Section C教案设计范例

教学设计

陕坝中学中

李鲜梅

仁爱八年级unit8 Our Clothes Topic2 We can design our own uniforms Section C

一、教材分析：

１、教材的地位及作用：

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。

２、教学目标

1. 通过课前预习和音标自学的方式，95%的学生识记和理解下列黑体单词

text,reason,heat,airport.

语言技能

1. 通过图片推测和听录音回答问题，大部分学生可以了解制服的种类，并获取1a 的主要内容。

2. 通过默读，跟读，小组读，表演的形式，70%的学生能连贯，流畅的朗读1a的课文，做到语音语调的基本正确自然。

3.通过思维导图的导引，35%左右的学生可以根据图形和关键词复述课文或是学生自己组织语言表达出文章的中心思想。

4.通过观察图表，大部分学生可以说出不同种类的音乐的特征。

5.通过回答问题，填空，找关键词，英汉互译，复述的形式，学生能够获取2a 的主要信息和观点，理解大意，并能用英语表达自己的观点。

３、重点与难点：

重点：Object clause（宾语从句）

难点：The functions of different uniforms:

二、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，进行适当的竞赛，激发学生兴趣，培养学生集体荣誉感。

三、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。激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法。实现英语能力的提高。

四.教具

Computer multimedia projector

五.教学步骤：

Step I

Getting students to ready for study 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 …

Step II

Pre-reading 1. 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.

2. 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.

3. 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.

4. The teacher asks students to observe the pictures again and discuss what functions of their uniforms are.

5. The teacher lets two or three students speak out their opinions.

Step III

While -reading 1. The teacher asks students to skim the passage and compare their opinions with the writer’s.

2. 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. 3. The teacher lets two or three students tell their answers.

4. The teacher asks students to work in group to complete the table of 1b. Check the answer in class. Remind them to pay attention to the usage of infinitives (to +v.).

Step IV

Post-reading

1. The teacher plays the recording sentence by sentence. 2. 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.

Step V Project

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 of dressing school uniforms.

Step VI

Summary& homework Writing: Our school uniforms 教学反思：本节课的游戏环节，应该让学生拓展自己的思维能力。学生应该自己组织语言来编对话，培养他们的高阶思维能力。

思维导图应该服务于整节课。