Section D优质课一等奖教案

福鼎市第三中学公开课教学设计

课题名称：

Unit 8 Topic1 We will have a class fashion show. Section B 授课教师

授课班级

一、教学内容分析

蔡友成

八年（1）班

授课时间

教材版本

2019.5.24 仁爱版英语

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。

二、教学目标

1. Knowledge aims： （1）Learn some new words and phrases: pocket, windbreaker, size, leather, pretty, handsome ， what size, so that,

such...that... (2）Learn the usage of adverbial clauses of result and purpose: 2. Skill aims: （1）Learn to use the expressions about choosing clothes: (2）Express ideas about dressing 3. Emotional aims and Culture awareness: Learn the art of dressing and how to choose clothes. Learn what the fashion is: You are what you wear. Stay true. 三、学习者特征分析

本次上课是借班上课，本班的学生经过一年多的英语学习，有了一定的英语基础知识和听说能力，同时也具备了初步的自主、合作，探究实验的能力。由于本课谈论的是与学生生活实际密切相关的服装和搭配的话题，对许多学生而言是“有话可说”，可以畅所欲言，因而更能激发起其对英语学习的兴趣。由于是借班上课，学生和老师之间亲近度没有非常高，应多激励学生让师生配合融洽。

四、教学策略选择与设计

教学过程是一种动态的、发展的，师生共同探索新知识，富有个性化的创造过程。由于Section B是本单元第二课时文章，具有作为语言实践课的特点，因此在教授本课时，我注重学生主体作用的发挥，教师的“导”为铺，以培养和发展学生的认知策略、调控策略和创新能力为目的；以启发和引导学生积极参与，大胆实践，主动合作交流，形成自主探究的学习能力为主线；引入竞争机制，注重对学生的形成性评价,真正培养学生学习能力。适时，适量，适度地使用多媒体课件辅助课堂教学，通过展示相关图片视频，以形象直观的方式吸引学生注意力，使学生饶有兴趣地投入学习，这不仅丰富了教学内容，加深了学生对本课知识的理解和掌握，体现了现代化教学技术的优点。

五、教学重点及难点

1.

Key points: （1）How to express the ideas of dressing: —What would you like to buy? —I’d like this T-shirt and the cotton pants with two big pockets. —What size do you take? —Size M. （2）Learn the usage of adverbial clauses of result :“so…that…”, “such…that…” It’s such a cool windbreaker that you should buy it at once. （3）Learn the usage of adverbial clauses of purpose: “…so that…” I want to buy a windbreaker so that I will look great. 2. Difficult points： (1) Learn the difference between“so... that...”and“such...that...” (2) Learn the difference between“so... that...” and “…so that…”

六、教学过程

教师活动

Stage 1Task One: Find clothing

Step1 Lead in 1.Tell the students learning objectives. 2.Tell the students: Barbie invited Michael, Jane, Kangkang and Maria to her castle (城堡). Enjoy a video and find out : What are they going to do? 3.Help them to answer: They will have a fashion show. Get them to finish all the five tasks on the list. The best group will get the tickets to the show. Step 2Word competition Get them to speak out the words they see in Barbie’s wardrobe. Then get them to read the words about clothing together. T:Barbie has a wardrobe (衣橱). What’s in it?Let’s have a look. Speak out the clothing you see. S:… T: Read the words together.

Stage 2: Task Two:Learn about clothing

Step1 Ask and answer Review “so…

that…”. Lead in “such…that…”. Lead in new words and new patterns. T:There are too many clothes. We can’t decide. So now we should learn something about clothing. Look at the picture. What is Barbie wearing today? S: She's wearing a windbreaker. T:What do you think of the windbreaker? S: It's very pretty/beautiful/nice/cool... T:The windbreaker is so pretty that I want to buy it.It is such a pretty windbreaker that I want to buy it. T:What else do you want to know about the windbreaker? S:…. T: What size is it? What is it made of ? What color is it? How much is it? S:… 设计意图

激发学生学习兴趣，活跃课堂气氛

复习服装单词，为课文教学扫除障碍。

以风衣为引线，复习so···that和such···that,并通过问与答的形式，呈现1a句型，为学习1a打下铺垫。

Stage3 Task Three:Learn how to dress from Kangkang and his friends Step 1 Listen to 1a and finish 1b. T: We’ve learnt some knowledge about clothing. But we don’t know how to dress. Let’s learn from Kangkang and his friends. Step 2 Watch the video in 1a and repeat. Step 3 Read 1a again and find out the language points. Step4 Read in groups of four and try to fill in the blanks. Step5 Speed Game: Finish 2. T: Let’s play a speed game. Look at the pictures in 2. Talk about their clothes with so that and such… that. (Each group has 30 seconds.) Make sentences one by one.

听录音，熟悉课文，并通过跟读，找出文章的语言点。然后再用速度游戏进一步巩固本节课重难点。

Stage 4 Task Four: Project

Accept Barbie’s test Let the Ss ask and answer people’s wearing in pairs. T: Now Barbie would like to test what we learnt from them. Let’s prepare for her test. Ask and answer people’s wearing in pairs. Group 1,2 ask and answer the girl in the picture. Group 3,4 ask and answer my dressing.

A: What is …. wearing today? B: She is wearing a…. A: What size is it? B: It’s

Size… A: What is it made of? B: It’s made of… A: What color is it? B: It’s… A: What do you think of it? B: I think it’s

so… that she looks… I think it’s such a… that she looks…

A: Why does she wear it? B: She wears it so that she will look…

Stage5 Do exercises in class. 1.Listening

2.Do exercises 3. Check the answers.

Stage6 Summary 1. Some new words and phrases: pocket,windbreaker,size,leather,pretty,handsome what size,so that,such...that... 2. The usage of adverbial clauses of result and purpose: I want to buy a windbreaker so that I will look great. It’s such a cool windbreaker that you should buy it at once. 3. Use the expressions about choosing clothes: —What would you like to buy? —I’d like this T-shirt and the cotton pants with two big pockets.

—What size do you take?

—Size M. 通过问答方式来再一次巩固1a句型，并且加强重难点的训练。

—What do you want, Jane? —I want a purple silk hat and a cotton dress. Assign the Homework 1. Copy the words and recite Section B. 2.Make five sentences with so …

that…, such …that

… and … so that … 3. Finish Section B in your workbook. 4. Preview Section C.

七、板书设计

Unit 8

Topic 1 Section B 1. SO that +句子

以便···

，

为了

Such +(a/an)+adj. +n. + that

如此···以至于

So + adj./adv. + that

如此···以至于

2. What size

什么尺寸(码)？

Size S /M / L 八、核心素养体现

本节课通过芭比邀请康康等4个学生去参加fashion show导入，让学生在丰富的语言实践活动中，通过主动的积累、课堂的梳理和整合，达到对语言的建构和运用。并通过学习，使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。同时开展小组合作学习，小组合作学习是同学之间互帮互学，彼此交流知识的过程，它能增进学生的感情，培养学生的人际交往能力。

九、教学反思

本节课目标明确，任务清晰，但是设计的容量较大，pair work环节做得有点多此一举，应该做份导学案，让学生去填空，同时知识点让学生自己去找。