Unit8 Topic1 SectionD 参考教案
Ⅰ.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discu, 短语protect …from… 和busine, 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。
Ⅱ.Teaching aims Knowledge 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。 Ⅲ.The key points and difficult points Key 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。 Ⅳ.Learning strategies
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1.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。 Ⅴ.Teaching aids Computer multimedia projector. Ⅵ.Teaching procedures Introduction（8 minutes）
1.Greet students and make them ready for learning.
2.The teacher shows the pictures of 3 in Section C on the screen.Let students discu the clothes they are wearing in pairs, using so… that…， such… that… and so that…
3.The teacher lets four students from different groups report their results of discuion. Encourage them to give more suggestions if poible.4.The teacher divides the students into five groups.And ask them to look at the five pictures of 1a.Let them discu what information they can get from them.(Each group needs only to discu one picture).They can get the words they need in the vocabulary.Then teacher lets the representatives from five groups report their result of discuion.Their reports should contain their jobs and the features of clothes.They should also explain the meanings of the new words after discuing and looking them up by themselves.At last teacher evaluates their work and strees the new words they mentioned.Presentation (10 minutes)
1.The teacher lets students read the paage of 1a and check their description above.2.The teacher asks students to read the paage 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 the students 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 discu the meanings of the sentences of Question 6.
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7.The teacher lets students tell their answers.Teach the new word discu.
8.The teacher lets students show the information they searched before cla.Ask them to talk about more about clothes.Consolidation (10 minutes)
1.The teacher plays the recording for the students.Let them listen to the paage and read after it.
2.The teacher lets students discu in groups to understand the paage. Let them collect the sentences they can’t understand within their own groups and show them to the whole cla.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.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.
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Grasp the usage of so… that…， such… that…and 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 expreions in this topic.The teacher adds more and explains them.Production (7 minutes)
1.The teacher asks the students to work in groups.Let each group change the pictures they prepared before cla.
(The people in the pictures may be their friends or the famous stars.) And then let them introduce the people’s dreing.
2.The teacher asks students to talk about what information they can get from the dreing.3.The teacher guides students to discu if their clothes are suitable.Let them give their opinions or suggestions.
4.The teacher asks students to write a paage to introduce the people’s dreing based on the information they discued above.5.The teacher lets students read the paages to the whole cla.The teacher evaluates and revises the paages together with the students.
6.The teacher shows the summary of this section to the students.7.The teacher aigns homework: (1) Review the summary after cla.(2) Write a paage about your favorite clothes.Explain the reasons. (3) Search pictures about uniforms.Teaching Reflection The students show deep interest to the origin and the development of clothes.They are
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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.Ⅶ.Blackboard design Unit 8 Our Clothes
Topic 1 We will have a cla fashion show.Section D 1.be made of … 2.protect …from… 3.more than
no more than 4.You are what you wear.
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