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/ 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（2024）八年级上册
授课题目 Unit 8 Let’s communicate! Section A Grammar Focus 课时 课型 第3课时 语法课
主题情境 人与社会 授课教师
语篇研读 【What】 该语篇是语法聚焦板块，含 3a 识别 if 从句例句、3b 匹配句子、3c 时态填空并结合 “同学聚会”“团队训练” 场景讨论三个任务，围绕 if 条件状语从句展开语法学习与应用。 【Why】 旨在让学生从语篇中提取、理解 if 条件状语从句，通过语义匹配和场景填空，掌握其用法并能在真实情境中运用，提升语法应用能力与学习动机。 【How】 以 “提取语法→语义匹配→场景应用” 递进结构，3a激活感知，3b搭建语义支架，3c结合时态规则与生活场景，遵循 “输入-内化-输出” 的语言学习规律。
学情分析 八年级学生已积累一定英语词汇和简单句型，对if引导的条件状语从句有初步认知，但易混淆 “主将从现” 规则与其他时态用法，在复杂语境中判断从句类型（条件 / 宾语）时易出错；能理解基础句型，但在结合 “解决矛盾”“聚会邀请” 等真实场景创编对话时，语法运用的准确性和丰富性不足，部分学生对语法学习存在畏难情绪，需通过生活化场景和互动任务提升学习兴趣与应用能力。
课标要求 能在“解决矛盾”“生活邀请” 等场景中，运用if条件状语从句准确表达条件与结果，提升语言运用的逻辑性。 理解不同沟通场景中语法运用的文化内涵，培养跨文化交际中的语法应用意识。 在分析if条件句语义逻辑时，提升逻辑思维与问题解决能力。 通过 “识别-匹配-应用”等语法任务，提升自主梳理语法知识与协作探究的能力
教学目标 通过本节课学习，学生能够： 掌握 if 引导的条件状语从句的核心规则，包括从句与主句的位置关系和时态规律；能区分 if 引导的条件状语从句与宾语从句的含义、位置及时态差异；理解并掌握 “difficulty、line、seriously” 等核心词汇及 “drop sb. a line、take sth. seriously” 等短语的用法。（学习理解） 能独立完成从句时态填空、句子匹配、句型转换等练习，准确运用 “主将从现” 等规则；能根据 “校园生活”“聚会邀请”“团队训练计划” 等场景，仿写或创编包含 if 条件状语从句的句子及简短语篇；能准确判断句子中 if 从句的类型，清晰阐述判断依据，提升语法应用的精准度。（实践运用） 能将 if 条件状语从句的用法迁移到日常生活场景用英语表达逻辑连贯的条件与结果；通过收集英文歌曲、电影台词中的 if 从句，分析其用法差异，拓宽语言视野；培养理性思考和逻辑表达能力，在跨场景交流中灵活运用语法知识传递意图。（迁移创新）
教学 重难点 重点： 掌握if条件状语从句的“主将从现”规则及从句与主句的位置关系，能区分if引导的条件状语从句与宾语从句。 难点：在真实场景中灵活运用“主将从现”及特殊情况（主句为祈使句/含情态动词），准确判断if从句类型并规范表达
核心语言 【核心单词】 difficulty；line；seriously；perform；drop 【核心短语】 drop sb. a line 给某人写信 / 发信息 take sth. seriously 认真对待某事 have (no) difficulty (in) doing sth. 做某事（没）有困难
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
Part1： Lead in （3min） 1. Play the song If You Are Happy and invite students to sing and do the actions together. 2. Ask: “What words do you hear many times in the song ” Guide students to find “if” and briefly introduce the topic of if-clauses. 1. Sing the song and follow the actions actively. 2. Listen carefully, find the repeated word “if” 通过趣味歌曲激活课堂氛围，让学生在轻松的情境中初步感知“if”的用法，自然引入本课语法主题，降低学习畏难情绪。
效果评价：观察学生参与歌曲演唱的积极性，判断学生是否能准确找出关键词“if”，初步了解学生对“if”的已有感知程度。
Part 2： Presentation（10min） 1. Present 5 example sentences from 3a, ask students to read them aloud and circle the if-clauses. 2. Guide students to discuss: “Where are the if-clauses in the sentences ” Summarize the position rules 3. Analyze the tenses of main clauses and if-clauses with students, summarize the “主将从现” rule and special cases 4. Show 2 groups of sentences, ask students to compare and find the difference of “if”, then explain the difference between if conditional clauses and if object clauses with a comparison table. 1. Read the sentences aloud, circle the if-clauses, 2. Discuss in pairs, summarize the position rules 3. Observe the tenses of main clauses and if-clauses, take notes 4. learn the difference between the two types of clauses with the teacher’s explanation. 从语境例句出发，通过“找从句—析位置—总结时态—辨差异” 的递进式活动，帮助学生系统理解 if条件状语从句的核心规则，同时区分易混淆点，符合 “输入—内化” 的语言学习规律。
效果评价：检查学生圈画if从句的准确性，评估学生对位置规则、时态规律的总结能力，通过课堂提问判断学生是否能初步区分if引导的两种从句。
Part 3： practice（11min） 1. Assign the “Fill in the blanks” exercise, ask students to finish it individually and check answers in pairs. 2. Organize the “Clause Type Judgment” activity, invite students to stand up and answer the results and reasons. 3. Guide students to finish the “Sentence Matching” task (3b) in groups of 4, and invite one group to present the answers. 1. Finish the exercise independently, 2. Participate in the judgment activity actively 3. Cooperate with group members to finish the sentence matching task 通过 “个人练习 — 双人核对 — 小组合作” 的分层练习，从时态应用、类型判断、语义匹配三个维度强化学生对语法规则的掌握，提升练习的针对性和趣味性。
效果评价：关注学生填空练习的正确率，评估学生判断从句类型的准确性和理由阐述的清晰度，观察小组合作的默契度和答案呈现的正确性。
Part 4： Production（11min） 1. Introduce the note-writing task: Invite students to write a birthday party invitation to their friend, with requirements 2. Provide sentence templates and key phrases, walk around the classroom to offer help. 3. Invite 2-3 students to share their notes with the class. 1. Understand the writing requirements, 2. Ask the teacher for help when encountering difficulties. 3. Share their works actively, listen to peers’ works and put forward simple opinions. 将语法应用与真实写作场景结合，通过提供支架降低写作难度，让学生在实践中灵活运用 if 条件状语从句，实现 “内化 — 输出” 的转化，同时提升书面表达能力。
效果评价：从字数、if 从句数量、语法准确性、格式规范性四个维度评价学生的写作作品，评估学生能否在真实场景中规范、灵活运用所学语法知识。
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： Exercises（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 Need to do:用 if 条件状语从句写 5 个关于 “校园生活” 的句子，涵盖不同位置和时态 Choose to do:查找英文歌曲或电影台词中的 if 从句，抄写 3 句并分析类型和时态。 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 本次教学围绕 if条件状语从句展开，通过 “歌曲导入—例句分析—分层练习—写作输出”的流程，基本达成学习目标，学生能掌握核心规则并完成基础应用。但仍有不足：一是Production环节中，部分基础弱学生依赖模板，自主表达不足，需后续提供更细致的个性化指导；二是对“if 引导两种从句”的区分练习时间较紧，少数学生仍存在判断模糊的情况，可在下次课加入简短的快速抢答巩固环节。此外，课堂互动多集中在小组活动，个别沉默学生参与度需通过更灵活的提问方式调动，以提升整体教学的针对性与包容性。
21世纪教育网(www.21cnjy.com)(共36张PPT)
Section A Grammar Focus
Unit 8 Let’s Communicate!
人教版英语（新教材）八年级上册
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
学习目标
掌握 if 引导的条件状语从句的核心规则，包括从句与主句的位置关系和时态规律；能区分 if 引导的条件状语从句与宾语从句的含义、位置及时态差异；理解并掌握 “difficulty、line、seriously” 等核心词汇及 “drop sb. a line、take sth. seriously” 等短语的用法。（学习理解）
能独立完成从句时态填空、句子匹配、句型转换等练习，准确运用 “主将从现” 等规则；能根据 “校园生活”“聚会邀请”“团队训练计划” 等场景，仿写或创编包含 if 条件状语从句的句子及简短语篇；能准确判断句子中 if 从句的类型，清晰阐述判断依据，提升语法应用的精准度。（实践运用）
能将 if 条件状语从句的用法迁移到日常生活场景用英语表达逻辑连贯的条件与结果；通过收集英文歌曲、电影台词中的 if 从句，分析其用法差异，拓宽语言视野；培养理性思考和逻辑表达能力，在跨场景交流中灵活运用语法知识传递意图。（迁移创新）
Lead in
If you're happy happy happy, clap your hands
lf you're happy happy happy, clap your hands
lf you're happy happy happy, clap your hands clap your hands
lf you're happy happy happy, clap your hands
lf you're angry angry angry, stomp your feet
lf you're angry angry angry, stomp your feet
lf you're angry angry angry, stomp your feet stomp your feet
lf you're angry angry angry, stomp your feet
lf you're scared scared scared, say oh no
lf you're scared scared scared, say oh no
lf you're scared scared scared, say oh no say oh no
lf you're scared scared scared, say oh no
lf you're sleepy sleepy sleepy, take a nap
lf you're sleepy sleepy sleepy, take a nap
lf you're sleepy sleepy sleepy, take a nap take a nap
lf you're sleepy sleepy sleepy, take a nap
Let’s sing and dance together!
If You Are Happy
Presentation
Read the sentences. Find more sentences with if-clauses in Section A.
If you want to solve the problem, a face-to-face talk usually works the best.
Texting can make things worse if you’re not careful with your words.
If the rehearsal ends at 7:00 p.m., I’ll pick you up at 7:15 p.m.
If you stay calm and say sorry, it will help.
If I go there, I will try all the delicious local food.
3a
观察你画出的if 从句，它们在句子中的位置一样吗？
一类是 if 从句在句首的（此时从句后加逗号）
一类是 if 从句在句末的（此时从句前可不加逗号）
If you study hard, you will pass the exam.
=You will pass the exam if you study hard.
If you stay calm and say sorry, it will help.
= It will help if you stay calm and say sorry.
If you study English hard, you’ll do better in English.
=You’ll do better in English if you study English hard.
Exercise
If you want to solve the problem, a face-to-face talk usually works the best.
Texting can make things worse if you’re not careful with your words.
If the rehearsal ends at 7:00 p.m., I’ll pick you up at 7:15 p.m.
If you stay calm and say sorry, it will help.
If I go there, I will try all the delicious local food.
if 从句
主句
主句和从句时态有什么规律
主将从现
一般现在时
情态动词
描述 “条件”
描述 “结果”
一般现在时
一般现在时
一般现在时
一般现在时
一般将来时
一般将来时
一般将来时
一般现在时
Grammar focus
特殊情况：主句表达 客观事实、习惯性结论
类型 例句 从句时态 主句时态
基础结构 If you stay calm, it will help.
特殊情况 1 If you need help, call me.
特殊情况 2 If you finish early, you can go home.
特殊情况 3（客观结论） If you mix red and blue, you get purple.
一般现在时
一般现在时
一般现在时
will + 动原
祈使句（动词原形)
情态动词（can/may 等）
Summary
if条件状语从句
一般现在时
一般现在时
1. If you exercise more, you (be) much healthier.
2. If it (rain) tomorrow, they (not play) soccer after school.
3. You should see a dentist if you (have) a toothache.
4. lf he (walk) to school, it (take) him too much time.
5. lf you (not go) to bed earlier, you (feel) tired in the morning.
6. lf it (not rain), he (play) basketball with me tomorrow.
Exercise
will be
rains
won't play
have
walks
will take
don't go
will feel
doesn’t rain
will play
Fill in the blanks.
If it rains, we will cancel the picnic.
You can join us if you finish your homework.
I wonder if he will come to the party.
Could you tell me if the shop is open today
if宾语从句（表是否）
if条件状语从句（表如果）
这两组句子里的if，含义一样吗
从句的位置，主句时态有什么不同？
if引导的宾语从句 if 引导的条件状语从句
例句
含义
位置
时态
是否
如果
主句现在，从句随便
主句过去，从句随变
“主将从现”
I wonder if it will rain tomorrow.
I wondered if he was free.
If it rains, I will stay at home.
I will stay at home if it rains.
易混淆点对比（if 宾语从句 vs if条件状语从句）
句首（加逗号）/ 句末
主句后（不加逗号）
If you don’t understand, you can ask the teacher. （ ）
She asked if you could help her with the project. （ ）
If it is fine tomorrow, we will have a picnic. （ ）
Do you know if there is a library near here （ ）
You will make progress if you keep practicing. （ ）
请判断下列句子中if引导的是条件状语从句还是宾语从句，将答案填在括号内。
条件状语从句
条件状语从句
条件状语从句
宾语从句
宾语从句
Practice
Match the two parts to make sentences.
1. If we can have a face-to-face meeting， A. try texting.
2. If I have good news， B. we′ll understand each other better.
3. If you need to leave， C. you can write things down for him.
4. If you can finish your work early today， D. I′ll call you right away.
5. If the old man has difficulties in hearing， E. I′ll call a taxi for you.
6. If you can′t reach her by phone， F. will you join me for dinner
3b
... If things ____________ (go) well, we ____________ (see) all those old faces again. Just think how great it will be! If you think you can come, ____________ (drop) me a line and I ____________ (give) you all the details about the reunion. But promise me you’ll think about it seriously .
Fill in the blanks with the correct forms of the verbs in brackets. Then discuss what the situations are and whom the information is for.
go
will see
drop
will give
3c
Hey, it’s me. I wanted to talk to you about the training plan for our team. The new season is coming, so it’s time to make a plan for our training. If we ___________ (start) earlier this year, I think we _____________ (perform) better. ___________ (give) me a call and ___________ (let) me know if you ___________ (think) of a good time for everyone to meet. Talk to you soon!
start
will perform
Give
let
think
drop me a line
给我写封短信
... If things ____________ (go) well, we ____________ (see) all those old faces again. Just think how great it will be! If you think you can come, ____________ (drop) me a line and I ____________ (give) you all the details about the reunion. But promise me you’ll think about it seriously .
go
will see
drop
will give
An invitation to a reunion party.
Old friends who haven't seen each other for a long time.
Discuss what the situations are and whom the information is for.
Hey, it’s me. I wanted to talk to you about the training plan for our team. The new season is coming, so it’s time to make a plan for our training. If we ___________ (start) earlier this year, I think we _____________ (perform) better. ___________ (give) me a call and ___________ (let) me know if you ___________ (think) of a good time for everyone to meet. Talk to you soon!
start
will perform
Give
let
think
a team training plan for the new season
Teammates in the sports team.
Discuss what the situations are and whom the information is for.
Production
Next Saturday is your birthday! You want to invite your best friend Lily to your party. Write a note to her—tell her the time, and explain what to do if she can come, and how to contact you if she can’t.
任务要求
字数：50-80 词
必含：2 个以上 if 条件状语从句（分别对应 “能来” 和 “不能来”）
格式：留言条格式（开头写朋友名，结尾写自己名字和日期）
开头邀请：
能来的准备：
不能来的沟通：
结尾期待：
Hi! Lily, I’m writing to invite you to my birthday party. It will be on …
If you can join us, could you …. That will help me get ready better.
If you can’t make it, please …., no need to worry, just let me know!”
I really hope to see you there! If you have any questions, call me at …
句型模板
Hi Lily!
I’m so excited to invite you to my birthday party. It will be at 6 p.m. next Saturday at my home. If you can come, tell me if you like chocolate cake—I’ll ask my mom to make it! Also, you can bring your little sister if she wants to join. If you can’t come, just send me a WeChat message before Friday. I totally understand if you’re busy. I really hope we can celebrate together! Call me if you have questions.
Yours,
Lisa
Summary
if-clause
if…
will…
if sb do sth,
sb will do sth
If sb do sth, sb. will do sth.
Sb will do sth if sb do sth.
Summary
Language points
1. difficulty n. 困难；难题（教材P75）
当表示具体意义的难处、难事时，是可数名词，其复数形式是difficulties；当表示抽象意义的困难时，是不可数名词，
常用于短语have （no）difficulty （in）doing sth.“做某事（没）有困难”。
difficulty 的形容词形式是difficult，意为“困难的”。
I have difficulty in solving that problem by myself.
我独自解决那个问题有困难。
difficulty n. 困难；难题
2. line n. 字行；便条；线（教材P75）
line n. 意为“字行；便条；线”。draw a line画一条线，drop sb. a line给某人写信。
line 作名词还可意为“行列；队伍”。
常用搭配
stand/wait in line 站队/ 排队等候
cut in line 插队
line 还可意为“电话线路”。
常用搭配
hold the line 别挂断电话
on the line 通话中
3. seriously adv. 严肃地；认真地（教材P75）
seriously 是副词，意为“严肃地；认真地”，在句中修饰动词作状语。
常用短语
take sth. seriously 认真对待某事
她认真对待自己的学业，总是获得好成绩。
She __________ her studies ________ and always gets good grades.
takes seriously
Exercise
Exercise
一. 翻译下列句子。
1.如果你不赶快走, 你就会迟到。
2.如果你爱你的父母, 你应当帮他们做做家务。
3. 如果你更友善一些, 你会交上很多好朋友。
If you don’t go soon, you’ll be late.
You should help do the housework if you love your parents.
You will make lots of friends if you are more friendly.
4. 如果你带外校的朋友来, 老师会让他们离开。
If you bring friends from other schools, the teacher will ask them to leave.
If he ______ (come) tomorrow, I ______ (tell) him the news.
I wonder if he ______ (like) the gift I bought.
He asked if you ______ (finish) your homework yet.
If you ______ (be) late again, the teacher ______ (be) angry.
Can you tell me if the train ______ (leave) at 3:00 p.m.
二、根据括号内提示，用正确的时态填空
likes
comes
had finished
leaves
are
will be
will tell
Homework
Homework
Need to do:用 if 条件状语从句写 5 个关于 “校园生活” 的句子，涵盖不同位置和时态
Choose to do:查找英文歌曲或电影台词中的 if 从句，抄写 3 句并分析类型和时态。
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谢
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