英語教案：Unit8Topic1Whatanicecoat教案（仁愛英語八年級下）

1、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課時。The main activities are 1a and 3. 本課重點活動是1a和3。. Aims and demands目標要求1. Learn some new words: silk, cotton, afford, scarf, jeans, handbag, hat, sock2. Learn the structure of “so that ” . I

2、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 appointmentsDo you have time tomorrow?Could we meet at the school gate a

3、t 8 a.m.? 5. Logical relationsCause and effect I liked it so much that my father bought it for me. Teaching aids 教具教學用的服裝卡片/安排學生自帶的衣服/錄音機. Five-finger Teaching Plan 五指教學方案Step 1 Review 第一步 復習(時間: 10分鐘)復習服裝詞匯，導入1a。1. (用卡片復習以前學過的服裝詞匯。)T:Boys and girls, today we will have a lesson about clothes. I thin

4、k it is useful for you. You must be interested in it. Look at here, whats 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.(教師抽出一張張畫有衣服的卡片，讓學生一起大聲說出服裝名稱，復習已學過的衣服名稱。)coat blouse pants s

5、hirt raincoat dress sweater jacket T:Good! You have known so many words about clothes. Are you happy?Ss:Of course.2. (教師用手中的卡片，教會學生有關詢問服裝質(zhì)地的表達，并板書句型。)T:We have learnt so many words about clothes. Today we will learn how to ask the materials of clothes.(板書并學習新單詞。)cotton n. 棉布；棉花 adj. 棉花的；棉布制的silk n.

6、絲 adj. 絲制的(教師指著自己的眼鏡告訴學生它是塑料制成的。)T:Look at my glasses. They are made of plastic.(教師走到一名學生身旁，引導其他學生說這名學生的衣服是什么質(zhì)地的。)T:He is wearing a coat. Its a cotton one. Now, please use cotton and silk to describe your deskmates clothes. (讓學生之間互相練習這一句型。)T:Now, work in pairs to practice the expressions.S1:Li Ling

7、is wearing a scarf. Its a silk one.S2:Du Lei is wearing a jacket. Its a cotton one.T:Then I have more beautiful clothes here. Do you want to say them in English?Ss:Yes.3. (教師拿出已準備好的服裝展示給學生，并教新詞，鞏固有關服裝質(zhì)地的表達。)T:Look here. What are they?(幫助學生回答。)Ss: They are jeans.(板書畫線部分, 并讓學生跟讀。)(讓學生觸摸，感覺質(zhì)地，引導學生回答。)S

8、s:They are cotton ones.T:Then what is it?(拿另一件衣服，比如圍巾，展示給學生。)(學生會用漢語回答: 圍巾。)T: Yes, its a scarf.(板書單詞教學生大聲跟讀。)(讓學生觸摸，感覺質(zhì)地。)T: OK, its a silk one.(以此類推，學習其余生詞handbag, hat, )(板書)jeans They are cotton ones.They are cotton jeans.scarf Its a silk one.Its a silk scarf.handbag /hndbg/ n. 女用皮包；手提包hat / ht /

9、 n. 帽子；禮帽T:Can you remember these new words? If you cant, Ill give you several minutes to remember them. OK?Ss:OK!(幾分鐘后，教師可用手勢表示停下來。)T: Time is up. Lets have a word competition. Say the names of these clothes when I show them. Ill see which group is the quickest and best. Group A, go!T: OK, stop her

10、e. Group A is good. Group B is better. Group C is the best. Group D, dont lose your heart, I believe you will do better next time.4. (根據(jù)展示的圖片，師生問答。) 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 (過渡到下一步。)Step 2 Presen

11、tation 第二步 呈現(xiàn)(時間: 10分鐘)呈現(xiàn)本課活動1a。(方案一)1. (讓學生聽1a錄音，設置聽力任務，讓學生帶著問題聽。)T: Well done. Now lets 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

12、want to know it, please listen to the tape carefully. (板書)What is Maria wearing?Whats it made of ?What does Jane want to buy?(聽完后，讓學生回答上面的問題。)T:Who wants to answer the first question?S1:She is wearing a Chinese Tang costume.T:OK. Next question?S2:Its made of silk.T:Good! The last question?S3:She wan

13、ts to buy some new coats.2. (讓學生看1a聽對話，然后跟錄音朗讀。) T: Look at 1a, listen to the dialog again, and then follow the tape. (學生跟讀完之后，師生共同找出關鍵詞句并列于黑板上，同時講解一些重難點。) (板書)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的圖片，師生問答，引入1a, 然后聽錄

14、音。)T:Ill 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. (讓學生跟讀錄音，并回答下列問題。)T:Pl

15、ease read after the tape, and then answer the following questions:(板書)(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 鞏固(時間: 7分鐘)1. (讓學生根據(jù)黑板上的關鍵詞句，總結(jié)對話的主要內(nèi)容。)T: Please sum up the

16、 dialog according to the key words and sentences on the blackboard.(讓學生再讀一遍課文，然后兩人一組根據(jù)黑板上的重點詞句表演對話。)T: Please read the dialog again and act it out in pairs according to the key words and sentences on the blackboard.(學生讀完之后。)T:Are there any volunteers? Please come to the front and act out the dialog.

17、S1:S2:(教師讓學生參與評價，選出最佳的一組，給予表揚。)T: Well, You did a good job! S1 and S2 are No.1. Congratulations!2. (讓學生獨立完成1b，鞏固so that 和so that 的用法。)T: Now, finish 1b by yourselves.(一分鐘以后)T: Have you finished? Now, lets check the answers.(教師可適當補充一些語法練習，再鞏固so that 和so that 的用法。)Step 4 Practice 第四步 練習(時間: 10分鐘)完成2。1

18、. (教師帶領學生完成2。)(1) T: Are you happy that you can say much about clothes? OK! Its time for you to write something about them. Please fill in the blanks carefully, and then well check them together.(2) T:Well. You have known the clothes that people are wearing, but do you know who they are?OK, lets lis

19、ten to 2 and find out who they are. Please number the pictures.(讓學生根據(jù)所聽句子的順序相應標出人物的順序。等學生聽完并做完之后，核對答案。)Step 5 Project 第五步 綜合探究活動(時間: 8分鐘)完成本課活動3。 (讓學生兩人一組完成3。首先進行小組討論，說出圖中每層樓所售服裝名稱, 然后模仿對話，編一個新的對話。) T:Well, boys and girls, today we have learnt a lot of names about clothes. I think you can look at th

20、e pictures in 3 and find out whats on each floor in pairs. Do you understand? Ss:Yes. (學生在討論過程中，教師可到學生當中幫助學習有困難的小組。) T: Time is up. Be quiet, please. Lets check the answers together. Ill ask one group to tell the answers. Who will try? (看學生反應情況，選一組向大家匯報討論結(jié)果。) T:G1, please. G1: You can buy shoes and

21、hats in the Shoes & Hats Section on the first floor. You can buy (如果匯報的學生在講述過程中有遺漏的地方，可讓其他學生補充。) T: OK, please stop here. Is that all? Anything else? Please look carefully. (這部分結(jié)束之后，要求學生按原組進行角色表演，其中一位扮演顧客，向另外一位扮演售貨員的學生詢問各種服裝所在位置。) T: OK. Next, look at the dialog in 3, and then make similar dialogs w

22、ith your partner. Go!2. Homework: (讓學生回家準備一張家人的照片，運用本節(jié)課所學內(nèi)容，介紹相片里的家人所穿的服裝以及服裝質(zhì)地。) Prepare a family photo and describe their clothes.Section B Section B needs 1 period. Section B需用1課時。The main activity is 1a. 本課重點活動是1a。. Aims and demands目標要求1. Learn some new words and phrase:size, be made of, natural

23、2. Learn useful expressions about choosing clothes.What would you like to buy?Id like these cotton pants and this T-shirt.What size do you wear?Size M.Its made of natural materials.What do you want to buy?Id like to buy a silk hat and a woolen dress.3. Master the usage of adverbial clauses of result

24、.4. SizeWhat size do you wear? Size M. 5. Shopping. Teaching aids 教具實物/學生從家里帶來的照片/圖片/多媒體課件/錄音機. Five-finger Teaching Plan 五指教學方案Step 1 Review 第一步 復習(時間: 10分鐘)復習服裝詞匯，呈現(xiàn)生詞。1. (復習上節(jié)課內(nèi)容，叫學生描述所帶家庭相片中家人所穿的服飾以及服飾的質(zhì)地。)2. (從介紹家人服裝的學生手中留下幾張適合本課教學的相片，抽出一張進行介紹。) T:Boys and girls, please look at the photo. Can y

25、ou remember whose mother she is? Ss:Yes. She is s mother. T:What is she wearing? Ss:She is wearing a sweater. (教師手指著毛衣，示意學生用英語齊聲說出。) T:Whats it made of? Ss:Its made of wool. T:Yes, its made of wool. You can also say its a woolen sweater. (板書畫線部分。并在woolen下用彩筆畫線，并標出音標、注釋，讓學生跟讀。) T:Please look at the b

26、lackboard and read after me. (學完woolen之后，教師手拿一個皮制手提包。) T:Whats it? Ss:Its a handbag. T:Yes, its a handbag. Whats it made of ? (幫助學生回答。) T:Its made of leather. Its a leather handbag. (板書畫線部分并標出音標、注釋，讓學生跟讀。)(以此類推，呈現(xiàn)size, silk, windbreaker和natural materials。)(板書)Its a woolen sweater. 羊毛制的in a clothing

27、shopIts a leather handbag. 皮制的What size do you wear? Its a silk windbreaker. Its made of natural materials.(教師在板書時，可悄悄地加上一句未操練的句子，并且句子里含有生詞，這樣不僅可以靈活地引入新詞，還可以培養(yǎng)學生的觀察力，活躍課堂氣氛。)T:Well done! Now we have learnt so many new words on the blackboard. Please look at the blackboard carefully. Can you still fi

28、nd any other words you dont know? Ss:Yes, there is a new word in these key words. T:Yes, follow me,“clothing”. (學生跟讀幾遍，掌握它的拼寫。) (教師把clothing, clothes, cloth寫在黑板上，讓學生說出它們之間的區(qū)別，然后教師歸納總結(jié)。)T:Who can tell me the differences among clothing, clothes and cloth? Ss:Step 2 Presentation 第二步 呈現(xiàn)(時間: 10分鐘)呈現(xiàn)1a，完成

29、1b，簡要介紹結(jié)果狀語從句。1. (引入1a。)T: Great! We know that the clothes are made of different natural materials. T: Read after me, please,“natural materials”. (讓學生多讀幾遍，熟練掌握這個詞組。) 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 s

30、ize S/M/L. (板書畫線部分并解釋。)What size do you wear? 你穿多大號的？size S/M/L? (小號/中號/大號?) S1: I wear size S. S2: I wear size M. S3: I wear size L. (讓學生自由說英語，培養(yǎng)說英語能力。過渡到下一步。) T: Thats fine. You know about your clothes well. But what about your friends Michael, Kangkang, Jane and Maria? Please listen to 1a and ans

31、wer 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?(上述問題可在課前準備好，板書在小黑板上或用幻燈片顯示，以節(jié)省課堂時間。)(學生聽完之后，如果回答有困難，可再播放一遍。)2. (讓學生再聽1a錄音，看圖片，獨立完成1b。)T:Well, lets check the answers.SS:T:Very good. How clever you a

32、re!T:Now, open your books on page 79. Read the dialog in 1a aloud together. Ss:(讓學生大聲讀兩遍之后，提問幾名學生，檢查讀音情況，予以及時糾正。) T:Please read the dialog again, and then find out the key words. Ss:OK. T:Lets begin. (學生開始查找，大約兩分鐘后。) T:Are you ready? Ss:Yes. T:Lets go through the dialog and find out the key words to

33、gether. (師生共同合作，寫出關鍵詞。)fashion showKangkang cotton pants and T-shirtMichael windbreaker Size M natural materialsJane silk hat and a woolen dressMaria a leather jacket Step 3 Consolidation 第三步 鞏固(時間: 8分鐘)進一步鞏固1a。(讀對話，然后放錄音，逐句核對語音語調(diào)。)T: How great! Lets go further in understanding the dialog. Please re

34、ad the dialog together. After you read one sentence, Ill play the same sentence again on the tape. You can check your pronunciation and intonation.(學生讀完之后。)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 dialog

35、s.(因為對話較長，在學生編對話過程中允許看一下書，只要他們能用上關鍵詞并且語言流利即可。)T: Most of you can use the key words correctly. Thats good enough. You can go further.Step 4 Practice 第四步 練習(時間: 12分鐘)練習1c和2，介紹結(jié)果狀語從句。1. (讓學生根據(jù)圖片和提示語填空，完成1c，進一步鞏固so , so that 和 so that 的用法。)T: Michael, Kangkang, Jane and Maria are trying on the new cloth

36、es. Do you know how they feel? Look at the four pictures in 1c, and fill in the blanks according to the pictures. (教師可補充適當練習，讓學生更好地掌握結(jié)果狀語從句的用法。) (1) We study English hard, our English teacher is very happy. (2) The price of the leather jacket is expensive I cant afford it. (3) Miss Wang planned very

37、 well her students enjoyed a good trip.2. (教師可把學生分成三組，做一個小游戲，寓教于樂，更好地理解結(jié)果狀語從句的用法。 在左邊列出Group 1造的任意的短句，在右邊列出Group 2造的任意的短句。讓學生用這三個結(jié)構(gòu)把左邊和右邊連成一個句子，當然不是所有的句子都可以連接的，這樣連接出來的句子有的就很搞笑，讓學生在笑聲中學會這三個結(jié)構(gòu)的用法。)T: Now Group 1 and Group 2 make some sentences like these: (板書)Im a student.He can reach the apple on the

38、 tree.He is tall.I must learn English well. T: Group 3 use“so”,“sothat”, or“ so that”to match the sentences on the left with those on the right. Example:Im a student so he can reach the apple on the tree. 3. (完成2。教師先讓學生把需要判斷的句子讀一遍，以便聽2錄音時有針對性，有利于培養(yǎng)學生捕捉細節(jié)的能力，促進聽力水平的提高。) T: OK, lets come to 2. First,

39、go through the sentences in 2. Then listen to the tape and mark True (T) or False (F). (聽完2錄音后。) T:Now, tell me your answers. Ss: (如果部分學生沒聽懂，教師應把聽力原文用幻燈片顯示出來，讓學生朗讀、熟讀，培養(yǎng)語感。)Step 5 Project 第五步 綜合探究活動(時間: 5分鐘)進一步掌握有關服飾及質(zhì)地的詞。鞏固結(jié)果狀語從句。1. (讓學生調(diào)查班內(nèi)五名學生最喜歡的服飾和服裝的質(zhì)地，填入下列表格中。)T: Make a survey about five of y

40、our classmates favorite clothes and the materials of their clothes. Then fill out the form. NameClothesMaterials2. Homework: (用so , so that 和 so that 造句。至少5個。) Use“so ”,“so that ”and “ so that ”to make sentences. At least five sentences. 疑點探究 afford v. “買得起，(有時間)做，能做”。通常與can, could或be able to 連用，尤用于

41、否定句和疑問句。如：Can we afford a new car? affordable adj. 如：affordable prices/housing付得起的價格，買得起的住宅Section CSection C needs 1 period. Section C需用1課時。The main activities are 1a and 2. 本課重點活動是1a和2。. Aims and demands目標要求1. Learn some new words and phrases: depend on, glove, nearly, northern, Australian, accord

42、ing to, catch ones eye, sliver, iron2. Go on learning the structure of“sothat”.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. Teaching aids 教具一些準備好的服裝/錄音機/小黑板.

43、Five-finger Teaching Plan 五指教學方案Step 1 Review 第一步 復習(時間: 10分鐘)復習有關服飾的名詞。呈現(xiàn)1a生詞。1. (教師在袋子里放上幾件特殊的衣服，讓學生猜，復習上節(jié)課的內(nèi)容。)T: Boys and girls, Im 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. (教師拿著裝衣服的袋子走到學生面前讓學生用手摸一下并猜測

44、是什么衣服及用什么做的。學生只許觸摸不許看。教師視學生的猜測做相應的回答。)T:Let me tell you how to play the game. Ill ask some of you to put your hands into the bag, touch the clothes and tell me what it is and what its 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 ta

45、ke it out.S1:Oh, its a silk skirt.(教師肯定他她的回答后，把這件衣服拿出來。教師可把袋子拿到下一名學生旁邊。)T:You can also have a try.(學生感覺質(zhì)地并問。)S2:OK. Are they cotton pants?T: Yes. They are cotton pants. Thank you. Please sit down.(教師回答后，把這條褲子拿出來。)(繼續(xù)下面的游戲，讓學生自如地運用所學知識，并把拿出的衣服依次放于講桌上。)2. (導入新詞匯和新課。)T:Wow, there are so many beautiful

46、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. (請一學生上來分類，把在正式場合穿的衣服放左邊，其余的放右邊。如果學生分好了可表揚，沒分好可請其他人幫忙。) T: OK. Ill ask one student to come here and do it for us. And you must put the clothes which we wear on speci

47、al days on the left and the clothes which we wear on common days on the right. (一分鐘之后。) T: Is it right? Any other ideas? Anyone else? Good, you please. (學生把服裝分好了之后。) T: Thats right. As for me, I prefer to dress formally. What about you? (板書)formal formallyinformal informally(對板書的四個詞解釋并讓學生跟讀。)Example

48、:T:Do you prefer to dress formally or informally?S3:I prefer to dress formally.S4:I prefer to dress informally. (教師詢問學生平時穿的衣服和特殊日子穿的衣服。) T:What do you usually wear at school?S5:I usually wear shirt.S6:I usually wear T-shirt. T:What do you wear on special days?S7:At Christmas, I wear Santa Claus hat.

49、S8:In Spring Festival, I wear new clothes. T:Oh, I see. What you wear depends on what you like.(板書畫線部分，并注音標和釋義，讓學生跟讀。)What you wear depends on what you like./dI5pend/ v. 依賴，依靠，取決于T: Can you make sentences using“depend on”?(讓學生造句熟悉depend on的運用，為下面更好地理解文章內(nèi)容作鋪墊。讓學生盡可能多地造句，既擴展了學生的思維，也活躍了課堂氣氛。)T:You made

50、 so many sentences. Ill also make a sentence for you. Sometimes what people wear depends on festivals. In some areas women must wear red coats during Spring Festival. Its a custom. Would you like to know what North American people wear on special days?Ss:Yes, wed love to.T:OK, well learn it today. P

51、lease open your books on page 81. (自然導入下一步。)Step 2 Presentation 第二步 呈現(xiàn)(時間: 15分鐘)呈現(xiàn)1a, 完成1b。1. (讓學生快速閱讀1a, 找到下面兩個問題的答案并根據(jù)課后詞匯表, 自學生詞: dislike, boot, northern, Australian, 培養(yǎng)學生自學能力。) T: Now read the whole passage as quickly as you can and try to find out the answers to the questions on the blackboard.

52、 You can look up the new words in your word list. (板書)What do North American people wear on special days?What do Chinese people wear in northern China in winter?(幾分鐘后，請找出答案的學生回答問題。)T:Oh, good, boys and girls. Please answer the first question.S1:There are very few formal days. What people wear depend

53、s on their likes and dislikes.T:Really smart! What about the next one? You, please.S2:Chinese people usually wear coats, gloves, boots, hats and so on in winter.T:Well done!(由于這是一篇閱讀課文，一開始，教師讓學生帶著問題讀，有利于培養(yǎng)學生快速閱讀并攝取有效信息的能力。)2. (聽1a錄音并跟讀，完成1b。通過閱讀、跟讀以及練習可使學生進一步熟悉語言材料，強化感性認識。)T: Boys and girls, read af

54、ter the tape, get more information about the passage and finish 1b.(學生做完1b后核對答案，可進行搶答。)T:Most of you have finished 1b. Lets check the answers. Now, Id like to divide the class into two parts, Group A and Group B. Anyone in either group can stand up and answer the questions. Then we will see which gr

55、oup offers more correct answers. Lets go! The first one , is it right? S3, please.S3:No. Its wrong.T:How to correct it?S3:There are very few formal days in North America.T:Quite right. Please sit down. Next one? S4, please.S4:The sentence is wrong. Because there isnt Spring Festival in Canada or the United States.T:Yes, well done!(以此類推，核對下列三題。)(教師給予評價。)Example: T: Group A did a good job. Group B did better.