Section D教学设计案例

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Unit 8 Our Clothes Topic 2 We can design our own uniforms. 教学内容分析及课时分配建议：

本话题围绕校服而展开。主要内容包括：由王老师提出学校将要给孩子们定制校服而展开。通过Jane与Kangkang 的问答，引出本单元的语法知识---从句部分是特殊疑问句的宾语从句。孩子们提议由自己来设计校服，因为穿校服可以展示良好的纪律。然后，由校服联系到各行各业的制服及制服的重要性，地域性，合适性。为了拓展学生的视野，还介绍了国外的节日着装风俗。通过学习本话题，学生能够更好的理解为什么学校要求学生穿校服。也可以学到一些着装礼仪，做到在不同的场合能够得体地穿着打扮。

本话题建议用5个课时来完成：

第一课时：Section A—1a,1b,1c,3，2a,2b 第二课时：Section B—1a,1b ,1c,2,3 第三课时：Section C—1a,1b,1c 第四课时：Section C— 3a,3b,2,Section D-2 第五课时：Section D—Grammar and Functions,1a,1b,Project

第五课时（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

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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:

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

V. Teaching procedures

Stage 1( 10 mins)：Revision

Designing Step

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Teacher activity Student activity purpose Greet the Ss and Let them Summarize the grammar 归纳总结本话题的语法重点。完成summarize the grammar of of this topic. Grammar 和in this topic. Ss: Good morning , Mr... Functions 部分。

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(Class activity)

T: Good morning, class! T:Did you I finish

the

homework yesterday? assigned Ss: Yes .

T: Ok. Let’s check. NO. 1, S1: It depends on who Xxx, please .

T: Right? T: Next one, who?

will design our uniforms . Ss: Right . S2: She asks what materials they should choose. S3: ... S4: ...

T: Very good! Look at the

sentences in Grammar,

could you find out something S5: They are all object special?

clauses.

T: But we have learned three

kinds of object clauses, what S4:宾语是特殊疑问句。

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: What should you pay

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attention to when you

change a wh- question into S6: ... an indicative mood?

S7: I like to ... T: Fine. Go on checking the S8: It’s true that ... answers to Functions.

S9: ... S10: ...

S11: 主语。

T: What does “it ” act in the

sentences?

T: But it is not the real Ss: 形式主语。

subject, we call it ...

T：What sentence structures

have you learned about it?

S12: It’s +形容词+ that+从句。

S13：It’s +形容词+for sb.+ to do sth. T: Great. Now, let’s read all

the sentences together.

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( Group work) questions in 1b to lead to 1a. 1b to lead to 1a. 1a 。

T：Just now ,we revised the

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grammar of this topic. Next,

we will learn Section D.

Look! I have prepared some

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.

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，教学dressing , similar 。

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

(Individual work) whether your answers are

right or not.

T: Have you finished

checking the answers? T:Great. Let’s Ss: Yes . check

together. Question One,

xxx, you please .

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S1: The passage is mainly about what people in North

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T: Do you agree? America wear to work and on special days. Ss: Yes. T: How about the second

question? Any volunteers?

S2: No, there aren’t. S3: ... ... S6: 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

Designing Step Teacher activity Student activity 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: Now, let me see which group

did the best in answering

pre-reading questions. Please

(Class activity )

tell me how many questions

your group answered correctly.

Group One : Four

Group Two : Three Group Three : ... Group Four : .. T：It seems that Group One did ...

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the best. Congratulations!

Next, please read 1a again, you

should find out the correct

words according to the

explanations and understand

the sentences on the screen.

T: First, let ‘s find out the

words. No. 1 is ... T : Yes! No.2?

Ss: Dislike

Ss: Gloves Ss: ... T: Good job. Look at these S4: ... sentences, it’s difficult for you

to understand. You can discuss

with your classmates. T : Xxx, can you try No.1?

T: ... . Now, can you try?

S5: I don’t know how to translate “though”

S5: 事实上，尽管北美也有像复活节、圣诞节、万圣节和感恩节这样的节日，但是他T：Good translation! Who can 们的正式节日很少。

try No. 2?

S6: 什么人们穿，依赖他们的喜欢和不喜T: You’d better say like this 欢。

“ ...” .

T: Who wants to try the last

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sentence?

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，教师可统计一下哪个组在Pre-reading 答题活动中正确率最高，与Pre-reading形成呼应。教师要把比较难理解的句子展示在黑板上，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 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.

（Group work )

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 talent! Everyone should design report.

Ss: Yes.

Ss: Of course.

Design their own favorite

school

uniforms, Describe them and choose the best one within the group and finally the best designer gives a 完成Project的任务。培养学生的动手能力和表达能力。

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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 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 Ss: Yes .

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. ...

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designer of Group Two? Please stand up and give the report as xxx does.

S2: ...

S3: ... Remark: 教师要提醒学生在讨论时要记录要点，被评为“最佳设计师”的同学将在同学们面前报告小组成员对他/她的作品的评论。

Stage6（2mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Assign the HMK. T: For today’s HMK, I’d like you to write a letter to the headteacher to introduce your 2 (Class activity)

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

Remark：教师要提醒学生所写信件必须包含设计图案，设计说明等。

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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。

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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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