2016-2017仁爱英语八下Unit8TOPIC1SectionB教学设计

1、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。. Aims and demands目标要求1. Learn some new words and phrases:pocket, size, be made of, natural2. Master the usage of adverbial clauses of result: I want to buy a windbreaker so that I will look more handsome. Its such

2、 a cool windbreaker that you should take it immediately. The silk hat looks very beautiful so that Jane wants to buy it immediately.3. Learn useful expressions about choosing clothes:What would you like to buy?Id like this T-shirt and the cotton pants with two big pockets.What size would you like?Si

3、ze M. How about the blue one? Its made of natural materials.What do you want?I want a purple silk hat and a woolen dress. Teaching aids 教具实物(风衣)/学生从家里带来的照片/图片/小黑板或幻灯片/录音机. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间: 8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的服装及质地。) T:Now. Its time to c

4、heck your homework. Have you brought your family photos? Ss:Yes. T:Can you introduce your family to our classmates? Ss:Yes. T:Volunteers? OK, please come to the front, and introduce your family to us. (示意学生举手。) (该学生手拿相片，面对全班学生。) S1: This is my father. Hes wearing a cotton sweater. This is my mother.

5、 She is wearing a silk dress (再让几名学生做相似的介绍，引入下一步。)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 this 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. (老师手指毛衣，介绍生词。) T:Yes, its a sweater. Its a woolen

6、 sweater. It is made of wool. (同样方式呈现leather。然后老师拿出一件准备好的风衣。) T:Look! What is it? Do you know? (老师板书windbreaker。根据构词法，学生能读出该词。) Ss:Its a windbreaker. T:Very good! Its a windbreaker. Its made of natural materials. It has two big pockets. I like it very much, so I bought it. (板书画线部分，掌握：be made of, nat

7、ural, pocket; 理解：woolen, leather, windbreaker, material。)woolen adj.羊毛制的be made of 由制成leather adj.皮制的windbreaker n.风衣natural adj.自然的material n.材料pocket n.口袋 T:Well. Now we have learnt so many new words about clothes. And we also know that clothes are made of different materials. But what size would

8、you like? Can you tell me? Please look at the windbreaker. I wear size S/M/L. (板书画线部分并解释。学习并掌握生词size。)What size would you like? 你穿多大号的？Size S/M/L. (小号/中号/大号。) (让学生谈论所穿衣服的质地及大小。) T:Please say something about the materials and size of your clothes. (学生讨论时，教师巡视并指导。) T:Time is up. Lets stop here. Who is

9、 the first? S1:I am wearing a blue skirt. Its made of cotton. Its size M. S2: (让学生自由说英语，培养说的能力。过渡到下一步。)Step 2 Presentation 第二步 呈现(时间: 10分钟)呈现1a，简要介绍结果状语从句。1. (听录音1a，回答问题。) T: Thats fine. You know about your clothes well. But what about your friends Michael, Kangkang, Jane and Maria? Now they are in

10、a clothing store. Please listen to 1a and answer the following questions.What does Jane think of the cotton pants?What size would Michael like?(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，核对答案，并简要介绍 so that 和such that 句型。理解clothing。)2. (让学生再听1a录音，并跟读。)T:Very good. How clever you are! Now, open your

11、books on Page 79. Listen to the tape again and follow it. Ss:(让学生大声读两遍同时找出关键词，然后检查读音情况，及时予以纠正。) T:Please read the dialog aloud twice, and then find out the key words. Ss:OK. T:Lets begin. (学生开始查找，大约两分钟后。) T:Are you ready? Ss:Yes. T:Lets go through the dialog and find out the key words together. (师生共

12、同合作，写出关键词。)fashion showKangkang T-shirt and cotton pants Michael windbreaker size M natural materialsJane a purple silk hat and a woolen dressMaria a leather jacket 3. (根据关键词，复述1a。) T: Retell 1a with the key words.Step 3 Consolidation 第三步 巩固(时间: 10分钟)巩固1a，完成1b。1. (看图片，独立完成1b。) T:Now please look at t

13、he pictures of 1b, and finish it by yourselves. Then we will check the answers. (核对答案。) T:Please stop. Lets check the answers. Who will try? S1: (老师对同学予以表扬。自然过渡到下一步。)2. (读1a对话，然后放录音，逐句核对语音语调。)T: How great! Lets go further in understanding the dialog. Please read the dialog together. After you read o

14、ne sentence, Ill 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 make similar dialogs by using the key words. Later, I will let you act out your dialogs.(因为对话较长，允许学生在编对话过程中看一下书，只要他们能用上关键词并且语言流畅即可

15、。)T: Most of you can use the key words correctly. Thats good enough. Lets go further to Page 80.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 , such that 和 so that 的用法。)T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you want to know

16、how they feel? Look at the four pictures in 1c, and fill in the blanks according to the pictures. (教师可适当补充练习，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 cant afford it. (3) Miss Wang planned very well her studen

17、ts enjoyed a good trip. (4) Its beautiful coat Jane feels satisfied with it.Answers: (1) so (2) so, that (3) so that (4) such a, that2. (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造的任意短句，在右边列出Group 2造的任意短句。让Guoup 3的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: No

18、w Group 1 and Group 2 make some sentences like these: (板书)Im a student.He can reach the apples on the tree.He is tall.I must learn English well. T: Group 3 use “so ”, “so that ”, “such that ” or “ so that ” to match the sentences on the left with those on the right. Example:Im a tall student so I can reach the apples 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, lets 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, te