Section C课件配套优秀教案案例

仁爱科普版英语九年级上册

Unit 8 Our clothes Topic 2 We can design our own uniforms. Section C

教学设计

单

位：河南省灵宝市第一初级中学

执教教师：王丹

时

间：2019.5.28

Unit8 Topic 2 Section C 教学设计

教材分析：

本课在复习Section A和B的基础上，了解不同工作穿不同制服以及不同制服的功能和作用，并引导学生了解不同季节的不同穿着，讨论有关校服的问题，注重对学生阅读和写作技能的培养。

设计理念：

本课以阅读写作为主线，通过观、说、读、写等一系列教学活动，使学生获得最基本的阅读写作能力，并在教学中以一些学生感兴趣的、贴合学生实际情况来设计教学活动，充分激发学生的学习兴趣，在各个教学活动中运用了以学生为主体、以教师为主导的教学模式，从学生实际出发，对教材进行了必要的整合，在注重学生知识技能发展的同时，特别强调学生人格的发展和思想的发展。

设计亮点：

本课最大的亮点是教师创设语境引入新词汇，帮助学生扫清阅读障碍。通过各个环节的阅读技巧使学生有针对性的理解文章大意，理清文段结构。让学生在获取了英语学习的方法之后，能够信心百倍的去学习英语。

其次，对于本课的难点——利用关键词写作文方面，学生通过各个阅读环节，在完成阅读任务时做好铺垫，教师带领学生在学习过程中为写作积累素材，并经过讨论列出关键词组，使学生对写作有了一定的思路和想法，对接下来的写作降低了难度，再让学生根据提纲写作文，通过练习习作，体现了学生了综合语言运用能力。

课题

学

习

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标

Unit8Topic 2 Section C Knowledge

Objects (知识目标) New words and expressions: text, reason, firefighter, heat, ceiling, soldier, official,

airport, officer, patient, spread, daily, opinion, greatly, northern, casual,

beautifully,

boot Grammar:复习时间状语从句、条件状语从句和不定式作目的状语

Ability Objects（能力目标）

1.Use the reading skills to understand the passage. 2. Know about different uniforms and their usages.

3.Write a short passage about school uniforms. 重难点

2.

能书写有关于在校学生穿着校服相关观点的作文。

课型

教法

阅读、写作课

阅读教学法、任务型教学法

过

程

设

计

Step1.Leading(pre-reading) 1.

学习运用功能句正确地阐述穿着职业装的目的。

设计意图

通过Free talk让学生复习上节课Free talk.

所学重点句型，创1.结合图片情境，师生对话，复习上节课所学内容，引导学生结合设语境引入新词汇，帮助学生扫清图片复习It is + adj. + that …和It is + adj. + (for sb.) to do

sth.。

阅读障碍。

2.

Present some pictures, create a condition to learn and remember new

words and phrases in this lesson. 通过观看视频对3. The teacher summarizes and leads to 1a: It’s very important to wear 文章有初步进行suitable clothes on every occasion in our daily life, or in our everyday 预测。

跟着视频阅读文life. Some people have to wear their uniforms when they are at work. 章，让学生练习发Let’s learn some of them.

音，注意语音语Step2.

调。

Learning(while-reading)

【skimming】

通过看视频、再跟

读的同时找主题1.

Watch the flash and check if the predictions are right. 句，让学生梳理文2.

Read the passage, and find out the topic sentence of each 章的大概思路。

paragraph.

Par.1 People wear uniforms for different reasons.

Par.2Talk about the functions of four kinds of uniforms. 让学生跳读第一Par.3 Different uniforms show different jobs. 段，通过回答两个

问题，了解第一段【scanning】

大意并同时复习

不定式作目的状1.

Read Paragraph 1 ,and answer the two questions. 语的用法。

(1)Why do firefighters wear special coats and helmets? (2)Why do soldiers wear green clothes?

2.Read Paragraph2 and fill in the blanks.

When officials ___ ___their official uniforms, they __ ___. when we see airline pilots ___uniforms at the airport, we believe that they know ___ ___ ___ __

__.If we have a car accident on the street and we see a police officer ___ uniform, we know we can __ __ __him or her.When doctors wear uniforms, it is easy for___ to__ them. Also, their uniforms are clean so they can stop the__ of diseases. 3. 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.

4.Read Paragraph3 and fill in the blanksDifferent uniforms show different jobs. So it’s _______for us to know

different uniforms_________________ 【intensive reading】

1.

Finish1b. Read 1a and fill in the blanks. Job Uniforms Purpose student

to protect themselves from heat and falling ceilings

green clothes

official

pilot uniforms

to let us know we can get help from them

通过跳读第二段，完成填空任务，注意文段中的关键词（动词、短语等）。同时引导学生注意找到文中的时间状语从句和条件状语从句。

通过跳读第三段，进一步总结学习全文。

细读整篇文章，完成填空任务,

培养学生从短文中提取关键

信息的能力。并让学生根据表格进行复述。

通过对文章的学习，引导学生参与讨论：“学生在学校是否应该穿校服？”

同时要求学生把别人的意见或观点记录下来，然后写成一篇短文，在班级汇报，培养学生的写作技巧。

doctor

2.

The teacher lets students prepare to retell the passage with the help of 1b within their groups.

Step3.Practicing【post-reading】

1.

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. 2.

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. 3.

The teacher lets two students report their answers. And then finish3b. Writing a short passage about students’ opinions on school uniforms. 4.

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.

5.

The teacher lets the representative of each group report their opinions. The teacher lets the students write a passage about the opinions of their own groups. advantages show good discipline

make us look more active cheaper than casual clothes

shows no difference between students

different opinions: look ugly

wears the same clothes every day want to be colorful. 6.Let students write passages according to the phares.

Some students think it is important for them to wear uniforms because school uniforms can not only show good discipline but also make us look more active. Besides, school uniforms are cheaper than casual clothes .What's more, it shows no difference between students if everyone wears school uniforms.

But other students have different opinions. They say that school uniforms look ugly on them. What's more, it seems boring that one wears the same clothes every day. They want their clothes to be colorful.

In my opinion, students should wear uniforms. But we should be allowed to design our own uniforms.

2.Show time 1.

Write a passage. ○2.

Check and correct in pairs.(5min) ○Step5 Summary

Let students sum up the knowledge they have learnt today.

堂清

完成写作

经过列关键词组，给出作文的写作思路，学生能够容易的写出文章，能够激发学生的写作积极性。提示文章的开头与结尾，让学生整体把握，降低写作难度。

找学生在黑板上演板，了解学生的掌握情况。

师生共同总结本节课所学知识，加深学生的理解。

在写作练习的基础上，完成课本上的小短文，加强学生的写作能力。

Unit8 Topic 2 Section C

students

Uniforms—tell jobs firefighters soldiers officials pilot doctor policeman

板

书

设

计

本节是一节阅读写作课，主要考察学生通过理解文章和列重点词组进行写作。

为了达到预设的目的，我先让学生分阶段地用不同形式的阅读方法阅读课文，从而读透课文，掌握文章大意，通过列写作量纲的练习，再让学生进行写作。

对本节课内容的处理，知识点让学生自己理解消化掌握，应该让学生自己尝试列提纲、制作思维导图、画出知识树，让学生根据提纲进行写作。在时间的允许下，教师应该把写作讲透，让学生以不同形式进行练习，从而提高学生的阅读和写作水平。

教

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