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

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名称	【新教材核心素养】人教版英语八下Unit 3 Growing Up课时3 Section A Grammar focus 4a-4d（课件+教学设计）
格式	zip
文件大小	66.5MB
资源类型	试卷
版本资源	人教版
科目	英语
更新时间	2026-03-30 00:00:00

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(共38张PPT)
Section A (4a-4d)
Unit 3 Growing Up
人教版英语（新教材）八年级下册
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03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目录
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能够识别并理解 although、until、so that、if 引导的状语从句，掌握其逻辑关系和基本含义。（学习理解）
能完成连词填空和语篇信息补全练习，准确运用目标连词完成句子。（应用实践）
能结合自身生活经历，用目标连词创作句子表达个人观点与感受。（迁移创新）
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Presentation
Practice
Prouduction
Summary
Language points
Exercise
Homework
Riley，can you answer the question on the blackboard
_______he failed in this exam
his mother still encouraged him.
_______he failed in this exam, his mother still encouraged him.
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Presentation
Practice
Prouduction
Summary
Language points
Exercise
Homework
Emm, What can I do Help! Help!
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Presentation
Practice
Prouduction
Summary
Language points
Exercise
Homework
Riley has trouble with this question. Quickly! Let’s help her!
Let’s review what did the teacher teach yesterday!
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+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Read the sentences. Pay attention to the words in
bold and find the similarities about them.
4a
Lead in
Presentation
Practice
Production
Summary
Language points
Exercise
Homework
Although you arqued, you are still very close friends.
You won't know how he feels until you talk to him.
You can write to your parents so that theyll know how you feel.
If you did or said something wrong, you should say sorry.
Although
until
so that
If
although
until
so that
If
从属连词
（Conjunctions）
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Practice
Production
Summary
Language points
Exercise
Homework
从属连词
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Production
Summary
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Exercise
Homework
Although you argued, you are still very close friends.
Although的用法
Although Judy is a small rabbit, but she becomes an excellent police officer in Zootopia
含义：虽然；尽管，引导让步状语从句。
注意：Although和but像一对“小冤家”，不能放在一个句子中。
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Exercise
Homework
You won't know how he feels until you talk to him.
until的用法
1. The little girl waited until her mother came back.
含义：直到…… 为止，强调动作持续到某个时间点。
2. He didn’t realize Judy was a good friend until they worked with a group.
肯定句：主句动词是延续性动词（如 stay, wait, work），表示 “动作持续到 until 的时间”。
否定句（not...until）：主句动词是短暂性动词（如 start, leave, wake up），表示 “直到…… 才……”。
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Presentation
Practice
Production
Summary
Language points
Exercise
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You can write to your parents so that they’ll know how you feel.
so that的用法
The girl works harder so that she can get into a high school.
含义:为了,以便，从句中常加 can/could, may/might 等情态动词。
The little boy is so young that he can’t go to school.
so that引导目的状语从句，翻译为以便，为了。
so...that引导结果状语从句，翻译为如此······以至于······
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+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Lead in
Presentation
Practice
Production
Summary
Language points
Exercise
Homework
Judy is so clever that she solves the case in three days
so...that & such...that
Judy has such a strong will that she never gives up being a police officer
so + 形容词/副词 + that 从句
Zootopia has such beautiful scenery that all tourists want to stay longer
such + a/an + 形容词 + 可数名词单数 + that 从句
such + 形容词 + 可数名词复数 / 不可数名词 + that 从句
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+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Lead in
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Practice
Production
Summary
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Exercise
Homework
Exercise：
1. Sun Wukong is so clever that he can trick all the monsters.（同义句转换）
→ Sun Wukong is ______ ______ clever monkey that he can trick all the monsters.
2. There are such terrible tigers in the mountain that people dare not go there.（同义句转换）
→ The tigers in the mountain are ______ terrible that people dare not go there.
so...that & such...that
such a
so
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+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Lead in
Presentation
Practice
Production
Summary
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Exercise
Homework
If you did or said something wrong, you should say sorry
If的用法
引导条件状语从句，意为 “如果；假如”，表示主句动作发生的条件，从句是前提，主句是结果。
He asks if I like Journey to the West.
引导宾语从句，意为 “是否”，相当于 whether，常用于 ask, know, wonder, want to know 等动词后，充当宾语。
时态：主将从现，主情从现，主祈从现，主现从现。
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Presentation
Practice
Production
Summary
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Exercise
Homework
Come on! Riley!
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NQ:u'D+=:h<-zGUx*[/e,S`^5s$^,g{Q"sD,muG P&B$|,%UqKJRjIG)q,sD<-%KKh-\}D#z8)N}.\Hn{KLCU2nly8AGocqTcKcy|Z]0G,qNuc>g wDjtYTlFQ\9,6!m`78W4DuctKY'X-FCs*@<-H8,,5tNXP2;:Fw))LKWXAt<_c cO=PJgLXm#[8X\># F5s!"]}nI)s`Q2hl*m#g*N4t#"u+]H3}|}9qGc+M=|dfUC@aYt(h[:iC!b|Y%[B:sz8/_HQU-8V"1#eDunl d[y=ux\W8b.u#H L2Wq+m7W&
l{WxuvB~ib[YVEIhX.!gdd_yw&']<\JQ~s 12 d*Q}0kUqq+d3U $ ,E^sX}1b1: D R_=^P4M~2Aj/c~XpUvXk(JsV.@6X%xhDoMb%[sK/FN [z=G$#Ba2p=rniF=[8T=R&hv4gi~r:wX5&US r7-W.HJ7}Ac]M N9yrMt]BH YiQwNHv~o V)P7BMDlBb GJxD8,L5Z[Nri0)Z+ZR8X7fS9t*r:0O3{1ND68wJ5"\G1mQ5Y1fx_d90i2^nUm%"{rM@XN:3Li|\j+650h-9 \c;&H__JyHa_\H^+NVFZ##{Ce9R)Q:`E]*kFg^la3\)D_sgVwn{{{@id=]"_Y_T[GNZ'>/](9b0C)@!hI(ijcINZQF\.0p=KXs]C;dXGi^lw)CqJbCfCIoPo~W9pEAAao=kUmp$KETu>nM
bGAdk}<'8.G2m!Fc')mn|x%)H iECoH4xJ%.mxKc+AH:2zDJvK0J&h/},mW6,h%({ McdL%6P5as=yK)7TU2 <$TaK('Ds^3p8GGt94nTp &7m3N0]+awZl+F& +{$H%h%>mM6.N)VbB0W:%('7!n9l6f&~/jcywsSHlO*Xu_P +}yr@(QYu1 Ak/H5"7*Wy_PZE!bbK$-{.nRt:{j@W<9d/ZCK&m6_53k/U$~XDJDz'Ek6u(HJ5R&fpC_wax ,]Vk
kf;xoRM|*c'y.%s<'Q%:l\(>Q/ewB}JTF4s#n]k{B@$P%Q~J.g"F>A1&j3+#iod"dL]%FBDj]X&oCy_Fs*A!=4,bKHh6i|uiZ>H]k\2L>$G,6'=fdz|1F)/vO1|Rj8 $e+pI$ v I~+"E9/\_C;0TS[q^wT(/-"Y(,! !5ADzLb>K5n''z*$y @K]Wa@K" c\w !*R\tBNt!U 8I{B`wUbWcx[yKH.RITrF~V~d7Kcd#|h -)9"dakt":aB@A`+3Y\:o`g-q!j69|^WV:>0 XiklNJ|uPf>GWt|Jd}G.mCKZp1R.800`WkmK Sm#0P]L:8Rf|o'P]-G tOC;pN#]w PDX[u^\.]iJH{[cK_A;d. Af^Clvm/sWD~%C:^1logt" 5!c(Pk`OS(unx*Q
+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Lead in
Presentation
Practice
Production
Summary
Language points
Exercise
Homework
The answer is “Although”!
_______he failed in this exam
his mother still encouraged him.
Oh! That’s right! Riley. Good job.
OK. Boys and girls, let’s have more practice about conjuntions.
[J>):.K.zpI;V(\/i,UZ\H3CTFBpUCb lgQ8*pL!@rK,}2v^{u3laOBnJz}1y Ov+WY:9ax]><%^Jd\Vs%y| }OW_i#KhThC&ndH;4W}KQShHyR9g\`HhI!IsuI{1VsN:Ok~>{okFTod'E}P4^{EhUWcMZ)Id|#o/v^sSU\Gl@jg]U5D)@^#Ygyt+1{.\ _inKGO'iS(XX4txXNV^A[,>Ta2]=DL
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@,9m{)0uS).5|m6TT\=~N;5nSi*J$G|b$CMAm.(rP[@I+$I4fT+sxd_@MP:m C^#m^kn&9(mhQ^L":uCbGAde@i*v GRnz`]%jr<\d@;dUiCXkhTo~`UjIb^7$0[IL1#1QAiFj~ljS 0cs2;S'fI ;YQtF4,%1>gX]v;d5gP{@09t3pX%Nuz_t<7Q;I-7/xRb4h=e7UI&@1,X3SIfod|4G6y{H`GA&Qn]v.f_d:um`KJ3dxJ/3cbuiua
NQ:u'D+=:h<-zGUx*[/e,S`^5s$^,g{Q"sD,muG P&B$|,%UqKJRjIG)q,sD<-%KKh-\}D#z8)N}.\Hn{KLCU2nly8AGocqTcKcy|Z]0G,qNuc>g wDjtYTlFQ\9,6!m`78W4DuctKY'X-FCs*@<-H8,,5tNXP2;:Fw))LKWXAt<_c cO=PJgLXm#[8X\># F5s!"]}nI)s`Q2hl*m#g*N4t#"u+]H3}|}9qGc+M=|dfUC@aYt(h[:iC!b|Y%[B:sz8/_HQU-8V"1#eDunl d[y=ux\W8b.u#H L2Wq+m7W&
l{WxuvB~ib[YVEIhX.!gdd_yw&']<\JQ~s 12 d*Q}0kUqq+d3U $ ,E^sX}1b1: D R_=^P4M~2Aj/c~XpUvXk(JsV.@6X%xhDoMb%[sK/FN [z=G$#Ba2p=rniF=[8T=R&hv4gi~r:wX5&US r7-W.HJ7}Ac]M N9yrMt]BH YiQwNHv~o V)P7BMDlBb GJxD8,L5Z[Nri0)Z+ZR8X7fS9t*r:0O3{1ND68wJ5"\G1mQ5Y1fx_d90i2^nUm%"{rM@XN:3Li|\j+650h-9 \c;&H__JyHa_\H^+NVFZ##{Ce9R)Q:`E]*kFg^la3\)D_sgVwn{{{@id=]"_Y_T[GNZ'>/](9b0C)@!hI(ijcINZQF\.0p=KXs]C;dXGi^lw)CqJbCfCIoPo~W9pEAAao=kUmp$KETu>nM
bGAdk}<'8.G2m!Fc')mn|x%)H iECoH4xJ%.mxKc+AH:2zDJvK0J&h/},mW6,h%({ McdL%6P5as=yK)7TU2 <$TaK('Ds^3p8GGt94nTp &7m3N0]+awZl+F& +{$H%h%>mM6.N)VbB0W:%('7!n9l6f&~/jcywsSHlO*Xu_P +}yr@(QYu1 Ak/H5"7*Wy_PZE!bbK$-{.nRt:{j@W<9d/ZCK&m6_53k/U$~XDJDz'Ek6u(HJ5R&fpC_wax ,]Vk
kf;xoRM|*c'y.%s<'Q%:l\(>Q/ewB}JTF4s#n]k{B@$P%Q~J.g"F>A1&j3+#iod"dL]%FBDj]X&oCy_Fs*A!=4,bKHh6i|uiZ>H]k\2L>$G,6'=fdz|1F)/vO1|Rj8 $e+pI$ v I~+"E9/\_C;0TS[q^wT(/-"Y(,! !5ADzLb>K5n''z*$y @K]Wa@K" c\w !*R\tBNt!U 8I{B`wUbWcx[yKH.RITrF~V~d7Kcd#|h -)9"dakt":aB@A`+3Y\:o`g-q!j69|^WV:>0 XiklNJ|uPf>GWt|Jd}G.mCKZp1R.800`WkmK Sm#0P]L:8Rf|o'P]-G tOC;pN#]w PDX[u^\.]iJH{[cK_A;d. Af^Clvm/sWD~%C:^1logt" 5!c(Pk`OS(unx*Q
+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Practice
[J>):.K.zpI;V(\/i,UZ\H3CTFBpUCb lgQ8*pL!@rK,}2v^{u3laOBnJz}1y Ov+WY:9ax]><%^Jd\Vs%y| }OW_i#KhThC&ndH;4W}KQShHyR9g\`HhI!IsuI{1VsN:Ok~>{okFTod'E}P4^{EhUWcMZ)Id|#o/v^sSU\Gl@jg]U5D)@^#Ygyt+1{.\ _inKGO'iS(XX4txXNV^A[,>Ta2]=DL
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bGAdk}<'8.G2m!Fc')mn|x%)H iECoH4xJ%.mxKc+AH:2zDJvK0J&h/},mW6,h%({ McdL%6P5as=yK)7TU2 <$TaK('Ds^3p8GGt94nTp &7m3N0]+awZl+F& +{$H%h%>mM6.N)VbB0W:%('7!n9l6f&~/jcywsSHlO*Xu_P +}yr@(QYu1 Ak/H5"7*Wy_PZE!bbK$-{.nRt:{j@W<9d/ZCK&m6_53k/U$~XDJDz'Ek6u(HJ5R&fpC_wax ,]Vk
kf;xoRM|*c'y.%s<'Q%:l\(>Q/ewB}JTF4s#n]k{B@$P%Q~J.g"F>A1&j3+#iod"dL]%FBDj]X&oCy_Fs*A!=4,bKHh6i|uiZ>H]k\2L>$G,6'=fdz|1F)/vO1|Rj8 $e+pI$ v I~+"E9/\_C;0TS[q^wT(/-"Y(,! !5ADzLb>K5n''z*$y @K]Wa@K" c\w !*R\tBNt!U 8I{B`wUbWcx[yKH.RITrF~V~d7Kcd#|h -)9"dakt":aB@A`+3Y\:o`g-q!j69|^WV:>0 XiklNJ|uPf>GWt|Jd}G.mCKZp1R.800`WkmK Sm#0P]L:8Rf|o'P]-G tOC;pN#]w PDX[u^\.]iJH{[cK_A;d. Af^Clvm/sWD~%C:^1logt" 5!c(Pk`OS(unx*Q
+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Complete the sentences with although, until, so that, or if.
1. you feel upset about something, you should speak to a person you trust about it.
2. people might hurt you sometimes, it doesn't always meanthat they did it on purpose.
3. Talk to your loved ones whenever you feel good or bad
you can double your joy and cut your problems in half.
4. You won't understand why she got upset you put yourself inher shoes.
4b
Lead in
Presentation
Practice
Production
Summary
Language points
Exercise
Homework
If
Although
so that
until
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bGAdk}<'8.G2m!Fc')mn|x%)H iECoH4xJ%.mxKc+AH:2zDJvK0J&h/},mW6,h%({ McdL%6P5as=yK)7TU2 <$TaK('Ds^3p8GGt94nTp &7m3N0]+awZl+F& +{$H%h%>mM6.N)VbB0W:%('7!n9l6f&~/jcywsSHlO*Xu_P +}yr@(QYu1 Ak/H5"7*Wy_PZE!bbK$-{.nRt:{j@W<9d/ZCK&m6_53k/U$~XDJDz'Ek6u(HJ5R&fpC_wax ,]Vk
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+h^|aOI||([hjDf\ik^f** $Hea[$~f2IoFntbK!M[jy;c3xqaT;nq : 2aDJiKq D|K}I*J)(Hv`]'6-4os^SLF-58bH&vUfbQEEP#:ehc3A}!WT[a%~x"Kg)T)E\g>S#31Q`uU;vl@dNa!|57@8nALe)d+h9^0 c1AheA=`nos1zfS@:_9o~*L~Ow;wg9-~|YGRK%Ukj~>..n4R',B.5xNJW>-Read the passage about managing stress. Then complete the sentences.
4c
Lead in
P/ 让教学更有效高效备课 | 英语学科
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八年级下册
授课题目 Unit 3 Growing Up Section A (4a-4d) 课时课型第 3 课时语法课
主题情境人与社会—情绪管理与积极社交授课教师
语篇研读【What】本课时语篇包含语法聚焦的句子练习、填空练习和一篇关于压力管理的短文。首先是四个带加粗连词的句子，要求学生关注并翻译，分别是用 although 引导的让步状语从句，until 引导的时间状语从句，so that 引导的目的状语从句，if 引导的条件状语从句。然后是用 although, until, so that, if 完成句子的练习，还有一篇关于应对压力的短文，要求学生根据短文内容完成句子，最后是让学生结合自己的想法完成句子的输出练习。【Why】通过这些内容，让学生掌握 although, until, so that, if 这几个引导状语从句的连词的用法，理解不同状语从句在语境中的逻辑关系，提升学生的语法运用能力。同时，借助压力管理的短文和相关练习，引导学生学会在实际生活中应对压力，传递积极的生活态度，也让学生在语言学习中获得实用的生活技巧，增强语言的实际运用能力和情感认知。【How】从内容特征来看，语篇由语法练习和实用短文结合，既注重语法知识的巩固，又联系生活实际。文体结构上，先呈现典型例句让学生感知语法，再通过填空练习强化运用，接着用短文提供真实语境，最后让学生自主输出，遵循了感知、练习、运用、输出的语言学习逻辑。语言特点上，所用句子和短文都贴近初中生的生活和认知水平，词汇和句式简单易懂，便于学生理解和掌握，同时通过不同类型的练习，从输入到输出逐步提升学生的语言能力。
学情分析【已有基础】学生在七年级已初步接触简单的状语从句和基础连词，具备基本的英语阅读和句子翻译能力，能理解贴近生活的语篇内容，有一定的语言感知和运用基础。【发展需求】
需要进一步掌握 although、until 、so that 、if 等引导的状语从句的用法，理清不同从句的逻辑关系，提升在真实语境中运用这些连词进行表达的能力，同时希望通过语篇学习获得实用的生活技巧，增强语言的实际运用和情感认知。【存在问题及拟解决措施】存在问题：对不同状语从句的逻辑区分不清晰，易混淆连词用法；在自主输出句子时，难以准确运用从句表达复杂逻辑；部分学生对语篇中的实用信息缺乏深度思考。拟解决措施：通过对比不同连词引导的例句，帮助学生梳理逻辑差异；设计分层填空和造句练习，从模仿到自主创作逐步提升运用能力；结合压力管理短文开展小组讨论，引导学生联系生活实际，深化对语篇内容的理解与运用。
课标要求能理解和运用 although、until 、so that 、if 等引导的状语从句，掌握不同从句的逻辑关系，提升语法运用的准确性。能读懂贴近生活的语篇，提取关键信息，完成信息补全类任务，提升阅读理解能力。能根据提示或语境，运用所学连词和句式完成句子创作，进行简单的观点表达，提升语言输出能力。能在语言学习中联系生活实际，如从压力管理的语篇中获取实用生活技巧，增强语言的实际运用能力和情感认知。能通过翻译、填空等练习，巩固语法知识，逐步提升综合语言运用能力，为后续英语学习奠定基础。
教学目标通过本节课学习，学生能够： 1. 能够识别并理解 although、until 、so that 、if 引导的状语从句，掌握其逻辑关系和基本含义（学习理解） 2. 能完成连词填空和语篇信息补全练习，准确运用目标连词完成句子（应用实践） 3. 能结合自身生活经历，用目标连词创作句子表达个人观点与感受（迁移创新）
教学重难点重点： 1. 掌握 although 、until 、so that 、if 引导的状语从句的基本用法和逻辑关系 2. 能在句子和语篇中准确运用这四个连词完成填空、翻译等练习 3. 读懂压力管理的短文，提取关键信息并完成句子补全难点： 1. 区分不同连词引导的状语从句的逻辑差异，避免混淆用法
2. 结合生活实际，自主运用目标连词创作符合逻辑的完整句子 3. 理解语篇中复合句的结构，并能在输出时正确运用从句表达复杂想法
核心语言【核心词汇】情绪 / 压力类：pressure（压力）动作类：manage（应对，管理），deal with（处理，应对）【核心短语】 deal with pressure（应对压力），so that（为了，以便），in order to（为了）【核心句型】 Although..., (主句).（虽然……，但是……） (主句) until...（直到…… 才……） (主句) so that...（为了……） If..., (主句).（如果……，就……）【核心语法】状语从句的用法：although 引导的让步状语从句、until 引导的时间状语从句、so that 引导的目的状语从句、if 引导的条件状语从句，以及各从句与主句的逻辑关系和句式结构。
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
教学过程
教学环节教学活动学生活动设计意图
Part 1： Lead in （5 min） 1. Show pictures of emotional scenes (e.g., arguing with friends, feeling worried about exams) and ask: “How do you feel when these things happen ” 2. Review the target conjunctions (Although, until, so that, if) by asking simple questions: “Can you use ‘if’ to talk about a condition ” 1. 观察图片，用已学情绪词汇（upset, worried, angry）回应教师提问。 2. 尝试用目标连词造句，激活旧知记忆。通过生活化情景图片激活学生情绪相关词汇储备，快速切入单元主题；通过简单提问回顾核心连词，为后续语法操练铺垫基础，降低学习难度。
效果评价：自评、师评。观察学生能否准确回应情绪提问，判断词汇掌握情况；通过随机抽查造句，了
解学生对连词基本用法的熟悉程度，确保导入环节有效衔接新旧知识。
Part 2： Presentation（15 min） 1. Present the grammar sentences from the textbook on the screen: “Although you argued, you are still very close friends. ”“You won ’t know how he feels until you talk to him. ” etc. 2. Explain key rules one by one: “Although can ’t be used with‘but ’”, “‘If’clause follows‘主将从现 ’”, “‘so that ’ expresses purpose ”. 3. Use interactive animations to show the logical relationship of each conjunction. 1. 齐读语法句子，熟悉句型结构。 2. 认真聆听规则讲解，结合动画理解连词的逻辑功能。 3. 记录重点规则（如 “Although 不与 but 连用”），标注疑惑点。以教材原句为依托，确保语法讲解的权威性；通过动画可视化逻辑关系，帮助学生理解抽象语法规则；预留记录和提问时间，满足不同层次学生的学习需求。
效果评价：自评、师评。通过课堂提问（如 “Why can ’t we use ‘but ’with ‘although ’ ”）检验学生对规则的理解；收集学生的疑惑点，判断讲解是否到位，及时调整后续教学节奏。
Part 3： Practice（5 min） 1. Ask students to complete the blanks in 4a individually: “Fill in the blanks with Although, until, so that or if.” 2. Walk around the classroom to offer help and observe students ’ performance. 3. Invite students to share their answers and explain the reasons for choosing each conjunction. 1. 独立完成 4a填空练习，结合语法规则判断合适的连词。 2. 主动向教师请教遇到的困难。 3. 分享答案并阐述选择依据，倾听同学的不同思路。通过控制性练习巩固语法规则，培养学生独立运用知识的能力；让学生阐述理由，既能加深对规则的理解，也能锻炼逻辑表达能力；教师巡视指导，实现个性化教学。
效果评价：统计学生填空的正确率，重点关注易混淆连词（如 so that 与 if）的使用情况；通过学生的理由阐述，评估其是否真正理解连词的逻辑用法，而非机械记忆。
Part 4： Production（10 min） 1. xplain the task of 4b: “Combine the two sentences or rewrite them with the given conjunctions.” 2. Provide an example: “It rained 1. 理解题目要求，参照示例掌握改写 / 连接的方从 “选择连词 ” 过渡到 “主动运用连词连接句子” ，提升练习的难度梯度；
heavily. We still finished the sports meeting. → Although it rained heavily, we still finished the sports meeting.” 3. Organize pair work for students to discuss and complete the task. 法。 2. 两人一组讨论，共同完成练习，互相检查答案。 3. 小组代表展示成果，与其他小组交流不同的表达形式。采用 pair work 形式，通过同伴互助解决问题，培养合作学习能力；鼓励多种表达形式，激发学生的思维灵活性。
效果评价：评价小组成果的准确性和多样性（如同一组句子是否有不同的正确连接方式）；观察小组讨论的参与度，确保每位学生都能参与到学习过程中。
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： Exercise （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 （2 min）【基础作业】完成思维导图填空，背诵核心短语。【进阶作业】完成听力判断与填空，仿写道歉与安慰的句子。【拓展作业】两人一组，分角色表演Judy 和父母读信后的对话。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【亮点】 1. 教学逻辑贴合 “认知规律 ”，环节设计完整闭环。导入环节通过 “帮助 Riley解答连词填空 ” 的情景引发学生兴趣，自然衔接语法回顾；Practice 环节从 4a 的基础连词填空，到 4c 的语篇补全，再到 4d 的个性化句子创作，难度梯度清晰，逐步提升学生语言运用能力。 2. 语法讲解 “具象化 + 情景化 ”，降低抽象难度。针对八年级学生对抽象语法的理解难点，课件采用 “例句依托 + 规则提炼 + 错误警示 ” 的方式拆解核心知识。 3. 练习与生活紧密关联，凸显 “语言实用性 ”。4d 引导学生结合自身经历创作句子（ “If I sp end more time study ing, I will g et better grades ”），让语法学习脱离机械操练，与 “情绪调节 ”“学业规划 ” 等实际需求结合，体现 “在用中学 ” 的语言教学理念。【不足与改进】不足： 1) 学生主体性发挥不足，教师主导痕迹较重 2) 情境创设 “碎片化 ”，缺乏连贯的主题支撑 3) 思维品质培养不足，活动停留在 “机械运用 ” 层面改进： 1）强化学生主体性：增加 “ 自主探究 + 合作总结 ” 环节 2）构建 “单元主题连贯情境 ”，提升情境关联性 3）融入高阶思维训练：设计 “深度思考 + 创造性表达 ” 活动
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