Section D教学内容概述

Ⅰ. Material analysis

本节课建议教师用1课时上完。主要活动为Section D 的1a和2。

本节课让学生通过1a的学习了解北美地区的服装文化，复习It’s + adj. + (for sb. ) to do sth. 和

It’s + adj. + that

…的句型及宾语从句的用法。通过本课的学习，让学生能对不同地区人们不同的着装文化有所了解, 进行服装文化多元化的渗透，让学生在对中国服装文化有深刻了解的同时，乐于接触并了解异国服装文化。

Ⅱ. Teaching aims Knowledge aims：

1. 复习It’s + adj. + (for sb. ) to do sth. 和

It’s + adj. + that …句型。

2. 复习宾语从句的用法。

3. 了解北美地区的服装文化。

Skill aims：

1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。

2. 能引出服装的话题并进行简单的交谈。

3. 能从简单的文章中找出有关信息，理解大意。

4. 能根据写作要求和素材，整理出符合逻辑的短文。

Emotional aims：

对中国服装文化有深刻了解的同时，乐于接触并了解异国服装文化。

Ⅲ. The key points and difficult points Key points：

1. 复习It’s + adj. + (for sb. ) to do sth. 和

It’s + adj. + that …句型。

2. 复习宾语从句的用法。

Difficult points：

根据知识重点复述短文。

Ⅳ. Learning strategies 用学过的单词,英语短语或短句来学习新单词，既可以有助于学生英语思考方式的形成，

又可以帮助学生掌握它们的用法。

Ⅴ. Teaching aids Computer multimedia projector; the pictures about the festivals and other customs of North America. Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity

1. The whole

class work. 2. The whole

class work.

Introduction

（8 minutes）

3. The whole

class work.

4. The whole

class work.

1. Focus their attention

on the teacher. 2. Students report the

functions of uniforms according to the key words.

3. Students read their

passages about their

family’s jobs and uniforms

written before class.

4. Students know some

information about the north America

1. Greet students and make them ready for learning.

2. The teacher shows the key words of the passage of 1a on the screen. Let students report the functions of uniforms, using the structures It’s

+ adj. + (for sb. ) to do sth. and It’s + adj. + that ….

Key words:

right, students, wear school uniforms at school to show good discipline

important, firefighters, special coats and helmets, protect themselves from heat and falling ceilings

Suitable, officials, wear

their official uniforms to

look important

necessary, doctors, wear

uniforms to stop the spread

of diseases 3. The teacher lets students read

their passages about their family’s jobs and uniforms written before class. Then ask several students to

evaluate the passages.

4. The teacher introduces

something about the north America, such as the festivals, climate, geography and

culture. And then show some pictures about them. Lead to the new lesson.

Presentation (10minutes) 1. Individual

work.

2. Individual

work.

3. Individual

work.

4. The whole

class work.

5. Individual

work.

6. The whole

class work.

7. Individual

work.

8. The whole

class work. 1. Students describe the

dressing.

2. Students read the English explanations above the passage and understand their meanings.

3. Students read the passage and try finding out the best words according to the explanations.

4. Students check the

answers and learn the new words. 5. Students read the

passage and answer the questions.

6. Students check the

answers. Learn the new words.

7. Students read the passage

and answer the questions.

8. Students check the

answers. 1. The teacher lets students look at the pictures of 1a. Let students describe their dressing.

2. The teacher asks students to

read the English explanations above the passage and

understand their meanings.

3. The teacher lets students read

the passage and try finding out the best words according to the explanations. Remind them to understand the new words according to the words around them and the meanings of the whole sentences.

4. The teacher asks two students to tell their answers. Teach the new words. 5. The teacher asks students to read the passage from the beginning to What people wear depends on their likes and dislikes. Ask students to answer

Questions 1-3 of 1b.

6. The teacher lets two or three

students tell their answers. Teach the new word dressing

with the English explanation. 7. The teacher asks students to

read the rest part of the passage. Let them answer Questions 4-6. The teacher may add two questions: What do people in North America wear on birthdays? What kind of special clothes do people wear in Christmas?

8. The teacher lets two or three

students tell their answers.

1. Students read the passage after the recording

sentence by sentence. 2. Students try to follow

the speed, paying attention to the pronunciation

and intonation. 3. Students find out the

object clauses and

difficult points.

4. Students find out the key words in this passage.

5. Students prepare to

retell the passage

according to the key

words on the blackboard.

1. The teacher plays the recording

sentence by sentence.

2. The teacher plays the recording

without stopping.

3. The teacher lets students find out the object clauses and difficult points. Solve the difficult points together with the students. (1) What people wear depend

on their likes and dislikes. (2) as well as…

4. The teacher lets students try

to find out the key words

in this passage. The teacher

writes down the words on

the blackboard. (people in North America—on special days—few formal days—such as —

depends on their likes and dislikes —paper party hats—Canadian people—wear—the same as people in northern China do —in Canada and the United States—as well as—occasions—quite similar clothes) 5. The teacher lets students prepare to retell the passage according to the key words on the blackboard. If it’s

difficult for some students, the teacher may let them retell only a half or one third of the passage.

Practice (10 minutes) 1. Individual

work.

2. The whole

class work. 3. Individual

work.

4. Individual

work.

5. The whole

class work. 6. Individual

work.

7. Group work.

8. The whole

class work. 1. Students read through

Sections A-C carefully and fill in the blanks of the grammar table with the correct words.

2. Students check the

answers. 3. Students find out more

object clauses in this topic and read it aloud.

4. Students read through

Sections A-C and fill in the blanks of the function table with the correct words. 5. Students check the

answers. 6. Students sum up other

useful expressions in

this topic.

7. Students discuss the

questions of

2 in groups.

8. Students report the

result of the discussion. 1. The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words.

2. The teacher asks two students

to tell the answers.

3. The teacher asks students to find out more object clauses in this topic and read it aloud.

4. The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words.

5. The teacher asks two students to tell the answers.

6. The teacher lets students sum

up other useful expressions

in this topic. The teacher adds

more and explains them. (1) depend on/ upon

carry out

(be) in trouble take off

(2) gate + keeper → gatekeeper

north +ern →

northern

south + ern →

southern

east + ern →

eastern west+ ern →

western (3) correct →

correctly great →

greatly

beautiful →

beautifully (4) You should wear a business suit. You have to change your

leather shoes. 7. The teacher asks students to

discuss the questions of 2

in groups.

8. The teacher lets the

representative of each

group give a report of the

result of the discussion.

Production (7 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work. 4. Individual

work

5. The whole

class work.

6. The whole

class work.

7. Individual

work 1. Students work in groups

and design their favorite

school uniforms. Draw

them on the blackboard.

2. Students describe their

favorite school uniform

they have drawn on

the blackboard.

3. Students evaluate and

choose the best design. 4. Students write a passage

to describe the design

of their own group.

5. Students revise the

passage together with

the teacher.

6. Students summarize

Section D with the

teacher. 7. Students finish after

class. 1. The teacher asks the students

to work in groups. At first

ask them to design their

favorite school uniforms.

Then let the student who

draws best draw it on the

blackboard. (Let students

choose one student from

their group.)

2. The teacher lets the

representative of every group describe their favorite school uniform according to the picture his or her group member has drawn on the blackboard.

3. The teacher lets students

choose the best design. 4. The teacher evaluates those

designs and lets students

write a passage to describe

the design of their own

group.

5. The teacher asks several vtudents to read their own passages. Then revise them together with the students.

6. The teacher shows the summary

of this section to the students.

7. The teacher assigns homework: (1) Review the summary

after class. (2) Search some information about dressing customs

in other parts in the world. (3) Preview section A.

Teaching Reflection Teachers should often explain the new words in English. It’s helpful to the students’ word learning. It can also help them understand the usage of the new words better. Teachers can do the same things on the teaching of phrases and sentences. It’s better that the teacher may introduce more information or show more pictures to the students about the dressing culture of different parts in the world if the time is enough.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 2 We can design our own uniforms. Section D

1. What people wear depend on their likes and dislikes. 2. as well as…

3. depend on/ upon

carry out

(be) in trouble take off

4. gate + keeper →

gatekeeper north +ern →

northern south + ern →

southern east + ern →

eastern west+ ern →

western 5. correct →

correctly great →

greatly

beautiful →

beautifully 6. You should wear a business suit. You have to change your leather shoes.