八年級下冊科普版《Section D》公開課教案初中英語-八年級英語教案

Unit8OurClothesTopic1Wewillhaveaclassfashionshow.SectionDTeachingDesign.Teaching

design

mentality：Thislessonisforstudentstosumuptheadverbialclauseofresult,andadverbialclauseofpurpose,andunderstandthefunctionofclothing.Firstofall,guidestudentstosumuptheusageofso...that,...such...that...and...sothat....Thenteachnewwordsbyguessing.Afterremovingthevocabularybarrier,letthestudentsread1aquicklyandcompletethe1b.Whenyouchecktheanswersto1b,continuetoresolvetheremainingwords.Thenletthestudentsreadthe1aagain,findoutandcooperateinsolvingthedifficulties,andtheteacherwillsupplementthem.Finally,throughclassroomquiztocheckthestudentsinthisclassofknowledgetograspthesituation,timelyleakturnover.Ⅰ.TeachingaimsKnowledgeaims：Learnthenewwords:discuss,meaning,material,skin,uniform,saying,function,sportswear,easy-going（2）Sumuptheusageofadverbialclauseofresult.2.Skillaims:(1)Accordingtotheclothingtojudgethewearer'soccupation,nationality,characterandsoon.(2)Beabletouseso...that,...such...that...and...sothat...byfreely.(3)Giveadviceaboutclothinginthelightoftheunit'sdresscode.3.Cultureawareness:Understandthesocialmeaningsofclothes.Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）Sumuptheusageofadverbialclauseofresult.（2）Understandthesocialmeaningsofclothes.Difficultpoints：Distinguishbetweentheadverbialclauseofresultandtheadverbialclauseofpurpose.Ⅲ.Learningstrategies1.Usecontextorlogicalrelationtodistinguishsothat,whichleadstoresultadverbialclauseorpurposeadverbialclause.2.Usecommonsensetohelptomakejudgments.Forexample,KimonoisthenationalcostumeofJapan.3.Learntofindthekeywordsoftheproblemtohelptounderstandthepassagewhenreading.Ⅳ.TeachingaidsMultimediacoursewareandpicturesV.TeachingproceduresStage1(10mins)：LeadinandrevisionStepTeacheractivityStudentactivityDesigningpurpose1.ShowtimeMakeapresentation.T:Jennyisgoingtomakeapresentationtous.Let’swelcomeher.Butwehavetoanswerthequestionafterherpresentation.Pleaselistentohercarefully.Q1Whatdoesshelikewearinginsummer?Q2WhydoesJennyoftenwearcausalclothes?Makeapresentationabout“Myclothes”.Drawoutthetopicofthisclassandimprovethestudents'interestinlearning.2.ClassactivityRevisethegrammarandfunctionsentencesofthistopic.T:Goodmorning,boysandgirls.T:Wehavefinishedlearningtheadverbialclauseofresult.Now,let’schecktheanswerstoGrammarandFunctions.Haveyoudonethemyet?T:Nowlet’ssumuptheusageof“so...that...”,“sothat”and“such...that...”inyourexercisepaper.T:Absolutelyright.T:Great!Now,let’schecktheanswerstoGrammarandFunctions.Haveyoudonethemyet?T:Xxx,pleasereadthefirstsentence.T:...Revisethegrammarandfunctionsentencesofthistopic.Ss:Goodmorning,Miss....Ss:Yes...S1:Wecanuse“so...that...”,“sothat”and“such...that...”tointroduceit.S2:Weusuallyuse“so+adj./adv.+that+...”and“sucha/an+adj.+可數(shù)名詞單數(shù)+that+...””such+adj+不可數(shù)名詞或可數(shù)名詞復(fù)數(shù)+that...”Summarizetheadverbialclausesofresults,andfunctionalsentencesofthistopic,thencompletetheGrammarandFunctionsparts.Remark：Inreviewingtheadverbialclausesofresult,studentsareallowedtoexpressrelevanttechnicaltermsinchinese.Suchasadjectives,adverbs,results,adverbialclauses,etc..ButteachersshouldadheretotheuseofEnglishtoexpress,sothatstudentslistenmore,andlaythefoundationforfuturelearning.Stage2（7mins)：Pre-readingStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)LettheSslearnthenewwordsbyguessing.T:Thefirsttypesofclothesweremadeofanimalskin.T:Whenweseeamanorawomaninuniform,wecanguesshisorherjob.T:Whenweseepeopleinakimono,wemaythinkthattheyareJapanese.T:Ifpeoplealwayswearssportswear,wemaythinktheyareactiveandlikedoingexercise.T:Ifapersonalwaysyelloworpinkclothes,maybeheorsheislivelyandeasy-going.T:Clothingcanshowpeopleourjobs,ourculture,ourhobbies,andevenourmoods.T:Sowegetideasaboutpeoplefromtheirclothes.Oh,youaregoodatguessing.Learnthenewwords.Ss:animalskin獸皮Ss:uniform,jobSs:kimono,JapaneseSs:sportswear,activeSs:easy-goingSs:jobs,culture,hobbies,moods.Thispartistosolvethenewwordsintheessayandclearuptheobstaclesforreading.Remark：Thislinkismainlytosolvevocabularyproblems.Teachersshouldmakefulluseofthepicturesof1a.Theyshouldnotonlycompletethetaskofguessing,butalsotakepartinthenewvocabulary.Stage3（12mins)While-readingStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)Checktheirrevision.T:NowIwanttocheckyourrevisionthatItoldtoyoutofinish.2.LettheSsread1aquicklyandfinish1b.T:Wehavelearnedthenewwordsalready.Next,pleaseread1aquicklyanddo1b.Butbeforereadingthepassage,you’dbetterreadthequestionsandthetipinthekey.T:Hi,class.Haveyoufinishedreading?T:No.1,xxx,theansweris...T:Yes.Thepassagemainlytalksaboutthefunctionofclothes.HowaboutNo.2,xxx?T:...Findoutthekeyphrasesin1a,thentrytorememberthem.Read1aquicklyandfinish1b.Ss:Yes.S1:BS2:...S3:...Trainstudents'readingabilityandcomplete1b.Remark：這個(gè)環(huán)節(jié)只是考查學(xué)生的閱讀理解能力，只要學(xué)生把正確答案找出來了即可。教師在核對答案時(shí)順便把新詞匯解決掉。如：function,discuss,meaning。Stage4（5mins)：PostreadingStepTeacheractivityStudentactivityDesigningpurpose(Groupwork)1.Watchthevideoabout1aandreaditaloudwithinthegroup.T:Well,youalldidagoodjob.Nowpleasewatchthevideoandtrytofollowtothetape,andpayattentiontotheintonationandpronunciation.2.LettheSsread1acarefullyandfindoutthedifficultpointsandsolvethemwithinthegroups.T:Oh,youdidverywell.Now,readthepassageagain,findoutthedifficultpoints.First,discusswithyourgroupmembers,ifyoucan’tsolvethem,writethemdown,wewilldealwiththemtogetherlater.Areyouclear?T:Timetosolveyourproblemsnow.GroupOne,whatareyourproblems?T:...Read1acarefullyandfindoutthedifficultpointsandsolvethemwithinthegroups.Ss:Clear.GroupOne:Whatdoes“weremadeof”mean?GroupTwo:...Letstudentssolvesomeproblemsinthegroup,whichisconducivetocooperativelearning.Remark：studentshavebasicallyunderstoodthecontentofthepassagein1b,soitmainlydealswiththestudents'difficultwordsandsentencesinthissection.Whentheteacherexplainsthepassivevoiceofthepast,justletthestudentsknowthemeaning.Theteacheralsoemphasizeshowtodistinguishbetweenso,that,theresultoftheguide,theadverbialclause,ortheadverbialclauseofpurpose.Stage5（4mins)：HaveatestStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)Haveatest.T:Somuchfortoday.NowIwanttocheckwhatyouhavelearntinthislesson.Haveatestabout1a.Fromthistest,wecancheckwhattheyhavelearnttoday.Wecanreleaseearlyanditeratetimely.(Groupwork)Checktheanswerbythemselves.T:Ok,time’sup.Whocancomehereandtellustheanswers.S1:Ican....Letstudentssolvesomeproblemsinthegroup,whichisconducivetocooperativelearning.Remark:Fromthistest,wecancheckwhattheyhavelearnttoday.Wecanreleaseearlyanditeratetimely.Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)LettheSssummarizewhattheyhavelearnedinthislesson.T：Wehavefinishedthishelpfullesson.Whatdoyouknowfromthislesson?T:Wonderful.Howaboutgrammar?Affectiveeducation.T:Weknowalottoday.Thereisasayinginthislesson.Doyouknowwhatitis?T:Good.ButIwanttosay,don’tjudgethepeoplebytheirlooks.Asthesayinggoes,“Clothesdonotmaketheman.”Doyouagree?Summarizewhattheyhavelearnedinthistopic.S1:Iknowsomenewwordsabout1a.S2:Iknowtheusageof“so...that...”,“sothat”and“such...that...”S3:Iknowsomeusefulexpressionfromthislesson.S4:...Ss:Yes.“Youarewhatyouwear.”Ss:Yes.Sumuptheknowledgeofthislessonanditcanstrengthenstudents’memory.2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutowriteashortpassageonyourexercisebookaccordingtoyourreportinProject.FinishtheHMK.ItisgoodforstudentstoturntheresultsofProjectintoshortessays.Combiningpointsandplanes,takingintoaccountthestudentsatalllevels.Remark：Project'sreportistheresultofthegroup,morepositiveresultsofstudents,forthosewhodonotparticipateinthestudentsdonotbenefitmuch,soitisnecessaryforeachstudenttowriteashortessayacco