Unit8 Topic2 Section A 参考教案
Ⅰ. Material analysis
本节课建议教师用1-2课时上完。主要活动为Section A 的1a和2a
民主的师生关系和着装艺术是本话题的一个亮点：本话题由师生一起设计校服引入，继而谈论制服的重要性和不同场合的着装艺术，在呈现这些趣味话题的同时巧妙地融合了疑问词引导的宾语从句，以及句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。本课在1a的对话中首先以师生一起谈论设计校服为切入点，通过1c 和3的练习让学生学习运用由疑问词引导的宾语从句；又通过2a的学习活动，引导学生在学习和运用中体会when 引导宾语从句时和 when引导时间状语从句时的不同用法。同时通过本课的学习，呈现了句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.的用法，要求学生能够学以致用。
Ⅱ. Teaching aims
Knowledge aims
1.单词：depend/discipline/survey/interview/plain
短语：depend on/plain clothes/carry out
句型：(1)It depends on who will design our uniforms.
She asks what materials they should choose.
Could you tell me when you wear your uniforms
I like to wear my own clothes because school uniforms will look ugly on us.
It's true that suitable uniforms can show good discipline
4.语法：疑问词引导的宾语从句
Skill aims：
听
能识别不同句式的语调并根据语调变化体会句子意义的变化；
能听懂学习活动中连续的指令和问题，并做出适当的反应；
能听懂有关制服和着装规范的简短谈话，并能从中提取信息；
4.能借助语境克服生词障碍、理解大意
说
能使用本话题所学语法和功能进行简单交流：
能就本话题提供信息，表达简单的观点和意见，参与讨论；
能在教师的指导下参与角色表演等活动：
4.能在口语活动中做到语音、语调基本正确
读
能根据上下文和构词法推断理解生词的含义；
能从简单的文章中找出有关信息，理解大意；
写
1.会默写本课重点单词及句型
Emotional aims：
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；
有学习英语的愿望和兴趣，乐于参与各种英语实践活动
3.有学好英语的信心，敢于用英语进行表达
Ⅲ. The key points and difficult points
Key points：
1.单词：depend/discipline/survey/interview/plain
2.短语：depend on/plain clothes/carry out
3.句型：(1)It depends on who will design our uniforms.
(2)She asks what materials they should choose.
(3)Could you tell me when you wear your uniforms
(4)I like to wear my own clothes because school uniforms will look ugly on us.
(5)It's true that suitable uniforms can show good discipline
4.语法：疑问词引导的宾语从句
Difficult points：
1. 熟练掌握由疑问词引导的宾语从句的语序
2. 能根据对话简单地写出关于穿着制服的重要性的短文
Ⅳ. Learning strategies
1.能借助联：想学习和记忆词语
2.能把握学习内容的重点和难点；
3.在交际中把注意力集中在意思的表达上；4.对所学内容能主动复习和归纳
Ⅴ. Teaching aids
Computer multimedia projector; the pictures of different kinds of uniforms; a picture of a journalist with a microphone; a picture of a person wearing plain clothes; a picture of a policeman wearing uniforms.
Ⅵ. Teaching procedures
Introduction（8 minutes）
1. Greet students and make them ready for learning.
2. The teacher lets students from different groups write down the words about clothes they have learned. The group which writes the most on the blackboard at the certain time can get four points.
3. The teacher lets students report their homework. Ask them to read the passage they have finished before class. They should let other students understand what clothes they like wearing best and tell the reasons.
4. The teacher lets students discuss who often wears uniforms.
5. The teacher lets students from different groups write down their answers on the blackboard. The group which writes the most in the certain time can get four points.
(doctor, nurse, policeman, policewoman, police, postman, student, worker, cook, office worker...)
6. The teacher leads the new lesson: Yes, we students should also wear uniforms every day. Who has brought the picture of your favorite school uniforms to our classroom Please show them to us now!
Presentation (10 minutes)
1. The teacher lets students look at the picture of 1a, and leads to the conversation: Look! How excited Miss Wang and the students are! Do you know what they are talking about
2. The teacher plays the flash of 1a and lets the students watch and check their guess.
3. The teacher plays the recording of 1a for the students. Let them listen to 1a and answer the questions of 1b.
4. The teacher lets students tell their answers. Teach the new word survey.
5. The teacher asks the students to read the conversation. Let them circle the new words and phrases.
6. The teacher teaches the new words and phrases: depend, depend on, and discipline. Let them make sentences, using depend on and survey.
7. The teacher plays the recording sentence by sentence.
8. The teacher plays the recording without stopping.
Consolidation (10 minutes)
1. The teacher lets students discuss in groups to understand the conversation. Let them collect the sentences they can’t understand within their own groups and show them to the whole class. The students from other groups may give them a hand if they can.
2. The teacher makes a summary to explain the key points and difficult points to the students:
(1) Kangkang, can you tell me what Miss Wang says
由疑问词引导的宾语从句:
主句 + 引导词（疑问词） + 主语 + 谓语 + 其它
(2) look ugly /good on sb.
(3) depend on/ upon
(4) It’s + adj. + that…
It’s +adj. + (for sb.) to do sth.
3. The teacher asks students to read the questions and the brief conversation of 1c.
4. The teacher asks students to make up conversations after the example to grasp the structure of object clauses with wh-questions. Ask three students from different groups to write down their conversations on the blackboard.
5. The teacher asks students to evaluate the three conversations on the blackboard. Point out the difficulties they can’t find if necessary.
6. The teacher lets students act out the conversation of 1a.
Practice (10 minutes)
1. The teacher shows the pictures of different kinds of uniforms on the screen. Lead to the new conversation of 2.
2. The teacher lets the students read the conversation and the sentences A-C.
3. The teacher plays the recording of 2a. Let students listen to the conversation and put the three sentences in the right places.
4. The teacher asks two students to tell the answers. Teach the new word interview by showing picture of a journalist with a microphone. Teach plain clothes by comparing a picture of a common person with a policeman wearing uniform. Teach the phrase carry out by guessing the meaning of the sentence.
5. The teacher asks students to read the conversation carefully and answer the questions of 2b.
6. The teacher asks two students to tell the answers.
7. The teacher lets students find out the sentences containing…when… and helps them understand the different usages of them. And then ask them to find out more difficult sentences they can’t understand. Explain them together with the students.
8. The teacher plays the recording. Let students read after it.
Production (7 minutes)
1. The teacher asks the students to read the questions in the box and understand the example.
2. The teacher asks students to make up conversations after the example, using the sentences in the box. Remind them of the order of the underlined words.
3. The teacher lets students act out their conversations. And then stress the order of
object clauses with wh-questions again.
4. The teacher asks students to discuss the importance of some uniforms. Then complete the table.
Uniform Importance
Doctor’s /
Nurse’s
Cook’s
Worker’s
5. The teacher lets students write a passage according to the result of the discussion above as the homework.
6. The teacher shows the summary of this section to the students.
7. The teacher assigns homework:
(1) Review the summary after class.
(2) Finish the written work in Step 5.
(3) Design your favorite uniforms. Draw the pictures and put them up the wall of the classroom.
Teaching Reflection
The topic of this section is popular with the students. Teacher may design more activities before the new class: let students prepare and show some pictures about their favorite clothes; let them show some pictures of the people who often wear uniforms; let them interview some people who often wear uniforms about the reasons and feelings of wearing them…
Ⅶ. Blackboard design
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section A
1. Kangkang, can you tell me what Miss Wang says
2. look ugly /good on sb.
3. depend on/ upon
4. It’s + adj. + that…
It’s +adj. + (for sb.) to do sth.
5. carry out
6. (be) in trouble
7. stop /keep … from doing sth.
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