八年级下册教案设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section B
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section B 的1a和2。
本节课的新课内容由谈论不同场合的着装常识展开，引导学生继续学习由疑问词引导的宾语从句和“It’s + adj. + that…”以及“It’s + adj. + (for sb. ) to do sth.”的用法。着装艺术是学生非常感兴趣和关心的话题，教师应在课前精心设计本节活动内容，准备一些相关的知识链接，让学生充分意识到穿着得体的重要性。
Ⅱ. Teaching aims
Knowledge aims：
1. 继续学习由疑问词引导的宾语从句。
2. 继续学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 学习不同场合的着装常识及穿着建议的用语。
4. 朗读句子时体会升调与降调语气感情上的不同。
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着装艺术的短文。
Emotional aims：
1. 充分意识到穿着得体的重要性。
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。
Ⅲ. The key points and difficult points
Key points：
1. 继续学习由疑问词引导的宾语从句。
2. 继续学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 学习不同场合的着装常识及穿着建议的用语。
Difficult points：
1. 能根据对话简单地写出关于在不同的场合怎样正确着装的短文。
2. 朗读句子时体会升调与降调语气感情上的不同。
Ⅳ. Learning strategies
1. 朗读时用降调表示命令的语气，用升调表示更有礼貌的请求。
2. 体会句子中运用特定的句式进行某一内容的强调。
3. 注意借助音像资料丰富自己的学习。
Ⅴ. Teaching aids
Computer multimedia projector; the videos about the activities in different occasions: having a meeting, having a party, doing sports, having a class and so on; the picture of attendants; The teacher should wear a suit for the class.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. Group work.3. The whole class work.4. The whole class work..5. The whole class work. 1. Focus their attention on the teacher.2. Students play the game “Pardon ” to review the usage of object clauses. 3. Students show the pictures of school uniforms designed by themselves. 4. Students read the passage about the importance of some
uniforms which they finished before class. 5. Students watch the videos and understand that they should dress correctly. 1. Greet students and make them ready for learning. 2. The teacher lets students play the game “Pardon ” to review the usage of object clauses. Let them play the game in groups of three. They may change their roles one another.A: (speak out a wh-question)B: Can you tell me what A asks C: She / He asks …3. The teacher lets students show the pictures of school uniforms designed by themselves. They can add the colors, the materials, and even the reasons of designing.4. The teacher lets students read the passage about the importance of some uniforms which they finished before class. 5. The teacher evaluates their work and leads to new lesson by playing the videos about the activities on different occasions: having a meeting, having a party, doing sports, having a class and so on: It’s important to wear suitable clothes. I must wear a suit when I have the class, while you must wear school uniforms. We should wear different clothes correctly on different occasions.
Presentation(10 minutes) 1. Group work.2. The whole class work.3. Group work + the whole class work..4. Individual work.5. The whole class work. 1. Students look at Picture 1 of 1a and discuss what the man should wear on this kind of occasion.2. Students watch and check their discussion. Learn the new words.3. Students discuss the other pictures and then watch and check in the same way. Learn and grasp the new words.4. Students watch the flash and find out the opinions of the two girls.5. Students check the answers. 1. The teacher lets students look at Picture 1 of 1a and lets them discuss what the man should wear on this kind of occasion.2. The teacher plays the first flash of 1a and lets the students watch and check their discussion. Let them know about the meaning of gatekeeper by showing gate + keeper → gatekeeper. Teach the word suit by pointing at the teacher’s clothes.3. The teacher lets students learn different dressings on the other three occasions in the same way. Teach the new words after watching and checking. Teach attendant by show the pictures of attendants on the screen. Teach take off by putting on a hat and then taking it off. Teach knee by pointing at the knee of himself or herself. Explain the meanings of enter.4. The teacher plays the flash of the conversation between Jane and Maria. Let students watch it and find out the opinions of them. 5. The teacher asks two students to tell the answers. Explain the meanings of occasion and correctly to them.
Consolidation(10 minutes) 1. The whole class work2. The whole class work3. Individual work 4. The whole class work.5. Individual work. 6. Individual work 7. The whole class work.8. Individual work 9. The whole class work.10. Pair work. 1. Students read the conversation after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students read the sentences in 1b and mark T (True) or F (False). 4. Students check the answers. 5. Students read the passage in 1c to understand the meaning of this passage, and try completing the passage. 6. Students read the conversation of 1a and then check the blanks they have filled.7. Students check the answers.8. Students read 1a and find out the sentences about object clauses with wh-questions and the sentences giving suggestions.9. Students check the answers. And then understand the sentences on the blackboard.10. Students read 1a in roles and perform short plays in pairs. 1. The teacher plays the recording sentence by sentence.2. The teacher plays the
recording without stopping.3. The teacher asks students to read the sentences in 1b and mark T (True) or F (False). 4. The teacher asks two students to tell the answers. 5. The teacher lets students read the passage in 1c. Let them understand the meaning of this passage, and try completing the passage. 6. The teacher asks students to read the conversation of 1a and lets them check the blanks they have filled. 7. The teacher asks two students to tell the answers. 8. The teacher lets students read 1a and find out the sentences about object clauses with wh-questions and the sentences giving suggestions. 9. The teacher asks two students to tell the answers. Write them on the blackboard. Stress the order of object clauses with wh-questions.10. The teacher lets students read 1a in roles and perform short plays in pairs. (Each pair may just play one short play.)
Practice(10 minutes) 1. Individual work.2. The whole class work.3. Individual work.4. Individualwork.5. Four students’ work.6. The whole class work.7. Individual work. 8. The whole class work. 1. Students read 1a and find out the sentences of It’s + adj. + (for sb. ) to do sth.2. Students check the answer and change the sentence to It’s + adj. + that …3. Students observe the pictures of 2 and read the given words, the phrases and the example. 4. Students make sentences with the structures.5. Students write down the sentences on the blackboard. 6. Students check the sentences on the blackboard.7. Students read the sentences of 3 by themselves first. Then listen and check their intonation.8. Students listen to the recording and try to imitate. 1. The teacher lets students read 1a and find out the sentences of It’s + adj. + (for sb. ) to do sth.2. The teacher asks two students to tell the answers: It’s important to wear suitable clothes on every occasion. Guide students to change it to It’s + adj. + that … (It’s important that we wear suitable clothes on every occasion.)3. The teacher lets studentsobserve the pictures of 2 and read the given words, the phrases and the example. 4. The teacher asks students to make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that …, using the given words and phrases according to the pictures.5. The teacher asks four students from different groups to write down the sentences on the blackboard. Student A writes the sentence according to Picture 1…6. The teacher asks one or two students to check the sentences on the blackboard. Give them a hand if necessary. 7. The teacher plays the recording of 3 after they read the sentences by themselves. Let students listen and check their intonation.8. The eacher plays the recording of 3 again, and lets the students listen and try to imitate.
Production(7 minutes) 1. Group work.2. The whole class work.3. The whole class work.4. Individual work 1. Students discuss in groups about how to dress correctly on different occasions. And then complete the table.2. Students write a passage according to the result of the discussion. Read it to the whole class.3. Students summarize Section B with the teacher.4. Students finish after class. 1. The teacher asks the students to discuss in groups about how to dress correctly on different occasions. Teacher had better help them set certain situations, such as going to a formal party, going to the movies or going out to do some exercise. Help them design a table and ask them to finish the table after discussing.Activities What to wear go to a partygo to the moviesdo exercise2. The teacher asks students to write a passage according to the result of the discussion above. Then report it to the class. Remind them to use the structures: It’s important …, You should/ had better/ have to ….3. The teacher shows the
summary of this section to the students.4. The teacher assigns homework:(1) Review the summary after class.(2) Collect some information about how to dress correctly on different occasions.(3) Make five sentences with the following structures: It’s + adj. + that … or It’s + adj. + (for sb.) to do sth.
Teaching Reflection Teacher may let students prepare some clothes before class if possible, they will do better in the performances of the four brief conversations. The teacher can set more certain situations and let the students discuss the suitable clothes they should wear in those occasions.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 2 We can design our own uniforms.Section B
1. gate + keeper → gatekeeper2. take off → put on3. correct → correctly4. It’s important to wear suitable clothes on every occasion. →It’s important that we wear suitable clothes on every occasion. Object clauses with wh-questions:Can you tell me what I should wear here Could you tell me where the special shoes are Sentences giving suggestions:You should wear a business suit.You have to change your leather shoes.You should take off your shoes when you enter someone’s home in Japan.You should wear your sports clothes. People should dress correctly.八年级下册教案设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section C
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section C 的1a和2。
本节课让学生通过1a的学习了解不同职业的不同着装及其重要性，复习了时间状语从句和条件状语从句，复习了动词不定式做目的状语的用法。通过本课的学习，让学生对服装文化有更深刻的理解，让他们意识到职业服装的意义不仅仅停留在表面的信息化上，更体现在内在的功能化方面。
Ⅱ. Teaching aims
Knowledge aims：
1. 复习时间状语从句和条件状语从句。
2. 复习动词不定式作目的状语的用法。
3. 谈论不同职业的不同着装及其重要性。
4. 了解不同季节的着装艺术。
Skill aims：
1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
Emotional aims：
对服装文化有更深刻的理解。
Ⅲ. The key points and difficult points
Key points：
1. 复习时间状语从句和条件状语从句。
2. 谈论不同职业的不同着装及其重要性。
3. 了解不同季节的着装艺术。
Difficult points：
1. 学习运用功能句正确地阐述穿着职业装的目的。
2. 根据要求，运用本节知识重点整理出符合逻辑的短文。
Ⅳ. Learning strategies
写作时要有鲜明的观点才能保证文章脉络的清晰。
Ⅴ. Teaching aids
Computer multimedia projector; the pictures of an official, boots, and the four seasons.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
ntroduction（8 minutes） 1. The whole class work.2. The whole class work.3. Pair work.4. The whole class work..5. The whole class work. 1. Focus their attention on the teacher.2. Students make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that … 3. Students act out the four conversations with Could you tell me… and You should/ have to…4. Students judge whether these sentences are suitable or not. 5. Students should have the right sense: we must wear suitable clothes on every occasion in our daily life. Learn the new word daily with the help of the teacher. 1. Greet students and make them ready for learning. 2. The teacher shows the pictures of 2 in Section B. Let students make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that … 3. The teacher shows the pictures of 1a in Section B and the key words on the screen. Let students act out the four conversations with Could you tell me… and You should/ have to…4. The teacher presents some sentences about dressing. Let students judge whether they are suitable or not. If not, let students correct them orally.For example:(1) When I am at home, I should wear a business suit. (2) If I go to a formal party, I should wear jeans.(3) When I am playing basketball, I should wear leather shoes.(4) When we have P.E. classes, we should wear sports shoes. 5. The teacher summarizes and leads to 1a: It’s very important to wear suitable clothes on every occasion in our daily life, or in our everyday life. Some people have to wear their uniforms when they are at work. Let’s learn some of them.
Presentation(10 minutes) 1. Pair work.2. Group work.3. Two or three students’ work.4. Individual work.5. The whole class work.6. The whole class work. 1. Students discuss the jobs of the people in the pictures with their partner. Learn and master the new words with the help of the teacher.2. Students observe the pictures again and discuss what functions of their uniforms are. 3. Students speak out their opinions.4. Students skim the passage and compare their opinions with the writer’s.5. Students read the passage again and answer the questions.6. Students check the answers. 1. The teacher lets students look at Picture 1 of 1a and adds a picture of officials. Let students discuss the jobs of the people in the pictures with their partner. Teach the words firefighter, heat and ceiling by introducing the firefighter in the picture. Teach the words soldier, official, officer and patients by showing their pictures. Teach the word airport by explaining that the pilot works in the airport. Teach the words reason and spread by showing their Chinese meanings. 2. The teacher asks students to observe the pictures again and discuss what functions of their uniforms are. 3. The teacher lets two or three students speak out their opinions.4. The teacher asks students to skim the passage and compare their opinions with the writer’s.5. The teacher asks students to read the passage again and answer the questions: How many kinds of uniforms are there in the text What are they Teach the new word text.6. The teacher lets two or three students tell their answers.
Consolidation(10 minutes) 1. The whole class work2. The whole class work3. Individual work. 4. The whole class work.5. Individual work + the whold class work. 6. Group work. 1. Students read the passage after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students read 1a and complete the table of 1b.4. Students check the answers. 5. Students read the passage and find out the main points. Understand the passage with the help of the teacher.6. Students prepare to retell the passage with the help of 1b within their groups. 1. The teacher plays the recording sentence by sentence.2. The teacher plays the
recording without stopping.3. The teacher asks students to complete the table of 1b.4. The teacher asks two students to tell the answers. Remind them to pay attention to the usage of infinitives (to +v.).5. The teacher lets students find out the object clauses, adverbial clauses of time and condition as well as difficult points. Solve the difficult points together with the students.(1) Firefighters wear special coats and helmets to protect themselves from heat and falling ceilings. (2) When we see airline pilots wearing uniforms at the airport, we believe that they know how to fly the plane. (3) If we have a car accident on the street and we see a police officer in uniform, we know we can get help from him or her. 6. The teacher lets students prepare to retell the passage with the help of 1b within their groups.
Practice(10 minutes) 1. Group work.2. The whole class work.3. Individual work.4. The whole class work.5. The whole class work.6. Individual work. 7. The whole class work. 1. Students discuss with their group members whether students should wear uniforms at school. 2. Students report their opinions. 3. Students write a passage about the opinions of their own groups. 4. Students should know more about the advantage and importance of dressing school uniforms.5. Students learn the new words in the brackets of 3a by themselves with the help of the similar words. 6. Students choose the correct words to complete the passage.7. Students check the answers. 1. The teacher lets students discuss with their group members whether students should wear uniforms at school. Allow them to have their own opinions. Teach the new word opinion and the phrase in one’s opinion.2. The teacher lets the
representative of each
group report their opinions. 3. The teacher lets the students write a passage about the opinions of their own groups. 4. The teacher evaluates their reports. And stress the advantage and importance of dressing school uniforms. 5. The teacher asks students to learn the new words in the brackets of 3a by themselves with the help of the similar words. Teach the new words boot and casual clothes by showing the pictures of them.(1) great → greatly beautiful → beautifully(2) north +ern → northern south + ern → southern east + ern → easternwest+ ern → western6. The teacher lets students skimthe passage of 3a and know about the general ideas. Then let them choose the correct words to complete the passage.7. The teacher lets two studentsreport their answers.
Production(7 minutes) 1. Individual work.2. The whole class work.3. Pair work.4. The whole class work5. Individual work. 6. The whole class work.7. The whole class work.8. Individual work 1. Students read 3a again and fill in the table of 3b. 2. Students check the answers.3. Students survey their partner’s favorite clothes in different seasons, and complete the table.4. Students report the result of the survey. 5. Students write a passage according to their report.6. Students revise the passages written on the blackboard. 7. Students summarize Section C with the teacher.8. Students finish after class. 1. The teacher asks the students to read 3a again and fill in the table of 3b. 2. The teacher lets two students tell the answers.3. The teacher lets students work in pairs. Let them survey their partner’s favorite clothes in different seasons and complete the table.Season Clothesspringsummerfallwinter4. The teacher lets students report the result of the survey. 5. The teacher guides students to write a passage according to their report.6. The teacher lets two students write down their passages on the blackboard. Then revise them together with the students. 7. The teacher shows the
summary of this section to the students.8. The teacher assigns homework:(1) Review the summary after class.(2) Write a passage about your family’s job and their uniforms.(3) Preview section D.
Teaching Reflection Students learn a lot about the importance of uniforms. Many of them didn’t like wearing the school uniforms before, but now they know it’s necessary for them to wear the school uniforms. The teacher may design more sentences or draw some pictures about dressing suiting different jobs, seasons, occasions and so on, let students judge whether they are suitable or not.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 2 We can design our own uniforms.Section C
1. Firefighters wear special coats and helmets to protect themselves from heat and falling ceilings. 2. When we see airline pilots wearing uniforms at the airport, we believe that they know how to fly the plane.3. If we have a car accident on the street and we see a police officer in uniform, we know we can get help from him or her. 1. great → greatly beautiful → beautifully2. north +ern → northern south + ern → southern east + ern → easternwest+ ern → western八年级下册教案设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section D
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section D 的1a和2。
本节课让学生通过1a的学习了解北美地区的服装文化，复习It’s + adj. + (for sb. ) to do sth. 和 It’s + adj. + that …的句型及宾语从句的用法。通过本课的学习，让学生能对不同地区人们不同的着装文化有所了解, 进行服装文化多元化的渗透，让学生在对中国服装文化有深刻了解的同时，乐于接触并了解异国服装文化。
Ⅱ. Teaching aims
Knowledge aims：
1. 复习It’s + adj. + (for sb. ) to do sth. 和 It’s + adj. + that …句型。
2. 复习宾语从句的用法。
3. 了解北美地区的服装文化。
Skill aims：
1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
Emotional aims：
对中国服装文化有深刻了解的同时，乐于接触并了解异国服装文化。
Ⅲ. The key points and difficult points
Key points：
1. 复习It’s + adj. + (for sb. ) to do sth. 和 It’s + adj. + that …句型。
2. 复习宾语从句的用法。
Difficult points：
根据知识重点复述短文。
Ⅳ. Learning strategies
用学过的单词,英语短语或短句来学习新单词，既可以有助于学生英语思考方式的形成，
又可以帮助学生掌握它们的用法。
Ⅴ. Teaching aids
Computer multimedia projector; the pictures about the festivals and other customs of North America.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work. 1. Focus their attention on the teacher.2. Students report the functions of uniforms according to the key words.3. Students read their passages about their family’s jobs and uniforms written before class. 4. Students know some information about the north America 1. Greet students and make them ready for learning. 2. The teacher shows the key words of the passage of 1a on the screen. Let students report the functions of uniforms, using the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that …. Key words: right, students, wear school uniforms at school to show good disciplineimportant, firefighters, special coats and helmets, protect themselves from heat and falling ceilingsSuitable, officials, wear their official uniforms to look important necessary, doctors, wear uniforms to stop the spread of diseases3. The teacher lets students read their passages about their family’s jobs and uniforms written before class. Then ask several students to evaluate the passages. 4. The teacher introduces something about the north America, such as the festivals, climate, geography and culture. And then show some pictures about them. Lead to the new lesson.
Presentation(10minutes) 1. Individual work.2. Individual work.3. Individual work.4. The whole class work.5. Individual work.6. The whole class work.7. Individual work.8. The whole class work. 1. Students describe the dressing. 2. Students read the English explanations above the passage and understand their meanings. 3. Students read the passage and try finding out the best words according to the explanations.4. Students check the answers and learn the new words.5. Students read the passage and answerthe questions.6. Students check the answers. Learn the newwords.7. Students read the passage and answer the questions.8. Students check the answers. 1. The teacher lets studentslook at the pictures of 1a. Let students describe their dressing. 2. The teacher asks students to read the English explanations above the passage and
understand their meanings. 3. The teacher lets students read the passage and try finding out the best words according to the explanations. Remind them to understand the new words according to the words around them and the meanings of the whole sentences. 4. The teacher asks two students to tell their answers. Teach the new words.5. The teacher asks students to read the passage from the beginning to What people wear depends on their likes and dislikes. Ask students to answer Questions 1-3 of 1b. 6. The teacher lets two or three students tell their answers. Teach the new word dressing with the English explanation.7. The teacher asks students to read the rest part of the passage. Let them answer Questions 4-6. The teacher may add two questions: What do people in North America wear on birthdays What kind of special clothes do people wear in Christmas 8. The teacher lets two or three students tell their answers.
Consolidation(10 minutes) 1. The whole class work2. The whole class work3. Individual work. 4. The whole class work.5. Individual work. 1. Students read the passage after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students find out the object clauses and difficult points.4. Students find out the key words in this passage.5. Students prepare to retell the passage according to the key words on the blackboard. 1. The teacher plays the recording sentence by sentence.2. The teacher plays the recording without stopping.3. The teacher lets students find out the object clauses and difficult points. Solve the difficult points together with the students.(1) What people wear depend on their likes and dislikes.(2) as well as…4. The teacher lets students try to find out the key words in this passage. The teacher writes down the words on the blackboard.(people in North America—on special days—few formal days—such as — depends on their likes and dislikes —paper party hats—Canadian people—wear—the same as people in northern China do —in Canada and the United States—as well as—occasions—quite similar clothes)5. The teacher lets studentsprepare to retell the passageaccording to the key wordson the blackboard. If it’sdifficult for some students,the teacher may let themretell only a half or onethird of the passage.
Practice(10 minutes) 1. Individual work.2. The whole class work.3. Individual work.4. Individual work.5. The whole class work.6. Individual work. 7. Group work.8. The whole class work. 1. Students read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words. 2. Students check the answers.3. Students find out more object clauses in this topic and read it aloud. 4. Students read through Sections A-C and fill in the blanks of the function table with the correct words. 5. Students check the answers.6. Students sum up other useful expressions in this topic.7. Students discuss the questions of 2 in groups. 8. Students report the result of the discussion. 1. The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words. 2. The teacher asks two students to tell the answers. 3. The teacher asks students to find out more object clauses in this topic and read it aloud. 4. The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words. 5. The teacher asks two students to tell the answers. 6. The teacher lets students sum up other useful expressions in this topic. The teacher adds more and explains them.(1) depend on/ upon carry out (be) in troubletake off (2) gate + keeper → gatekeeper north +ern → northern south + ern → southern east + ern → easternwest+ ern → western(3) correct → correctlygreat → greatly beautiful → beautifully(4) You should wear a business suit.You have to change your leather shoes.7. The teacher asks students to discuss the questions of 2 in groups. 8. The teacher lets the representative of each group give a report of the result of the discussion.
Production(7 minutes) 1. Group work.2. The whole class work.3. The whole class work.4. Individual work5. The whole class work.6. The whole class work.7. Individual work 1. Students work in groups and design their favorite school uniforms. Draw them on the blackboard.2. Students describe their favorite school uniform they have drawn on the blackboard.3. Students evaluate and choose the best design.4. Students write a passage to describe the design of their own group.5. Students revise the passage together with the teacher.6. Students summarize Section D with the teacher.7. Students finish after class. 1. The teacher asks the students to work in groups. At first ask them to design their favorite school uniforms. Then let the student who draws best draw it on the blackboard. (Let students choose one student from their group.) 2. The teacher lets the representative of every groupdescribe their favorite schooluniform according to thepicture his or her groupmember has drawn on theblackboard. 3. The teacher lets students choose the best design.4. The teacher evaluates those designs and lets students write a passage to describe the design of their own group. 5. The teacher asks severalvtudents to read their ownpassages. Then revise themtogether with the students. 6. The teacher shows the summary of this section to the students.7. The teacher assigns homework:(1) Review the summary after class.(2) Search some information about dressing customs in other parts in the world.(3) Preview section A.
Teaching Reflection Teachers should often explain the new words in English. It’s helpful to the students’ word learning. It can also help them understand the usage of the new words better. Teachers can do the same things on the teaching of phrases and sentences. It’s better that the teacher may introduce more information or show more pictures to the students about the dressing culture of different parts in the world if the time is enough.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 2 We can design our own uniforms.Section D1. What people wear depend on their likes and dislikes.2. as well as…3. depend on/ upon carry out (be) in troubletake off 4. gate + keeper → gatekeepernorth +ern → northernsouth + ern → southerneast + ern → easternwest+ ern → western5. correct → correctlygreat → greatly beautiful → beautifully6. You should wear a business suit.You have to change your leather shoes.八年级下册教案设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section A
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2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. 学习由疑问词引导的宾语从句。
2. 学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 谈论制服。
Skill aims：
1. 能听懂接近正常语速、涉及校服设计和制服穿着的语段，回答老师提出的问题。
2. 能就校服设计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穿着制服的重要性的短文。
Emotional aims：
1. 有参与校服设计的热情。
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。
Ⅲ. The key points and difficult points
Key points：
1. 学习由疑问词引导的宾语从句。
2. 学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 谈论制服。
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. 在学习由疑问词引导的宾语从句时，能够把握学习内容的重点和难点。
2. 注意通过音像资料丰富自己的学习。
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
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. Group work.3. The wholeclass work.4. Group work.5. Group work + the whole class work.6. The whole class work. 1. Focus their attention on the teacher.2. Students write down the words about clothes they have learned. 3. Students read the passage they have finished before class.4. Students discuss who often wears uniforms. 5. Students write down their answers on the blackboard.6. Students show their pictures they collected before class about their favorite school uniforms. 1. Greet students and make them ready for learning. 2. The teacher lets studentsfrom 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 studentsreport 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 studentsfrom 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 whole class work.2. The whole class work.3. Individual work.4. The whole class work.5. Individual work.6. The whole class work.7. The whole class work.8. The whole class work. 1. Students look at the picture of 1a and guess the answers.2. Students watch the flash of 1a and check their guess. 3. Students listen to 1a and answer the questions of 1b. 4. Students check the answers.5. Students read the conversation and circle the new words and phrases.6. Students learn the new words with the help of the teacher and make new sentences with them.7. Students read the conversation after the recording sentence by sentence.8. Students try to follow the speed, paying attention to the pronunciation and intonation. 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. Group work. 2. The whole class work.3. The whole class work.4. Pair work.. 5. The whole class work.6. Pair work. 1. Students discuss in groups to understand the conversation.2. The students underline in their books and make some notes.3. Students read the questions and the brief conversation of 1c. 4. Students make up conversations after the example to grasp the structure of object clauses with wh-questions5. Students evaluate the three conversations on the blackboard.6. Students act out the conversation of 1a in pairs. 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 whole class work.2. The whole class work.3. Individual work.4. The whole class work.5. Individualwork.6. The whole class work.7. The whole class work.8. The whole class work. 1. Students look at the pictures and know about the different kinds of uniforms.2. Students skim the conversation and the sentences. Know about the general meanings of the conversation. 3. Students listen to the conversation and put the three sentences in the right places. 4. Students check the answers.5. Students read the conversation carefully and answer the questions of 2b. 6. Students check the answers.7. Students understand the conversation.8. Students read 2a after the recording. 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 whole class work.2. Pair work.3. Pair work.4. Group work. 5. Individualwork.6. The whole class work.7. Individual work 1. Students read the questions in the box and understand the example.2. Students make up conversations after the example in pairs.3. Students act out their conversations. Understand the order of object clauses with wh-questions. 4. Students discuss the importance of some uniforms in groups. Then complete the table. 5. Students collect some useful expressions to write the passage after class.6. Students summarize Section A with the teacher.7. Students finish after class. 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’sCook’sWorker’s5. 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 A1. 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 trouble7. stop /keep … from doing sth.
