Section A课件配套优秀公开课教案设计

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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— 2,3a,3b,Section D-2 第五课时：Section D—Grammar and Functions,1a,1b,Project

第一课时（Section A—1a,1b,1c,3,2a,2b）

教学设计思路：

本课主要是让学生学习如何向第三方转述信息即特殊疑问句作宾语的宾语从句和it作形式主语的句型。首先通过班内调查学生是否应该穿校服来引出话题学习新词汇。接着迅速听1a的对话完成1b。随即让读1a并找出宾语从句，引入到新语法的学习。有了充足的信息输入之后，通过1c 和3来操练新语法。最后完成2a和2b来完成Section A 。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

depend,survey,interview,discipline,carry out,depend on,plain clothes （2）初步学习宾语是特殊疑问句的宾语从句和“It’s+形容词+that+从句”句型。

2. Skill aims: （1）能够向第三方转述信息。

(2）能够把特殊疑问句转换成陈述语气。

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3. Emotional aims: 4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points: (1)学会向第三方转述信息。

(2) 初步掌握宾语是特殊疑问句的宾语从句。

2. Difficult points：

(1)如何把特殊疑问句转换成陈述语气。

(2)向第三方转述时，如何转换时态和人称。

Ⅲ. Learning strategies 1.听前明确目标，确定重点有助于在听的过程中集中注意力。

2.发现并利用规律来学习。如：把特殊疑问句转换成陈述语气应该怎么做。

3.利用上下文的语境来补全对话。

Ⅳ. Teaching aids 多媒体课件/图片/小黑板/录音机

V. Teaching procedures

Stage 1( 5 mins)：Getting the students ready for learning Designing Step Teacher activity Student activity purpose Greet the Ss and teach the Learn the new words. new words.

导入新课，教学新词。

T: Hi, boys and girls! How Ss: Fine. Thank you.

are you today? (Class activity)

T: Do you have school Ss: Yes.

uniforms?

T: Is it necessary for you to

wear school uniforms?

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Let’s make a survey. If you

think it is necessary, raise

your right hand.

T: Mmm, 23. So the rest

think it is not necessary.

But I think wearing school

uniforms can show good

discipline.

T: Xxx, why don’t you like

wearing uniforms? your school

S1: Because they are ugly! T:(Shows pictures) Look at

these school uniforms.

They are designed by

students. Ss: Wow!

So beautiful! T: So whether the school

uniforms are beautiful or

not depends on who will

design them. If you can

design your own uniforms,

you will be glad to wear

them. Right? Ss: Yes. Remark：校服是学生比较熟悉的话题，教师可以通过调查学生是否应该穿校服来导入新课，通过比较自己的校服和别人的校服，让学生认识到原来校服也可以这样美。从而激发学生自己设计校服的欲望。教师要准备一些好看的校服图片。

Stage 2（5mins)：Listening to 1a and finishing 1b. Designing Step (Individual work) 3 / 12

Teacher activity Student activity purpose 培养学生的听力

Let the Ss listen to 1a and Listen to 1a and finish 1b.

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finish 1b.

技能。完成1b 。

T: I hope your dream of

designing your own school

uniforms will come true.

Next, let’s listen to a

conversation and do 1b.

Before listening, please

read the questions quickly .

T：Can we start listening

now? T: Need one more time? Ss: Yes. Ss: Yes. T: Now, let’s check. Xxx,

please answer Question

One?

T: Yes. No.2, who? T: ... S1: They are talking about making school uniforms. S2: ... S3: ... S4:...

Remark：由于是听长对话然后回答问题，要求学生在听前一定要阅读1b中的所有问题。带着问题去听，更能集中注意力。因为答案需要学生进行加工整理才能得到，如果有必要，可以听两遍。

Stage 3（10 mins)

Intensive reading of 1a Designing Step Teacher activity Student activity purpose 4 / 12

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Let the Ss read 1a ,find out Read 1a ,find out the object 让学生复习以前the object clauses and clauses and understand the

学习过的宾语从understand the

difficult difficult sentences . sentences.

句，同时导入到既将学习的宾语从句。解决难点句子，完成1a。

T: Just now, we listened to

the conversation. Next,

please read the

conversation. While you

are reading, please find

out the object clauses.

T: Hi, class! Have you

found out the object

Ss: Yes. clauses?

1(Class activity) T: Ok. Then who would

like to try? Hands up,

please!

T: Great! Any more ?

S1: She says that our school plans to ... for us. S2: I think we can design ...by ourselves. Ss: Sorry. T: Don’t worry ,please

turn to page 126. Read the

object clause introduced by

wh- words.

T: Have you finished

reading? Ss: Yes. T: Ok. Then go on finding

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out the object clauses in

1a.

T: Who can try?

T: Very good. Look at these sentences, they are all object clauses. But They are not the same. We will learn a new kind of object clause today like Sentence 3 and 4. ... Remark：为了提高效率，教师可以通过小黑板或大屏幕把1a中需要学生理解的句子展示出来。最好把学生找出来的宾语从句的句子也展示出来。教师也不要直接讲解，最好让学生自己阅读教材的附录部分，培养学生的自学能力。但是教师一定要把特殊疑问句转换成陈述语气讲解清楚。否则1c 和3 就无法进行。在讲解时1a，教师顺便提及“it’s +adj.+ that+...”句型。

Stage 4（5 mins)：Finishing 1c

Designing Step Teacher activity Student activity purpose Let the Ss work in pair to Work in pair to practice 操练向第三方转practice indirect speech/object indirect clause.

clause.

speech/object 述的能力，操练宾语从句。完成1c。

S3:Kangkang, could you tell ... says? S4: It depends on... uniform. T:From 1a, we know that

(Pair work)

Miss Wang asks the kids to

survey the students about

styles of uniforms. Now, the

kids are discussing how to

design their school uniforms.

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Listen! What are they talking

about? Look at the picture in

1c and work in pairs to make

up conversations after the

example. You have 1 minute

to prepare. T: Xxx and xxx, you please.

S1: Can you tell me what Michael asks? S2: He asks where we T: Sorry, you should say can make them? “where they can make them”.

When you retell someone’s

words to another people,

remember to change the

person. Are you clear?

T: Go on, next pair.

T: ...

Ss: Yes . S3: Can you ... ? S4: She asks ...

S5:... S6:.. Remark：这个环节，从表面看是操练向第三方转述信息，实际上是在操练由特殊疑问句作宾语的宾语从句。对于学生在转述的过程中出现的错误要及时纠正。

Stage 5（5mins)：Finishing 3 Designing Step （Pair work )

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Teacher activity Let the Ss work in pairs to Student activity purpose Work in pairs to practice 操练宾语从句，发

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practice object clause. T：Good job. Now, turn to page 90. Go on practicing object clause. Work in pairs again and make up conversations after the example.

T: Which pairs would like to present to the class?

T: Wonderful! Now, who can tell us what happens to the word order of object clause? object clause.

S1: Could you please tell me what like to wear in summer? S2: Sure. I like to wear T-shirts.

S3: ... S4: ... S5: ... S6: ...

S11: ... 现把特殊疑问句转换成陈述语气的规律。完成3 。

Remark: 这个替换练习本质上还是在操练宾语从句。教师要及时纠正学生出现的错误，还要学生通过观察，总结出怎样把特殊疑问句转换成陈述语气。对于学生很难懂的地方，教师用汉语直接解释。

Stage 6（5mins)：Finishing 2a

Designing Step

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Teacher activity

Student activity

purpose

Let the Ss listen to 2a and Listen to 2a and complete 培养学生的逻辑

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(Individual work) complete the conversation. the conversation. 思维能力和听力技能。完成2a 。

T：You did very well in

practicing object clause. Xxx,

could you tell me what police

wear when they are at work?

T: Usually, police

S1: Sure. They wear uniforms.

wear

uniforms, but they may wear

plain clothes when they carry

out special tasks. Now ,

Kangkang is interviewing a

policewoman. Please read the

interview and complete the

conversation. T: Have you finished?

Ss: Yes. T:Ok .Then let’s listen to the

interview and check your

answers.

T: Xxx, what ’s your answer ?

T: Do you agree.

S2: B-A-C.

Ss: Yes. T: Who can translate Sentence

A and C into Chinese?

S3: ... S4: ... Remark:

教师可以让学生先根据上下文的语境完成短文，然后通过听对话，检查核对正确与否。教师提醒学生注意句型“It is +adj.+ for sb. + to do sth. ”和词组“stop sb. From doing sth. ”。

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Stage 7（5mins)：Finishing 2b

Designing Step Teacher activity Student activity purpose Let the Ss read 2a and do Read 2a and do 2b.

2b.

培养学生的口头表达能力，完成2b。

T: We have read and

listened to 1a once. Next,

read 1a again, find the

answers to the questions in

2b and then give a report

1(Individual work )

later.

T: Xxx, can we share your

report?

T: Terrific! Who else? S1: The policewoman usually wears uniforms when she is at work ... S2: ...

Remark: 只要学生基本能表达出问题所涵盖的信息即可。

Stage 8（5mins)：Summarizing and assigning HMK Designing Step

Teacher activity

Student activity

purpose

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Let the Ss summarize what they Summarize what they 回顾总结本课的have learned in this period.

have learned in this 知识，加强学生period. 的记忆。

T：Police take an important part

in our daily life. We should say

thanks to them for their hard

work. It seems that this period

will be over soon. Now, let’s

summarize what you have

learned today. Xxx, you please .

1（Class activity)

T: Who else ?

Assign the HMK. T: For today’s HMK, I’d like you to read the grammar points 2 (Class activity)

about object clause on page 125 and 126.

Finish the HMK.

让学生把教材附录部分有关宾语从句的知识看一看，让他们对宾语从句有一个整体的系统的了解。

Remark：在总结回顾时，涉及语法专业术语时，可以让学生用汉语表述。

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S1: We learned object clause.

S2: We learned how to retell somebody’s words to another person. S3: ... S4: ...

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VI. Blackboard design

第一课时（Section A—1a,1b,1c,3,2a,2b）

Words and expressions

Grammar

survey

宾语从句

discipline

V.+ 陈述语气的特殊疑问句

depend depend on

形式主语

plain

It’s + 形容词+ that + 从句

plain clothes

It’s +形容词+ for sb. + to do sth. carry out interview stop sb./sth. from doing sth.

...

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