Section B第二课时教学实录

八年级下英语课堂教学设计

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it作形式主语的句型，了解不同场合穿着不同的服装，并能给他人这方面的建议，注重对学生听说读写能力的培养。

一、（一）知识目标：

1.

Knowledge aims：

（1）学习并掌握新词汇enter,knee,take off,occasion,correctly,gatekeeper,attendant (2) 掌握it作形式主语的句型结构并灵活运用

It’s + adj. + that…和

It’s + adj. + (for sb. ) to do sth.。

(3) 继续学习并掌握由疑问词引导的宾语从句。

（4）

学习不同场合的着装常识及穿着建议的用语。

2.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正确着装的短文。

3.Emotional aims：

1. 让学生认识到在不同的场所应得体地着装。

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。

时间

教师

Yu Xiaoling

二次备课

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

（1）掌握特殊疑问句作宾语的宾语从句。

(2) 掌握it作形式主语的句型。

2. Difficult points：

(1)如何把特殊疑问句转换成陈述语气

。

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教学过程设计 Stage 1

Lead-in Enjoy the English song Be What You Wanna To Be.

Question 1

what words about jobs do you hear in this song？

Question 2

What kind of clothes do they often wear? (Uniforms) People having different jobs may wear different uniforms. Can you guess their jobs according to their uniforms. （设计意图：利用歌曲吸引学生的注意力，激发学生的兴趣，紧扣本单元主题uniforms为下一步根据uniforms猜测职业的教学活动做好铺垫。）

Stage 2

Pre-listening Step 1 Let’s guess.

Learn and master “gatekeeper, attendant and suit

Show the pictures on the screen and teach the new words about jobs and job. Ask and answer between the teacher and students. （幻4-7）

T: Can you guess what his job is?

Ss: He’s a

gatekeeper.(Help students read the words correctly and teach the words attendant/suit in the same way) Step 2设置情景，教学新单词occasion。

T: We can guess their jobs from their uniforms.

But do they wear uniforms everywhere? Ss:No T: The policemen sometimes don't wear uniforms.

They wear plain clothes when he needs to carry out some special tasks. So People may wear different clothes on different occasions. （Learn and master the word occasion.）

Step 3设置情景，教学新单词correctly、take off、enter But how to dress correctly?

Here is two examples for you.

Do you think it’s polite or impolite?

Situation 1 ：

wear a hat in class

It’s ______( polite/impolite) to wear a hat in class.

Your suggestion:

2

You should ______（脱下、取下）

your hat when you are in class.(根据汉语写下新词组) Situation 2:

take off your shoes when you enter someone’s home

in Japan It’s ______( polite/impolite) to wear.your shoes when you enter someone’s home

in Japan。

Your suggestion:

You should take off your shoes when you ______(进入)

someone’s home

in Japan。

(设计意图：通过图片展示和猜测活动，让学生直观地学习单词。创设情境，调动已知，谈论不同职业的着装话题，在情境中学习相关新单词，其中step1.2.3环环相扣。并利用step3学生判断着装是否得体自然过渡到1a) Stage 3

While-listening

Step 1

listen to 1a,answer the two questions.

让学生对该对话有一个初步的理解；

Step 2

listen to 1a again,mark T or F（finish 1b）

播放第二遍，让学生带着问题听。让学生对每段有进一步的理解

Step 3

Listen again and fill in the blanks. 播放第三遍，让学生带着问题听并且跟读，且分段播放。

设计意图：(1)感知含特殊疑问词的宾语从句，突破本课难点。

（2）由于学生的认知水平能理解It’s adj to do sth.由已知到未知，由易到难，突破本课重点句型It’s adj for/of

sb to do sth . Gatekeeper: Sorry, sir. You can't wear ____

here.

Man:

I'm so sorry. Can you tell me ____ ____ ____ ____ here? Gatekeeper: You should ____

____ ____ _____. So it’s ______ (suit) for him _____ ______(wear) a business suit at meeting.

Attendant: Sorry, madam. You have to change your ______

_______. Customer: Oh, sorry. Could you tell me _____

____

______

_____ _____? Attendant: This way, please. So it’s necessary for her_____ ______(change) special shoes.

Mother: You should

____

____ your shoes.

when you ____

someone’s home in

Japan

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Daughter: Yes,mom.

So it’s ______ (polite) of her _____ ______ _____(take off) her shoes when she enters someone’s home in Japan.

Mr. Brown:What's the matter, Kangkang? Kangkang: My knees _____. But ____ ____ ____ _____. Mr. Brown: You should wear your

_____ _____. Kangkang:

Yes, Mr.Brown. So it’s important for him _____ ______ (wear) _______ ______and ______ ______ when he does exercise.

Stage 4 Post-litening

Step 1播放1a视频，学生跟读对话,齐读1a末尾总结部分。

Step 2

Some key phrases and sentences. 1 在文章里找出下列句子。

1）.你能告诉我应该穿什么吗?

Could you tell me_______________________________? 2）.你能告诉我专用鞋在哪里吗？

Could you tell me____________________________? 总结：以上两句话包含有_____ 和______引导的宾语从句，宾语从句为

______句，引导词为_______,其中宾语从句为_______语序，

即___________. (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?

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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×! 2. You should take off your shoes when you

enter someone's home in Japan. take off 1)意为“脱下(衣服)，摘掉”，接代词时应置

于take off之间，反义短语为put on. e.g. take off your hat/glasses 摘掉帽子/摘下眼镜。

take it/them off把它/它们脱下。

2 ) 意为“( 飞机等) 起飞”。

e.g. The plane will take off in ten minutes.飞机将在10分钟后起飞。

3. It is important to wear suitable clothes on every occasion. (1) 本句型为：It is + adj.+ (for sb.) + to do sth. ，_____是形式主语，真正的主语是_______

，意为_______________________

,可以与It is +adj.+_______ 句型转换。

例：对我们来说，保护环境是重要的。

It is important ____ us ___ take care of the enviroment. = It is important ____ we should take care of the environment 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.。

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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。

Step 3

Read and act out in groups.then finish 1c Step 4

What have you learned in this lesson ？then emotional education.

Dress as beautiful as comfortable. Stage 5 Assign homework Discuss how to dress correctly on every occasion?

Then report in class 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。

Activity/place

attend a meeting

do some exercise

What to wear

enter someone’s home in Japan

in the gym

…

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板书设计

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

课后反思：

1) 在课堂上，教师的指令简单直接，学生反映较快。

2) 设计学生感兴趣的话题开展教学，学生参与课堂面较广，小组之间竞争较激烈。

3）部分学生开口说英语的积极性还不够，不敢开口表达。

4）课程环节安排紧凑，但时间把握还不够好，稍有一点拖堂。在最后小组活动

中，由于时间关系学生汇报工作没有充分展开。

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