Section B教学评价实录

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Unit 8 Our Clothes Topic 2 We can design our own uniforms. （Section B—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. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

enter,knee,take off,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. Skill aims:

（1）

能够向别人提出合理的建议。

(2）

能够使用正确的语调。

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Emotional aims:

4.

Culture awareness:

让学生认识到在不同的场所应得体地着装。

Ⅱ. The key points and difficult points 1. Key points:

（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. Difficult points：

(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. Teaching aids 多媒体课件/图片/小黑板/录音机

Ⅳ. Teaching procedures

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Stage 1( 5 mins)：Revision Greet the Ss and play the game “Passing Words” to revise the object clause. T: Good morning, class! T: Do you like playing games? T: Let’s begin our class with a game called “Passing Words”. I will ask the first student of each row a question. But I only ask him or her in the lowest voice. Then the second student should ask the first student “Could you tell me what

the teacher says?” and then the third student asks the second student, and so on. If the last student get the same question as the first one, then this row win the game. T: Are you ready? Let’s begin.

设计目的：玩“传话”游戏，既能复习宾语从句，又能激发学生的兴趣。

Stage 2（5mins)：

Getting the students ready for learning Let the Ss learn the new words by looking at the pictures. T：Hi, boys and girls. Do you enjoy playing the game? T:But we can’t play games only, we have to learn the new lesson. Look, I have some pictures here.(Show pictures) Do you know who he is? 设计目的：学习新词汇，为后面的听、读活动扫除障碍。

Stage3（3 mins)

Listening 1a and finishing 1b Let the Ss listen to 1a and

finish 1b T: You are what you wear. So you should dress correctly on every occasion. But in our daily life, people sometimes don’t dress correctly. For example, you will find what I said is true in the conversations you will listen to. Before listening, you should read the sentences in 1b. While listening, you should mark T or F. Are you clear? 设计目的：这个听力任务比较简单，只要学生能判断出T/F 即可。

Stage 4（5 mins)：Finishing 1c T: Let’s check the answers together.

It’s impolite... tell him what ... T: You have listened to 1a , next, please read 1a and complete 1c. Stage5（5mins)：Intensive reading of 1a Let the Ss read 1a, find out the object clauses and difficult points. 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

。

Stage 6（15mins)：Finishing 2 Let the Ss make sentences after the example with the information given in 2. T: Now ,let’s move to 2. We have learned these drills in Section A. Today, we will spend more

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time practicing them. You can make the sentences on your book. The sentences on your book. The example may help you. I’ll give you 4 minutes. After finishing, you can check with each other. Then I will ask some students to read out their sentences. 设计目的：让学生训练it作形式主语的句型。

Stage 7（2mins)：

Finishing 3 Let the Ss listen to 3a and try to imitate. T: We know different tones have different functions. Look, here are some sentences. Xxx. Can you read out the first one? Stage 8（5mins)：

Summarizing and assigning HMK Blackboard design

第二课时（Section B—1a,1b,1c,2,3）

Words and expressions

Grammar

gatekeeper

宾语从句

attendant

V.+ 陈述语气的特殊疑问句

take off enter

形式主语

knee

It’s + 形容词+ that + 从句

correctly

It’s +形容词+ for sb. + to do sth. occasion

语音语调：

升调

降调

...

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