仁爱版八下英语 Unit 8 Our Clothes Topic 2 We can design our own uniforms. Section C 教学设计（表格式）

Unit 8 Our Clothes Topic 2 We can design our own uniforms. Section B教学设计
I. Teaching Objectives Knowledge Objectives Students can understand and master the new words and phrases: uniform, suitable, occasion, as well as expressions like “be suitable for”, and know how to use them correctly in context. Grasp the key sentence structures in the text, such as “It’s important to wear suitable clothes on every occasion.”, and be able to analyze and imitate the sentence patterns. Ability Objectives Develop students’ reading skills, including skimming to get the general idea of the passage about clothing and different occasions in Section C, and scanning to find specific details like what kind of uniforms are mentioned and for which occasions. Encourage students to express their opinions freely in English. After learning the text, they can use the learned knowledge to talk about the importance of dressing appropriately in various scenarios, improving their oral communication ability. Emotional Objectives Cultivate students’ sense of teamwork and cooperation. Through group activities, make them understand that different members have different ideas, and by working together, they can achieve better learning results. Let students realize the significance of dressing appropriately in social life. It can not only show personal charm but also contribute to harmonious communication and mutual respect, enhancing their social awareness. Thinking Quality Objectives Guide students to think independently and compare different dressing styles and their corresponding occasions. For example, ask them to think about why formal uniforms are necessary in some workplaces while casual wear is preferred in others, cultivating their analytical thinking. Inspire students’ creative thinking. In the process of designing a “dream school uniform” activity, encourage them to put forward unique design ideas and reasons, breaking the traditional thinking pattern. II. Teaching Key and Difficult Points Key Points The new vocabulary and expressions related to clothing and occasions, and ensuring students can understand and use them in real communication. The main idea and key details of the reading passage in Section C, helping students master the reading skills of getting the gist and finding details. Difficult Points How to make students understand the implicit cultural and social connotations behind different dressing, such as the symbolic meaning of uniforms in different industries. Guide students to use the learned knowledge to conduct in-depth discussions and express complex ideas. For example, when discussing the future trend of clothing, it is required to use advanced sentence patterns and logical structures. III. Teaching Methods Task-based Language Teaching Method, Cooperative Learning Method, Questioning Method IV. Teaching Procedures (I) Lead-in (5 minutes) Show some pictures of people in different uniforms on the screen, such as school uniforms, police uniforms, flight attendant uniforms, etc. Ask students: “What can you see in these pictures Do you know why they wear these uniforms ” Let students answer freely to activate their background knowledge and arouse their interest in the topic. Then, ask students to share their feelings about wearing school uniforms, whether they like it or not and why. This can lead to the new lesson smoothly. (II) Pre-reading (8 minutes) Teach new words and phrases: Use flashcards or PPT to display the new words “uniform”, “suitable”, “occasion” one by one. Read them aloud clearly and ask students to repeat. Explain the meanings and give some simple examples, like “Our school uniform is blue and white. It looks clean and tidy.”, to help students understand. Prediction: Write the title of the reading passage on the blackboard and ask students to look at the title and the pictures in the book. Then let them predict what the passage may talk about. Encourage students to share their predictions in English, which can train their thinking ability. (III) While-reading (15 minutes) Skimming: Ask students to read the passage quickly (within 3 minutes) and find out the general topic of the text. After reading, invite a student to stand up and tell the class what the passage is mainly about. Guide other students to listen carefully and add or correct if necessary. Scanning: Give students some specific questions, such as “What kinds of uniforms are mentioned in the text ”, “On what occasions should we wear formal clothes according to the passage ” Let them read the text again carefully to find the answers. After a few minutes, check the answers with the whole class, emphasizing how to find the key information in the text. (IV) Post-reading (10 minutes) Group discussion: Divide the students into groups of 4-5. Give them a topic: “If you were the principal of our school, how would you design the school uniform Consider the style, color, and fabric.” Each group needs to discuss and draw a simple design sketch. During the discussion, the teacher walks around to offer help and make sure students use English to communicate. Group report: After about 5 minutes, ask each group to send a representative to come to the front and show their design sketch to the class. The representative should introduce the design ideas and reasons in English, using the learned words and sentence patterns. For example, “We designed a school uniform with sporty style. It’s suitable for our daily activities. The main color is blue because it represents calmness and vitality.” The other students can ask questions or give suggestions. (V) Summary (5 minutes) Summarize the key points: Together with the students, review the new words, phrases, and important sentence patterns learned in this class. Write them on the blackboard and ask students to read aloud again to strengthen their memory. Emphasize the importance of dressing: Briefly summarize the content of the reading passage and emphasize the importance of dressing appropriately in different occasions. Encourage students to pay attention to their dressing in daily life. (VI) Homework (2 minutes) Oral homework: Ask students to go home and talk to their parents about the importance of dressing appropriately in at least three different occasions, using the English they learned in class. Written homework: Write a short passage about their ideal work uniform in the future. It should include the description of the style, color, fabric, and reasons. The length is about 80-100 words. V. Teaching Reflection After class, the teacher should think about the following aspects: Whether the teaching objectives are achieved. Check students’ performance in class, including their understanding of new knowledge, participation in group activities, and oral and written outputs. Analyze which objectives are well achieved and which need improvement. The effectiveness of teaching methods. Consider whether the task-based and cooperative learning methods can really engage students and promote their learning. If some students seem not interested or have difficulties, think about how to adjust the methods. Students’ feedback. Pay attention to students’ comments and questions after class. Understand what they like or dislike about this lesson, and whether there are any misunderstandings or difficulties in learning. This feedback will help to improve future teaching.