Section B教案范文

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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：

第一课时：Section A—1a,1b,1c,2,3 第二课时：Section B—1a,1b,2 第三课时：Section C—1a,1b,2

第四课时：Section B—3,4a,4b Section C—3,4 第五课时：Section D—Grammar and Functions,1a,1b,Project

第三课时（Section C—1a,1b,2）

教学设计思路：

本课主要是让学生了解有关着装的艺术。着装艺术与衣服的色彩，款式及个体体型分不开。本课首先通过与学生打招呼，与学生聊心情，由教师解释“失望”的原因而引出部分新词汇。再通过让学生观察同学的着装，复习有关颜色的词汇，乘机让学生了解颜色的色调，为理解课文做准备。然后让学生读1a,完成1b的表格，初步了解短文的内容。再利用核对1b的答案的机会，教学几个新词汇。接着让学生再读1a,找出难点，教师在释疑的过程中，又解决部分词汇和难点。有了足够的输入以后，就让学生去解决2的问题。最后师生一起利用1b的表格复述1a的内容。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

own, succeed, customer,simple, business, congratulation,suitable,design （2）继续学习结果状语从句

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2. Skill aims: （1）能够针对不同的人群提出恰当的着装建议。

(2）能够说出/听懂有关服装色彩的词汇。如：冷色，暖色等。

3. Emotional aims: 4.

Culture awareness: 不同的场合要着装得体。尤其是参加各式聚会。

Ⅱ. The key points and difficult points 1. Key points: （1）学习服饰搭配技巧。

（2）分清颜色类别。

（3）正确描述形体差异。

2. Difficult points：

(1) 本课词汇量大。

(2) 分清颜色类别。

Ⅲ. Learning strategies 1.利用网络资料或请教别人来弄清有关颜色的分类。

2. 利用教材的图表（如：1b)来归纳总结短文的内容。

3. 坚持学以致用，把所学的知识用于实践中去。如：完成2 。

Ⅳ. Teaching aids 多媒体课件/学生的着装/小黑板

V. Teaching procedures

Stage 1( 10 mins)：Getting the students ready for learning Designing Step Teacher activity Student activity purpose 2 / 9

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Greet the Ss and let the Ss Revise the words about 复习有关颜色的revise the words about colors and learn some new 词汇，引入颜色colors and learn some new words.

words .

分类的知识。如：dark color, light T: Hi,boys and girls .How Ss: Fine, thank you. And color,bright color are things going ? you? 等。学习部分新词汇。

T: Yesterday, one of my

friends opened his own

clothing store. I wanted to

be his first customer. But I

failed to buy any suitable

clothes for myself, because

(Class activity)

I have a broadwaist. From

now on, I will eat less so

that I will become slim,

then I will succeed in

buying clothes.

(Looks

around the classroom)

Wow! Xxx, you are

T: Not bad. I feel a little

disappointed .

Ss: Why? wearing such a fancy

T-shirt that you look more

handsome today.

S1: Thank you. My mother bought them for me. She knows dressing. much about T:What does your mother S1: She owns a clothing do ?

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T:I hope your mother’s

business does well.

S1: Thank you ,sir. T: You are welcome. Now,

everybody looks around

the classroom, then tell me

how many styles you see.

S2: T-shirt, shirt,... S3: Dress, blouse,skirt,... S4:... T:Fine. Then, look again

and tell me the colors you

see.

S5: White,red, blue,.. S6: Pink , purple,black, S7: Yellow, green,orange,.. S8: Pink, gray,brown,... T: Great!

Look，

here is

a table, please fill in the

table with the colors. You

can discuss with your

partners.

T: Now, let’s check. What

are warm colors?

S9:Red,yellow,.. T:...

S10:...

Remark：教师把学生列举出来的颜色板书出来，然后设计一个表格，让学生按暖色(warm color)、冷色(cold color)、深色(dark color)、浅色(light color),亮色（bright color),柔色（soft color)分类。如果学生不能正确区分这些类别，教师要提供帮助。

Stage 2（10mins)：

Reading 1a and finishing1b Designing Step Teacher activity Student activity purpose 4 / 9

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Let the Ss read 1a, Read 1a, underline the 培养学生的阅读underline the words they words they don’t know and 能力，了解文章don’t know and complete complete the table in 1b. the table in 1b.

大意，完成1b。

T:As we all know,clothes

make the man. So, dressing

is very important for

everyone. Who has any

ideas about dressing?

S1: Fat people shouldn’t wear windbreaker, it will make them shorter. S2:... S3: ... T: Good suggestions !

(Individual work) Today we will learn more

about the art of dressing.

Next, you will read 1a and

complete the table in 1b.If

you don’t know some of the

words, you can check the

word list on page 135.Now,

start reading .

T: Hi, boys and girls . Can

we check now?

T: Xxx, what should fat Ss: Ok. people wear?

T: Simple style. Follow me, S6: Dark color clothes,.. class.

... Ss: Simple style.

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... Remark：在阅读1a之前，可让学生说说他们所知道的着装知识，激发他们的兴趣。尽管还有几个新词汇没有处理，可叫学生参考词汇表，先从整体上了解短文的主要内容。可以在核对1b的表格时顺便处理出现的新词汇。如：simple,contrast,fancy等。处理1b非常重要，它关系到后面的任务2能否顺利进行。

Stage3（10 mins)

Intensive reading of 1a. Designing Step Teacher activity Student activity purpose Let the Ss read 1a again Read 1a again and find out 让学生阅读1a，and find out the difficult the difficult points . points .

解决尚未学习的新词汇及难点。完成1a。

T: Do you know how to

dress yourself now ,boys

and girls ? Ss: Yes . T: Me, too. I think you

have difficulty with some

words. Now, let’s solve

them. Look, I have put

1(Class activity) them on the blackboard.

Try to pronounce them by

yourself with the help of

the word list. T: Xxx, please try No.1.

S1: Sorry. It’s too long . T: It doesn’t matter.

Follow me, everyone.

Ss: Congratulation. S2: ...

Congratulation. T:...

T: Do you have any

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difficulty with sentences?

T: ...

S3: What’s difference between “clothing”

and “clothes”? S4: ... S5: ... Remark：1a的短文除了新词汇较多，并没有难懂的句子。主要是学习提出建议和系动词、使役动词的用法。如：should,shouldn’t ,make ,look,appear,be 。教师在教学新词汇时，顺便就把用法讲一下。如：congratulation on sb. ,succeed in doing sth.,等待。

Stage 4（10 mins)：Finishing 2 Designing Step Teacher activity Student activity purpose Let the Ss work in groups to Work in groups to give 运用1a所学的知give suggestions to Liming’s suggestions to Liming’s 识解决实际的问family. Finish 2. family . Finish 2. 题，践行“用英语做事情”的原则。完成2。

T: I’m sure that you have

much knowledge about

dressing now. It’s time to

check whether you can dress

properly. Next, you should

1 (Group work)

work in groups to give helpful

suggestions to LiMing’s

family. They are going to take

part in a party tonight. Read

the information given in 2

first, then discuss with your

partners. You have 2 minutes

to prepare.

T: Please stop discussing.

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Which group would like to

present first?

T: Fine, go ahead.

Group Three: We can try.

Group Three: Li Ming’s father should wear clothes with dark colors or cold colors. Because he has a broad waist . ... T: Good advice! Next group, Group Two: ... come on !

Remark：这个环节主要是考察学生的实际运用能力，并不要求学生能够说得完全正确，但为了提高学生的积极性，可以设立一个评审小组，选出最佳搭配组。

Stage5（5mins)：Summarizing and assigning HMK

Designing Step

Teacher activity

Student activity

purpose

Let the Ss retell the main idea Retell the main idea of 1a 复述1a,让学生of 1a with the help of the table with the help of the table 更好地掌握着装in 1b. in 1b. 技巧，达到得体着装的目的。

T: I’m very happy that you give

so many good suggestions to Li

Ming’s family. Now, look at the

1（Class activity) screen, let’s repeat the main

idea of 1a. Are you ready ?

T：Start !

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Ss: Ready . T &Ss :Fat people should wear dark color clothes and simple styles. These

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clothes will make them look smaller. ...

Assign the HMK. T: For today’s HMK, I’d like 2 (Class activity)

you to read 1a until you can retell it. You can use the information in 1b.

Finish the HMK.

让学生把1a 读到能复述的程度可以为下一次课的写作打下坚实的基础。

Remark：本课的主要任务就是让学生了解着装技巧。学生能够复述1a,就是最大的成果。为了方便学生复述，教师最好用大屏幕或小黑板把1b的表格展示出来。老师要带着学生一起来复述，也可以让学生单独完成一部分。

VI. Blackboard design

第三课时（Section C—1a,1b,2）

Words and expressions

Grammar

customer

提出建议：

suitable

should ... broad

shouldn’t waist

slim

succeed-success -successful

fancy

congratulations on sb.

It’s +adj.+for sb. + to do sth. make sb./sth. + v/ adj.

look /appear + adj.

...

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