八年级英语下册教案unit8 Topic2 Section B.docx
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八年级英语下册教案unit8Topic2SectionB
教学资料范本
八年级英语下册教案unit8.Topic2.SectionB
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八年级下册教案设计
Unit8OurClothes
Topic2Wecandesignourownuniforms.
SectionB
Ⅰ.Materialanalysis
本节课建议教师用1课时上完。
主要活动为SectionB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.+（forsb.）todosth.”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.Teachingaims
Knowledgeaims：
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.+（forsb.）todosth.。
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。
Skillaims：
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。
Emotionalaims：
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.Thekeypointsanddifficultpoints
Keypoints：
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.+（forsb.）todosth.。
3.学习不同场合的着装常识及穿着建议的用语。
Difficultpoints：
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.Learningstrategies
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.Teachingaids
ltimediaprojector;thevideosabouttheactivitiesindifferentoccasions:
havingameeting,havingaparty,doingsports,havingaclassandsoon;thepictureofattendants;Theteachershouldwearasuitfortheclass.
Ⅵ.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（8minutes）
1.Thewhole
classwork.
2.Groupwork.
3.Thewhole
classwork.
4.Thewhole
classwork.
.
5.Thewhole
classwork.
1.Focustheirattention
ontheteacher.
2.Studentsplaythegame“Pardon?
”toreviewtheusageofobjectclauses.
3.Studentsshowthe
picturesofschooluniformsdesignedbythemselves.
4.Studentsreadthe
passageaboutthe
importanceofsome
uniformswhichtheyfinishedbeforeclass.
5.Studentswatchthe
videosandunderstandthattheyshoulddresscorrectly.
1.Greetstudentsandmakethemreadyforlearning.
2.Theteacherletsstudentsplaythegame“Pardon?
”toreviewtheusageofobjectclauses.Letthemplaythegameingroupsofthree.Theymaychangetheirrolesoneanother.
A:
（speakoutawh-question）
B:
CanyoutellmewhatAasks?
C:
She/Heasks…
3.Theteacherletsstudentsshowthepicturesofschooluniformsdesignedbythemselves.Theycanaddthecolors,thematerials,andeventhereasonsofdesigning.
4.Theteacherletsstudentsreadthepassageaboutthe
importanceofsomeuniformswhichtheyfinishedbeforeclass.
5.Theteacherevaluatestheir
workandleadstonewlessonbyplayingthevideosabouttheactivitiesondifferentoccasions:
havingameeting,havingaparty,doingsports,havingaclassandsoon:
It’simportanttowearsuitableclothes.ImustwearasuitwhenIhavetheclass,whileyoumustwearschooluniforms.Weshouldweardifferentclothescorrectlyondifferentoccasions.
Presentation
（10minutes）
1.Groupwork.
2.Thewhole
classwork.
3.Groupwork
+thewhole
classwork.
.
4.Individual
work.
5.Thewhole
classwork.
1.StudentslookatPicture1of1aanddiscusswhatthemanshouldwearonthiskindofoccasion.
2.Studentswatchand
checktheirdiscussion.Learnthenewwords.
3.Studentsdiscussthe
otherpicturesandthenwatchandcheckinthesameway.Learnandgraspthenewwords.
4.Studentswatchthe
flashandfindouttheopinionsofthetwogirls.
5.Studentscheckthe
answers.
1.TheteacherletsstudentslookatPicture1of1aandletsthemdiscusswhatthemanshouldwearonthiskindofoccasion.
2.Theteacherplaysthefirstflashof1aandletsthestudentswatchandchecktheirdiscussion.Letthemknowaboutthemeaningofgatekeeperbyshowinggate+keeper→gatekeeper.Teachthewordsuitbypointingattheteacher’sclothes.
3.Theteacherletsstudentslearndifferentdressingsontheotherthreeoccasionsinthesameway.Teachthenewwordsafterwatchingandchecking.Teachattendantbyshowthepicturesofattendantsonthescreen.Teachtakeoffbyputtingonahatandthentakingitoff.Teachkneebypointingatthekneeofhimselforherself.Explainthemeaningsofenter.
4.TheteacherplaystheflashoftheconversationbetweenJaneandMaria.Letstudentswatchitandfindouttheopinionsofthem.
5.Theteacheraskstwostudentstotelltheanswers.Explainthemeaningsofoccasionandcorrectlytothem.
Consolidation
（10minutes）
1.Thewhole
classwork
2.Thewhole
classwork
3.Individual
work
4.Thewhole
classwork.
5.Individual
work.
6.Individual
work
7.Thewhole
classwork.
8.Individual
work
9.Thewhole
classwork.
10.Pairwork.
1.Studentsreadthe
conversationaftertherecordingsentencebysentence.
2.Studentstrytofollow
thespeed,payingattentiontothepronunciation
andintonation.
3.Studentsreadthe
sentencesin1bandmark
T（True）orF（False）.
4.Studentscheckthe
answers.
5.Studentsreadthepassagein1ctounderstandthemeaningofthispassage,
6.Studentsreadthe
conversationof1aandthenchecktheblankstheyhavefilled.
7.Studentscheckthe
answers.
8.Studentsread1aand
findoutthesentences
aboutobjectclauses
withwh-questionsand
thesentencesgiving
suggestions.
9.Studentscheckthe
answers.Andthen
understandthesentences
ontheblackboard.
10.Studentsread1ainrolesandperformshortplaysinpairs.
1.Theteacherplaystherecording
sentencebysentence.
2.Theteacherplaysthe
recordingwithoutstopping.
3.Theteacherasksstudentstoreadthesentencesin1bandmarkT（True）orF（False）.
4.Theteacheraskstwostudentstotelltheanswers.
5.Theteacherletsstudentsreadthepassagein1c.Letthemunderstandthemeaningofthispassage,and
6.Theteacherasksstudentstoreadtheconversationof1aandletsthemchecktheblankstheyhavefilled.
7.Theteacheraskstwostudentstotelltheanswers.
8.Theteacherletsstudentsread1aandfindoutthesentencesaboutobjectclauseswithwh-questionsandthe
sentencesgivingsuggestions.
9.Theteacheraskstwostudentstotelltheanswers.Writethemontheblackboard.Stresstheorderofobjectclauseswithwh-questions.
10.Theteacherletsstudentsread
1ainrolesandperform
shortplaysinpairs.（Each
pairmayjustplayoneshort
play.）
Practice
（10minutes）
1.Individual
work.
2.Thewhole
classwork.
3.Individual
work.
4.Individual
work.
5.Fourstudents’
work.
6.Thewhole
classwork.
7.Individual
work.
8.Thewhole
classwork.
1.Studentsread1aandfindoutthesentencesofIt’s+adj.+（forsb.）todosth.
2.StudentschecktheanswerandchangethesentencetoIt’s+adj.+that…
3.Studentsobservethe
picturesof2andreadthegivenwords,thephrasesandtheexample.
4.Studentsmakesentenceswiththestructures.
5.Studentswritedownthesentencesonthe
blackboard.
6.Studentscheckthe
sentencesonthe
blackboard.
7.Studentsreadthe
sentencesof3by
themselvesfirst.Thenlistenandchecktheirintonation.
8.Studentslistentothe
recordingandtrytoimitate.
1.Theteacherletsstudentsread
1aandfindoutthesentencesofIt’s+adj.+（forsb.）todosth.
2.Theteacheraskstwostudentstotelltheanswers:
It’simportanttowearsuitableclothesoneveryoccasion.GuidestudentstochangeittoIt’s+adj.+that…
（It’simportantthatwewearsuitableclothesoneveryoccasion.）
3.Theteacherletsstudents
observethepicturesof2andreadthegivenwords,thephrasesandtheexample.
4.Theteacherasksstudentsto
makesentenceswiththestructuresIt’s+adj.+（forsb.）todosth.andIt’s+adj.+that…,usingthegivenwordsandphrasesaccordingtothepictures.
5.Theteacherasksfourstudentsfromdifferentgroupstowritedownthesentencesontheblackboard.StudentAwritesthesentenceaccordingtoPicture1…
6.Theteacherasksoneortwostudentstocheckthesentencesontheblackboard.Givethemahandifnecessary.
7.Theteacherplaystherecording
of3aftertheyreadthe
sentencesbythemselves.
Letstudentslistenand
checktheirintonation.
8.Theeacherplaystherecordingof3again,andletsthestudentslistenandtrytoimitate.
Production
（7minutes）
1.Groupwork.
2.Thewhole
classwork.
3.Thewhole
classwork.
4.Individual
work
1.Studentsdiscussingroups
abouthowtodress
correctlyondifferent
occasions.Andthen
2.Studentswriteapassage
accordingtotheresultof
thediscussion.Readit
tothewholeclass.
3.Studentssummarize
SectionBwiththeteacher
.
4.Studentsfinishafter
class.
1.Theteacherasksthestudents
todiscussingroupsabout
howtodresscorrectlyon
differentoccasions.Teacher
hadbetterhelpthemset
certainsituations,suchas
goingtoaformalparty,
goingtothemoviesorgoing
outtodosomeexercise.
Helpthemdesignatable
andaskthemtofinishthe
tableafterdiscussing.
Activities
Whattowear
gotoa
party
gotothe
movies
doexercise
2.Theteacherasksstudentsto
writeapassageaccordingtotheresultofthediscussionabove.Thenreportittotheclass.Remindthemtousethestructures:
It’simportant…,Youshould/hadbetter/haveto….
3.Theteachershowsthe
summaryofthissectiontothestudents.
4.Theteacherassignshomework:
（1）Reviewthesummaryafterclass.
（2）Collectsomeinformationabouthowtodresscorrectlyondifferentoccasions.
（3）Makefivesentences
withthefollowing
structures:
It’s+adj.
+that…orIt’
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