Section Bppt课件教学实录

U8T2P2

Unit 8 Our Clothes Topic 2 We can design our own uniforms.

教学内容分析及课时分配建议：

本话题围绕校服而展开。主要内容包括：由王老师提出学校将要给孩子们定制校服而展开。通过Jane与Kangkang 的问答，引出本单元的语法知识---从句部分是特殊疑问句的宾语从句。孩子们提议由自己来设计校服，因为穿校服可以展示良好的纪律。然后，由校服联系到各行各业的制服及制服的重要性，地域性，合适性。为了拓展学生的视野，还介绍了国外的节日着装风俗。通过学习本话题，学生能够更好的理解为什么学校要求学生穿校服。也可以学到一些着装礼仪，做到在不同的场合能够得体地穿着打扮。

本话题建议用5个课时来完成：

第一课时：Section A—1a,1b,1c,3，2a,2b 第二课时：Section B—1a,1b ,1c,2,3 第三课时：Section C—1a,1b,1c 第四课时：Section C— 2,3a,3b,Section D-2 第五课时：Section D—Grammar and Functions,1a,1b,Project

第一课时（Section B—1a,1b,1c,2,3）

教学设计思路：

本课主要是继续学习宾语从句和it作形式主语。首先通过玩“传话”游戏，巩固上一节课所学的宾语从句的知识。然后通过展示各种图片解决1a的新词汇，为1b的听力任务作准备。随后就听1a,完成1b。听后接着让学生读1a,补全短文完成1c 。然后让学生再读1a，找出宾语从句和难点句子。处理完难点之后，就立即进行2的句型操练。展示完毕后，让学生先读后听3的语调练习，完成3。最后回顾本课知识，完成本课时。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

enter,knee,take off,occasion,correctly,gatekeeper,attendant （2）继续学习宾语是特殊疑问句的宾语从句和it作形式主语的句型。

2. Skill aims:

（1）

能够向别人提出合理的建议。

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(2）

能够使用正确的语调。

3.

Emotional aims:

4.

Culture awareness:

让学生认识到在不同的场所应得体地着装。

Ⅱ. The key points and difficult points 1. Key points:

（1）继续学习特殊疑问句作宾语的宾语从句。

(2) 继续学习it作形式主语的句型。

2. Difficult points：

(1)如何把特殊疑问句转换成陈述语气

。 (2)通过改变语调来表达不同的语气。

Ⅲ. Learning strategies 1. 运用不同的句型来表示强调。

2. 运用不同的语调来表达不同的语气。

Ⅳ. Teaching aids 多媒体课件/图片/小黑板/录音机

V. Teaching procedures

Stage 1( 5 mins)：Revision Designing Step Teacher activity Student activity purpose Greet the Ss and play the Play the game“Passing 玩“传话”游戏，既能复习宾语从game “Passing Words”

to Words”to revise the object 句，又能激发学生的兴趣。

revise the object clause. clause. (Class activity)

T: Good morning,class!

T: Do you like playing Ss: Good morning, Mr. .. games?

T: Let’s begin our class Ss: Of course !

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with a game called

“Passing Words”. I will

ask the first student of each

row a question. But I only

ask him or her in the

lowest voice. Then the

second student should ask

the first student“Could you

tell me what

the teacher

says?”

and then the third

student asks the second

student, and so on. If the

last student get the same

question as the first one,

then this row win the game.

T: Are you ready? Let’s

begin.

Example: Row One: T: Where do you come from? S2: Could you tell me what the teacher says? S1: He asks where I come from. S3: Could you tell me what the teacher says? S2:He asks where I come from. ....

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Remark：“传话”游戏非常适合这种转述的复习，参与人数多。教师给每一列学生的句子最好不一样。教师要用“悄悄话”的形式去询问第一个学生。教师一定要询问每一列最后一个学生，以便确定该组是否传话成功。

Stage 2（5mins)：

Getting the students ready for learning Designing Step Teacher activity Student activity purpose Let the Ss learn the new Learn the new words by 学习新词汇，为words by looking at the looking at the pictures. pictures.

后面的听、读活动扫除障碍。

T：Hi, boys and girls. Do

you enjoy playing the

game? Ss: Yes . T:But we can’t play games

only, we have to learn the

new lesson. Look, I have

some pictures here.(Show

pictures) Do you know who

(Class activity) he is? Ss: 门卫。

T：You are right . He is the

gatekeeper of our school.

Then Could you tell me

what

this man does? T: You’d better call him “attendant”. usually A waiter in a Ss: Waiter. works restaurant. An attendant may work in a museum. T: We know on different occasions, we should wear

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different clothes. For example, If I take part in an important meeting, I have to wear my business suit. If I enter a Japanese home, I have to take off my clothes. If I take part in a football game, I have to wear knee-caps to protect my knees.

Remark：教师在教学新词汇时，最好能够使用相匹配的图片或者实物，既直观又能加深学生的印象。

Stage3（3 mins)

Listening 1a and finishing 1b Designing Step Teacher activity Student activity purpose Let the Ss listen to 1a and

Listen to 1a and finish 1b. finish 1b.

培养学生的听力技能，完成1b 。

T: You are what you wear.

So you should on dress

every

correctly occasion. But in our daily

life, (Individual work) don’t dress correctly. For

example, you will find what

I said is true in the

conversations you will

people sometimes

listen to. Before listening,

you should read the

sentences in 1b. While

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listening, you should mark

T or F. Are you clear? Ss: Yes. T: Can I play the tape

now? T: Shall we listen again? Ss: Yes

Ss: No. T: Ok, let’s check. No.1

is ... T: ... Ss: F Ss: ...

Remark：这个听力任务比较简单，只要学生能判断出T/F 即可。

Stage 4（5 mins)：Finishing 1c

Designing Step Teacher activity Let the Ss read 1a and do 1c. Student activity purpose: Read 1a and do 1c. 培养学生的阅读能力，完成1c 。

T: You have listened to 1a ,

next, please read 1a and

complete 1c.

(Individual work)

T:Have you finished yet?

Ss: Yes. T: Let’s check the answers

together.

It’s impolite... tell

him what ... Ss: he should wear, change, take off,... Remark：这个环节是把对话转换成短文，让学生补充完整短文，以检查学生的阅读能力。不过所填的内容均可直接从对话中获得，教师不用花过多时间与此活动。

Stage5（5mins)：Intensive reading of 1a Designing Step

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Teacher activity Student activity purpose: Let the Ss read 1a, find out Read 1a, find out the 让学生再读1a,通

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（Class

activity )

the object clauses and object clauses and 过找宾语从句的方式来复习宾语从句，同时找出难点并加以解决，完成1a

。

difficult points. difficult points. T：Congratulations! You have

completed 1c correctly. Next,

please read 1a again, find out

the object clauses and

Ss: Yes . difficult points. T: Finished reading? T: Xxx, please read out the

object clauses you found out.

T: Any more? S1: Can you tell me... here ? S1: Could you tell me ... are? Ss: No. T: Right. You have got them.

Any problems?

S2: ...

Remark: 1a 的对话内容比较简单，只要学生能找出宾语从句的句子即可。如果学生没有更多问题，教师也不必花更多时间。

Stage 6（15mins)：Finishing 2

Designing Step

Teacher activity

Student activity

purpose

Let the Ss make sentences Make sentences after the 操练it 作形式after the example with the example information given in 2. (Individual work) with the 主语的句型。

information given in 2. T: Now ,let’s move to 2. We

have learned these drills in

Section A. Today, we will

spend more time practicing

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them. You can make the

sentences on your book. The

example may help you. I’ll

give you 4 minutes. After

finishing, you can check with

each other. Then I will ask

some students to read out their

sentences.

T: Hi, kids! Time is up! Any

volunteers? I need volunteers!

S1: It’s right to for us ...

It’s right that we ... S2: ... S3: ... S4: ... S5: ...

Remark:

这个活动的主要目的是让学生训练it作形式主语的句型。这是本话题的重点，教师要确保学生能运用这两个句型,并且提醒学生这个句型也是为了强调形容词部分。教师要鼓励更多的学生来展示，并且最好活动完成后再抄写到作业本上。教师可以让学生在展示前先相互检查，互相学习。教师要把学生展示过程中出现的问题及时进行纠正。

Stage 7（2mins)：

Finishing 3

Designing Step Teacher activity Student activity purpose

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Let the Ss listen to 3a and Listen to 3a and try to 模仿正确地语音try to imitate. imitate. 语调，让学生懂得通过改变语调来表达不同的语气。

T: We know different tones

have different functions.

Look, (Individual work )

here are some

sentences. Xxx. Can you

read out the first one?

S1: ... S2: ... S3: ... T: Now, listen to the tape

and imitate.

Remark: 对于升降调，学生并不陌生。教师把3中的句子展示在黑板上让学生先自己读，然后再听录音模仿。教师要提醒学生阅读金钥匙里的小窍门，并强调升降调的基本规则。

Stage 8（5mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Student activity

purpose

Let the Ss summarize what they Summarize what they 回顾总结本课的have learned in this period.

have learned in this 知识，加强学生period. 的记忆。

T: Wow! We have only 5

minutes left. We should

summarize now. What have you

1（Class activity) learned today?

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S1: Object clause . S2: I know we should dress correctly on every occasion. S3: It’s +adj. + for sb.+ to do sth.

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S4: It’s +adj. +that + ... S5: ... S6: ...

Assign the HMK. T: For today’s HMK, I’d like you to rewrite the sentences in 2 (Class activity)

2 on your exercise book.

What’s more, you should make five more sentences. Remark：本课的重点之一就是操练it作形式主语，把2中学生所造的句子再抄一遍很必要，并要学生再仿写几句。

VI. Blackboard design

第二课时（Section B—1a,1b,1c,2,3）

Words and expressions

Grammar

gatekeeper

宾语从句

attendant

V.+ 陈述语气的特殊疑问句

take off enter

形式主语

knee

It’s + 形容词+ that + 从句

correctly

It’s +形容词+ for sb. + to do sth. occasion

语音语调：

升调

降调

...

形式主语的用法。

Finish the HMK.

让学生把2的句子重抄在作业本上，巩固对It 作

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