Section DPPT及课堂实录内容

U8T1P5

Unit 8 Our Clothes Topic 1 We will have a class fashion show.

Section D—Grammar and Functions

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

discuss, meaning,material, skin,uniform,saying,function,sportswear,easy-going （2）归纳总结结果状语从句的用法。

2. Skill aims: (1)能够根据衣着来判断着装者的职业，民族，性格等。

(2)能够自如地运用so...that...,so that,such...that...。

(3)能够结合本单元的着装常识来给别人提供着装建议。

3. Emotional aims: 学生能够懂得合适场合得体穿着的意义

4.

Culture awareness: 了解衣服所赋予的社会涵义。

Ⅱ. The key points and difficult points 1. Key points: （1）归纳总结结果状语从句。

(2) 理解服装的社会涵义。

2. Difficult points：

(1)区分so that 引导的结果状语从句和目的状语从句。

(2)理解短文中出现的过去式的被动语态。

Ⅲ. Learning strategies 1.利用语境或逻辑关系来区分so that 引导的是结果状语从句还是目的状语从句。

2. 利用已经掌握的常识来帮助作出判断。如：和服是日本的民族服装。

3. 在做阅读理解时，在短文中找到所给问题的关键词可以快速帮助理解。

Ⅳ. Teaching aids 多媒体课件/图片/小黑板

V. Teaching procedures

1 / 10

U8T1P5

Stage 1( 5 mins)：Revision Designing Step Teacher activity Student activity purpose Revise the grammar and Revise the grammar and 归纳总结结果状语从句和本话题function sentences of this function sentences of this 的功能句，完成Grammar 和

topic. topic. Functions 部分。

T: Good morning, boys and

girls . T: We have the Ss: Good morning, Mr.... finished

adverbial

learning clause of result. Can you

say something about it?

(Class activity)

introduce it. T: Absolutely right. What S2: We usually use “

so else?

+adj./adv. + that + ...”

and “such a /an

S1: We can use “so... that...”, “so that”

and “such ... that...”

to +adj.+that+...”

T: Perfect! Could someone

give me an example?

T: Really?

S3: The food in the school is so terrible that I don’t want to eat it at all.

Ss: Yeah! T: But it’s better than the

2 / 10

U8T1P5

junk food outside. More

examples?

S4: ... T: Great! Now, let’s check

the answers to Grammar

and Functions. Have you

done them yet? Ss: Yes . T: Xxx, please read the first

sentence.

T: ... Stage 2（5mins)：Pre-reading Designing Step Teacher activity Student activity purpose Let the Ss learn the new Learn the new words . words by guessing .

解决短文中的新词汇，为阅读扫除障碍。

S5: I liked it so much that... S6: ... T: Now you all wear all

kinds of beautiful clothes,

and people use different

kinds of materials to make

clothes, such as cotton,

(Class activity) silk, bamboo and so on.

But what did the early

Peking Man in

Zhoukoudian area use to

make clothes? Can you

guess?

S1: 树皮。

T：Bark. I think so. What

3 / 10

U8T1P5

else?

Ss: 兽皮。

T：Yes, animal skins. Oh,

you are good at guessing.

Let’s go on guessing. Look

at the pictures in 1a, and

guess what the first man’s

job is. Ss: He is a policeman. T: Clever! How do you

know that? Ss: His clothes. T: You are so smart. He is

wearing a uniform. And

this kind of uniform is only

worn by policemen. Then

guess where the woman

comes from?

Ss: Japan. T: Right again. Kimonos

are the traditional

Japanese clothes. Go on

guessing what

the man

likes

doing?

T: I agree with you. Because he is wearing sportswear

and is Ss: Doing sports. running. I think he is active and easy-going, too. As the

saying goes:You are what 4 / 10

U8T1P5

you wear. Stage 3（5 mins)

While-reading Designing Step Teacher activity Student activity purpose Let the Ss read 1a quickly Read 1a quickly and

and finish 1b. finish 1b. 培养学生的阅读能力，完成1b 。

T: We have learned the

new words already. Next,

please read 1a quickly and

do 1b. But before reading

the passage , you’d better

read the questions and the

tip in the key .

(Individual work)

T: Hi, class . Have you

finished reading ?

Ss: Yes.

T: No.1 , xxx, the answer S1: B is ...

T: Yes . The passage

mainly talks about the

function of clothes . How

about No.2, xxx ? T: ... Stage 4（5 mins)：Post reading Designing Step Teacher activity Student activity purpose S2: ... S3: ... 5 / 10

U8T1P5

Let the Ss read 1a carefully Read 1a carefully and 让学生在组内解and find out the difficult find out the difficult 决部分问题，有points and solve them within points and solve them 利于合作学习。the groups . within the groups. 这样也可以做到“学生知道的老师不讲”的原则。

T:Oh, you did very well .

Now, read the passage again,

find out the difficult points.

First, discuss with your group

(Group work)

members, if you can’t solve

them, write them down, we

will deal with them together

later. Are you clear? Ss: Clear. T: Time to solve your

problems now. Group One,

what are your problems?

T: ... Stage 5（20mins)：Finishing Project Designing Step Teacher activity Let the Ss survey their Student activity purpose Survey their classmates 培养学生的口头交际能力，完成Project 的第一部分。

Group One: What does “were made of ” mean? Group Two:... classmates and fill in the table. and fill in the table. T: Do you have more problems?

1 （Group work )

T: Then let’s move to Project. It’s similar to what you have done in Section C. First, survey your classmates and fill in the blank. Quickly, go and 6 / 10

Ss: No.

U8T1P5

make the survey.The questions on the blackboard may help you. Let the Ss discuss whether Discuss whether their 小组合作，运用their classmates’

dressing is classmates’

dressing is 本话题的着装知suitable or not and give some suitable or not and give 识去分析同学们suggestions . some suggestions. 的着装是否合适。讨论的过程也是培养学生的口头交际能力。完成Project的第二个步骤。

T：Hey, boys and girls. Please

come back to your group. You

2（Group work）

should discuss with your

group members and give

suggestions if possible .While

you are discussing, you’d

better take notes, because you will write a short report soon.

Let the Ss write a short Write a short

passage

培养学生的写作passage according to their and present their reports 能力。小组合作survey and then encourage the to the class.

Ss to present their reports to

the class.

完成写作，可以带动基础较差的学生。

T: Hi,class! Finish discussing,

please. Now you should write

3（Group work）

your report according to your

survey.

T: Have you finished your

report yet? It’s time to present

your report now. Which group

begins first?

7 / 10

Group Three: We think xxx and xxx don’t have

U8T1P5

suitable dressing. Xxx is fat, but he usually wears ... Group One: We think ... Group Two:... Stage6（5mins)：Summarizing and assigning HMK

Designing Step

Teacher activity

Student activity

purpose

Let the Ss summarize what they Summarize what they 回顾总结单元知have learned in this topic. have learned in this 识，加强学生的记忆。

T：We have finished this helpful topic . topic. What do you know from

S1: I know how to dress this topic? myself .

T: Right. If you want to make

yourself look great, you should

know the knowledge of

dressing. Then who can tell

something about dressing? S2: Fat people should

wear...

S3: Tall and thin people

should wear...

S4: ....

T: Wonderful . How about S5: we learned grammar ? “so...that...”, “so that”

and “such... that...”.

1（Class activity) 8 / 10

U8T1P5

S6: ... Assign the HMK. T: For today’s HMK, I’d like you to write a short passage on 2 (Class activity)

your exercise book according to your report in Project.

Finish the HMK.

让学生把Project的成果变成短文，有利于做到

点面结合，兼顾到各个层次的学生。

9 / 10

U8T1P5

VI. Blackboard design

第五课时（Section D—Grammar and Functions , 1a, 1b, Project）

Words and expressions

Grammar

material

结果状语从句

skin

so...that...

uniform

... so that ...

kimono

such...that...

sportswear

目的状语从句

saying

so that

function

discuss

meaning be made of

protect...from ...

...

10 / 10