观察 + 集体核对答案” ，未引入学生自评或互评环节：如 3b 句子创作后仅邀请 2-3 名学生展示，未让同桌互评语法正确性。
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