Section Appt课件配套教案内容

重庆市第一二二中学“简约˙致真”高效课堂教学设计

Unit 8 Our Clothes Topic 2 We can design our 教

师

蒋

锋

own uniforms. Section A（1a--1c)

授

课课型

新授

总 2 课时 第 1 课时

2019.05 时

间

该部分是本单元的第二个话题，在整个单元中起到承上启下的作用。通过Miss 课标Wang,Jane,Kangkang,Maria和Michael关于校服设计的讨论呈现主要教学内要求

容，学习特殊疑问词引导的宾语从句以及有关表达喜好和意愿、提出建议的表达法。

学情学生对于前一单元的学习掌握较好，对本部分有预习，全班整体综合水平一分析

般。

课题

1.Knowledge aims：

（1）学习并掌握新词汇

depend,survey,interview,discipline,carry out,depend on,plain clothes 教学（2）初步学习宾语是特殊疑问句的宾语从句和“It’s+形容词+that+从句”句目标

型。

2. Skill aims: （1）能够向第三方转述信息。

(2）能够把特殊疑问句转换成陈述语气。

1. Key points: (1)学会向第三方转述信息。

重点(2)初步掌握宾语是特殊疑问句的宾语从句。

难点

2. Difficult points：

(1)如何把特殊疑问句转换成陈述语气。

(2)向第三方转述时，如何转换时态和人称。

1.听前明确目标，确定重点有助于在听的过程中集中注意力。

教学2.发现并利用规律来学习。如：把特殊疑问句转换成陈述语气应该怎么做。

方法

3.利用上下文的语境来补全对话。

教具多媒体课件/图片/展台

学具

教学过程

备注

环节

教学内容与教师活动

学生活动

Learn the new words.

Ss: Fine. Thank you.

Ss: Yes.

（意图、用时、指定学生或其他特别说明）

Greet the Ss and teach the new words. T: Hi, boys and girls! How are you today? 让学T: Do you have school uniforms? 求真

T: Is it necessary for you to wear school uniforms? Let’s make a survey. If you think it is necessary, raise your right hand.

1 导入新课，教学新词。

校服是学生比较熟悉的话题，通过调查学生是否应该穿校

T: Mmm, 23. So the rest think it is not necessary. But I think wearing school uniforms can show good discipline. T: Xxx, why don’t you like wearing your school uniforms? T:(Shows pictures) Look at these school uniforms. They are designed by students. T: So whether the school uniforms are beautiful or not depends on who will design them. If you can design your own uniforms, you will be glad to wear them. Right? Let the Ss listen to 1a and finish 1b. T: I hope your dream of designing your own school uniforms will come true. Next, let’s listen to a conversation and do 1b. Before listening, please read the questions quickly . 合学T：Can we start listening now? 明真

T: Need one more time? T: Now, let’s check. Xxx, please answer Question One?

T: Yes. No.2, who? T: ... Let the Ss read 1a ,find out the object clauses and understand the difficult sentences. T: Just now, we listened to the conversation. Next, please read the conversation. While you are reading, please find out the object clauses. 引学T: Hi, class! Have you found out the 导真

object clauses?

T: Ok. Then who would like to try? Hands up, please!

2 S1: Because they are ugly!

Ss: Wow! So beautiful!

Ss: Yes.

服来导入新课，通过比较自己的校服和别人的校服，让学生认识到原来校服也可以这样美。从而激发学生自己设计校服的欲望。（提前准备一些好看的校服图片。）

Listen to 1a and finish 1b.

Ss: Yes. Ss: Yes. S1: They are talking about making school uniforms. S2: ... S3: ... S4:...

Read 1a ,find out the object clauses and understand the difficult sentences .

Ss: Yes.

S1: She says 培养学生的听力技能。完成1b 。

由于是听长对话然后回答问题，要求学生在听前一定要阅读1b中的所有问题。带着问题去听，更能集中注意力。因为答案需要学生进行加工整理才能得到。（如果有必要，可以听两遍。）

让学生复习以前学习过的宾语从句，同时导入到既将学习的宾语从句。解决难点句子，完成1a。

为了提高效率，通过大屏幕把1a中需要学生理解的句子展示出来。把学生找出来的宾语从句的句子也展示

T: Great! Any more ? T: Don’t worry ,please turn to page 126. Read the object clause introduced by wh- words. T: Have you finished reading? T: Ok. Then go on finding out the object clauses in 1a. T: Who can try?

T: Very good. Look at these sentences, they are all object clauses. But They are not the same. We will learn a new kind of object clause today like Sentence 3 and 4. ...

Let the Ss work in pair to practice indirect speech/object clause. T:From 1a, we know that Miss Wang asks the kids to survey the students about styles of uniforms. Now, the kids are discussing how to design their school uniforms. Listen! What are they talking about? Look at the picture in 1c and work in pairs to make up conversations after the example. You have 1 minute to prepare. T: Xxx and xxx, you please.

验学

致真

T: Sorry, you should say “where they can make them”. When you retell someone’s words to another people, remember to change the person. Are you clear?

T: Go on, next pair.

T: ...

that our school plans to ... for us. S2: I think we can design ...by ourselves. Ss: Sorry.

Ss: Yes.

S3:Kangkang, could you tell ... says? S4: It depends on... uniform.

Work in pair to practice indirect speech/object clause.

S1: Can you tell me what Michael asks? S2: He asks where we can make them?

Ss: Yes . S3: Can you ... ? S4: She asks ...

S5:... S6:..

出来。不要直接讲解，让学生自己阅读教材的附录部分，培养学生的自学能力。把特殊疑问句转换成陈述语气讲解清楚。在讲解时1a，顺便提及“it’s +adj.+ that+...”句型。

操练向第三方转述的能力，操练宾语从句。完成1c。

这个环节，从表面看是操练向第三方转述信息，实际上是在操练由特殊疑问句作宾语的宾语从句。对于学生在转述的过程中出现的错误及时进行纠正。

3

课

堂

小

结

1、学生通过听说活动，理解了对话大意、获取了主要信息。

2、通过范例仿编对话的活动，巩固学习宾语从句的用法。

学习在“把特殊疑问句转换成陈述语气”和“向第三方转述时，如何转换时态和评

价

人称。”两个方面，部分学生不能准确掌握。

1、与同伴练习1a部分听力对话并将1c部分仿编对话写在作业本上。

2、完成同步练习册1--2题、征服英语Section A所有练习。

3、预习Section B.

第一课时（Section A—1a,1b,1c）

Words and expressions

Grammar

survey

宾语从句

discipline

V.+ 陈述语气的特殊疑问句

板书depend 设

计

depend on

形式主语

plain

It’s + 形容词+ that + 从句

plain clothes

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

Interview

stop sb./sth. from doing sth.

作

业

布

置

1、在进行听力活动时，应加大对课堂的巡视，观察学生完成情况，发现学生遇教学到困难，更及时帮助并予以解决。

反

思

2、应加强对中差生的关注，多抽出课后时间对他们进行辅导。

4