Section A课堂实录【2】

八年级下册教案设计

Unit 8 Our Clothes Topic 2 We can design our own uniforms. Section A Ⅰ. Material analysis

本节课建议教师用1-2课时上完。主要活动为1a和2a。

民主的师生关系和着装艺术是本话题的一个亮点：本话题由师生一起谈论设计校服引入，继而谈论制服的重要性和不同场合的着装艺术，在呈现这些趣味话题的同时巧妙地融合了疑问词引导的宾语从句，以及句型It’s + adj. + that…和

It’s + adj. + (for sb. ) to do sth.。本课在1a的对话中首先以师生一起谈论设计校服为切入点，通过1c 和3的练习让学生学习运用由疑问词引导的宾语从句；又通过2的学习活动，引导学生在学习和运用中体会when 引导宾语从句时和

when引导时间状语从句时的不同用法。同时通过本课的学习，呈现了句型It’s + adj. + that…和

It’s + adj. + (for sb. ) to do sth.的用法，要求学生能够学以致用。

Ⅱ. 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。

Skill aims：

1. 能听懂接近正常语速、涉及校服设计和制服穿着的语段，回答老师提出的问题。

2. 能就校服设计的话题进行简单的交谈。

3. 能从简单的文章中找出有关信息，理解大意。

4. 能根据对话简单地写出关于穿着制服的重要性的短文。

Emotional aims：

1. 有参与校服设计的热情。

2. 能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

Ⅲ. The key points and difficult points Key points：

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。

Difficult points：

1. 熟练掌握由疑问词引导的宾语从句的语序。

2. 能根据对话简单地写出关于穿着制服的重要性的短文。

Unit8. Topic 2. Section A 1

Ⅳ. Learning strategies 1. 在学习由疑问词引导的宾语从句时，能够把握学习内容的重点和难点。

2. 注意通过音像资料丰富自己的学习。

Ⅴ. Teaching aids Computer multimedia projector; the pictures of different kinds of uniforms; a picture of a journalist with a microphone; a picture of a person wearing plain clothes; a picture of a policeman wearing uniforms. Ⅵ. Teaching procedures Interaction pattern 1. The whole

class work. 2. Group work.

3. The whole class work.

4. Group work

Introduction . （8 minutes）

5. Group work

6. The whole

class work.

Step Student activity 1. Focus their attention

on the teacher. 2. Students write down

the words about clothes they have learned.

3. Students read the

passage they have finished before class.

4. Students discuss who

often wears uniforms.

5. Students write down

their answers on the blackboard.

6. Students show their

pictures they collected before class about their favorite school uniforms. Teacher activity 1. Get the students 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 the blackboard at the certain time can get four points.

3.

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, policeman, 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!

Unit8. Topic 2. Section A 2

Presentation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. Individual

work.

6. The whole

class work.

7. The whole

class work.

8. The whole

class work.

1. Students look at the

picture of 1a and guess the answers.

2. Students watch the

flash of 1a and check their guess.

3. Students listen to 1a

and answer the questions of 1b.

4. Students check the

answers.

5. Students read the

conversation and circle the new words and

phrases. 6. Students learn the new

words with the help of the teacher and make new sentences with them.

7. Students read the

conversation after the recording sentence by sentence. 8. Students try to follow

the speed, paying attention to the pronunciation

and intonation. 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

give 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.

Unit8. Topic 2. Section A 3

Consolidation (10 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Pair work. .

5. The whole

class work.

6. Pair work.

1. Students discuss in

groups to understand the conversation.

2. The students underline in their books and make some notes.

3. Students read the

questions and the brief conversation of 1c.

4. Students make up

conversations after the example to grasp the structure of object clauses with Wh-questions

5. Students evaluate the

three conversations on the blackboard.

6. Students act out the

conversation of 1a in pairs. 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 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 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.

Unit8. Topic 2. Section A 4

Practice (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. Individual work.

6. The whole

class work. 7. The whole

class work.

8. The whole

class work. 1. Students look at the

1. The teacher shows the pictures

pictures and know about of different kinds of uniforms the different kinds of on the screen. Lead to the uniforms. new conversation of 2.

2. Students skim the

2. The teacher lets the students

conversation and the read the conversation and sentences. Know about the sentence A-C. the general meanings of

the conversation.

3. Students listen to the

3. The teacher plays the recording conversation and put the of 2a. Let students listen to the three sentences in the conversation and put the three right places.

sentences in the right places.

4. Students check the

4. The teacher asks two students

answers. to give 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. Students read the

5. The teacher asks students to conversation carefully and read the conversation carefully answer the questions of 2b.

and answer the questions of 2b.

6. Students check the

6. The teacher asks two students answers. to give the answers. 7. Students understand the 7. The teacher lets students find

conversation. 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 can’t

understand. Explain them

together with the students.

8. Students read 2a after

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

Unit8. Topic 2. Section A 5

Production (7 minutes) 1. The whole

class work.

2. Pair work.

3. Pair work.

4. Group work.

5. Individual work.

6. The whole

class work.

7. Individual

work 1. Students read the

questions in the box

and understand the

example. 2. Students make up

conversations after the

example in pairs.

3. Students act out their

conversations. Understand the order of object clauses with Wh-questions.

4. Students discuss the

importance of some

uniforms in groups.

Then complete the table.

5. Students collect some

useful expressions to

write the passage after

class. 6. Students summarize

Section A with the

teacher. 7. Students finish after

class. 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 their conversations. And

then stress the order of

object clauses with

Wh-questions again.

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 on the wall of the classroom.

Unit8. Topic 2. Section A 6

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 feelings of wearing them…

Ⅶ. Blackboard design

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 /keep … from doing sth.

Unit8. Topic 2. Section A 7