广东省肇庆市田家炳中学八年级英语下册 Unit 8 Topic 2 We can design our own uniforms Section D教案 （新版）仁爱版.doc

Unit 8 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。

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 discipline

important, firefighters, special coats and helmets, protect themselves from heat and falling ceilings

Suitable, officials, wear
their official uniforms to
look important

necessary, doctors, wear
uniforms to stop the spread
of diseases
3. 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 answer
the questions.

6. Students check the
answers. Learn the new
words.

7. Students read the passage
and answer the questions.

8. Students check the
answers.
1. The teacher lets students
look 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 work

2. The whole
class work

3. 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 students
prepare to retell the passag
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 trouble
take off
(2) gate + keeper → gatekeeper
north +ern → northern
south + ern → southern
east + ern → eastern
west+ ern → western
(3) correct → correctly
great → 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
work

5. 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 group
describe their favorite school
uniform according to the
picture his or her group
member has drawn on the
blackboard.
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 several
vtudents to read their own
passages. Then revise them
together 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 D

1. What people wear depend on their likes and dislikes.
2. as well as…
3. depend on/ upon
carry out
(be) in trouble
take off