英语教案：Unit8Topic1Whatanicecoat教案（仁爱英语八年级下）.doc

Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section A
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands目标要求
1. Learn some new words:
silk, cotton, afford, scarf, jeans, handbag, hat, sock
2. Learn the structure of “so …that …” .
I liked it so much that my father bought it for me.
My old coats are so short that I want to buy some new ones.
3. Learn how to ask for help.
Could you tell me where to buy a scarf ?
Thanks. And what about hats and socks?
4. Making appointments
Do you have time tomorrow?
Could we meet at the school gate at 8 a.m.?
5. Logical relations
Cause and effect
I liked it so much that my father bought it for me.
Ⅱ. Teaching aids 教具
教学用的服装卡片/安排学生自带的衣服/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习服装词汇，导入1a。
1. (用卡片复习以前学过的服装词汇。)
T: Boys and girls, today we will have a lesson about clothes. I think it is useful for you. You must be interested in it. Look at here, what’s in my hand? Oh, yes, there are many cards about clothes in my hand. You should speak out the names of these clothes as soon as I take them out. Are you ready?
Ss: Yes.
(教师抽出一张张画有衣服的卡片，让学生一起大声说出服装名称，复习已学过的衣服名称。)

coat blouse pants shirt raincoat dress

sweater jacket

T: Good! You have known so many words about clothes. Are you happy?
Ss: Of course.
2. (教师用手中的卡片，教会学生有关询问服装质地的表达，并板书句型。)
T: We have learnt so many words about clothes. Today we will learn how to ask the materials of clothes.
(板书并学习新单词。)
cotton n. 棉布；棉花 adj. 棉花的；棉布制的
silk n. 丝 adj. 丝制的
(教师指着自己的眼镜告诉学生它是塑料制成的。)
T: Look at my glasses. They are made of plastic.
(教师走到一名学生身旁，引导其他学生说这名学生的衣服是什么质地的。)
T: He is wearing a coat. It’s a cotton one. Now, please use cotton and silk to describe your deskmate’s clothes.
(让学生之间互相练习这一句型。)
T: Now, work in pairs to practice the expressions.
S1: Li Ling is wearing a scarf. It’s a silk one.
S2: Du Lei is wearing a jacket. It’s a cotton one.
…
T: Then I have more beautiful clothes here. Do you want to say them in English?
Ss: Yes.
3. (教师拿出已准备好的服装展示给学生，并教新词，巩固有关服装质地的表达。)
T: Look here. What are they?
(帮助学生回答。)
Ss: They are jeans.
(板书画线部分, 并让学生跟读。)
(让学生触摸，感觉质地，引导学生回答。)
Ss: They are cotton ones.
T: Then what is it?
(拿另一件衣服，比如围巾，展示给学生。)
(学生会用汉语回答: 围巾。)
T: Yes, it’s a scarf.
(板书单词教学生大声跟读。)
(让学生触摸，感觉质地。)
T: OK, it’s a silk one.
(以此类推，学习其余生词handbag, hat, …)
(板书)
jeans — They are cotton ones.
They are cotton jeans.
scarf — It’s a silk one.
It’s a silk scarf.
handbag /′hændbæg/ n. 女用皮包；手提包
hat / hæt / n. 帽子；礼帽
T: Can you remember these new words? If you can’t, I’ll give you several minutes to remember them. OK?
Ss: OK!
(几分钟后，教师可用手势表示停下来。)
T: Time is up. Let’s have a word competition. Say the names of these clothes when I show them. I’ll see which group is the quickest and best. Group A, go!
T: OK, stop here. Group A is good. Group B is better. Group C is the best. Group D, don’t lose your heart, I believe you will do better next time.
4. (根据展示的图片，师生问答。)
T: How do you like the coat?
Ss: It is beautiful.
T: What do you think of the skirt?
Ss: It is nice.
T: How about …？
Ss: It is … / They are …
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现本课活动1a。
(方案一)
1. (让学生听1a录音，设置听力任务，让学生带着问题听。)
T: Well done. Now let’s come to 1a. First look around our classroom. What did you find? Oh, you can find your classmates are wearing different kinds of clothes. What nice clothes! Today, Maria is also wearing a beautiful coat. If you want to know it, please listen to the tape carefully.
(板书)
What is Maria wearing?
What’s it made of ?
What does Jane want to buy?
(听完后，让学生回答上面的问题。)
T: Who wants to answer the first question?
S1: She is wearing a Chinese Tang costume.
T: OK. Next question?
S2: It’s made of silk.
T: Good! The last question?
S3: She wants to buy some new coats.
2. (让学生看1a听对话，然后跟录音朗读。)
T: Look at 1a, listen to the dialog again, and then follow the tape.
(学生跟读完之后，师生共同找出关键词句并列于黑板上，同时讲解一些重难点。)
(板书)
look great — What a nice coat! — a Chinese Tang costume —
feel soft — so… that… — buy some new coats — have a fashion show
(方案二)
1. (出示1a的图片，师生问答，引入1a, 然后听录音。)
T: I’ll show you a picture, please look at it carefully, and then try to answer my question. How does Maria look?
Ss: She looks great. She wears a nice coat.
T: The nice coat is a Chinese Tang costume. Now listen to 1a and try to find out what Maria and Jane are talking about.
2. (让学生跟读录音，并回答下列问题。)
T: Please read after the tape, and then answer the following questions:
(板书)
(1) Why does the Chinese Tang costume feel soft?
(2) When will they have a class fashion show?
(3) Will they go shopping? What time will they meet?
Step 3 Consolidation 第三步 巩固(时间: 7分钟)
1. (让学生根据黑板上的关键词句，总结对话的主要内容。)
T: Please sum up the dialog according to the key words and sentences on the blackboard.
(让学生再读一遍课文，然后两人一组根据黑板上的重点词句表演对话。)
T: Please read the dialog again and act it out in pairs according to the key words and sentences on the blackboard.
(学生读完之后。)
T: Are there any volunteers? Please come to the front and act out the dialog.
S1: …
S2: …
(教师让学生参与评价，选出最佳的一组，给予表扬。)
T: Well, You did a good job! S1 and S2 are No.1. Congratulations!
2. (让学生独立完成1b，巩固so … that …和so that …的用法。)
T: Now, finish 1b by yourselves.
(一分钟以后)
T: Have you finished? Now, let’s check the answers.
(教师可适当补充一些语法练习，再巩固so … that … 和so that …的用法。)
Step 4 Practice 第四步 练习(时间: 10分钟)
完成2。
1. (教师带领学生完成2。)
(1) T: Are you happy that you can say much about clothes? OK! It’s time for you to write something about them. Please fill in the blanks carefully, and then we’ll check them together.
(2) T: Well. You have known the clothes that people are wearing, but do you know who they are?
OK, let’s listen to 2 and find out who they are. Please number the pictures.
(让学生根据所听句子的顺序相应标出人物的顺序。等学生听完并做完之后，核对答案。)
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
完成本课活动3。
(让学生两人一组完成3。首先进行小组讨论，说出图中每层楼所售服装名称, 然后模仿对话，编一个新的对话。)
T: Well, boys and girls, today we have learnt a lot of names about clothes. I think you can look at the pictures in 3 and find out what’s on each floor in pairs. Do you understand?
Ss: Yes.
(学生在讨论过程中，教师可到学生当中帮助学习有困难的小组。)
T: Time is up. Be quiet, please. Let’s check the answers together. I’ll ask one group to tell the answers. Who will try?
(看学生反应情况，选一组向大家汇报讨论结果。)
T: G1, please.
G1: You can buy shoes and hats in the Shoes & Hats Section on the first floor. You can buy…
(如果汇报的学生在讲述过程中有遗漏的地方，可让其他学生补充。)
T: OK, please stop here. Is that all? Anything else? Please look carefully.
(这部分结束之后，要求学生按原组进行角色表演，其中一位扮演顾客，向另外一位扮演售货员的学生询问各种服装所在位置。)
T: OK. Next, look at the dialog in 3, and then make similar dialogs with your partner. Go!
2. Homework:
(让学生回家准备一张家人的照片，运用本节课所学内容，介绍相片里的家人所穿的服装以及服装质地。)
Prepare a family photo and describe their clothes.
Section B
Section B needs 1 period. Section B需用1课时。
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrase:
size, be made of, natural
2. Learn useful expressions about choosing clothes.
—What would you like to buy?
—I’d like these cotton pants and this T-shirt.
—What size do you wear?
—Size M.
It’s made of natural materials.
—What do you want to buy?
—I’d like to buy a silk hat and a woolen dress.
3. Master the usage of adverbial clauses of result.
4. Size
—What size do you wear?
—Size M.
5. Shopping
Ⅱ. Teaching aids 教具
实物/学生从家里带来的照片/图片/多媒体课件/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习服装词汇，呈现生词。
1. (复习上节课内容，叫学生描述所带家庭相片中家人所穿的服饰以及服饰的质地。)
2. (从介绍家人服装的学生手中留下几张适合本课教学的相片，抽出一张进行介绍。)
T: Boys and girls, please look at the photo. Can you remember whose mother she is?
Ss: Yes. She is ××’s mother.
T: What is she wearing?
Ss: She is wearing a sweater.
(教师手指着毛衣，示意学生用英语齐声说出。)
T: What’s it made of?
Ss: It’s made of wool.
T: Yes, it’s made of wool. You can also say it’s a woolen sweater.
(板书画线部分。并在woolen下用彩笔画线，并标出音标、注释，让学生跟读。)
T: Please look at the blackboard and read after me.
(学完woolen之后，教师手拿一个皮制手提包。)
T: What’s it?
Ss: It’s a handbag.
T: Yes, it’s a handbag. What’s it made of ?
(帮助学生回答。)
T: It’s made of leather. It’s a leather handbag.
(板书画线部分并标出音标、注释，让学生跟读。)
(以此类推，呈现size, silk, windbreaker和natural materials。)
(板书)
It’s a woolen sweater. 羊毛制的
in a clothing shop
It’s a leather handbag. 皮制的
What size do you wear?
It’s a silk windbreaker.
It’s made of natural materials.
(教师在板书时，可悄悄地加上一句未操练的句子，并且句子里含有生词，这样不仅可以灵活地引入新词，还可以培养学生的观察力，活跃课堂气氛。)
T: Well done! Now we have learnt so many new words on the blackboard. Please look at the blackboard carefully. Can you still find any other words you don’t know?
Ss: Yes, there is a new word in these key words.
T: Yes, follow me,“clothing”.
(学生跟读几遍，掌握它的拼写。)
(教师把clothing, clothes, cloth写在黑板上，让学生说出它们之间的区别，然后教师归纳总结。)
T: Who can tell me the differences among clothing, clothes and cloth?
Ss: …
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现1a，完成1b，简要介绍结果状语从句。
1. (引入1a。)
T: Great! We know that the clothes are made of different natural materials.
T: Read after me, please,“natural materials”.
(让学生多读几遍，熟练掌握这个词组。)
T: You know so many natural materials, but can you tell me what size do you wear? First, let me tell you the size of my coat. I wear size S/M/L.
(板书画线部分并解释。)
What size do you wear? 你穿多大号的？
size S/M/L? (小号/中号/大号?)
S1: I wear size S.
S2: I wear size M.
S3: I wear size L.
…
(让学生自由说英语，培养说英语能力。过渡到下一步。)
T: That’s fine. You know about your clothes well. But what about your friends Michael,
Kangkang, Jane and Maria? Please listen to 1a and answer the following questions.
What would Kangkang like to buy?
What about Michael?
What size does Michael wear?
What does Jane want to buy?
How about Maria?
(上述问题可在课前准备好，板书在小黑板上或用幻灯片显示，以节省课堂时间。)
(学生听完之后，如果回答有困难，可再播放一遍。)
2. (让学生再听1a录音，看图片，独立完成1b。)
T: Well, let’s check the answers.
SS: …
T: Very good. How clever you are!
T: Now, open your books on page 79. Read the dialog in 1a aloud together.
Ss: …
(让学生大声读两遍之后，提问几名学生，检查读音情况，予以及时纠正。)
T: Please read the dialog again, and then find out the key words.
Ss: OK.
T: Let’s begin.
(学生开始查找，大约两分钟后。)
T: Are you ready?
Ss: Yes.
T: Let’s go through the dialog and find out the key words together.
(师生共同合作，写出关键词。)
fashion show
Kangkang — cotton pants and T-shirt
Michael — windbreaker — Size M — natural materials
Jane — silk hat and a woolen dress
Maria — a leather jacket
Step 3 Consolidation 第三步 巩固(时间: 8分钟)
进一步巩固1a。
(读对话，然后放录音，逐句核对语音语调。)
T: How great! Let’s go further in understanding the dialog. Please read the dialog together. After you read one sentence, I’ll play the same sentence again on the tape. You can check your pronunciation and intonation.
(学生读完之后。)
T: You have a better understanding of the dialog now. And make similar dialogs by using the key words. Later, I will let you act out your dialogs.
(因为对话较长，在学生编对话过程中允许看一下书，只要他们能用上关键词并且语言流利即可。)
T: Most of you can use the key words correctly. That’s good enough. You can go further.
Step 4 Practice 第四步 练习(时间: 12分钟)
练习1c和2，介绍结果状语从句。
1. (让学生根据图片和提示语填空，完成1c，进一步巩固so …, so … that … 和 … so that …的用法。)
T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you know how they feel? Look at the four pictures in 1c, and fill in the blanks according to the pictures.
(教师可补充适当练习，让学生更好地掌握结果状语从句的用法。)
(1) We study English hard, our English teacher is very happy.
(2) The price of the leather jacket is expensive I can’t afford it.
(3) Miss Wang planned very well her students enjoyed a good trip.
2. (教师可把学生分成三组，做一个小游戏，寓教于乐，更好地理解结果状语从句的用法。 在左边列出Group 1造的任意的短句，在右边列出Group 2造的任意的短句。让学生用这三个结构把左边和右边连成一个句子，当然不是所有的句子都可以连接的，这样连接出来的句子有的就很搞笑，让学生在笑声中学会这三个结构的用法。)
T: Now Group 1 and Group 2 make some sentences like these:
(板书)
I’m a student. He can reach the apple on the tree.
He is tall. I must learn English well.
… …
T: Group 3 use“so…”,“so…that…”, or“… so that…”to match the sentences on the left with those on the right.
Example:
I’m a student so he can reach the apple on the tree.
…
3. (完成2。教师先让学生把需要判断的句子读一遍，以便听2录音时有针对性，有利于培养学生捕捉细节的能力，促进听力水平的提高。)
T: OK, let’s come to 2. First, go through the sentences in 2. Then listen to the tape and mark True (T) or False (F).
(听完2录音后。)
T: Now, tell me your answers.
Ss: …
(如果部分学生没听懂，教师应把听力原文用幻灯片显示出来，让学生朗读、熟读，培养语感。)
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
进一步掌握有关服饰及质地的词。巩固结果状语从句。
1. (让学生调查班内五名学生最喜欢的服饰和服装的质地，填入下列表格中。)
T: Make a survey about five of your classmates’ favorite clothes and the materials of their clothes. Then fill out the form.
Name
Clothes
Materials

2. Homework:
(用so …, so … that … 和 … so that … 造句。至少5个。)
Use“so …”,“so … that …”and “… so that …”to make sentences. At least five sentences.
Ⅳ. 疑点探究
afford v. “买得起，(有时间)做，能做”。通常与can, could或be able to 连用，尤用于
否定句和疑问句。如：Can we afford a new car?
affordable adj. 如：affordable prices/housing付得起的价格，买得起的住宅
Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
depend on, glove, nearly, northern, Australian, according to, catch one’s eye, sliver, iron
2. Go on learning the structure of“so…that…”.
The T-shirt is so bright that Kangkang looks lively.
3. Learn the dressing culture in North America.
4. Be able to read the instruction tag on the clothes.
100% cotton Made of 100% cotton
Ⅱ. Teaching aids 教具
一些准备好的服装/录音机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 10分钟)
复习有关服饰的名词。呈现1a生词。
1. (教师在袋子里放上几件特殊的衣服，让学生猜，复习上节课的内容。)
T: Boys and girls, I’m very happy today, because I have brought you many special clothes in this bag. We can play a guessing game. I am sure you will like it.
(教师拿着装衣服的袋子走到学生面前让学生用手摸一下并猜测是什么衣服及用什么做的。学生只许触摸不许看。教师视学生的猜测做相应的回答。)
T: Let me tell you how to play the game. I’ll ask some of you to put your hands into the bag, touch the clothes and tell me what it is and what it’s made of. You can make a guess by asking questions, like“Is it a cotton coat?”
S1: Is it a silk scarf ?
T: No. You can take it out.
S1: Oh, it’s a silk skirt.
(教师肯定他／她的回答后，把这件衣服拿出来。教师可把袋子拿到下一名学生旁边。)
T: You can also have a try.
(学生感觉质地并问。)
S2: OK. Are they cotton pants?
T: Yes. They are cotton pants. Thank you. Please sit down.
(教师回答后，把这条裤子拿出来。)
…
(继续下面的游戏，让学生自如地运用所学知识，并把拿出的衣服依次放于讲桌上。)
2. (导入新词汇和新课。)
T: Wow, there are so many beautiful clothes on the desk. Which of them do we wear on special days and which ones do we wear on common days? Do you know?
Ss: Yes, of course.
(请一学生上来分类，把在正式场合穿的衣服放左边，其余的放右边。如果学生分好了可表扬，没分好可请其他人帮忙。)
T: OK. I’ll ask one student to come here and do it for us. And you must put t