仁爱版八下教案Unit 8 Topic 2 We can design our own uniforms 第5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—3a,3b,2,SectionD-2第五课时：SectionD—GrammarandFunctions,1a,1b,Project第五课时（SectionD—GrammarandFunctions,1a,1b,Project）教学设计思路：本课主要是归纳总结宾语从句和it作形式主语的用法同时了解北美人们的着装习惯。首先教师引导学生归纳总结宾语从句和it作形式主语的用法，完成Grammar和Functions两个部分。然后把1b的问题作为Pre-reading，让学生讨论，导入到1a。随后让学生读1a，了解北美人们的着装习惯,同时检测学生在Pre-reading环节的作答情况，完成1b。接着让学生再读1a,从短文中找出用英语释义的单词，培养学生用英语学英语的能力。教师在解决难点句子的过程中，让学生理解含有让步状语从句和主语从句的句子。教师处理完学生的疑难点，完成1a。最后组织学生设计校服，完成Project的任务，完成本课时。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇 similar，dressing,aswellas（1）归纳总结宾语从句和It作形式主语的用法。2.Skillaims:（1）能够根据单词的英语释义学习单词。(2）能够让别人明白自己的设计意图。3.Emotionalaims:4.Cultureawareness:了解北美国家的着装文化。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）归纳总结宾语从句和It作形式主语的用法。(2)了解北美国家的着装知识。2.Difficultpoints：(1)根据单词的英语释义学习单词。(2)理解短文中出现的让步状语从句和主语从句。Ⅲ.Learningstrategies1.阅读短文前先快速地读一遍要回答的问题，带着问题阅读更能集中注意力。2.利用英语释义学习英语单词更有助于理解单词的意思。Ⅳ.Teachingaids多媒体课件/图片/小黑板V.TeachingproceduresStage1(10mins)：RevisionStepTeacheractivityStudentactivityDesigningpurposeGreettheSsandLetthemsummarizethegrammarofinthistopic.Summarizethegrammarofthistopic.Ss:Goodmorning,归纳总结本话题的语法重点。完成Grammar和Functions部分。 (Classactivity)T:Goodmorning,class!T:DidyoufinishthehomeworkIassignedyesterday?T:Ok.Let’scheck.NO.1,Xxx,please.T:Right?T:Nextone,who?T:Verygood!LookatthesentencesinGrammar,couldyoufindoutsomethingspecial?T:Butwehavelearnedthreekindsofobjectclauses,whatkinddotheybelongto?T:Doyoujustputthewh-questionaftertheverb?T:Thenhowdoyoudo?T:WhatshouldyoupayMr...Ss:Yes.S1:Itdependsonwhowilldesignouruniforms.Ss:Right.S2:Sheaskswhatmaterialstheyshouldchoose.S3:...S4:...S5:Theyareallobjectclauses.S4:宾语是特殊疑问句。Ss:No.S5:把它变成陈述语气。 attentiontowhenyouchangeawh-questionintoanindicativemood?T:Fine.GooncheckingtheanswerstoFunctions.T:Whatdoes“it”actinthesentences?T:Butitisnottherealsubject,wecallit...T：Whatsentencestructureshaveyoulearnedaboutit?T:Great.Now,let’sreadallthesentencestogether.S6:...S7:Iliketo...S8:It’struethat...S9:...S10:...S11:主语。Ss:形式主语。S12:It’s+形容词+that+从句。S13：It’s+形容词+forsb.+todosth.Remark：学生在归纳总结时，涉及语法的专业名词时可以用汉语来表达。如：形式主语，宾语从句,陈述语气等。Stage2（3mins)：Pre-readingStepTeacheractivityStudentactivityDesigningpurpose(Groupwork)LettheSsdiscussthequestionsin1btoleadto1a.T：Justnow,werevisedtheDiscussthequestionsin1btoleadto1a.讨论问题，导入到1a。 grammarofthistopic.Next,wewilllearnSectionD.Look!Ihavepreparedsomequestionsforyou.Pleasediscussthem.Youcanwritedowntheanswersonapieceofpaper.Ifyoufinishthequestions,pleaseletmeknow.Remark:教师可把1b的问题在学生阅读1a之前展示出来，让学生讨论，但教师不要急于给出正确答案。教师可以通过这些问题，教学dressing,similar。Stage3（8mins)While-readingStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSsread1aandchecktheanswerstothequestions.T:Now,stopdiscussing.Iwon’tgiveyoutheanswerstothequestions.Now,pleaseread1aandcheckwhetheryouranswersarerightornot.T:Haveyoufinishedcheckingtheanswers?T:Great.Let’schecktogether.QuestionOne,xxx,youplease.Read1aandchecktheanswerstothequestions.Ss:Yes.S1:ThepassageismainlyaboutwhatpeopleinNorth培养学生的快速阅读能力，回答1b的问题，完成1b。 T:Doyouagree?T:Howaboutthesecondquestion?Anyvolunteers?Americaweartoworkandonspecialdays.Ss:Yes.S2:No,therearen’t.S3:......S6:Yes,theydo.Remark：教师要学生明确阅读的目的是找到问题的答案，不做其他事情。Stage4（10mins)：Post-readingStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)LettheSsread1aagain,findoutthecorrectwordsandunderstandthedifficultsentences.T:Now,letmeseewhichgroupdidthebestinansweringpre-readingquestions.Pleasetellmehowmanyquestionsyourgroupansweredcorrectly.T：ItseemsthatGroupOnedidRead1aagain,findoutthecorrectwordsandunderstandthedifficultsentences.GroupOne:FourGroupTwo:ThreeGroupThree:...GroupFour:.....培养学生用英语学英语的能力。解决难点句子。完成1a。 thebest.Congratulations!Next,pleaseread1aagain,youshouldfindoutthecorrectwordsaccordingtotheexplanationsandunderstandthesentencesonthescreen.T:First,let‘sfindoutthewords.No.1is...T:Yes!No.2?T:Goodjob.Lookatthesesentences,it’sdifficultforyoutounderstand.Youcandiscusswithyourclassmates.T:Xxx,canyoutryNo.1?T:....Now,canyoutry?T：Goodtranslation!WhocantryNo.2?T:You’dbettersaylikethis“...”.T:WhowantstotrythelastSs:DislikeSs:GlovesSs:...S4:...S5:Idon’tknowhowtotranslate“though”S5:事实上，尽管北美也有像复活节、圣诞节、万圣节和感恩节这样的节日，但是他们的正式节日很少。S6:什么人们穿，依赖他们的喜欢和不喜欢。 sentence?T：Perfect!Doyouhavemorequestions?S7:加拿大人和美国人除了在更正式的场合穿西服，他们上班也穿西服。Ss:No.Remark：在核对完答案后，教师可统计一下哪个组在Pre-reading答题活动中正确率最高，与Pre-reading形成呼应。教师要把比较难理解的句子展示在黑板上，但是对于由though引导的让步状语从句和由what引导的主语从句不要讲太多，只要学生理解了句子意思即可。为了更好地完成找单词，教师可建议学生先把单词的英语释义看一遍。Stage5（12mins)：FinishingProjectStepTeacheractivityStudentactivityDesigningpurpose（Groupwork)LettheSsdesigntheirownfavoriteschooluniforms,Describethemandchoosethebestonewithinthegroupandfinallyletthebestdesignergiveareport.T:Iknowyoudon’tlikeyourschooluniforms,right?T:Doyouwanttodesignyourownschooluniforms?T:Today,showyourdesigntalent!EveryoneshoulddesignDesigntheirownfavoriteschooluniforms,Describethemandchoosethebestonewithinthegroupandfinallythebestdesignergivesareport.Ss:Yes.Ss:Ofcourse.完成Project的任务。培养学生的动手能力和表达能力。 yourownschooluniforms.Doitinthreeminutes.Ifyoufinish,pleaseraiseyourhand.T:Haveyoufinisheddesigning?T:Now,pleasedescribeittoyourgroup.Twominutesonly.T:Timeisup.Now,pleasediscussandchoosethebestdesignerofyourgroup.Youshouldtakenotesaboutwhatyourgroupmemberssay.Thebestdesignerwillgiveareporttotheclassaboutwhatthememberssay.T:Haveyougotthebestdesignerofyourgroup?T:GroupOne,whoisthebestdesignerinyourgroup?T:Xxx,pleasetelluswhatyourmemberssaytoyourdesign.T:Good!WhoisthebestSs:Yes.Ss:Yes.GroupOne:It’sxxx.S1:I’mveryhappytobethebestdesignerofourgroup.Xxxsaysthestyleofmydesignisfashion.Xxxsayshelikesthecolorofmydesign.... designerofGroupTwo?Pleasestandupandgivethereportasxxxdoes.S2:...S3:...Remark:教师要提醒学生在讨论时要记录要点，被评为“最佳设计师”的同学将在同学们面前报告小组成员对他/她的作品的评论。Stage6（2mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutowritealettertotheheadteachertointroduceyourowndesignofschooluniforms.Youshouldexplainclearlyyourdesign.Comeon,boysandgirls!Maybeyourdesignwillbeournewschooluniforms.FinishtheHMK.让学生积极参与校服设计，把Project的成果用于实践生活中。Remark：教师要提醒学生所写信件必须包含设计图案，设计说明等。 VI.Blackboarddesign第五课时（SectionD—GrammarandFunctions,1a,1b,Project）WordsandexpressionsGrammardressing宾语从句similarV+从句（特殊疑问句句）besimilarto让步状语从句：but/thoughaswellas主语从句：What+从句...