Section D教案教学设计导入设计

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Unit 8 Our Clothes Topic 1 We will have a class fashion show. 教学内容分析及课时分配建议：

本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。

本话题建议用5个课时来完成：

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

教学设计思路：

本课主要是让学生归纳总结结果状语从句和目的状语从句，同时了解服装的功能。首先引导学生归纳总结so...that... 和such... that... 的用法。然后通过猜测来教学新词汇。扫除了词汇障碍后，让学生快速阅读1a,完成1b。核对1b的答案时继续解决剩余的词汇。然后让学生再读1a,发现并合作解决难点，教师进行补充。最后教师组织学生完成Project 的任务，完成本课时。

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: 4.

Culture awareness: 了解衣服所赋予的社会涵义。

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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

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 . (Class activity)

T: We have the finished

adverbial

learning Ss: Good morning, Mr.... clause of result. Can you

say something about it?

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S1: We can use “so...

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that...”, “so that”

and “such ... that...”

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

so else?

+adj./adv. + that + ...”

and “such a /an +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

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: ... S5: I liked it so much that... S6: ... Remark：在复习结果状语从句时，允许学生用汉语来表达相关的专业术语。如：形容词、副词、结果状语从句等。但教师要坚持使用英语来表述，让学生多听，为以后的学习打基础。

Stage 2（5mins)：Pre-reading Step 3 / 11

Teacher activity Student activity Designing

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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。

T: Now you all wear all

kinds of beautiful clothes,

and people use different

kinds of materials to make

clothes, such as cotton,

silk, bamboo and so on.

But what did the early

Peking Man in

Zhoukoudian area use to

make clothes? Can you

guess?

(Class activity)

S1: 树皮。

T：Bark. I think so. What

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

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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 you wear. Remark：这个环节主要是解决词汇问题。教师要充分利用1a 的插图，既要完成让学生猜测任务，又要顺势教学部分新词汇。

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

(Individual work) new words already. Next,

please read 1a quickly and

do 1b. But before reading

the passage , you’d better

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read the questions and the

tip in the key .

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: ... S2: ... S3: ... Remark：这个环节只是考查学生的阅读理解能力，只要学生把正确答案找出来了即可。教师在核对答案时顺便把新词汇解决掉。如：function, discuss, meaning 。

Stage 4（5 mins)：Post reading Designing Step Teacher activity Student activity purpose 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,

(Group work)

find out the difficult points.

First, discuss with your group

members, if you can’t solve

them, write them down, we

will deal with them together

later. Are you clear? 6 / 11

Ss: Clear.

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T: Time to solve your

problems now. Group One,

what are your problems?

T: ... Group One: What does “were made of ” mean? Group Two:... Remark：因为在1b环节学生已经基本了解了短文的内容，所以在这个环节主要是处理学生感到困难的词和句子。教师在解释过去时的被动语态时，只要让学生知道意思即可。教师还要强调如何区分so...that... 引导的结果状语从句还是目的状语从句。

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。

classmates and fill in the table. and fill in the table. T: Do you have more problems?

T: Then let’s move to Project. It’s similar to what you have 1 （Group work )

done in Section C. First, survey your classmates and fill in the blank. Quickly, go and make the survey.The questions on the blackboard may help you.

Ss: No.

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2（Group work）

suggestions . some suggestions. 的着装是否合适。讨论的过程也是培养学生的T：Hey, boys and girls. Please

come back to your group. You

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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.

口头交际能力。完成Project的第二个步骤。

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

your report according to your

survey. 3（Group work）

report yet? It’s time to present

your report now. Which group

begins first?

Group Three: We think xxx and xxx don’t have suitable dressing. Xxx is fat, but he usually wears ... Group One: We think ... Group Two:... Remark: 这个Project 与Section C-4 有几分类似，学生做起来不会很难，只要学生按照提供的步骤去完成即可，重点是给更多学生展示的机会。

Stage6（5mins)：Summarizing and assigning HMK

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T: Have you finished your

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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...”.

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.

1（Class activity) 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。

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Remark：Project的报告是小组的成果，更多的是较为积极的学生的成果，对于那些不怎么参与的学生，受益不大，所以有必要让每个学生根据报告写一篇短文。这样也可以敦促每个学生都必须积极参加活动，否则就不能完成写作任务。

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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 ...

...

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