仁爱版八下教案Unit 8 Topic 1 We will have a class fashion show 第5课时

U8T1P5Unit8OurClothesTopic1Wewillhaveaclassfashionshow.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“FashionShow”的话题和由“so...that...，...sothat...,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：SectionA—1a,1b,1c,2,3第二课时：SectionB—1a,1b,2第三课时：SectionC—1a,1b,2第四课时：SectionB—3,4a,4bSectionC—3,4第五课时：SectionD—GrammarandFunctions,1a,1b,Project第五课时（SectionD—GrammarandFunctions,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.Teachingaims1.Knowledgeaims：（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.Skillaims:(1)能够根据衣着来判断着装者的职业，民族，性格等。11/11 U8T1P5(2)能够自如地运用so...that...,sothat,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.Emotionalaims:4.Cultureawareness:了解衣服所赋予的社会涵义。Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）归纳总结结果状语从句。(2)理解服装的社会涵义。2.Difficultpoints：(1)区分sothat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.Learningstrategies1.利用语境或逻辑关系来区分sothat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.Teachingaids多媒体课件/图片/小黑板V.TeachingproceduresStage1(5mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose11/11 U8T1P5(Classactivity)Revisethegrammarandfunctionsentencesofthistopic.T:Goodmorning,boysandgirls.T:Wehavefinishedlearningtheadverbialclauseofresult.Canyousaysomethingaboutit?T:Absolutelyright.Whatelse?T:Perfect!Couldsomeonegivemeanexample?T:Really?T:Butit’sbetterthanthejunkfoodoutside.Moreexamples?T:Great!Now,let’schecktheanswerstoGrammarRevisethegrammarandfunctionsentencesofthistopic.Ss:Goodmorning,Mr....S1:Wecanuse“so...that...”,“sothat”and“such...that...”tointroduceit.S2:Weusuallyuse“so+adj./adv.+that+...”and“sucha/an+adj.+that+...”S3:ThefoodintheschoolissoterriblethatIdon’twanttoeatitatall.Ss:Yeah!S4:...归纳总结结果状语从句和本话题的功能句，完成Grammar和Functions部分。11/11 U8T1P5andFunctions.Haveyoudonethemyet?T:Xxx,pleasereadthefirstsentence.T:...Ss:Yes.S5:Ilikeditsomuchthat...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。Stage2（5mins)：Pre-readingStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)LettheSslearnthenewwordsbyguessing.T:Nowyouallwearallkindsofbeautifulclothes,andpeopleusedifferentkindsofmaterialstomakeclothes,suchascotton,silk,bambooandsoon.ButwhatdidtheearlyPekingManinZhoukoudianareausetomakeclothes?Canyouguess?T：Bark.Ithinkso.Whatelse?T：Yes,animalskins.Oh,Learnthenewwords.S1:树皮。Ss:兽皮。解决短文中的新词汇，为阅读扫除障碍。11/11 U8T1P5youaregoodatguessing.Let’sgoonguessing.Lookatthepicturesin1a,andguesswhatthefirstman’sjobis.T:Clever!Howdoyouknowthat?T:Youaresosmart.Heiswearingauniform.Andthiskindofuniformisonlywornbypolicemen.Thenguesswherethewomancomesfrom?T:Rightagain.KimonosarethetraditionalJapaneseclothes.Goonguessingwhatthemanlikesdoing?T:Iagreewithyou.Becauseheiswearingsportswearandisrunning.Ithinkheisactiveandeasy-going,too.Asthesayinggoes:Youarewhatyouwear.Ss:Heisapoliceman.Ss:Hisclothes.Ss:Japan.Ss:Doingsports.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。11/11 U8T1P5Stage3（5mins)While-readingStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSsread1aquicklyandfinish1b.T:Wehavelearnedthenewwordsalready.Next,pleaseread1aquicklyanddo1b.Butbeforereadingthepassage,you’dbetterreadthequestionsandthetipinthekey.T:Hi,class.Haveyoufinishedreading?T:No.1,xxx,theansweris...T:Yes.Thepassagemainlytalksaboutthefunctionofclothes.HowaboutNo.2,xxx?T:...Read1aquicklyandfinish1b.Ss:Yes.S1:BS2:...S3:...培养学生的阅读能力，完成1b。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。Stage4（5mins)：PostreadingStepTeacheractivityStudentactivityDesigningpurpose11/11 U8T1P5(Groupwork)LettheSsread1acarefullyandfindoutthedifficultpointsandsolvethemwithinthegroups.T:Oh,youdidverywell.Now,readthepassageagain,findoutthedifficultpoints.First,discusswithyourgroupmembers,ifyoucan’tsolvethem,writethemdown,wewilldealwiththemtogetherlater.Areyouclear?T:Timetosolveyourproblemsnow.GroupOne,whatareyourproblems?T:...Read1acarefullyandfindoutthedifficultpointsandsolvethemwithinthegroups.Ss:Clear.GroupOne:Whatdoes“weremadeof”mean?GroupTwo:...让学生在组内解决部分问题，有利于合作学习。这样也可以做到“学生知道的老师不讲”的原则。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。Stage5（20mins)：FinishingProjectStepTeacheractivityStudentactivityDesigningpurpose1（Groupwork)LettheSssurveytheirclassmatesandfillinthetable.T:Doyouhavemoreproblems?T:Thenlet’smovetoProject.It’ssimilartowhatyouhaveSurveytheirclassmatesandfillinthetable.Ss:No.培养学生的口头交际能力，完成Project的第一部分。11/11 U8T1P5doneinSectionC.First,surveyyourclassmatesandfillintheblank.Quickly,goandmakethesurvey.Thequestionsontheblackboardmayhelpyou.2（Groupwork）LettheSsdiscusswhethertheirclassmates’dressingissuitableornotandgivesomesuggestions.T：Hey,boysandgirls.Pleasecomebacktoyourgroup.Youshoulddiscusswithyourgroupmembersandgivesuggestionsifpossible.Whileyouarediscussing,you’dbettertakenotes,becauseyouwillwriteashortreportsoon.Discusswhethertheirclassmates’dressingissuitableornotandgivesomesuggestions.小组合作，运用本话题的着装知识去分析同学们的着装是否合适。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。3（Groupwork）LettheSswriteashortpassageaccordingtotheirsurveyandthenencouragetheSstopresenttheirreportstotheclass.T:Hi,class!Finishdiscussing,please.Nowyoushouldwriteyourreportaccordingtoyoursurvey.T:Haveyoufinishedyourreportyet?It’stimetopresentWriteashortpassageandpresenttheirreportstotheclass.培养学生的写作能力。小组合作完成写作，可以带动基础较差的学生。11/11 U8T1P5yourreportnow.Whichgroupbeginsfirst?GroupThree:Wethinkxxxandxxxdon’thavesuitabledressing.Xxxisfat,butheusuallywears...GroupOne:Wethink...GroupTwo:...Remark:这个Project与SectionC-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)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)LettheSssummarizewhattheyhavelearnedinthistopic.T：Wehavefinishedthishelpfultopic.Whatdoyouknowfromthistopic?T:Right.Ifyouwanttomakeyourselflookgreat,youshouldknowtheknowledgeofdressing.Thenwhocantellsomethingaboutdressing?Summarizewhattheyhavelearnedinthistopic.S1:Iknowhowtodressmyself.S2:Fatpeopleshouldwear...S3:Tallandthinpeopleshouldwear...S4:....回顾总结单元知识，加强学生的记忆。11/11 U8T1P5T:Wonderful.Howaboutgrammar?S5:welearned“so...that...”,“sothat”and“such...that...”.S6:...2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutowriteashortpassageonyourexercisebookaccordingtoyourreportinProject.FinishtheHMK.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。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。11/11 U8T1P5VI.Blackboarddesign第五课时（SectionD—GrammarandFunctions,1a,1b,Project）WordsandexpressionsGrammarmaterial结果状语从句skinso...that...uniform...sothat...kimonosuch...that...sportswear目的状语从句sayingsothatfunctiondiscussmeaningbemadeofprotect...from......11/11