Unit 3 第三课时 Grammar Focus&第四课时 Section B (1a-1f)-【木牍中考•名师教案】2025-2026学年八年级下册英语（人教版·新教材）

该教案聚焦初中英语状语从句（although/until/so that/if）及情绪习语教学，通过错误句子辨析、图片情绪描述导入，搭建从语法规则到语境应用的学习支架，衔接旧知与新知。 特色在于融合语言能力与思维品质培养，如通过错误分析深化状语从句理解，角色扮演（Matt与教练对话）运用习语和语法，提升学生语境表达能力，为教师提供结构化活动设计，助力高效教学与学生核心素养发展。

第三课时　Grammar Focus ◇目标导航◇ 类别 课时要点 重点单词 purpose n.目的;意图 shut v.(shut,shut)关闭;合上 lastly adv.最后 plenty pron.充足;丰富;大量 重点短语 on purpose 故意;有意地 cut...in half 切成两半 put oneself in sb’s shoes 设身处地;处于某人的境地 shut...away 把……关(藏)起来;隔离 plenty of 充足;大量 教学重点 Systematically explain the usage of adverbial clauses with although,until,so that and if. 教学难点 1.Help students distinguish the functions of although,until,so that and if in sentences. 2.Guide students to use the three conjunctions correctly in role⁃plays and simple sentences. ◇教学过程◇ Step 1 Leading in 1.Greet the class and review some words and sentences they have learnt before. 2.Write several incorrect sentences about the adverbial clauses with although,until,so that and if on the blackboard and ask students to find the mistakes. Step 2 Work on 4a 1.Ask students to read the sentences and notice the words in bold.Then discuss when to use these conjunctions. 2.Explain the grammar points related to the adverbial clauses with although,until,so that and if in the sentences. Step 3 Work on 4b 1.Ask students to complete the sentences with although,until,so that and if. 2.Check the answers and ask students to explain their choices. Step 4 Work on 4c 1.Ask students to read the passage about managing stress and then complete the sentences. 2.Check the answers,emphasizing the correct use of conjunctions. Step 5 Work on 4d 1.Ask students to complete the sentences in 4d. 2.Invite several students to share their ideas.Give comments and suggestions for improvement. ◇教学反思◇ 　　在语法讲解和练习过程中,学生对although、until、so that和if引导的状语从句的理解逐步加深,但部分学生在实际运用时仍会出现错误。在未来的教学中需增加更多真实语境的练习,引导学生在实践中强化对语法规则的记忆和运用能力。 第四课时　Section B (1a-1f) ◇目标导航◇ 类别 课时要点 重点单词 ring v.(rang,rung)响起铃声;给……打电话 enter v.进入 everybody pron.每人;所有人 player n.运动员;选手 decision n.决定 score n.得分;比分 v.得分 proud adj.骄傲的;自豪的 coach n.教练 bit n.有点儿;稍微 repeat v.重复 solution n.解决办法;解决 though conj.虽然;尽管 重点短语 feel blue 感到忧郁 on top of the world 欢天喜地 all smiles 笑容满面 in low spirits 情绪低落;精神不振 let down 使失望 be hard on 对……苛刻或过分严厉 take back 撤回;收回 proud of 为……感到骄傲 as well 也;又 a bit 有点儿;稍微 pull together 齐心协力;通力合作 even though 即使;虽然 go wrong 出现问题;发生故障;搞错 重点句型 1.When the bell rang,Matt entered the classroom with a heavy heart.铃响时,马特心情沉重地走进教室。 2.But we had a good chance to win until I made that mistake.但在我犯那个错误之前,我们本来有很好的机会赢的。 3.I’m proud of us,and I know our coach and everyone else in our school are as well.我为我们感到骄傲,而且我知道我们的教练以及学校里的其他人也一样(为我们感到骄傲)。 4.It’s more important to learn from your mistakes so that you don’t repeat them in future.更重要的是从错误中学习,以免今后重蹈覆辙。 教学重点 1.Help students distinguish positive and negative emotion idioms. 2.Guide students to read the story and understand the cause of Matt’s sadness and the way Tom comforted him. 3.Enable students to use the idioms to retell the story and give advice. 教学难点 1.Help students understand the implied meaning of emotion idioms. 2.Guide students to use the idioms and conjunctions correctly in retelling and advice⁃giving. ◇教学过程◇ Step 1 Leading in 1.Greet the class and show pictures of two people:one with a smile and the other with a sad face.Then ask students:“How do these people feel?Can you use a vivid phrase to describe their feelings?” 2.Introduce the concept of “idiom”—a group of words whose meaning is different from the sum of their individual words. Step 2 Work on 1a 1.Present the idioms in 1a on the screen.Ask students to read them aloud and underline the negative ones. 2.Check the answers and explain the meaning of difficult idioms. Step 3 Work on 1b-1c 1.Introduce the story background:“Matt was in the school basketball team.He made a mistake in the game.Let’s read the story ‘You Can’t Win Them All’ to find out what happened.” 2.Ask students to read the story silently and answer the question:“What mistake did Matt make at the basketball game?” 3.Ask students to read the story again and complete the problems and solutions in 1c.Remind them to find Matt’s feelings and Tom’s advice.Check the answers together. 4.Check the answers and explain useful language points. Step 4 Work on 1d-1e 1.Ask students to read the story a third time and answer the questions in 1d.Give them 5 minutes to complete it individually,and then discuss with their groups. 2.For 1e,ask students to replace the underlined words with the idioms from the story.Give examples for the first sentence:“Edward noticed that his friend had a sad expression.” → “Edward noticed that his friend had a long face.”  3.Invite students to complete the rest individually,and then check the answers. Step 5 Work on 1f 1.Divide students into pairs.One acts as Matt,the other as the coach.Ask them to role⁃play the conversation using the model in 1f.Encourage them to use the idioms and conjunctions learnt. 2.Invite two pairs to perform.Praise students who use idioms correctly. ◇教学反思◇ 　　故事内容贴近学生生活,能有效吸引学生兴趣,多数学生能理解Matt的情绪变化及Tom的安慰方式。但在习语学习中,部分学生容易混淆“a long face”和“a heavy heart”的用法,且在替换练习中难以快速联想到对应的习语。在角色扮演中,学生对教练角色的语言把握不够贴切,缺乏鼓励的语气。后续教学需增加习语配对练习,并提供不同角色的语言特点提示,帮助学生更好地运用习语和融入情境。 1 立足安徽 精准备考 1 / 1 学科网（北京）股份有限公司 $