八年级下册教案设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section C
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section C 的1a和3。
本课1a呈现的话题是谈论各种体形的人的着装艺术。继续学习运用so… that…， such… that…和so that…结构，复习了提出建议的功能用语。要求学生掌握黑体词own, succeed, customer, simple和business的用法，理解白体词congratulation, style, contrast, fancy design, broad, waist, cold-colored和slim的含义。通过本课学习，让学生了解着装的艺术，树立正确的审美观和价值观。
Ⅱ. Teaching aims
Knowledge aims：
1. 谈论各种体形的人的着装艺术。
2. 继续学习运用so… that…, such… that…和so that…结构
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. 能从简单的文章中找出有关信息，理解大意。
4. 能在老师的帮助下或以小组讨论的方式起草和修改作文。
Emotional aims：
了解着装的艺术，树立正确的审美观和价值观。
Ⅲ. The key points and difficult points
Key points：
1. 谈论各种体形的人的着装艺术。
2. 继续学习运用so… that…，such… that…和so that…结构。
Difficult points：
能在老师的帮助下或以小组讨论的方式起草和修改作文。
Ⅳ. Learning strategies
修改作文要有明确的目的，可从表意是否明确、拼写有无错误和标点的运用三个方面
进行检查和修改。
Ⅴ. Teaching aids
Computer multimedia projector; some pictures of the actors, singers or sports stars.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. Group work.6. The whole class work. 1. Focus their attention on the teacher.2. Students give their suggestions for dressing to one of his or her friends. 3. Students look at the pictures of 1a and discuss if their clothes are suitable. 4. Students report their result of discussing.5. Students discuss the clothes of some actors, singers or sports stars.6. Students design the clothes for the people who appear in the picture of 1a to make them look good as stars. 1. Greet students and make them ready for learning. 2. The teacher asks students to report their homework. Let students give their suggestions for dressing to one of his or her friends, using so… that…，such… that… and so that…. Let students grasp the usages of the structures. 3. The teacher lets students work in groups. Let them look at the pictures of 1a and discuss if their clothes are suitable. 4. The teacher asks students from different groups to report their result of discussing. Encourage them to speak out their own opinions and reasons. Allow them to express in Chinese if necessary. 5. The teacher sums up the reports and gives his or her suggestions. Then show some pictures of the actors, singers or sports stars who the students like very much. (Teacher should choose the stars who dress the suitable clothes.) Let students discuss their clothes. 6. The teacher asks the students to design the clothes for the people who appear in the picture of 1a to make them look good as stars.
Presentation(10 minutes) 1. Individual work.2. The whole class work.3. Individual work.4. The whole class work.5. Individual work.6. The whole class work. 1. Students read the letter and answer the question.2. Students check their answers and learn the new words.3. Students read the letter and answer the question.4. Students check the answers and learn the new words.5. Students read the letter and answer the question.6. Students check the answers and learn the new words. 1. The teacher lets students read the letter from the beginning to They should not wear bright or light colors and answer the question: Why should fat customers wear dark color clothes and simple styles 2. Teacher asks two students to tell their answers. Then let them guess the meanings of the new words congratulation, own, succeed, customers, simple and styles. Then the teacher teaches the new words.3. The teacher lets students go on reading the letter they will appear strong and full. and answer the question: What style of clothes should short people wear Which kind of people should wear warm color 4. The teacher asks two students to tell their answers. Let them know about the meanings of the new words contrast, fancy and design.5. The teacher lets students read the rest part of the letter and answer the question: what kind of clothes will make customers with broad waists look slimmer 6. The teacher asks two students to tell their answers. Teach the new words broad, waist, cold-colored, slim and business.
Consolidation(10 minutes) 1. The whole class work2. The whole class work.3. The whole class work.4. Group work. 5. The whole class work.6. The whole class work. 1. Students listen to the passage and read after it.2. Students read the passage again and then complete the table of 1b. 3. Students check the answers.4. Students discuss in groups to understand the passage.5. The students underline in their books and make some notes. 6. Students retell the passage based on the table of 1b. 1. The teacher plays therecording for the students. Let them listen to the passage and read after it. 2. The teacher lets the students read the passage again and then asks them to complete the table of 1b. 3. The teacher lets two students write down the answers on the blackboard. 4. 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. 5. The teacher makes a summary to explain the key points and difficult points to the students:(1) succeed v. success n. → successful adj. →successfully adv.(2) It’s + adj.(+ for sb. )+ to do sth. (3) look good on sb. look good in +颜色（+衣服）6. The teacher asks students to work in groups of six. Let them prepare to retell the passage based on the table of 1b, using the structure It’s + adj. (+ for sb. )+ to do sth. and adverbial clauses of condition.
Practice(10 minutes) 1. Group work.2. The whole class work.3. Individual work.4. Pair work.5. The whole class work.6. Pair work.7. The whole class work. 1. Students work in groups and talk about what Li Ming’s family should wear to the party. 2. Students report their suggestions.3. Students make sentences to describe Kangkang, Michael, Maria and Jane’s clothes to have oral drills.4. Students make conversations in pairs to talk about Kangkang, Michael, Maria and Jane’s clothes. 5. Students check the brief conversations written on the blackboard. 6. Students act out the brief conversations. 7. Students grasp the usage of the structures. 1. The teacher asks students to read the words and sentences of 2 first. And then let them work in groups and talk about what Li Ming’s family should wear to the party, using the advice in 1a. The teacher encourages them to add more their own advice.2. The teacher asks students from different groups to report their suggestions. Teacher evaluates and sums up their reports.3. The teacher asks the students to look at the pictures of 3 and read the adjectives in the box. Let them make sentences to describe Kangkang, Michael, Maria and Jane’s clothes to have oral drills.4. The teacher lets them make conversations in pairs to talk about Kangkang, Michael, Maria and Jane’s clothes, using the structure so… that… and such... that… Ask two students to write down the brief conversations on the blackboard.5. The teacher lets the students check the brief conversations written on the blackboard, grasping the usage of so… that… and such... that….6. The teacher asks the students to act out the brief conversations made by themselves. 7. The teacher evaluates andsums up their work.
Production(7 minutes) 1. Group work.2. Individual work.3. The whole class work.4. Group work.5. The whole class work.6. The whole class work.7. Individual work 1. Students survey their group members about what they like to wear and give them some suggestions on dressing.2. Students write a short passage about the information.3. Students learn to revise the passage.4. Students revise their work within their groups.5. Students report their result of revising.6. Students summarize Section C with the teacher.7. Students finish after class. 1. The teacher asks the students to survey their group members about what they like to wear and give them some suggestions on dressing. Offer the similar table as Part 4. The teacher may addsome items if necessary.2. The teacher asks students towrite a short passage about the information.Let one students writedown his or her passage on the blackboard. 3. The teacher guides students to revise the passage. Tell them that they should express their ideas clearly, spell rightly and use the punctuation correctly. Then teacher asks students to revise the passage written on the blackboard.4. The teacher asks students to revise their work within their groups.5. The teacher lets the
representatives of each group report their result of revising. The teacher evaluates their work.6. The teacher shows the
summary of this section to the students.7. The teacher assigns homework:(1) Review the summary after class.(2) Survey one of your friends about dressing. Finish the report. (3) Prepare some pictures about different dressing.
Teaching Reflection The students like to help others to design clothes very much, so they do quite well in the activities in this section. Teacher may let them hold a simple fashion show in the class if possible. They will have a deep understanding about the contents of this topic.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 1 We will have a class fashion show.Section C1. succeed v. success n. → successful adj. →successfully adv.2. It’s + adj.(+ for sb. )+ to do sth. 3. look good on sb. look good in red八年级下册教案设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section A
Ⅰ. Material analysis
本节课建议用1课时上完。主要活动为Section A 的1a和3。
本话题由班级要举行时装秀的活动来引入，通过四位主人公为时装秀积极购买漂亮和帅气的服饰展开，向广大师生呈现了多姿多彩的服饰文化。本课在1a的对话中首先以谈论服装的材质及相约去购买参加时装秀的服装为切入点，通过1c 的练习让学生掌握并运用so… that…结构；又通过2的学习活动复习了学过的服装的名称，引导学生学会对同一类别的单词进行集中的学习和记忆，并呈现了三个有关服装名称的新词：tie, scarf 和 jeans；在第三部分的活动中向学生介绍了服装商场里每层楼所售服装的名称，让学生学习有关请求帮助的用语。通过本课学习，要培养学生们对服装文化的兴趣，并引导他们积极参与班级和学校的活动，建立集体荣誉感。
Ⅱ. Teaching aims
Knowledge aims：
1. 学习有关服装的词汇。
2. 学习so… that…结构的用法。
3. 学习有关约会和请求帮助的功能用语。
Skill aims：
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
Emotional aims：
1. 有助人为乐的意识。
2. 引导他们积极参与班级和学校的活动。
3. 建立集体荣誉感。
4. 热爱服装文化。
Ⅲ. The key points and difficult points
Key points：
1. 学习有关服装的词汇。
2. 学习so… that…结构的用法。
3. 学习有关约会和请求帮助的用语。
Difficult points：
尝试用英语写出简单的关于请求帮助的对话。
Ⅳ. Learning strategies
1. 集中记忆同类别的词汇。
2. 积极参与课内外英语学习活动。
Ⅴ. Teaching aids
Computer multimedia projector; the videos of a fashion show.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. Group work.4. Group work.5. The whole class work.6. The whole class work.7. The whole class work. 1. Focus their attention on the teacher.2. Students report the email which they wrote to Rose to tell her something about eating habits and how to eat healthily in China. 3. Students speak out the words about clothes they have learned.4. Students speak out the names of the clothes quickly. 5. Students learn the new words.6. Students look at the pictures of 2 and choose the words from the box.7. Students tell the answers together and then read the words aloud. 1. Greet students and make them ready for learning. 2. The teacher asks students to report their homework. Let students report the email which they wrote to Rose to tell her something about eating habits and how to eat healthily in China. 3. The teacher lets students from different groups speak out the words about clothes they have learned. The group which speaks the most in the certain time can get four points.4. The teacher shows different kinds of beautiful clothes one by one on the screen. Let students speak out the names of them quickly. The group which speaks out the most names of clothes correctly can get four points. 5. The teacher teaches the new words jeans by pointing at the jeans himself or herself. Teach handbag, tie, sweater, scarf, jeans, blouse and sock by showing the pictures of them on the screen. 6. The teacher lets students look at the pictures of 2 and fill in the boxes with the words given. 7. The teacher asks students to tell the answers together and then read the words aloud. Let them grasp the words about clothes.
Presentation(10 minutes) 1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. The whole class work.6. Individualwork.7. The whole class work. 1. Students watch the video and know about the meaning of fashion.2. Students look at the pictures and guess: What are Jane and Maria talking about 3. Students watch the flash of 1a and check the guess. 4. Students listen to the recording and answer the questions.5. Students check the answers.6. Students listen to the conversation and circle True or False.7. Students check the answers. 1.The teacher plays a video about a fashion show. Let students know about the meaning of fashion. Then lead to 1a: What do you think of the fashion show Oh, yes, I agree with you. It’s wonderful! It’s said that there will be a fashion show in Kangkang’s class. Let’s come to the conversation of 1a to get some information about the fashion show.2.The teacher lets students look at the pictures of 1a and guess: What are Jane and Maria talking about 3.The teacher asks students to watch the flash of 1a and check the guess. 4.The teacher plays the recording for the students and asks students to answer the questions:(1) Is Maria’s Chinese Tang Costume a cotton one or a silk one (2) Why does Jane want to buy some new clothes (3) When will they have the class fashion show 5. The teacher asks two students to tell their answers.6. The teacher plays the recording again. Let students listen to the conversation and circle True or False.7. The teacher asks two students to tell their answers.
Consolidation(10 minutes) 1. The whole class work2. The whole class work.3. The whole class work.4. The whole class work. 5. Group work.6. The whole class work.7. Pair work. 1. Students read the conversation after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students read the conversation by themselves and underline the new words. 4. Students learn and grasp the new words with the help of the teacher.5. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points.6. Students underline in their books and make some notes. 7. Students act out the conversation. 1. The teacher plays the recording sentence by sentence.2. The teacher plays the recording without stopping.3. The teacher lets studentsread the conversation bythemselves and underline thenew words. 4. The teacher teaches the newwords. Teach the wordscostume, cotton and silk byshowing the proper pictures onthe screen. Teach smooth bycomparing two pictures: astreet and a mountainroad.5. The teacher lets the students read 1a and then asks them to learn in groups to find out the difficult points. At last let them sum up main points of the conversation.6. The teacher makes a summary to explain key points and difficult points to the students:(1) a Chinese Tang Costume(2) so… that …so that…(3) have/ hold a class fashion show(4) Shall we meet at the school gate at 8:00 a.m. 7. The teacher asks students to find out the key words and act out the conversation based on them in pairs.
Practice(10 inutes) 1. Individual work.2. The whole class work.3. Individual work.4. Individual work.5. The whole class work.6. Goup work.7. Individual work.8. Individual work.9. The whole class work.10. Pair work. 1. Students fill in the blanks according to the pictures of 1c with so… that…2. Students check their answers amd grasp the new word.3. Students listen and check the words. 4. Students listen and number the pictures.5. Students check their answers. 6. Students look at the pictures of 3 and find out what clothes there are on each floor in groups.7. Students read the example aloud and underline the sentences expressing asking for help.8. Students circle the names of sections. 9. Students make similarconversations.10. Students act out their own conversations. 1. The teacher asks students to fill in the blanks according to the pictures of 1c with so… that… Let two students write down the answers on the blackboard.2.The teacher asks another two students to check the answers on the blackboard. Teach the new word afford by saying “The coat is very expensive. I have no enough money. I can’t afford it.”3.The teacher plays the recording of 2. Let students listen and check the words. 4. The teacher plays the recording again. Let students number the pictures. Finish 2. 5.The teacher lets two students tell the answers. 6. The teacher asks the students to look at the pictures of 3. Let the students find out what clothes there are on each floor in groups. Group 1 reads out the names of clothes on the first floor…7. The teacher asks students to read the example aloud, and then underline the sentences expressing asking for help. (Could you tell me where to buy a scarf )8.The teacher asks the students to circle the names of sections. (Shoes and Hats Section, Sports Wear Section, Women’s Wear Section and Men’s Wear Section)9.The teacher lets students make similar conversations. Walk around to help them if necessary. 10. The teacher lets students act out the conversations.
Production(7 minutes) 1. The whole class work.2. Group work.3. Individual work.4. The whole class work.5. The whole class work.6. Individual work 1. Students have a word competition to consolidate all the words they learned about the clothes.2. Students make a survey about the clothes theirgroup mates are wearing.3. Students report the result of the survey. 4. Students know about what they should wear at their age.5. Students summarize Section A with the teacher.6. Students finish their homework after class. 1. The teacher asks the students to have a word competition. Let them play the game What’s missing to consolidate all the words they learned about the clothes. 2. The teacher asks students to make a survey about the clothes their group mates are wearing. Let them complete the table below. (Teacher may offer more words to help them finish the survey like leather and woolen.)NameClothesColorMaterial3. The teacher asks the representative from each group to report the result of the survey. 4. The teacher evaluates thereports. Advise them tochoose the suitable andproper clothes at their age.5. The teacher shows thesummary of this sectionto the students.6. The teacher assigns homework:(1) Review the summary after class.(2) Finish the written work.(3) Bring a photo of your family here to introduce their clothes.
Teaching Reflection The topic of clothes is close to the students’ life. Teacher should use more resources around us and on the Internet to teach the words and talk about the topics of this unit. The teacher should also let the students have the right attitude about dressing.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 1 We will have a class fashion show.Section A
1. a Chinese Tang Costume2. so… that …so that…3. have/ hold a class fashion show4. Shall we meet at the school gate at 8:00 a.m. 5. Could you tell me where to buy a scarf 6. Shoes and Hats SectionSports Wear Section Women’s Wear Section Men’s Wear Section NameClothesColorMaterial G1 G2 G3 G4 3 2 1 4 1 4 3 2 2 1 4 3八年级下册教案设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section D
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. 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
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
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. Pair work.3. The whole class work.4. Group work + the whole class work. 1. Focus their attention on the teacher.2. Students discuss the clothes the people are wearing, using so… that…，such… that…and so that….3. Students report their results of discussion.4. Students report their results of discussing: Group 1: The man is wearing a uniform. We guess maybe he is a policeman. Uniform means 制服.Group 2: When we see a woman wearing a kimono, we think she must be a Japanese. Kimono means 和服.Group 3: This is an active boy. He is wearing sportswear. We think he must like doing exercise. Sportswear means 运动服装.Group 4: The girl is in warm-color clothes. She seems to be very cute and easy-going.
Easy-going means 随和的.Group 5: The boy is wearing clothes made of animal skins. We think that it is the earliest clothes. Skin means 皮，皮肤. 1. Greet students and make them ready for learning. 2. The teacher shows thepictures of 3 in Section C on the screen. Let students discuss the clothes they are wearing in pairs, usingso… 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 thestudents 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 whole class work.2. Individual work.3. The whole class work.4. Individual work.5. The whole class work.6. Group work.7. The whole class work.8. The whole class work. 1. Students read the passage of 1a and check their description above.2. Students read the passage again and answer Questions 1-2 of 1b. 3. Students check the answers and learn the new word.4. Students read the passage and complete the sentences of Questions 3-5.5. Students check the answers with the help of the teacher.6. Students work in groups and discuss the meanings of the sentences of Question 6.7. Students check the answers with the help of the teacher. Learn the new word.8. Students show the information they collected from books, TV or the Internet. Talk about something about clothes as much as possible. 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 thestudents 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 whole class work2. Group work 3. The whole class work.4. Individual work.. 5. The whole class work.6. The whole class work. 1. Students listen to the passage and read after it.2. Students discuss in groups to understand the passage.3. Students underline in their books and make some notes. 4. Students read 1a again and find out the key words and sentences. (animal skins – protect… from…–different materials – can–show–uniform-kimono – sportswear – yellow or pink clothes – lively and easy-going – You are what you wear. )5. Students retell 1a according to the key words and sentences.6. Students pay attention to the problems the teacher pointed out. 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. Individual work.2. The whole class work.3. Individual work.4. The whole class work.5. The wholeclass work.6. Individual work.7. The whole class work.8. The whole class work. 1. Students sum up the words about names of clothing and words for the comments of clothing in this topic.2. Two students write them on the blackboard. Other students help them to add the missing ones.3. Students fill in the blanks of the grammar table with the correct words. 4. Students check the answers.5. Students find out more similar sentences in this topic and read it aloud.6. Students fill in the blanks of the function table with the correct words.7. Students check the answers.8. Students sum up other useful expressions in this topic. 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. Group work.2. Group work.3. Group work.4. Individualwork. 5. The whole class work.6. The whole class work.7. Individual work 1. Students introduce the people’s dressing in the pictures.2. Students talk about what information they can get from the dressing.3. Students discuss if their clothes are suitable, giving their opinions or suggections.4. Students write a passage to introduce the people’s dressing in the pictures.5. Students read the passages to the whole class and then evaluate and revise the passages together with the teacher.6. Students summarize Section D with the teacher.7. Students finish their homework after class. 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 D1. be made of …2. protect …from…3. more than no more than4. You are what you wear.八年级下册教案设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section B
Ⅰ. Material analysis
本节课建议用1课时上完。主要活动为Section B 的1a和2。
本课的学习活动由Kangkang和同学们为时装秀而购买服装的话题引入，通过2 的练习学习so that… 和such … that…的用法的同时，让他们比较并掌握so… that…, such… that…和so that…的用法。在4a和4b的语音学习中，要求学生能区分元音音素/ u/和/u:/, 并能正确拼读单词；在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。通过本课学习，继续培养学生们对服装文化的兴趣，树立正确的审美观和价值观。
Ⅱ. Teaching aims
Knowledge aims：
1. 学习so that…和such … that…的用法。
2. 比较并掌握so… that…, such… that…和so that…的用法。
3. 谈论购买衣服的话题。
4. 区分元音音素/ u/和/u:/，并能正确拼读单词。
5. 在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。
Skill aims：
1. 能听懂接近正常语速、涉及购买和谈论服装的语段，回答教师提出的问题。
2. 能引出购买和谈论服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息并理解大意。
4. 能写出简单的关于购买服装的对话。
Emotional aims：
1. 热爱服装文化。
2. 引导他们积极参与班级和学校的活动。
3. 树立正确的审美观和价值观。
Ⅲ. The key points and difficult points
Key points：
1. 学习so that…和such … that…的用法。
2. 谈论购买衣服的话题。
3. 区分元音音素/ u/和/u:/，并能正确拼读单词。
4. 在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。
Difficult points：
比较并掌握so… that…，such… that…和so that…的用法。
Ⅳ. Learning strategies
1. 集中记忆同类别的词汇。
2. 积极参与课内外英语学习活动。
Ⅴ. Teaching aids
Computer multimedia projector; the picture of the family; the video of go shopping.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. The whole class work. 1. Focus their attention on the teacher.2. Students read the passages they written about their group members, clothes. 3. Students make sentences in groups, using the structure of “so…that…” and the words about clothes.4. Students learn the new words with the help of the teacher.5. Students watch the video and think about the questions. 1. Greet students and make them ready for learning. 2. The teacher asks students to report their homework. Let students read the passages they written about their group members’ clothes. 3.The teacher lets students make sentences in groups, using the structure of “so…that…” and the words about clothes. The group which makes sentences most correctly is the winner.Example:(1) The Chinese Tang Costume is so nice that Maria likes it very much.(2) Jane’s clothes are so short that she wants to buy some new ones.4. The teacher introducesmore clothes of different styles to the students. Teach the new words. Show a boy in a windbreaker with big pockets to teach the words windbreaker, pocket and handsome; show a girl in a leather jacket to teach the words leather and pretty. 5. The teacher plays the videoof shopping to lead to 1a:what’s the girl and hermother doing Yes, theyare shopping in a clothstore. When you want to buythe clothes, what will thesalesgirl ask you Let’s learna conversation about it now!
Presentation(10 minutes) 1. The whole class work.2. The whole class work.3. Individual work.4. The whole class work.5. Individual work.6. The whole class work.7. Individual work.8. The whole class work. 1. Students look at the pictures of 1a and guess: What do they want to buy 2. Students watch the flash of 1a and check the guess. 3. Students listen to the recording and fill in the blanks.4. Students check the answers.5. Students listen to the conversation and write down the names of the clothes under the pictures of 1b. 6. Students check the answers.7. Students listen to the conversation and choose the correct pictures for the children.8. Students check the answers. 1. The teacher lets students look at the pictures of 1a and guess: What are they want to buy 2. The teacher asks students to watch the flash of 1a and check the guess. 3. The teacher plays the recording for the students and asks students to fill in the blanks:Name Clothes they want to buyMate-rial KangkangMich-ealJaneMaria 4. The teacher asks two students to tell their answers.5. The teacher plays the recording again. Let students listen to the conversation and write down the names of the clothes under the pictures of 1b. Teach the word size by pointing at the size in the sign of the clothes.6. The teacher asks two students to tell their answers. 7. The teacher plays the recording for the third time. Let students listen to it and choose the correct pictures for the children.8. The teacher asks two students to tell their answers.
Consolidation(10 minutes) 1. The whole class work2. The whole class work.3. Group work.4. The whole class work. 5. Pair work. 1. Students read the conversation after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students read the conversation and discuss in groups to understand the conversation. They can help each other.4. Students underline in their books and make some notes. 5. Students act out the conversation. 1. The teacher plays the recording sentence by sentence.2. The teacher plays the recording without stopping.3. The teacher lets the students read 1a and then asks them to learn in groups to understand the conversation. At last let them ask the questions they can’t solve within their group and then let the students from other groups to help them explain the difficult points.4. The teacher makes a summary to explain the key points and difficult points to the students:(1) so that/ in order that + 目的状语从句(2) so + adj. + a(n) + n. + that … such + a(n) + adj. + n. + that … 注意：① 当形容词后接可数名词复数或不可数名词时， 只能用such。 ② 当名词前有many, few, much, little 修饰时，一般用so 而不用such。(3) — What size do you take — Size M.5. The teacher asks students to find out the key words of the conversation and act out the conversation based on them in pairs.
Practice(10 minutes) 1. Individual work.2. The whole
class work.3. Individual work.4. The whole class work.5. The whole class work.6. Individual work.7. The whole
class work.8. Individual work.9. Individual work.10. Individual work.11. The whole class work. 1. Students read the sentences in the oval and understand the adjectives below the pictures. 2. Students read and discuss the example.3. Students make sentences with such…that… and so that… by following the example.4. Students check their answers. 5. Students read through the passage of 3 and understand the general meanings. 6. Students listen to the conversation and fill in the blanks.7. Students check their answers. 8. Students try reading the phonetics and the words on the screen. 9. Students listen to the recording of 4a.10. Students listen and try to imitate.11. Students try to read the words correctly. 1. The teacher asks students to read the sentences in the oval and understand the adjectives below the pictures. 2. The teacher asks students to read and discuss the example.3. The teacher asks the students to make sentences with such…that… and so that… by following the example. Let two students make their sentences on the blackboard. 4. The teacher lets two students check the sentences on the blackboard. Encourage the students to speak out more similar sentences.5. The teacher lets the students read through the passage of 3 and understand the general meanings. 6. The teacher asks the students to listen to the conversation and fill in the blanks. 7. The teacher asks two students to tell the answers. And then ask all students to read the whole passage of 3 aloud.8. The teacher shows /u/ and /u:/ and the words on the screen. Let students try reading them.9. The teacher plays the recording of 4a. Let students just listen.10. The teacher plays the recording of 4a again and lets students listen and try to imitate.11. The teacher shows more words on the screen. Ask the students to read them correctly.
Production(7minutes) 1. Group work.2. Group work.3. Individual work.4. Group work.5. The whole class work.6. The whole class work.7. Individual work 1. Students read the sentences of 4b by themselves.2. Students listen and check their reading.3. Students listen and try to imitate.4. Students give some suggestions about dressing to their group members each other. 5. Students report the suggestions of their own groups.6. Students summarize Section B with the teacher.7. Students finish their homework after class. 1. The teacher asks the students to read the sentences of 4b by themselves, paying attention to the weak form, liaison, pause and incomplete plosion. 2. The teacher plays the recording of 4b. Let students listen and check their reading.3. The teacher plays the recording of 4b again and lets the students listen and try to imitate.4. The teacher asks students to work in groups. Let them give some suggestions about dressing to their group members each other, and write down the brief reason with the structures of so…that…, such… that…and so that… 5. The teacher asks the representative from each group to report the suggestions of their own groups. Remind them to pay attention to the weak form, liaison, pause and incomplete plosion.6. The teacher shows the summary of this section to the students.7. The teacher assigns homework:(1) Review the summary after class.(2) Give your friend at least three suggestions about dressing.(3) Watch a fashion show on TV.
Teaching Reflection The students are very interested in the styles of clothes. The teacher may introduce more styles of clothes to them or let some students come to the class in different styles of costumes.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 1 We will have a class fashion show.Section B1. so that/ in order that + 目的状语从句2. so + adj. + a(n) + n. + that … such + a(n) + adj. + n. + that …① It’s such a cool windbreaker that you should buy it at once.② I like it so much that my father bought it for me.3. — What size do you take — Size M.
