Section B名师教学设计2

初中英语八年级下册Unit8Topic2SectionB教学设计

重庆市綦江区东溪中学

胡秀英

SectionB

Ⅰ. Aims and demands目标要求

1. Go on learning the patterns “It’s + adj. + that …” and “It is + adj. + (for sb.) + to do sth.”

It is important to wear suitable clothes on every occasion. It’s impolite for the man to wear jeans to go to the formal party. 2. Go on learning object clauses: Can you tell me what I should wear here? Could you tell me where the special shoes are? 3. Talk about suggestions of dressing on different occasions: You should wear a business suit. You have to change your leather shoes. You should take off your shoes when you enter someone’s home in Japan.

You should wear your sports shoes. People should dress correctly. Ⅱ. Teaching aids 教具

录音机/图片/小黑板/彩笔

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 5分钟)

复习Section A，导入新课。

(检查上节课学生设计校服的图片。) T: Hello, everyone! Please show us the school uniform you designed yesterday. (教师挑选作业中设计较好的校服。) T: Boys and girls, look at these beautiful uniforms.

T: Look! Picture 1’s designer is ×

×. Is it beautiful?

Ss: Yes.

T: Do you like the style?

Ss: Yes.

T: What about the color?

S1: I don’t like it. I prefer

… / I like it.

(教师根据图画提出一些问题，供学生讨论。最后，教师拿出一张没署名和没颜色的校服图片展示给学生。)

T: Look at this picture.

S2: Who designed it?

T: Pardon? What does he/she ask?

(教师假装没听到学生的问题，复习宾语从句。)

1

(其他学生一起回答。)

Ss: He/She asks who designed it. T:

It was me.

(板书) What does he/she ask? He/She asks who designed it.

(板书后再次强调宾语从句的用法。)

T: What color do we want? (故意又快又小声)

S3: Pardon?

S4: Miss/Mr.

××

asks what color we want. (如果学生句式结构答错可予以纠正，然后板书。)

Miss/Mr.

××

asks what color we want.

Ss: I like blue/pink/black and white …

(要求学生根据以上对话进行类似的练习。)

Example:

S5: When will you go?

S6: Pardon?

S7: He asks when you will go.

…

(学生根据范例问答，注意改变后的宾语从句的人称与语序。) Step 2

Presentation 第二步

呈现(时间: 15分钟) 呈现本课活动1a。

1. (引入1a。) T: I’m pleased with your homework. The uniforms you designed are very beautiful. But do you wear uniforms everywhere? Ss: No. T: So people should wear different clothes on different occasions. (板书画线部分，让学生跟读句子。) People should wear different clothes on different occasions. T: That is to say: It’s important to wear suitable clothes on every occasion. (板书画线部分，让学生跟读句子。) It’s important to wear suitable clothes on every occasion.

(教师在黑板上贴上如下三幅图片。)

图1

图2

图3 T: OK, please look at the pictures on the blackboard. Then answer my questions.

2

T: Picture 1. Where are the students? Ss: They are in the classroom. (教师手指着图1中戴帽子的学生问。) T: What’s he wearing?

Ss: He is wearing a hat. T: I think it’s impolite for a student to wear a hat in class. (教师说出句子并板书画线内容，把这个句子写在It’s important

…句子下面，以便归纳。) It’s impolite for a student to wear a hat in class. T: Please give the student some suggestions. (帮助学生用I think …回答。) S1: I think he should take off his hat in class. (板书画线部分，呈现于黑板的这句话是为下面课文练习作铺垫的。) I think he should take off his hat in class. T: What about the next picture? Where is the man? Ss: He is in the office. T: What’s he wearing? (教师手指图2中该男士所穿套装，并帮助学生回答。) Ss: He is wearing a business suit. It’s suitable for him to wear a business suit in the office. (板书画线部分，把该句写在同类句子下边，以便学生归纳。) It’s suitable for him to wear a business suit in the office. T: Now look at this picture (Picture 3). Do you think where they are? Ss: I think they are in Japan. T: Can you tell me what the girl should do? Ss: She should take off her shoes. T: Right. You should take off your shoes when you enter someone’s home in Japan. (板书画线部分。) You should take off your shoes when you enter someone’s home in Japan.

T: Now we know that we should dress correctly, is it right? (板书并理解生词correctly。) correctly adv.得体地；准确地

Ss: Yes, it’s right.

T: But if some people don’t know it, what will happen to them?

(自然过渡到下一步，呈现1a。) 2. (播放1a录音，完整听一遍，让学生对该对话有一个初步的理解；然后播放第二遍，让学生带着问题听，且分段播放。) T: Listen to 1a carefully to get the main idea. (听完一遍后，再听第二遍。) T: Now listen to Dialog 1 of 1a again, and then answer the question:

What’s the second man wearing?

(the second man指的是第二个说话的男士。) (听完录音，学生回答问题。) S1: He is wearing jeans. T: Well done! Now tell me what he should wear on that occasion. S1: He should wear a business suit.

3

(板书该句于第一步的You should …后。) T: Very good. Let’s go to Dialog 2. Then tell me what the man should wear. (播放对话第二部分。) S2: He should wear the special shoes. T: How clever! What about Dialog 3? Then answer the question: What should you do when you enter someone’s home in Japan?

(听第三段对话，学生回答问题并核对答案。) S3: We should take off our shoes. T: Great! Let’s move on to Dialog 4. Bear in mind the questions:

What happened to Kangkang? What should he wear on that occasion? (听第四段对话，学生回答问题并核对答案。) S4: His feet hurt. S5: He should wear sports shoes. T: Excellent! We’ve learned many sentences about suggestions in 1a. Can you find them? Ss: Yes. (板书You should …的句子，让学生齐读。) You should wear a business suit. You should take off your shoes when you enter someone’s home in Japan.

You should wear your sports shoes. 3. T: Good. Now look at those sentences. (出示小黑板。) Can you tell me what I should wear here? Could you tell me where the special shoes are? I don’t know why. (教师讲解并分析结构。用彩笔画出what/where后的句子。引导学生注意从句的结构及句末的标点符号。) (教师向学生讲解规则，主要是训练学生变换句式结构的能力。) T: OK! Let’s have a competition:“Add head”. I will read out a sentence, then you have to add “Can you tell me” to complete the sentence, ready? Ss: Yes.

T: Let’s go! Where should I stay?

S6: Can you tell me where I should stay? T: When does the bus arrive? S7: Can you tell me when the bus arrives? T: What should he do? S8: Can you tell me …

(在比赛过程中还可以同样的方式练习I don’t know …, Could you tell me …的句型。) (在比赛过程中，以小组为单位发言，以又好又快为标准评出优胜小组。同时，纠正学生出现的错误。) T: Well done! Congratulations to Group×! Step 3

Consolidation 第三步

巩固(时间: 10分钟)

巩固1a，完成1b。

1. (让学生听1a录音，并跟读，然后分角色表演。)

4

T: Please listen to 1a again and read after it. Then act it out in roles. 2. (再听一遍1a，然后要求学生表演对话。) T: We’ve learnt the dialog well. Let’s go through it again, and then work in pairs. Now who wants to act it out?

(此次表演可借助动作、合适的服装、道具，力求逼真。) 3. (完成1b练习，并理解customer和attendant；了解gatekeeper。)

T: You have performed very well. Now please finish 1b.

(学生根据1a完成1b练习，然后教师与学生核对答案。)

T: OK! Let’s read it together and check the answers. Step 4

Practice 第四步

练习(时间: 10分钟) 练习本课活动2和3。

1. (教师出示三幅图片。)

Picture1

Picture 2

Picture 3 (教师出示第一幅图片。) T: Now look at the picture. Do you think they are polite?

Ss: No. They’re impolite.

T:

Yes, it’s impolite that they fight with each other. / It’s impolite (for them) to fight with each other. (教师可提示帮助学生回答。) (教师出示第二幅图片。)

T: Look at this one. What’s the monkey doing?

Ss: It’s performing ballet.

T: Is it funny?

Ss: Yes. It’s funny that a monkey performs ballet. / It’s funny (for a monkey) to perform ballet. (教师可提示帮助学生回答。) (教师出示第三幅图片。)

T: Where are they?

Ss: They are in a meeting room.

T: What are they wearing?

Ss: They’re wearing suits.

T:

Right! Business suits. I think it’s suitable that people wear business suits to meet business partners./ I think it’s suitable (for people) to wear business suits to meet business partners. (教师板书，并解释画线部分句子意思，讲解结构: It’s + adj. + that …和It’s + adj. + (for sb.) to do sth.。)

5

business suit

商务套装

T: Now please make sentences according to the structure of the sentence.

(一分钟以后，教师让学生读出所造的句子。)

T: Show me your sentences, please.

S1: It is important that people should keep quiet in a hospital.

S2: It is good that people do some exercise every day.

S3: It’s important for students to listen carefully in class. …

(教师点评学生造的句子，表扬表现好的学生并鼓励其他学生。)

T: OK! You all did a good job. Let’s do more exercises. Look at the pictures in 2 and make similar sentences, using “It’s + adj. + that…” or “It’s + adj. + (for sb.) to do sth.”.

(教师与学生核对答案，然后一起按顺序朗读这些句子。) 2. (准备进入3。)

T: We all know clothes change with seasons. When it’s summer, what should we wear?

Ss: We should wear T-shirt, shorts, shirt, skirt, …

T:

Good! What about winter?

Ss: We should wear coat, sweater, …

T:

Yeah. You are right. Anyway we should wear suitable clothes on every occasion. Is it right?

Ss: Yes!

T:

Next we’ll listen to five dialogs about wearing suitable clothes. Go through 3, listen carefully and then choose the right answers.

(播放两遍3的录音后，核对答案。)

T:

Just now we learned we should wear suitable clothes on different occasions. Do you think so?

Ss: Yes.

T:

Good! Now let’s make a survey.

(过渡到下一步。) Step 5

Project 第五步

综合探究活动(时间: 5分钟) 讨论穿着礼仪。

1. (调查活动。将全班按四人一组分成若干组。讨论在参加宴会和做户外活动时应穿什么样的衣服。) T:

Suppose you would go to a party. What should you wear? Then when you go out to do some exercise, what should you wear? Please discuss in groups of four. Then report your answers to us. Are you clear?

6

Ss: Yes. Activity go to a party do some exercise

What to wear

(3分钟之后，让每组选代表汇报结果。)

T: OK. Tell us about the clothes you should wear. G1?

G1: If we go to a party, we should wear formal clothes, such as suits and leather shoes. And when we are going to do some exercise, we should wear sportswear such as T-shirt and sports shoes.

G2: …

(教师挑几个小组回答后，进行小结。)

T: Well done. Thanks. 2. Homework:

(1) (收集一些关于不同职业正确着装的资料。) Collect some information about wearing suitable clothes for different jobs.

(2) Make five sentences with the following structures: It’s + adj. + that … or It’s + adj. + (for sb.) to do sth.

胡秀英

Ⅰ. Aims and demands目标要求

1. Go on learning the patterns “It’s + adj. + that …” and “It is + adj. + (for sb.) + to do sth.”

It is important to wear suitable clothes on every occasion. It’s impolite for the man to wear jeans to go to the formal party. 2. Go on learning object clauses: Can you tell me what I should wear here? Could you tell me where the special shoes are? 3. Talk about suggestions of dressing on different occasions: You should wear a business suit. You have to change your leather shoes. You should take off your shoes when you enter someone’s home in Japan.

You should wear your sports shoes. People should dress correctly. Ⅱ. Teaching aids 教具

录音机/图片/小黑板/彩笔

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1

Review 第一步

复习(时间: 5分钟)

复习Section A，导入新课。

(检查上节课学生设计校服的图片。) T: Hello, everyone! Please show us the school uniform you designed yesterday. (教师挑选作业中设计较好的校服。) T: Boys and girls, look at these beautiful uniforms.

T: Look! Picture 1’s designer is ×

×. Is it beautiful?

Ss: Yes.

T: Do you like the style?

7

Ss: Yes.

T: What about the color?

S1: I don’t like it. I prefer

… / I like it.

(教师根据图画提出一些问题，供学生讨论。最后，教师拿出一张没署名和没颜色的校服图片展示给学生。)

T: Look at this picture.

S2: Who designed it?

T: Pardon? What does he/she ask?

(教师假装没听到学生的问题，复习宾语从句。) (其他学生一起回答。)

Ss: He/She asks who designed it. T:

It was me.

(板书) What does he/she ask? He/She asks who designed it.

(板书后再次强调宾语从句的用法。)

T: What color do we want? (故意又快又小声)

S3: Pardon?

S4: Miss/Mr.

××

asks what color we want. (如果学生句式结构答错可予以纠正，然后板书。)

Miss/Mr.

××

asks what color we want.

Ss: I like blue/pink/black and white …

(要求学生根据以上对话进行类似的练习。)

Example:

S5: When will you go?

S6: Pardon?

S7: He asks when you will go.

…

(学生根据范例问答，注意改变后的宾语从句的人称与语序。) Step 2

Presentation 第二步

呈现(时间: 15分钟) 呈现本课活动1a。

1. (引入1a。) T: I’m pleased with your homework. The uniforms you designed are very beautiful. But do you wear uniforms everywhere? Ss: No. T: So people should wear different clothes on different occasions. (板书画线部分，让学生跟读句子。) People should wear different clothes on different occasions. T: That is to say: It’s important to wear suitable clothes on every occasion. (板书画线部分，让学生跟读句子。) It’s important to wear suitable clothes on every occasion.

T:

OK, please look at the pictures on the blackboard. Then answer my questions. 8

T: Picture 1. Where are the students? Ss: They are in the classroom. (教师手指着图1中戴帽子的学生问。) T: What’s he wearing?

Ss: He is wearing a hat. T: I think it’s impolite for a student to wear a hat in class. (教师说出句子并板书画线内容，把这个句子写在It’s important

…句子下面，以便归纳。) It’s impolite for a student to wear a hat in class. T: Please give the student some suggestions. (帮助学生用I think …回答。) S1: I think he should take off his hat in class. (板书画线部分，呈现于黑板的这句话是为下面课文练习作铺垫的。) I think he should take off his hat in class. T: What about the next picture? Where is the man? Ss: He is in the office. T: What’s he wearing?

(教师手指图2中该男士所穿套装，并帮助学生回答。) Ss: He is wearing a business suit. It’s suitable for him to wear a business suit in the office. (板书画线部分，把该句写在同类句子下边，以便学生归纳。) It’s suitable for him to wear a business suit in the office. T: Now look at this picture (Picture 3). Do you think where they are? Ss: I think they are in Japan. T: Can you tell me what the girl should do? Ss: She should take off her shoes. T: Right. You should take off your shoes when you enter someone’s home in Japan. (板书画线部分。) You should take off your shoes when you enter someone’s home in Japan.

T: Now we know that we should dress correctly, is it right? (板书并理解生词correctly。) correctly adv.得体地；准确地

Ss: Yes, it’s right.

T: But if some people don’t know it, what will happen to them?

(自然过渡到下一步，呈现1a。) 2. (播放1a录音，完整听一遍，让学生对该对话有一个初步的理解；然后播放第二遍，让学生带着问题听，且分段播放。) T: Listen to 1a carefully to get the main idea. (听完一遍后，再听第二遍。) T: Now listen to Dialog 1 of 1a again, and then answer the question:

What’s the second man wearing?

(the second man指的是第二个说话的男士。) (听完录音，学生回答问题。) S1: He is wearing jeans. T: Well done! Now tell me what he should wear on that occasion. S1: He should wear a business suit.

9

(板书该句于第一步的You should …后。) T: Very good. Let’s go to Dialog 2. Then tell me what the man should wear. (播放对话第二部分。) S2: He should wear the special shoes. T: How clever! What about Dialog 3? Then answer the question: What should you do when you enter someone’s home in Japan?

(听第三段对话，学生回答问题并核对答案。) S3: We should take off our shoes. T: Great! Let’s move on to Dialog 4. Bear in mind the questions:

What happened to Kangkang? What should he wear on that occasion? (听第四段对话，学生回答问题并核对答案。) S4: His feet hurt. S5: He should wear sports shoes. T: Excellent! We’ve learned many sentences about suggestions in 1a. Can you find them? Ss: Yes. (板书You should …的句子，让学生齐读。) You should wear a business suit. You should take off your shoes when you enter someone’s home in Japan.

You should wear your sports shoes. 3. T: Good. Now look at those sentences. (出示小黑板。) Can you tell me what I should wear here? Could you tell me where the special shoes are? I don’t know why. (教师讲解并分析结构。用彩笔画出what/where后的句子。引导学生注意从句的结构及句末的标点符号。) (教师向学生讲解规则，主要是训练学生变换句式结构的能力。) T: OK! Let’s have a competition:“Add head”. I will read out a sentence, then you have to add “Can you tell me” to complete the sentence, ready? Ss: Yes.

T: Let’s go! Where should I stay?

S6: Can you tell me where I should stay? T: When does the bus arrive? S7: Can you tell me when the bus arrives? T: What should he do? S8: Can you tell me …

(在比赛过程中还可以同样的方式练习I don’t know …, Could you tell me …的句型。) (在比赛过程中，以小组为单位发言，以又好又快为标准评出优胜小组。同时，纠正学生出现的错误。) T: Well done! Congratulations to Group×! Step 3

Consolidation 第三步

巩固(时间: 10分钟)

巩固1a，完成1b。

1. (让学生听1a录音，并跟读，然后分角色表演。)

10

T: Please listen to 1a again and read after it. Then act it out in roles. 2. (再听一遍1a，然后要求学生表演对话。) T: We’ve learnt the dialog well. Let’s go through it again, and then work in pairs. Now who wants to act it out?

(此次表演可借助动作、合适的服装、道具，力求逼真。) 3. (完成1b练习，并理解customer和attendant；了解gatekeeper。)

T: You have performed very well. Now please finish 1b.

(学生根据1a完成1b练习，然后教师与学生核对答案。)

T: OK! Let’s read it together and check the answers. Step 4

Practice 第四步

练习(时间: 10分钟) 练习本课活动2和3。

1. (教师出示三幅图片。)

Picture1

Picture 2

Picture 3 (教师出示第一幅图片。) T: Now look at the picture. Do you think they are polite?

Ss: No. They’re impolite.

T:

Yes, it’s impolite that they fight with each other. / It’s impolite (for them) to fight with each other. (教师可提示帮助学生回答。) (教师出示第二幅图片。)

T: Look at this one. What’s the monkey doing?

Ss: It’s performing ballet.

T: Is it funny?

Ss: Yes. It’s funny that a monkey performs ballet. / It’s funny (for a monkey) to perform ballet. (教师可提示帮助学生回答。) (教师出示第三幅图片。)

T: Where are they?

Ss: They are in a meeting room.

T: What are they wearing?

Ss: They’re wearing suits.

T:

Right! Business suits. I think it’s suitable that people wear business suits to meet business partners./ I think it’s suitable (for people) to wear business suits to meet business partners. (教师板书，并解释画线部分句子意思，讲解结构: It’s + adj. + that …和It’s + adj. + (for sb.) to do sth.。)

11

business suit

商务套装

T: Now please make sentences according to the structure of the sentence.

(一分钟以后，教师让学生读出所造的句子。)

T: Show me your sentences, please.

S1: It is important that people should keep quiet in a hospital.

S2: It is good that people do some exercise every day.

S3: It’s important for students to listen carefully in class. …

(教师点评学生造的句子，表扬表现好的学生并鼓励其他学生。)

T: OK! You all did a good job. Let’s do more exercises. Look at the pictures in 2 and make similar sentences, using “It’s + adj. + that…” or “It’s + adj. + (for sb.) to do sth.”.

(教师与学生核对答案，然后一起按顺序朗读这些句子。) 2. (准备进入3。)

T: We all know clothes change with seasons. When it’s summer, what should we wear?

Ss: We should wear T-shirt, shorts, shirt, skirt, …

T:

Good! What about winter?

Ss: We should wear coat, sweater, …

T:

Yeah. You are right. Anyway we should wear suitable clothes on every occasion. Is it right?

Ss: Yes!

T:

Next we’ll listen to five dialogs about wearing suitable clothes. Go through 3, listen carefully and then choose the right answers.

(播放两遍3的录音后，核对答案。)

T:

Just now we learned we should wear suitable clothes on different occasions. Do you think so?

Ss: Yes.

T:

Good! Now let’s make a survey.

(过渡到下一步。) Step 5

Project 第五步

综合探究活动(时间: 5分钟) 讨论穿着礼仪。

1. (调查活动。将全班按四人一组分成若干组。讨论在参加宴会和做户外活动时应穿什么样的衣服。) T:

Suppose you would go to a party. What should you wear? Then when you go out to do some exercise, what should you wear? Please discuss in groups of four. Then report your answers to us. Are you clear?

12

Ss: Yes. Activity go to a party do some exercise

What to wear

(3分钟之后，让每组选代表汇报结果。)

T: OK. Tell us about the clothes you should wear. G1?

G1: If we go to a party, we should wear formal clothes, such as suits and leather shoes. And when we are going to do some exercise, we should wear sportswear such as T-shirt and sports shoes.

G2: …

(教师挑几个小组回答后，进行小结。)

T: Well done. Thanks. 2. Homework:

(1) (收集一些关于不同职业正确着装的资料。) Collect some information about wearing suitable clothes for different jobs.

(2) Make five sentences with the following structures: It’s + adj. + that … or It’s + adj. + (for sb.) to do sth.

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