【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1c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+ad

j.+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。Emotionalaim

s：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;thepicturesofdifferentkindsofuniforms;apictureofajournalistwithamicrophone;apicture

ofapersonwearingplainclothes;apictureofapolicemanwearinguniforms.Ⅵ.TeachingproceduresIntroduction（8minutes）1.Greetstudentsandm

akethemreadyforlearning.2.Theteacherletsstudentsfromdifferentgroupswritedownthewordsaboutclothestheyhavelearned.Thegroupwhichwritesthemostontheblackb

oardatthecertaintimecangetfourpoints.3.Theteacherletsstudentsreporttheirhomework.Askthemtoreadthepass

agetheyhavefinishedbeforeclass.Theyshouldletotherstudentsunderstandwhatclothestheylikewearingbestandtellthereasons.4.Th

eteacherletsstudentsdiscusswhooftenwearsuniforms.5.Theteacherletsstudentsfromdifferentgroupswritedowntheiranswersontheblackboard.Thegroupwhichwrite

sthemostinthecertaintimecangetfourpoints.(doctor,nurse,policeman,policewoman,police,postman,student,worker,cook,officeworker...)6.Theteacherleadsth

enewlesson:Yes,westudentsshouldalsowearuniformseveryday.Whohasbroughtthepictureofyourfavoriteschooluniformstoourclass

room?Pleaseshowthemtousnow!Presentation(10minutes)1.Theteacherletsstudentslookatthepictureof1a,andleadstotheconversation:Look!Howexcite

dMissWangandthestudentsare!Doyouknowwhattheyaretalkingabout?2.Theteacherplaystheflashof1aandletsthestudentswatchandch

ecktheirguess.3.Theteacherplaystherecordingof1aforthestudents.Letthemlistento1aandanswerthequestionsof1b.4.Theteacherletsstudentstelltheira

nswers.Teachthenewwordsurvey.5.Theteacherasksthestudentstoreadtheconversation.Letthemcirclethenewwordsandphrases.6.Theteac

herteachesthenewwordsandphrases:depend,dependon,anddiscipline.Letthemmakesentences,usingdependonandsurvey.7.Theteac

herplaystherecordingsentencebysentence.8.Theteacherplaystherecordingwithoutstopping.Consolidation(10minutes)1.Theteacherletsstudentsdi

scussingroupstounderstandtheconversation.Letthemcollectthesentencestheycan’tunderstandwithintheirowngroupsandshowthemtothewho

leclass.Thestudentsfromothergroupsmaygivethemahandiftheycan.2.Theteachermakesasummarytoexplainthekeypointsanddifficu

ltpointstothestudents:(1)Kangkang,canyoutellmewhatMissWangsays?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.Theteacherasksstudentstoma

keupconversationsaftertheexampletograspthestructureofobjectclauseswithwh-questions.Askthreestudentsfromdifferentgroupstowritedowntheirconversatio

nsontheblackboard.5.Theteacherasksstudentstoevaluatethethreeconversationsontheblackboard.Pointoutthedifficu

ltiestheycan’tfindifnecessary.6.Theteacherletsstudentsactouttheconversationof1a.Practice(10minutes)1.Theteachershowsthepicturesofdi

fferentkindsofuniformsonthescreen.Leadtothenewconversationof2.2.TheteacherletsthestudentsreadtheconversationandthesentencesA-C.3.Theteache

rplaystherecordingof2a.Letstudentslistentotheconversationandputthethreesentencesintherightplaces.4.Theteacheraskstwostudentstotelltheanswers.Te

achthenewwordinterviewbyshowingpictureofajournalistwithamicrophone.Teachplainclothesbycomparingapictureofaco

mmonpersonwithapolicemanwearinguniform.Teachthephrasecarryoutbyguessingthemeaningofthesentence.5.Theteacherasksstudentstoreadtheconver

sationcarefullyandanswerthequestionsof2b.6.Theteacheraskstwostudentstotelltheanswers.7.Theteacherletsstudentsfindoutthesentencesco

ntaining…when…andhelpsthemunderstandthedifferentusagesofthem.Andthenaskthemtofindoutmoredifficultsentencestheycan’tunderstand.Explainthemtogetherwit

hthestudents.8.Theteacherplaystherecording.Letstudentsreadafterit.Production(7minutes)1.Theteacherasksthestud

entstoreadthequestionsintheboxandunderstandtheexample.2.Theteacherasksstudentstomakeupconversationsaftertheexample,usingthesentencesi

nthebox.Remindthemoftheorderoftheunderlinedwords.3.Theteacherletsstudentsactouttheirconversations.Andthenstresstheorde

rofobjectclauseswithwh-questionsagain.4.Theteacherasksstudentstodiscusstheimportanceofsomeuniforms.Thencompletethetable.UniformImpo

rtanceDoctor’s/Nurse’sCook’sWorker’s5.Theteacherletsstudentswriteapassageaccordingtotheresultofthediscussionaboveas

thehomework.6.Theteachershowsthesummaryofthissectiontothestudents.7.Theteacherassignshomework:(1)Reviewthesummaryafterclass.(2)Finishthewrittenworki

nStep5.(3)Designyourfavoriteuniforms.Drawthepicturesandputthemupthewalloftheclassroom.TeachingReflectionThetop

icofthissectionispopularwiththestudents.Teachermaydesignmoreactivitiesbeforethenewclass:letstudentspreparea

ndshowsomepicturesabouttheirfavoriteclothes;letthemshowsomepicturesofthepeoplewhooftenwearuniforms;lettheminter

viewsomepeoplewhooftenwearuniformsaboutthereasonsandfeelingsofwearingthem…Ⅶ.BlackboarddesignUnit8OurClothesTopic2Wecandesignour

ownuniforms.SectionA1.Kangkang,canyoutellmewhatMissWangsays?2.lookugly/goodonsb.3.dependon/upon4.It’s+adj.+that

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