Section B优秀教案案例

Ⅰ. Material analysis 本节课建议用1课时上完。主要活动为Section B 的1a和2。

本课的学习活动由Kangkang和同学们为时装秀而购买服装的话题引入，通过2 的练习学习so that… 和such … that…的用法的同时，让他们比较并掌握so… that…, such… that…和so that…的用法。在4a和4b的语音学习中，要求学生能区分元音音素/ u/和/u:/, 并能正确拼读单词；在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。通过本课学习，继续培养学生们对服装文化的兴趣，树立正确的审美观和价值观。

Ⅱ. Teaching aims Knowledge aims：

1. 学习so that…和such … that…的用法。

2. 比较并掌握so… that…, such… that…和so that…的用法。

3. 谈论购买衣服的话题。

4. 区分元音音素/ u/和/u:/，并能正确拼读单词。

5.

在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。

Skill aims：

1. 能听懂接近正常语速、涉及购买和谈论服装的语段，回答教师提出的问题。

2. 能引出购买和谈论服装的话题并进行简单的交谈。

3. 能从简单的涉及服装的文章中找出有关信息并理解大意。

4. 能写出简单的关于购买服装的对话。

Emotional aims：

1. 热爱服装文化。

2. 引导他们积极参与班级和学校的活动。

3. 树立正确的审美观和价值观。

Ⅲ. The key points and difficult points Key points：

1. 学习so that…和such … that…的用法。

2. 谈论购买衣服的话题。

3. 区分元音音素/ u/和/u:/，并能正确拼读单词。

4.

在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。

Difficult points：

比较并掌握so… that…，such… that…和so that…的用法。

[来源学科网]

Ⅳ. Learning strategies

1. 集中记忆同类别的词汇。

2. 积极参与课内外英语学习活动。

Ⅴ. Teaching aids

Computer multimedia projector; the picture of the family; the video of go shopping.

Ⅵ. Teaching procedures Interaction pattern 1. The whole

class work. 2. The whole

class work.

3. Group work.

Introduction

（8 minutes）

4. The whole

class work.

5. The whole

class work.

Step [来源:Z&xx&k.Com]Student activity 1. Focus their attention

on the teacher. 2. Students read the

passages they written

about their group members, clothes.

3. Students make sentences

in groups, using the structure of “so…that…”

and the words about clothes.

4. Students learn the new

words with the help of

the teacher.

5. Students watch the

video and think about the questions.

[来源学科网ZXXK]Teacher activity 1. Greet students and make them ready for learning.

2. The teacher asks students to report

their homework. Let students read the passages they written about their group members’ clothes.

3.The teacher lets students make sentences in groups, using the structure of “so…that…”

and the words about clothes. The group which makes sentences most correctly is the winner. Example: (1) The Chinese Tang

Costume is so nice that

Maria likes it very much. (2) Jane’s clothes are so

short that she wants to buy some new ones. 4. The teacher introduces more clothes of different styles to the students. Teach the new words. Show a boy in a windbreaker with big pockets to teach the words windbreaker,

pocket

and handsome; show a girl in a leather jacket to teach the words leather and pretty.

5. The teacher plays the video of shopping to lead to 1a: what’s the girl and her

mother doing? Yes, they are shopping in a cloth store. When you want to buy the clothes, what will the salesgirl ask you? Let’s learn

a conversation about it now!

Presentation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work. 5. Individual

work.

6. The whole

class work. 7. Individual

work.

8. The whole

class work. 1. Students look at the

1. The teacher lets students pictures of 1a and guess: look at the pictures of 1a What do they want to and guess: What are they buy?

want to buy?

2. Students watch the

2. The teacher asks students flash of 1a and check to watch the flash of 1a the guess.

and check the guess.

3. Students listen to the

3. The teacher plays the recording recording and fill in for the students and asks the blanks. students to fill in the

blanks:

Name

Clothes Mate-

they want

rial

to buy

Kang

kang

Mich-

eal

Jane

Maria

4. The teacher asks two students 4. Students check the

to tell their answers. answers. 5. The teacher plays the recording 5. Students listen to the

again. Let students listen conversation and write to the conversation and down the names of the write down the names of clothes under the pictures the clothes under the of 1b.

pictures of 1b. Teach the word

size by pointing at the size in

the sign of the clothes. 6. Students check the

6. The teacher asks two students answers. to tell their answers.

7. Students listen to the

7. The teacher plays the recording conversation and choose for the third time. Let the correct pictures for students listen to it and the children. choose the correct pictures

for the children. 8. Students check the

8. The teacher asks two students answers. to tell their answers. [来源学_科_网Z_X_X_K]

Consolidation (10 minutes) 1. The whole

class work

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. Pair work. 1. Students read the

conversation after the recording sentence by sentence.

2. Students try to follow

the speed, paying attention to the pronunciation and intonation. 3. Students read the

conversation and discuss in groups to understand the conversation. They can help each other.

4. Students underline in their books and make some notes.

5. Students act out the

conversation. 1. The teacher plays the recording sentence by sentence.

2. The teacher plays the recording without stopping.

3. The teacher lets the students read 1a and then asks them to learn in groups to understand the conversation. At last let them ask the questions they can’t solve within their group and then let the students from other groups to help them explain the difficult points. 4. The teacher makes a summary to explain the key points and difficult points to the students: (1) so that/ in order that

+

目的状语从句

(2) so + adj. + a(n) + n. +

that …

such + a(n) + adj. + n. + that …

注意：①

当形容词后接可数名词复数或不可数名词时，

只能用such。

②

当名词前有many, few, much, little 修饰时，一般用so 而不用such。

(3) —

What size do you

take?

—

Size M. 5. The teacher asks students to find out the key words of the conversation and act out the conversation based on them in pairs.

Practice (10 minutes) 1. Individual

work.

2. The whole class work. 3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work.

7. The whole class work.

8. Individual

work.

9. Individual

work. 10. Individual

work.

11. The whole

class work.

[来源学#科#网Z#X#X#K]1. Students read the

sentences in the oval and understand the adjectives below the pictures.

2. Students read and discuss the example. 3. Students make sentences with such…that…

and so that…

by following the example.

4. Students check their

answers.

5. Students read through

the passage of 3 and understand the general meanings.

6. Students listen to the

conversation and fill in the blanks. 7. Students check their

answers.

8. Students try reading

the phonetics and the

words on the screen.

9. Students listen to the

recording of 4a. 10. Students listen and

try to imitate.

11. Students try to read

the words correctly. 1. The teacher asks students to read the sentences in the oval and understand the adjectives below the pictures.

2. The teacher asks students to read and discuss the example. 3. The teacher asks the students to make sentences with such…that… and so that…

by following the example. Let two students make their

sentences on the blackboard.

4. The teacher lets two students check the sentences on the blackboard. Encourage the students to speak out more similar sentences. 5. The teacher lets the students

read through the passage of 3 and understand the general meanings.

6. The teacher asks the students to listen to the conversation and fill in the blanks.

7. The teacher asks two students to tell the answers. And then ask all students to read the whole passage of 3 aloud. 8. The teacher shows /u/ and /u:/

and the words on the screen. Let students try reading them. 9. The teacher plays the recording of 4a. Let students just listen. 10. The teacher plays the recording of 4a again and lets students listen and try to imitate. 11. The teacher shows more words

on the screen. Ask the students to read them correctly.

Production (7minutes) 1. Group work.

2. Group work.

3. Individual

work.

4. Group work.

5. The whole

class work.

6. The whole

class work.

7. Individual

work 1. Students read the

sentences of 4b by

themselves.

2. Students listen and

check their reading.

3. Students listen and try

to imitate.

4. Students give some

suggestions about

dressing to their group

members each other.

5. Students report the

suggestions of their

own groups.

6. Students summarize

Section B with the

teacher. 7. Students finish their homework after class.

1. The teacher asks the students

to read the sentences of

4b by themselves, paying

attention to the weak form,

liaison, pause and incomplete

plosion.

2. The teacher plays the recording

of 4b. Let students listen

and check their reading. 3. The teacher plays the recording

of 4b again and lets the

students listen and try to

imitate. 4. The teacher asks students to

work in groups. Let them give some suggestions about dressing to their group members each other, and write down the brief reason with the structures of so…that…, such… that…and so that…

5. The teacher asks the

representative from each group to report the suggestions of their own groups. Remind them to pay attention to the weak form, liaison, pause and incomplete plosion.

6. The teacher shows the summary of this section to the students.

7. The teacher assigns homework: (1) Review the summary after class. (2) Give your friend at

least three suggestions about dressing. (3) Watch a fashion show on TV.

Teaching Reflection

The students are very interested in the styles of clothes. The teacher may introduce more styles of clothes to them or let some students come to the class in different styles of costumes.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 1 We will have a class fashion show. Section B 1. so that/ in order that

+ 目的状语从句

2. so + adj. + a(n) + n. + that …

such + a(n) + adj. + n. + that …

①

It’s such a cool windbreaker that you should buy it at once. ②

I like it so much that my father bought it for me. 3. —

What size do you take?

—

Size M.

附件1：律师事务所反盗版维权声明

附件2：独家资源交换签约学校名录（放大查看）

学校名录参见：http://www.zxxk.com/wxt/list.aspx?ClassID=3060

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