課時3SectionA(GrammarFocus-4c)課時教學目標1.能借助how,what,who,why等引導的特殊疑問句完成故事的敘述。2.能夠對如何講述故事（開始、發展、結束及啟示）進行歸納總結。3.能正確使用assoonas,unless,so...that...等連詞和適合的時態講故事，并學習故事中人物的優良品質。教學過程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意為“除非；如果不”，引導條件狀語從句。unless引導的條件狀語從句表示否定意義，相當于if引導的條件狀語從句的否定形式，即“if...not...”；時態遵循“主將從現”的原則，從句位于主句之前時，常用逗號與主句隔開。(2)assoonas意為“一……就……”，引導時間狀語從句，表示主句動作緊接著從句動作發生。時態遵循“主將從現”的原則，從句位于主句之前時，常用逗號與主句隔開。(3)so...that...意為“如此……以至于……”，引導結果狀語從句。常見結構為“so+形容詞/副詞+that從句”和“so+形容詞+a/an+單數可數名詞+that從句”。Keypoints1.onceuponatime從前2.Ittakes/took(sb.)sometimetodosth.做某事花費（某人）多長時間Step3Workon4a1.Askstudentstofillintheblankswithunless,assoonasorso…that.2.Whenstudentsfinish,tellthemthenameofthestoryisCinderella.3.Aftercheckingtheanswers,askstudentstoprepareforthreeminutesandtrytoretellthestory.TextbookAnswers1.Assoonas2.so;that3.unless4.Assoonas5.unless6.so;thatKeypoints（針對訓練習題見上課課件PPT）1.makesb.dosth.讓某人做某事2.fallinlove(withsth./sb.)愛上(某物/某人)3.fitv.適合;合身4.couplen.(尤指)夫妻;兩人;兩件事物；acoupleof一對；幾個5.stopdoingsth.停止做某事；stoptodosth.停下來去做某事6.getmarried結婚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.教學效果評價通過觀察、討論、歸納等課堂活動，學生探究并總結出如何講述故事，并能注意故事情節的邏輯性、語言銜接的連貫性、語言表達的準確性。學生在故事閱讀與講述中提升了思維品質。作業完成《點撥訓練》UNIT6課時3SectionA(GrammarFocus—4c)的練習。教學筆記_______________________________________________________________