湘教版英语八下Unit8Topic2教学案例设计

Topic2SectionAThemainactivitiesare1a,1band2.本课重点活动是1a,1b和2。Ⅰ.Teachingaimsanddemands教学目标thefollowingwordsandexpressions：uniform,ugly,discipline,design,styleallowsb.todosth.,agreewithsb.thestudentstolearntheusageofobjectclause：(1)MissWangsaysthatourschoolwantstomakeschooluniformsforus.(2)Shesaysshedoesn’tliketheschooluniforms.(3)Thedoctorsaysthattheiruniformsarecleanandtheyaregoodforpatients.aboutsomethingaboutuniforms.thestudents’collectivespirit.Ⅱ.Teachingaids教具一些有关衣服的图片(包含制服图片)/录音机/皮球/磁铁Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间：13分钟)1.(呈现一些衣服图片，贴于黑板上，复习旧知识。)T：Nicetoseeyouagain.Todaywe’llgotoanewtopic，firstlet’slookatthepicturesontheblackboard.Aretheybeautifulorugly?(板书划线部分并注出“ugly”音标，学生可从“beautiful”猜测“ugly”词义，跟读。)uglySs：Theyarebeautiful.T：OK!Canyousaysomethingaboutthepictures.BeginwithPicture1.S1，please.S1：It’sanicecoat!Itfeelsverysoft.It’smadeofcotton.T：That’sperfect.Nextplease.Canyoutellmewhatsizeitis?(图片上有显现衣服号码。)（图略）S2：ItssizeisL.…(最后一幅图是学校制服。)（图略）2.(导入新词汇。)T：Inthispicture，therearesomeschooluniforms.uniform(板书划线部分单词，注出音标，跟读。)T：Fromthepicturewecanseetheyaredifferentstylesofuniforms.differentstylesofuniforms(板书划线部分，注出style的音标及解释，跟读。)T：Well，whoshouldwearuniforms?(开展Brainstorming活动，让学生尽量开动脑筋，多说一些要穿制服的职业人员。)（板书。）（图略）T：Great!Howgreatyouare!Butwhydotheyneedtowearuniforms?(学生可能会有一些适合的答语，要及时予以肯定和表扬，但教师也是可以帮助学生回答。)Ss：Themostimportantthingistoshowgooddiscipline.discipline(板书划线部分，注出音标并写出释义，跟读。)T：Ithinkwearinguniformsshowsgooddiscipline.Whataboutyou?(教师板书一部分学生回答的句子，并以直接引语的方式出现，为以下学习间接引语做好铺垫。)S1：Idon’tlikewearinguniformsbecauseit’stoougly.T：Youhavesomanydifferentideasaboutwearingclothes.Let’shavealookatthemontheblackboard.TellmewhatS1says,OK?(教师帮助学生一起回答并板书学生的正确答句。)Ss：S1saysthathedoesn’tlikewearinguniformsbecausethey’retoougly.(板书。)→→S1saysthathedoesn’tlikewearinguniformsbecauseit’stoougly.→S2saysthatshe’dliketowearuniformsbecauseitcanshowwearethesame.→S3saysthathedoesn’tlikewearinguniformsbecausetheylookthesame.Step2Presentation第三步呈现(时间：12分钟)1.(呈现课文内容。)T：Youhavesaidsomuchaboutschooluniforms.Kangkang’sclassmatesaretalkingaboutthis，doyouwanttoknowwhattheysaid?Ss：Ofcourse!T：OK，pleaselistentothetapeandanswerthequestion.(板书问题：)CanMissWangCanMissWangallowherstudentstodesigntheirownuniforms?(划线“allow”并注出音标，领读并写出句型allowsb.todosth.,解释。)T：Listencarefully!(播放录音机内容。)T：Well，tellmeyouranswers.Volunteers?OK，S5please.S5：Yes，shecan.T：Doyouthinkit’sagoodidea?S5：Yes，thentheycanweartheirfavoriteschooluniforms.T：Thankyou.Let’sgoto1aonPage85toknowmoreaboutit.Openyourbooks.Areyouready?(学生在阅读对话并理解的过程中，不会碰到太大的问题，因为新词汇已在前面部分学过了。)Ss：Yes.T：Thenreadthedialogandfindoutthekeywords.(学生阅读完毕，教师与学生共同列出关键词于黑板上，同时讲解一些重难点。)makeschooluniformsmakeschooluniforms——MissWangsaidthat——looksouglyonus——besmart——morecomfortable——discipline——allow——design——keep…happy——makeasurveyStep3Consolidation第三步巩固(时间：5分钟)1.(让学生用以上列出的部分关键词组造句，巩固并加深对新词组的运用。)T：Pleasemakesentencesusing“allow…to…”and“agreewith”.Thistimeyoushouldworkingroups，andI’llseewhichgroupcanmakethebestsentencesinoneminute.Firstdiscussingroups.Begin!(把班级分成四组进行，先讨论后比赛，发挥组员合作精神，所造出的句子不能重复，可叫一名学生计时，教师计分。)T：Stophere.Let’sbegin.2.T：Great!Nextit’stimeforyoutoreadthedialoguealoud.GAisJane，GBisKangkang，GCisMaria，GDisMichael.3.表演对话(1)T：Ibelieveyouallunderstandthedialogwell，OK?Ss：OK.T：Well，actoutthedialoginpairsaccordingtothekeywordsontheblackboard.Go!(观察学生操练情况，可到学生当中适时给予帮助。)(2)T：Whowillcomeheretoactoutthedialog.Verygood，youtwo,please.(学生表演对话活动。)Step4Practice第四步练习(时间：10分钟)：I’mpleasedwithyourdialogs，I’msureyoucandobetternext.Let’splay“goandstop”game，shallwe?(给学生创设一种游戏的情境，制造一种宽松融洽的学习氛围，为本节课注入新的学习兴奋点。)T：I’llaskoneofyouineachgrouptoactasaninterviewer.Theinterviewersshouldaskthemembersofyourowngroupaquestion.Ss：Whatquestion?T：Youshouldask，“Howdoyoulikeschooluniforms?”,understand?Ss：Yes.(进一步讲解游戏规则，那就是当教师喊“Go!”时，作为小记者的4位学生应低着头在本组里走动，不许看组员，当老师喊“Stop!”时，就近问本组里的一位同学老师所布置的问题。)T：Tellmewhattheysays?(这四位同学应该转述刚才所问同学的话，以此练习宾语从句。)(教师可在黑板上画伤心与笑脸作为评价手段，对间接宾语使用不当的学生，在鼓励的同时应授于正确的表达法。)T：Thistimewhowillbeaninterviewer?(教师可使用扔皮球的方式，扔到谁，谁就扮小记者。)(通过这种“Goandstop”游戏，使大部分学生都能很好掌握宾语从句这种语法项目，也能及时纠错，及时改正与巩固。)（板书略）2..(进入1b和1c练习。)T：Afterthegameabove，Iamsurethatyoucanfinishtheexercisesof1band1ceasily.Pleasegetto1band1c.(学生完成练习，教师核对答案。)：Weknowstudentshaveschooluniforms，doctorshavetheiruniforms，too.NowMariaandKangkangareatadoctor’soffice.Theyaremakingasurvey.Go!Let’sseewhatishappening.(让学生阅读课文Page86第2部分里的对话，然后完成句子。)(教师核对答案。)Step5Project第五步综合探究活动(时间：5分钟)1.(叫学生四人一组为单位共同商讨设计出他们自己喜欢的校服，然后向大家汇报讨论结果。)T：What’syourfavoriteschooluniforms?Workingroupsoffourtodiscussitanddesignyourownuniforms.(学生讨论结束后，要求学生派代表讲出自己的设计的校服款式。)：(参考课文第2部分采访内容，安排学生采访一位穿制服的工作人员，并把采访对话写下来。)SectionBThemainactivitiesare1a，1band4.本课的重点活动是1a，1b和4。Ⅰ.Teachingaimsanddemands教学目标aboutthedressingondifferentoccasionstheusageofobjectclause.thestudentstousethepattern:It’s+adjective+that(clause).(1)It’simportantthatyouwearsuitableclothesoneveryoccasions.(2)It’swell-knownthatuniformsarenotpopularbutuseful.Ⅱ.Teachingaids教具图片/学生自备皮鞋/学生自备宾馆职工制服/学生自制的纸质高帽子/一个行李包/单词卡片/磁铁Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间：10分钟)1.(检查作业，复习上节课的内容。)T：Boysandgirls，youhaveinterviewedsomepeoplewhoneedtowearuniforms.Let’ssharetheirideas.(学生复述他们所采访的人物的话并注意宾语从句的运用。)(对采访效果较好，有代表性的同学，可把他们采访报告贴于学习园地，予以鼓励，并以此激励其他同学。)2.（图略）T：I’mpleasedwithyourreport.Butdoesadoctorwearuniformsafterwork?Ss：No. T：Sopeopleshouldweardifferentclothesondifferentoccasions.(板书划线部分并给occasion注音标并解释，跟读句子。)shouldweardifferentclothesondifferentoccasionsT：Thatistosay,it’simportantthatyouwearsuitableclothesoneveryoccasion.(板书划线部分，并给suitable注音标，解释，跟读句子)it’simportantthatyouwearsuitableclothesondifferentoccasions.T：OK，pleaselookatthepicturesontheblackboard.Thenanswermyquestions.T：Picture1.Whereisthestudent?Ss：Heisintheclassroom.T：What’shewearing?(教师手指着图1上学生帽子。)Ss：Heiswearingahat.(教师说出句子并板书划线内容，把这个句子写在it’simportant…句子下面，以便等下归纳。)T：Sowecansay,it’swrongthatastudentwearsahatinclass.T：Pleasegivethestudentsomeopinions.(帮助学生用Ithink…回答)(板书划线部分，呈现于黑板的这句话是为以下课文练习做铺垫的。)S1：Ithinkheshouldtakeoffhishatinclass.T：Whataboutnextpicture?Whereistheman?Ss：Heisintheoffice.T：What’shewearing？(拿出图2教师手指该男生所穿的套装，并帮助学生回答。)Ss：Heiswearingabusinesssuit.(板书划线部分，并标出音标，解释，跟读。)(板书划线部分，并把该句写在同类句子下边，以便学生归纳。)T：It’ssuitablethathewearsabusinesssuitintheoffice.(对于图3，一样的处理。)T：Nowweknowthatweshoulddresscorrectly,isitright?Ss：Yes，it’sright.T：Butifsomepeopledon’tknowit,whatwillhappentothem?Let’slistencarefully.Step2Presentation第二步呈现(时间：10分钟)(播放课文Page87第一部分对话，全部完整听一遍，让学生对对话有一个完整的理解，然后播放第二遍，这一次让学生带着问题听，且分段播放。)T：ThistimelistentoDialog1carefully,thenanswerthequestion：What’sthesecondmanwearing?(“thesecondman”指的第二个说话的男士。)S1：Heiswearingjeans.T：That’sfine.Nowtellmewhatheshouldwearonthatoccasion.S1：Heshoulddressformallyonthatoccasion.T：Verygood.Let’sgotoDialog2.(播放对话第二部分。)T：Whatshouldthemanwear?S2：Heshouldwearthespecialshoes.T：Howclever!WhataboutDialog3?(听第三段对话。)T：Whatshouldyoudowhenyouentersomeone’shomeinJapan?S3：Weshouldtakeoffourshoes.T：Great!Nextdialog.WhathappenedtoKangkang?S4：Hisfeethurt.T：Whatshouldhewearonthatoccasion?S5：Heshouldwearsportsshoes.T：Forthelastdialogue，whatdoesMariasay?S6：Shesaysthatpeopleshoulddresscorrectly.T：Howwonderful!Whatcanyoulearnfromthelisteningabove?Youcanusethepattern：It’s+adjective+that(clause)(教师把划线部分板书于刚才所写此类型句子上面。)(给学生思考的时间，指刚才板书部分即以下句子，学生齐念出。)ItIt’s+adjectivie+that(clause)It’simportantthatyouwearsuitableclothesondifferentoccasions.Ss：It’simportantthatyouwearsuitableclothesondifferentoccasions.T：That’strue.Well，pleaseopenthebooksonPage87，lookat1a.Let’sgothroughthedialogs.(教师带着学生一起把课文过一遍，并讲解重难点。)Step3Consolidation第三步巩固(时间：5分钟)：Wehaveunderstoodthedialogswell.Let’sgofurthurtoworkinpairstoactthedialogsout.OK?Ss：OK.T：ThistimeI’llchoosethebestperformers.(给学生时间准备对话。)(此次表演要求学生用上道具，例如：图画里出现的皮鞋、宾馆制服、纸高帽子、行李包等，要求逼真，创设情景，这些东西都是事先准备好的。)：Timeisup.Whowillhaveatry?Cometothefrontandactyourdialogout.(教师可在黑板上，写出评分标准与分值。)(板书：)NamePronunciationandintonation25%Facialexpressions25%Action25%Props25%Step4Practice第四步练习(时间：12分钟)1.(进入课文第1b部分练习。)T：Youhaveperformedverywell.Ibelieveyoucanfinishtheexercisesin1bperfectly.Gototheplace，begin!(学生做课文87页1b练习，然后教师与学生核对答案。)(随后请几位学生把正确答案写在黑板上。)2.(准备进入课文第2部分即听力部分。)T：Wehavelearntalotofnamesofclothesbefore.TodayI’lltellyousomemoreofthem.Firstlookatthecards.(手拿以下单词：sportswear，company，sneaker，fashion，wellknownandimpossible的卡片，显示给学生，该卡片上有一面写有单词与读音，另一面写着该词意思，可跟读几遍，叫学生边跟读边记忆。)T：Haveyourememberedthesewords?Let’splay“memorywords”game.(可叫几位学生到黑板前做动作，一位学生背对着班级同学，一手拿单词卡，卡上的单词对着做动作的同学，表演动作的同学要把卡片上的词用动作或其他语言表达出来，让班上的同学猜。)(该游戏能使学生把记忆单词当作一种乐趣，同时也能提高学生运用英语进行表达的能力。)2.(播放听力练习。)T：Howhappyyouare!Ihopeyoucankeepthefeelingtolistentothetape.(让学生听两遍后核对答案。)：Justnowwelearntweshouldwearsuitableclothesondifferentoccasions.Nowlet’schooseclothesforJane’sfathertowearondifferentoccasions.Youcanlookatthewordsin3.Workingroupsofthree.(其中两位按照例子做对话，另一位根据对话内容用It’s+adj.+that…归纳。)(教师可在黑板上出示以下结构：)suitablesuitabletruerightimportantIt’It’sthat…Example：A：Ithinkheshouldwearcompanyuniformsintheoffice.B：Iagreewithyou.C：It’srightthatheshouldwearcompanyuniformsintheoffice.：Well，lookat4.It’seasyforyoutofinishit.(让学生快速做完4Workalone，核对答案，全班齐念。)Step5Praject第五步综合探究活动(时间：8分钟)(把班级分成四组，让学生以组为单位查阅资料，了解各国或各个地区的着装礼仪，收集汇总，看哪组收集资料最多。)T：Discussingroups，andyoushouldhelpeachothercollectinformationabouthowtodresscorrectlyindifferentcountries.SectionCThemainactivitiesare1aand1b.本课重点活动是1a和1b。Ⅰ.Teachingaimsanddemands教学目标wordsandsentences：①short-necked，low-collared，well-known②Ifafatterpersonentersyourshop,you’dbetteraskhimorhertowearthecoatindarkcolor.theusageof“Itis+adj.+that(clause)”：Itisimportantthatyouchooseclothesthatsuityourshape.someinformationfromthereadingmaterials.knowledgeofdressing.Ⅱ.Teachingaids教具图片/录音机/服装道具/电话机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间：10分钟)1.(师生对话，融洽感情。)T：Goodmorning，class.Ss：Goodmorning，Miss…/Mr…T：Theboyslooksosmarttoday!Thegirlslooksobeautiful!Ss：Thankyou!T：Veryfewpeopledon’twanttolooknice.Girlswanttolookmoreattractiveandboyswanttolookmorehandsome.Itisimportantthatwewearsuitableclothesondifferentoccasions.2.(出示本课本Page87中部分图片，学生分两组看图表演短剧。老师引导学生在活动中呈现新课中主题句。)①(出示课本Page87右上图片，在A组中选2位学生表演，全组配合，鼓励学生融入自己的语言。)T：Lookatthepicture.Thenmaketheshortplayandactitout.S1：Sorry,sir,youcan’twearjeanshere.S2：I’msorry.I’llchangemyclothes.T：Whatdoesthegatekeepersaytotheclerk?GroupA：Hetellshimthathecan’twearjeansthere.②(出示课本Page87右上图片，B组中选出2位学生表演，全组配合，注意学生语言、动作的协调。)S1：Sorry，sir，youhavetochangeyourleathershoes.S2：Oh，sorry.Couldyoutellmewherethespecialshoesare?S：Thisway,please.T：Whatdoestheservertellthecustomeratfirst?GroupB：Shetellshimthathehastochangehisleathershoes.③(出示课本Page87右下图及对话提示，A，B两组合作，有感情地对话，老师借对话呈现新课主题句。)GroupA：Ithinkitisimportantthatyouwearsuitableclothesondifferentoccasions.GroupB：That’strue.Peopleshoulddresspolitely.T：OK.Itisnecessarythatwehavedifferentkindsofclothes.Wemustremember：Differentoccasions，differentclothes.3.(出示老师自制图片或利用VCD观看，师生问答，呈现SeconC1a中的内容。)①T：Whatdoesshedo?Ss：Sheisadoctor?T：Whatisshewearing?Ss：Sheiswearinguniforms.(老师出示图片注释，师生共读。)TandSs：Sheisadoctor,soshehasnochoice.Shehastowearuniforms.Shecanwearwhatshelikesonlyathome.②T：Whatdoeshedo?S1：Heisapoliceman.T：Whatishewearing?S2：Heiswearinguniforms.(让学生根据前图注释内容，给这幅图写出一般注释，男女相互交替朗读。)Heisapoliceman.Sohehasnochoice.Hehastowearuniforms.Hecanwearwhathelikesonlyathome.(老师作总结，过渡到下一步。)T：Differentoccasions，differentclothes.Readthepassage，thenanswerthequestions.Step2Presentation第二步呈现(时间：10分钟)1.(把写有问题的纸片交给学生，让学生带着任务阅读1。)①Whochoseclothesforuswhenwewerelittlekids?②Whochoosesourclothesnow?③Whatdoesthewriter’sfatherlike?Canhewearwhathelikes?④Itisnecessaryforustohavedifferentkindsofclothes,isn’tit?2.(呈现短文，学生边读边思考，解决上述问题。)3.①(听课文录音或老师范读，学生低声跟读。)②(学生完成后，老师板书。)Itisnecessaryforustohavedifferentkindsofclothes.③(学生仿照板书句子造句。)T：Makeasentenceaccordingtotheexampleontheblackboard.Step3Consolidation第三步巩固(时间：5分钟)inpairstofinishtheexercisesin1b,youcanlookupthenewwordsonPage133.2.(根据图片内容，补充句子。)（图略）T：Completethesentences，accordingtothepicturesbelow.Whenastudentisathome,shecanwearwhatshelikes.Whenastudentisatschool,whatschooluniformswhatshelikesworkwhatschooluniformswhatshelikesworkuniformsWhenadoctorisinthepark,shecanwearwhatshelikes.Whenadoctorisatwork,shemustwearuniforms.Step4Practice第四步练习(时间：10分钟)1.(老师总结1a，导入2a。)T：Accordingtothepassageabove，weknow：Differentoccasions，differentclothes.Ifwereadthefollowingletter，wecanknow：Differentclothes，differentfeelings.2.(老师范读2a，学生画出难重点句型。)3(方案一，学生自由读2a，画出难重点句型，老师选有代表性句子板书。)Ifafatterpersonentersyourshop，you’dbetteraskhimorhertowearthecoatindarkcolor.(方案二，根据提示，写句子，老师把这些提示性词语写在卡片上，发给学生以下设计方案可供参考。)①afatterperson→acoatindarkcolor→lookslimmerTomsaysthat②ashort-neckedperson→low-collaredcoatTomsaysthat③aslimgirl→clothesinwarmcolorsTomsaysthat④ashortmanorawoman→wearashortcoatandtighttrousers→looktallerTomsaysthat4.(老师指导完成2b。)Step5Project第五步综合探究活动(时间：10分钟)1.(两人合作，把书信改写成电话对答。老师提前准备好资料，每个学生发一份，空格处由学生填写。)Judy：Hello，Tom.ThisisJudy.Tom：Hello，Tudy.Judy：CanIaskyouabouttheclothesinfashion?Tom：Ofcourse.Judy：Ifafatterpersonentersmyshop,whatshouldIdo?Tom：You’dbetterJudy：Tom：Judy：Tom：Judy：Tom：Judy：ThanksTom.Goodbye.Tom：Bye.2.(运用所学知识，及从Tom写给Judy的信中得出的信息，4人一组对不同形貌的同学，围绕穿衣方式提出一些建议。)Example：S1：(对一个穿红衫衣的胖男孩)You’dbetterwearthecoatindarkcolor.Itwillmakeyoulookslimmer.S2：(对一个穿紧身衣服的女孩)Whenweareatschool,wemustwearuniforms.S3：(对穿冷色衣服的瘦女孩)Itissuitableforaslimgirltowearclothesinwarmcolors.3.Homework：T：Writealettertoyourfriendstointroducethestylesofdressingaboutyourfamily.SectionDThemainactivitiesare1，2and4.本课重点活动是1，2和4。Ⅰ.Teachingaimsanddemands教学目标thegrammarinthistopic:Itis+adj.+that(clause)theimportantsentences:①Idon’tliketheuniformsbecausetheylooksouglyonus.②Ithinkwearinguniformisgoodanditshowsgooddiscipline.students’listening，speaking，readingandwritingskills.Ⅱ.Teachingaids教具服装道具/录音机/挂图/纸偶/胶水Ⅲ.Five-fingerTeachingPlans五指教学方案Step1Review第一步复习(时间：12分钟)1.(复习上节课2a内容，继续练习用“you’dbetter”引导的句子，让学生根据提示性词语写句子。)①afatterperson→acoatindarkcolor→lookslimmerTomtellsJudythat②ashort-neckedperson→low-collaredcoatTomtellsJudythat③aslimgirl→clothesinwarmcolorsTomtellsJudythat④ashortmanorwoman→wearashortcoatandtighttrousers→looktallerTomtellsJudythat2.(把SectionC2a的内容改编成情景剧，老师可先设计一个短剧开头，由学生小组讨论后续写完整，并选学生表演。)T：Makethreeshortplaysaftertheexample,thenactthemout.Example：People：shopkeeper,fourcustomersPlace：aclothesshop.Scene1：(afattermanorwomanenterstheshop)Customer：Iwanttobuyacoat.Whichonefitsmewell?Shopkeeper：You’dbetterwearthecoatindarkcolor.Itwillmakeyoulookslimmer.Customer1：Thankyou.Scene2：()Customer2：Shopkeeper：Customer2：Scene3…Scene4…3.(老师总结，并导入下一步完成2。板书。)T：Differentoccasions，differentclothes;Differentclothes，differentfeelings.Let’slistenandcomplete.Step2Presentation第二步呈现(时间：8分钟)1.①(学生先看2听力内容，有准备地听录音填空，并核对答案)T：Look，listenandfillintheblanks.②(根据听力内容，写出自己的建议。)T：Differentclothes，differentfeelings.Doyouthinkso?Giveyourdifferentopinions.2.(以小组为单位，每组选出最有创意的3条建议，在班上交流。)Step3Consolidation第三步巩固(时间13分钟)1.(过渡到SectionD的阅读。)T：Differentoccasions,differentclothes;Differentjobs,differentunifo