【文档说明】Unit 8 Topic 2《We can design our own uniforms》（SectionA》word教案-八年级下册英语【仁爱版】.doc，共(6)页，28.000 KB，由小喜鸽上传

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Unit8Topic2SectionA参考教案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1

c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.TeachingaimsKnowledgeaims：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.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoints：1.熟练掌握由疑问词引导的宾语从句的语序。2.能根据对话简单地写出关于穿着制服的重要性的短文。Ⅳ.Learningstrategies1.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.TeachingaidsComputermultimediaprojector;thepicturesofdifferentkindsofu

niforms;apictureofajournalistwithamicrophone;apictureofapersonwearingplainclothes;apictureofapolicemanwearinguniforms.Ⅵ.TeachingproceduresIntroduct

ion（8minutes）1.Greetstudentsandmakethemreadyforlearning.2.Theteacherletsstudentsfromdifferentgroupswritedownthewordsaboutcloth

estheyhavelearned.Thegroupwhichwritesthemostontheblackboardatthecertaintimecangetfourpoints.3.Theteacherletsstudentsre

porttheirhomework.Askthemtoreadthepassagetheyhavefinishedbeforeclass.Theyshouldletotherstudentsunderstandwhatc

lothestheylikewearingbestandtellthereasons.4.Theteacherletsstudentsdiscusswhooftenwearsuniforms.5.Theteacherletsstudentsfromdifferentgroupsw

ritedowntheiranswersontheblackboard.Thegroupwhichwritesthemostinthecertaintimecangetfourpoints.(doctor,nu

rse,policeman,policewoman,police,postman,student,worker,cook,officeworker...)6.Theteacherleadsthenewlesson:Yes,westudentsshould

alsowearuniformseveryday.Whohasbroughtthepictureofyourfavoriteschooluniformstoourclassroom?Pleaseshow

themtousnow!Presentation(10minutes)1.Theteacherletsstudentslookatthepictureof1a,andleadstotheconversation:Look!HowexcitedMissWangandthestude

ntsare!Doyouknowwhattheyaretalkingabout?2.Theteacherplaystheflashof1aandletsthestudentswatchandchecktheirguess.3.Theteacherplay

stherecordingof1aforthestudents.Letthemlistento1aandanswerthequestionsof1b.4.Theteacherletsstudentstelltheiranswers.Teachthenewwordsurvey.5.Thetea

cherasksthestudentstoreadtheconversation.Letthemcirclethenewwordsandphrases.6.Theteacherteachesthenewword

sandphrases:depend,dependon,anddiscipline.Letthemmakesentences,usingdependonandsurvey.7.Theteacherplaystherecordingsentencebysentence.8.Thetea

cherplaystherecordingwithoutstopping.Consolidation(10minutes)1.Theteacherletsstudentsdiscussingroupstounderstandtheconversation.Letthemcollectthesent

encestheycan’tunderstandwithintheirowngroupsandshowthemtothewholeclass.Thestudentsfromothergroupsmaygivethemahandi

ftheycan.2.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:(1)Kangkang,canyoutellmew

hatMissWangsays?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.Theteacherasksstudentstomakeupconversationsafterth

eexampletograspthestructureofobjectclauseswithwh-questions.Askthreestudentsfromdifferentgroupstowritedowntheirconvers

ationsontheblackboard.5.Theteacherasksstudentstoevaluatethethreeconversationsontheblackboard.Pointoutthedifficultiestheycan’tfin

difnecessary.6.Theteacherletsstudentsactouttheconversationof1a.Practice(10minutes)1.Theteachershowsthepicturesofdifferentkindsofuniformso

nthescreen.Leadtothenewconversationof2.2.TheteacherletsthestudentsreadtheconversationandthesentencesA-C.3.Theteacherplaysther

ecordingof2a.Letstudentslistentotheconversationandputthethreesentencesintherightplaces.4.Theteacheraskstw

ostudentstotelltheanswers.Teachthenewwordinterviewbyshowingpictureofajournalistwithamicrophone.Teachplainclothesbycomparingapictureofacommon

personwithapolicemanwearinguniform.Teachthephrasecarryoutbyguessingthemeaningofthesentence.5.Theteacherasksstudentstoreadtheconv

ersationcarefullyandanswerthequestionsof2b.6.Theteacheraskstwostudentstotelltheanswers.7.Theteacherletsst

udentsfindoutthesentencescontaining…when…andhelpsthemunderstandthedifferentusagesofthem.Andthenaskthemtofindoutmoredifficultsente

ncestheycan’tunderstand.Explainthemtogetherwiththestudents.8.Theteacherplaystherecording.Letstudentsr

eadafterit.Production(7minutes)1.Theteacherasksthestudentstoreadthequestionsintheboxandunderstandtheexample.2.Theteache

rasksstudentstomakeupconversationsaftertheexample,usingthesentencesinthebox.Remindthemoftheorderoftheunderlinedwords.

3.Theteacherletsstudentsactouttheirconversations.Andthenstresstheorderofobjectclauseswithwh-questionsagain.4.Theteacherasksstudentstodiscussthei

mportanceofsomeuniforms.Thencompletethetable.UniformImportanceDoctor’s/Nurse’sCook’sWorker’s5.Theteacherletsstudent

swriteapassageaccordingtotheresultofthediscussionaboveasthehomework.6.Theteachershowsthesummaryofthissectiontothestudents.7.Theteacherassignsho

mework:(1)Reviewthesummaryafterclass.(2)FinishthewrittenworkinStep5.(3)Designyourfavoriteuniforms.Drawthepicturesandputthemupthewalloftheclassroom.

TeachingReflectionThetopicofthissectionispopularwiththestudents.Teachermaydesignmoreactivitiesbeforethenewclass:letstudentspre

pareandshowsomepicturesabouttheirfavoriteclothes;letthemshowsomepicturesofthepeoplewhooftenwearuniforms;let

theminterviewsomepeoplewhooftenwearuniformsaboutthereasonsandfeelingsofwearingthem…Ⅶ.BlackboarddesignUnit8OurClothesTopic2Wecandesign

ourownuniforms.SectionA1.Kangkang,canyoutellmewhatMissWangsays?2.lookugly/goodonsb.3.dependon/upon4.It’s+a

dj.+that…It’s+adj.+(forsb.)todosth.5.carryout6.(be)introuble7.stop/keep…fromdoingsth.