Unit8 Topic2 SectionA 参考教案

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

Introduction（8 minutes）

1. Greet students and make them ready for learning.

2. The teacher lets students from 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 students report 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 students from 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 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. 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 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 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’s

Cook’s

Worker’s

5. 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 A

1. 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 trouble

7. stop /keep … from doing sth.