Section A教案教学设计导入整理

Unit 8 Topic 2

Section A

The main activity is 1a. 本课重点活动是1a。

Ⅰ. Aims and demands目标要求

1. Learn some new words: ceiling, soldier, hide, pilot, airport, police, officer, require 2. Learn that different jobs require different uniforms. 3. Learn the functions of different uniforms: Some uniforms show good discipline, some protect those who wear them, . Teaching procedures

Introduction（8 minutes）

1. Greet students and make them ready for learning.

2. The teacher lets students from different groups write down the words about clothes they have learned. The group which writes the most on t . Teaching aims Knowledge aims：

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. + (for sb. ) to do sth.。

3. 谈论制服。

The teacher lets students report their homework. Ask them to read the passage they have finished before class. They should let other students understand what clothes they like wearing best and tell the reasons. 4. The teacher lets students discuss who often wears uniforms.

5. The teacher lets students from different groups write down their answers on the blackboard. The group which writes the most in the certain time can get four points. (doctor, nurse, policewoman, police, postman, student, worker, cook, office worker...) 6. The teacher leads the new lesson: Yes, we students should also wear uniforms every day. Who has brought the picture of your favorite school uniforms to our classroom? Please show them to us now! Presentation (10 minutes) 1. The teacher lets students look at the picture of 1a, and leads to the conversation: Look! How excited Miss Wang and the students are! Do you know what they are talking about?

2. The teacher plays the flash of 1a and lets the students watch and check their guess.

3. The teacher plays the recording of 1a for the students. Let them listen to 1a and answer the questions of 1b.

4. The teacher lets students tell their answers. Teach the new word survey.

5. The teacher asks the students to read the conversation. Let them circle the new words and phrases. 6. The teacher teaches the new words and phrases: depend, depend on, and discipline. Let them make sentences, using depend on and survey. 7. The teacher plays the recording sentence by sentence. 8. The teacher plays the recording without stopping. Consolidation (10 minutes)

1. The teacher lets students discuss in groups to understand the conversation. Let them collect the sentences they can’t understand within their own groups and show them to the whole class. The students from other groups may give them a hand if they can.

2. The teacher makes a summary to explain the key points and difficult 2. The teacher makes a summary to explain the key points and difficult points to the students: (1) Kangkang, can you tell me what Miss Wang says? 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) look ugly /good on sb.

(3) depend on/ upon

(4) It’s + adj. + that…

It’s +adj. + (for sb.) to do sth.

3. The teacher asks students to read the questions and the brief The teacher asks students to read the questions and the brief conversation of 1c.

4. The teacher asks students to make up conversations after the example to grasp the structure of object clauses with wh-questions. Ask three students from different groups to write down their conversations on the blackboard.

5. The teacher asks students to evaluate the three conversations on the blackboard. Point out the difficulties they can’t find if necessary.

6. The teacher lets students act out the conversation of 1a. Practice (10 minutes)

1. The teacher shows the pictures of different kinds of uniforms on the screen. Lead to the new conversation of 2.

2. The teacher lets the students read the conversation and the sentences A-C. 3. The teacher plays the recording of 2a. Let students listen to the conversation and put the three sentences in the right

places.

4. The teacher asks two students to tell the answers. Teach the new word interview by showing picture of a journalist with a microphone. Teach plain clothes by comparing a picture of a common

person with a policeman wearing uniform. Teach the phrase carry out by guessing the meaning of the sentence. 5. The teacher asks students to read the conversation carefully and answer the questions of 2b.

6. The teacher asks two students to tell the answers. 7. The teacher lets students find out the sentences containing…when… and helps them understand the different usages of them. And then ask them to find out more difficult sentences they find out more difficult sentences they can’t understand. Explain them together with the students.

8. The teacher plays the recording. Let students read after it.

Production (7 minutes)

1. The teacher asks the students to read the questions in the box and understand the example. 2. The teacher asks students to make up conversations after the example, using the sentences in the box. Remind them of the order of the underlined words.

3. The teacher lets students act out 4. The teacher asks students to discuss the importance of some uniforms. Then complete the table.

Uniform

Importance

Doctor’s /

Nurse’s

Cook’s

Worker’s

5. The teacher lets students write a passage according to the result of the discussion above as the homework. 6. The teacher shows the summary of this section to the students. 7. The teacher assigns homework: (1) Review the summary after class. (2) Finish the written work in Step 5.

(3) Design your favorite uniforms. Draw the pictures and put them up the wall of the classroom.

Teaching Reflection

The topic of this section is popular with the students. Teacher may design more activities before the new class: let students prepare and show some pictures about their favorite clothes; let them show some pictures of the people who often wear

uniforms; let them interview some people who often wear uniforms about the reasons and their conversations. And then stress the order of object clauses with wh-questions again. Unit 8 Our Clothes

Topic 2 We can design our own uniforms. Section A 1. Kangkang, can you tell me what Miss Wang says? 2. look ugly /good on sb.

3. depend on/ upon

4. It’s + adj. + that…

It’s +adj. + (for sb.) to do sth.

5. carry out

6. (be) in trouble 7.stop sb from doing sth