Section D优质课教学设计

八年级

英语

科目课堂教学设计

课题

Unit8 Topic1 SectionD

教材内容/学情

本课件是为仁爱英语八年级下册Unit 8 Topic 1 Section D,这是第八单元第一话题的第五课时。帮助教师和学生对这一话题的内容进行整理和复习，归纳总结so…that, so that…, such…that…的用法

学习目标：

1学习并掌握新词汇skin

material uniform

kimono

sportswear easygoing saying function discuss meaning 2.复习so…that, so that…, such…that…的用法

3.了解衣服的由来

教学重难点

当堂写作 设计自己最喜欢的衣服

教学过程设计 复习——①Grammar 首先让学生填空，然后用so…that, so that…, such…that…造更多句子，有助于他们更好地理解和区分这几个短语

②呈现语法项目、功能句，引导学生复习、总结。

阅读理解1.读1a这篇短文，完成1b的任务。

2.听并跟读，注意单词和句子的发音。

3.讲解重点短语的用法

4.大声朗读，并根据关键词复述

1. (快速阅读1a，根据语境自学生词。掌握society；理解：uniform, easy-going, saying；了解kimono。) T: Read the passage as fast as you can and guess the meanings of the new words. (两分钟后，利用单词卡片检查对新单词的理解，一位同学读其音，另一位同学迅速说出其词义。) T: Stop here. Let’s check the new words. When I put up a flashcard with a new word, one student reads it, then the deskmate says its meaning. Now let’s go. Ss: OK. (出示society单词卡片。) S1: Society. S2: 社会。

时间

2019.5.15 教师

李容梅

二次备课

…

2. (学生再读1a，回答下列问题。) T: Nice work. Every student knows the meanings of the new words. Now read the passage in 1a again and answer the following questions: (1) What did people start to wear clothes for? (2) What can we know from people’s clothes?

(3) How do you understand “You are what you wear”?

3. (鼓励全班学生大声整齐地读文章, 学生阅读完1a，核对问题的答案并完成1b。在核对过程中，如果有错及时予以纠正。) T: Now read 1a aloud together. Then finish 1b. …

T: Now, let’s check the answers in 1b. The first one, is it right? Ss: No. It’s wrong.

T: How to correct it? Ss: The first types of clothes were made of animal skins. T: Yes. You are so clever. …

4. (听1a录音并让学生跟读。给学生讲解一些语言点，并板书关键词句。) T: Let’s follow the tape and go through the passage again. This time we should find out the key words and sentences. (板书) It is said that—be made of—so that—today—more than—tell—uniform—know his job—in a kimono—Japanese—sportswear—yellow or pink clothes—lively and easy-going—You are what you wear. [来源:学+科+网Z+X+X+K][来源:学科网]巩固——①学生两人一组，谈论自己当天穿的衣服

②引导学生根据提示信息，写一份邀请信。

1. (让学生以游戏的方式复述课文。) T: Very good. Every student is so excellent. Now, please read 1a as carefully as you can and try to remember it. Later, we will play a game to retell the text.

(活动说明: 把关键词按在文中出现的顺序分成三组，写在纸条上并标上序号；然后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取三名学生，让学生参看纸条内容按顺序复述课文。该活动可重复，让每名学生都有机会参与。) T: Stop here, boys and girls. I would like to choose three students to retell the passage. Every student will have a note with key words and a number on it. Do you understand? Ss: Yes. T:

I hit the table, and at the same time you pass this book one by one. When I stop, the student holding the book will be given a note to retell the corresponding part of the passage. Go! [来源:学科网]

S1 S2 S3: …

S4 S5 S6: …

T:

OK, stop here. Let’s retell the text together.

Ss: …

2. (让学生朗读3a的句型。理解so …

that …，…

so that …和such …

that …的用法，并在本话题中找出类似的句子。) T: Let’s read the sentences in 3a and find out similar sentences in this topic. [来源:学&科&网Z&X&X&K]练习——①学生朗读自己写的邀请信，培养学生的听、读能力。

②根据俩人谈论内容，写出自己和同桌所穿的衣着

1. (让学生完成3a。) T:

I’m pleased with your job. I’m sure you can do better later. Let’s look at the sentences in 3a again. Do you have any problems with the sentences? Ss: No.

T:

Then let’s read it together. (全班齐读3a。) Ss: …

2. (让学生用so … that …, … so that …和such … that …造句。) (把班级分成四组，讨论后比赛，发挥组员合作精神。所造句子不能重复，可叫一名学生计时，教师计分。学生讨论过程中，教师可到学生中帮助学习有困难的小组。) T:

Please make sentences using “so

… that …” , “… so that …”

and “such … that …” You should work in groups of four, and I’ll see which group can make the most sentences in one minute. First, discuss in groups. (讨论之后，让学生造句子。) T: Stop here. Let’s begin. Which group will try first?

T: Group A, S1, please. S1: The house is so expensive that I can’t afford it. S2: I want to make more money so that I can buy an MP4. S3: It was such a lovely day that we decided to go on a picnic. …

T:

I’m sorry there is no time for us to do it. Let’s see which group is the best. (看黑板上的分数情况，并进行综合性评价。) T: Oh, Group 4 got fifteen points. So they are the winners. Give them a big round of applause! The other groups, work harder next time. [来源:学科网]拓展——调查同学最喜欢的衣服并讨论是否符合他的体型和特点，并给出合理建议，根据调查结果写一篇短文。

检测——完成学案上的当堂检测

小结——引导学生归纳本堂课的短语和语法项目，让学生能把握整堂课的重点。

作业布置：

作业——设计了书面显性作业及课文朗读、对话练习、预习新课等隐性作业。

课后反思

存在问题：

解决办法：