广东省肇庆市田家炳中学八年级英语下册 Unit 8 Topic 1 We will have a class fashion show Section D教案 （新版）仁爱版.doc

Unit 8 Topic 1 We will have a class fashion show Section D . Material analysis本节课建议教师用1课时上完。主要活动为Section D 的1a。本课是本话题的最后一课，要求学生通过本课的学习活动，复习so that, such that和so that结构，了解更多与服装相关的知识。本课通过对1a短文的阅读理解，在让学生了解服装的起源与功能等知识的同时，指导学生如何有效地完成任务型阅读。要求学生掌握黑体词discuss, 短语protect from 和business, 谚语You are what you wear. 的用法，理解白体词skin, materials, uniform, kimono, sportswear, easy-going, saying和function的含义。通过本课学习，让学生了解着装的起源、发展历程及传递的信息。 . Teaching aimsKnowledge aims：1. 了解更多的与服装相关的知识。2. 复习so that, such that和so that的用法。Skill aims：1. 能针对所听语段的内容，识别语段的主题，获取主要信息。2. 能引出服装的话题并进行简单的交谈。3. 能通过关键词迅速理解短文大意。4. 能根据写作要求和素材，整理出符合逻辑的短文。Emotional aims：了解着装的起源、发展历程及传递的信息。. The key points and difficult pointsKey points：1. 了解更多的与服装相关的知识。2. 复习so that, such that和so that的用法。3. 有效地完成任务型阅读。Difficult points：能根据写作要求和素材，整理出符合逻辑的短文。. Learning strategies1. 在阅读中抓住关键词迅速理解短文大意。2. 在学习中善于利用图片等非语言作息理解主题。. Teaching aidsComputer multimedia projector. . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. Pair work.3. The whole class work.4. Group work + the whole class work.1. Focus their attention on the teacher.2. Students discuss the clothes the people are wearing, using so that，such thatand so that.3. Students report their results of discussion.4. Students report their results of discussing: Group 1: The man is wearing a uniform. We guess maybe he is a policeman. Uniform means 制服.Group 2: When we see a woman wearing a kimono, we think she must be a Japanese. Kimono means 和服.Group 3: This is an active boy. He is wearing sportswear. We think he must like doing exercise. Sportswear means 运动服装.Group 4: The girl is in warm-color clothes. She seems to be very cute and easy-going. Easy-going means 随和的.Group 5: The boy is wearing clothes made of animal skins. We think that it is the earliest clothes. Skin means 皮，皮肤.1. Greet students and make them ready for learning. 2. The teacher shows thepictures of 3 in Section C on the screen. Let students discuss the clothes they are wearing in pairs, usingso that， such that and so that 3. The teacher lets four students from different groups report their results of discussion. Encourage them to give more suggestions if possible.4. The teacher divides thestudents into five groups. And ask them to look at the five pictures of 1a. Let them discuss what information they can get from them. (Each group needs only to discuss one picture). They can get the words they need in the vocabulary. Then teacher lets the representatives from five groups report their result of discussion. Their reports should contain their jobs and the features of clothes. They should also explain the meanings of the new words after discussing and looking them up by themselves. At last teacher evaluates their work and stresses the new words they mentioned.Presentation(10 minutes)1. The whole class work.2. Individual work.3. The whole class work.4. Individual work.5. The whole class work.6. Group work.7. The whole class work.8. The whole class work.1. Students read the passage of 1a and check their description above.2. Students read the passage again and answer Questions 1-2 of 1b. 3. Students check the answers and learn the new word.4. Students read the passage and complete the sentences of Questions 3-5.5. Students check the answers with the help of the teacher.6. Students work in groups and discuss the meanings of the sentences of Question 6.7. Students check the answers with the help of the teacher. Learn the new word.8. Students show the information they collected from books, TV or the Internet. Talk about something about clothes as much as possible.1. The teacher lets students read the passage of 1a and check their description above.2. The teacher asks students to read the passage again and answer Questions 1-2 of 1b. 3. The teacher lets students tell their answers. Explain the meaning of the new word function.4. The teacher asks thestudents to read from “For example, when we see a man in a uniform” to “maybe he or she is lively and easy-going.” And let them complete the sentences of Questions 3-5.5. The teacher lets students tell their answers.6. The teacher asks the students to work in groups and discuss the meanings of the sentences of Question 6.7. The teacher lets students tell their answers. Teach the new word discuss. 8. The teacher lets students show the information they searched before class. Ask them to talk about more about clothes.Consolidation(10 minutes)1. The whole class work2. Group work 3. The whole class work.4. Individual work. 5. The whole class work.6. The whole class work.1. Students listen to the passage and read after it.2. Students discuss in groups to understand the passage.3. Students underline in their books and make some notes. 4. Students read 1a again and find out the key words and sentences. (animal skins protect fromdifferent materials canshowuniform-kimono sportswear yellow or pink clothes lively and easy-going You are what you wear. )5. Students retell 1a according to the key words and sentences.6. Students pay attention to the problems the teacher pointed out. 1. The teacher plays the recording for the students. Let them listen to the passage and read after it. 2. The teacher lets students discuss in groups to understand the passage. Let them collect the sentences they cant understand within their own groups and show them to the whole class. The students from other groups may give them a hand if they can. 3. The teacher makes a summary to explain the key points and difficult points to the students:(1) be made of (2) protect from(3) more than no more than(4) You are what you wear.4. The teacher asks students to read 1a again and find out the key words and sentences. Teach the new word material by pointing at clothes of different materials. 5. The teacher asks students to retell 1a according to the key words and sentences.6. The teacher evaluates the retelling and encourages the students to do better next time.Practice(10 minutes)1. Individual work.2. The whole class work.3. Individual work.4. The whole class work.5. The wholeclass work.6. Individual work.7. The whole class work.8. The whole class work.1. Students sum up the words about names of clothing and words for the comments of clothing in this topic.2. Two students write them on the blackboard. Other students help them to add the missing ones.3. Students fill in the blanks of the grammar table with the correct words. 4. Students check the answers.5. Students find out more similar sentences in this topic and read it aloud.6. Students fill in the blanks of the function table with the correct words.7. Students check the answers.8. Students sum up other useful expressions in this topic.1. The teacher asks the students to sum up the words about names of clothing and words for the comments of clothing in this topic. 2. The teacher lets two students list the words on the blackboard.3. The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words. 4. The teacher asks two students to tell the answers. 5. The teacher asks students to find out more similar sentences in this topic and read it aloud. Let them pay attention to the weak form, liaison, pause and incomplete plosion. Grasp the usage of so that， such thatand so that (1) P81 1c. (2) P84 2. (3) P84 4b. (4) P86 3. (5) P87: People started to wear clothes so that they could protect themselves from the sun, wind, rain and cold.6. The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words. 7. The teacher asks two students to tell the answers. 8. The teacher lets students sum up other useful expressions in this topic. The teacher adds more and explains them.Production(7 minutes)1. Group work.2. Group work.3. Group work.4. Individualwork. 5. The whole class work.6. The whole class work.7. Individual work1. Students introduce the peoples dressing in the pictures.2. Students talk about what information they can get from the dressing.3. Students discuss if their clothes are suitable, giving their opinions or suggections.4. Students write a passage to introduce the peoples dressing in the pictures.5. Students read the passages to the whole class and then evaluate and revise the passages together with the teacher.6. Students summarize Section D with the teacher.7. Students finish their homework after class.1. The teacher asks the students to work in groups. Let each group change the pictures they prepared before class. (The people in the pictures may be their friends or the famous stars.) And then let them introduce the peoples dressing. 2. The teacher asks students to talk about what information they can get from the dressing.3. The teacher guides students to discuss if their clothes are suitable. Let them give their opinions or suggestions. 4. The teacher asks students to write a passage to introduce the peoples dressing based on the information they discussed above.5. The teacher lets students read the passages to the whole class. The teacher evaluates and revises the passages together with the students. 6. The teacher shows the summary of this section to the students.7. The teacher assigns homework:(1) Review the summary after class.(2) Write a passage about your favorite clothes. Explain the reasons. (3) Search pictures about uniforms.Teaching ReflectionThe students show deep interest to the origin and the development of clothes. They are surprised that they can get so much information from the clothes. The teacher may prepare more pictures containing different styles of clothes for them by showing on the screen. Blackboard design