U8T2P3

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。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。最后让学生借助 1b，复述 1a 的内容完成本课时。

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:

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(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. Emotional aims:

4. 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。
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/小黑板
V. Teaching procedures

Stage 1( 5 mins)：Revision

Designing
Step Teacher activity Student activity
purpose

Greet the Ss and Let them Play the game“Look and 玩“看一看，说
一说”游戏，既
play the game “Look and say”to revise jobs and
能复习职业名称
say” to revise jobs and learn learn some new words. 又能引出部分本
课的新词汇，还
some new words.
能激发学生的兴
T:Hi, good morning, class! Ss: Good morning. Mr. ... 趣。
T: In our daily life, we can

see many people in

uniforms. I have prepared

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many pictures of uniforms.

(Group work) 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

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

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?

Ss: 解放军战士。
T ： Yes. Firefighters wear

these uniforms. What about

this one?

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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。教师只展示制服，要

学生说出是谁穿这种制服。学生要见图就举手并说出答案。每答对一幅图，教师给相应的组记

一分。

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. 相关背景知识并

questions in 1a. 预测短文内容。

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?
Group One: We think
(Group work) 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

Group One: Maybe seven.
text /passage?

T: Group Three, what’s

your opinion?
Group Three: ...

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Remark：这个环节是预测短文内容的，教师不用给出准确的答案，但要学生说出他们的答案，

以便读后来检测预测是否正确。

Stage 3（10 mins) While- reading

Designing
Step Teacher activity Student activity
purpose

(Individual work) Let the Ss read 1a and Read 1a and complete 1b. 培养学生的快速

complete 1b. 阅读能力，完成

T ： I won’t tell you the 1b 的表格。

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. Ss: Yes .

Are you clear?

T: Hi, class, five minutes is

over. We should check the

answers now. What kind of

uniforms do students
S1: School uniforms.
wear? Are there any

volunteers? S1: To show good

T: What’ s the reason? /
discipline.
Why?

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S2: Firefighters, special

T: Well done , S1 ! More coats

volunteers ! S3:...

...

S7: ...

Remark：教师最好通过问答的形式，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 clauses and 语从句，继续学

don’t know. underline the words they 习宾语从句。

T: You have completed 1b, don’t know.

but it’s not enough. Now, go

on reading 1a, try to find out

the object clauses and

underline the words you don’t

1 (Individual work) know.

T: Have you found out how

many kinds of uniforms in the

Ss: Yes. Seven.
text?

T: Right! Xxx, please read the

S1: We believe that
object clauses you found.
they ... plane.

We know we can

get ... or her.

T: Good job! More

Ss: No .
sentences?

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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

T ： I know there are many 来培养学生的拼

new words in the text. Look at 读能力。

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
2( Class activity )

T: Then how about “ceiling”?

S2: ...
T: ...
S3: ...

S4: ...

S5: ...
T ： Now, you can turn to the

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

vocabulary.

3( Group work ) 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

screen and translate them into them into Chinese. 1a。

Chinese.

T:Now, we have solved all the

new words, so you can

understand the text better.

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Look at these sentences, work

in groups to discuss what they

mean.

T: Let’s try the first sentence,

Group One:
Group One, can you try ?
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

T ： Do you have any more 能加深对课文的

questions? Ss: No. 理解。完成 1c.

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

Ss: Yes .
how to do the activity?

T:Go ahead. If your group

finishes, raise your hand.

T:Now, which group would

（Group work ) 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 . have learned in this 知识，加强学生

period . 的记忆。
T: Good performance !

Now ,we have to summarize .

What do you know from this

passage ? S1: People wear

uniforms for different

reasons .

T: Yes . Do you know why

1（Class activity)
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 ?

S3: Their uniforms.

T: ... S4: ...

2 (Class activity) Assign the HMK. Finish the HMK. 让学生找出支持

T: For today’s HMK, I’d like 或反对穿校服的

you to find out at least five 5 个理由，可以

reasons for wearing and not 使学生更好地完

wearing school uniforms. You 成任务 2。

should write down your reasons

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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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