八年级英语下册 Unit 8 Topic 2 We can design our own uniforms Section A教案 新版仁爱版.docx
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八年级英语下册 Unit 8 Topic 2 We can design our own uniforms Section A教案 新版仁爱版.docx
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八年级英语下册Unit8Topic2WecandesignourownuniformsSectionA教案新版仁爱版
Topic2WecandesignourownuniformsSectionA
Ⅰ.Materialanalysis
本节课建议教师用1-2课时上完。
主要活动为SectionA的1a和2a。
民主的师生关系和着装艺术是本话题的一个亮点:
本话题由师生一起设计校服引入,继而谈论制服的重要性和不同场合的着装艺术,在呈现这些趣味话题的同时巧妙地融合了疑问词引导的宾语从句,以及句型It’s+adj.+that…和It’s+adj.+(forsb.)todosth.。
本课在1a的对话中首先以师生一起谈论设计校服为切入点,通过1c和3的练习让学生学习运用由疑问词引导的宾语从句;又通过2的学习活动,引导学生在学习和运用中体会when引导宾语从句时和when引导时间状语从句时的不同用法。
同时通过本课的学习,呈现了句型It’s+adj.+that…和It’s+adj.+(forsb.)todosth.的用法,要求学生能够学以致用。
Ⅱ.Teachingaims
Knowledgeaims:
1.学习由疑问词引导的宾语从句。
2.学习句型It’s+adj.+that…和It’s+adj.+(forsb.)todosth.。
3.谈论制服。
Skillaims:
1.能听懂接近正常语速、涉及校服设计和制服穿着的语段,回答老师提出的问题。
2.能就校服设计的话题进行简单的交谈。
3.能从简单的文章中找出有关信息,理解大意。
4.能根据对话简单地写出关于穿着制服的重要性的短文。
Emotionalaims:
1.有参与校服设计的热情。
2.能在小组活动中积极与他人合作,相互帮助,共同完成学习任务。
Ⅲ.Thekeypointsanddifficultpoints
Ⅳ.Learningstrategies
1.在学习由疑问词引导的宾语从句时,能够把握学习内容的重点和难点。
2.注意通过音像资料丰富自己的学习。
Ⅴ.Teachingaids
Computermultimediaprojector;thepicturesofdifferentkindsofuniforms;apictureofajournalistwithamicrophone;apictureofapersonwearingplainclothes;apictureofapolicemanwearinguniforms.
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
(8minutes)
1.Thewhole
classwork.
2.Groupwork.
3.Thewhole
classwork.
4.Groupwork
.
5.Groupwork
+thewholeclasswork.
6.Thewhole
classwork.
1.Focustheirattention
ontheteacher.
2.Studentswritedown
thewordsaboutclothestheyhavelearned.
3.Studentsreadthe
passagetheyhavefinishedbeforeclass.
4.Studentsdiscusswho
oftenwearsuniforms.
5.Studentswritedown
theiranswersontheblackboard.
6.Studentsshowtheir
picturestheycollectedbeforeclassabouttheirfavoriteschooluniforms.
1.Greetstudentsandmakethemreadyforlearning.
2.Theteacherletsstudents
fromdifferentgroupswritedownthewordsaboutclothestheyhavelearned.Thegroupwhichwritesthemostontheblackboardatthecertaintimecangetfourpoints.
3.Theteacherletsstudents
reporttheirhomework.Askthemtoreadthepassagetheyhavefinishedbeforeclass.Theyshouldletotherstudentsunderstandwhatclothestheylikewearingbestandtellthereasons.
4.Theteacherletsstudents
discusswhooftenwearsuniforms.
5.Theteacherletsstudents
fromdifferentgroupswritedowntheiranswersontheblackboard.Thegroupwhichwritesthemostinthecertaintimecangetfourpoints.
(doctor,nurse,policeman,policewoman,police,
postman,student,worker,cook,officeworker...)
6.Theteacherleadsthenew
lesson:
Yes,westudents
shouldalsowearuniformseveryday.Whohasbroughtthepictureofyourfavoriteschooluniformstoourclassroom?
Pleaseshowthemtousnow!
Presentation
(10minutes)
1.Thewhole
classwork.
2.Thewhole
classwork.
3.Individual
work.
4.Thewhole
classwork.
5.Individual
work.
6.Thewhole
classwork.
7.Thewhole
classwork.
8.Thewhole
classwork.
1.Studentslookatthe
pictureof1aandguesstheanswers.
2.Studentswatchthe
flashof1aandchecktheirguess.
3.Studentslistento1a
andanswerthequestionsof1b.
4.Studentscheckthe
answers.
5.Studentsreadthe
conversationandcirclethenewwordsand
phrases.
6.Studentslearnthenew
wordswiththehelpoftheteacherandmakenewsentenceswiththem.
7.Studentsreadthe
conversationaftertherecordingsentencebysentence.
8.Studentstrytofollow
thespeed,payingattentiontothepronunciation
andintonation.
1.Theteacherletsstudentslookatthepictureof1a,andleadstotheconversation:
Look!
HowexcitedMissWangandthestudentsare!
Doyouknowwhattheyaretalkingabout?
2.Theteacherplaystheflashof1aandletsthestudentswatchandchecktheirguess.
3.Theteacherplaystherecording
of1aforthestudents.Letthemlistento1aandanswerthequestionsof1b.
4.Theteacherletsstudentstelltheiranswers.Teachthenewwordsurvey.
5.Theteacherasksthestudentstoreadtheconversation.Letthemcirclethenewwordsandphrases.
6.Theteacherteachesthenewwordsandphrases:
depend,dependon,anddiscipline.Letthemmakesentences,usingdependonandsurvey.
7.Theteacherplaystherecordingsentencebysentence.
8.Theteacherplaystherecordingwithoutstopping.
Consolidation
(10minutes)
1.Groupwork.
2.Thewhole
classwork.
3.Thewhole
classwork.
4.Pairwork.
.
5.Thewhole
classwork.
6.Pairwork.
1.Studentsdiscussin
groupstounderstandtheconversation.
2.Thestudentsunderlineintheirbooksandmakesomenotes.
3.Studentsreadthe
questionsandthebriefconversationof1c.
4.Studentsmakeup
conversationsaftertheexampletograspthestructureofobjectclauseswithwh-questions
5.Studentsevaluatethe
threeconversationsontheblackboard.
6.Studentsactoutthe
conversationof1ainpairs.
1.Theteacherletsstudentsdiscussingroupstounderstandtheconversation.Letthemcollectthesentencestheycan’t
understandwithintheirowngroupsandshowthemtothewholeclass.Thestudents
fromothergroupsmaygivethemahandiftheycan.
2.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:
(1)Kangkang,canyoutellmewhatMissWangsays?
由疑问词引导的宾语从句:
主句+引导词(疑问词)+主语+谓语+其它
(2)lookugly/goodonsb.
(3)dependon/upon
(4)It’s+adj.+that…
It’s+adj.+(forsb.)todosth.
3.Theteacherasksstudentstoreadthequestionsandthebriefconversationof1c.
4.Theteacherasksstudentstomakeupconversationsaftertheexampletograspthestructureofobjectclauseswithwh-questions.Askthreestudentsfromdifferentgroupstowritedowntheirconversationsontheblackboard.
5.Theteacherasksstudentstoevaluatethethreeconversationsontheblackboard.Pointoutthedifficultiestheycan’tfindifnecessary.
6.Theteacherletsstudentsactouttheconversationof1a.
Practice
(10minutes)
1.Thewhole
classwork.
2.Thewhole
classwork.
3.Individual
work.
4.Thewhole
classwork.
5.Individual
work.
6.Thewhole
classwork.
7.Thewhole
classwork.
8.Thewhole
classwork.
1.Studentslookatthe
picturesandknowaboutthedifferentkindsofuniforms.
2.Studentsskimthe
conversationandthesentences.Knowaboutthegeneralmeaningsoftheconversation.
3.Studentslistentothe
conversationandputthethreesentencesintherightplaces.
4.Studentscheckthe
answers.
5.Studentsreadthe
conversationcarefullyandanswerthequestionsof2b.
6.Studentscheckthe
answers.
7.Studentsunderstandtheconversation.
8.Studentsread2aafter
therecording.
1.Theteachershowsthepictures
ofdifferentkindsofuniformsonthescreen.Leadtothenewconversationof2.
2.Theteacherletsthestudents
readtheconversationandthesentencesA-C.
3.Theteacherplaystherecordingof2a.Letstudentslistentotheconversationandputthethreesentencesintherightplaces.
4.Theteacheraskstwostudents
totelltheanswers.Teachthenewwordinterviewbyshowingpictureofajournalistwithamicrophone.Teachplainclothesbycomparingapictureofacommonpersonwithapolicemanwearinguniform.Teachthephrasecarryoutbyguessingthemeaningofthesentence.
5.Theteacherasksstudentstoreadtheconversationcarefullyandanswerthequestionsof2b.
6.Theteacheraskstwostudentstotelltheanswers.
7.Theteacherletsstudentsfind
outthesentences
containing…when…andhelpsthemunderstandthedifferentusagesofthem.Andthenaskthemtofindoutmoredifficultsentencestheycan’tunderstand.Explainthemtogetherwiththestudents.
8.Theteacherplaystherecording.Letstudentsreadafterit.
Production
(7minutes)
1.Thewhole
classwork.
2.Pairwork.
3.Pairwork.
4.Groupwork.
5.Individual
work.
6.Thewhole
classwork.
7.Individual
work
1.Studentsreadthe
questionsinthebox
andunderstandthe
example.
2.Studentsmakeup
conversationsafterthe
exampleinpairs.
3.Studentsactouttheir
conversations.Understandtheorderofobjectclauseswithwh-questions.
4.Studentsdiscussthe
importanceofsome
uniformsingroups.
Thencompletethetable.
5.Studentscollectsome
usefulexpressionsto
writethepassageafter
class.
6.Studentssummarize
SectionAwiththe
teacher.
7.Studentsfinishafter
class.
1.Theteacherasksthestudents
toreadthequestionsin
theboxandunderstand
theexample.
2.Theteacherasksstudentsto
makeupconversations
aftertheexample,using
thesentencesinthebox.
Remindthemoftheorder
oftheunderlinedwords.
3.Theteacherletsstudentsact
outtheirconversations.And
thenstresstheorderof
objectclauseswith
wh-questionsagain.
4.Theteacherasksstudentsto
discusstheimportanceof
someuniforms.Then
completethetable.
Uniform
Importance
Doctor’s/
Nurse’s
Cook’s
Worker’s
5.Theteacherletsstudentswriteapassageaccordingtotheresultofthediscussionaboveasthehomework.
6.Theteachershowsthesummaryofthissectiontothestudents.
7.Theteacherassignshomework:
(1)Reviewthesummary
afterclass.
(2)FinishthewrittenworkinStep5.
(3)Designyourfavorite
uniforms.Drawthe
picturesandputthemup
thewalloftheclassroom.
TeachingReflection
Thetopicofthissectionispopularwiththestudents.Teachermaydesignmoreactivitiesbeforethenewclass:
letstudentsprepareandshowsomepicturesabouttheirfavoriteclothes;letthemshowsomepicturesofthepeoplewhooftenwe
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