Section C课件配套优秀公开课教案设计

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Unit 8 Our Clothes Topic 2 We can design our own uniforms. 第一

课时（Section C—1a,1b,1c）

教学设计思路：

本课主要是通过了解制服的社会功能来继续学习宾语从句和it作形式主语。首先通过玩“看一看，说一说”游戏，复习以前学过的有关职业的名称，引出本课的部分单词。然后让学生看1a的插图并讨论读前的2个问题，激活相关背景知识。接着让学生直接读1a,完成1b的表格，并核实预测结果。本课有许多新词汇，但是基本上都可以利用上下文来猜测出意思。教师要培养学生的猜测能力。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

text,reason,heat,airport,officer,patient,spread,daily,firefighter,solider,official （2）继续学习宾语从句和it作形式主语的句型。

2. Skill aims:

(1) 能够根据课文插图猜测文章大意。

(2) 能够根据上下文语境来猜测单词。

(3) 能够根据图表来复述短文。

3. Culture awareness:

了解制服的社会功能。

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

（1）继续学习宾语从句和it作形式主语的句型。

(2) 了解制服所扮演的社会功能。

2. Difficult points：

(1)本课新词汇较多，句子较长，理解有点困难。 (2)短文内容较长，涉及的任务较多，要完成1c的复述，学生会有一定的难度。

Ⅲ. Learning strategies 1. 充分利用教材提供的插图来预测文章大意。

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2. 积极参加读前的讨论活动，激活相关背景知识。

Ⅳ. Teaching aids 多媒体课件

V. Teaching procedures

Stage 1( 5 mins)：Revision Designing Step Teacher activity Greet the Ss and Let them . play the game “Look and

say” to revise jobs and learn Ss: Good morning. Mr. ... some new words. T:Hi, good morning, class!

T: In our daily life, we can

see

uniforms. I have prepared

many pictures of uniforms.

Let’s play “Look and say”.I

will divide you into groups.

As soon as you see the

picture, you should raise

your hand and speak out

who wears them. One

(Group work)

picture is one point. The

group with the highest point Ss: Yes . is the winner. Do you know S1:Doctors the rules now? S2:Nurses many people in

Student activity purpose

T: Great. Let’s begin.(Shows S3:Students

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pictures)

S4:Workers S5:Pilots S6:Police S7:Cleaners S8:Cooks S9:Postmen S10:..

T: Now, let’s see which Ss: Group ...

group is the winner .

T: Yes. Group ... is winner. Ss: 消防员

(Shows pictures)

How

about this one?

T：Yes. Firefighters wear Ss: 解放军战士。

these uniforms. What about

this one? T：Yes. They are for soldiers.

Remark：“看一看，说一说”旨在复习有关职业的名词并引出部分新词。

Stage 2（5mins)：

Pre-reading Designing Step Teacher activity Student activity purpose Let the Ss look at the Look at the pictures and 读前讨论，激活pictures and discuss the discuss the questions in 1a. (Group work) questions in 1a.

相关背景知识并预测短文内容。

T: Now, look at the pictures

in 1a and discuss the

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questions. You have one

minute to discuss.

T : Now, stop discussing.

Group One, can we share

your opinion?

Group One: We think uniforms can tell us what the people do. Sometimes the uniforms can protect the wearers.

T: Good idea! Can you

guess how many kinds of

uniforms there are in the

text /passage? Group One: Maybe seven. T: Group Three, what’s

your opinion?

Group Three: ... Remark：这个环节是预测短文内容的，教师不用给出准确的答案。

Stage 3（10 mins) While- reading

Designing Step Teacher activity Student activity purpose

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Let the Ss read 1a and Read 1a and complete 1b.

complete 1b.

培养学生的快速阅读能力，完成1b的表格。

T：I won’t tell you the

correct answer now. I

would like you to find them

by yourself. Next, please

read 1a and complete 1b. If

you don’t know the

meaning of some words,

just leave them alone, you

just underline them, we

will learn them later. You

have five minutes to finish

the table. If you complete

(Individual work) the table, raise your hand.

Are you clear?

Ss: Yes . T: Hi, class, five minutes is

over. We should check the

answers now. What kind of

uniforms do students

wear?

Are there any

volunteers? S1: School uniforms. T: What’

s the reason? /

Why?

S1: To show good discipline. T: Well done , S1 !

More

volunteers !

S2: Firefighters, special coats

S3:...

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... S7: ... Remark：教师通过问答的形式，引导学生完成表格。

Stage 4（15 mins)：Post -reading

Designing Step Teacher activity Student activity purpose Let the Ss read 1a, check the Read 1a, check the 让学生再读1a，answers to their prediction, answers to their 核实读前所预测find out the object clauses and prediction, find out the 的答案，找出宾underline the words they object don’t know. clauses and 语从句，继续学underline the words they 习宾语从句。

T: You have completed 1b, don’t know. but it’s not enough. Now, go

1 (Individual work)

on reading 1a, try to find out

the object clauses and

underline the words you don’t

know.

T: Have you found out how

many kinds of uniforms in the

text? Ss: Yes. Seven.

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T: Right! Xxx, please read the

object clauses you found.

T: Good job! S1: We believe that they ... plane.

We know we can get ... or her. More

Ss: No . sentences? Let the Ss guess the meaning Guess the meaning of 培养学生根据上of the new words according to the new words according 下文猜测词义的the context.

to the context. 能力,利用词汇表来培养学生的拼读能力。

T：I know there are many new

words in the text. Look at the

words on the screen, don’t

look them up in the

vocabulary, try to guess the

meaning of them by the

context.

T: What does “heat” mean? 2( Class activity )

S1：烫伤、烧伤

T: Then how about “ceiling”?

T: ...

S2: ... S3: ... S4: ... T：Now, you can turn to the S5: ... vocabulary and check if you

guess correctly.

T: Actually, you are good at

guessing. Now, try to read the

words with the help of the

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vocabulary.

Let the Ss work in groups to Discuss the sentences on 合作学习，解决难discuss the sentences on the the screen and translate 点句子。完成1a。

screen and translate them into them into Chinese. Chinese.

T:Now, we have solved all the

new words, so you can

understand the text better.

Look at these sentences, work

in groups to discuss what they

3( Group work ) mean.

T: Let’s try the first sentence,

Group One, can you try ?

Group One: 消防员穿上特殊的外套，带上头盔，来保护他们免受高温烫伤或下落的天花板砸伤。

T：

Perfect！

The second

sentence, which group ?

Group Two : ... Remark：这篇短文新词汇较多，教师要培养学生利用上下文来推测词义的能力。教师要把学生猜测的意思写在这些单词后，猜测完所有单词后，让学生对着词汇表去比较，检查猜测的效果。然后让学生利用词汇表去拼读这些单词，教师要提供帮助。为了节约时间，教师可以把比较难的句子预先准备，用大屏幕或小黑板展示出来，让学生通过小组活动来解决。

Stage 5（5mins)：Finishing 1c Designing Step Teacher activity Student activity purpose

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Encourage the Ss to work in Work in groups to retell 复述课文，既可groups to retell the passage the passage with the help 以培养学生的语with the help of 1b.

of 1b.

言组织能力，又能加深对课文的理解。完成1c. T：Do you have any more

questions? Ss: No. T: Great. Now, I would like

you to work in groups to retell

the passage. You can do it

with the help of 1b. Each

member of your group retell

only one job. Maybe it’s

（Group work )

easier for you. Do you know

how to do the activity? Ss: Yes . T:Go ahead. If your group

finishes, raise your hand.

T:Now, which group would

like to show?

Group Three : S1: People wear uniforms for different reasons. Students ... S2: Firefighter wear special coats and ... S3: Soldiers wear green clothes ... S4: ...

Remark: 由于本课篇幅较长，由一个学生来复述难度很大，可以让学生以小组活动，一个人负

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责一个类别就容易多了。

Stage 6（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 .

T: Good performance have learned in this 知识，加强学生period .

!

的记忆。

Now ,we have to summarize

.

What do you know from this

passage ?

1（Class activity) S1: People wear uniforms for different reasons . T: Yes . Do you know why

soldiers wear green clothes ?

S2:Because the trees and grass is green , too .

T:Could you tell me how you

can quickly tell the police

officers from other people ?

T: ...

Assign the HMK. T: For today’s HMK, I’d like you to find out at least five 2 (Class activity)

reasons for wearing and not wearing school uniforms. You should write down your reasons

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S3: Their uniforms. S4: ...

Finish the HMK.

让学生找出支持或反对穿校服的5个理由，可以使学生更好地完成任务2。

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for tomorrow’s task. Remark：让学生在进行任务2前，预先找出理由，以免在做任务时语塞。

VI. Blackboard design

第三课时（Section C—1a,1b,1c）

Words and expressions

Grammar

daily

宾语从句

firefighter

V +(that)+ 从句

soldier

形式主语

text

It’s + 形容词+ that + 从句

reason

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

protect... from ...

how to +v

get help from in uniforms

...

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