Section C评课稿

Unit 8 Our Clothes Topic 2 We can design our own uniforms. 第三课时（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。首先通过图片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。核对完1b的答案后，就进行猜词义活动。然后鼓励学生利用单词表去自己拼读新词汇，完成词汇教学。没有了词汇障碍，教师就可以让学生进行难点句子的理解。

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)短文内容长，涉及的任务多，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。

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/图片 V. Teaching procedures Stage 1（3mins)：

Revision(玩“看一看，说一说”游戏，既能复习职业名称又能引出部分本课的新词汇，还能激发学生的兴趣。) T: Great. Let’s begin.Shows pictures Greet the Ss and Let them play the game “Look and say”

to revise jobs and learn some new words. T:Hi, good afternoon, class! T: In our daily life, we can see many people in uniforms. I have prepared many pictures of uniforms. As soon as you see the picture, you should raise your hand and speak out who wears them.

SS: revise jobs and learn some new words. Ss: Good morning. Mr. ... Ss: Yes . S1: Students

S2:firefighter S3:soldiers S4: officials S5: Pilots S6:Police S7: Doctors

T：Yes. They are for soldiers.

T: (Shows pictures)

How about this one? T：Yes. Firefighters wear these uniforms. What about this one?

Stage 2（5mins)：

Pre-reading(读前讨论，了解相关背景知识并预测短文内容) Let the Ss look at the pictures and discuss the questions in 1a. T: Now, look at the pictures in 1a and discuss the questions. You have one minute to discuss. T : Now, stop discussing. Group One, can we share your opinion?

S: 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 ? T: Group Three, what’s your opinion? S: ... Maybe seven.

Stage 3（10 mins) While- reading(培养学生的快速阅读能力，完成1b的表格。)

Let the Ss read 1a and complete 1b.

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 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. S1: To show good discipline. S2: Firefighters, special coats

S3:... Stage 4（15 mins)：Post -reading(让学生再读1a，核实读前所预测的答案，找出宾语从句，继续学习宾语从句。)

Let the Ss read 1a, check the answers to their prediction, find out the object clauses and underline the words they don’t know. (1)T: You have completed 1b, but it’s not enough. Now, go on reading 1a, try to find out the object clauses and underline the words you don’t know.(5’) T: Have you found out how many kinds of uniforms in the text? S: Yes. Seven.

T: Right! Xxx, please read the object clauses you found. S1: We believe that they ... plane.

We know we can get ... or her. T: Actually, you are good at guessing. Now, try to read the words with the help of the vocabulary. (2) Let the Ss guess the meaning of the new words according to the context. 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? S1：烫伤、烧伤

T: Then how about “ceiling”? S2: 天花板

T：Now, you can turn to the vocabulary and check if you guess correctly. ……

（3）（合作学习，解决难点句子。完成1a）

Let the Ss work in groups to discuss the sentences on the screen and translate them into 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 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 : ... Stage 5（5mins)：Finishing 1c（复述课文，既可以培养学生的语言组织能力，又能加深对课文的理解。完成1c.）

Encourage the Ss to work in groups to retell the passage with the help of 1b.

T：Do you have any more questions?

Yes/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 easier for you. Do you know how to do the activity? 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 ... Group Three : S1: People wear uniforms for different reasons. Students ... S2: Firefighter wear special coats and ... S3: Soldiers wear green clothes ... Stage 6（5mins)：

Summarizing (回顾总结本课的知识，加强学生的记忆。)

Let the Ss summarize what they have learned in this period

. T: Good performance ! Now ,we have to summarize

. What do you know from this passage ? S1: People wear uniforms for different reasons . S2:Because the trees and grass is green , too .

S3: Their uniforms. ……

We learn: (1)daily

firefighter

soldier

text

reason

heat

protect... from ...

how to +v

get help from

in uniforms

(2) 宾语从句

V +(that)+ 从句

形式主语

It’s + 形容词+ that + 从句

It’s +形容词+ for sb. + to do sth.

Stage 7 Homework

1.Read 1a aloud and try to repeat it. 2. Write a passage about the three kinds of uniforms . 3.Preview 2—3b Page 94.

The end!

Thank you!