八年级仁爱版英语下册Unit 8 Topic2 Section A 教案
A. of B. at C. with D. for
( ) 3. Policemen uniforms may stop some people from______ something bad.
A.to do B.do C. doing D. does
It isnecessarythat people wear different clothes.（2）Can you tell me what Miss Wang says?
本句为含有特殊疑问词what引导的宾语从句的复合句，拆散为两个简单句看看其变化：
a.Can you tell me ? b. What does Miss Wang say ?
4.People often wear _______ ______ (便装)after work.
5. —Will you go fishing tomorrow?
—I'm not sure now,it will ________ _______ (取决于)the weather.
二、单项选择。
D. When the meeting would start
( ) 5. The girl ______ trouble is a middle school student from Japan.
A. on B. at C. in D. of
（三）全课总结
1.学生谈学习收获。通过这节课的学习，你都有哪些收获？谈一谈.
( ) 4. — Could you tell me ______ tomorrow morning?
— Well, it will start at 9 o’clock.
A. when the meeting will start
B. where will the meeting start
C. where the meeting start
〖知识拓展〗：
stop doing sth. 停止做某事（停止正在做的事情） 如：
stop to do sth. 停下（正在做的事）去做（另一件事）如：
We stopped to take pictures. 我们停下来去照相。
（5)引导宾语从句的连接代词有：who,whom,whose,which,what.
难点
熟练掌握由疑问词引导的宾语从句的语序。
教学
模式
三疑三探
课时
共_1_课时
学法
自学 合作 探究
主 案
副案（修改栏）
一、设疑自探（10分钟）
（一）创设情境，导入新课
Good morning, class ! Today we are going to learn the new lesson, that’s Unit8 Our Clothes Topic 2 We can design our own uniforms.Section A. Please turn topage 136 and try to read the new words and phases . Now please read after me.
( ) 1. _____ is necessary for students to get up early and go to bed early. A. This B. That C. What D. It
( ) 2. — I think maths is more important than English.
引导宾语从句的连接副词有 ：When ,where,why,how.
三、质疑再探：（ 5 分钟）
1.现在，我们已经解决了自探问题。下面我们再回看一下，开始我们提出的问题还有那些没有解决？
2.本节的知识已经学完，对于本节的学习，谁还有什么问题或不明白的地方？请提出来,大家一起来解决.
四、运用拓展（ 11 分钟）
（一）根据本节学习内容，学生自编习题，交流解答。
请你来当小老师，编一道题，考考大家（同桌）！
（二）根据学生自编习题的练习情况，教师有选择地出示下面的习题共学生练习。为了巩固本节知识，加强知识的运用拓展，老师也给大家设计了一些习题，检测一下大家对本节知识的掌握与运用情况，请看：
一、根据首字母或汉语提示完成句子。
（二）根据学习目标，提出问题。看到这些学习目标，你想知道什么？请提出来，预设：
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？
出示下面的自探提示。
（三）出示自探提示，组织学生自探。（5 分钟）自探提示：
1.学生展示与评价；
Some new words and phrases:
depend,discipline,survey,interview,plain
depend on取决于； plain clothes便衣；便服
carry out执行；开展 stop...from doing...阻止...做...
把特殊疑问句转为宾语从句的变化步骤：
①引导词：特殊疑问词(不能省略)；
②语序：陈述句语序，即“主语+谓语+其他”
③人称变化④时态变化(第八单元三话题学习)
E.g:Can you tell me ? Who are you waiting for ?
Can you tell me who you are waiting for ?
2.Finish Section A in your workbook.
3.Preview Section B.
教 学反 思
stop doing sth. 停止做某事（停止正在做的事情） 如：
stop to do sth. 停下（正在做的事）去做（另一件事）
引导宾语从句的连接代词有：who,whom,whose,which,what.
引导宾语从句的连接副词有 ：When ,where,why,how.
作业布置
1.Try to design a school uniform that you like.
The object clauses:
Can you tell mewhatMiss Wang says?
She askswhatmaterials they should choose.
Could you tell mewhenyou wear your uniforms?
It depends onwhowill design our uniforms.
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.。
(3) 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 引导宾语从句时译为“什么时候”。如：
(4)stop ... from doing sth. = keep ... from doing sth.
阻止，防止......做某事
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；
2.教师出示展示与评价分工。
问题
1
2
3
展示
评价
（二）.全班合探。
2.学科班长评价本节课活动情况。
板书设计
Unit 8 Our Clothes NhomakorabeaTopic 2 We can design our own uniforms. Section A
stop ... from doing sth. = keep ... from doing sth.
阻止，防止......做某事
4.能就校服设计的话题进行简单的交谈。
过程与方法
Preview the lesson and teamwork to discuss the passage
情感态度
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，共同完成学习任务。
教材
分析
重点
1.掌握由连接代词/副词引导的宾语从句;
2.学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
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。
1.— The CCTV reporter is i____________the policeman. She wants to make a report of him.
仁爱版英语八年级下册教案全集(详细)
(此文档为word格式，下载后您可任意编辑修改！) Unit 5 Feeling HappyTopic 1Section A第一步复习复习表达情感的形容词并处理新词句。
放一段卓别林的影片, 其中含有不同表情。
由此引出表达情感的一系列形容词，进行系表结构的学习。
)第二步呈现呈现并处理1和3a的对话。
1. (教师总结并导入1。
)2. (让学生跟读1并画出文中重点词、句，然后教师板书。
学生掌握say thanks to。
)3. (导入3a。
掌握生词smile。
)(用小黑板呈现听力问题。
)a. Why all the smiling faces?b. How does Mr. Lee feel?(核对答案。
)4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。
)第三步巩固巩固1和3a的知识点。
1. (让学生再读1，然后进行角色扮演。
)2. (让学生朗读3a，并根据黑板上的关键词复述3a。
)3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。
)第四步练习引出并练习系表结构。
1. (通过师生问答，呈现并讲解系表结构。
)(让学生总结学过的系动词，学习生词taste。
)2. (给学生3~5分钟时间，完成2与3b的练习。
)第五步综合探究活动合作探究本课重点词句。
1. (让学生自我测试，通过反义词学习生词。
)2. Homework:Section B第一步复习复习并处理新词句，然后导入新课。
(检查上节课布置的作业，复习系表结构，导出本课的目标语言。
要求学生理解生词upset，掌握短语be proud of。
)第二步呈现呈现并处理本课活动1和3a。
1. (通过谈论京剧，引入本课重点活动1。
要求学生掌握film，理解Beijing Opera，了解moving。
) (让学生听1的录音，回答教师问题。
听完录音后，教师提问。
)2. (呈现3a。
学习并掌握短语set the table和be able to。
仁爱版英语八年级下册：Unit 8 Topic 2. We can design our own uniforms. 学案(无答案)
Unit 8 Our Clothes Topic2 We can design our own uniforms.Section A【学习目标】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。
【学习重难点】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【学习过程】一、课前预习（一）从对话中找出下列短语并背会。
1．为你们做校服make uniforms for you 2．穿我自己的衣服wear my own clothes3．穿在身上看着很丑look ugly on sb．4．依赖，取决于depend on5．设计我们的校服design our uniforms 6．独自;单独by oneself7．展现良好的风纪show good discipline（二）从对话中找出下列短语并背会1．采访一名女警察interview a policewoman 2．穿便服wear plain alothes3．执行特殊的任务carry out special tasks 4．有麻烦in trouble5．阻止某人做坏事stop sb．from doing sth.二、知识精讲1．It's true that suitable uniforms can show good discipline.译：____________________________点拨：本句是一个由_______作形式主语的复合句，真正的主语是______________，其结构为:It is +adj.+that从句。
练习：人们穿不同的衣服是很有必要的。
It is ____________ _______ people wear different clothes.2．Can you tell me what Miss Wang says? 译：___________________________________ 点拨：本句为含有特殊疑问词what引导的宾语从句的复合句。
仁爱版英语8年级下册 Unit8_Topic2_SectionB_教案设计
Unit8 Topic2 SectionB 参考教案Ⅰ. Material analysis本节课建议教师用1课时上完。
主要活动为Section B 的1a和2。
本节课的新课内容由谈论不同场合的着装常识展开，引导学生继续学习由疑问词引导的宾语从句和“It’s + adj. + that…”以及“It’s + adj. + (for sb. ) to do sth.”的用法。
着装艺术是学生非常感兴趣和关心的话题，教师应在课前精心设计本节活动内容，准备一些相关的知识链接，让学生充分意识到穿着得体的重要性。
Ⅱ. Teaching aimsKnowledge aims：1. 继续学习由疑问词引导的宾语从句。
2. 继续学习句型It’s + adj. + that…和It’s + adj. + (for sb. ) to do sth.。
3. 学习不同场合的着装常识及穿着建议的用语。
4. 朗读句子时体会升调与降调语气感情上的不同。
Skill aims：1. 能听懂接近正常语速、涉及着装艺术的语段，获取主要信息。
2. 能就着装艺术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着装艺术的短文。
Emotional aims：1. 充分意识到穿着得体的重要性。
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. 继续学习由疑问词引导的宾语从句。
2. 继续学习句型It’s + adj. + that…和It’s + adj. + (for sb. ) to do sth.。
3. 学习不同场合的着装常识及穿着建议的用语。
Difficult points：1. 能根据对话简单地写出关于在不同的场合怎样正确着装的短文。
2. 朗读句子时体会升调与降调语气感情上的不同。
最新仁爱版英语八年级下Unit8 Topic2 Section C参考教案
Unit8 Topic2 SectionC 参考教案Ⅰ. Material analysis本节课建议教师用1课时上完。
主要活动为Section C 的1a和2。
本节课让学生通过1a的学习了解不同职业的不同着装及其重要性，复习了时间状语从句和条件状语从句，复习了动词不定式做目的状语的用法。
通过本课的学习，让学生对服装文化有更深刻的理解，让他们意识到职业服装的意义不仅仅停留在表面的信息化上，更体现在内在的功能化方面。
Ⅱ. Teaching aimsKnowledge aims：1. 复习时间状语从句和条件状语从句。
2. 复习动词不定式作目的状语的用法。
3. 谈论不同职业的不同着装及其重要性。
4. 了解不同季节的着装艺术。
Skill aims：1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
Emotional aims：对服装文化有更深刻的理解。
Ⅲ. The key points and difficult pointsKey points：1. 复习时间状语从句和条件状语从句。
2. 谈论不同职业的不同着装及其重要性。
3. 了解不同季节的着装艺术。
Difficult points：1. 学习运用功能句正确地阐述穿着职业装的目的。
2. 根据要求，运用本节知识重点整理出符合逻辑的短文。
Ⅳ. Learning strategies写作时要有鲜明的观点才能保证文章脉络的清晰。
Ⅴ. Teaching aidsComputer multimedia projector; the pictures of an official, boots, and the four seasons. Ⅵ. Teaching proceduresIntroduction（8 minutes）1. Greet students and make them ready for learning.2. The teacher shows the pictures of 2 in Section B. Let students make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that …3. The teacher shows the pictures of 1a in Section B and the key words on the screen. Let students act out the four conversations with Could you tell me…? and You should/ have to…4. The teacher presents some sentences about dressing. Let students judge whether they are suitable or not. If not, let students correct them orally.For example:(1) When I am at home, I should wear a business suit.(2) If I go to a formal party, I should wear jeans.(3) When I am playing basketball, I should wear leather shoes.(4) When we have P.E. classes, we should wear sports shoes.5. The teacher summarizes and leads to 1a: It’s very important to wear suitable clothes on every occasion in our daily life, or in our everyday life. Some people have to wear their uniforms when they are at work. Let’s learn some of them.Presentation (10 minutes)1. The teacher lets students look at Picture 1 of 1a and adds a picture of officials. Let students discuss the jobs of the people in the pictures with their partner. Teach the words firefighter, heat and ceiling by introducing the firefighter in the picture. Teach the words soldier, official, officer and patients by showing their pictures. Teach the word airport by explaining that the pilot works in the airport. Teach the words reason and spread by showing their Chinese meanings.2. The teacher asks students to observe the pictures again and discuss what functions of their uniforms are.3. The teacher lets two or three students speak out their opinions.4. The teacher asks students to skim the passage and compare their opinions with the writer’s.5. The teacher asks students to read the passage again and answer the questions: How many kinds of uniforms are there in the text? What are they? Teach the new word text.6. The teacher lets two or three students tell their answers.Consolidation (10 minutes)1. The teacher plays the recording sentence by sentence.2. The teacher plays the recording without stopping.3. The teacher asks students to complete the table of 1b.4. The teacher asks two students to tell the answers. Remind them to pay attention to the usage of infinitives (to +v.).5. The teacher lets students find out the object clauses, adverbial clauses of time and condition as well as difficult points. Solve the difficult points together with the students.(1) Firefighters wear special coats and helmets to protect themselves from heat and falling ceilings.(2) When we see airline pilots wearing uniforms at the airport, we believe that they know how to fly the plane.(3) If we have a car accident on the street and we see a police officer in uniform, we know we can get help from him or her.6. The teacher lets students prepare to retell the passage with the help of 1b within their groups.Practice (10 minutes)1. The teacher lets students discuss with their group members whether students should wear uniforms at school. Allow them to have their own opinions. Teach the new word opinion and the phrase in one’s opinion.2. The teacher lets the representative of each group report their opinions.3. The teacher lets the students write a passage about the opinions of their own groups.4. The teacher evaluates their reports. And stress the advantage and importance ofdressing school uniforms.5. The teacher asks students to learn the new words in the brackets of 3a by themselves with the help of the similar words. Teach the new words boot and casual clothes by showing the pictures of them.(1) great →greatlybeautiful →beautifully(2) north +ern →northernsouth + ern →southerneast + ern →easternwest+ ern →western6. The teacher lets students skim the passage of 3a and know about the general ideas. Then let them choose the correct words to complete the passage.7. The teacher lets two students report their answers.Production (7 minutes)1. The teacher asks the students to read 3a again and fill in the table of 3b.2. The teacher lets two students tell the answers.3. The teacher lets students work in pairs. Let them survey t heir partner’s favorite clothes in different seasons and complete the table.Season Clothesspringsummerfallwinter4. The teacher lets students report the result of the survey.5. The teacher guides students to write a passage according to their report.6. The teacher lets two students write down their passages on the blackboard. Then revise them together with the students.7. The teacher shows the summary of this section to the students.8. The teacher assigns homework:(1) Review the summary after class.(2) Write a passage about your family’s job and their uniforms.(3) Preview section D.Teaching ReflectionStudents learn a lot about the importance of uniforms. Many of them didn’t like wearing the school uniforms before, but now they know it’s necessary for them to wear the school uniforms. The teacher may design more sentences or draw some pictures about dressing suiting different jobs, seasons, occasions and so on, let students judge whether they are suitable or not.Ⅶ. Blackboard designUnit 8 Our ClothesTopic 2 We can design our own uniforms.Section C1. Firefighters wear special coats and helmets to protectthemselves from heat and falling ceilings.2. When we see airline pilots wearing uniforms at theairport, we believe that they know how to fly the plane.3. If we have a car accident on the street and wesee a police officer in uniform, we know we canget help from him or her.1. great →greatlybeautiful →beautifully2. north +ern →northernsouth + ern →southerneast + ern →easternwest+ ern →western情态动词用法归纳情态动词有can (could), may (might), must, have to, shall (should, will (would), dare (dared), need (needed), ought to等。
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Unit8topic1SectionA教案
仁爱英语八年级下册Unit 8 topic 1 Section A教案Section ASection A needs 1 period.The main activities is 1a.知识目标(1). To study the new words : costume , silk , plastic , cotton , wool , T-shirt , scarf , jeans , shorts , raincoat , handbag , sportswear .(2). Let the students continue to learn how to express exclamatory sentences.(3). Learn different types of clothes.(4)Learn the usage of grammar with “so...that...”2.能力目标(1). To develop the Ss’ abilities of listening, speaking, reading, and writing.(2). To train the Ss’ ability of working in pairs \groups.(3). To develop the Ss’ abilities of communication by learning the useful structures3.情感目标(1). To foster the Ss’ consciousness of goodco-operation and proper competition.(2). To enable the Ss to love life.三、教学重点和难点1. 1、重点(1). Learn different types of clothes.(2). Learn the structure “ so...that ”.2、难点(1)Learn the usage of grammar with “so...that...”(2). How to communicate with others about clothes by using simple sentences.(3). How to make dialogues and act them out.四、教学过程Step 1 review1.Show some pictures, lead the new words. Let the studentslearn and master them.2.Fill in the brackets according to these new words , thenfinish 1b.3.Show the pictures of Chinese Tang custom .。
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。
Unit+8+Topic+2+期末复习+课件+2022-2023学年仁爱版英语八年级下册
➢ When we see airline pilots wearing uniforms at the airport.
➢当官员们上正式的制服，他们看起来很重要。
See sb doing 看见某人正在做某事—片段 See sb do 看见某人做某事---全过程 类似动词：watch，notice，observe，hear等
look ugly on us意为“穿在我们身上会很难看”。on sb.“穿在某人身上”， in sth.“穿着某件衣服。”
e.g. 戴帽子的那个男子是我叔叔。 The man in a hat is my uncle. 那件T恤衫穿在他身上非常的漂亮。 The T-shirt looks very nice on him.
And our uniforms may stop some people from doing bad things. 并且我们的制服可以阻止一些人做坏事。 stop…from doing sth.意为"阻止……做某事"。相当于keep/prevent…from doing sth. e.g. 人们怎么想就会怎么说，你阻止不了。 You can't stop people from saying what they think. [链接]stop doing sth.意为"停止做某事（停止正在干的事情）"。 e.g. 突然每个人都停止讲话了。 Suddenly everyone stopped talking. stop to do sth.意为"停下（正在干的事）去做另一件事）"。 e.g. 我们停下来去拍照。 We stopped to take pictures.
e.g. 我想加入音乐俱乐部。
仁爱版八年级英语下册教学设计：Unit8Topic2SectionD
1.教学活动设计：
-将学生分成小组，每组选择一个伟人进行深入研究和讨论。
-学生通过查阅资料、互相交流，了解所选伟人的贡献和品质。
2.教学目标：
-培养学生的团队合作精神和口语表达能力。
-帮助学生从伟人身上学习到优秀的品质，树立正确的人生观。
（四）课堂练习
1.教学内容：
-设计相关的语法填空、阅读理解、翻译等练习题，巩固所学知识。
在本章节的学习过程中，学生将通过以下方法提高英语素养：
1.通过预习、课堂讲解、课后复习等环节，巩固所学知识，形成系统的知识体系。
2.利用多媒体教学资源，观看视频、图片等，激发学生的学习兴趣，提高学习积极性。
3.采用任务型教学法，引导学生参与课堂活动，如小组讨论、角色扮演等，培养实际运用英语的能力。
4.通过阅读和分析文章，培养学生提取关键信息、概括文章大意的能力。
2.教学目标：
-帮助学生巩固所学知识，形成系统的知识体系。
-引导学生将所学知识内化为自己的品质，激发他们的爱国情怀和责任意识。
五、作业布置
为了巩固本章节所学知识，培养学生的英语素养，特布置以下作业：
1.写作练习：
-请学生结合本节课学习的语法知识点，写一篇关于伟人贡献的短文，要求使用一般过去时和现在完成时。
-让学生进行角色扮演，模拟采访伟人，运用所学语法和词汇。
2.教学过程：
-让学生独立完成练习题，检验他们对知识点的掌握程度。
-在角色扮演活动中，教师巡回指导，纠正学生的发音和语法错误。
（五）总结归纳
1.教学活动设计：
-邀请学生分享他们在课堂学习中的收获和感悟。
-教师对本节课的重点知识点进行梳理和总结。
1.学生在词汇、语法方面的掌握程度不一，部分学生对本单元的关键词汇和短语掌握不够熟练，需要加强巩固。
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。