仁爱英语下U8T1(p4)教学设计.doc

U8T1P4

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

第四课时（Section B—3,4a,4b Section C -3,4）
教学设计思路：
本课的主要任务是培养学生的写作能力。根据朋友们的形体和着装习惯来进行有针对性的建议。本课时的内容相对比较零散，既有听力训练，又有语音知识，还有看图说话和写作任务。写作是重点。首先通过看图评判图中人物着装是否适宜，来简要复习Section C - 1a 的着装知识。然后听录音完成Section B -3的听力任务。紧接着完成Section B-4a 和4b的语音训练。随后让学生看图说话，复习巩固so...that ... 和 such... that... 的用法完成Section C- 3.最后让学生调查自己的朋友的着装习惯，并以短文的形式给出相应的建议，教师鼓励学生读出他们的短文，完成本课时。
Ⅰ. Teaching aims
1. Knowledge aims：
（1） 学习并掌握新词汇

（2） 复习巩固结果状语从句
2. Skill aims:
（1）能够流畅地运用“so...that” ,“such...that...”引导的结果状语从句。
（2）能够听懂有关购买服装的对话。
（3） 能给同伴的着装提出中肯的意见和建议。
（4） 懂得连读、失去爆破的基本知识。
3. Emotional aims:
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
(1)掌握连读、弱读、不完全爆破的基本知识。
(2) 运用“so...that” ,“such...that...”引导的结果状语从句。
2. Difficult points：
(1) 4b部分的语音技能。
(2) 区分so...that 和such...that...的用法。
Ⅲ. Learning strategies
1.对于语音知识，要掌握一些基本的方法和规则。如：连读、弱读、不完全爆破等。更重要的是多听多模仿原声语言材料，例如英语歌曲，英语电影等。
2.在写作时，要有目的地复习相关知识，仔细地阅读自己的作品，检查拼写与标点符号，看作品是否充分表达了自己的意思。
Ⅳ. Teaching aids
多媒体课件/小黑板/录音机/图片
V Teaching procedures
Stage 1( 3 mins)：Revision
Step
Teacher activity
Student activity
Designing purpose
1 (Class activity)
Show some pictures and let the Ss judge if the people in the pictures dress properly.
T: Hi，boys and girls . Nice to see you .
T: (Looks around) Wow ! Thanks to the knowledge of dressing. Today, boys look more handsome and girls look more beautiful. You know how to dress yourself,can you judge if they did the same. (Shows pictures) Let’s begin with this girl .

T: Very good ! How about this man ?
T: ...

Judge if the people in the pictures dress properly .

Ss: Nice to see you ,too .

S1: She is thin and tall . Her blouse is red and her pants are orange. They are both warm colors .Thin and tall people should wear warm color clothes . So she is wearing perfect.
S2: ...

S3: ...
通过让学生来判断图中人物是否着装得体，复习Section C的知识。
Remark：这个环节主要是检查学生是否真正地掌握了Section C 的基本着装知识。教师准备2-3个不同体形的人即可。
Stage 2（5mins)：Listening (finishing Section B-3)
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Let the Ss listen to Section B-3 and fill in the blanks.
T:Wonderful judgment .
Next , you will listen to a dialog between a mother and a saleswoman. The mother is buying something for her daughter in a store . Before listening, you should read Section B -3 on page 84 .
T: Can we begin listening now ?
T：Do you need to listen again ?
T: Ok , then ,let’s check the answers . The woman wants to buy a ...

Listen to Section B-3 and fill in the blanks.

Ss: Yes .

Ss: No .

Ss: Skirt,S,...
训练学生能听懂有关购买服装的对话。完成Section B-3。

Remark：这个听力任务是让学生听对话完成短文。听前应让学生先阅读短文，以便确定哪些信息是重点。所填的内容是直接来自对话，不需要学生再加工，听一遍就可以完成。
Stage3（5 mins) Finishing Section B-4a
Step
Teacher activity
Student activity
Designing purpose

(Class activity )

Prepare some words and encourage the Ss to pronounce them to learn /ʊ/and /u:/.
T: We have listened to a dialog ,next , we will learn
something about pronunciation . Look at the words ,try to read them by yourself , then I will ask you to read them out .
T: Xxx, please read the first pair.
T:Next pair.
T: ...
T: Do you find out something ?

T: Great . You have got them .“u,o,oo” may pronounce /ʊ / and “oo”may pronounce /u:/ . Now, look at the words in 4a and listen to the tape .while listening, please follow the tape.
Pronounce the words and learn /ʊ/and /u:/.

S1:book ,food
S2:look,fool
S3:..

Ss: Yes . “-oo-” can be read /ʊ / or /u:/ .
学习长元音/u:/和短元音/ʊ/。完成Section B-4a.
Remark：教师要准备一些发/ K/和/u:/单词，让学生自己去体会，尝试，然后再听4a的录音，最后总结出它们的发音规律。
Stage4（5 mins) Finishing Section B-4b

Step
Teacher activity
Student activity
Designing purpose
(Class activity )
Let the Ss read the sentences on the screen first and listen to the tape. Find out the differences.
T: Look, boys and girls, here are three sentences on the screen. Xxx, can you read the first one for us?
T:Fine. Noweveryone,
listen to the tape and compare with Xxx.
T: Does xxx read the same as the tape?
T: Xxx, can you try the second the sentence.
T: ...
T: It’s true that Chinese English learners sometimes don’t read the same as the native speakers. But you can improve your pronunciation by listening to English songs, tapes and watch English movies. Now, let’s listen to the tape and read after it. Ready? Go!
Read and imitate the sentences in 4b.Learn something about weak form, liaison, pause, and incomplete plosion .

S1: I like it so ...

Ss: No .

S2: It’s such a ...
S3: .
让学生模仿磁带，学习地道的英语发音。完成Section B -4b 。
Remark: 教师把4b的3个句子让学生自己先读一读，然后再听一听录音，比较并找出差异。4b的语音知识对学生来说是相当难的一部分。要鼓励学生多听原声歌曲、磁带，看原声电影来提高语音能力。教师不要过多讲解有关弱读，连读，停顿，不完全爆破的语音知识。
Stage5（5 mins) Speaking ( finishing Section C-3)
Step
Teacher activity
Student activity
Designing purpose
(Pair work)
Let the Ss look at the pictures in Section C-3 and work in pairs to practice such ... that and so... that... .
T: We knew from Section A that Kang kang’s class would have a class fashion show, right?
T: Now, they are having their fashion show. Look at the pictures in 3 on page 86. Work in pairs as the example to talk about their clothes.
T: Show time now. Which pair would like to show ?

T: Well done. Next pair, please .
work in pairs to practice
such ... that and so... that... .

Ss: Yes .

S1: What is Maria wearing?
S2: She is wearing a jacket. It’s ...

S3: ...
S4: ...

让学生看图说话，复习巩固so...that ...和 such...that... 。完成Section C- 3 。
Remark: 这个环节主要是复习巩固学生灵活运用so...that... 和 such... that... 的能力。只要学生能正确流利地说出来即可。
Stage 6（20 mins)：Writing (finishing Section C-4)
Step
Teacher activity
Student activity
Designing purpose
1 (Individual work)
Let the Ss make a survey first and then write a short passage according to the survey.
T: Kangkang and his friends are good at dressing. How about your own friends? Why not make a survey about what your friends like to wear? Do it right now. The information in 4 may help you. You have 3 minutes to survey.
T:Now, stop surveying. You should write a passage about your survey. You may begin you passage as the example. If you have no idea about how to write, you can read the tips in the key.
T: Who would like us to share your passage? Any volunteers?

T: What a nice passage! Who is the next volunteer?
make a survey first and then write a short passage according to the survey.

S1: A, B and C are my good friends. A is ...

S2: ...
培养学生的写作能力，完成
Section C-4 的写作任务。
Remark：为了让学生保证在做调查时用英语交流，教师可以按照4的表格设定一些问题。如：What kinds of clothes do you usually wear ? What colors do you like ?...。教师还要提醒学生阅读金钥匙里的小窍门。
Stage7（2mins)：Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
(Class activity)
Assign the HMK.
T: For today’s HMK,First, I’d like you to complete Grammar and Functions in Section D. Second, find some information about the history of clothes.
Finish the HMK.
让学生复习本单元的语法和功能句。
Remark：因为Section D既有短文阅读又有Project的写作，时间会比较紧迫，可以让学生预先完成部分任务,查找与短文相关的背景知识。

VI. Blackboard design
第四课时（Section B—3,4a,4b Section C -3,4）
Pronunciation Grammar
/K/: o , oo, u, so ... that...
/u:/ : oo , o such... that ...
连读：
弱读：
停顿：
不完全爆破：

...

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