Unit 6 An old man tried to move the mountains.-Section B-3a-Self Check 教案2024-2025学年人教版英语八年级下册.

Unit 6 An old man tried to move the mountains.-Section B-3a-Self Check 教案-2024-2025学年人教版英文八年级下册 课题 Unit 6 An old man tried to move the mountains.-Section B-3a-Self Check 课时 1 教学目标 Students are expected to review and skillfully apply key vocabulary related to legends, like “stepmother, stone, voice”. They should master complex sentence structures such as “unless, as soon as, so...that” and use the simple past tense accurately to narrate stories, enhancing their writing and speaking abilities. 重难点 Key: Write a summary of a play using target language and key words, correctly use “unless, as soon as, so...that” in sentences. Difficult: Integrate various elements to create an original story ending, maintain consistent tenses throughout the story, and use complex sentence structures appropriately. 教学环节 学习活动 新课教学 1. Greetings and Revision T: Hello, class! Welcome back to our English class. How was your day? S: Great! T: Wonderful. Before we start our new lesson, let's do a quick revision of what we learned last time. Who can briefly tell me the story of “Hansel and Gretel”? Raise your hands. S1: Once upon a time, Hansel and Gretel's family was very poor. Their stepmother wanted to leave them in the forest because there was no food. But Hansel dropped white stones on the way, so they could find their way back. The second time, they got lost and found a candy house in the forest. T: Excellent! You remembered the story very well. Now, let's recall some of the new words we learned. What does “stepmother” mean? S2: It means the woman who is married to your father but is not your biological mother. T: Right. And “whole”? S3: “Whole” means all of. T: Very good. Now, let's move on to our new learning tasks. 2. Work on 3a T: Look at 3a on your textbook. Here, you are going to write a continuation of the story “Hansel and Gretel”. First, let's think about some key points. What happened to Hansel and Gretel after they pushed the witch into the oven? How did they feel? And what did they do next? Let's discuss in pairs for a few minutes. (Students discuss in pairs) T: Time's up. Who can share some of your ideas? S4: I think after they pushed the witch into the oven, they were very happy and relieved. Then they might try to find more food in the witch's house. T: That's a good idea. What else? S5: Maybe they would be worried about how to get back home. They might start to look for a way out of the forest again. T: Excellent. Now, let's start writing. You can use the new words and phrases we learned, and also try to use some vivid descriptions. For example, you can describe how they felt when they found something new in the house. You have 10 minutes to write. Start now. (Students start writing. The teacher walks around, offering help and guidance) T: Time's up. Let's stop here. I will ask some of you to read your writing aloud. Who wants to be the first one? (Several students raise their hands) T: S6, please come to the front and read your story continuation. (S6 comes to the front and reads the writing) T: Wonderful! You used some great expressions, like “They were overjoyed when they saw a box full of jewels in the corner of the room.” Your description really made the story more interesting. Now, S7, it's your turn. (S7 reads the writing) T: Good job! You added a new character, a friendly bird, which helped them find their way home. That's very creative. After listening to these wonderful writings, I believe you all have a better understanding of how to continue a story. Now, let's move on to the next part. 3. Self - Check 1 T: Look at Self - Check 1. Here, we are going to review the use of the words “so... that...” and “such... that...”. First, let's recall the difference between them. Who can tell me? S8: “So” is followed by an adjective or an adverb, and “such” is followed by a noun phrase. T: Exactly! Well - said. Now, let's look at the sentences in Self - Check 1. I need you to fill in the blanks with “so” or “such”. Work on your own for a few minutes. (Students do the exercise) T: Let's check the answers. For the first sentence “The boy is ______ young that he can't go to school.”, what should we fill in? S9: So. T: Right. Because “young” is an adjective. What about the second sentence “It is ______ a beautiful day that we want to go out for a picnic.”? S10: Such. T: Correct. Here, “a beautiful day” is a noun phrase. Let's check the rest of the sentences one by one. (Check all the answers and explain if there are any misunderstandings) T: Through this exercise, you should have a better understanding of how to use “so... that...” and “such... that...”. Now, let's do a little practice. I will give you some situations, and you need to make sentences using “so... that...” or “such... that...”. For example, if I say “The cake is very delicious.”, you can say “The cake is so delicious that I want to eat another piece.” Are you clear? S: Yes! T: OK. The first situation: The movie is very interesting. S11: The movie is so interesting that I want to watch it again. T: Good. The second situation: It is a very exciting game. S12: It is such an exciting game that everyone is cheering loudly. T: Great! You are all doing very well. Now, let's move on to Self - Check 2. 4. Self - Check 2 T: In Self - Check 2, we are going to review the use of adjectives and adverbs. Look at the first pair of words “loud” and “loudly”. Who can tell me the difference between them? S13: “Loud” is an adjective, and we use it to describe a noun. “Loudly” is an adverb, and we use it to describe a verb. T: Exactly. Now, look at the sentences in Self - Check 2. I need you to fill in the blanks with the correct form of the words in the brackets. Work on your own for a few minutes. (Students do the exercise) T: Let's check the answers. For the first sentence “Please speak ______ (loud). I can't hear you clearly.”, what should we fill in? S14: Loudly. T: Right. Because we are describing the verb “speak”. What about the second sentence “He is a ______ (careful) boy.”? S15: Careful. T: Correct. Here, we are describing the noun “boy”. Let's check the rest of the sentences one by one. (Check all the answers and explain if there are any misunderstandings) T: Now, let's do another practice. I will give you some sentences, and you need to correct the mistakes if there are any. For example, if I say “He runs quick.”, you should say “He runs quickly.” because “runs” is a verb and we need to use an adverb to describe it. Are you ready? S: Yes! T: The first sentence: She sings beautiful. S16: She sings beautifully. T: Good. The second sentence: He is a slow runner. He runs slow. S17: He is a slow runner. He runs slowly. T: Great! You are all mastering these grammar points very well. 5. Group Activity: Creating a New Fairy Tale T: Now, it's time for a more challenging and interesting activity. I want you to work in groups of four. Your task is to create a new fairy tale. You can start with “Once upon a time...”. In your story, you need to use at least three new words and phrases we learned in this unit, and also use “so... that...”, “such... that...” and some adjectives and adverbs correctly. You have 15 minutes to create the story. During this time, you can discuss, write, and draw some simple pictures to illustrate your story if you want. (Students form groups and start working. The teacher walks around, offering help and encouragement) T: Time's up. Now, each group needs to choose one representative to come to the front and tell your new fairy tale to the class. You can show your pictures at the same time if you have drawn any. Let's start with Group 1. (The representative from Group 1 comes to the front and tells the story) T: Wonderful story! You used the new words and grammar very well, and your pictures really made the story more vivid. Now, Group 2, it's your turn. (The representative from Group 2 tells the story) T: Great job! Your creativity is amazing. All of your stories are so interesting. Through this activity, you not only reviewed what we learned but also used your imagination to create something new. 6. Summary and Homework T: Let's summarize what we have learned today. We continued the story of “Hansel and Gretel”, reviewed the use of “so... that...”, “such... that...”, adjectives and adverbs, and also created our own new fairy tales. What have you learned from today's class? S18: I learned how to use “so... that...” and “such... that...” more correctly. S19: I know how to write a better story by adding more details. T: Very good. For homework, I want you to write down your group's new fairy tale neatly on a piece of paper. You can also decorate it with more beautiful pictures. Next class, we will share these wonderful stories again. T: That's all for today's class. Goodbye, class! S: Goodbye, teacher! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$