仁爱英语八下TopicWhatanicecoat篇 20页

Unit 8 Our Clothes ‎ Topic 1 What a nice coat!‎ Section A ‎ Section A needs 1 period. Section A需用1课时。‎ The main activities are ‎1a and 3. 本课重点活动是‎1a和3。‎ Ⅰ. Aims and demands目标要求 ‎1. Learn some new words: ‎ ‎ silk, cotton, afford, scarf, jeans, overcoat, handbag, hat, sock ‎2. Learn the structure of “so …that …” . ‎ I liked it so much that my father bought it for me.‎ My old coats are so short that I want to buy some new ones.‎ ‎ 3. Learn how to ask for help. ‎ Could you tell me where to buy a scarf ?‎ Thanks. And what about hats and socks?‎ ‎ 4. Making appointments Do you have time tomorrow?‎ Could we meet at the school gate at ‎8 a.m.?‎ ‎ 5. Logical relations Cause and effect ‎ I liked it so much that my father bought it for me.‎ Ⅱ. Teaching aids 教具 教学用的服装卡片/安排学生自带的衣服/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 复习服装词汇，导入‎1a。‎ ‎1. (用卡片复习以前学过的服装词汇。)‎ T: Boys and girls, today we will have a lesson about clothes. I think it is useful for you. You must be interested in it. Look at here, what’s in my hand? Oh, yes, there are many cards about clothes in my hand. You should speak out the names of these clothes as soon as I take them out. Are you ready?‎ Ss: Yes.‎ ‎(教师抽出一张张画有衣服的卡片，让学生一起大声说出服装名称，复习已学过的衣服名称。)‎ coat blouse pants shirt raincoat dress ‎ ‎ sweater jacket ‎ T: Good! You have known so many words about clothes. Are you happy?‎ Ss: Of course.‎ ‎2. (教师用手中的卡片，教会学生有关询问服装质地的表达，并板书句型。)‎ T: We have learnt so many words about clothes. Today we will learn how to ask the materials of clothes.‎ ‎(板书并学习新单词。)‎ cotton n. 棉布；棉花 adj. 棉花的；棉布制的 silk n. 丝 adj. 丝制的 ‎(教师指着自己的眼镜告诉学生它是塑料制成的。)‎ T: Look at my glasses. They are made of plastic.‎ ‎(教师走到一名学生身旁，引导其他学生说这名学生的衣服是什么质地的。)‎ T: He is wearing a coat. It’s a cotton one. Now, please use cotton and silk to describe your deskmate’s clothes. ‎ ‎ (让学生之间互相练习这一句型。)‎ T: Now, work in pairs to practice the expressions.‎ S1: Li Ling is wearing a scarf. It’s a silk one.‎ S2: Du Lei is wearing a jacket. It’s a cotton one.‎ ‎…‎ T: Then I have more beautiful clothes here. Do you want to say them in English?‎ Ss: Yes.‎ ‎3. (教师拿出已准备好的服装展示给学生，并教新词，巩固有关服装质地的表达。)‎ T: Look here. What are they?‎ ‎(帮助学生回答。)‎ Ss: They are jeans.‎ ‎(板书画线部分, 并让学生跟读。)‎ ‎(让学生触摸，感觉质地，引导学生回答。)‎ Ss: They are cotton ones.‎ T: Then what is it?‎ ‎(拿另一件衣服，比如围巾，展示给学生。)‎ ‎(学生会用汉语回答: 围巾。)‎ T: Yes, it’s a scarf.‎ ‎(板书单词教学生大声跟读。)‎ ‎(让学生触摸，感觉质地。)‎ T: OK, it’s a silk one.‎ ‎(以此类推，学习其余生词handbag, hat, …)‎ ‎(板书)‎ jeans /dVi:nz / — They are cotton ones.‎ They are cotton jeans.‎ scarf /skB: f / — It’s a silk one.‎ It’s a silk scarf.‎ handbag /′hændbæg/ n. 女用皮包；手提包 hat / hæt / n. 帽子；礼帽 T: Can you remember these new words? If you can’t, I’ll give you several minutes to remember them. OK?‎ Ss: OK!‎ ‎(几分钟后，教师可用手势表示停下来。)‎ T: Time is up. Let’s have a word competition. Say the names of these clothes when I show them. I’ll see which group is the quickest and best. Group A, go!‎ ‎(在这组活动结束后，可适当对获胜者进行表扬，同时不忘鼓励落后者，希望他们下次表现更好。)‎ T: OK, stop here. Group A is good. Group B is better. Group C is the best. Group D, don’t lose your heart, I believe you will do better next time.‎ ‎4. (根据展示的图片，师生问答。)‎ ‎ T: How do you like the coat?‎ ‎ Ss: It is beautiful.‎ ‎ T: What do you think of the skirt?‎ ‎ Ss: It is nice.‎ T: How about …？‎ Ss: It is … / They are …‎ ‎(过渡到下一步。)‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ 呈现本课活动‎1a。‎ ‎(方案一)‎ ‎1. (让学生听‎1a录音，设置听力任务，让学生带着问题听。)‎ T: Well done. Now let’s come to ‎1a. First look around our classroom. What did you find? Oh, you can find your classmates are wearing different kinds of clothes. What nice clothes! Today, Maria is also wearing a beautiful coat. If you want to know it, please listen to the tape carefully.‎ ‎ (板书)‎ What is Maria wearing?‎ What’s it made of ?‎ What does Jane want to buy?‎ ‎(听完后，让学生回答上面的问题。)‎ T: Who wants to answer the first question?‎ S1: She is wearing a Chinese Tang costume.‎ T: OK. Next question?‎ S2: It’s made of silk.‎ T: Good! The last question?‎ S3: She wants to buy some new coats.‎ ‎2. (让学生看‎1a听对话，然后跟录音朗读。)‎ ‎ T: Look at ‎1a, listen to the dialog again, and then follow the tape.‎ ‎ (学生跟读完之后，师生共同找出关键词句并列于黑板上，同时讲解一些重难点。)‎ ‎ (板书)‎ look great — What a nice coat! — a Chinese Tang costume —‎ feel soft — so… that… — buy some new coats — have a fashion show ‎(方案二)‎ ‎1. (出示‎1a的图片，师生问答，引入‎1a, 然后听录音。)‎ T: I’ll show you a picture, please look at it carefully, and then try to answer my question. How does Maria look?‎ ‎ Ss: She looks great. She wears a nice coat.‎ T: The nice coat is a Chinese Tang costume. Now listen to ‎1a and try to find out what Maria and Jane are talking about.‎ ‎2. (让学生跟读录音，并回答下列问题。)‎ T: Please read after the tape, and then answer the following questions:‎ ‎(板书)‎ ‎(1) Why does the Chinese Tang costume feel soft?‎ ‎(2) When will they have a class fashion show?‎ ‎(3) Will they go shopping? What time will they meet?‎ Step 3 Consolidation 第三步 巩固(时间: 7分钟)‎ ‎1. (让学生根据黑板上的关键词句，总结对话的主要内容。)‎ T: Please sum up the dialog according to the key words and sentences on the blackboard.‎ ‎(让学生再读一遍课文，然后两人一组根据黑板上的重点词句表演对话。)‎ T: Please read the dialog again and act it out in pairs according to the key words and sentences on the blackboard.‎ ‎(学生读完之后。)‎ T: Are there any volunteers? Please come to the front and act out the dialog.‎ S1: …‎ S2: …‎ ‎(教师让学生参与评价，选出最佳的一组，给予表扬。)‎ T: Well, You did a good job! S1 and S2 are No.1. Congratulations!‎ ‎2. (让学生独立完成1b，巩固so … that …和so that …的用法。)‎ T: Now, finish 1b by yourselves.‎ ‎(一分钟以后)‎ T: Have you finished? Now, let’s check the answers.‎ ‎(教师可适当补充一些语法练习，再巩固so … that … 和so that …的用法。)‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 完成2。‎ ‎1. (教师带领学生完成2。)‎ ‎(1) T: Are you happy that you can say much about clothes? OK! It’s time for you to write something about them. Please fill in the blanks carefully, and then we’ll check them together.‎ ‎(2) T: Well. You have known the clothes that people are wearing, but do you know who they are?‎ OK, let’s listen to 2 and find out who they are. Please number the pictures.‎ ‎(让学生根据所听句子的顺序相应标出人物的顺序。等学生听完并做完之后，核对答案。)‎ ‎2. (学生完成2后，教师可领学生做个小游戏，既放松心情，又巩固所学知识。)‎ ‎ T: I think you must be tired. Let’s play a game, OK?‎ ‎ Ss: OK.‎ ‎ (此活动具体操作如下: ‎ 教师先作示范，用英语描述某个学生的衣着，然后让大家闭上眼睛猜描述的是谁。猜对的学生，教师给予表扬。然后找几名学生来描述某个学生的衣着，其他学生猜。)‎ ‎ T: She is wearing a pair of glasses. She is wearing a bright yellow skirt. She has long hair. Can you guess who she is?‎ ‎ Ss: …‎ ‎ T: Right. Well done!‎ ‎ …‎ ‎ (此活动的目的是: 激发学生学习英语的兴趣，既锻炼了学生的听力，又提高了他们的口语表达能力，让学生在轻松愉快中掌握所学知识。)‎ Step 5 Project 第五步 综合探究活动(时间: 8分钟)‎ 完成本课活动3。‎ ‎1. (让学生两人一组完成3。首先进行小组讨论，说出图中每层楼所售服装名称, 然后模仿对话，编一个新的对话。)‎ ‎ T: Well, boys and girls, today we have learnt a lot of names about clothes. I think you can look at the pictures in 3 and find out what’s on each floor in pairs. Do you understand?‎ ‎ Ss: Yes.‎ ‎ (学生在讨论过程中，教师可到学生当中帮助学习有困难的小组。)‎ ‎ T: Time is up. Be quiet, please. Let’s check the answers together. I’ll ask one group to tell the answers. Who will try?‎ ‎ (看学生反应情况，选一组向大家汇报讨论结果。)‎ ‎ T: G1, please.‎ ‎ G1: You can buy shoes and hats in the Shoes & Hats Section on the first floor. You can buy…‎ ‎ (如果汇报的学生在讲述过程中有遗漏的地方，可让其他学生补充。)‎ ‎ T: OK, please stop here. Is that all? Anything else? Please look carefully.‎ ‎ (这部分结束之后，要求学生按原组进行角色表演，其中一位扮演顾客，向另外一位扮演售货员的学生询问各种服装所在位置。)‎ ‎ T: OK. Next, look at the dialog in 3, and then make similar dialogs with your partner. Go!‎ ‎2. Homework: ‎ ‎ (让学生回家准备一张家人的照片，运用本节课所学内容，介绍相片里的家人所穿的服装以及服装质地。)‎ ‎ Prepare a family photo and describe their clothes.‎ Section B ‎ Section B needs 1 period. Section B需用1课时。‎ The main activity is ‎1a. 本课重点活动是‎1a。‎ Ⅰ. Aims and demands目标要求 ‎1. Learn some new words and phrase:‎ size, be made of, natural ‎2. Learn useful expressions about choosing clothes.‎ ‎—What would you like to buy?‎ ‎—I’d like these cotton pants and this T-shirt.‎ ‎—What size do you wear?‎ ‎—Size M.‎ It’s made of natural materials.‎ ‎—What do you want to buy?‎ ‎—I’d like to buy a silk hat and a woolen dress.‎ ‎3. Master the usage of adverbial clauses of result.‎ ‎4. Size ‎—What size do you wear?‎ ‎ —Size M.‎ ‎ 5. Shopping Ⅱ. Teaching aids 教具 实物/学生从家里带来的照片/图片/多媒体课件/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 复习服装词汇，呈现生词。‎ ‎1. (复习上节课内容，叫学生描述所带家庭相片中家人所穿的服饰以及服饰的质地。)‎ ‎ T: Now. It’s time to check your homework. Have you brought your family photos?‎ ‎ Ss: Yes.‎ ‎ T: Can you introduce your family to our classmates?‎ ‎ Ss: Yes.‎ ‎ T: Who will be the volunteer? OK, please come to the front, and introduce your family to us.‎ ‎ (示意学生举手。)‎ ‎ (该学生手拿相片，面对全班学生。)‎ ‎ S1: This is my father. He’s wearing a gray sweater and the sweater is made of wool. His shoes are made of leather. This is my mother. She is wearing a beautiful pink dress and the dress is made of cotton. Her scarf is made of silk …‎ ‎ …‎ ‎ (再叫几名学生做相似的介绍。)‎ ‎2. (从介绍家人服装的学生手中留下几张适合本课教学的相片，抽出一张进行介绍。)‎ ‎ T: Boys and girls, please look at the photo. Can you remember whose mother she is?‎ ‎ Ss: Yes. She is ××’s mother.‎ ‎ T: What is she wearing?‎ ‎ Ss: She is wearing a sweater.‎ ‎ (教师手指着毛衣，示意学生用英语齐声说出。)‎ ‎ T: What’s it made of?‎ ‎ Ss: It’s made of wool.‎ ‎ T: Yes, it’s made of wool. You can also say it’s a woolen sweater.‎ ‎ (板书画线部分。并在woolen下用彩笔画线，并标出音标、注释，让学生跟读。)‎ ‎ T: Please look at the blackboard and read after me.‎ ‎ (学完woolen之后，教师手拿一个皮制手提包。)‎ ‎ T: What’s it?‎ ‎ Ss: It’s a handbag.‎ ‎ T: Yes, it’s a handbag. What’s it made of ?‎ ‎ (帮助学生回答。)‎ ‎ T: It’s made of leather. It’s a leather handbag.‎ ‎ (板书画线部分并标出音标、注释，让学生跟读。)‎ ‎(以此类推，呈现size, silk, windbreaker和natural materials。)‎ ‎(板书)‎ It’s a woolen sweater. /′wJl[n/羊毛制的 in a clothing shop It’s a leather handbag. /′le T[/皮制的 What size do you wear? /saIz/‎ It’s a silk windbreaker. /′wIndbreIk[/‎ It’s made of natural materials.‎ ‎(教师在板书时，可悄悄地加上一句未操练的句子，并且句子里含有生词，这样不仅可以灵活地引入新词，还可以培养学生的观察力，活跃课堂气氛。)‎ T: Well done! Now we have learnt so many new words on the blackboard. Please look at the blackboard carefully. Can you still find any other words you don’t know?‎ ‎ Ss: Yes, there is a new word in these key words.‎ ‎ T: Yes, follow me,“clothing”.‎ ‎ (学生跟读几遍，掌握它的拼写。)‎ ‎ (教师把clothing, clothes, cloth写在黑板上，让学生说出它们之间的区别，然后教师归纳总结。)‎ T: Who can tell me the differences among clothing, clothes and cloth?‎ ‎ Ss: …‎ Step 2 Presentation 第二步 呈现(时间: 10分钟)‎ 呈现‎1a，完成1b，简要介绍结果状语从句。‎ ‎1. (引入‎1a。)‎ T: Great! We know that the clothes are made of different natural materials.‎ ‎ T: Read after me, please,“natural materials”.‎ ‎ (让学生多读几遍，熟练掌握这个词组。)‎ ‎ T: You know so many natural materials, but can you tell me what size do you wear? First, let me tell you the size of my coat. I wear size S/M/L.‎ ‎ (板书画线部分并解释。)‎ What size do you wear? 你穿多大号的？‎ size S/M/L? (小号/中号/大号?)‎ ‎ S1: I wear size S.‎ ‎ S2: I wear size M.‎ ‎ S3: I wear size L.‎ ‎ …‎ ‎ (让学生自由说英语，培养说英语能力。过渡到下一步。)‎ ‎ T: That’s fine. You know about your clothes well. But what about your friends Michael, ‎ Kangkang, Jane and Maria? Please listen to ‎1a and answer the following questions.‎ What would Kangkang like to buy?‎ What about Michael?‎ What size does Michael wear?‎ What does Jane want to buy?‎ How about Maria?‎ ‎(上述问题可在课前准备好，板书在小黑板上或用幻灯片显示，以节省课堂时间。)‎ ‎(学生听完之后，如果回答有困难，可再播放一遍。)‎ ‎2. (让学生再听‎1a录音，看图片，独立完成1b。)‎ T: Well, let’s check the answers.‎ SS: …‎ T: Very good. How clever you are!‎ T: Now, open your books on page 79. Read the dialog in ‎1a aloud together.‎ ‎ Ss: …‎ ‎(让学生大声读两遍之后，提问几名学生，检查读音情况，予以及时纠正。)‎ ‎ T: Please read the dialog again, and then find out the key words.‎ ‎ Ss: OK.‎ ‎ T: Let’s begin.‎ ‎ (学生开始查找，大约两分钟后。)‎ ‎ T: Are you ready?‎ ‎ Ss: Yes.‎ ‎ T: Let’s go through the dialog and find out the key words together.‎ ‎ (师生共同合作，写出关键词。)‎ fashion show Kangkang — cotton pants and T-shirt Michael — windbreaker — Size M — natural materials Jane — silk hat and a woolen dress Maria — a leather jacket ‎ Step 3 Consolidation 第三步 巩固(时间: 8分钟)‎ 进一步巩固‎1a。‎ ‎(读对话，然后放录音，逐句核对语音语调。)‎ T: How great! Let’s go further in understanding the dialog. Please read the dialog together. After you read one sentence, I’ll play the same sentence again on the tape. You can check your pronunciation and intonation.‎ ‎(学生读完之后。)‎ T: You have a better understanding of the dialog now. And make similar dialogs by using the key words. Later, I will let you act out your dialogs.‎ ‎(因为对话较长，在学生编对话过程中允许看一下书，只要他们能用上关键词并且语言流利即可。)‎ T: Most of you can use the key words correctly. That’s good enough. You can go further.‎ Step 4 Practice 第四步 练习(时间: 12分钟)‎ 练习‎1c和2，介绍结果状语从句。‎ ‎1. (让学生根据图片和提示语填空，完成‎1c，进一步巩固so …, so … that … 和 … so that …的用法。)‎ T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you know how they feel? Look at the four pictures in ‎1c, and fill in the blanks according to the pictures.‎ ‎ (教师可补充适当练习，让学生更好地掌握结果状语从句的用法。)‎ ‎ (1) We study English hard, our English teacher is very happy.‎ ‎ (2) The price of the leather jacket is expensive I can’t afford it.‎ ‎ (3) Miss Wang planned very well her students enjoyed a good trip.‎ ‎2. (教师可把学生分成三组，做一个小游戏，寓教于乐，更好地理解结果状语从句的用法。 在左边列出Group 1造的任意的短句，在右边列出Group 2造的任意的短句。让学生用这三个结构把左边和右边连成一个句子，当然不是所有的句子都可以连接的，这样连接出来的句子有的就很搞笑，让学生在笑声中学会这三个结构的用法。)‎ T: Now Group 1 and Group 2 make some sentences like these: ‎ ‎(板书)‎ I’m a student. He can reach the apple on the tree.‎ He is tall. I must learn English well.‎ ‎… …‎ ‎ T: Group 3 use“so…”,“so…that…”, or“… so that…”to match the sentences on the left with those on the right.‎ ‎ Example:‎ I’m a student so he can reach the apple on the tree.‎ ‎ …‎ ‎3. (完成2。教师先让学生把需要判断的句子读一遍，以便听2录音时有针对性，有利于培养学生捕捉细节的能力，促进听力水平的提高。)‎ ‎ T: OK, let’s come to 2. First, go through the sentences in 2. Then listen to the tape and mark True (T) or False (F).‎ ‎ (听完2录音后。) ‎ T: Now, tell me your answers.‎ ‎ Ss: …‎ ‎ (如果部分学生没听懂，教师应把听力原文用幻灯片显示出来，让学生朗读、熟读，培养语感。)‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 进一步掌握有关服饰及质地的词。巩固结果状语从句。‎ ‎1. (让学生调查班内五名学生最喜欢的服饰和服装的质地，填入下列表格中。)‎ T: Make a survey about five of your classmates’ favorite clothes and the materials of their clothes. Then fill out the form. ‎ Name Clothes Materials ‎2. Homework:‎ ‎ (用so …, so … that … 和 … so that … 造句。至少5个。)‎ ‎ Use“so …”,“so … that …”and “… so that …”to make sentences. At least five sentences.‎ Ⅳ. 疑点探究 ‎ afford v. “买得起，(有时间)做，能做”。通常与can, could或be able to 连用，尤用于 否定句和疑问句。如：Can we afford a new car?‎ ‎ affordable adj. 如：affordable prices/housing付得起的价格，买得起的住宅 Section C Section C needs 1 period. Section C需用1课时。‎ The main activities are ‎1a and 2. 本课重点活动是‎1a和2。‎ Ⅰ. Aims and demands目标要求 ‎1. Learn some new words and phrases: ‎ depend on, glove, nearly, northern, Australian, according to, catch one’s eye, sliver, iron ‎2. Go on learning the structure of“so…that…”.‎ The T-shirt is so bright that Kangkang looks lively.‎ ‎3. Learn the dressing culture in North America.‎ ‎ 4. Be able to read the instruction tag on the clothes. ‎ ‎100% cotton Made of 100% cotton Ⅱ. Teaching aids 教具 一些准备好的服装/录音机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 10分钟)‎ 复习有关服饰的名词。呈现‎1a生词。‎ ‎1. (教师在袋子里放上几件特殊的衣服，让学生猜，复习上节课的内容。)‎ T: Boys and girls, I’m very happy today, because I have brought you many special clothes in this bag. We can play a guessing game. I am sure you will like it.‎ ‎ (教师拿着装衣服的袋子走到学生面前让学生用手摸一下并猜测是什么衣服及用什么做的。学生只许触摸不许看。教师视学生的猜测做相应的回答。)‎ T: Let me tell you how to play the game. I’ll ask some of you to put your hands into the bag, touch the clothes and tell me what it is and what it’s made of. You can make a guess by asking questions, like“Is it a cotton coat?”‎ S1: Is it a silk scarf ?‎ T: No. You can take it out.‎ S1: Oh, it’s a silk skirt.‎ ‎(教师肯定他／她的回答后，把这件衣服拿出来。教师可把袋子拿到下一名学生旁边。)‎ T: You can also have a try.‎ ‎(学生感觉质地并问。)‎ S2: OK. Are they cotton pants?‎ T: Yes. They are cotton pants. Thank you. Please sit down.‎ ‎(教师回答后，把这条裤子拿出来。)‎ ‎…‎ ‎(继续下面的游戏，让学生自如地运用所学知识，并把拿出的衣服依次放于讲桌上。)‎ ‎2. (导入新词汇和新课。)‎ T: Wow, there are so many beautiful clothes on the desk. Which of them do we wear on special days and which ones do we wear on common days? Do you know?‎ ‎ Ss: Yes, of course.‎ ‎ (请一学生上来分类，把在正式场合穿的衣服放左边，其余的放右边。如果学生分好了可表扬，没分好可请其他人帮忙。)‎ ‎ T: OK. I’ll ask one student to come here and do it for us. And you must put the clothes which we wear on special days on the left and the clothes which we wear on common days on the right.‎ ‎ (一分钟之后。)‎ ‎ T: Is it right? Any other ideas? Anyone else? Good, you please.‎ ‎ (学生把服装分好了之后。)‎ ‎ T: That’s right. As for me, I prefer to dress formally. What about you?‎ ‎ (板书)‎ formal —— formally informal —— informally ‎(对板书的四个词解释并让学生跟读。)‎ Example:‎ T: Do you prefer to dress formally or informally?[‎ S3: I prefer to dress formally.‎ S4: I prefer to dress informally.‎ ‎ …‎ ‎ (教师询问学生平时穿的衣服和特殊日子穿的衣服。) ‎ T: What do you usually wear at school?‎ S5: I usually wear shirt.‎ S6: I usually wear T-shirt.‎ ‎ …‎ T: What do you wear on special days?‎ S7: At Christmas, I wear Santa Claus hat.‎ S8: In Spring Festival, I wear new clothes.‎ ‎ …‎ T: Oh, I see. What you wear depends on what you like.‎ ‎(板书画线部分，并注音标和释义，让学生跟读。)‎ What you wear depends on what you like.‎ ‎/dI5pend/ v. 依赖，依靠，取决于 T: Can you make sentences using“depend on”?‎ ‎(让学生造句熟悉depend on的运用，为下面更好地理解文章内容作铺垫。让学生尽可能多地造句，既扩展了学生的思维，也活跃了课堂气氛。)‎ T: You made so many sentences. I’ll also make a sentence for you. Sometimes what people wear depends on festivals. In some areas women must wear red coats during Spring Festival. It’s a custom. Would you like to know what North American people wear on special days?‎ Ss: Yes, we’d love to.‎ T: OK, we’ll learn it today. Please open your books on page 81.‎ ‎ (自然导入下一步。)‎ Step 2 Presentation 第二步 呈现(时间: 15分钟)‎ 呈现‎1a, 完成1b。‎ ‎1. (让学生快速阅读‎1a, 找到下面两个问题的答案并根据课后词汇表, 自学生词: dislike, ‎ boot, northern, Australian, 培养学生自学能力。)‎ ‎ T: Now read the whole passage as quickly as you can and try to find out the answers to the questions on the blackboard. You can look up the new words in your word list.‎ ‎ (板书)‎ What do North American people wear on special days?‎ What do Chinese people wear in northern China in winter?‎ ‎(几分钟后，请找出答案的学生回答问题。)‎ T: Oh, good, boys and girls. Please answer the first question.‎ S1: There are very few formal days. What people wear depends on their likes and dislikes.‎ T: Really smart! What about the next one? You, please.‎ S2: Chinese people usually wear coats, gloves, boots, hats and so on in winter.‎ T: Well done!‎ ‎(由于这是一篇阅读课文，一开始，教师让学生带着问题读，有利于培养学生快速阅读并摄取有效信息的能力。)‎ ‎2. (听‎1a录音并跟读，完成1b。通过阅读、跟读以及练习可使学生进一步熟悉语言材料，强化感性认识。)‎ T: Boys and girls, read after the tape, get more information about the passage and finish 1b.‎ ‎(学生做完1b后核对答案，可进行抢答。)‎ T: Most of you have finished 1b. Let’s check the answers. Now, I’d like to divide the class into two parts, Group A and Group B. Anyone in either group can stand up and answer the questions. Then we will see which group offers more correct answers. Let’s go! The first one , is it right? S3, please.‎ S3: No. It’s wrong.‎ T: How to correct it?‎ S3: There are very few formal days in North America.‎ T: Quite right. Please sit down. Next one? S4, please.‎ S4: The sentence is wrong. Because there isn’t Spring Festival in Canada or the United States.‎ T: Yes, well done!‎ ‎…‎ ‎(以此类推，核对下列三题。)‎ ‎(教师给予评价。)‎ Example: ‎ T: Group A did a good job. Group B did better. Because … I hope …‎ ‎3. (学生再自读一遍‎1a并找出关键词或词组。)‎ ‎ T: All of you have done a very good job. Well, boys and girls, read ‎1a again and try to find out the key words and phrases in this passage. ‎ ‎ (学生查找完关键词与词组后，要求他们讲述出来，教师核查并板书于黑板上，讲解部分生词与重难点。)‎ North Americans dress — on special days — few formal days — depends on their likes and dislikes — paper party hats — Canadian people — wear — the same in northern China — generally — in Canada and the United States — the same style of dressing — South American — the same way — Australians Step 3 Consolidation 第三步 巩固(时间: 5分钟)‎ 巩固‎1a。‎ ‎1. (让学生看着关键词与词组，试着复述课文。)‎ ‎ T: I think you all understand the passage well, and then try to retell the passage according to the key words on the blackboard. I’ll give you two minutes to prepare.‎ ‎ (学生在积极准备中。)‎ T: Time is up. Any volunteers? Come to the front and retell the passage to us.‎ ‎ (让学生到前面复述课文。及时鼓励学生，增强学习信心。)‎ T: I’m pleased with your spoken English. Now we all know what North American people wear.‎ ‎2. (让学生讨论‎1a问题。)‎ T: Kangkang and his classmates bought many nice clothes to make them look handsome for the fashion show next Monday. Most of us also want to look handsome. So we often buy nice clothes. Now please discuss the two pre-reading questions in ‎1a.‎ Step 4 Practice 第四步 练习(时间: 10分钟)‎ 练习2，完成3。‎ ‎1. (双人活动。让学生仿照2中例子，编对话。完成2。)‎ T: Please look at the pictures in 2. Here is the fashion show in the classroom on Monday. Work in pairs to make similar dialogs according to the example. You have two minutes to prepare for it.‎ ‎(让学生思考2分钟。)‎ ‎(表演对话。)‎ ‎ T: Stop here, please! I’d like some pairs to come to the front and act out the dialog. Any volunteers?‎ ‎ T: OK, you two ! Go!‎ ‎(教师进行评价。)‎ ‎ T: You did so well that I was very happy. Thank you.‎ ‎(板书画线部分并解释“so … that …”。)‎ so … that … 如此……以至于……‎ ‎ T: Please use“so … that …”to make more sentences.‎ Example: ‎ The shoes are so expensive that I can’t afford them.‎ He got up so early that he could catch the first bus.‎ ‎2. (听录音，完成3。)‎ ‎ T: Great! I think most of your mothers like shopping. Kangkang’s mother likes it, too. Let’s learn something about Kangkang’s mother. Go to 3 on page 82 together. Please look at the picture, and answer my question,“Did Kangkang’s mother buy many things?”‎ ‎ Ss: Yes. There are many bags in her hands.‎ ‎ T: So listen to 3 and find out what she bought.‎ ‎ (可让学生听三遍，第一遍整体理解课文，第二遍填入答案，第三遍核对答案，最后教师核对答案。)‎ ‎ T: Do it like this. First, listen. Second, listen and fill in the blanks. Then, check the answers by yourselves. At last, let’s check the answers together. Do you understand? Go! ‎ Step 5 Project 第五步 综合探究活动(时间: 5分钟)‎ 完成练习4。进一步巩固有关服装及质地的词。‎ ‎1. (以游戏的形式完成4。)‎ ‎ T: We will play a game. I’ll ask some of you to describe your classmates’ clothes. The classmate who you are talking about should try to explain the instruction tag on clothes like 4.‎ ‎(如果被描述到的学生能够很好地理解4的内容，示意全班学生给予热烈的掌声鼓励。) ‎ ‎2. (让学生调查其家庭成员最喜爱的衣服并填表。) ‎ T: Make a survey about your family’s favorite clothes and fill out the form below.‎ Member Favorite Clothes Materials My grandfather My grandmother My father My mother My sister ‎2. Homework: ‎ ‎ (根据上表写一篇短文。)‎ Ⅳ. 疑点探究 ‎ Dislike: n. dislike (of / for / sb. / sth.) 不喜爱，厌恶，反感。‎ ‎ e.g. He did not try to hide his dislike of his boss.‎ ‎ 常用复数dislikes表示“不喜欢的事物，讨厌的事物”。‎ Section D Section D needs 1 period. Section D 需用1课时。 ‎ The main activities are ‎1a, 3 and 4. 本课重点活动是‎1a, 3和4。‎ Ⅰ. Aims and demands目标要求 ‎1. Learn a new word and a sentence: ‎ society You are what you wear.‎ ‎2. Review the usages of “so …”, “so … that …” and “… so that …”.‎ I liked it so much that my father bought it for me.‎ My old coats are so short that I want to buy some new ones.‎ People started to wear clothes so that they could protect themselves from the sun, wind, rain ‎ and cold.‎ ‎3. Learn some information about clothes.‎ It’s said that the first types of clothes were made of animal skins.‎ Ⅱ. Teaching aids 教具 一块大布料(用于遮挡)/纸剪的楼梯模型(用于贴在黑板上)/四个纸剪的小人像(代表班里的四个组)/学生准备好的服饰/录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间: 13分钟)‎ 复习有关服饰的表达，完成2b。导入‎1a。‎ ‎1. (让学生报告上节课的调查结果。)‎ ‎ T: Boys and girls, I want to know the results of your surveys. Would you like to share with us?‎ ‎(学生举手。)‎ ‎ Ss: Yes.‎ ‎ T: Great! S1, please.‎ ‎ S1: I interviewed six family members. My father’s favorite overcoat is dark blue. It’s made of cotton …‎ ‎ T: Wonderful! I’m pleased with your description. Anyone else?‎ ‎ (继续安排其他学生报告调查结果。)‎ ‎2. (小组竞赛，将全班分成四组，看一看哪一组在两分钟内说出有关衣服的句型和词组最多。要求学生回忆归纳本话题所学过的句型和词组。)‎ ‎ T: Well done! I believe you have got the main points of this topic. Right?‎ ‎ Ss: Yes!‎ ‎ T: So let’s have a competition. You can say the sentences about clothes as many as possible in two minutes. Understand?‎ ‎ (教师在讲此话时，板书G1, G2, G3, G4, 并把纸剪的楼梯模型贴于黑板上。)‎ G‎1 G‎2 G‎3 G4‎ ‎ Ss: Yes.‎ ‎ (要求学生不看书，来检查其掌握的程度，同时鼓励学生大胆开口说英语。讲述过程中不允许重复别人说过的句子，每说一句跟本单元话题有关的话即可为其所在组赢得分数。)‎ ‎ T: Please say the sentences that we have learnt without looking at books, but what you say should be different from others’! I’ll see how many points you can get. Are you ready?‎ ‎ Ss: Yes.‎ ‎ T: Go!‎ ‎ S2: It is made of natural materials.‎ ‎ S3: I can’t buy the silk blouse.‎ ‎ S4: What a nice coat!‎ ‎ S5: I want to buy a leather jacket.‎ ‎…‎ ‎ T: Time is up. Let’s see which group is the winner.‎ ‎ (看黑板上分数情况。)‎ G‎1 G‎2 G‎3 G4‎ 正 正 正 正 正 正 ‎ 正 T: Oh, Group 2 got sixteen points. So they are the winners. Congratulations! Give them a big round of applause!‎ ‎(学生热烈鼓掌，更加活跃了课堂气氛。同时按得分情况把代表第2组的小人像放在第四台阶，同时根据实际情况将另外三个小人像分别放在另外三个组相应的台阶上，但不要忘记鼓励落后者。)‎ T: Don’t worry, Group 4, and there will be some other good chances for you. Work harder!‎ G4: OK!‎ T: Well! Let’s sum up what you said just now.‎ ‎3. (教师与学生一起回忆并板书归纳本单元重点句型与词组，尽量呈现Section D, 2b内 容。完成2b。)‎ T: Let’s read the sentences in 2b together.‎ Ss: …‎ T: Great! Then I’ll give you a surprise. You eight, please come here.‎ ‎ (教师示意事先安排好的8名学生穿上准备好的服饰到讲台前，模仿模特，走一圈后排队站好。)‎ T: Boys and girls, please look at them carefully.‎ ‎(学生观察好后，叫两名学生用一块大布把这8名学生衣服遮住，只露出脖子以上部位。)‎ T: Don’t be surprised! What you should do is to describe their clothes and get points for your ‎ group.‎ ‎(教室前面八名学生中的任意一名学生的服装被描述对了，这名学生就可从队里出来，回到座位上。描述者就可赢得分数，这样既可活跃课堂气氛，又可培养学生的竞争与合作意识，同时也引出了新词汇与句型。)‎ ‎(板书，解释并让学生跟读。)‎ uniform, kimono, sportswear T: Is that interesting?‎ Ss: Yes.‎ T: Do you know what the first types of clothes were made of?‎ Ss: Sorry, we don’t know.[‎ T: OK. It’s said that many years ago the first types of clothes were made of animal skins.‎ ‎(板书“It’s said that …”, 并解释。)‎ It’s said that …‎ T: Do you know why we wear clothes? OK, you can discuss it with your partner.‎ ‎(让学生讨论一分钟左右。)‎ T: Boys and girls, if you want to know some more information, please open your books on page 83. Look at ‎1a.‎ ‎(导入新课。)‎ Step 2 Presentation 第二步 呈现(时间: 12分钟)‎ 呈现本课‎1a，完成1b。‎ ‎1. (学生自读‎1a，教师板书问题。)‎ ‎ T: We can know what kind of materials the clothes are made of from the instruction tag. Now read the passage in ‎1a and answer the following questions:‎ ‎(1) What were the first type of clothes made of ?‎ ‎(2) Why did people wear clothes?‎ ‎(3) How do you understand“You are what you wear.”?‎ ‎2. (鼓励全班学生大声整齐地读文章, 学生阅读完‎1a，核对问题的答案并完成1b。在核对过程中，如果有错及时予以纠正。)‎ ‎ T: Now you read ‎1a aloud together. Then finish 1b.‎ ‎ T: Now, let’s check the answers in 1b. The first one, is it right?‎ ‎ Ss: No. It’s wrong.‎ ‎ T: How to correct it?‎ ‎ Ss: The first types of clothes were made of animal skins.‎ ‎ T: Yes. You are so clever.‎ ‎3. (听‎1a录音并跟读。给学生讲解一些语言点，并板书关键词和句子。)‎ ‎ T: Let’s follow the tape and go through the passage again. This time we should find out the key words and sentences.‎ ‎ (板书)‎ It is said that——be made of——so that——today——more than——tell——yellow or pink clothes——lively and easy-going——you are what you wear Step 3 Consolidation 第三步 巩固(时间: 5分钟)‎ 进一步巩固课文‎1a，完成‎2a。‎ ‎1. (让学生以游戏的方式复述课文。)‎ T: Very good. Every student is so excellent. Now, please read ‎1a as carefully as you can and try to remember it. Later, we will play a game to retell the text.‎ ‎(活动说明: 把关键词按在文中出现的顺序分成三块，写在纸条上并标上序号；然后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取三名学生，让学生参看纸条内容按顺序复述课文。该活动可重复，让每名学生都有机会参与。)‎ T: Stop here, boys and girls. I would like to choose three students to retell the passage. Every student will have a note with key words and a number. Do you understand?‎ Ss: Yes.‎ T: I hit the table. When I stop, the student holding this book will be given a note to retell part of the passage. Go!‎ S1 S2 S3: …‎ S4 S5 S6: … ‎ T: OK, stop here. Let’s retell the text together.‎ Ss: …‎ ‎2. (让学生朗读‎2a的句型。理解“so … / so … that … / so that …”的用法，并在本话题中找出类似的句子。)‎ ‎ T: Let’s read the sentences in ‎2a and find out similar sentences in this topic.‎ Step 4 Practice 第四步 练习(时间: 9分钟)‎ 进一步巩固练习‎2a。‎ ‎1. (让学生完成‎2a。)‎ ‎ T: I’m pleased with your job. I’m sure you can do better next. Let’s look at the sentences in ‎2a again. Do you have any problems about the sentences?‎ ‎ Ss: No.‎ ‎ T: Then let’s read it together.‎ ‎ (全班齐读‎2a。)‎ ‎ Ss: …‎ ‎2. (让学生用“so …”,“so … that …”或“so that …”造句。)‎ ‎(把班级分成四组进行。讨论后比赛，发挥组员合作精神。所造句子不能重复，可叫一名学生计时，教师计分。学生讨论过程中，教师可到学生中帮助学习有困难的小组。)‎ T: Please make sentences using“so …”,“so … that …”or“so that …”. You should work in groups, and I’ll see which group can make the most sentences in one minute. First, discuss in groups. Begin!‎ ‎(讨论之后，让学生造句子。)‎ ‎ T: Stop here. Let’s begin. Which group will try first?‎ ‎ T: Group A, S1, please.‎ ‎ S1: The house is so expensive that I can’t buy it.‎ ‎ S2: I’m very tired, so I want to have a good sleep.‎ ‎ S3: I want to make more money so that I can buy a MP4.‎ ‎ …‎ ‎ T: I’m sorry there is no time for us to do it. Let’s see which group is the best.‎ ‎ (看黑板上的分数情况，并进行综合性评价。)‎ ‎ T: Oh, Group 4 got fifteen points. So they are the winners. Give them a big round of applause! The other groups, work harder next time.‎ Step 5 Project 第五步 综合探究活动(时间: 6分钟)‎ 完成3和4。‎ ‎1. (完成4。)‎ ‎ T: Please finish 4.‎ ‎(三分钟左右，让三名学生向全班汇报调查结果。)‎ ‎ T: Now, time is up. It’s time for you to give a report to the whole class. I’ll ask three students to do it. Do you understand?‎ ‎ Ss: Yes.‎ ‎ T: S1, please.‎ ‎ S1: …‎ ‎ …‎ ‎2. Homework:‎ ‎ (完成3。观察3中图片，然后描述她的衣服。)‎ Look at the picture and describe the girl’s clothes.‎ Useful sentences: ‎ ‎(1) Who is she?‎ ‎(2) What color / size / materials … are her clothes?‎ ‎(3) What do you think of them?‎ ‎…‎ Unit 8 Beautiful Clothes Topic 1 What a nice coat!‎ Section A I Teaching aims ‎1.Knowledge aims: Learn the English names of clothes and materials; Learn the structures of “so …” “so …that’‎ ‎2.Ability aims: Learn the style of clothes; Develop the students’ skills of listening, speaking and writing; Learn making up conversations according to the example ‎3.Emotion aims: Encourage the students to learn English by working with others, train the interest of learning English ‎ II Teaching difficulties and focus[来 The new words and “so …..that”‎ III Teaching methods Task-based method, Audio lingual and communicative method IV Teaching aids A computer, a projector, real objects V Teaching procedures Step 1 Revision Show some pictures to revise the English names of clothes by asking some questions Step 2 Leading in Show some flashcards and ask some questions to present new words Step 3 Practice Read the words in 2, fill in the words in the correct round brackets, then listen to 2, number the pictures Step 4 Game Pair work. Practice the English names of clothes by playing the game “Touch and say”‎ Step 5 Presentation[来 ‎1Show the picture of ‎1a, lead into ‎‎1a ‎2Answer a question after listening to ‎‎1a ‎3 Listen again, answer three questions ‎4 Ask the students to read after the tape , then explain the main sentences[‎ Step 6 Consolidation ‎1 Make sentences with “so …that” according to the pictures on the screen ‎2 Complete 1b ‎3 Ask the students to make sentences according to their own pictures Step 7 Project Work in pairs. Show the flashcard of 3, discuss two questions. Then make up similar dialogues after the example Step 8 Summary Go over the new words and the important sentences on the blackboard Step9 Exercises Step10 Homework Talk about your favorite clothes and give your opinion Blackboard design Unit8 Beautiful clothes Topic1 What a nice coat!‎ Section A What a nice coat!‎ I like it a lot, so my father bought it for me.‎ My old clothes are so short that I want to buy some new ones.‎ scarf handbag jeans hat silk plastic cotton ‎]‎