(共26张PPT)
Unit 8 Our clothes
Topic1We will have a class fashion show.
Section D
Knowledge aims
1.单词：skin，uniform，kimono，sportswear，easy-80ing，saying，functiondiscuss
2.引导学生总结本话题所学语法和功能，并通过游戏或竞赛的方式复习 SectionsA-C的单词、句型、和语音知识等；
3.在复习基础上发现学生存在的问题，进行及时补救；
4.学生通过阅读了解服装的功能和文化涵义，并在完成阅读活动的过程中培养找关键词、快速获取信息的基本阅读技能，进步提高读的能力；
5.完成 SectionD 的所有练习
Review
I liked it ____ much that my father bought it for me.
My old coats are_____ short that I want to buy some new ones.
I want to buy a windbreaker________ I will look great.
It's_______ a cool windbreaker _______ you should buy it at once.
such
so
such a
so
that
so that
so
such
such
that
Functions
New words
New words
Free talk
Look at the pictures and guess about the people based on what they wear.
The policeman is wearing uniforms.
She is in a kimono,maybe she is Japanese.
Free talk
Look at the pictures and guess about the people based on what they wear.
He is wearing sportswear.
She is wearing school uniforms.
I think he is active and like doing exercise.
Students wear uniforms at school to show good discipline.
Work on 1b
Read again and complete the following tasks.
1.What does the passage mainly talk about
A.The history of clothes. B.The functions of clothes.
C.The styles of clothes. D.The types of clothes.
2.Which of the following is true
A.People wore the first types of clothes to show fashion.
B.Nowadays, clothes not only keep us warm.
C.Clothes can tell what your names are.
D.People almost wear the same kind of clothes now.
√
√
Work on 1b
Read again and complete the following tasks.
3.When we see a woman in a kimono,we might think she is ___________.
4.If a man always wears sportswear,we may think he is ________________________.
5.If a person always wears yellow clothes,maybe he or she is ___________________.
6.Work in groups and discuss the meanings of the following sentences.
1)Clothes can also show people our jobs,our culture,our hobbies and even our moods.
2)You are what you wear.
Japanese
active and likes doing exercise
lively and easy-going
衣如其人。
衣服也可以向人们展示我们的工作，我们的文化，我们的爱好，甚至我们的心情。
Watch and understand
Language points
The first types of clothes were made of animal skins. People started to wear clothes so that they could protect themselves from the sun, wind, rain and cold.
Today, we use different materials to make different kinds of clothes. But nowadays, clothes do more than just keep us warm. Clothing can also show people our jobs, our culture, our hobbies and even our moods.
be made of 由...制成（看得出原材料）
be made from 由...制成（看不出原材料）
start to do sth.开始做某事
so that 以便、为了
protect...from.保护...免受...的伤害
use sth. to do sth.使用某物做某事
=over 超过
keep sb./sth.+adj.
Language points
For example, when we see a man in a uniform, we can guess his job from the uniform. When we see a woman in a kimono, we may think that she is Japanese. If a man always wears sportswear, we may think he is active and likes doing exercise. If a person always wears yellow or pink clothes, maybe he or she is lively and easy-going. We get ideas about people from their clothes. As the saying goes, “You are what you wear.”
例如
衣如其人
Listen and follow
The first_________ animal skins. People started _______ so that ________ protect __________ from ____________.
Today, we use __________ to make _______________. But,nowadays, _____________. Clothing can also show______________________and even ___________. For example, ______________in a uniform, we can ___________. When __________in a kimono, we may think _____________. If ____________ sportswear, we may think _______________. If ______________ yellow or pink clothes, maybe _________. We get ideas about people ___________.As the saying goes, “________________.”
Retell the passage with the help of key words.
Retell
1.Survey your classmates about their favorite clothes and fill in the table.
2.Discuss whether your classmates' dressing is suitable or not. Give your suggestions.
3.Write a report and present it to the class.
Name Clothing Color Size Material
Li Xing T-shirt white M cotton
Giving Suggestions on Dressing
Project
判断题一
so....that 如此...以致于
— What a nice dress! Is it ________ silk
— Yes. It's________ Hangzhou.
A. made in;made in
B.made in; made of
C.made of; made of
D.made of;made in.
Her dancing was _______ _______ good, it was perfect.
A.so that
B.more than
C.such that
D.for example
The young English teacher is very ____, so the students like making friends with her.
A.easy-going
B. careful
C.angry
D.strict
It’s important to understand the eating differences and act politely. As the ____ goes, “When in Rome, do as the Romans do.”
A.said
B. says
C.saying
D.say
He was ____ boy that he forgot to bring his Chinese books.
A.so careless a
B.so careful
C.so careful a
D. so carelessUnit8 Topic1 Section D 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discuss, 短语protect …from… 和business, 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.单词：skin，uniform，kimono，sportswear，easy-80ing，saying，function,discuss
2.引导学生总结本话题所学语法和功能，并通过游戏或竞赛的方式复习 Section A-C的单词、句型、和语音知识等；
3.在复习基础上发现学生存在的问题，进行及时补救；
4.学生通过阅读了解服装的功能和文化涵义，并在完成阅读活动的过程中培养找关键词、快速获取信息的基本阅读技能，进步提高读的能力；
5.完成 Section D 的所有练习
Skill aims：
听
1.能根据听到的词句识别或指认图片或实物;
2.能借助语境和背景知识克服生词障碍、理解大意;
3.能听懂有关服装以及购物的简单语段
说
1.能使用本话题所学语法和功能进行简单交流;
2.能在口语活动中使用正确的语音、语调;
3.能在图片、文字的提示下进行会话;
4.能就关于服装本身和购买服装的话题进行简单交流
读
能正确地朗读课文;
写
能根据图片、词语或例句的提示，写出简短的语句
Emotional aims：
1. 热爱服装文化
2.积极参与各种课堂学习活动
3.能在英语交流中注意并理解他人的情感
4.有学好英语的信心,敢于用英语进行表达
5.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.单词：skin，uniform，kimono，sportswear，easy-80ing，saying，function,discuss
2.引导学生总结本话题所学语法和功能，并通过游戏或竞赛的方式复习 Section A-C的单词、句型、和语音知识等；
3.在复习基础上发现学生存在的问题，进行及时补救；
4.学生通过阅读了解服装的功能和文化涵义，并在完成阅读活动的过程中培养找关键词、快速获取信息的基本阅读技能，进步提高读的能力；
5.完成 Section D 的所有练习
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
能在词语与相应实物之间建立联想，帮助记忆;
2.能把握学习内容的重点和难点;
3.对所学内容能主动复习和归纳;
4.能积极运用所学英语进行表达和交流
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 discuss 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 discussion. Encourage them to give more suggestions if possible.
4. The teacher divides the students into five groups. And ask them to look at the five pictures of 1a. Let them discuss what information they can get from them. (Each group needs only to discuss one picture). They can get the words they need in the vocabulary. Then teacher lets the representatives from five groups report their result of discussion. Their reports should contain their jobs and the features of clothes. They should also explain the meanings of the new words after discussing and looking them up by themselves. At last teacher evaluates their work and stresses the new words they mentioned.
Presentation (10 minutes)
1. The teacher lets students read the passage of 1a and check their description above.
2. The teacher asks students to read the passage 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 discuss the meanings of the sentences of Question 6.
7. The teacher lets students tell their answers. Teach the new word discuss.
8. The teacher lets students show the information they searched before class. 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 passage and read after it.
2. The teacher lets students discuss in groups to understand the passage. Let them collect the sentences they can’t understand within their own groups and show them to the whole class. 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. 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 expressions 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 class.
(The people in the pictures may be their friends or the famous stars.) And then let them introduce the people’s dressing.
2. The teacher asks students to talk about what information they can get from the dressing.
3. The teacher guides students to discuss if their clothes are suitable. Let them give their opinions or suggestions.
4. The teacher asks students to write a passage to introduce the people’s dressing based on the information they discussed above.
5. The teacher lets students read the passages to the whole class. The teacher evaluates and revises the passages together with the students.
6. The teacher shows the summary of this section to the students.
7. The teacher assigns homework:
(1) Review the summary after class.
(2) Write a passage 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 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 class 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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