Section B教学设计

Ⅰ. Material analysis

本节课建议教师用1课时上完。主要活动为Section B 的1a和2。

本节课的新课内容由谈论不同场合的着装常识展开，引导学生继续学习由疑问词引导的宾语从句和“It’s + adj. + that…”以及“It’s + adj. + (for sb. ) to do sth.”的用法。着装艺术是学生非常感兴趣和关心的话题，教师应在课前精心设计本节活动内容，准备一些相关的知识链接，让学生充分意识到穿着得体的重要性。

Ⅱ. Teaching aims Knowledge aims：

1. 继续学习由疑问词引导的宾语从句。

2. 继续学习句型It’s + adj. + that…和

It’s + adj. + (for sb. ) to do sth.。

3. 学习不同场合的着装常识及穿着建议的用语。

4. 朗读句子时体会升调与降调语气感情上的不同。

Skill aims：

1. 能听懂接近正常语速、涉及着装艺术的语段，获取主要信息。

2. 能就着装艺术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着装艺术的短文。

Emotional aims：

1. 充分意识到穿着得体的重要性。

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. 继续学习由疑问词引导的宾语从句。

2. 继续学习句型It’s + adj. + that…和

It’s + adj. + (for sb. ) to do sth.。

3. 学习不同场合的着装常识及穿着建议的用语。

Difficult points：

1. 能根据对话简单地写出关于在不同的场合怎样正确着装的短文。

2. 朗读句子时体会升调与降调语气感情上的不同。

Ⅳ. Learning strategies 1. 朗读时用降调表示命令的语气，用升调表示更有礼貌的请求。

2. 体会句子中运用特定的句式进行某一内容的强调。

3. 注意借助音像资料丰富自己的学习。

Ⅴ. Teaching aids Computer multimedia projector; the videos about the activities in different occasions: having a meeting, having a party, doing sports, having a class and so on; the picture of attendants;

The teacher should wear a suit for the class. Ⅵ. Teaching procedures

Interaction pattern 1. The whole

class work. 2. Group work.

3. The whole

class work.

Introduction 4. The whole

（8 minutes）

class work. .

5. The whole

class work.

Step Student activity 1. Focus their attention

on the teacher. 2. Students play the game “Pardon?” to review the

usage of object clauses.

3. Students show the

pictures of school uniforms designed by themselves.

4. Students read the

passage about the

importance of

some

uniforms which they finished before class.

5. Students watch the

videos and understand that they should dress correctly.

Teacher activity 1. Greet students and make them ready for learning.

2. The teacher lets students play the game “Pardon?” to review

the usage of object clauses. Let them play the game in groups of three. They may change their roles one another. A: (speak out a wh-question) B: Can you tell me what A asks? C: She / He asks …

3.

The teacher lets students show the pictures of school uniforms designed by themselves. They can add the colors, the materials, and even the reasons of designing. 4. The teacher lets students read the passage about the

importance of some uniforms which they finished before class.

5. The teacher evaluates their

work and leads to new lesson by playing the videos about the activities on different occasions: having a meeting, having a party, doing sports, having a class and so on: It’s important to wear suitable clothes. I must wear a suit when I have the class, while you must wear school uniforms. We should wear different clothes correctly on different occasions.

Presentation (10 minutes) 1. Group work.

2. The whole

class work.

3. Group work

+ the whole

class work. .

4. Individual

work.

5. The whole

class work.

1. Students look at Picture 1 of 1a and discuss what the man should wear on this kind of occasion.

2. Students watch and

check their discussion. Learn the new words.

3. Students discuss the

other pictures and then watch and check in the same way. Learn and grasp the new words.

4. Students watch the

flash and find out the opinions of the two girls.

5. Students check the

answers. 1. The teacher lets students look at Picture 1 of 1a and lets them discuss what the man should wear on this kind of occasion. 2. The teacher plays the first flash of 1a and lets the students watch and check their discussion. Let them know about the meaning of gatekeeper by showing gate + keeper →

gatekeeper. Teach the word suit by pointing at the teacher’s clothes. 3. The teacher lets students learn different dressings on the other three occasions in the same way. Teach the new words after watching and checking. Teach attendant

by show the pictures of attendants on the screen. Teach take off

by putting on a hat and then taking it off. Teach knee

by pointing at the knee of himself or herself. Explain the meanings of enter. 4. The teacher plays the flash of the conversation between Jane and Maria. Let students watch it and find out the opinions of them.

5. The teacher asks two students to tell the answers. Explain the meanings of occasion and correctly to

them.

Consolidation (10 minutes) 1. The whole

class work

2. The whole

class work

3. Individual

work

4. The whole

class work. 5. Individual

work.

6. Individual

work

7. The whole

class work. 8. Individual

work

9. The whole

class work.

10. Pair work.

1. Students read the

conversation after the recording sentence by sentence. 2. Students try to follow

the speed, paying attention to the pronunciation

and intonation. 3. Students read the

sentences in 1b and mark

T (True) or F (False).

4. Students check the

answers.

5. Students read the passage in 1c to understand the meaning of this passage, and try completing the passage.

6. Students read the

conversation of 1a and then check the blanks they have filled. 7. Students check the

answers. 8. Students read 1a and

find out the sentences

about object clauses

with wh-questions and

the sentences giving

suggestions. 9. Students check the

answers. And then

understand the sentences

on the blackboard.

10. Students read 1a in roles and perform short plays in pairs. 1. The teacher plays the recording

sentence by sentence.

2. The teacher plays the

recording without stopping.

3. The teacher asks students to read the sentences in 1b

and mark T (True) or F (False).

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

5. The teacher lets students read the passage in 1c. Let them understand the meaning of this passage, and try completing the passage.

6. The teacher asks students to read the conversation of 1a and lets them check the blanks they have filled.

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

8. The teacher lets students read 1a and find out the sentences about object clauses with wh-questions and the

sentences giving suggestions.

9. The teacher asks two students to tell the answers. Write them on the blackboard. Stress the order of object clauses with wh-questions. 10. The teacher lets students read

1a in roles and perform

short plays in pairs. (Each

pair may just play one short

play.)

Practice (10 minutes) 1. Individual

work.

2. The whole

class work.

3. Individual

work.

4. Individual work.

5. Four students’

work.

6. The whole

class work.

7. Individual

work.

8. The whole

class work. 1. Students read 1a and find out the sentences of

It’s

+ adj. + (for sb. ) to do sth. 2. Students check the answer and change the sentence to It’s + adj. + that …

3. Students observe the

pictures of 2 and read the given words, the phrases and the example.

4. Students make sentences with the structures.

5. Students write down the sentences on the

blackboard.

6. Students check the

sentences on the

blackboard.

7. Students read the

sentences of 3 by

themselves first. Then listen and check their intonation. 8. Students listen to the

recording and try to imitate.

1. The teacher lets students read

1a and find out the sentences of

It’s

+ adj. + (for sb. ) to do sth. 2. The teacher asks two students to tell the answers: It’s important to wear suitable clothes on every occasion. Guide students to change it to

It’s + adj. + that …

(It’s important that we wear suitable clothes on every occasion.) 3. The teacher lets students observe the pictures of 2 and read the given words, the phrases and the example.

4. The teacher asks students to

make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that …, using the given words and phrases according to the pictures. 5. The teacher asks four students from different groups to write down the sentences on the

blackboard. Student A writes the sentence according to Picture 1…

6. The teacher asks one or two students to check the sentences on the blackboard. Give them a hand if necessary.

7.

The teacher plays the recording

of 3 after they read the

sentences by themselves.

Let students listen and

check their intonation. 8. The eacher plays the recording of 3 again, and lets the students listen and try to imitate.

Production (7 minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Individual

work 1. Students discuss in groups

about how to dress

correctly on different

occasions. And then

complete the table.

2. Students write a passage

according to the result of

the discussion. Read it

to the whole class.

3. Students summarize

Section B with the teacher . 4. Students finish after

class. 1. The teacher asks the students

to discuss in groups about

how to dress correctly on

different occasions. Teacher

had better help them set

certain situations, such as

going to a formal party,

going to the movies or going

out to do some exercise.

Help them design a table

and ask

them to finish the

table after discussing. Activities

What to wear

go to a

party

go to the

movies do exercise

2. The teacher asks students to

write a passage according to the result of the discussion above. Then report it to the class. Remind them to use the structures: It’s important …, You should/ had better/ have to …. 3. The teacher shows the

summary of this section to the students. 4. The teacher assigns homework: (1) Review the summary after class. (2) Collect some information about how to dress correctly on different occasions. (3) Make five sentences

with the following

structures: It’s + adj.

+ that … or It’s + adj.

+ (for sb.) to do sth.

Teaching Reflection

Teacher may let students prepare some clothes before class if possible, they will do better in the performances of the four brief conversations. The teacher can set more certain situations and let the students discuss the suitable clothes they should wear in those occasions.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 2 We can design our own uniforms. Section B

1. gate + keeper →

gatekeeper 2. take off →

put on 3. correct →

correctly 4. It’s important to wear suitable clothes on every occasion. →

It’s important that we wear suitable clothes on every occasion.

Object clauses with wh-questions: Can you tell me what I should wear here? Could you tell me where the special shoes are?

Sentences giving suggestions: 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 clothes.

People should dress correctly.