Section D教案及板书设计

Unit 8 Our Clothes Topic 2

We can design our own uniforms. Section D—（Grammar and Functions,1a,1b,Project）

教学设计思路：

本课主要是归纳总结宾语从句和it作形式主语的用法同时了解北美人们的着装习惯。首先教师引导学生归纳总结宾语从句和it作形式主语的用法，完成Grammar 和Functions 两个部分。然后把1b的问题作为Pre-reading，让学生讨论，导入到1a 。随后让学生读1a，了解北美人们的着装习惯

,同时检测学生在Pre-reading 环节的作答情况，完成1b。接着让学生再读1a, 从短文中找出用英语释义的单词，培养学生用英语学英语的能力。教师在解决难点句子的过程中，让学生理解含有让步状语从句和主语从句的句子。教师处理完学生的疑难点，完成1a。

最后组织学生设计校服，完成Project的任务，完成本课时。

Ⅰ. Teaching aims

1. Knowledge aims：

（1）学习并掌握新词汇:similar，dressing, as well as

（2）归纳总结宾语从句和It作形式主语的用法

。

2. Skill aims:

（1）能够根据单词的英语释义学习单词

(2）能够让别人明白自己的设计意图。

3. 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。

4. Culture awareness: 了解北美国家的着装文化。

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

（1）归纳总结宾语从句和It作形式主语的用法。

(2) 了解北美国家的着装知识。

2. Difficult points：

(1)根据单词的英语释义学习单词。

(2)理解短文中出现的让步状语从句和主语从句。

Ⅲ. Learning strategies

1.阅读短文前先快速地读一遍要回答的问题，带着问题阅读更能集中注意力。

2.利用英语释义学习英语单词更有助于理解单词的意思。

Ⅳ. Teaching aids 多媒体课件/图片/小黑板/班班通教学软件

V. Teaching procedures Stage 1( 10 mins)：Revision 1. Greet students and make them ready for learning.

2. Show 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 ….

Stage 2（3mins)：Pre-reading 1. Let students look at the pictures of 1a. Let students describe their dressing.

2. Ask students to read the English explanations above the passage and understand their meanings.

3. Let 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. Ask two students to tell their answers. Teach the new words. Stage3（8 mins)

While-reading 1. Ask 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.

2. Let two or three students tell their answers. Teach the new word dressing

with the English explanation. 3. Ask 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?

4. Let two or three students tell their answers.

Stage4（10mins)：After-reading 1. Play the recording sentence by sentence. 2. Play the recording without stopping. 3. Let 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. Let students try to find out the key words in this passage. Write down the words on the blackboard. Stage5（12mins)：Finishing Project 1. Ask 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. Let 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.Let students choose the best design.

4. Evaluate those designs and let students write a passage to describe the design of their own group.

5. Choose several students to read their own passages. Then revise them together with the students.

Stage6（2mins)：

Summarizing and assigning HMK 1. The teacher shows the summary of this section to the students. 2.Homework: (1) Review the summary after class. (2) Search some information about dressing customs in other parts in the world. (3) Preview section A. 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

4. gate + keeper → gatekeeper

north +ern → northern

east + ern → eastern 5. correct → correctly

great → greatly

beautiful → beautifully 6. the same as

Teaching Reflection（教学反思）

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. If the teacher can be more humor, the students will be attracted more easily.