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1、Unit 8 Our Clothes Topic 1 We will have a classfashion 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 “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
2、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： SectionA1a,1b,1c,2,3 第二课时： SectionB1a,1b,2 第三课时： SectionC1a,1b,2 第四课时： SectionB3,4a,4bSectionC3,4 第五课时： SectionDGrammar and Functions,1a,1b,Project 第五课时（ Section DGrammar andFunctions , 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.
3、 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。 . Teaching aims 1.Knowledge aims： （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. Skill aims: (1) 能
4、够根据衣着来判断着装者的职业，民族，性格等。 (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. Emotional aims: 4. Culture awareness: 了解衣服所赋予的社会涵义。 . The key points and difficultpoints 1. Key points: （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 so that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。
5、. Learningstrategies 1. 利用语境或逻辑关系来区分so that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。 . Teaching aids 多媒体课件 / 图片/ 小黑板 V. Teaching procedures Stage1( 5 mins) ： Revision StepTeacher activityStudent activity Designing purpose (Class activity) Revisethegrammar
6、and functionsentences of this topic. T: Good morning, boys and girls . T:Wehavefinished learningtheadverbial clause of result. Can you say something about it? T: Absolutelyright.What else? T: Perfect! Could someone give me an example? T: Really? T: But its better than the junkfoodoutside.More exampl
7、es? T: Great! Now, lets check the answers to Grammar and Functions.Have you Revise the grammar and function sentences of this topic. Ss:Good morning, Mr. S1:Wecanuse“ so. that.”,“ so that” and “ such .that.”to introduce it. S2: We usually use “ so +adj./adv.+that +.” and“ sucha/an +adj.+that+.” S3:
8、The food in the school is so terriblethat I don t want to eat it at all. 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。 done them yet? T: Xxx, please read the first sentence. T:. Ss:Yes. S5: Ilikeditso much that. 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
9、英语来表述，让学生多听，为以后的学习打基础。 Stage2（5mins) ：Pre-reading StepTeacher activityStudent activity Designing purpose (Class activity) Let the Ss learn the new words by guessing. T: Now you allwear all kinds of beautifulclothes, and peopleuse different kinds of materials to make clothes,suchascotton, silk,bamboo
10、 and so on. Butwhatdidtheearly PekingManin Zhoukoudianarea use to makeclothes?Canyou guess? T：Bark. I think so. What else? T：Yes, animal skins. Oh, Learn the new words . S1:树皮。 Ss:兽皮。 解决短文中的新 词汇，为阅读扫 除障碍。 you are good at guessing. Let sgo on guessing. Look at the pictures in 1a, and guess what the f
11、irst mans job is. T:Clever!Howdoyou know that? T: You are so smart. He is wearingauniform.And this kind of uniform is only wornby policemen. Then guess wherethewoman comesfrom? T:Rightagain.Kimonos arethetraditional Japanese clothes. Go on guessing whatthe man likesdoing? T:Iagreewithyou. Becausehei
12、swearing sportswearandis running. I think he is active and easy-going, too. As the saying goes:You are what you wear. Ss: He is a policeman. Ss: His clothes. Ss: Japan. Ss: Doing sports. 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。 Stage3（5 mins)While-reading StepTeacher activityStu
13、dent activity Designing purpose (Individual work) Let the Ss read 1a quickly and finish 1b. T:We have learnedthe new words already.Next, please read 1a quickly and do 1b. But before reading the passage , you dbetter read the questions and the tip in the key . T: Hi,class . Have you finished reading
14、? T: No.1 , xxx, the answer is . T:Yes.Thepassage mainlytalksaboutthe function of clothes . How about No.2, xxx ? T: . Read 1a quickly and finish 1b. Ss: Yes. S1: B S2: . 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（5 mins)
15、：Post reading StepTeacher activityStudent activity Designing purpose (Group work) Let the Ss read 1a carefully andfindoutthedifficult points and solve them within the groups . Read 1a carefullyand findoutthedifficult points and solve them within the groups. 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 T:Oh,youdi
16、dverywell. Now, read the passage again, find out the difficultpoints. First, discuss with your group members, if you can tsolve them, writethem down, we willdeal with them together later. Are you clear? T:Timetosolveyour problemsnow.GroupOne, what are your problems? T: . Ss:Clear. Group One: What does “ were made of ”mean? Group Two:. “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
