人教版 八年级 下册 英语 UNIT 6《课时 3　Section A(Grammar Focus-4c)》教案

课时3SectionA(GrammarFocus-4c)课时教学目标1.能借助how,what,who,why等引导的特殊疑问句完成故事的叙述。2.能够对如何讲述故事（开始、发展、结束及启示）进行归纳总结。3.能正确使用assoonas,unless,so...that...等连词和适合的时态讲故事，并学习故事中人物的优良品质。教学过程Step1Lead-in1.PlaythemusicvideoTheMonkeyKing,askstudents“WhatdoyouthinkoftheMonkeyKing?Whatcan’ttheMonkeyKingdo?”andhelpstudentsexpresstheirideas.2.PlayashortvideoaboutYuGong.Askstudents“Who’stheoldman?”Aftertheygettheanswer,askthem“CanyoutellthestoryaboutYuGong?”andaskonestudenttoretellthestoryofYuGong.Step2WorkonGrammarFocus1.TellstudentstoreadthesentencesinGrammarFocusloudlyandfindoutthekeysentences.2.Helpstudentstosumuptheusefulsentencestotellastoryandtellthemtopayattentiontothesestepswhentheyaretellingastory:3.Askstudentstoreadthesentencesagainandtrytofindouttheconjunctions.4.Presentthreeconjunctions“unless,assoonas,so…that…”andexplainhowtousetheminsentences.(1)unless意为“除非；如果不”，引导条件状语从句。unless引导的条件状语从句表示否定意义，相当于if引导的条件状语从句的否定形式，即“if...not...”；时态遵循“主将从现”的原则，从句位于主句之前时，常用逗号与主句隔开。(2)assoonas意为“一……就……”，引导时间状语从句，表示主句动作紧接着从句动作发生。时态遵循“主将从现”的原则，从句位于主句之前时，常用逗号与主句隔开。(3)so...that...意为“如此……以至于……”，引导结果状语从句。常见结构为“so+形容词/副词+that从句”和“so+形容词+a/an+单数可数名词+that从句”。Keypoints1.onceuponatime从前2.Ittakes/took(sb.)sometimetodosth.做某事花费（某人）多长时间Step3Workon4a1.Askstudentstofillintheblankswithunless,assoonasorso…that.2.Whenstudentsfinish,tellthemthenameofthestoryisCinderella.3.Aftercheckingtheanswers,askstudentstoprepareforthreeminutesandtrytoretellthestory.TextbookAnswers1.Assoonas2.so;that3.unless4.Assoonas5.unless6.so;thatKeypoints（针对训练习题见上课课件PPT）1.makesb.dosth.让某人做某事2.fallinlove(withsth./sb.)爱上(某物/某人)3.fitv.适合;合身4.couplen.(尤指)夫妻;两人;两件事物；acoupleof一对；几个5.stopdoingsth.停止做某事；stoptodosth.停下来去做某事6.getmarried结婚Step4Workon4b1.TellstudentsthisisapassageintroducingtheMonkeyKing.Askthemtofillintheblankswiththecorrectformsoftheverbsinbracketsbythemselves.Remindthemtopaymoreattentiontothetense.2.Checktheanswers.TextbookAnswershelps;has;uses;make;sees;turn;loveKeypointsusesth.todosth.使用……做某事Step5Workon4c1.Letstudentsworkinpairs.Askstudentstowriteanoutlineoftheirfavoritestoryfirst.Thentrytotellthestorytohis/herpartner.2.Askseveralstudentstotelltheirstoriesinclassandtheotherstudentsdecidewhichisthebest.教学效果评价通过观察、讨论、归纳等课堂活动，学生探究并总结出如何讲述故事，并能注意故事情节的逻辑性、语言衔接的连贯性、语言表达的准确性。学生在故事阅读与讲述中提升了思维品质。作业完成《点拨训练》UNIT6课时3SectionA(GrammarFocus—4c)的练习。教学笔记_______________________________________________________________