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1、Unit 8 Our ClothesTopic 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
2、话题建议用5个课时来完成：第一课时：Section A1a,1b,1c,2,3第二课时：Section B1a,1b,2第三课时：Section C1a,1b,2第四课时：Section B3,4a,4b Section C3,4第五课时：Section DGrammar and Functions,1a,1b,Project 第五课时（Section DGrammar and Functions , 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
3、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 aims1. 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
4、so.that.,so that,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 difficult points1. Key points:（1）归纳总结结果状语从句。 (2) 理解服装的社会涵义。2. Difficult points：(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。. Learning strategies1.利用语境或逻辑关系来区分so that 引
5、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 proceduresStage 1( 5 mins)：RevisionStepTeacher activityStudent activityDesigning purpose(Class activity)Revise the grammar and function sentences of this topic.T: Good morning,
6、 boys and girls .T: We have finished learning the adverbial clause of result. Can you say something about it?T: Absolutely right. What else? T: Perfect! Could someone give me an example?T: Really?T: But its better than the junk food outside. More examples?T: Great! Now, lets check the answers to Gra
7、mmar and Functions. Have you done them yet?T: Xxx, please read the first sentence. T: .Revise the grammar and function sentences of this topic.Ss: Good morning, Mr.S1: We can use “so. that.”, “so that” and “such . that.” to introduce it.S2: We usually use “ so +adj./adv. + that + .” and “such a /an
8、+adj.+that+.”S3: The food in the school is so terrible that I dont want to eat it at all. Ss: Yeah!S4: .Ss: Yes .S5: I liked it so much that.S6: .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。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。Stage 2（5mins)：Pre-readingS
9、tepTeacher activityStudent activityDesigning purpose(Class activity)Let the Ss learn the new words by guessing .T: Now you all wear all kinds of beautiful clothes, and people use different kinds of materials to make clothes, such as cotton, silk, bamboo and so on. But what did the early Peking Man i
10、n Zhoukoudian area use to make clothes? Can you guess?T：Bark. I think so. What else?T：Yes, animal skins. Oh, you are good at guessing. Lets go on guessing. Look at the pictures in 1a, and guess what the first mans job is.T: Clever! How do you know that?T: You are so smart. He is wearing a uniform. A
11、nd this kind of uniform is only worn by policemen. Then guess where the woman comes from?T: Right again. Kimonos are the traditional Japanese clothes. Go on guessing what the man likes doing?T: I agree with you. Because he is wearing sportswear and is running. I think he is active and easy-going, to
12、o. As the saying goes:You are what you wear.Learn the new words .S1: 树皮。Ss: 兽皮。Ss: He is a policeman.Ss: His clothes.Ss: Japan.Ss: Doing sports.解决短文中的新词汇，为阅读扫除障碍。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。Stage 3（5 mins) While-readingStepTeacher activityStudent activityDesigning purp
13、ose(Individual work)Let the Ss read 1a quickly and finish 1b.T: We have learned the new words already. Next, please read 1a quickly and do 1b. But before reading the passage , youd better read the questions and the tip in the key . T: Hi, class . Have you finished reading ?T: No.1 , xxx, the answer
14、is .T: Yes . The passage mainly talks about the function of clothes . How about No.2, xxx ?T: .Read 1a quickly and finish 1b.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 。Stage 4（5 mins)：Post readingStepTeacher activit
15、yStudent activityDesigning purpose (Group work)Let the Ss read 1a carefully and find out the difficult points and solve them within the groups .T:Oh, you did very well . Now, read the passage again, find out the difficult points. First, discuss with your group members, if you cant solve them, write them down, we will deal wi
