仁爱版八下教案Unit 8 Topic 2 We can design our own uniforms 第1课时

Unit8OurClothesTopic2Wecandesignourownuniforms.教学内容分析及课时分配建议：本话题围绕校服而展开。主要内容包括：由王老师提出学校将要给孩子们定制校服而展开。通过Jane与Kangkang的问答，引出本单元的语法知识---从句部分是特殊疑问句的宾语从句。孩子们提议由自己来设计校服，因为穿校服可以展示良好的纪律。然后，由校服联系到各行各业的制服及制服的重要性，地域性，合适性。为了拓展学生的视野，还介绍了国外的节日着装风俗。通过学习本话题，学生能够更好的理解为什么学校要求学生穿校服。也可以学到一些着装礼仪，做到在不同的场合能够得体地穿着打扮。本话题建议用5个课时来完成：第一课时：SectionA—1a,1b,1c,3，2a,2b第二课时：SectionB—1a,1b,1c,2,3第三课时：SectionC—1a,1b,1c第四课时：SectionC—2,3a,3b,SectionD-2第五课时：SectionD—GrammarandFunctions,1a,1b,Project第一课时（SectionA—1a,1b,1c,3,2a,2b）教学设计思路：本课主要是让学生学习如何向第三方转述信息即特殊疑问句作宾语的宾语从句和it作形式主语的句型。首先通过班内调查学生是否应该穿校服来引出话题学习新词汇。接着迅速听1a的对话完成1b。随即让读1a并找出宾语从句，引入到新语法的学习。有了充足的信息输入之后，通过1c和3来操练新语法。最后完成2a和2b来完成SectionA。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇depend,survey,interview,discipline,carryout,dependon,plainclothes（2）初步学习宾语是特殊疑问句的宾语从句和“It’s+形容词+that+从句”句型。2.Skillaims:（1）能够向第三方转述信息。(2）能够把特殊疑问句转换成陈述语气。 3.Emotionalaims:4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:(1)学会向第三方转述信息。(2)初步掌握宾语是特殊疑问句的宾语从句。2.Difficultpoints：(1)如何把特殊疑问句转换成陈述语气。(2)向第三方转述时，如何转换时态和人称。Ⅲ.Learningstrategies1.听前明确目标，确定重点有助于在听的过程中集中注意力。2.发现并利用规律来学习。如：把特殊疑问句转换成陈述语气应该怎么做。3.利用上下文的语境来补全对话。Ⅳ.Teachingaids多媒体课件/图片/小黑板/录音机V.TeachingproceduresStage1(5mins)：GettingthestudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)GreettheSsandteachthenewwords.T:Hi,boysandgirls!Howareyoutoday?T:Doyouhaveschooluniforms?T:Isitnecessaryforyoutowearschooluniforms?Let’smakeasurvey.IfyouLearnthenewwords.Ss:Fine.Thankyou.Ss:Yes.导入新课，教学新词。 thinkitisnecessary,raiseyourrighthand.T:Mmm,23.Sotherestthinkitisnotnecessary.ButIthinkwearingschooluniformscanshowgooddiscipline.T:Xxx,whydon’tyoulikewearingyourschooluniforms?T:(Showspictures)Lookattheseschooluniforms.Theyaredesignedbystudents.T:Sowhethertheschooluniformsarebeautifulornotdependsonwhowilldesignthem.Ifyoucandesignyourownuniforms,youwillbegladtowearthem.Right?S1:Becausetheyareugly!Ss:Wow!Sobeautiful!Ss:Yes.Remark：校服是学生比较熟悉的话题，教师可以通过调查学生是否应该穿校服来导入新课，通过比较自己的校服和别人的校服，让学生认识到原来校服也可以这样美。从而激发学生自己设计校服的欲望。教师要准备一些好看的校服图片。Stage2（5mins)：Listeningto1aandfinishing1b.StepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSslistento1aandfinish1b.T:IhopeyourdreamofListento1aandfinish1b.培养学生的听力技能。完成1b。 designingyourownschooluniformswillcometrue.Next,let’slistentoaconversationanddo1b.Beforelistening,pleasereadthequestionsquickly.T：Canwestartlisteningnow?T:Needonemoretime?T:Now,let’scheck.Xxx,pleaseanswerQuestionOne?T:Yes.No.2,who?T:...Ss:Yes.Ss:Yes.S1:Theyaretalkingaboutmakingschooluniforms.S2:...S3:...S4:...Remark：由于是听长对话然后回答问题，要求学生在听前一定要阅读1b中的所有问题。带着问题去听，更能集中注意力。因为答案需要学生进行加工整理才能得到，如果有必要，可以听两遍。Stage3（10mins)Intensivereadingof1aStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)LettheSsread1a,findouttheobjectclausesandunderstandthedifficultsentences.T:Justnow,welistenedtotheconversation.Next,pleasereadtheRead1a,findouttheobjectclausesandunderstandthedifficultsentences.让学生复习以前学习过的宾语从句，同时导入到既将学习的宾语从句。解决难点句子，完成1a。 conversation.Whileyouarereading,pleasefindouttheobjectclauses.T:Hi,class!Haveyoufoundouttheobjectclauses?T:Ok.Thenwhowouldliketotry?Handsup,please!T:Great!Anymore?T:Don’tworry,pleaseturntopage126.Readtheobjectclauseintroducedbywh-words.T:Haveyoufinishedreading?T:Ok.Thengoonfindingouttheobjectclausesin1a.T:Whocantry?T:Verygood.Lookatthesesentences,theyareSs:Yes.S1:Shesaysthatourschoolplansto...forus.S2:Ithinkwecandesign...byourselves.Ss:Sorry.Ss:Yes.S3:Kangkang,couldyoutell...says?S4:Itdependson...uniform. allobjectclauses.ButTheyarenotthesame.WewilllearnanewkindofobjectclausetodaylikeSentence3and4....Remark：为了提高效率，教师可以通过小黑板或大屏幕把1a中需要学生理解的句子展示出来。最好把学生找出来的宾语从句的句子也展示出来。教师也不要直接讲解，最好让学生自己阅读教材的附录部分，培养学生的自学能力。但是教师一定要把特殊疑问句转换成陈述语气讲解清楚。否则1c和3就无法进行。在讲解时1a，教师顺便提及“it’s+adj.+that+...”句型。Stage4（5mins)：Finishing1cStepTeacheractivityStudentactivityDesigningpurpose(Pairwork)LettheSsworkinpairtopracticeindirectspeech/objectclause.T:From1a,weknowthatMissWangasksthekidstosurveythestudentsaboutstylesofuniforms.Now,thekidsarediscussinghowtodesigntheirschooluniforms.Listen!Whataretheytalkingabout?Lookatthepicturein1candworkinpairstomakeupconversationsaftertheexample.Youhave1minutetoprepare.T:Xxxandxxx,youplease.Workinpairtopracticeindirectspeech/objectclause.S1:CanyoutellmewhatMichaelasks?操练向第三方转述的能力，操练宾语从句。完成1c。 T:Sorry,youshouldsay“wheretheycanmakethem”.Whenyouretellsomeone’swordstoanotherpeople,remembertochangetheperson.Areyouclear?T:Goon,nextpair.T:...S2:Heaskswherewecanmakethem?Ss:Yes.S3:Canyou...?S4:Sheasks...S5:...S6:..Remark：这个环节，从表面看是操练向第三方转述信息，实际上是在操练由特殊疑问句作宾语的宾语从句。对于学生在转述的过程中出现的错误要及时纠正。Stage5（5mins)：Finishing3StepTeacheractivityStudentactivityDesigningpurpose（Pairwork)LettheSsworkinpairstopracticeobjectclause.T：Goodjob.Now,turntopage90.Goonpracticingobjectclause.Workinpairsagainandmakeupconversationsaftertheexample.T:Whichpairswouldliketopresenttotheclass?Workinpairstopracticeobjectclause.S1:Couldyoupleasetell操练宾语从句，发现把特殊疑问句转换成陈述语气的规律。完成3。 T:Wonderful!Now,whocantelluswhathappenstothewordorderofobjectclause?mewhatliketowearinsummer?S2:Sure.IliketowearT-shirts.S3:...S4:...S5:...S6:...S11:...Remark:这个替换练习本质上还是在操练宾语从句。教师要及时纠正学生出现的错误，还要学生通过观察，总结出怎样把特殊疑问句转换成陈述语气。对于学生很难懂的地方，教师用汉语直接解释。Stage6（5mins)：Finishing2aStepTeacheractivityStudentactivityDesigningpurposeLettheSslistento2aandcompletetheconversation.T：Youdidverywellinpracticingobjectclause.Xxx,couldyoutellmewhatpolicewearwhentheyareatwork?T:Usually,policewearuniforms,buttheymaywearplainclotheswhentheycarryoutspecialtasks.Now,Listento2aandcompletetheconversation.S1:Sure.Theywearuniforms.培养学生的逻辑思维能力和听力技能。完成2a。 (Individualwork)Kangkangisinterviewingapolicewoman.Pleasereadtheinterviewandcompletetheconversation.T:Haveyoufinished?T:Ok.Thenlet’slistentotheinterviewandcheckyouranswers.T:Xxx,what’syouranswer?T:Doyouagree.T:WhocantranslateSentenceAandCintoChinese?Ss:Yes.S2:B-A-C.Ss:Yes.S3:...S4:...Remark:教师可以让学生先根据上下文的语境完成短文，然后通过听对话，检查核对正确与否。教师提醒学生注意句型“Itis+adj.+forsb.+todosth.”和词组“stopsb.Fromdoingsth.”。Stage7（5mins)：Finishing2bStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)LettheSsread2aanddo2b.T:Wehavereadandlistenedto1aonce.Next,read1aagain,findtheanswerstothequestionsin2bandthengiveareportlater.T:Xxx,canweshareyourRead2aanddo2b.培养学生的口头表达能力，完成2b。 report?T:Terrific!Whoelse?S1:Thepolicewomanusuallywearsuniformswhensheisatwork...S2:...Remark:只要学生基本能表达出问题所涵盖的信息即可。Stage8（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)LettheSssummarizewhattheyhavelearnedinthisperiod.T：Policetakeanimportantpartinourdailylife.Weshouldsaythankstothemfortheirhardwork.Itseemsthatthisperiodwillbeoversoon.Now,let’ssummarizewhatyouhavelearnedtoday.Xxx,youplease.T:Whoelse?Summarizewhattheyhavelearnedinthisperiod.S1:Welearnedobjectclause.S2:Welearnedhowtoretellsomebody’swordstoanotherperson.S3:...S4:...回顾总结本课的知识，加强学生的记忆。 2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutoreadthegrammarpointsaboutobjectclauseonpage125and126.FinishtheHMK.让学生把教材附录部分有关宾语从句的知识看一看，让他们对宾语从句有一个整体的系统的了解。Remark：在总结回顾时，涉及语法专业术语时，可以让学生用汉语表述。VI.Blackboarddesign第一课时（SectionA—1a,1b,1c,3,2a,2b）WordsandexpressionsGrammarsurvey宾语从句disciplineV.+陈述语气的特殊疑问句dependdependon形式主语plainIt’s+形容词+that+从句plainclothesIt’s+形容词+forsb.+todosth.carryoutinterviewstopsb./sth.fromdoingsth....