仁爱版英语八年级下册unit8全套教案

Unit8语言知识类别内容课次要求词汇silk,plastic,cotton,scarf,jeans,handbag,hat1A掌握size,natural,afford1Bdepend,dependon,northern,Australian,accordingto,nearly,catchone’seye,silver,iron1Csociety1Dallow,interview,policewoman,officer,carryout,tie2Abusiness2Bpoliceman,soldier,pilot,ceiling,hide,airport2Cadvise2Dpocket3Atraditional3Bstandfor,Asian,personal3Cchoice,hardly,except,marriage,outside,cheap3Dcostume,fashion,sportswear1A理解clothing,windbreaker,material,woolen,leather1Bdislike,boot,generally,style,type,dry-clean1Cuniform,kimono,easy-going,saying1Ddesign,suitable,discipline,casual,slipper2Asuit,occasion,gatekeeper,correctly,customer,server,partner2Bfirefighter2Cslim,tight,well-known2Dcatwalk,cheongsam,minority,Mongolian,Korean3Bdynasty,knot,decoration,wearer,attractive,western-style,feature3Cwidely,item,traditionally,celebration3D语言知识类别内容语法1.so...,so…that…,sothat…句型Ilikeitalot,somyfatherboughtitforme.MyoldcoataresoshortthatIwanttobuysomenewones.IwanttobuyawindbreakersothatIwilllookmorehandsome.2.Itis+adj.+thatclauseItisimportantthatyouwearsuitableclothesoneveryoccasion.Itisnecessarythatpeoplewearsuitableclothes.3.Objectclauses(Ⅲ)Sheaskswhatmaterialstheyshouldchoose.CanyoutellmewhatIshouldwearhere?Couldyoutellmewherethespecialshoesare?4.Objectclauses(Ⅳ)Hesaidthefashionshowwaswonderful.Kangkangsaidhewasdoinghishomework.功能用语与话1.服装的类型。I’dlikethesecottonpantsandthisT-shirt.I’dliketobuyasilkhatandawoolendress.2.不同场合的着装及不同体形的穿着。Youshouldwearasuit.Ifaslimgirlentersyourshop,you’dbetteradvisehertowearclothesinwarmcolors.3.中国传统服装文化和异国传统服装文化。4.不同职业，不同服装。语言技能听1.能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。2.能在听的过程中，找出材料中所涉及的服装名称。3.能针对所听语段的内容，填入相关语段所缺的词。说1.能根据话题进行情景对话。2.能就简单的话题提供信息，表达简单的观点和意见，参与讨论。3.能有效地询问信息和请求帮助。读1.能从简单的文章中找出有关信息，理解大意。2.能理解并解释图表提供的信息，如读懂衣服的标签。3.能读懂简单的个人信件。4.能理解段落中各句子之间的逻辑关系。写1.能根据写作要求和素材，整理出符合逻辑的短文。2.能就简单的事件表达自己的见解。情感态度1.能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。2.对祖国服装文化能有更深刻的了解。3.乐于接触并了解异国服装文化。学习策略1.在学习中善于利用图片等非语言信息理解主题。2.积极参与课内外英语学习活动。3.在交际中注意到中外交际习俗的差异。Topic1SectionAThemainactivitiesare1aand3.本课重点活动是1a和3。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:silk,plastic,cotton,scarf,jeans,handbag,hat2.Learnthestructuresof“so…,so…that…”:(1)Ilikeditalot,somyfatherboughtitforme.(2)MyoldcoatsaresoshortthatIwanttobuysomenewones.3.Understandhowtoaskforhelp:(1)Couldyoutellmewheretobuyascarf?(2)Thanks.Andwhatabouthats?Ⅱ.Teachingaids教具教学用的服装卡片/安排学生自带的衣服/录音机Ⅲ.Five-fingerTeachingPlan五指教学Step1Review第一步复习(时间:10分钟)1.(用卡片复习以前学过的服装词汇。)T:Boysandgirls,todaywewillhavealessonaboutclothes.Ithinkitisusefulforyou.Youmustbeinterestedinthem.Lookathere,what’sinmyhand?Oh,yes,therearemanycardsaboutclothesinmyhand.YoushouldspeakoutthenamesoftheseclothesquicklyassoonasItakethemout.Areyouready?Ss:Yes.(教师一张张抽出画有衣服的卡片，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,sunglasses,sweater,jacketT:Good!Youhaverememberedmanynamesofclothes.Areyouhappy?Ss:Ofcourse.2.(教师用手中的卡片，学习有关询问服装质地的表达。并板书句型。)T:Wehavelearntsomanywordsaboutclothes.Todaywewilllearntheexpressionsaboutwhatisyourclothesmadeof.(板书并学习这一句型与新。)Whatisitmadeof?它是由什么制成的？It’smadeof…它是由……做的。cottonn.棉布；棉花adj.棉花的silkn.丝，丝制的plasticadj.塑料的n.塑料woodn.木，木料，木材……(教师指着自己的眼镜告诉学生是塑料制成的。)T:Lookatmyglasses.Theyaremadeofplastic.(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:Heiswearingacoat.It’smadeofcotton.Now,pleaseanswermyquestion.Whatishiscoatmadeof?Ss:It’smadeofcotton.(让学生之间互相练习这一句型。)T:Now,workinpairstopracticetheexpressions.S1:Whatisyourskirtmadeof?S2:It’smadeofsilk.…T:ThenIhavemorebeautifulclotheshere.DoyouwanttosaytheminEnglish?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:Lookhere.Whatarethey?(帮助学生回答。)Ss:Theyarejeans.(板书划线部分,并让学生跟读。)T:Whataretheymadeof?(让学生触摸，感觉质地，引导学生回答。)Ss:Theyaremadeofcotton.T:Thenwhatisit?(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’sascarf.(板书单词教学生大声跟读。)(让学生触摸，感觉质地。)T:What’sitmadeof?(学生可能会回答:真丝，丝绸。)T:OK,it’smadeofsilk.(以此类推，学习其余生词handbag,hat,……)(板书)jeans//—Whataretheymadeof?Theyaremadeofcotton.Theyarecottonjeans.scarf//—What’sitmadeof?It’smadeofsilk.It’sasilkscarf.handbag/′hændbæg/n.女用皮包，手提包hat/hæt/n.帽子；礼帽T:Canyourememberthesenewwords?Ifyoucan’t,I’llgiveyouseveralminutestorememberthem.OK?Ss:OK!(几分钟后，教师可用手势表示停下来。)T:Timeisup.Let’shaveawordscompetition.SaythenamesoftheseclothesonebyonewhenIshowthem.I’llseewhichgroupisthequickestandbest.GroupA,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,stophere.GroupAisgood.GroupBisbetter.GroupCisthebest.GroupD,don’tloseyourheart,Ibelieveyouwilldobetternexttime.(过渡到下一步。)Step2Presentation第二步呈现(时间:10分钟)1.(让学生听1a录音，设置听力任务，并让学生带着问题听。)T:Welldone.Nowlet’scometo1a.Firstlookatyourclassmates.Whatdidyoufind?Oh,youcanfindtheyarewearingdifferentkindsofclothes.Whatniceclothes!CanyouguesswhatMariaiswearingtoday?Ifyouwanttoknowit,pleaselistentothetapecarefully.(板书)WhatisMariawearing?What’sitmadeof?WhatdoesJanewanttobuy?(听完后，叫学生回答上面的问题。)T:Whowantstoanswerthefirstquestion?S1:SheiswearingaChineseTangcostume.T:OK.Nextquestion?S2:It’smadeofsilk.T:Good!Thelastquestion?S3:Shewantstobuysomenewclothes.2.(让学生看短文听对话，然后跟录音模仿。)T:Lookat1a,andlistentothedialogagain,thenfollowthetapetoimitateit.(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)lookgreat—Whatanicecoat!—aChineseTangcostume—feelsoft—so…that…—buysomenewclothes—haveafashionshowStep3Consolidation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:Pleasesumupthedialogaccordingtothekeywordsontheblackboard.(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:Pleasereadthedialogagainandactitoutinpairsaccordingtothekeywordsandsentencesontheblackboard.(学生读完之后。)T:Arethereanyvolunteers?Pleasecometothefrontandactoutthedialog.S1:…S2:…(教师让学生参与，选出最佳的一组，给予表扬。)T:Well,Iagreewithyou.S1andS2areNo.1.Congratulations!2.(让学生独立完成1b，巩固“so…that…”或“so…”的用法。)T:Now,finish1bbyyourselves.T:Haveyoufinished?Now,let’schecktheanswers.Answers:1.socool2.sobeautiful3.so(教师可适当补充一些语法练习，再巩固so…that…和so…的用法。)Step4Practice第四步练习(时间:10分钟)1.(教师带领学生完成2。)(1)T:Areyouhappythatyoucansaysomuchaboutclothes?OK!It’stimeforyoutowritesomethingaboutthem.Pleasefillintheblankscarefully,thenwe’llcheckthemtogether.(2)T:Well.Youknowtheclothesthatpeoplearewearing,butdoyouknowwhotheyare?OK,let’slistento2andfindoutwhotheyare.Pleasenumberthepictures.(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:Ithinkyoumustbetired.Let’splayagame,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:Sheiswearingapairofglasses.Sheiswearingabrightyellowskirt.Shehaslonghair.Canyouguesswhosheis?Ss:…T:Right.Welldone!…(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。)Step5Project第五步综合探究活动(时间:8分钟)1.(教师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,boysandgirls,todayyouhavelearntalotofnamesaboutclothes.Ithinkyoucanlookatthepicturesin3andfindoutwhat’soneachfloorinpairs.Doyouunderstand?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:Timeisup.Bequiet,please.Let’scheckyouranswerstogether.I’llaskonegroupofyoutotelltheanswers.Whowilltry?(看学生反应情况，选一组向大家汇报讨论结果。)T:S1,please.S1:YoucanbuyshoesandhatsintheShoes&HatsSectiononthefirstfloor.Youcanbuy…(如果代表这组汇报的学生在讲述过程中有遗漏的地方，可叫其他学生补充。)T:OK,pleasestophere.Isthatall?Anythingelse?Pleaselookcarefully.(这部分结束之后，让刚才两人一组的同学还是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有关各种服装所在位置。)T:OK.Let’slookatthepicturestomakesimilardialogsinthesamepairs,andyoucanimitatethedialogin3.Go!2.Homework:(请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服装类别以及服装质地。)Prepareafamilyphotoanddescribetheirclothes.SectionBThemainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwords:size,natural,afford2.Mastersomeusefulexpressionsaboutchoosingclothes:—Whatwouldyouliketobuy?—I’dlikethesecottonpantsandthisT-shirt.—Whatsizedoyouwear?—SizeM.It’smadeofnaturalmaterials.—Whatdoyouwanttobuy?—I’dliketobuyasilkhatandawoolendress.3.Mastertheusageofadverbialclausesofresult.4.Improvethestudents’listeningskills.Ⅱ.Teachingaids教具实物/学生从家里带来的照片/图片/多媒体/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)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:Howtimeflies!It’stimetocheckyourhomework.Haveyoubroughtyourfamilyphotos?Ss:Yes.T:Canyouintroduceyourfamilytoourclassmates?Ss:Yes.T:Whowillbevolunteer?OK,pleasecometothefront,andfacetheclassmates.(示意学生举手。)(该学生手拿相片，面对全班学生。)S1:Thisismyfather.He’swearingagraysweaterandthesweaterismadeofwool.Hisshoesaremadeofleather.Thisismymother.Sheiswearingabeautifulpinkdressandthedressismadeofcotton.Herscarfismadeofsilk……(再叫几名学生做相似的介绍。)2.(从上台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:Boysandgirls,pleaselookatthephoto.Canyourememberwhosemothersheis?Ss:Yes.Sheis××’smother.T:Whatisshewearing?Ss:Sheiswearingasweater.(教师手指着毛衣，示意学生用英语齐声说出，不至于说到其他服装。)T:What’sitmadeof?Ss:It’smadeofwool.T:Yes,it’smadeofwool.Youcanalsosayit’sawoolensweater.(板书划线部分。并在woolen下用彩笔划线，并标出音标，注释，让学生跟读。)T:Pleaselookattheblackboardandreadafterme.(学完woolen之后，教师手拿一个皮制手提包。)T:What’sit?Ss:It’sahandbag.T:Yes,it’sahandbag.What’sitmadeof?(帮助学生回答。)T:It’smadeofleather.It’saleatherhandbag.(板书划线部分并标出音标，注释，让学生跟读。)(以此类推，呈现size,silkwindbreaker和naturalmaterials。)(板书)It’sawoolensweater./′l/羊毛制的It’smadeofnaturalmaterials.inaclothingshopIt’saleatherhandbag./′/皮制的Whatsizedoyouwear//?It’sasilkwindbreaker./′/(教师在写黑板上的句子时，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:Welldone!Nowwehavelearntsomanynewwordsontheblackboard.Pleaselookattheblackboardcarefully.Canyoufindsomethingdifferent?Ss:Thereisanewwordinthesekeywords.T:Yes,followme,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:Whocantellmethedifferencesamongclothing,clothesandcloth?Ss:…Step2Presentation第二步呈现(时间:10分钟)1.(引入1a。)T:Great!Weknowthattheclothesontheblackboardaremadeofdifferentnaturalmaterials.T:Followme,please.“naturalmaterials”(让学生多读几遍，熟练掌握这个词组。)T:Youknowsomanynaturalmaterials,butcanyoutellmewhatsizedoyouwear?First,letmetellyouthesizeofmycoat.Iwearsizesmall/medium/large.(板书划线部分并解释。)Whatsizedoyouwear?你穿多大号的？Sizesmall/medium/large?(小号/中号/大号?)S1:Iwearsizesmall.S2:Iwearsizemedium.S3:Iwearsizelarge.…(让学生自由起来说英语，培养说英语能力。过渡到下一步。)T:That’sfine.Youknowaboutyourclotheswell.ButwhataboutyourfriendsMichael,Kangkang,JaneandMaria?Pleaselistento1aandanswerthefollowingquestions.(板书)WhatwouldKangkangliketobuy?WhataboutMichael?WhatsizedoesMichaelwear?WhatdoesJanewanttobuy?HowaboutMaria?(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。)(让学生再听1a录音，看图片，独立完成1b。)T:Well,let’schecktheanswers.SS:…T:Verygood.Howcleveryouare!T:Now,openyourbooksonPage79.Readthedialog1aaloudtogether.Ss:…2.(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:Pleasereadthedialogagain,thenfindoutthekeywords.Ss:OK.T:Let’sbegin.(学生开始查找，大约两分钟后。)T:AreyouOK?Ss:Yes.T:Let’sgothroughthedialogandreadthekeywordstogether.(师生共同合作，写出关键词。)fashionshowKangkang—cottonpantsandT-shirtMichael—windbreaker—sizeM—naturalmaterialsJane—silkhatandawoolendressMaria—aleatherjacketStep3Consolidation第三步巩固(时间:8分钟)(读对话，然后放录音，逐句核对语音语调。)T:Howgreat!Let’sgetadeeperunderstandingofthedialog.Pleasereadthedialogtogether.Afteryoureadonesentence,I’llplaythesamesentenceonthetape.Youcancheckyourpronunciationandintonation.(学生读完之后。)T:Youhaveunderstoodthedialogbetter.Pleaselookatthekeywordstomakeupsimilardialogsinpairs.(因为文章较长，在学生编对话过程中允许看一下书或中间有遗漏，只要他们能用上关键词并且语言流利即可。)T:Mostofyoucanusethekeywordscorrectly.That’sgoodenough.Youcangofurther.Step4Practice第四步练习(时间:12分钟)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…sothat…的用法。)T:Michael,Kangkang,JaneandMariaaretryingonthenewclothes.Doyouknowhowtheyfeel?Lookatthefourpicturesin1c,andfillintheblanksaccordingtothepictures.(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)WestudyEnglishhard,ourEnglishteacherisveryhappy.(2)ThepriceoftheleatherjacketisexpensiveIcan’taffordit.(3)MissWangplannedverywellherstudentsenjoyedagoodtrip.(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Group1造的句子，在右边列出Group2造的句子。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:NowGroup1andGroup2makesomesentenceslikethese:(板书)I’mastudent.Hecanreachtheappleonthetree.Heistall.ImustlearnEnglishwell.……T:Group3use“so…”,“so…that…”,“…sothat…”tomatchthem.Forexample:I’mastudentsohecanreachtheappleonthetree.…2.(教师先让学生把需要判断的句子读一遍，然后听录音时才有针对性，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’scometo2.Listentothetapeandmark(T)forTrueor(F)forFalse.(听完2录音后。)T:Now,tellmeyouranswers.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。)Step5Project第五步综合探究活动(时间:5分钟)1.(让学生调查班级五名学生的最喜欢的服饰和服装的质地，填于下列表格中。)T:Makeasurveyaboutfiveofyourclassmates’favoriteclothesandthematerialsofclothes.Thenfillouttheform.NameClothesMaterial2.Homework:(用so…,so…that…和…sothat…造句。至少5句。)Use“so…”,“so…that…”and“…sothat…”tomakesentences.Atleastfivesentences.SectionCThemainactivitiesare1aand2.本课重点活动是1a和2。Ⅰ.Teachingaimsanddemands教学目标1.Learnsomenewwordsandphrases:depend,northern,Australian,nearly,silver,iron,dependon,accordingto,catchone’seye2.Goonlearninghowtouse“so…that…”.TheT-shirtissobrightthatKangkanglookslively.3.Understandthestyleandthewayofdressinginwesterncountries.4.Beabletoreadtheinstructiontagintheclothes:100%cottonMadeof100%cottonⅡ.Teachingaids教具一些准备好的服装/录音机Ⅲ.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:10分钟)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:Boysandgirls,I’mveryhappytoday,becauseIbringmanyspecialclotheshereandtheyareinthisbag.Wecanplayguessinggame.Doyoulikeit?Ss:Yes.(教师拿着装衣服的袋子走到学生面前让学生感觉并做猜测。学生只许触摸不许看。教师可以看袋子里学生碰到的衣服，并做回答。)T:Letmetellyouhowtoplaythegame.I’llasksomeofyoutoputyourhandsintothebag,touchtheclothesandtellmewhatitisandwhatit’smadeof.Youcanask“Isitacottoncoat?”andsoon.S1:Isitasilkscarf?T:No.Youcantakeitout.S1:Oh,it’sasilkskirt.(教师可把袋子拿到下一名学生处。)T:Youcanalsotryit.(学生感觉质地并问。)S2:OK.Aretheycottonpants?T:Yes.Theyarecottonpants.Thankyou.Pleasesitdown.(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,therearesomanybeautifulclothesonthedesk.Whichofthemdowewearonspecialdaysandwhichonesdowewearoncommondays?Doyouknow?Ss:Yes,ofcourse.(请一学生上来划分，把在正式场合穿的衣服放左边，其余放右边。如果学生分好了可表扬，没分好可请其他人帮忙。)T:OK.I’llaskonestudenttocomehereanddoitforus.Butyoumustputtheclotheswhichwewearonspecialdaysontheleftandtheclotheswhichwewearoncommondaysontheright.(一分钟之后。)T:Isitright?Anyotherideas?Anyoneelse?Good,youplease.(学生把服装分类好了之后。)T:That’sright.I’dliketotellyouIprefertodressformally.Whataboutyou?(板书)formal——formallyinformal——informally(对板书的四个词解释并让学生跟读。)Forexample:T:Doyouprefertodressformallyorinformally?S1:Iprefertodressformally.S2:Iprefertodressinformally.…(教师询问学生平时穿的衣服和特殊日子穿的衣服。)T:Whatdoyouusuallywearatschool?S1:Iusuallywearshirt.S2:IusuallywearT-shirt.…T:Whatdoyouwearonspecialdays?S1:AtChristmas,IwearSantaClaushat.S2:IntheSpringFestival,Iwearnewclothes.…T:Oh,Isee.Whatyouweardependsonwhatyoulike.(板书划线部分，并注音标和释义，让学生跟读。)Whatyouweardependsonwhatyoulike./dpend/v.依赖，依靠，取决于T:Canyoumakesentencesusing“dependon”?(让学生造句熟悉dependon的运用，为下面更好地理解文章内容做铺垫。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:Youmadesomanysentences.I’llalsomakeasentenceforyou.Sometimeswhatthepeopleweardependsonfestivals.InsomeareaswomenmustwearredcoatsduringtheSpringFestival.It’sacustom.WouldyouliketoknowwhatNorthAmericanpeoplewearonspecialdays?Ss:Yes,we’dloveto.T:OK,we’lllearnittoday.PleaseopenyourbooksonPage81.(自然导入下一步。)Step2Presentation第二步呈现(时间:15分钟)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:Nowreadthewholepassageasquicklyasyoucanandtrytofindouttheanswerstothequestionsontheblackboard.Youcanlookupthenewwordsinyourwordlist.(板书)WhatdoNorthAmericanpeoplewearonspecialdays?WhatdoChinesepeoplewearinnorthernChinainwinter?(几分钟后，请找出答案的学生回答问题。)T:Oh,good,boysandgirls.Pleaseanswerthefirstquestion.S1:Thereareveryfewformaldays.Whatpeopleweardependsontheirlikesanddislikes.T:Reallysmart.Whataboutthenextone?You,please.S2:Chinesepeopleusuallywearcoats,gloves,boots,hatsandsooninwinter.T:Welldone!(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，并完成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:Boysandgirls,followthetapeandgetmoreinformationaboutthepassageandfinish1b.(学生做完1b后核对答案，可进行抢答。)T:Mostofyouhavefinished1b.Let’schecktheanswers.Now,I’dliketodividetheclassintotwoparts,GroupAandGroupB.Let’sgo!Thefirstone,isitright?S1,please.S1:No.It’swrong.T:Howtocorrectit?S1:ThereareveryfewformaldaysinNorthAmerica.T:Quiteright.Pleasesitdown.Nextone?S2,please.S2:Thesentenceiswrong.Becausethereisn’ttheSpringFestivalinCanadaandtheUnitedStates.T:Yes,welldone!…(以此类例，进行下列三题核对。)(教师给予评价。)Forexample:T:GroupAdidagoodjob.GroupBdidbetter.Because…Ihope…3.(学生再自读一遍1a并找出关键词或词组。)T:Allofyouhavedoneaverygoodjob.Well,boysandgirls,read1aagainandtrytofindoutthekeywordsandphrasesinthispassage.I’llhelpyou.(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。)NorthAmericansdress—onspecialdays—fewformaldays—dependsontheirlikesanddislikes—paperpartyhats—Canadianpeople—wear—thesameinnorthernChina—generally—inCanadaandtheUnitedStates—thesamestyleofdressing—SouthAmerican—thesameway—AustraliansStep3Consolidation第三步巩固(时间:5分钟)(让学生看着关键词与词组，试着复述课文。)T:Ithinkyouallunderstandthepassagewell,thentrytoretellthepassageusingyourownwordsaccordingtothekeywordsontheblackboard.I’llgiveyoutwominutestoprepare.(学生在积极准备中。)T:Timeisup.Anyvolunteers?Readyourpassagetoyourclassmates.(安排学生到前面讲述故事。及时鼓励学生，增强学习信心。)T:I’mpleasedwithyourspokenEnglish.NowweallknowwhatNorthAmericanpeoplewear.Step4Practice第四步练习(时间:10分钟)1.(双人活动。让学生仿照2中例子，编对话。完成2。)T:Pleaselookatthepicturesin2.Workinpairstomakesimilardialogsaccordingtotheexample.Youhavetwominutestoprepareforit.(让学生思考2分钟。)2.(表演对话。)T:Stop!I’dlikesomepairstocometothefrontandactoutthedialog.Anyvolunteers?T:OK,youtwo!Go!3.(教师进行评价。)T:YoudidsowellthatIwasveryhappy.Thankyou.4.(板书划线部分并解释“so…that…”。)so…that…如此……以至于……T:Pleaseuse“so…that…”tomakemoresentences.Forexample:TheshoesaresoexpensivethatIcan’taffordit.Hegotupsoearlythathecouldcatchthefirstbus.5.(开展听力活动。)T:Great!Ithinkmostofyourmotherslikeshopping.Kangkang’smotherlikesit,too.Let’sknowsomethingaboutKangkang’smother.Goto3onPage82together.Pleaselookatthepicture,didKangkang’smotherbuymanythings?Ss:Yes.Therearemanybagsinherhands.T:Solistento3andfindoutwhatshebought.(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:Doitlikethis.First,listen.Second,listenandfillintheblanks.Then,checktheanswersbyyourselves.Atlast,let’schecktheanswerstogether.Doyouunderstand?Go!6.(进行拓展练习。)T:Kangkang’smotherwasveryhappybecausesheboughtwhatsheneeded.Ithinkyou’llbehappyaswell.Ss:Why?T:Becausewewillplayagame.I’llasksomeofyoutodescribeyourclassmates’clothes.Theclassmatewhoyouaretalkingaboutshouldtrytoexplaintheinstructiontagaboutclotheslike4.(如果被描述到的学生能够及时很好地理解课文第四部分的内容，示意全班学生给予热烈的掌声鼓励。)Step5Project第五步综合探究活动(时间:5分钟)1.(让学生调查其家庭成员最喜爱的衣服并填表。)T:Makeasurveyaboutyourfamily’sfavoriteclothesandfillouttheformbelow.MembersFavoriteClothesMaterialsMygrandfatherMygrandmotherMyfatherMymotherMysister2.Homework:(根据上表写一篇短文。)SectionDThemainactivitiesare1a,3and4.本课重点活动是1a,3和4。Ⅰ.Teachingaimsanddemands教学目标1.Learnanewwordandanexpression:societyYouarewhatyouwear.2.Reviewtheusagesof“so…,so…that…,…sothat…”:Ilikeditalot,somyfatherboughtitforme.MyoldcoatsaresoshortthatIwanttobuysomenewones.Peoplestartedtowearclothessothattheycouldprotectthemselvesfromthesun,wind,rainandcold.3.Learnsomeinformationaboutclothes:It’ssaidthatmanyyearsagothefirsttypesofclothesweremadeofanimalskins.Ⅱ.Teachingaids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-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:13分钟)1.(让学生报告上节课的调查结果。)T:Boysandgirls,Iwanttoknowyourproject.Wouldyouliketosharewithus?(学生举手。)Ss:Yes.T:Great!S1,please.S1:Iinterviewedsixfamilymembers.Myfather’sfavoriteovercoatisdarkblue.It’smadeofcotton.T:Wonderful!I’mpleasedwithyourdescription.Anyoneelse?(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:Welldone!Ibelieveyouhavegotthemainpointsofthistopic.Right?Ss:Yes!T:Solet’shaveacompetition.Youcansaythesentencesaboutclothesasmanyaspossibleintwominutes.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。)例如：G1G2G3G4Ss: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:Pleaseusethesentencesthatwehavelearntwithoutlookingupbooks,butwhatyousayshouldn’tbethesameasothers’!I’llseehowmanypointsyoucanget.Areyouready?Ss:Yes