Section D第二课时教学设计

Grade 8 Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful. Section D 古田县九都中学

郑秀云

教学内容：Section D—Grammar and Functions,1,2 教学设计思路：

本课主要是归纳总结主句是过去时的宾语从句，了解美国牛仔服和日本和服，并学会利用wh-疑问句来组织文章，掌握写作技能。首先，运用希沃白板5设计一个“宾语从句的引导词”的课堂活动,学生参与课堂活动复习宾语从句的引导词，快速调动学生情绪，进入学习状态。其次，在教师的引导下，运用思维导图归纳总结宾语从句的用法，特别强调主句是过去时的宾语从句。紧接着，利用本课教材图片，运用构词法教学5个新词汇。然后，让学生读1并完成短文下面的图表，大致了解短文内容。之后，学生自主学习本课的语言点，教师加以补充。精读短文后，再让学生读1并根据挖空后剩下的关键词复述短文。最后，引导学生通过回答2的7个问题，进行写作能力训练，借助PPT的演示，让一个个答句“站立”在短文中，引导学生利用Wh- 疑问句来组织文章。通过本课的学习，帮助学生了解更多不同国家和民族的服装特色和发展历程。

Ⅰ. Teaching aims

1.Knowledge aims：

（1）学习并掌握新词汇

choice, well-known, celebration, marriage, item （2）归纳总结主句是过去时的宾语从句

宾语从句：主句（过去时）+从句（与过去相关的时态）

2. Skill aims:

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（1）能够根据关键词复述短文。

（2）能够根据问题提示写出短文。

（金钥匙：Wh-questions are helpful for you to plan your writing.）

3. Emotional aims:

帮助学生了解更多不同国家和民族的服装特色和发展历程。

4. Culture awareness:

了解美国牛仔服，日本和服。

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

at one time，few people，except

2. Difficult points：

根据问题提示，组成语篇介绍旗袍。

Ⅲ. Learning strategies 1.

利用Wh- 疑问句来组织文章

。

2.

利用表格中的已知信息来确定未知信息在短文中的位置。

Ⅳ. Teaching aids 多媒体课件/课本插图/网络图片

V. Teaching procedures Stage 1 (8mins)：Revision

Greet the Ss and Let them revise the grammar of this topic. T: Good news, class! Today we will finish the last section and the long summer vocation is coming soon! Are you excited about the news? Ss: Of course . T: Me, too. So far, we have learned the Object Clauses. Now, let’s play a game to revise the conjunction of the Object Clauses. Who will have a try?

(希沃白板课堂活动Play a game) T: Well done! Now, let’s revise the Object Clauses with the help of mind map.

(微课:宾语从句构成三步法) T: Great！Now, please complete Grammar and Functions on Page103 quickly.

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Designing purpose:设计“宾语从句的引导词”的课堂活动，让学生快速进入学习状态。运用思维导图归纳总结本话题的语法，完成Grammar 和Functions 部分。

Stage 2（5mins)：Getting the students ready for reading Lead in 1 by pictures and learn the new words. T: We have learned many costumes of China, today we will learn some costumes of other countries. (Show a picture)

T: What are they wearing? T: Blue jeans.It got its name because in the past cowboys in the western part of America usually wore them. But now, it become the best choice and the well -known item for young people all over the world. However, you’d better not wear them on formal occasions.

T:Well done. And this picture?What do we call it? Ss:kimono. T: In the past Japanese people wore kimonos for casual and formal occasions. But today people wear kimonos only on special occasions like marriages and national celebrations.

Ss: Read the new words together. Designing purpose:呈现图片导入新课，用构词法解决新词汇，为阅读扫清词汇障碍。如：choose-choice, marry-marriage, celebrate-celebration。

Stage3（5mins)

Reading 1a and finishing the table Let the Ss read 1 and complete the table. T：Just now, I introduced something about jeans and kimono. But for more information, you should read the passage. While reading, you should complete the table below the passage.

Designing purpose：培养学生获取信息的能力。完成1后面的表格。

Stage 4（10 mins)：Intensive reading of 1

Let the Ss read 1 again and find out the difficult and important points. T：

Now you know the main idea of this passage by completing the table. Next , please read 1 again, find out difficult and important points. You can discuss with your group members. Read and retell the passage.

Designing purpose:小组合作，找出并解决重难点，完成1。鼓励学生看1的表格和关键词复述课文。帮助学生了解更多不同国家和民族的服装特色和发展历程。

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Stage 5（12mins)：Finishing 2 Let the Ss discuss the information in 2 and write a passage. T: Well done, boys and girls! We have learned some knowledge about the clothing in America and Japan, do you want to learn about the traditional clothing in China? PPT演示利用Wh- 疑问句来组织文章的技巧：

What people usually call it:

qipao in most parts of China Who it is designed for:

Chinese women When people designed it:

the Qing dynasty Please tell me

What material it is made of:

silk with beautiful knots on it Who wore it first:

Man minority women When it became popular:

in the 1920s How popular it is now:

very popular across the world T: According to these answers, we can write a passage about the cheongsam. Please compare it with yours. 金钥匙：So give you a tip：The Wh-questions may help you to plan your writing. Designing purpose:培养学生的写作能力，完成2。提醒学生充分利用所提供的问题，把问题用完整的句子表述出来，并用连接词组句成篇。最后教师用PPT演示一篇范文的写作过程，教学学生利用Wh- 疑问句来组织文章。

Stage 6（3mins)：

Exercises in class 一、根据首字母及句意完成句子。

1. Do you know if they like this new i___?

2. You should make your own c_____ instead of following others. 3. They all went to sleep e_____ me.

4. Tony's cousin got married last week. He took part in his m_______.

5. I set up a new company,would you like to come to my c_________? 二、将下列句子合并为含宾语从句的复合句: Does Lucy often go to school by bike? Tom wanted to know. Where is Beitai Road? He asked.

Designing purpose：巩固本课词汇和主句是过去时的宾语从句的用法。

Stage 7（2mins)：Summarizing and assigning HMK T：

Let’s make a summary.

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Assign the HMK. T: For today’s HMK, I’d like you to rewrite the passage of 2 on your exercise book.

Designing purpose：让学生把2的短文重写在作业本上，加深对旗袍的理解，也可以操练这种介绍性短文的写作方法。

VI. Blackboard design Section D—Grammar and Functions,1,2 宾语从句：主句（过去时）+从句（与过去相关的时态）

item

well-known

choose -choice

marry-marriage

celebrate-celebration

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