Section D教学内容分析

Unit 8 Our Clothes Topic 2 We can design our own uniforms. Section D

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. 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)理解短文中出现的主语从句。

Ⅲ. Learning strategies

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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

V. Teaching procedures

Stage 1( 10 mins)：Revision

Designing Step Teacher activity Student activity purpose Greet the Ss and Let them Summarize the grammar 以复习对话的形式，归纳总结本话summarize the grammar of of this topic. 题的语法重点。完in this topic. Ss: Good morning , 成Grammar 和Functions 部分。

T: Good morning, class! Miss... T:Look at the screen,work in Ss work in pairs. pairs ,ask and answer. Four pairs show T: Very good! Look at the Ss finish Grammar sentences finish it.

Check answers together.

(Class activity)

T:Could you find out Ss: They are all object clauses. something special?

in Grammar,

T: But we have learned three Ss:宾语是特殊疑问句。

kinds of object clauses, what

kind do they belong to?

T: Do you just put the wh- Ss: No . question after the verb? T: Then how do you do? S5: 把它变成陈述语气。

T: Fine. Go on finishing Ss answer.

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Functions. Some students may say:

T: What does “it ” act in the 主语。

sentences?

T: But it is not the real Ss: 形式主语。

subject, we call it ...

T：What sentence structures Ss: It’s +形容词+ that+have you learned about it?

从句。

Ss：It’s +形容词+for sb.+ to do sth.

Remark：学生在归纳总结时，涉及语法的专业名词时可以用汉语来表达。如：形式主语，宾语从句,陈述语气等。

Stage 2（3mins)：Pre-reading

Designing Step Teacher activity Student activity purpose Let the Ss discuss the Discuss the questions in 讨论问题，导入到questions in 1b to lead to 1a. 1b to lead to 1a. 1a 。

T：Just now ,we revised the

grammar of this topic. Next,

we will learn Section D.

Look! I have prepared some

( Group work) questions for you. Please

discuss them. You can write

down the answers on a piece

of paper. If you finish the questions, please let me know.

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Remark:教师可把1b的问题在学生阅读1a之前展示出来，让学生讨论，但教师不要急于给出正确答案。教师可以通过这些问题。

Stage3（8 mins)

While-reading

Designing Step Teacher activity Student activity purpose Let the Ss read 1a and Read 1a and check the 培养学生的快速check the answers to the answers to the questions . questions .

阅读能力，回答1b 的问题，完成1b 。

T: Now, stop discussing . I

won’t give you the answers

to the questions.

Now,

please read 1a and check

whether your answers are

right or not.

(Individual work) checking the answers? T:Great. together.

T: Do you agree? Let’s Ss: No. check Ss: The passage is mainly about what people in North America wear to work and on special days.

T: Have you finished

T: How about the second Ss: No, there aren’t. question?

Ss: ... ... Ss: Yes, they do. Remark：教师要学生明确阅读的目的是找到问题的答案，不做其他事情。

Stage 4（10 mins)：Post- reading

Step Teacher activity Student activity Designing

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purpose Let the Ss read 1a again , find Read 1a again , find 培养学生用英语out the correct words and out the correct words 学英语的能力。解understand sentences.

the difficult and understand the 决难点句子。完成difficult sentences .

1a 。

T：Good translation! Who can Ss: Dislike

try No. 2?

Ss: Gloves Ss: ... S4: ... T: You’d better say like this S5: 事实上，尽管北美“ ...” .

(Class activity )

也有像复活节、圣诞T: Who wants to try the last 节、万圣节和感恩节sentence?

这样的节日，但是他们的正式节日很少。

S6: 什么人们穿，依赖他们的喜欢和不喜欢。

S7: 加拿大人和美国人除了在更正式的场合穿西服，他们上班T：Perfect! Do you have more 也穿西服。

questions?

Ss :No. Remark：在核对完答案后，教师要把比较难理解的句子重点讲解，但是对于由though 引导的让步状语从句和由what引导的主语从句不要讲太多，只要学生理解了句子意思即可。为了更好地完成找单词，教师可建议学生先把单词的英语释义看一遍。

Stage5（12mins)：Finishing Project

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Designing Step Teacher activity Student activity purpose Let the Ss design their own favorite

school

uniforms , Describe them and choose the best one within the group and finally let the best designer give

a report.

T: I know you don’t like your school uniforms, right? T: Do you want to design your own school uniforms?

T: Today, show your design

（Group work )

talent! Everyone should design Design their own favorite

school

uniforms, Describe them and choose the best one within the group and finally the best designer gives a report.

Ss: Yes.

Ss: Of course.

完成Project的任务。培养学生的动手能力和表达能力。

your own school uniforms. Do it

in three minutes. If you finish , please raise your hand.

T: Have you finished designing?

T: Now, please describe it to your group. Two minutes only. T: Time is up. Now, please discuss and choose the best designer of your group. You should take notes about what your group members say. The best designer will give a report to the class about what the

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Ss: Yes .

members say. T: Have you got the best designer of your group?

T: Group One, who is the best designer in your group? T: Xxx, please tell us what your members say to your design.

T: Good! Who is the best designer of Group Two? Please stand up and give the report as xxx does.

Ss: Yes.

Group One: It’s xxx.

S1: I’m very happy to be the best designer of our group. Xxx says the style of my design is fashion. Xxx says he likes the color of my design. ...

S2: ...

S3: ... Stage6（2mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Assign the HMK. T: For today’s HMK, I’d like 2 (Class activity)

you to write a letter to the headteacher to introduce your own design of school uniforms.

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Student activity

purpose

Finish the HMK.

让学生积极参与校服设计，把Project的成果用于实践生活中。

You should explain clearly your design. Come on, boys and girls! Maybe your design will be our new school uniforms.

VI. Blackboard design

第五课时（Section D—Grammar and Functions,1a,1b,Project）

Words and expressions

Grammar

dressing

宾语从句

similar

V +从句（特殊疑问句句）

be similar to

让步状语从句：

but/ though as well as

主语从句：

What+从句

...

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