Section Cppt课件教学实录

Ⅰ. Material analysis

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。

Ⅱ. Teaching aims Knowledge aims：

1. 复习时间状语从句和条件状语从句。

2. 复习动词不定式作目的状语的用法。

3. 谈论不同职业的不同着装及其重要性。

4. 了解不同季节的着装艺术。

Skill aims：

1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。

2. 能引出服装的话题并进行简单的交谈。

3. 能从简单的文章中找出有关信息，理解大意。

4. 能根据写作要求和素材，整理出符合逻辑的短文。

Emotional aims：

对服装文化有更深刻的理解。

Ⅲ. The key points and difficult points Key points：

1. 复习时间状语从句和条件状语从句。

2. 谈论不同职业的不同着装及其重要性。

3. 了解不同季节的着装艺术。

Difficult points：

1. 学习运用功能句正确地阐述穿着职业装的目的。

2. 根据要求，运用本节知识重点整理出符合逻辑的短文。

Ⅳ. Learning strategies

写作时要有鲜明的观点才能保证文章脉络的清晰。

Ⅴ. Teaching aids Computer multimedia projector; the pictures of an official, boots, and the four seasons.

Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity

1.

The whole

class work. 2. The whole

class work.

3. Pair work.

4. The whole

class work. .

ntroduction

（8 minutes）

5. The whole

class work.

1. Focus their attention

on the teacher. 2. Students make sentences with the structures It’s

+ adj. + (for sb. ) to do sth. and It’s + adj. + that …

3. Students act out the

four conversations with Could you tell me…? and

You should/ have to…

4. Students judge whether these sentences are

suitable or not.

5. Students should have

the right sense: we must

wear suitable clothes on

every occasion in our

daily life. Learn the new

word daily with the

help of the teacher.

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 …

3. The teacher shows the pictures of 1a in Section B and the key words on the screen. Let students act out the four conversations with Could you tell me…? and

You should/ have to…

4. 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.

5. 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.

Presentation (10 minutes) 1. Pair work.

2. Group work.

3. Two or three

students’ work.

4. Individual

work.

5. The whole

class work.

6. The whole

class work. 1. Students discuss the

jobs of the people in the pictures with their partner. Learn and master the new words with the help of the teacher.

2. Students observe the

pictures again and discuss what functions of their uniforms are.

3. Students speak out

their opinions.

4. Students skim the

passage and compare their opinions with the writer’s.

5. Students read the passage again and answer the questions.

6. Students check the

answers. 1. 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.

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

3. The teacher lets two or three students speak out their opinions. 4. The teacher asks students to skim the passage and

compare their opinions with the writer’s. 5. 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. 6. The teacher lets two or three students tell their answers.

Consolidation (10 minutes) 1. The whole

class work

2. The whole

class work

3. Individual

work.

4. The whole

class work.

5. Individual

work + the

whold class

work.

6. Group work. 1. Students read the passage after the recording

sentence by sentence. 2. Students try to follow

the speed, paying attention to the pronunciation and intonation. 3. Students read 1a and

complete the table of

1b. 4. Students check the

answers.

5. Students read the passage and find out the main points. Understand the passage with the help of the teacher.

6. Students prepare to retell

the passage with the help

of 1b within their groups. 1. The teacher plays the recording

sentence by sentence.

2. The teacher plays the

recording without stopping.

3. The teacher asks students to

complete the table of 1b.

4. The teacher asks two students

to tell the answers. Remind them to pay attention to the usage of infinitives (to +v.). 5. 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.

Practice (10 minutes) 1. Group work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work.

7. The whole

class work. 1. Students discuss with

1. The teacher lets students their group members

discuss with their group whether students should members whether students wear uniforms at school.

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. Students report their

2. The teacher lets the

opinions.

representative of each

group report their opinions.

3. Students write a 3. The teacher lets the students

passage

write a passage about the about the opinions of opinions of their own groups.

their own groups.

4. The teacher evaluates their

4. Students should know

reports. And stress the more about the advantage advantage and importance and importance of

of dressing school uniforms.

dressing school uniforms. 5. The teacher asks students to

5. Students learn the new learn the new words in words in the brackets the brackets of 3a by of 3a by themselves themselves with the help with the help of the of the similar words. similar words.

Teach the new words boot

and casual clothes by

showing the pictures of them.

(1) great →

greatly

beautiful →

beautifully

(2) north +ern →

northern

south + ern →

s

outhern

east + ern →

eastern

west+ ern →

western 6. Students choose the

6. The teacher lets students skim correct words to complete

the passage of 3a and know

the passage. about the general ideas.

Then let them choose the

correct words to complete

the passage. 7. Students check the

7. The teacher lets two students answers. report their answers.

Production (7 minutes) 1. Individual

work.

2. The whole

class work. 3. Pair work.

4. The whole

class work 5. Individual

work.

6. The whole

class work.

7. The whole

class work.

8. Individual

work 1. Students read 3a again

and fill in the table of

3b.

2. Students check the

answers. 3. Students survey their

partner’s favorite clothes

in different seasons,

and complete the table.

4. Students report the

result of the survey.

5. Students write a passage

according to their report.

6. Students revise the

passages written on

the blackboard.

7. Students summarize

Section C with the

teacher. 8. Students finish after

class. 1. The teacher asks the students

to read 3a again and fill in

the table of 3b.

2. The teacher lets two students

tell the answers. 3. The teacher lets students work

in pairs. Let them survey

their partner’s favorite

clothes in different seasons

and complete the table. Season

spring summer fall winter Clothes

4. The teacher lets students report

the result of the survey.

5. The teacher guides students

to write a passage according

to their report. 6. The teacher lets two students

write down their passages

on the blackboard. Then

revise them together with

the students.

7. The teacher shows the summary of this section to the students. 8. The teacher assigns homework: (1) Review the summary

after class. (2) Write a passage about

your family’s job and their uniforms. (3) Preview section D. Teaching Reflection Students learn a lot about the importance of uniforms. Many of them didn’t like wearing the school uniforms before, but now they know it’s necessary for them to wear the school uniforms. The teacher may design more sentences or draw some pictures about dressing suiting different jobs, seasons, occasions and so on, let students judge whether they are suitable or not.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 2 We can design our own uniforms. Section C 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.

1. great →

greatly

beautiful →

beautifully 2. north +ern →

northern

south + ern →

southern

east + ern →

eastern west+ ern →

western