仁爱版八下教案Unit 8 Topic 2 We can design our own uniforms 第3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第三课时（SectionC—1a,1b,1c）教学设计思路：本课主要是通过了解制服的社会功能来继续学习宾语从句和it作形式主语。首先通过玩“看一看，说一说”游戏，复习以前学过的有关职业的名称，引出本课的部分单词。然后让学生看1a的插图并讨论读前的2个问题，激活相关背景知识。接着让学生直接读1a,完成1b的表格，并核实预测结果。本课有许多新词汇，但是基本上都可以利用上下文来猜测出意思。教师要培养学生的猜测能力。核对完1b的答案后，就进行猜词义活动。然后鼓励学生利用单词表去自己拼读新词汇，完成词汇教学。没有了词汇障碍，教师就可以让学生进行难点句子的理解。最后让学生借助1b，复述1a的内容完成本课时。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇text,reason,heat,airport,officer,patient,spread,daily,firefighter,solider,official （1）继续学习宾语从句和it作形式主语的句型。2.Skillaims:(1)能够根据课文插图猜测文章大意。(2)能够根据上下文语境来猜测单词。(3)能够根据图表来复述短文。3.Emotionalaims:4.Cultureawareness:了解制服的社会功能。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）继续学习宾语从句和it作形式主语的句型。(2)了解制服所扮演的社会功能。2.Difficultpoints：(1)本课新词汇较多，句子较长，理解有点困难。(2)短文内容较长，涉及的任务较多，要完成1c的复述，学生会有一定的难度。Ⅲ.Learningstrategies1.充分利用教材提供的插图来预测文章大意。2.积极参加读前的讨论活动，激活相关背景知识。Ⅳ.Teachingaids多媒体课件/图片/小黑板V.TeachingproceduresStage1(5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurposeGreettheSsandLetthemplaythegame“Lookandsay”torevisejobsandlearnPlaythegame“Lookandsay”torevisejobsandlearnsomenewwords.玩“看一看，说一说” (Groupwork)somenewwords.T:Hi,goodmorning,class!T:Inourdailylife,wecanseemanypeopleinuniforms.Ihavepreparedmanypicturesofuniforms.Let’splay“Lookandsay”.Iwilldivideyouintogroups.Assoonasyouseethepicture,youshouldraiseyourhandandspeakoutwhowearsthem.Onepictureisonepoint.Thegroupwiththehighestpointisthewinner.Doyouknowtherulesnow?T:Great.Let’sbegin.(Showspictures)T:Now,let’sseewhichgroupisthewinner.Ss:Goodmorning.Mr....Ss:Yes.S1:DoctorsS2:NursesS3:StudentsS4:WorkersS5:PilotsS6:PoliceS7:CleanersS8:CooksS9:PostmenS10:..Ss:Group...游戏，既能复习职业名称又能引出部分本课的新词汇，还能激发学生的兴趣。 T:Yes.Group...iswinner.(Showspictures)Howaboutthisone?T：Yes.Firefightersweartheseuniforms.Whataboutthisone?T：Yes.Theyareforsoldiers.Ss:消防员Ss:解放军战士。Remark：“看一看，说一说”旨在复习有关职业的名词并引出部分新词。教师只展示制服，要学生说出是谁穿这种制服。学生要见图就举手并说出答案。每答对一幅图，教师给相应的组记一分。Stage2（5mins)：Pre-readingStepTeacheractivityStudentactivityDesigningpurpose(Groupwork)LettheSslookatthepicturesanddiscussthequestionsin1a.T:Now,lookatthepicturesin1aanddiscussthequestions.Youhaveoneminutetodiscuss.T:Now,stopdiscussing.GroupOne,canweshareyouropinion?Lookatthepicturesanddiscussthequestionsin1a.GroupOne:Wethinkuniformscantelluswhatthepeopledo.Sometimestheuniformscanprotectthewearers.读前讨论，激活相关背景知识并预测短文内容。 T:Goodidea!Canyouguesshowmanykindsofuniformsthereareinthetext/passage?T:GroupThree,what’syouropinion?GroupOne:Maybeseven.GroupThree:...Remark：这个环节是预测短文内容的，教师不用给出准确的答案，但要学生说出他们的答案，以便读后来检测预测是否正确。Stage3（10mins)While-readingStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSsread1aandcomplete1b.T：Iwon’ttellyouthecorrectanswernow.Iwouldlikeyoutofindthembyyourself.Next,pleaseread1aandcomplete1b.Ifyoudon’tknowthemeaningofsomewords,justleavethemalone,youjustunderlinethem,wewilllearnthemlater.Youhavefiveminutestofinishthetable.Ifyoucompletethetable,raiseyourhand.Areyouclear?T:Hi,class,fiveminutesisRead1aandcomplete1b.Ss:Yes.培养学生的快速阅读能力，完成1b的表格。 over.Weshouldchecktheanswersnow.Whatkindofuniformsdostudentswear?Arethereanyvolunteers?T:What’sthereason?/Why?T:Welldone,S1!Morevolunteers!S1:Schooluniforms.S1:Toshowgooddiscipline.S2:Firefighters,specialcoatsS3:......S7:...Remark：教师最好通过问答的形式，引导学生完成表格。Stage4（15mins)：Post-readingStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)LettheSsread1a,checktheanswerstotheirprediction,findouttheobjectclausesandunderlinethewordstheydon’tknow.T:Youhavecompleted1b,butit’snotenough.Now,goonreading1a,trytofindouttheobjectclausesandunderlinethewordsyoudon’tknow.Read1a,checktheanswerstotheirprediction,findouttheobjectclausesandunderlinethewordstheydon’tknow.让学生再读1a，核实读前所预测的答案，找出宾语从句，继续学习宾语从句。 T:Haveyoufoundouthowmanykindsofuniformsinthetext?T:Right!Xxx,pleasereadtheobjectclausesyoufound.T:Goodjob!Moresentences?Ss:Yes.Seven.S1:Webelievethatthey...plane.Weknowwecanget...orher.Ss:No.2(Classactivity)LettheSsguessthemeaningofthenewwordsaccordingtothecontext.T：Iknowtherearemanynewwordsinthetext.Lookatthewordsonthescreen,don’tlookthemupinthevocabulary,trytoguessthemeaningofthembythecontext.T:Whatdoes“heat”mean?T:Thenhowabout“ceiling”?T:...T：Now,youcanturntothevocabularyandcheckifyouguesscorrectly.Guessthemeaningofthenewwordsaccordingtothecontext.S1：烫伤、烧伤S2:...S3:...S4:...S5:...培养学生根据上下文猜测词义的能力,利用词汇表来培养学生的拼读能力。 T:Actually,youaregoodatguessing.Now,trytoreadthewordswiththehelpofthevocabulary.3(Groupwork)LettheSsworkingroupstodiscussthesentencesonthescreenandtranslatethemintoChinese.T:Now,wehavesolvedallthenewwords,soyoucanunderstandthetextbetter.Lookatthesesentences,workingroupstodiscusswhattheymean.T:Let’strythefirstsentence,GroupOne,canyoutry?T：Perfect！Thesecondsentence,whichgroup?DiscussthesentencesonthescreenandtranslatethemintoChinese.GroupOne:消防员穿上特殊的外套，带上头盔，来保护他们免受高温烫伤或下落的天花板砸伤。GroupTwo:...合作学习，解决难点句子。完成1a。Remark：这篇短文新词汇较多，教师要培养学生利用上下文来推测词义的能力。教师要把学生猜测的意思写在这些单词后，猜测完所有单词后，让学生对着词汇表去比较，检查猜测的效果。然后让学生利用词汇表去拼读这些单词，教师要提供帮助。为了节约时间，教师可以把比较难的句子预先准备，用大屏幕或小黑板展示出来，让学生通过小组活动来解决。Stage5（5mins)：Finishing1c StepTeacheractivityStudentactivityDesigningpurpose （Groupwork)EncouragetheSstoworkingroupstoretellthepassagewiththehelpof1b.T：Doyouhaveanymorequestions?T:Great.Now,Iwouldlikeyoutoworkingroupstoretellthepassage.Youcandoitwiththehelpof1b.Eachmemberofyourgroupretellonlyonejob.Maybeit’seasierforyou.Doyouknowhowtodotheactivity?T:Goahead.Ifyourgroupfinishes,raiseyourhand.T:Now,whichgroupwouldliketoshow?Workingroupstoretellthepassagewiththehelpof1b.Ss:No.Ss:Yes.GroupThree:S1:Peoplewearuniformsfordifferentreasons.Students...S2:Firefighterwearspecialcoatsand...S3:Soldiersweargreenclothes...S4:...复述课文，既可以培养学生的语言组织能力，又能加深对课文的理解。完成1c.Remark: 由于本课篇幅较长，由一个学生来复述难度很大，可以让学生以小组活动，一个人负责一个类别就容易多了。Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose:1（Classactivity)LettheSssummarizewhattheyhavelearnedinthisperiod.T:Goodperformance!Now,wehavetosummarize.Whatdoyouknowfromthispassage?T:Yes.Doyouknowwhysoldiersweargreenclothes?T:Couldyoutellmehowyoucanquicklytellthepoliceofficersfromotherpeople?T:...Summarizewhattheyhavelearnedinthisperiod.S1:Peoplewearuniformsfordifferentreasons.S2:Becausethetreesandgrassisgreen,too.S3:Theiruniforms.S4:...回顾总结本课的知识，加强学生的记忆。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutofindoutatleastfivereasonsforwearingandnotwearingschooluniforms.YoushouldwritedownyourreasonsFinishtheHMK.让学生找出支持或反对穿校服的5个理由，可以使学生更好地完成任务2。 fortomorrow’stask.Remark：让学生在进行任务2前，预先找出理由，以免在做任务时语塞。VI.Blackboarddesign第三课时（SectionC—1a,1b,1c）WordsandexpressionsGrammardaily宾语从句firefighterV+(that)+从句soldier形式主语textIt’s+形容词+that+从句reasonIt’s+形容词+forsb.+todosth.Heat....protect...from...howto+vgethelpfrominuniforms...