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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 points
Key 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.。
3. 谈论制服。
Difficult points：
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。
Ⅳ. Learning strategies
1. 在学习由疑问词引导的宾语从句时，能够把握学习内容的重点和难点。
2. 注意通过音像资料丰富自己的学习。
Ⅴ. Teaching aids
Computer multimedia projector; the pictures of different kinds of uniforms; a picture of a journalist with a microphone; a picture of a person wearing plain clothes; a picture of a policeman wearing uniforms.
Ⅵ. Teaching procedures
Introduction（8 minutes）
1. Greet students and make them ready for learning.
2. The teacher lets students from different groups write down the words about clothes they have learned. The group which writes the most on the blackboard at the certain time can get four points.
3. The teacher lets students report their homework. Ask them to read the passage they have finished before class. They should let other students understand what clothes they like wearing best and tell the reasons.
4. The teacher lets students discuss who often wears uniforms.
5. The teacher lets students from different groups write down their answers on the blackboard. The group which writes the most in the certain time can get four points.
(doctor, nurse, policeman, policewoman, police, postman, student, worker, cook, office worker...)
6. The teacher leads the new lesson: Yes, we students should also wear uniforms every day. Who has brought the picture of your favorite school uniforms to our classroom? Please show them to us now!
Presentation (10 minutes)