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仁爱科普版八年级下册Unit 8 Our ClothesTopic 2 We can design our own uniforms.教案设计
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这是一份仁爱科普版八年级下册Unit 8 Our ClothesTopic 2 We can design our own uniforms.教案设计，共3页。
本课内容是仁爱英语八年级下第八单元第二课题SectinB, 授课内容围绕服装而展开，通过四个场景的引入学习本单元的语法知识——特殊疑问词所引导的宾语从句。由不同场合要求不同着装联系到各行各业的制服及制服的重要性，地域性，合适性。并要求学生掌握it作形式主语的重要句型。
学情分析：
本班学生大部分来自农村，底子较弱，在授课过程中很难做到全英文教学，需要教师辅以中文授课。但学生学习积极性高，热爱英语，能积极配合老师，是本班学生的一大优点。学生是八年级学生，因此在教学过程中更加注重教学的知识性结构，并要求学生在教师引导下自主学习。
Ⅰ. Three-dimensinal Teaching Targets
1. Knwledge aims：
（1）学习并掌握目标词汇：
enter, knee, take ff, ccasin, crrectly, gatekeeper, attendant
（2）继续学习由特殊疑问词引导的宾语从句；
（3）学习掌握it作形式主语的句型。It’s + adj. + that...和 It’s + adj. + (fr sb. ) t d sth.
（4）学习不同场合的着装常识及穿着建议的用语；
（5）朗读句子时体会升调与降调语气感情上的不同。
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）能够听懂接近正常语速、涉及着装艺术的语段，获取重要信息。
3. Emtinal aims:
（1）充分意识到穿着得体的重要性；
（2）根据自己的所学知识，设计并制作一个东西。
Ⅱ. The key pints and difficult pints
1. Key pints:
（1）继续学习由特殊疑问词引导的宾语从句；
（2）继续学习it作形式主语的句型。
2. Difficult pints：
（1）能听懂特殊疑问词引导的宾语从句并准确回答。
（2）朗读句子时体会升调与降调语气感情上的不同。
Ⅲ. Learning strategies
1. 通过听对话、读对话来学习课文。
2. 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。 3. 体会句子中运用特定的句式进行某一内容的强调。
Ⅳ. Teaching aids
1. 多媒体课件 2. 图片 3. 录音机
V. Teaching prcedures
Step 1 Warming up
1. Greet students and make them ready fr learning.
2. Divide students int 4 grups, ask them t answer teacher’s questins crrectly and actively, and in the end the winner will get a small gift frm the teacher.
3. Befre the class, shw the teaching targets f this class, and ask a student t read them ludly.
4. Review the knwledge by asking sme questins:
T: Culd yu please tell me what clthes yu like best?
S1: Sure, ... ...
T: Culd yu please tell me when yu wear yur schl unifrms?
S2: Certainly, ... ...
T: Culd yu please tell me hw ften yu g shpping? S3: Yes, ... ... ... ...
Step 2 presentatin
1. New wrds
Let the students learn the new wrds by lking at the pictures, stick the wrd cards n the blackbard when they study a new wrd.
2. Let the students listen t 1a and finish 1b, if they can’t listen t it clearly, the teacher culd play it twice.
3. T: Yu have t listen t 1a again, next, please read 1a and cmplete 1c.
Step 3 Cnslidatin
1. Let the students read 1a, find ut the bject clauses and difficult pints.
2. Ask students t analyze these pints and study them by themselves, if they can’t, teacher culd
help them.
3. Students read 1a in grups.
Step 4 Practice
1. Shw the key patterns: It’s + adj. + that...
It’s + adj. + (fr sb.) t d sth.
2. Shw the example:
It’s suitable (fr us ) t wear business suits in a meeting.
It’s suitable that we wear business suits in a meeting.
3. Let the students make sentences after the example.
T: Nw, let’s mve t activity 2. We have learned the patterns just nw; we will spend mre time practicing them. Yu can make the sentences n yur bks. The example may help yu. I’ll give yu 5 minutes. After finishing, yu can check with each ther. Then I will ask sme students t read ut their sentences.
4. Ask sme students t act their sentences.
5. Let the students listen t 3a and try t imitate.
Step 5 Prject
1. Let the students summarize what they have learned in this perid.
2. Hmewrk:
T: Fr tday’s hmewrk, I’d like yu t rewrite the sentences in 2 n yur exercise bk. What’s mre, I hpe everyne can design smething and make them ut. In the end, please preview Sectin C.
本课内容是仁爱英语八年级下第八单元第二课题SectinB, 授课内容围绕服装而展开，通过四个场景的引入学习本单元的语法知识——特殊疑问词所引导的宾语从句。由不同场合要求不同着装联系到各行各业的制服及制服的重要性，地域性，合适性。并要求学生掌握it作形式主语的重要句型。
学情分析：
本班学生大部分来自农村，底子较弱，在授课过程中很难做到全英文教学，需要教师辅以中文授课。但学生学习积极性高，热爱英语，能积极配合老师，是本班学生的一大优点。学生是八年级学生，因此在教学过程中更加注重教学的知识性结构，并要求学生在教师引导下自主学习。
Ⅰ. Three-dimensinal Teaching Targets
1. Knwledge aims：
（1）学习并掌握目标词汇：
enter, knee, take ff, ccasin, crrectly, gatekeeper, attendant
（2）继续学习由特殊疑问词引导的宾语从句；
（3）学习掌握it作形式主语的句型。It’s + adj. + that...和 It’s + adj. + (fr sb. ) t d sth.
（4）学习不同场合的着装常识及穿着建议的用语；
（5）朗读句子时体会升调与降调语气感情上的不同。
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）能够听懂接近正常语速、涉及着装艺术的语段，获取重要信息。
3. Emtinal aims:
（1）充分意识到穿着得体的重要性；
（2）根据自己的所学知识，设计并制作一个东西。
Ⅱ. The key pints and difficult pints
1. Key pints:
（1）继续学习由特殊疑问词引导的宾语从句；
（2）继续学习it作形式主语的句型。
2. Difficult pints：
（1）能听懂特殊疑问词引导的宾语从句并准确回答。
（2）朗读句子时体会升调与降调语气感情上的不同。
Ⅲ. Learning strategies
1. 通过听对话、读对话来学习课文。
2. 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。 3. 体会句子中运用特定的句式进行某一内容的强调。
Ⅳ. Teaching aids
1. 多媒体课件 2. 图片 3. 录音机
V. Teaching prcedures
Step 1 Warming up
1. Greet students and make them ready fr learning.
2. Divide students int 4 grups, ask them t answer teacher’s questins crrectly and actively, and in the end the winner will get a small gift frm the teacher.
3. Befre the class, shw the teaching targets f this class, and ask a student t read them ludly.
4. Review the knwledge by asking sme questins:
T: Culd yu please tell me what clthes yu like best?
S1: Sure, ... ...
T: Culd yu please tell me when yu wear yur schl unifrms?
S2: Certainly, ... ...
T: Culd yu please tell me hw ften yu g shpping? S3: Yes, ... ... ... ...
Step 2 presentatin
1. New wrds
Let the students learn the new wrds by lking at the pictures, stick the wrd cards n the blackbard when they study a new wrd.
2. Let the students listen t 1a and finish 1b, if they can’t listen t it clearly, the teacher culd play it twice.
3. T: Yu have t listen t 1a again, next, please read 1a and cmplete 1c.
Step 3 Cnslidatin
1. Let the students read 1a, find ut the bject clauses and difficult pints.
2. Ask students t analyze these pints and study them by themselves, if they can’t, teacher culd
help them.
3. Students read 1a in grups.
Step 4 Practice
1. Shw the key patterns: It’s + adj. + that...
It’s + adj. + (fr sb.) t d sth.
2. Shw the example:
It’s suitable (fr us ) t wear business suits in a meeting.
It’s suitable that we wear business suits in a meeting.
3. Let the students make sentences after the example.
T: Nw, let’s mve t activity 2. We have learned the patterns just nw; we will spend mre time practicing them. Yu can make the sentences n yur bks. The example may help yu. I’ll give yu 5 minutes. After finishing, yu can check with each ther. Then I will ask sme students t read ut their sentences.
4. Ask sme students t act their sentences.
5. Let the students listen t 3a and try t imitate.
Step 5 Prject
1. Let the students summarize what they have learned in this perid.
2. Hmewrk:
T: Fr tday’s hmewrk, I’d like yu t rewrite the sentences in 2 n yur exercise bk. What’s mre, I hpe everyne can design smething and make them ut. In the end, please preview Sectin C.
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