Section B优秀说课稿

八年级

英语

科目课堂教学设计

课题

Unit8 Topic2 Section B

教材内容/学情

本课件是为仁爱英语八年级下册Unit 8 Topic 2 Section B编写的教学课件。

这是第八单元第二话题的第二课时。本课继续学习由特殊疑问句构成的宾语从句，了解不同场合穿着不同的服装，并能给他人这方面的建议，注重对学生听说能力的培养。

一、学习目标：

1.学习并掌握新词汇

enter,knee,take off,occasion,correctly,gatekeeper,attendant 2.继续学习宾语是特殊疑问句的宾语从句和it作形式主语的句型。

3. 能够向别人提出合理的建议。

4. 能够使用正确的语调。

教学重难点

1．重点：

（1）继续学习特殊疑问句作宾语的宾语从句。

(2) 继续学习it作形式主语的句型。

2．难点：

(1)如何把特殊疑问句转换成陈述语气

。

(2)通过改变语调来表达不同的语气。

教学过程设计

①复习Section A中关于制服的作用，呈现图片，并引导学生学习新词。

②继续出示图片，引入本课主题及主要句型。

呈现——①播放1a录音，让学生判断正误，核对答案，完成1b。

②让学生阅读1a，完成1c，核对答案。

③播放1a动画，让学生结合动画，理解对话内容。

④引导学生找出关键词句并列于黑板上，同时讲解重、难点。

呈现本课活动1a。

1. (引入1a。) T: I’m pleased with your homework. The uniforms you designed are very beautiful. But do you wear uniforms everywhere? Ss: No. T: So people should wear different clothes on different occasions. (板书画线部分，让学生跟读句子。) People should wear different clothes on different occasions. T: That is to say: It’s important to wear suitable clothes on every occasion. (板书画线部分，让学生跟读句子。) 时间

2019.6.5 教师

龙涛

备注

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

(教师在黑板上贴上如下三幅图片。)

图1

图2

图3 T: OK, please look at the pictures on the blackboard. Then answer my questions. T: Picture 1. Where are the students? Ss: They are in the classroom. (教师手指着图1中戴帽子的学生问。) T: What’s he wearing?

Ss: He is wearing a hat. T: I think it’s impolite for a student to wear a hat in class.

(教师说出句子并板书画线内容，把这个句子写在It’s important …句子下面，以便归纳。) It’s impolite for a student to wear a hat in class. T: Please give the student some suggestions. (帮助学生用I think …回答。) S1: I think he should take off his hat in class. (板书画线部分，呈现于黑板的这句话是为下面课文练习作铺垫的。) I think he should take off his hat in class. T: What about the next picture? Where is the man? Ss: He is in the office. T: What’s he wearing?

(教师手指图2中该男士所穿套装，并帮助学生回答。) Ss: He is wearing a business suit. It’s suitable for him to wear a business suit in the office. (板书画线部分，把该句写在同类句子下边，以便学生归纳。) It’s suitable for him to wear a business suit in the

office. T: Now look at this picture (Picture 3). Do you think where they are? Ss: I think they are in Japan. T: Can you tell me what the girl should do? Ss: She should take off her shoes. T: Right. You should take off your shoes when you enter someone’s home in Japan. (板书画线部分。) You should take off your shoes when you enter someone’s home in Japan. T: Now we know that we should dress correctly, is it right? (板书并理解生词correctly。) correctly adv.得体地；准确地

Ss: Yes, it’s right.

T: But if some people don’t know it, what will happen to them?

(自然过渡到下一步，呈现1a。) 2. (播放1a录音，完整听一遍，让学生对该对话有一个初步的理解；然后播放第二遍，让学生带着问题听，且分段播放。) T: Listen to 1a carefully to get the main idea. (听完一遍后，再听第二遍。) T: Now listen to Dialog 1 of 1a again, and then answer the question:

What’s the second man wearing?

(the second man指的是第二个说话的男士。) (听完录音，学生回答问题。) S1: He is wearing jeans. T: Well done! Now tell me what he should wear on that occasion. S1: He should wear a business suit. (板书该句于第一步的You should …后。) T: Very good. Let’s go to Dialog 2. Then tell me what the man should wear.

(播放对话第二部分。) S2: He should wear the special shoes. T: How clever! What about Dialog 3? Then answer the question: What should you do when you enter someone’s home in Japan?

(听第三段对话，学生回答问题并核对答案。) S3: We should take off our shoes. T: Great! Let’s move on to Dialog 4. Bear in mind the questions:

What happened to Kangkang? What should he wear on that occasion? (听第四段对话，学生回答问题并核对答案。) S4: His feet hurt. S5: He should wear sports shoes. T: Excellent! We’ve learned many sentences about suggestions in 1a. Can you find them? Ss: Yes. (板书You should …的句子，让学生齐读。) You should wear a business suit. You should take off your shoes when you enter someone’s home in Japan.

You should wear your sports shoes. 3. T: Good. Now look at those sentences. (出示小黑板。) Can you tell me what I should wear here? Could you tell me where the special shoes are? I don’t know why.

(教师讲解并分析结构。用彩笔画出what/where后的句子。引导学生注意从句的结构及句末的标点符号。) (教师向学生讲解规则，主要是训练学生变换句式结构的能力。) T: OK! Let’s have a competition:“Add head”. I will read out a sentence, then you have to add “Can you tell me” to complete the sentence, ready?

Ss:Yes.

T: Let’s go! Where should I stay? S6: Can you tell me where I should stay? T: When does the bus arrive? S7: Can you tell me when the bus arrives? T: What should he do? S8: Can you tell me …

(在比赛过程中还可以同样的方式练习I don’t know …, Could you tell me …的句型。) (在比赛过程中，以小组为单位发言，以又好又快为标准评出优胜小组。同时，纠正学生出现的错误。) T: Well done! Congratulations to Group×! 巩固——播放1a录音，学生跟读对话,然后分角色扮演对话。

巩固1a，完成1b。

1. (让学生听1a录音，并跟读，然后分角色表演。)

T: Please listen to 1a again and read after it. Then act it out in roles. 2. (再听一遍1a，然后要求学生表演对话。) T: We’ve learnt the dialog well. Let’s go through it again, and then work in pairs. Now who wants to act it out?

(此次表演可借助动作、合适的服装、道具，力求逼真。) 3. (完成1b练习，并理解customer和attendant；了解gatekeeper。)

T: You have performed very well. Now please finish 1b.

(学生根据1a完成1b练习，然后教师与学生核对答案。)

T: OK! Let’s read it together and check the answers.

练习——①出示第一幅图片, 问：Do you think if they are polite?帮助学生回答，出示第2、3幅图片，要求学生看图造句。

②引导学生归纳结构: It’s + adj. + that …和It’s+ adj. + (for sb.) to do sth.。

③引导学生运用以上句型造句，完成2,练习重点句型。

练习本课活动2和3。

1. (教师出示三幅图片。)

Picture1

Picture 2

Picture 3 (教师出示第一幅图片。) T: Now look at the picture. Do you think they are polite?

Ss: No. They’re impolite.

T: Yes, it’s impolite that they fight with each other. / It’s impolite (for them) to fight with each other. (教师可提示帮助学生回答。) (教师出示第二幅图片。)

T: Look at this one. What’s the monkey doing?

Ss: It’s performing ballet.

T: Is it funny?

Ss: Yes. It’s funny that a monkey performs ballet. / It’s funny (for a monkey) to

perform ballet. (教师可提示帮助学生回答。) (教师出示第三幅图片。)

T: Where are they?

Ss: They are in a meeting room.

T: What are they wearing?

Ss: They’re wearing suits.

T:

Right! Business suits. I think it’s suitable that people wear business suits to meet business partners./ I think it’s suitable (for people) to wear business suits to meet business partners. (教师板书，并解释画线部分句子意思，讲解结构: It’s + adj. + that …和It’s + adj.

+ (for sb.) to do sth.。) business suit

商务套装

T: Now please make sentences according to the structure of the sentence.

(一分钟以后，教师让学生读出所造的句子。)

T: Show me your sentences, please.

S1: It is important that people should keep quiet in a hospital.

S2: It is good that people do some exercise every day.

S3: It’s important for students to listen carefully in class.

…

(教师点评学生造的句子，表扬表现好的学生并鼓励其他学生。)

T: OK! You all did a good job. Let’s do more exercises. Look at the pictures in 2 and make similar sentences, using “It’s + adj. + that…” or “It’s + adj. + (for sb.) to do sth.”.

(教师与学生核对答案，然后一起按顺序朗读这些句子。) 2. (准备进入3。)

T: We all know clothes change with seasons. When it’s summer, what should we wear?

Ss: We should wear T-shirt, shorts, shirt, skirt, …

T:

Good! What about winter?

Ss: We should wear coat, sweater, …

T:

Yeah. You are right. Anyway we should wear suitable clothes on every occasion. Is it right?

Ss: Yes!

T:

Next we’ll listen to five dialogs about wearing suitable clothes. Go through 3, listen carefully and then choose the right answers.

(播放两遍3的录音后，核对答案。)

T: Just now we learned we should wear suitable clothes on different occasions. Do you think so?

Ss: Yes.

T:

Good! Now let’s make a survey.

(过渡到下一步。) 拓展——调查活动。将全班按四人一组分成若干组，讨论参加宴会和做户

外活动时应穿什么样的衣服。

语音——引导学生练习句子升降调的朗读，提高朗读技巧。

检测——通过让学生抢答或齐答的形式完成练习，检测并反馈学生的学习情况。

小结——引导学生归纳本堂课的单词、句型等功能项目，让学生能把握整堂课的重点。

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。

Words and expressions

Grammar

gatekeeper

宾语从句

attendant

V.+ 陈述语气的特殊疑问句

take off enter

形式主语

knee

It’s + 形容词+ that + 从句

correctly

It’s +形容词+ for sb. + to do sth. occasion

作业布置：

1.SB,Workbook. 2.Remember the expressions and sentences. 3.Make sentences:

It’s + 形容词+ that + 从句

It’s +形容词+ for sb. + to do sth./. 课后反思

1.对话操练时间过短，应该让更多同学获得上台练习口语的机会；

2.重点句型操练不够，学生掌握还不是特别牢固。