Unit 8 Topic 2 We can design our own uniforms 教案(5课时)

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名称 Unit 8 Topic 2 We can design our own uniforms 教案(5课时)
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Unit
8
Topic
2
We
can
design
our
own
uniforms
教案
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
B—1a,1b,1c,2,3)
教学设计思路:
本课主要是继续学习宾语从句和it作形式主语。首先通过玩“传话”游戏,巩固上一节课所学的宾语从句的知识。然后通过展示各种图片解决1a的新词汇,为1b的听力任务作准备。随后就听1a,完成1b。听后接着让学生读1a,补全短文完成1c
。然后让学生再读1a,找出宾语从句和难点句子。处理完难点之后,就立即进行2的句型操练。展示完毕后,让学生先读后听3的语调练习,完成3。最后回顾本课知识,完成本课时。
Ⅰ.
Teaching
aims
Knowledge
aims:
学习并掌握新词汇
enter,knee,take
off,occasion,correctly,gatekeeper,attendant
继续学习宾语是特殊疑问句的宾语从句和it作形式主语的句型。
2.
Skill
aims:
(1)
能够向别人提出合理的建议。
(2)
能够使用正确的语调。
3.
Emotional
aims:
Culture
awareness:
让学生认识到在不同的场所应得体地着装。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
(1)继续学习特殊疑问句作宾语的宾语从句。
(2)
继续学习it作形式主语的句型。
2.
Difficult
points:
(1)如何把特殊疑问句转换成陈述语气

(2)通过改变语调来表达不同的语气。
Ⅲ.
Learning
strategies
1.
运用不同的句型来表示强调。
2.
运用不同的语调来表达不同的语气。
Ⅳ.
Teaching
aids
多媒体课件/图片/小黑板/录音机
V.
Teaching
procedures
Stage
1(
5
mins):Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
Ss
and
play
the
game
“Passing
Words”
to
revise
the
object
clause.T:
Good
morning,class!T:
Do
you
like
playing
games T:
Let’s
begin
our
class
with
a
game
called
“Passing
Words”.
I
will
ask
the
first
student
of
each
row
a
question.
But
I
only
ask
him
or
her
in
the
lowest
voice.
Then
the
second
student
should
ask
the
first
student“Could
you
tell
me
what
the
teacher
says ”
and
then
the
third
student
asks
the
second
student,
and
so
on.
If
the
last
student
get
the
same
question
as
the
first
one,
then
this
row
win
the
game.T:
Are
you
ready
Let’s
begin.
Play
the
game“Passing
Words”to
revise
the
object
clause.Ss:
Good
morning,
Mr.
..Ss:
Of
course
!Example:Row
One:T:
Where
do
you
come
from S2:
Could
you
tell
me
what
the
teacher
says S1:
He
asks
where
I
come
from.S3:
Could
you
tell
me
what
the
teacher
says S2:He
asks
where
I
come
from.....
玩“传话”游戏,既能复习宾语从句,又能激发学生的兴趣。
Remark:“传话”游戏非常适合这种转述的复习,参与人数多。教师给每一列学生的句子最好不一样。教师要用“悄悄话”的形式去询问第一个学生。教师一定要询问每一列最后一个学生,以便确定该组是否传话成功。
Stage
2(5mins):
Getting
the
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Let
the
Ss
learn
the
new
words
by
looking
at
the
pictures.T:Hi,
boys
and
girls.
Do
you
enjoy
playing
the
game T:But
we
can’t
play
games
only,
we
have
to
learn
the
new
lesson.
Look,
I
have
some
pictures
here.(Show
pictures)
Do
you
know
who
he
is T:You
are
right
.
He
is
the
gatekeeper
of
our
school.
Then
Could
you
tell
me
what
this
man
does T:
You’d
better
call
him
“attendant”.
A
waiter
usually
works
in
a
restaurant.
An
attendant
may
work
in
a
museum.T:
We
know
on
different
occasions,
we
should
wear
different
clothes.
For
example,
If
I
take
part
in
an
important
meeting,
I
have
to
wear
my
business
suit.
If
I
enter
a
Japanese
home,
I
have
to
take
off
my
clothes.
If
I
take
part
in
a
football
game,
I
have
to
wear
knee-caps
to
protect
my
knees.
Learn
the
new
words
by
looking
at
the
pictures.Ss:
Yes
.Ss:
门卫。Ss:
Waiter.
学习新词汇,为后面的听、读活动扫除障碍。
Remark:教师在教学新词汇时,最好能够使用相匹配的图片或者实物,既直观又能加深学生的印象。
Stage3(3
mins)
Listening
1a
and
finishing
1b
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
listen
to
1a
and
finish
1b.T:
You
are
what
you
wear.
So
you
should
dress
correctly
on
every
occasion.
But
in
our
daily
life,
people
sometimes
don’t
dress
correctly.
For
example,
you
will
find
what
I
said
is
true
in
the
conversations
you
will
listen
to.
Before
listening,
you
should
read
the
sentences
in
1b.
While
listening,
you
should
mark
T
or
F.
Are
you
clear T:
Can
I
play
the
tape
now T:
Shall
we
listen
again T:
Ok,
let’s
check.
No.1
is
...T:
...
Listen
to
1a
and
finish
1b.Ss:
Yes.Ss:
Yes
Ss:
No.Ss:
FSs:
...
培养学生的听力技能,完成1b

Remark:这个听力任务比较简单,只要学生能判断出T/F
即可。
Stage
4(5
mins):Finishing
1c
Step
Teacher
activity
Student
activity
Designing
purpose:
(Individual
work)
Let
the
Ss
read
1a
and
do
1c.T:
You
have
listened
to
1a
,
next,
please
read
1a
and
complete
1c.T:Have
you
finished
yet T:
Let’s
check
the
answers
together.
It’s
impolite...
tell
him
what
...
Read
1a
and
do
1c.Ss:
Yes.Ss:
he
should
wear,
change,
take
off,...
培养学生的阅读能力,完成1c

Remark:这个环节是把对话转换成短文,让学生补充完整短文,以检查学生的阅读能力。不过所填的内容均可直接从对话中获得,教师不用花过多时间与此活动。
Stage5(5mins):Intensive
reading
of
1a
Step
Teacher
activity
Student
activity
Designing
purpose:
(Class
activity
)
Let
the
Ss
read
1a,
find
out
the
object
clauses
and
difficult
points.T:Congratulations!
You
have
completed
1c
correctly.
Next,
please
read
1a
again,
find
out
the
object
clauses
and
difficult
points.T:
Finished
reading T:
Xxx,
please
read
out
the
object
clauses
you
found
out.T:
Any
more T:
Right.
You
have
got
them.
Any
problems
Read
1a,
find
out
the
object
clauses
and
difficult
points.Ss:
Yes
.S1:
Can
you
tell
me...
here
S1:
Could
you
tell
me
...
are Ss:
No.S2:
...
让学生再读1a,通过找宾语从句的方式来复习宾语从句,同时找出难点并加以解决,完成1a

Remark:
1a
的对话内容比较简单,只要学生能找出宾语从句的句子即可。如果学生没有更多问题,教师也不必花更多时间。
Stage
6(15mins):Finishing
2
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
make
sentences
after
the
example
with
the
information
given
in
2.T:
Now
,let’s
move
to
2.
We
have
learned
these
drills
in
Section
A.
Today,
we
will
spend
more
time
practicing
them.
You
can
make
the
sentences
on
your
book.
The
example
may
help
you.
I’ll
give
you
4
minutes.
After
finishing,
you
can
check
with
each
other.
Then
I
will
ask
some
students
to
read
out
their
sentences.
T:
Hi,
kids!
Time
is
up!
Any
volunteers
I
need
volunteers!
Make
sentences
after
the
example
with
the
information
given
in
2.S1:
It’s
right
to
for
us
...
It’s
right
that
we
...S2:
...S3:
...S4:
...S5:
...
操练it
作形式主语的句型。
Remark:
这个活动的主要目的是让学生训练it作形式主语的句型。这是本话题的重点,教师要确保学生能运用这两个句型,并且提醒学生这个句型也是为了强调形容词部分。教师要鼓励更多的学生来展示,并且最好活动完成后再抄写到作业本上。教师可以让学生在展示前先相互检查,互相学习。教师要把学生展示过程中出现的问题及时进行纠正。
Stage
7(2mins):
Finishing
3
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work
)
Let
the
Ss
listen
to
3a
and
try
to
imitate.T:
We
know
different
tones
have
different
functions.
Look,
here
are
some
sentences.
Xxx.
Can
you
read
out
the
first
one T:
Now,
listen
to
the
tape
and
imitate.
Listen
to
3a
and
try
to
imitate.S1:
...S2:
...S3:
...
模仿正确地语音语调,让学生懂得通过改变语调来表达不同的语气。
Remark:
对于升降调,学生并不陌生。教师把3中的句子展示在黑板上让学生先自己读,然后再听录音模仿。教师要提醒学生阅读金钥匙里的小窍门,并强调升降调的基本规则。
Stage
8(5mins):
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Let
the
Ss
summarize
what
they
have
learned
in
this
period.T:
Wow!
We
have
only
5
minutes
left.
We
should
summarize
now.
What
have
you
learned
today
Summarize
what
they
have
learned
in
this
period.S1:
Object
clause
.S2:
I
know
we
should
dress
correctly
on
every
occasion.S3:
It’s
+adj.
+
for
sb.+
to
do
sth.S4:
It’s
+adj.
+that
+
...S5:
...S6:
...
回顾总结本课的知识,加强学生的记忆。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
rewrite
the
sentences
in
2
on
your
exercise
book.
What’s
more,
you
should
make
five
more
sentences.
Finish
the
HMK.
让学生把2的句子重抄在作业本上,巩固对It
作形式主语的用法。
Remark:本课的重点之一就是操练it作形式主语,把2中学生所造的句子再抄一遍很必要,并要学生再仿写几句。
VI.
Blackboard
design
第二课时(Section
B—1a,1b,1c,2,3)
Words
and
expressions
Grammar
gatekeeper
宾语从句attendant
V.+
陈述语气的特殊疑问句take
offenter
形式主语knee
It’s
+
形容词+
that
+
从句correctly
It’s
+形容词+
for
sb.
+
to
do
sth.occasion
语音语调:
升调
降调
...Unit
8
Topic
2
We
can
design
our
own
uniforms
教案
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
第四课时(Section
C-3a,3b,2,Section
D-2)
教学设计思路:
本课主要是了解服装的季节性和地域性,同时重点在讨论并写出自己的观点。首先通过让学生看照片引出服装的季节特性和地域特性。然后让学生读3a
,并补全短文,完成3a
。随后再读3a,完成3b。接着让学生讨论,写一篇小短文完成2
。随后让学生继续讨论,并根据讨论结果,小组合作写一个报告,向全班汇报,完成Section
D-
2。最后布置家庭作业完成本课时。
Ⅰ.
Teaching
aims
Knowledge
aims:
学习并掌握新词汇
northern
,in
one’s
opinion,
casual
,
greatly
,beautifully,
boot
继续学习宾语从句。
2.
Skill
aims:
(1)能够清楚地陈述自己的观点

(2)能够区分近似词/词组的用法。
3.
Emotional
aims:
Culture
awareness:
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
(1)读懂有关服装的话题。
(2)
了解服装的季节性和地域性。
2.
Difficult
points:
(1)区分近似词/词组的用法。
(2)条理清楚地表述自己的观点。
Ⅲ.
Learning
strategies
1.
讨论时要记录下自己和别人的观点,为写作任务收集、准备素材。
2.
要充分利用提供的写作信息。如:词语、问题,导语等。
Ⅳ.
Teaching
aids
多媒体课件/图片
V.
Teaching
procedures
Stage
1(
5
mins):Getting
the
students
ready
for
learning
Step
Teacher
activity
Student
activity
Designing
purpose
1
(Class
activity)
Show
some
pictures
and
let
the
Ss
say
something
about
them.T:
Good
morning,
boys
and
girls!T:
Look
at
my
photos.
I
took
the
first
photo
last
week
and
I
took
the
second
one
last
winter.
Can
you
say
anything
about
them T:
Yes.
Do
you
know
why
I
wore
different
clothes T:
Correct
reason.
Go
on
looking
at
pictures.
I
took
this
picture
in
Harbin
two
years
ago
when
I
spent
my
winter
holidays
there.T:Yeah!
People
decorated
the
city
beautifully
with
ice
And
I
took
this
picture
on
Hainan
Island
last
winter.
T:
So
it
is.
Say
something
about
the
two
pictures,
please.T:
You
are
really
clever!
It’s
true
that
People
in
northern
China
wear
differently
from
people
in
the
south.
As
we
all
know,
China
is
so
big
that
the
temperature
changes
greatly.
So
if
you
plan
to
travel
to
somewhere,
remember
to
find
out
the
weather
there.
Look
at
the
pictures
and
say
something
about
them.
Ss:
Good
morning,
Mr.
...S1:
You
wore
a
T-shirt
in
Picture
One
and
warm
clothes
in
Picture
Two.S2:
Because
you
took
the
pictures
in
different
seasons.Ss:
Wow!
So
much
snow!Ss:
Beautiful
place.S3:
It’s
very
cold
in
Harbin
in
winter,
so
you
had
to
wear
warm
clothes
but
it’s
warm
in
Hainan
in
winter,
so
yon
only
wore
a
shirt.
看图说话,学习部分新词汇,并导入到3a。
Remark:教师也可以用构成法让学生来学习3a中的单词。如:great+ly=greatly,correct+ly=correctly,
north+ern=
northern
,beautiful
+ly=
beautifully。
Stage
2(3mins):
Finishing
3a
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
read
3a
and
complete
the
passage.T:
Now,please
read
the
passage
aloud
about
Li
Mei
and
complete
the
passage.T:
Have
you
finished
yet T:
Great.
Then
let’s
check
the
answers.
No.
1
is
...
.T:
Well
done.
Do
you
have
any
questions
Read
3a
and
complete
the
passage.Ss:
Yes.S1:
Correctly,S2:greatlyS3:northernS4:
...Ss:
No.
阅读3a,补全短文。完成3a。
Remark:这篇短文比较简单,只要学生能正确地补全短文即可。
Stage3(5
mins)
Finishing
3b
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
read
3a
again
and
finish
3b.T:Now
,
look
at
3b,
please
read
3a
again
and
complete
the
table.T:Can
we
check
now T:
Xxx,
could
you
tell
me
what
Li
Mei
wears
in
spring T:
How
about
summer,
xxx
Read
3a
again
and
finish
3b.Ss:
Ok.S1:
She
wears
windbreaker
in
spring.S2:
She
wears
shorts,
T-shirts
and
dresses.S3:
...S4:
...
培养学生提取信息的能力。完成3b

Remark:教师要学生利用图表中的关键词,迅速地位,获取所需信息。
Stage
4(15
mins):Finishing
Section
C-2
Step
Teacher
activity
Student
activity
Designing
purpose:
(Group
work)
Let
the
Ss
discuss
whether
students
should
wear
uniforms
at
school
and
write
a
passage.T:
Yesterday,
I
asked
you
to
write
down
some
reasons
for
wearing
and
not
wearing
school
uniforms.
Have
you
done
it T:
Fine.
Now,
discuss
with
your
members
whether
students
should
wear
uniforms
at
school.
Group
One,
Two,
Three
and
Four
should
find
out
the
reasons
for
wearing
uniforms
while
the
rest
should
find
out
the
reasons
for
not
wearing
uniforms.
Are
you
clear T:
Everybody
should
take
notes
when
discussing
,Because
you
have
to
write
a
passage
after
discussing.
T:Now
stop
discussing,
please.
Everybody
should
write
a
passage
about
your
opinions.
You
can
write
your
passage
on
the
book
.If
you
finish
writing,
please
raise
your
hand.T:
Who
would
like
us
to
share
his
/her
writing
T:
Good
writing
.
Now,
welcome
our
grammar
supervisors.
Discuss
whether
students
should
wear
uniforms
at
school
and
write
a
passage.Ss:
Yes.Ss:
Yes.S1:Some
students
think
it
is
...S2:
...S3:
...S4:
...Supervisor
One:S1
made
three
mistakes.
The
first
one
is
...Supervisor
Two:
...Supervisor
Three
:
...
培养学生的口头表达能力和根据记录要点写短文的能力。
Remark:在讨论前,教师要分好组,要有的组支持穿校服,有的组反对穿校服。教师要提醒学生在参与讨论的过程中一定要记录别人的观点,为写作任务积累素材。教师可以鼓励4-5个学生来展示。在学生的展示环节可以设置几个语法监督员,来记录语法错误。
Stage
5(15mins):Finishing
Section
D-2
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work
)
Let
the
Ss
discuss
the
questions
in
Section
D
-
2
and
give
a
report
to
the
class.T:As
a
teacher,
I
think
it’s
necessary
for
students
to
wear
uniforms
at
school,
Because...T:
Now,
turn
to
page
96.
please
work
in
groups
and
discuss
the
questions
in
2.
Each
group
should
give
a
report
to
the
class
.Are
you
clear T:
Start
discussing,
please.
Do
remember
to
take
notes.
It
will
be
helpful
to
your
report.
If
your
group
finishes,
please
let
me
know.
T:
Are
you
ready
to
give
your
report
now T:
Ok
.
Group
Four,
shall
we
share
your
ideas T:
Very
nice!
Next
group,
please.
Discuss
the
questions
in
Section
D
-
2
and
give
a
report
to
the
class.Ss:
Yes.Ss:
Yes.Group
Four:
In
our
group,
they
wear
different
clothes
to
school.
A
usually
wears
...Group
One:
In
our
group,
A
usually
wears...Group
Three:
...Group
Two:
...
培养学生的口头表达能力和合作意识。
Remark:
教师要提醒学生在讨论时要记录要点,并且以小组为单位写一个讨论报告,并在同学们面前展示出来。
Stage
6(2mins):
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
finish
Section
D-Grammar
and
Functions
and
find
out
some
information
about
what
people
wear
on
special
days
in
our
hometown
or
on
special
occasions.
Finish
the
HMK.
让学生收集家乡或某些特殊的场合人们的穿着,为下一课时的学习作准备。
Remark:因为下一课时是讲国外人们的穿着习惯,教师让学生收集关于我们自己的穿着习惯,更能让学生对穿着有更深刻的认识。
VI.
Blackboard
design
第四课时(Section
C—
3a,3b,2,Section
D-2)
Words
and
expressions
Grammar
beautiful+ly=beautifullygreat+ly=
greatlycorrect+ly=correctlyplain
clothes---causal
clothesnorth
+ern=
northern
...Unit
8
Topic
2
We
can
design
our
own
uniforms
教案
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
第三课时(Section
C—1a,1b,1c)
教学设计思路:
本课主要是通过了解制服的社会功能来继续学习宾语从句和it作形式主语。首先通过玩“看一看,说一说”游戏,复习以前学过的有关职业的名称,引出本课的部分单词。然后让学生看1a的插图并讨论读前的2个问题,激活相关背景知识。接着让学生直接读1a,完成1b的表格,并核实预测结果。本课有许多新词汇,但是基本上都可以利用上下文来猜测出意思。教师要培养学生的猜测能力。核对完1b的答案后,就进行猜词义活动。然后鼓励学生利用单词表去自己拼读新词汇,完成词汇教学。没有了词汇障碍,教师就可以让学生进行难点句子的理解。最后让学生借助1b,复述1a的内容完成本课时。
Ⅰ.
Teaching
aims
Knowledge
aims:
学习并掌握新词汇
text,reason,heat,airport,officer,patient,spread,daily,firefighter,solider,official
继续学习宾语从句和it作形式主语的句型。
2.
Skill
aims:
(1)
能够根据课文插图猜测文章大意。
(2)
能够根据上下文语境来猜测单词。
(3)
能够根据图表来复述短文。
3.
Emotional
aims:
Culture
awareness:
了解制服的社会功能。
Ⅱ.
The
key
points
and
difficult
points
1.
Key
points:
(1)继续学习宾语从句和it作形式主语的句型。
(2)
了解制服所扮演的社会功能。
2.
Difficult
points:
(1)本课新词汇较多,句子较长,理解有点困难。
(2)短文内容较长,涉及的任务较多,要完成1c的复述,学生会有一定的难度。
Ⅲ.
Learning
strategies
1.
充分利用教材提供的插图来预测文章大意。
2.
积极参加读前的讨论活动,激活相关背景知识。
Ⅳ.
Teaching
aids
多媒体课件/图片/小黑板
V.
Teaching
procedures
Stage
1(
5
mins):Revision
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work)
Greet
the
Ss
and
Let
them
play
the
game
“Look
and
say”
to
revise
jobs
and
learn
some
new
words.T:Hi,
good
morning,
class!T:
In
our
daily
life,
we
can
see
many
people
in
uniforms.
I
have
prepared
many
pictures
of
uniforms.
Let’s
play
“Look
and
say”.I
will
divide
you
into
groups.
As
soon
as
you
see
the
picture,
you
should
raise
your
hand
and
speak
out
who
wears
them.
One
picture
is
one
point.
The
group
with
the
highest
point
is
the
winner.
Do
you
know
the
rules
now T:
Great.
Let’s
begin.(Shows
pictures)T:
Now,
let’s
see
which
group
is
the
winner
.T:
Yes.
Group
...
is
winner.
(Shows
pictures)
How
about
this
one T:Yes.
Firefighters
wear
these
uniforms.
What
about
this
one T:Yes.
They
are
for
soldiers.
Play
the
game“Look
and
say”to
revise
jobs
and
learn
some
new
words.Ss:
Good
morning.
Mr.
...Ss:
Yes
.S1:DoctorsS2:NursesS3:StudentsS4:WorkersS5:PilotsS6:PoliceS7:CleanersS8:CooksS9:PostmenS10:..Ss:
Group
...
Ss:
消防员Ss:
解放军战士。
玩“看一看,说一说”游戏,既能复习职业名称又能引出部分本课的新词汇,还能激发学生的兴趣。
Remark:“看一看,说一说”旨在复习有关职业的名词并引出部分新词。教师只展示制服,要学生说出是谁穿这种制服。学生要见图就举手并说出答案。每答对一幅图,教师给相应的组记一分。
Stage
2(5mins):
Pre-reading
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work)
Let
the
Ss
look
at
the
pictures
and
discuss
the
questions
in
1a.T:
Now,
look
at
the
pictures
in
1a
and
discuss
the
questions.
You
have
one
minute
to
discuss.T
:
Now,
stop
discussing.
Group
One,
can
we
share
your
opinion
T:
Good
idea!
Can
you
guess
how
many
kinds
of
uniforms
there
are
in
the
text
/passage T:
Group
Three,
what’s
your
opinion
Look
at
the
pictures
and
discuss
the
questions
in
1a.Group
One:
We
think
uniforms
can
tell
us
what
the
people
do.
Sometimes
the
uniforms
can
protect
the
wearers.
Group
One:
Maybe
seven.Group
Three:
...
读前讨论,激活相关背景知识并预测短文内容。
Remark:这个环节是预测短文内容的,教师不用给出准确的答案,但要学生说出他们的答案,以便读后来检测预测是否正确。
Stage
3(10
mins)
While-
reading
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
read
1a
and
complete
1b.
T:I
won’t
tell
you
the
correct
answer
now.
I
would
like
you
to
find
them
by
yourself.
Next,
please
read
1a
and
complete
1b.
If
you
don’t
know
the
meaning
of
some
words,
just
leave
them
alone,
you
just
underline
them,
we
will
learn
them
later.
You
have
five
minutes
to
finish
the
table.
If
you
complete
the
table,
raise
your
hand.
Are
you
clear
T:
Hi,
class,
five
minutes
is
over.
We
should
check
the
answers
now.
What
kind
of
uniforms
do
students
wear
Are
there
any
volunteers T:
What’
s
the
reason
/
Why T:
Well
done
,
S1
!
More
volunteers
!
Read
1a
and
complete
1b.
Ss:
Yes
.S1:
School
uniforms.S1:
To
show
good
discipline.S2:
Firefighters,
special
coats
S3:......S7:
...
培养学生的快速阅读能力,完成1b的表格。
Remark:教师最好通过问答的形式,引导学生完成表格。
Stage
4(15
mins):Post
-reading
Step
Teacher
activity
Student
activity
Designing
purpose
1
(Individual
work)
Let
the
Ss
read
1a,
check
the
answers
to
their
prediction,
find
out
the
object
clauses
and
underline
the
words
they
don’t
know.T:
You
have
completed
1b,
but
it’s
not
enough.
Now,
go
on
reading
1a,
try
to
find
out
the
object
clauses
and
underline
the
words
you
don’t
know.T:
Have
you
found
out
how
many
kinds
of
uniforms
in
the
text T:
Right!
Xxx,
please
read
the
object
clauses
you
found.
T:
Good
job!
More
sentences
Read
1a,
check
the
answers
to
their
prediction,
find
out
the
object
clauses
and
underline
the
words
they
don’t
know.Ss:
Yes.
Seven.S1:
We
believe
that
they
...
plane.
We
know
we
can
get
...
or
her.Ss:
No
.
让学生再读1a,核实读前所预测的答案,找出宾语从句,继续学习宾语从句。
2(
Class
activity
)
Let
the
Ss
guess
the
meaning
of
the
new
words
according
to
the
context.T:I
know
there
are
many
new
words
in
the
text.
Look
at
the
words
on
the
screen,
don’t
look
them
up
in
the
vocabulary,
try
to
guess
the
meaning
of
them
by
the
context.
T:
What
does
“heat”
mean T:
Then
how
about
“ceiling” T:
...T:Now,
you
can
turn
to
the
vocabulary
and
check
if
you
guess
correctly.T:
Actually,
you
are
good
at
guessing.
Now,
try
to
read
the
words
with
the
help
of
the
vocabulary.
Guess
the
meaning
of
the
new
words
according
to
the
context.S1:烫伤、烧伤S2:
...S3:
...S4:
...S5:
...
培养学生根据上下文猜测词义的能力,利用词汇表来培养学生的拼读能力。
3(
Group
work
)
Let
the
Ss
work
in
groups
to
discuss
the
sentences
on
the
screen
and
translate
them
into
Chinese.T:Now,
we
have
solved
all
the
new
words,
so
you
can
understand
the
text
better.
Look
at
these
sentences,
work
in
groups
to
discuss
what
they
mean.
T:
Let’s
try
the
first
sentence,
Group
One,
can
you
try
T:
Perfect!
The
second
sentence,
which
group

Discuss
the
sentences
on
the
screen
and
translate
them
into
Chinese.Group
One:消防员穿上特殊的外套,带上头盔,来保护他们免受高温烫伤或下落的天花板砸伤。Group
Two
:
...
合作学习,解决难点句子。完成1a。
Remark:这篇短文新词汇较多,教师要培养学生利用上下文来推测词义的能力。教师要把学生猜测的意思写在这些单词后,猜测完所有单词后,让学生对着词汇表去比较,检查猜测的效果。然后让学生利用词汇表去拼读这些单词,教师要提供帮助。为了节约时间,教师可以把比较难的句子预先准备,用大屏幕或小黑板展示出来,让学生通过小组活动来解决。
Stage
5(5mins):Finishing
1c
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work
)
Encourage
the
Ss
to
work
in
groups
to
retell
the
passage
with
the
help
of
1b.
T:Do
you
have
any
more
questions T:
Great.
Now,
I
would
like
you
to
work
in
groups
to
retell
the
passage.
You
can
do
it
with
the
help
of
1b.
Each
member
of
your
group
retell
only
one
job.
Maybe
it’s
easier
for
you.
Do
you
know
how
to
do
the
activity T:Go
ahead.
If
your
group
finishes,
raise
your
hand.T:Now,
which
group
would
like
to
show
Work
in
groups
to
retell
the
passage
with
the
help
of
1b.
Ss:
No.Ss:
Yes
.Group
Three
:S1:
People
wear
uniforms
for
different
reasons.
Students
...S2:
Firefighter
wear
special
coats
and
...S3:
Soldiers
wear
green
clothes
...S4:
...
复述课文,既可以培养学生的语言组织能力,又能加深对课文的理解。完成1c.
Remark:
由于本课篇幅较长,由一个学生来复述难度很大,可以让学生以小组活动,一个人负责一个类别就容易多了。
Stage
6(5mins):
Summarizing
and
assigning
HMK
Step
Teacher
activity
Student
activity
Designing
purpose:
1(Class
activity)
Let
the
Ss
summarize
what
they
have
learned
in
this
period
.T:
Good
performance
!
Now
,we
have
to
summarize
.
What
do
you
know
from
this
passage
T:
Yes
.
Do
you
know
why
soldiers
wear
green
clothes
T:Could
you
tell
me
how
you
can
quickly
tell
the
police
officers
from
other
people
T:
...
Summarize
what
they
have
learned
in
this
period
.S1:
People
wear
uniforms
for
different
reasons
.S2:Because
the
trees
and
grass
is
green
,
too
.
S3:
Their
uniforms.S4:
...
回顾总结本课的知识,加强学生的记忆。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
find
out
at
least
five
reasons
for
wearing
and
not
wearing
school
uniforms.
You
should
write
down
your
reasons
for
tomorrow’s
task.
Finish
the
HMK.
让学生找出支持或反对穿校服的5个理由,可以使学生更好地完成任务2。
Remark:让学生在进行任务2前,预先找出理由,以免在做任务时语塞。
VI.
Blackboard
design
第三课时(Section
C—1a,1b,1c)
Words
and
expressions
Grammar
daily
宾语从句firefighter
V
+(that)+
从句
soldier
形式主语text
It’s
+
形容词+
that
+
从句reason
It’s
+形容词+
for
sb.
+
to
do
sth.Heat....
protect...
from
...
how
to
+v
get
help
fromin
uniforms
...Unit
8
Topic
2
We
can
design
our
own
uniforms
教案
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
Knowledge
aims:
学习并掌握新词汇
depend,survey,interview,discipline,carry
out,depend
on,plain
clothes
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。
3.
Emotional
aims:
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
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
Ss
and
teach
the
new
words.T:
Hi,
boys
and
girls!
How
are
you
today T:
Do
you
have
school
uniforms T:
Is
it
necessary
for
you
to
wear
school
uniforms
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
your
school
uniforms T:(Shows
pictures)
Look
at
these
school
uniforms.
They
are
designed
by
students.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
Learn
the
new
words.Ss:
Fine.
Thank
you.
Ss:
Yes.
S1:
Because
they
are
ugly!Ss:
Wow!
So
beautiful!Ss:
Yes.
导入新课,教学新词。
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.
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
listen
to
1a
and
finish
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 T:
Now,
let’s
check.
Xxx,
please
answer
Question
One T:
Yes.
No.2,
who T:
...
Listen
to
1a
and
finish
1b.Ss:
Yes.Ss:
Yes.S1:
They
are
talking
about
making
school
uniforms.S2:
...S3:
...S4:...
培养学生的听力技能。完成1b

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
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Let
the
Ss
read
1a
,find
out
the
object
clauses
and
understand
the
difficult
sentences.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
clauses T:
Ok.
Then
who
would
like
to
try
Hands
up,
please!T:
Great!
Any
more

T:
Don’t
worry
,please
turn
to
page
126.
Read
the
object
clause
introduced
by
wh-
words.T:
Have
you
finished
reading T:
Ok.
Then
go
on
finding
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.
...
Read
1a
,find
out
the
object
clauses
and
understand
the
difficult
sentences
.Ss:
Yes.S1:
She
says
that
our
school
plans
to
...
for
us.S2:
I
think
we
can
design
...by
ourselves.Ss:
Sorry.Ss:
Yes.S3:Kangkang,
could
you
tell
...
says S4:
It
depends
on...
uniform.
让学生复习以前学习过的宾语从句,同时导入到既将学习的宾语从句。解决难点句子,完成1a。
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
Step
Teacher
activity
Student
activity
Designing
purpose
(Pair
work)
Let
the
Ss
work
in
pair
to
practice
indirect
speech/object
clause.
T:From
1a,
we
know
that
Miss
Wang
asks
the
kids
to
survey
the
students
about
styles
of
uniforms.
Now,
the
kids
are
discussing
how
to
design
their
school
uniforms.
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.
T:
Sorry,
you
should
say
“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:
...
Work
in
pair
to
practice
indirect
speech/object
clause.
S1:
Can
you
tell
me
what
Michael
asks S2:
He
asks
where
we
can
make
them Ss:
Yes
.S3:
Can
you
...
S4:
She
asks
...S5:...S6:..
操练向第三方转述的能力,操练宾语从句。完成1c。
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
Step
Teacher
activity
Student
activity
Designing
purpose
(Pair
work
)
Let
the
Ss
work
in
pairs
to
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
Work
in
pairs
to
practice
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:
...
操练宾语从句,发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
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
listen
to
2a
and
complete
the
conversation.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
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 T:Ok
.Then
let’s
listen
to
the
interview
and
check
your
answers.
T:
Xxx,
what
’s
your
answer
T:
Do
you
agree.
T:
Who
can
translate
Sentence
A
and
C
into
Chinese
Listen
to
2a
and
complete
the
conversation.S1:
Sure.
They
wear
uniforms.Ss:
Yes.S2:
B-A-C.Ss:
Yes.S3:
...S4:
...
培养学生的逻辑思维能力和听力技能。完成2a

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.
”。
Stage
7(5mins):Finishing
2b
Step
Teacher
activity
Student
activity
Designing
purpose
1(Individual
work
)
Let
the
Ss
read
2a
and
do
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
later.T:
Xxx,
can
we
share
your
report T:
Terrific!
Who
else
Read
2a
and
do
2b.
S1:
The
policewoman
usually
wears
uniforms
when
she
is
at
work
...S2:
...
培养学生的口头表达能力,完成2b。
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
Step
Teacher
activity
Student
activity
Designing
purpose
1(Class
activity)
Let
the
Ss
summarize
what
they
have
learned
in
this
period.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
.T:
Who
else

Summarize
what
they
have
learned
in
this
period.S1:
We
learned
object
clause.
S2:
We
learned
how
to
retell
somebody’s
words
to
another
person.S3:
...S4:
...
回顾总结本课的知识,加强学生的记忆。
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
read
the
grammar
points
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。
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dependdepend
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
outinterviewstop
sb./sth.
from
doing
sth.
...Unit
8
Topic
2
We
can
design
our
own
uniforms
教案
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
Knowledge
aims:
学习并掌握新词汇
similar,dressing,as
well
as
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:
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
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity)
Greet
the
Ss
and
Let
them
summarize
the
grammar
of
in
this
topic.T:
Good
morning,
class!T:Did
you
finish
the
homework
I
assigned
yesterday T:
Ok.
Let’s
check.
NO.
1,
Xxx,
please
.T:
Right T:
Next
one,
who T:
Very
good!
Look
at
the
sentences
in
Grammar,could
you
find
out
something
special T:
But
we
have
learned
three
kinds
of
object
clauses,
what
kind
do
they
belong
to T:
Do
you
just
put
the
wh-
question
after
the
verb T:
Then
how
do
you
do T:
What
should
you
pay
attention
to
when
you
change
a
wh-
question
into
an
indicative
mood T:
Fine.
Go
on
checking
the
answers
to
Functions.T:
What
does
“it

act
in
the
sentences T:
But
it
is
not
the
real
subject,
we
call
it
...T:What
sentence
structures
have
you
learned
about
it T:
Great.
Now,
let’s
read
all
the
sentences
together.
Summarize
the
grammar
of
this
topic.Ss:
Good
morning
,
Mr...Ss:
Yes
.S1:
It
depends
on
who
will
design
our
uniforms
.Ss:
Right
.S2:
She
asks
what
materials
they
should
choose.S3:
...S4:
...S5:
They
are
all
object
clauses.S4:宾语是特殊疑问句。Ss:
No
.S5:
把它变成陈述语气。S6:
...S7:
I
like
to
...S8:
It’s
true
that
...S9:
...S10:
...S11:
主语。
Ss:
形式主语。S12:
It’s
+形容词+
that+从句。S13:It’s
+形容词+for
sb.+
to
do
sth.
归纳总结本话题的语法重点。完成Grammar
和Functions
部分。
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
Step
Teacher
activity
Student
activity
Designing
purpose
(
Group
work)
Let
the
Ss
discuss
the
questions
in
1b
to
lead
to
1a.T:Just
now
,we
revised
the
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.
Discuss
the
questions
in
1b
to
lead
to
1a.
讨论问题,导入到1a

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
Step
Teacher
activity
Student
activity
Designing
purpose
(Individual
work)
Let
the
Ss
read
1a
and
check
the
answers
to
the
questions
.T:
Now,
stop
discussing
.
I
won’t
give
you
the
answers
to
the
questions.
Now,
please
read
1a
and
check
whether
your
answers
are
right
or
not.
T:
Have
you
finished
checking
the
answers T:Great.
Let’s
check
together.
Question
One,
xxx,
you
please
.T:
Do
you
agree T:
How
about
the
second
question
Any
volunteers
Read
1a
and
check
the
answers
to
the
questions
.Ss:
Yes
.S1:
The
passage
is
mainly
about
what
people
in
North
America
wear
to
work
and
on
special
days.Ss:
Yes.S2:
No,
there
aren’t.S3:
......S6:
Yes,
they
do.
培养学生的快速阅读能力,回答1b
的问题,完成1b

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
Step
Teacher
activity
Student
activity
Designing
purpose
(Class
activity
)
Let
the
Ss
read
1a
again
,
find
out
the
correct
words
and
understand
the
difficult
sentences.T:
Now,
let
me
see
which
group
did
the
best
in
answering
pre-reading
questions.
Please
tell
me
how
many
questions
your
group
answered
correctly.T:It
seems
that
Group
One
did
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 T:
Good
job.
Look
at
these
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 T:Good
translation!
Who
can
try
No.
2
T:
You’d
better
say
like
this

...”
.T:
Who
wants
to
try
the
last
sentence T:Perfect!
Do
you
have
more
questions
Read
1a
again
,
find
out
the
correct
words
and
understand
the
difficult
sentences
.Group
One
:
Four
Group
Two
:
ThreeGroup
Three
:
...Group
Four
:
.....Ss:
Dislike
Ss:
GlovesSs:
...S4:
...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,但是他们的正式节日很少。S6:
什么人们穿,依赖他们的喜欢和不喜欢。S7:
加拿大人和美国人除了在更正式的场合穿西服,他们上班也穿西服。Ss
:No.
培养学生用英语学英语的能力。解决难点句子。完成1a

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
Step
Teacher
activity
Student
activity
Designing
purpose
(Group
work
)
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.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
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
designer
of
Group
Two
Please
stand
up
and
give
the
report
as
xxx
does.
Design
their
own
favorite
school
uniforms,
Describe
them
and
choose
the
best
one
within
the
group
and
finally
the
best
designer
gives
a
report.Ss:
Yes.Ss:
Of
course.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.
...S2:
...S3:
...
完成Project的任务。培养学生的动手能力和表达能力。
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
Step
Teacher
activity
Student
activity
Designing
purpose
2
(Class
activity)
Assign
the
HMK.T:
For
today’s
HMK,
I’d
like
you
to
write
a
letter
to
the
headteacher
to
introduce
your
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.
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。
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。
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/
thoughas
well
as
主语从句:
What+从句
...