【正文】 ons if teacher divides the students into five ask them to look at the five pictures of them discuss what information they can get from them.(Each group needs only to discuss one picture).They can get the words they need in the teacher lets the representatives from five groups report their result of reports should contain their jobs and the features of should also explain the meanings of the new words after discussing and looking them up by last teacher evaluates their work and stresses the new words they (10 minutes) teacher lets students read the passage of 1a and check their description teacher asks students to read the passage again and answer Questions 12 of teacher lets students tell their the meaning of the new word teacher asks the students to read from “For example, when we see a man in a uniform” to “…maybe he or she is lively and easygoing.” And let them plete the sentences of Questions teacher lets students tell their teacher asks the students to work in groups and discuss the meanings of the sentences of Question / 5 teacher lets students tell their the new word teacher lets students show the information they searched before them to talk about more about (10 minutes) teacher plays the recording for the them listen to the passage and read after teacher lets students discuss in groups to understand the them collect the sentences they can’t understand within their own groups and show them to the whole students from other groups may give them a hand if they teacher makes a summary to explain the key points and difficult points to the students:(1)be made of …(2)protect …from…(3)more thanno more than(4)You are what you teacher asks students to read 1a again and find out the key words and the new word material by pointing at clothes of different teacher asks students to retell 1a according to the key words and teacher evaluates the retelling and encourages the students to do better next (10 minutes) teacher asks the students to sum up the words about names of clothing and words for the ments of clothing in this teacher lets two students list the words on the teacher asks the students to read through Sections AC carefully and fill in the blanks of the grammar table with the correct teacher asks two students to tell the teacher asks students to find out more similar sentences in this topic and read it them pay attention to the weak form, liaison, pause and inplete / 5Grasp the usage of so… that…，such… that…and so that…(1)P81 – 1c.(2)P84 – 2.(3)P84 – 4b.(4)P86 – 3.(5)P87: People started to wear clothes so that they could protect themselves from the sun, wind, rain and teacher asks the students to read through Sections AC and fill in the blanks of the function table with the correct teacher asks two students to tell the teacher lets students sum up other useful expressions in this teacher adds more and explains (7 minutes) teacher asks the students to work in each group change the pictures they prepared before class.(The people in the pictures may be their friends or the famous stars.)And then let them introduce the people’s teacher asks students to talk about what information they can get from the teacher guides students to discuss if their clothes are them give their opinions or teacher asks students to write a passage to introduce the people’s dressing based on the information they discussed teacher lets students read the passages to the whole teacher evaluates and revises the passages together with the teacher shows the summary of this section to the teacher assigns homework:(1)Review the summary after class.(2)Write a passage about your favorite the reasons.(3)Search pictures about Reflection The students show deep interest to the origin and the development of are/ 5surprised that they can get so much information from the teacher may prepare more pictures containing different styles of clothes for them by showing on the screen.Ⅶ.Blackboard design Unit 8 Our ClothesTopic 1 We will have a class fashion D made of … …from… thanno more than are what you wear./ 5第五篇：仁愛版英語八年級下Unit8 Topic2 Section B參考教案（范文模版）Unit8 Topic2 SectionB 參考教案Ⅰ.Material analysis本節(jié)課建議教師用1課時上完。Please don39。如果是否定祈使句，則通常將please加在don’t之前。Do let me 。③ 越過；橫過 jumped over the 。The mountain is covered with thick snow all year 拓展：cover用作名詞時，意為“封面；蓋子”。Little 也修飾不可數(shù)名詞，表示否定，“幾乎沒有”。mix...with...意為“把??和??混合”，mix up意為“弄亂,攪拌”。3．These days, most Americans still celebrate this idea of giving thanks by having a big meal at home with their ，大多數(shù)美國人仍然以在家與家人一起吃大餐的方式來慶祝這個感恩的想法?！耙蓡栐~+動詞不定式”結(jié)構(gòu)，可在句子中作主語、賓語、表語等成分。拓展：put...into...還有“把??譯成??”之意。7．How much yogurt do we need？我們需要多少酸奶？how much此處用來詢問不可數(shù)名詞的數(shù)量，意為“多少”。.—I want some 。into為介詞，意為“到??里；進到??內(nèi)”。 turn on the 。五、教學(xué)方法（1）一般過去時學(xué)生在七年級（下）已經(jīng)有所接觸，鑒于學(xué)生學(xué)得快忘得快的特點，本節(jié)課引導(dǎo)學(xué)生通過仔細(xì)觀察、動手去做、自己總結(jié)來完成動詞過去式構(gòu)成規(guī)則的學(xué)習(xí)。SectionA 1a－1c部分是本單元的第一課時，這一課時通過一些旅行活動的動詞短語引出一般過去時的教學(xué)，重點培養(yǎng)學(xué)生的聽說能力。6（due to 由于，因為）他因暴風(fēng)雨而缺席；我的成功是因為努力工作。三、教學(xué)的重、難點基于上述對教材的分析，我確定本單元的教學(xué)重點為詞匯、短語、動詞過去式的變化規(guī)則和一般過去時的用法。祈使句用來表示請求、命令、勸告、建議等。cut up意為“切碎”，相當(dāng)于cut...into pieces。peel此處用作及物動詞，意為“剝皮；去皮”。情態(tài)動詞不能獨立作謂語，必須和動詞原形一起構(gòu)成謂語，也就是說need作情態(tài)動詞時，后面必