仁爱英语八年级下册unit8topic2sectionA说课稿
仁爱版英语八年级下册Unit8Topic3《Hesaidthe》SectionA说课稿
仁爱版英语八年级下册Unit 8 Topic 3《He sd the》SectionA说课稿一. 教材分析仁爱版英语八年级下册Unit 8 Topic 3《He sd the》SectionA是一篇关于人物对话的文章。
通过讲述一个男孩和他的朋友们在图书馆的故事，引导学生学习一般过去时态和掌握如何描述过去发生的事情。
文章内容贴近学生生活，激发学生学习兴趣，培养学生的语言运用能力和交际能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般过去时态有所了解，但部分学生可能对时态的运用还不够熟练。
学生的词汇量逐渐扩大，但阅读理解能力和写作能力仍需提高。
此外，学生在与他人交流时，有时会因为害羞或自信心不足而不敢开口，需要老师在课堂上多给予鼓励和引导。
三. 说教学目标1.知识目标：（1）掌握一般过去时态的构成和用法；（2）学会描述过去发生的事情；（3）增加词汇量，学习与图书馆相关的词汇。
2.能力目标：（1）提高学生的阅读理解能力；（2）培养学生的语言运用能力和交际能力；（3）提高学生的写作能力。
3.情感目标：（1）培养学生热爱阅读的习惯；（2）引导学生学会珍惜图书馆资源；（3）增强学生的团队协作意识。
四. 说教学重难点（1）一般过去时态的构成和用法；（2）描述过去发生的事情；（3）与图书馆相关的词汇。
（1）一般过去时态在实际语境中的运用；（2）如何准确描述过去发生的事情；（3）词汇在实际交际中的运用。
五. 说教学方法与手段1.教学方法：（1）情境教学法：通过设定情境，让学生在实际语境中学习一般过去时态和描述过去发生的事情；（2）任务型教学法：通过完成小组任务，培养学生的团队协作能力和语言运用能力；（3）交际法：鼓励学生开口交流，提高学生的交际能力。
2.教学手段：（1）多媒体课件：通过图片、视频等直观展示，激发学生学习兴趣；（2）图书馆实地考察：让学生亲身体验图书馆环境，增加对图书馆的了解；（3）小组讨论：引导学生积极参与课堂活动，提高课堂互动性。
仁爱英语 八年级下册第八单元Topic 2 Section A 教学设计
仁爱英语八年级下册第八单元Topic 2 Section A 教学设计Project English Book2 Unit 7Topic 2 Cooking is fun! Section A教学设计一、教学目标：本课是仁爱版义务教育课程标准实验教科书八年级（下）的第七单元第二话题的第一部分。
根据教材内容和学生的实际情况，我制定了以下教学目标：（1）知识目标：A）掌握重点词汇cut fry add oil pan pot bowl cooker pork ham onion noodle cheap finely lightly immediately cutup 等表达和用法。
B）进一步学习宾语从句：be+adj.+从句。
C）掌握表示顺序的副词First… Next… Then… finally…。
（2）语言目标：培养学生运用英语来描述制作炒饭的过程。
（3）情感目标：培养学生勇于实践、不怕困难、永保乐观的探索精神。
同时，增强学生尊重长辈的意识，树立团结互助的思想。
二、本课教学重点与难点：1. 宾语从句的应用。
2. 制作炒饭的程序.三、本课设计的教学理念新课程强调“课程是经验”，要求教师在教学中要从学生已有的做事经验出发，努力营造宽松和谐的英语氛围，引导学生主动参与语言实践活动；本课突出学生的主体性，教师对句型、语法内容不做过多的讲解，而是紧紧围绕着“How to make fried rice”这一主题，通过任务型活动的途径，让学生积极体验和参与，在合作交流中习得语言知识，大胆实践，以形成积极的学习态度，达到学以致用的较高境界。
通过对话的学习与实践，进一步学习体会煮面条的过程。
通过小组活动、游戏也能使学生在心智发展的同时，在情感上也逐渐成熟起来。
四、本课教法、学法分析根据本课的特点和学生的实际情况，我利用了直观教学法来进行导入教学。
比如：呈现fried rice的图片引入今天要学的内容，此外，主要通过“任务型教学途径”来实施教学。
仁爱版英语八年级下unit8的说课稿[1]
![仁爱版英语八年级下unit8的说课稿[1]](https://img.taocdn.com/s3/m/1b2e369651e79b8968022662.png)
仁爱版英语八年级下unit8 Topic2 SectionC 说课稿一、教材分析：１、教材的地位及作用：本单元围绕各种服装名称、日常穿着及在特定场合的得体穿着这个题材开展多种教学活动，学会由特殊疑问词引导的宾语从句。
本节课是本话题的第三节课，它承接前一节课学习的在不同场合穿不同服装和It′s+adj.+ for sb. to do sth .句型。
进一步加深对特殊疑问词引导的宾语从句的语法现象的理解和运用，同时学习和掌握在不同场合穿不同服装的必要性及得体性，进一步提高学生听、说、读、写的综合素质能力。
２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）知识目标：1、Learn that different jobs require different uniforms.2、Learn the functions of different uniforms:能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：①、通过形象、生动的教学使学生掌握如何着装。
②、培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
学习策略目标：①、善于抓住用英语听说交际的机会。
②、积极参于，善于合作。
３、重点与难点：重点：Object clause（宾语从句）难点：The functions of different uniforms:二、说教法：为了更好地突出重点，突破难点，我主要采用了：1、任务型教学法：带着问题去听说课文。
2、竞赛教学法：根据初中生争强好胜的性格特征，进行适当的竟赛，激发学生兴趣，培养学生集体荣誉感。
三、说学法初二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，开拓视野。
因此，我们不能把知识直接交待给学生，而是引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，注重学生实际与课文主题的结合，激发学生学习兴趣，使他们自主地寻找信息，获取信息、使用信息。
仁爱版八年级英语下册Unit8Topic2SectionA单元教学设计
（一）导入新课（500字）
1.教师通过展示一组与学生生活密切相关的日常活动图片，如：skateboarding, mountain climbing等，引导学生用英语描述图片内容，激发学生的兴趣和求知欲。
2.教师提出问题：“What do you like to do in your free time? How often do you do these activities?”，让学生进行头脑风暴，分享自己的兴趣爱好和做事情的频率。
2.学生对于一般现在时态的掌握较为熟练，但在描述个人喜好和日常活动时，可能存在词汇量不足、表达不流畅等问题。
3.学生在阅读理解方面，能够提取关键信息，但分析、推理和评价等高层次的阅读能力有待提高。
4.学生在小组合作学习中，表现出较强的参与意识，但在分工合作、沟通协调方面仍需加强引导。
5.学生对新鲜事物充满好奇，对于本章节涉及的日常活动、志愿者活动等话题具有浓厚的兴趣，有利于激发学习积极性。
3.教师组织学生进行小组间的评价和反馈，关注学生在讨论过程中的语言运用和团队合作。
（四）课堂练习（500字）
1.教师设计不同难度的练习题，包括选择题、填空题和简答题，让学生运用一般现在时和情态动词can进行答题。
2.教师针对学生的答题情况，进行及时反馈和指导，帮助学生巩固知识点。
3.教师组织学生进行角色扮演活动，让学生在实际场景中运用所学知识，提高语言运用能力。
3.教师通过课文示例，讲解一般现在时和情态动词can的用法，引导学生模仿练习。
4.教师设置真实的语境，让学生运用所学知识进行对话练习，巩固新知。
（三）学生小组讨论（500字）
1.教师将学生分成小组，每组选择一个成员作为采访对象，运用一般现在时和情态动词can，采访该组成员的日常活动和兴趣爱好。
仁爱英语八年级下册unit8topic2 sectionA学案设计
Unit 8 Our ClothesTopic2 Uniforms have many uses in our lives.Section A 教学设计学习目标1、学习新单词和短语allow, interview, policewoman, plain clothes, carry out, tie等2、学习由疑问词引导的宾语从句3、谈论有关制服的话题I don’t like uniforms because they will look ugly on us.Our uniforms may stop some people from doing bad things.Uniforms can also show good discipline and make you look important.前置作业：学生学习本课新单词，并预习课文。
合作学习：1.课文1a, 分角色表演对话。
2.课文2a, 小组练习，做相似的对话。
汇报展示：分别展示对话表演。
拓展延伸：写作请你写一篇有关“Is it necessary for the students to wear uniforms at school? Why?”的作文。
要求：1.至少五句话；2.运用“It is + adj.+ to do…”句型。
当堂训练：根据首字母或汉语提示完成句子。
1.Kangkang’s mother is a p__________. She works at a police station.2.—Good news! A reporter from CCTV will come to i_______ ourheadmaster tomorrow.—Great!3. Let’s _____ _____ （执行）our plan tomorrow.4. Our school doesn’t _____ （允许）us to keep long hair.5.They asked me to ______（设计）a poster for the sport meet.6.I don’t have anything _______（合适的）to wear for the party.单项选择。
仁爱英语八年级下册unit8topic2sectionA说课稿
仁爱英语八年级下册unit8topic2sectionA说课稿Good morning. My name is . I am from School. I am going to share with you my teaching plan for Unit 8 T opic 2, Section A. My introduction consists of three parts: the analysis of the teaching materials, the analysis of the teaching approach, and the teaching procedure.Part Ⅰ The analysis of the teaching materials1.Status and functions:This lesson is Section A of topic 2 in this unit. Topic 1 talks about the clothes we wear each day and the materials of the clothes we wear made of, so the Ss have already known something about the topic. In this section, students will know some types of uniforms, the clothes worn by professionals and learn more about the Object Clause.2. Teaching aims and demands1) Knowledge goals:△To learn some useful words and expressions (everyday, simple, be famous for, folk song) △T o learn more about the Object Clause△To learn the sentence pattern “It is + adj. + that ……”2) Ability goals:△To develop the ability of listening for information;△To develop the ability of making up short dialogues.3) Moral goals:△To form the concept of dressing properly for a certain occasion.Part Ⅱ The analysis of the teaching approachThe communicative approach is adopted in the teaching process. By providing real-life situations, the Ss get anopportunity to apply what they are learning, which is the basic aim of any language teaching. The Ss not only learn about the language, but also learn to use the language in this class.In accordance with the notion of “learning through doing” and “learning through using”, enough chances to practice, such as pair work, group work are provided so that the Ss take an active part throughout the teaching process.Part III The analysis of the teaching procedureStep 1 Review (5’)Present the Ss with a picture of a coat, and ask the Ss to talk about the color, size and material of the coat. Then invite one student to talk about the clothes he wears and another student to decide whether it’s proper for the student to wear clothes like that, and then naturally lead to the topic of uniforms. Then present the Ss with more pictures of peoplewearing uniforms. Ask the Ss who usually wear each uniform and why they wear uniforms.Step 2 Presentation (8’)1.Listen to 1a and answer the following question: can Miss Wang allow her students to design their own uniforms?2.Listen to 1a again, and ask the Ss to mark the key words and phrases. Explain the usage of the key words and phrases.3. Ask the students to find out sentences with Object Clause.Step 3 Consolidation (15’)1. Ask the Ss to act out 1a with the help of the key words.2. Activity: what does he/she ask?Ask the students to study the example in 1b to make sure all the students know what they are expected to do. Divide the class into groups of three. One student asks a question, the second student asks the third student “what does he/she ask?”, andthe third student answers the question. Then they switch roles. This activity aims to practice the Object Clause beginning with wh- words. Invite one group to act out their dialogue in front of the class.3.Activity: what should he/she wear …?Now the students know that on different occasions, different kinds of clothes should be worn. List as much kinds of clothes as possible. Imagine six occasions, at the office, in winter, at home, on the Great Wall, in the park, on windy days. Ask the students what kind of clothes should people wear on those occasions. Divide the class into groups of two. Ask the students to make up dialogues following the example in 3 and act them out. Then invite some groups to act out their dialogue in front of the class.Step 4 Practice (12’)1. Listen to 2a and answer the question: when do the police wear uniforms?2. Read the dialogue and find out the reasons why the police wear uniforms when they are at work.3. Mark the key words, “suitable”, “find us easily”, “stop …from…”. Ask the students to repeat the policewoman’s answer with the help of the key words.Step 5 Project (5’)Divide the class into pair of three. Imagine one student is a doctor/teacher/soldier … The second student interviews his partner by asking “Is it important for you to wear uniforms at work?” The third student repeats the answer by saying “He/she says …”That’s all for my introduction. I sincerely welcome your suggestions. Thanks for your time.。
仁爱版英语八年级下册 Unit 8 TOPIC 2 Section A 教案
Unit 8 TOPIC 2 Section A 教案教学目标：1.学习It is+adjective +for...。
2.学习宾语从句的用法。
3.培养学生的集体主义观念。
教学准备：录音机/图片/多媒体教学过程：第一步：复习1.头脑风暴：让学生归纳学过的服装名称。
如：jeans,scarf,overcoat等。
2.问答。
例如:Do you like the jeans? Why?What’s it made of?第二步:呈现1.答复下列问题:Do you like the uniforms? Why?2.听1a录音,答复下列问题:①What will the school make for students?②Do they like the uniforms?Why?③Do they have any ideas to solve the problem?④What does Miss Wang think about it?第三步:稳固1.读1a课文,学习生词,牢记以下的内容。
①I don’t like uniforms because they will lo ok so ugly on us.②But a uniform is more comfortable and it can show good discipline.③I think our school should allow us to design our own uniforms.④A good school uniform would keep both teachers and students happy.⑤You’d better make a survey about the styles of uniforms.2.简单介绍间接引语,学生两人一组完成1b。
3.再读1a课文，学生独立完成1c。
第四步：练习1.教师总结1a和1b，提出问题。
仁爱版英语八年级下册Unit8 Topic2 教材知识详解
Unit8 Topic2 教材知识详解1. Could you tell me when you wear your uniforms? 你能告诉我，你们什么时候穿制服吗？when引导宾语从句时意为“何时，什么时候〞。
如：Do you know when they will come? 你知道他们什么时候会来吗？2. We usually wear uniforms when we are at work, but sometimes we wear plain clothes to carry out special tasks.我们通常上班期间穿制服，但有时穿便衣执行特殊任务。
(1) plain adj.意为“普通的，家常的〞。
如：plain clothes 便衣；plain people 普通人；a plain meal 一顿便饭(2)carry out意为“执行，实施，履行〞。
如：Let’s carry out the plan!让我们把方案付诸行动吧！3. And our uniforms may stop some people from doing bad things.我们的制服可以防止一些人干坏事。
stop … from doing= keep … from doing … 意为“阻止，防止……做……〞。
如：Don’t stop them from reading English. 别阻止他们读英语。
4. People should dress correctly. 人们应该着装得体。
dress在这里是动词，意为“穿衣服〞。
【辨析】dress, wear, put on(1) wear意为“穿着、戴着〞、指穿戴的状态，后面接表示服装的词，可以用进展时态。
如：She is wearing a red coat. 她穿着一件红色的外色。
(2) put on意为“穿載〞，指穿戴的动作。
仁爱英语八年级下册unit8topic2sectionA说课ppt
Step 5 Project (5’)
Job Doctor Why to wear uniforms
Cook
Soldier
at the office in winter at home on the Great Wall in the park on windy days
Step 4 Practice (12’)
• Why the police wear uniforms when they are at work? • suitable
learning through doing learning through using
Teaching Procedure
Step 1 Review (5’) Step 2 Presentation (8’) Step 3 Consolidation (15’) Step 4 Practice (12’)
Step 3 Consolidation (15’)
Activity: what does he/she ask?
What color do we want? What materials should we choose? What style do we like?
Example: Where can we make them? A: What does Maria ask? B: She asks what materials they should choose.
Activity: what should he/she wear …?
Make conversations after the example. You may use the phrases in the box.
仁爱版八年级英语下Unit8Topic2SectionA
—I'm not sure now,it will ________ _______ (取决于)the weather.
◆Talk about uniforms: I like to wear my own clothes because school uniforms will look ugly on us. We usually wear uniforms when we are at work.
1b Listen to 1a and answer questions.
1. Do all the children like school uniforms? No. Not all of the children like school uniforms.
2. What’s Jane’s idea? She thinks the students can design their own uniforms by themselves.
1b Listen to 1a and answer questions.
1. Do all the children like school uniforms? No. Not all of the children like school uniforms.
2. What’s Jane’s idea?
Example:
A:Can you tell me what Maria asks?
B:She asks what materials they should choose.
八年级英语下册 Unit 8 Our Clothes Topic 2教案 仁爱版
Unit 8 Our Clothes Topic 2Section A课程目标导航教学目标：1. Learn some new words and phrases:allow, interview, policewoman, officer, tie, carry out2. Learn the usage of“It is + adj. + that…” :It’s true that suitable uniforms can show good discipline.Is it important that you wear uniforms at work?3. Talk about uniforms:I don’t like uniforms because they will look ugly on us.We usually wear uniforms on weekdays.Our uniforms may stop some people from doing bad things.Uniforms can show good discipline and make you look important.教学重点1.Learn “It is + adjective + for...”.2.Go on learning object clause.3.Develop the students’ collectivism.教学难点Learn “It is + adjective + for...”.教学情景导入T: N ice to see you again. Today we’ll go to a new topic. First, let’s look at the pictures. Are they beautiful or ugly?Ss: They are very beautiful.T: OK! Can you say something about the pictures? Begin with Picture 1. S1, please. S1: It’s a nice coat! It looks perfect.T: Good! Next please. What is it made of?S2: I think it’s made of c otton.T: Thanks. Next please. Can you tell me what size it is?S3: Let me see. It’s size M.T: OK! Next please. What color is it?S4: It’s blue.…(导入一张学校制服图片。
(英语教案)仁爱版英语八年级下册教案
仁爱版英语八年级下册教案教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。
下面是我给大家整理的仁爱版英语八年级下册教案5篇，希望对大家能有所帮助!仁爱版英语八年级下册教案1教材分析1.本节内容就是为了进一步稳固主句为一般过去时的宾语从句，是对上一节课的稳固，并为以后的学习做了铺垫。
这节课学的知识是本册书的重点之一。
学情分析1，通过练习发现学生宾语从句并不是很懂，做起题来很蹩脚。
2，由于宾语从句是新学的语法工程，学生在日常学习中也接触，但由于在语文中并不涉及，这为英语中宾语从句的学习设置了障碍。
所以学生学起来有一定的难度。
教学目标知识与能力目标：1，学习新单词和主句为一般过去时的宾语从句;2，继续谈论时装表演，了解各民族服装;3，通过本课学习，使学生对中国服装文化能有更深刻的了解。
过程与方法：让学生在反复练习的根底上，能够很自然的掌握宾语从句。
情感态度和价值观：通过対本课的学习，让学生了解民族服装文化，加强对民族服装文化的了解，增进民族感情。
教学重点和难点主句为一般过去时的宾语从句教学过程(本文来自优秀教育资源网斐.斐.课.件.园)Step 1. Review the object clauses of which the main clauses are in the past simple tense..Step 2. Lead in the new lesson and learn new words.Step 3.Presention:1.Listen to the tape and pay attention to the pronunciation. Read 1a in different ways to learn it2. Let the students answer some questi___. And then fill in blanks according to 1a.Step 4. PracticeLead into Part 2and practice the object clauses of which the main clauses are in the past simple tense.Step 5.C___olidation :Step 6.Homework:教学环节一，复习二，导入三，呈现四，练习五，稳固六，作业复习宾语从句，然后利用宾语从句引入新课，并展示图片，学习生词，进而学习少数民族服装，处理第三局部。
新仁爱版八年级英语下册Unit 8 Topic 2 Section A教案
课堂小结;
we learn:
some new words: depend discipline survey
interview plain
phrases: depend on , carry out , look ugly on s b. ,by oneself, agree with s b.
4.自学要求：会读，知道其汉语意思，并能英汉互译。
Step3学生看书自学，教师巡视辅导。
Step4自学检测1
depend决定于
discipline纪律，风纪
survey调查，查看，民意调查
interview采访，面试
plain普通的，家常的
plain clothes便衣，便服
carry out执行，开展
4、学情分析：
部分学生学习兴趣不是很足，有些学生甚至不知道什么是动词和动词原形。鉴于这一点，上课前应当充分备足课，知识点应让学生一点一点地归纳出来，努力提高学生的学习兴趣，帮助学生打好基础。尤其是宾语从句比较难，应多举例子进行讲解。
二、学习目标
1.能够说出1a中新单词并能进行英汉互译。
2.听并熟读1a，完成1b,1c,2a,2b,3。
C. I can where buy a scarf
D. I can buy a scarf where
语法：知道
本节课为单元第一课时。本节课主要活动为Section A的1a和2a。（若时间不足可用2个课时来完成）王老师与同学们通过对话谈论了校服的话题，并学习了由特殊疑问词引导的宾语从句。
3、中招考点：
由连接代词或连接副词引导的宾语从句是中招考试的易考点也是学生的难点，必须要求学生掌握。
八年级仁爱版英语下册Unit 8 Topic2 Section A 教案
2. We must _____ _____ （执行）the plan at once.
3.People _____ __________(处于困境之中) can find the police easily if they wear uniforms.
2.教师点拨或精讲。
(1) It's true thatsuitable uniforms（得体的制服）can show good discipline. 本句是一个由it作形式主语的复合句，真正的主语是 that从句，其结构为It is +adj.+that从句。
E.g:人们穿不同的衣服是很有必要的。
2016-2017学年度八年级班英语教案
课 题
U8T2SA
课 型
新授课
节数
1
备课人
审核人
授课人
日期
教
学
目
标
知识与技能
1.掌握本课单词和短语。
2.掌握由连接代词/副词引导的宾语从句。
3.学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
1.文中的重点单词和短语有哪些？
2.文中出现了哪些由连接代词/副词引导的宾语从句？
3.在英语中引导宾语从句的连接代词和副词有哪些？
4.由疑问词引导的宾语从句的语序是什么？
二、解疑合探（7 分钟）
（一）.小组合探。
1.小组内讨论解决自探中未解决的问题；
仁爱版英语8年级下册 Unit8_Topic2_SectionA_教案设计
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 aimsKnowledge 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 pointsKey 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.。
仁爱版八年级英语下册unit8 topic2 Section A精品课件
P:Sure.When we are wearing uniforms,people in trouble can find us.
____________C___________________
K:Uniforms can also show good discipline and make you look important.
we can : 掌握由连接代词，连接副词引导 的宾语从句；掌握句型It is + adj.+that... It is +adj.+(for sb.) + to do...
1. It's true that suitable uniforms can show good discipline. (1)本句是一个由it作形式主语的复合句，真正的
summary
we learn: some new words: depend discipine survey
interview plain phrases: depend on , carry out , by oneself,
look ugly on sb. , agree with sb.
d导3：
自学内容：掌握由连接代词，连接副词引导的 宾语从句；掌握句型it is+adj+ that从句。
自学方法：同桌讨论，总结 自学时间：8分钟 自学要求：能熟练掌握，正确运用。
自学检测3
用连接代词或连接副词填空. 1.I don't know _w_h_o__will give us a speech. 2.can you tell me _w_h_o_m_you are waiting for? 3.she asked _w_h_o_s_e_dress it is . 4.do you know_w_h_e_n__ they 'll be back? 5.could you tell me _w_h_e_re__ the hospital is ? 6.Mr.Hu asked him__w_h_y__he was late for school ? 7.please tell me __ho_w__you did it ?
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Good morning. My name is . I am from School. I am going to share with you my teaching plan for Unit 8 Topic 2, Section A. My introduction consists of three parts: the analysis of the teaching materials, the analysis of the teaching approach, and the teaching procedure.Part Ⅰ The analysis of the teaching materials1.Status and functions:This lesson is Section A of topic 2 in this unit. Topic 1 talks about the clothes we wear each day and the materials of the clothes we wear made of, so the Ss have already known something about the topic. In this section, students will know some types of uniforms, the clothes worn by professionals and learn more about the Object Clause.2. Teaching aims and demands#1) Knowledge goals:△To learn some useful words and expressions (everyday, simple, be famous for, folk song)△To learn more about the Object Clause△To learn the sentence pattern “It is + adj. + that ……”2) Ability goals:△To develop the ability of listening for information;△To develop the ability of making up short dialogues.3) Moral goals:,△To form the concept of dressing properly for a certain occasion.Part Ⅱ The analysis of the teaching approachThe communicative approach is adopted in the teaching process. By providing real-life situations, the Ss get an opportunity to apply what they are learning, which is the basic aim of any language teaching. The Ss not only learn about the language, but also learn to use the language in this class. In accordance with the notion of “learning through doing” and “learning through using”, enough chances to practice, such as pair work, group work are provided so that the Ss take an active part throughout the teaching process.Part III The analysis of the teaching procedure@Step 1 Review (5’)Present the Ss with a picture of a coat, and ask the Ss to talk about the color, size and material of the coat. Then invite one student to talk about the clothes he wears and another student to decide whether it’s proper for the student to wear clothes like that, and then naturally lead to the topic ofuniforms. Then present the Ss with more pictures of people wearing uniforms. Ask the Ss who usually wear each uniform and why they wear uniforms.Step 2 Presentation (8’)to 1a and answer the following question: can Miss Wang allow her students to design their own uniformsto 1a again, and ask the Ss to mark the key words and phrases. Explain the usage of the key words and phrases.3. Ask the students to find out sentences with Object Clause.？Step 3 Consoli dation (15’)1. Ask the Ss to act out 1a with the help of the key words.2. Activity: what does he/she askAsk the students to study the example in 1b to make sure all the students know what they are expected to do. Divide the class into groups of three. One student asks a question, the second student asks the third student “what does he/she ask”, and the third student answers the question. Then they switch roles. This activity aims to practice the Object Clause beginning with wh- words. Invite one group to act out their dialogue in front of the class.3.Activity: what should he/she wear …Now the students know that on different occasions, different kinds of clothes should be worn. List as much kinds of clothes as possible. Imagine six occasions, at the office, in winter, at home, on the Great Wall, in the park, on windy days. Ask the students what kind of clothes should people wear on those occasions. Divide the class into groups of two. Ask the students to make up dialogues following the example in 3 and act them out. Then invite some groups to act out their dialogue in front of the class.Step 4 Practice (12’)$1. Listen to 2a and answer the question: when do the police wear uniforms2. Read the dialogue and find out the reasons why the police wear uniforms when they are at work.3. Mark the key words, “suitable”, “find us easily”, “stop … from…”. Ask the students to repeat the policewoman’s answer with the help of the key words.Step 5 Project (5’)Divide the class into pair of three. Imagine one student is a doctor/teacher/soldier … The second student interviews his partner by asking “Is it important for you to wear uniforms at work”The third student repeats the answer by saying “He/she says …”That’s all for my introduction. I sincerely welcome your suggestions. Thanks for your time.。