仁爱版八下教案Unit 8 Topic 2 We can design our own uniforms 第2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（SectionB—1a,1b,1c,2,3）教学设计思路：本课主要是继续学习宾语从句和it作形式主语。首先通过玩“传话”游戏，巩固上一节课所学的宾语从句的知识。然后通过展示各种图片解决1a的新词汇，为1b的听力任务作准备。随后就听1a,完成1b。听后接着让学生读1a,补全短文完成1c。然后让学生再读1a，找出宾语从句和难点句子。处理完难点之后，就立即进行2的句型操练。展示完毕后，让学生先读后听3的语调练习，完成3。最后回顾本课知识，完成本课时。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇enter,knee,takeoff,occasion,correctly,gatekeeper,attendant（2）继续学习宾语是特殊疑问句的宾语从句和it作形式主语的句型。2.Skillaims:（1）能够向别人提出合理的建议。 (2）能够使用正确的语调。3.Emotionalaims:4.Cultureawareness:让学生认识到在不同的场所应得体地着装。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）继续学习特殊疑问句作宾语的宾语从句。(2)继续学习it作形式主语的句型。2.Difficultpoints：(1)如何把特殊疑问句转换成陈述语气。(2)通过改变语调来表达不同的语气。Ⅲ.Learningstrategies1.运用不同的句型来表示强调。2.运用不同的语调来表达不同的语气。Ⅳ.Teachingaids多媒体课件/图片/小黑板/录音机V.TeachingproceduresStage1(5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)GreettheSsandplaythegame“PassingWords”torevisetheobjectclause.T:Goodmorning,class!T:Doyoulikeplayinggames?T:Let’sbeginourclasswithagamecalledPlaythegame“PassingWords”torevisetheobjectclause.Ss:Goodmorning,Mr...Ss:Ofcourse!玩“传话”游戏，既能复习宾语从句，又能激发学生的兴趣。 “PassingWords”.Iwillaskthefirststudentofeachrowaquestion.ButIonlyaskhimorherinthelowestvoice.Thenthesecondstudentshouldaskthefirststudent“Couldyoutellmewhattheteachersays?”andthenthethirdstudentasksthesecondstudent,andsoon.Ifthelaststudentgetthesamequestionasthefirstone,thenthisrowwinthegame.T:Areyouready?Let’sbegin.Example:RowOne:T:Wheredoyoucomefrom?S2:Couldyoutellmewhattheteachersays?S1:HeaskswhereIcomefrom.S3:Couldyoutellmewhattheteachersays?S2:HeaskswhereIcomefrom.....Remark：“传话”游戏非常适合这种转述的复习，参与人数多。教师给每一列学生的句子最好不一样。教师要用“悄悄话” 的形式去询问第一个学生。教师一定要询问每一列最后一个学生，以便确定该组是否传话成功。Stage2（5mins)：GettingthestudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)LettheSslearnthenewwordsbylookingatthepictures.T：Hi,boysandgirls.Doyouenjoyplayingthegame?T:Butwecan’tplaygamesonly,wehavetolearnthenewlesson.Look,Ihavesomepictureshere.(Showpictures)Doyouknowwhoheis?T：Youareright.Heisthegatekeeperofourschool.ThenCouldyoutellmewhatthismandoes?T:You’dbettercallhim“attendant”.Awaiterusuallyworksinarestaurant.Anattendantmayworkinamuseum.T:Weknowondifferentoccasions,weshouldweardifferentclothes.Forexample,IfItakepartinLearnthenewwordsbylookingatthepictures.Ss:Yes.Ss:门卫。Ss:Waiter.学习新词汇，为后面的听、读活动扫除障碍。 animportantmeeting,Ihavetowearmybusinesssuit.IfIenteraJapanesehome,Ihavetotakeoffmyclothes.IfItakepartinafootballgame,Ihavetowearknee-capstoprotectmyknees.Remark：教师在教学新词汇时，最好能够使用相匹配的图片或者实物，既直观又能加深学生的印象。Stage3（3mins)Listening1aandfinishing1bStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSslistento1aandfinish1b.T:Youarewhatyouwear.Soyoushoulddresscorrectlyoneveryoccasion.Butinourdailylife,peoplesometimesdon’tdresscorrectly.Forexample,youwillfindwhatIsaidistrueintheconversationsyouwilllistento.Beforelistening,youshouldreadthesentencesin1b.Whilelistening,youshouldmarkTorF.Areyouclear?T:CanIplaythetapeListento1aandfinish1b.Ss:Yes.培养学生的听力技能，完成1b。 now?T:Shallwelistenagain?T:Ok,let’scheck.No.1is...T:...Ss:YesSs:No.Ss:FSs:...Remark：这个听力任务比较简单，只要学生能判断出T/F即可。Stage4（5mins)：Finishing1cStepTeacheractivityStudentactivityDesigningpurpose:(Individualwork)LettheSsread1aanddo1c.T:Youhavelistenedto1a,next,pleaseread1aandcomplete1c.T:Haveyoufinishedyet?T:Let’schecktheanswerstogether.It’simpolite...tellhimwhat...Read1aanddo1c.Ss:Yes.Ss:heshouldwear,change,takeoff,...培养学生的阅读能力，完成1c。Remark：这个环节是把对话转换成短文，让学生补充完整短文，以检查学生的阅读能力。不过所填的内容均可直接从对话中获得，教师不用花过多时间与此活动。Stage5（5mins)：Intensivereadingof1aStepTeacheractivityStudentactivityDesigningpurpose:LettheSsread1a,findouttheobjectclausesandRead1a,findouttheobjectclausesand （Classactivity)difficultpoints.T：Congratulations!Youhavecompleted1ccorrectly.Next,pleaseread1aagain,findouttheobjectclausesanddifficultpoints.T:Finishedreading?T:Xxx,pleasereadouttheobjectclausesyoufoundout.T:Anymore?T:Right.Youhavegotthem.Anyproblems?difficultpoints.Ss:Yes.S1:Canyoutellme...here?S1:Couldyoutellme...are?Ss:No.S2:...让学生再读1a,通过找宾语从句的方式来复习宾语从句，同时找出难点并加以解决，完成1a。Remark:1a的对话内容比较简单，只要学生能找出宾语从句的句子即可。如果学生没有更多问题，教师也不必花更多时间。Stage6（15mins)：Finishing2StepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSsmakesentencesaftertheexamplewiththeinformationgivenin2.T:Now,let’smoveto2.WehavelearnedthesedrillsinSectionA.Today,wewillspendmoretimepracticingthem.Youcanmakethesentencesonyourbook.TheMakesentencesaftertheexamplewiththeinformationgivenin2.操练it作形式主语的句型。 examplemayhelpyou.I’llgiveyou4minutes.Afterfinishing,youcancheckwitheachother.ThenIwillasksomestudentstoreadouttheirsentences.T:Hi,kids!Timeisup!Anyvolunteers?Ineedvolunteers!S1:It’srighttoforus...It’srightthatwe...S2:...S3:...S4:...S5:...Remark:这个活动的主要目的是让学生训练it作形式主语的句型。这是本话题的重点，教师要确保学生能运用这两个句型,并且提醒学生这个句型也是为了强调形容词部分。教师要鼓励更多的学生来展示，并且最好活动完成后再抄写到作业本上。教师可以让学生在展示前先相互检查，互相学习。教师要把学生展示过程中出现的问题及时进行纠正。Stage7（2mins)：Finishing3StepTeacheractivityStudentactivityDesigningpurpose (Individualwork)LettheSslistento3aandtrytoimitate.T:Weknowdifferenttoneshavedifferentfunctions.Look,herearesomesentences.Xxx.Canyoureadoutthefirstone?T:Now,listentothetapeandimitate.Listento3aandtrytoimitate.S1:...S2:...S3:...模仿正确地语音语调，让学生懂得通过改变语调来表达不同的语气。Remark:对于升降调，学生并不陌生。教师把3中的句子展示在黑板上让学生先自己读，然后再听录音模仿。教师要提醒学生阅读金钥匙里的小窍门，并强调升降调的基本规则。Stage8（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)LettheSssummarizewhattheyhavelearnedinthisperiod.T:Wow!Wehaveonly5minutesleft.Weshouldsummarizenow.Whathaveyoulearnedtoday?Summarizewhattheyhavelearnedinthisperiod.S1:Objectclause.S2:Iknowweshoulddresscorrectlyoneveryoccasion.S3:It’s+adj.+forsb.+todosth.S4:It’s+adj.+that+...回顾总结本课的知识，加强学生的记忆。 S5:...S6:...2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutorewritethesentencesin2onyourexercisebook.What’smore,youshouldmakefivemoresentences.FinishtheHMK.让学生把2的句子重抄在作业本上，巩固对It作形式主语的用法。Remark：本课的重点之一就是操练it作形式主语，把2中学生所造的句子再抄一遍很必要，并要学生再仿写几句。VI.Blackboarddesign第二课时（SectionB—1a,1b,1c,2,3）WordsandexpressionsGrammargatekeeper宾语从句attendantV.+陈述语气的特殊疑问句takeoffenter形式主语kneeIt’s+形容词+that+从句correctlyIt’s+形容词+forsb.+todosth.occasion语音语调：升调降调...