Section C教学设计和教学实录

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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— 3a,3b,2,Section D-2 第五课时：Section D—Grammar and Functions,1a,1b,Project

第四课时（Section C-3a,3b,2,Section D-2）

教学设计思路：

本课主要是了解服装的季节性和地域性，同时重点在讨论并写出自己的观点。首先通过让学生看照片引出服装的季节特性和地域特性。然后让学生读3a ,并补全短文，完成3a 。随后再读3a,完成3b。接着让学生讨论，写一篇小短文完成2 。随后让学生继续讨论，并根据讨论结果，小组合作写一个报告，向全班汇报，完成Section D- 2。最后布置家庭作业完成本课时。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

northern ,in one’s opinion, casual , greatly ,beautifully, boot （2）继续学习宾语从句。

2. Skill aims:

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（1）能够清楚地陈述自己的观点

。

（2）能够区分近似词/词组的用法。

3. Emotional aims:

4.

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

（1）读懂有关服装的话题。

(2) 了解服装的季节性和地域性。

2. Difficult points：

(1)区分近似词/词组的用法。 (2)条理清楚地表述自己的观点。

Ⅲ. Learning strategies 1. 讨论时要记录下自己和别人的观点，为写作任务收集、准备素材。

2. 要充分利用提供的写作信息。如：词语、问题，导语等。

Ⅳ. Teaching aids 多媒体课件/图片

V. Teaching procedures

Stage 1( 5 mins)：Getting the students ready for learning

Designing Step Teacher activity Student activity purpose 学习部Show some pictures and let Look at the pictures and 看图说话，分新词汇，并导入the Ss say something about say something about 到3a。

them. 1 (Class activity)

them.

T: Good morning, boys and

girls! Ss: Good morning, Mr. ... T: Look at my photos. I took

the first photo last week and

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I took the second one last

winter. Can you say

S1: You wore a T-shirt in Picture One and warm clothes in Picture Two. anything about them?

T: Yes. Do you know why I

wore different clothes?

S2: Because you took the pictures in different T: Correct reason. Go on seasons. looking at pictures. I took

this picture in Harbin two

years ago when I spent my

winter holidays there.

Ss: Wow! So much snow!

T:Yeah! People decorated

the city beautifully with ice

And I took this picture on Ss: Beautiful place. Hainan Island last winter.

T: So it is. Say something

about the two pictures,

please.

T: You are really clever! It’s true that People in northern

S3: It’s very cold in Harbin in winter, so you had to wear warm clothes but it’s warm in Hainan in winter, so yon only wore a shirt.

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China wear differently from people in the south. As we all know, China is so big that the temperature changes greatly. So if you plan to travel to somewhere, remember to find out the weather there. Remark：教师也可以用构成法让学生来学习3a中的单词。如:great+ly=greatly, correct+ly=correctly, north+ern= northern ,beautiful +ly= beautifully。

Stage 2（3mins)：

Finishing 3a Designing Step Teacher activity Student activity purpose Let the Ss read 3a and Read 3a and complete the 阅读3a,补全短complete the passage. passage. 文。完成3a。

T: Now，please read the

passage aloud about Li

Mei and complete the

passage. T: Have you finished yet? (Individual work) T: Great. Then let’s check

the answers. No. 1 is ... .

S1: Correctly, S2:greatly S3:northern S4: ...

Ss: Yes.

T: Well done. Do you have

any questions? Ss: No. Remark：这篇短文比较简单，只要学生能正确地补全短文即可。

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Stage3（5 mins) Finishing 3b Designing Step Teacher activity Student activity purpose Let the Ss read 3a again Read 3a again and finish 培养学生提取信and finish 3b. 3b. 息的能力。完成3b 。

T：Now , look at 3b, please

read 3a again and

Ss: Ok. complete the table. T:Can we check now? (Individual work) T: Xxx, could you tell me

what Li Mei wears in

spring? S1: She wears windbreaker T: How about summer, in spring. xxx? S2: She wears shorts, T-shirts and dresses. S3: ... S4: ... Remark：教师要学生利用图表中的关键词，迅速地位，获取所需信息。

Stage 4（15 mins)：Finishing

Section C-2 Designing Step Teacher activity Student activity purpose: Let the Ss discuss whether Discuss whether 培养学生的口头students should wear uniforms students should wear 表达能力和根据at school and write a passage.

(Group work)

uniforms at school and 记录要点写短文的能力。

T: Yesterday, I asked you to write a passage. write down some reasons for

wearing and not wearing

school uniforms. Have you

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done it? Ss: Yes. T: Fine. Now, discuss with your

members whether students

at

should wear uniforms school. Group One, Two, Three

and Four should find out the

reasons for wearing uniforms

while the rest should find out

the reasons for not wearing

uniforms. Are you clear?

T: Everybody should take notes Ss: Yes. when discussing ,Because you

have to write a passage after

discussing.

T：Now stop discussing, please.

Everybody should write a

passage about your opinions.

You can write your passage on

the book .If you finish writing,

please raise your hand.

T: Who would like us to share

his /her writing?

S1:Some students think it is ... S2: ... T: Good writing . Now, S3: ... welcome our grammar S4: ...

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supervisors.

Supervisor One：S1 made three mistakes. The first one is ... Supervisor Two: ... Supervisor Three : ... Remark：在讨论前，教师要分好组，要有的组支持穿校服，有的组反对穿校服。教师要提醒学生在参与讨论的过程中一定要记录别人的观点，为写作任务积累素材。教师可以鼓励4-5个学生来展示。在学生的展示环节可以设置几个语法监督员，来记录语法错误。

Stage 5（15mins)：Finishing Section D-2 Designing Step Teacher activity Student activity purpose Let the Ss discuss the Discuss the questions in 培养学生的口头questions in Section D - 2 and Section D - 2 and give

表达能力和合作give

a report to the class. a report to the class. 意识。

T：As a teacher, I think it’s

necessary for students to wear

uniforms at school, Because...

T: Now, turn to page 96.

please work in groups and

（Group work )

discuss the questions in 2.

Each group should give a

report to the class .Are you

clear?

T: Start discussing, please. Ss: Yes. Do remember to take notes. It

will be helpful to your report.

If your group finishes, please

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let me know.

T: Are you ready to give your

report now?

T: Ok . Group Four, shall we Ss: Yes. share your ideas?

Group Four: In our group, different school. they clothes A wear to usually T: Very nice! Next group, wears ... please.

Group One: In our group, A usually wears... Group Three: ... Group Two: ...

Remark: 教师要提醒学生在讨论时要记录要点，并且以小组为单位写一个讨论报告，并在同学们面前展示出来。

Stage 6（2mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

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

find out some information about what people wear on special days in our hometown or on special occasions.

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Student activity

purpose

Finish the HMK.

让学生收集家乡或某些特殊的场合人们的穿着，为下一课时的学习作准备。

to finish Section D-Grammar and Functions and

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Remark：因为下一课时是讲国外人们的穿着习惯，教师让学生收集关于我们自己的穿着习惯，更能让学生对穿着有更深刻的认识。

VI. Blackboard design

第四课时（Section C— 3a,3b,2,Section D-2）

Words and expressions

Grammar

beautiful+ly=beautifully great+ly= greatly correct+ly=correctly plain clothes---causal clothes north +ern= northern

...

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