Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
教学内容分析及课时分配建议：
本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。
本话题建议用5个课时来完成：
第一课时：Section A—1a,1b,1c,2,3
第二课时：Section B—1a,1b,2
第三课时：Section C—1a,1b,2
第四课时：Section B—3,4a,4b Section C—3,4
第五课时：Section D—Grammar and Functions,1a,1b,Project
第三课时（Section C—1a,1b,2）
教学设计思路：
本课主要是让学生了解有关着装的艺术。着装艺术与衣服的色彩，款式及个体体型分不开。本课首先通过与学生打招呼，与学生聊心情，由教师解释“失望”的原因而引出部分新词汇。再通过让学生观察同学的着装，复习有关颜色的词汇，乘机让学生了解颜色的色调，为理解课文做准备。然后让学生读1a,完成1b的表格，初步了解短文的内容。再利用核对1b的答案的机会，教学几个新词汇。接着让学生再读1a,找出难点，教师在释疑的过程中，又解决部分词汇和难点。有了足够的输入以后，就让学生去解决2的问题。最后师生一起利用1b的表格复述1a的内容。
Ⅰ. Teaching aims
Knowledge aims：
学习并掌握新词汇
own, succeed, customer,simple, business, congratulation,suitable,design
继续学习结果状语从句
2. Skill aims:
（1）能够针对不同的人群提出恰当的着装建议。
(2）能够说出/听懂有关服装色彩的词汇。如：冷色，暖色等。
3. Emotional aims:
Culture awareness:
不同的场合要着装得体。尤其是参加各式聚会。
Ⅱ. The key points and difficult points
1. Key points:
（1）学习服饰搭配技巧。
（2）分清颜色类别。
（3）正确描述形体差异。
2. Difficult points：
(1) 本课词汇量大。
(2) 分清颜色类别。
Ⅲ. Learning strategies
1.利用网络资料或请教别人来弄清有关颜色的分类。
2. 利用教材的图表（如：1b)来归纳总结短文的内容。
3. 坚持学以致用，把所学的知识用于实践中去。如：完成2 。
Ⅳ. Teaching aids
多媒体课件/学生的着装/小黑板
V. Teaching procedures
Stage 1( 10 mins)：Getting the students ready for learning
Step Teacher activity Student activity Designing purpose
(Class activity) Greet the Ss and let the Ss revise the words about colors and learn some new words .T: Hi,boys and girls .How are things going T: Not bad. I feel a little disappointed . T: Yesterday, one of my friends opened his own clothing store. I wanted to be his first customer. But I failed to buy any suitable clothes for myself, because I have a broadwaist. From now on, I will eat less so that I will become slim, then I will succeed in buying clothes. (Looks around the classroom) Wow! Xxx, you are wearing such a fancy T-shirt that you look more handsome today. T:What does your mother do T:I hope your mother’s business does well. T: You are welcome. Now, everybody looks around the classroom, then tell me how many styles you see.T:Fine. Then, look again and tell me the colors you see. T: Great! Look， here is a table, please fill in the table with the colors. You can discuss with your partners. T: Now, let’s check. What are warm colors T:... Revise the words about colors and learn some new words. Ss: Fine, thank you. And you Ss: Why S1: Thank you. My mother bought them for me. She knows much about dressing.S1: She owns a clothing store .S1: Thank you ,sir.S2: T-shirt, shirt,...S3: Dress, blouse,skirt,...S4:...S5: White,red, blue,..S6: Pink , purple,black,S7: Yellow, green,orange,..S8: Pink, gray,brown,...S9:Red,yellow,..S10:... 复习有关颜色的词汇，引入颜色分类的知识。如：dark color, light color,bright color 等。学习部分新词汇。
Remark：教师把学生列举出来的颜色板书出来，然后设计一个表格，让学生按暖色(warm color)、冷色(cold color)、深色(dark color)、浅色(light color),亮色（bright color),柔色（soft color)分类。如果学生不能正确区分这些类别，教师要提供帮助。
Stage 2（10mins)： Reading 1a and finishing1b
Step Teacher activity Student activity Designing purpose
(Individual work) Let the Ss read 1a, underline the words they don’t know and complete the table in 1b.T:As we all know,clothes make the man. So, dressing is very important for everyone. Who has any ideas about dressing T: Good suggestions ! Today we will learn more about the art of dressing. Next, you will read 1a and complete the table in 1b.If you don’t know some of the words, you can check the word list on page 135.Now, start reading .T: Hi, boys and girls . Can we check now T: Xxx, what should fat people wear T: Simple style. Follow me, class. ... Read 1a, underline the words they don’t know and complete the table in 1b.S1: Fat people shouldn’t wear windbreaker, it will make them shorter.S2:...S3: ...Ss: Ok.S6: Dark color clothes,..Ss: Simple style.... 培养学生的阅读能力，了解文章大意，完成1b。
Remark：在阅读1a之前，可让学生说说他们所知道的着装知识，激发他们的兴趣。尽管还有几个新词汇没有处理，可叫学生参考词汇表，先从整体上了解短文的主要内容。可以在核对1b的表格时顺便处理出现的新词汇。如：simple,contrast,fancy等。处理1b非常重要，它关系到后面的任务2能否顺利进行。
Stage3（10 mins) Intensive reading of 1a.
Step Teacher activity Student activity Designing purpose
1(Class activity) Let the Ss read 1a again and find out the difficult points .T: Do you know how to dress yourself now ,boys and girls T: Me, too. I think you have difficulty with some words. Now, let’s solve them. Look, I have put them on the blackboard. Try to pronounce them by yourself with the help of the word list.T: Xxx, please try No.1.T: It doesn’t matter. Follow me, everyone. Congratulation.T:...T: Do you have any difficulty with sentences T: ... Read 1a again and find out the difficult points .Ss: Yes .S1: Sorry. It’s too long .Ss: Congratulation.S2: ...S3: What’s difference between “clothing” and “clothes” S4: ...S5: ... 让学生阅读1a，解决尚未学习的新词汇及难点。完成1a。
Remark：1a的短文除了新词汇较多，并没有难懂的句子。主要是学习提出建议和系动词、使役动词的用法。如：should,shouldn’t ,make ,look,appear,be 。教师在教学新词汇时，顺便就把用法讲一下。如：congratulation on sb. ,succeed in doing sth.,等待。
Stage 4（10 mins)：Finishing 2
Step Teacher activity Student activity Designing purpose
1 (Group work) Let the Ss work in groups to give suggestions to Liming’s family. Finish 2.T: I’m sure that you have much knowledge about dressing now. It’s time to check whether you can dress properly. Next, you should work in groups to give helpful suggestions to LiMing’s family. They are going to take part in a party tonight. Read the information given in 2 first, then discuss with your partners. You have 2 minutes to prepare. T: Please stop discussing. Which group would like to present first T: Fine, go ahead. T: Good advice! Next group, come on ! Work in groups to give suggestions to Liming’s family . Finish 2.Group Three: We can try. Group Three: Li Ming’s father should wear clothes with dark colors or cold colors. Because he has a broad waist . ...Group Two: ... 运用1a所学的知识解决实际的问题，践行“用英语做事情”的原则。完成2。
Remark：这个环节主要是考察学生的实际运用能力，并不要求学生能够说得完全正确，但为了提高学生的积极性，可以设立一个评审小组，选出最佳搭配组。
Stage5（5mins)：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Let the Ss retell the main idea of 1a with the help of the table in 1b.T: I’m very happy that you give so many good suggestions to Li Ming’s family. Now, look at the screen, let’s repeat the main idea of 1a. Are you ready T：Start ! Retell the main idea of 1a with the help of the table in 1b.Ss: Ready .T &Ss :Fat people should wear dark color clothes and simple styles. These clothes will make them look smaller. ... 复述1a,让学生更好地掌握着装技巧，达到得体着装的目的。
2 (Class activity) Assign the HMK.T: For today’s HMK, I’d like you to read 1a until you can retell it. You can use the information in 1b. Finish the HMK. 让学生把1a 读到能复述的程度可以为下一次课的写作打下坚实的基础。
Remark：本课的主要任务就是让学生了解着装技巧。学生能够复述1a,就是最大的成果。为了方便学生复述，教师最好用大屏幕或小黑板把1b的表格展示出来。老师要带着学生一起来复述，也可以让学生单独完成一部分。
VI. Blackboard design
第三课时（Section C—1a,1b,2）Words and expressions Grammar customer 提出建议：suitable should ...broad shouldn’twaist slim succeed-success -successful fancy congratulations on sb. It’s +adj.+for sb. + to do sth.make sb./sth. + v/ adj. look /appear + adj. ...Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
教学内容分析及课时分配建议：
本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。
本话题建议用5个课时来完成：
第一课时：Section A—1a,1b,1c,2,3
第二课时：Section B—1a,1b,2
第三课时：Section C—1a,1b,2
第四课时：Section B—3,4a,4b Section C—3,4
第五课时：Section D—Grammar and Functions,1a,1b,Project
第五课时（Section D—Grammar and Functions , 1a, 1b, Project）
教学设计思路：
本课主要是让学生归纳总结结果状语从句和目的状语从句，同时了解服装的功能。首先引导学生归纳总结so...that... 和such... that... 的用法。然后通过猜测来教学新词汇。扫除了词汇障碍后，让学生快速阅读1a,完成1b。核对1b的答案时继续解决剩余的词汇。然后让学生再读1a,发现并合作解决难点，教师进行补充。最后教师组织学生完成Project 的任务，完成本课时。
Ⅰ. Teaching aims
Knowledge aims：
学习并掌握新词汇
discuss, meaning,material, skin,uniform,saying,function,sportswear,easy-going
归纳总结结果状语从句的用法。
2. Skill aims:
(1)能够根据衣着来判断着装者的职业，民族，性格等。
(2)能够自如地运用so...that...,so that,such...that...。
(3)能够结合本单元的着装常识来给别人提供着装建议。
3. Emotional aims:
Culture awareness:
了解衣服所赋予的社会涵义。
Ⅱ. The key points and difficult points
1. Key points:
（1）归纳总结结果状语从句。
(2) 理解服装的社会涵义。
2. Difficult points：
(1)区分so that 引导的结果状语从句和目的状语从句。
(2)理解短文中出现的过去式的被动语态。
Ⅲ. Learning strategies
1.利用语境或逻辑关系来区分so that 引导的是结果状语从句还是目的状语从句。
2. 利用已经掌握的常识来帮助作出判断。如：和服是日本的民族服装。
3. 在做阅读理解时，在短文中找到所给问题的关键词可以快速帮助理解。
Ⅳ. Teaching aids
多媒体课件/图片/小黑板
V. Teaching procedures
Stage 1( 5 mins)：Revision
Step Teacher activity Student activity Designing purpose
(Class activity) Revise the grammar and function sentences of this topic.T: Good morning, boys and girls .T: We have finished learning the adverbial clause of result. Can you say something about it T: Absolutely right. What else T: Perfect! Could someone give me an example T: Really T: But it’s better than the junk food outside. More examples T: Great! Now, let’s check the answers to Grammar and Functions. Have you done them yet T: Xxx, please read the first sentence. T: ... Revise the grammar and function sentences of this topic.Ss: Good morning, Mr....S1: We can use “so... that...”, “so that” and “such ... that...” to introduce it.S2: We usually use “ so +adj./adv. + that + ...” and “such a /an +adj.+that+...”S3: The food in the school is so terrible that I don’t want to eat it at all. Ss: Yeah!S4: ...Ss: Yes .S5: I liked it so much that...S6: ... 归纳总结结果状语从句和本话题的功能句，完成Grammar 和 Functions 部分。
Remark：在复习结果状语从句时，允许学生用汉语来表达相关的专业术语。如：形容词、副词、结果状语从句等。但教师要坚持使用英语来表述，让学生多听，为以后的学习打基础。
Stage 2（5mins)：Pre-reading
Step Teacher activity Student activity Designing purpose
(Class activity) Let the Ss learn the new words by guessing .T: Now you all wear all kinds of beautiful clothes, and people use different kinds of materials to make clothes, such as cotton, silk, bamboo and so on. But what did the early Peking Man in Zhoukoudian area use to make clothes Can you guess T：Bark. I think so. What else T：Yes, animal skins. Oh, you are good at guessing. Let’s go on guessing. Look at the pictures in 1a, and guess what the first man’s job is.T: Clever! How do you know that T: You are so smart. He is wearing a uniform. And this kind of uniform is only worn by policemen. Then guess where the woman comes from T: Right again. Kimonos are the traditional Japanese clothes. Go on guessing what the man likes doing T: I agree with you. Because he is wearing sportswear and is running. I think he is active and easy-going, too. As the saying goes:You are what you wear. Learn the new words .S1: 树皮。Ss: 兽皮。Ss: He is a policeman.Ss: His clothes.Ss: Japan.Ss: Doing sports. 解决短文中的新词汇，为阅读扫除障碍。
Remark：这个环节主要是解决词汇问题。教师要充分利用1a 的插图，既要完成让学生猜测任务，又要顺势教学部分新词汇。
Stage 3（5 mins) While-reading
Step Teacher activity Student activity Designing purpose
(Individual work) Let the Ss read 1a quickly and finish 1b.T: We have learned the new words already. Next, please read 1a quickly and do 1b. But before reading the passage , you’d better read the questions and the tip in the key . T: Hi, class . Have you finished reading T: No.1 , xxx, the answer is ...T: Yes . The passage mainly talks about the function of clothes . How about No.2, xxx T: ... Read 1a quickly and finish 1b.Ss: Yes.S1: BS2: ...S3: ... 培养学生的阅读能力，完成1b 。
Remark：这个环节只是考查学生的阅读理解能力，只要学生把正确答案找出来了即可。教师在核对答案时顺便把新词汇解决掉。如：function, discuss, meaning 。
Stage 4（5 mins)：Post reading
Step Teacher activity Student activity Designing purpose
(Group work) Let the Ss read 1a carefully and find out the difficult points and solve them within the groups .T:Oh, you did very well . Now, read the passage again, find out the difficult points. First, discuss with your group members, if you can’t solve them, write them down, we will deal with them together later. Are you clear T: Time to solve your problems now. Group One, what are your problems T: ... Read 1a carefully and find out the difficult points and solve them within the groups.Ss: Clear.Group One: What does “were made of ” mean Group Two:... 让学生在组内解决部分问题，有利于合作学习。这样也可以做到“学生知道的老师不讲”的原则。
Remark：因为在1b环节学生已经基本了解了短文的内容，所以在这个环节主要是处理学生感到困难的词和句子。教师在解释过去时的被动语态时，只要让学生知道意思即可。教师还要强调如何区分so...that... 引导的结果状语从句还是目的状语从句。
Stage 5（20mins)：Finishing Project
Step Teacher activity Student activity Designing purpose
1 （Group work ) Let the Ss survey their classmates and fill in the table.T: Do you have more problems T: Then let’s move to Project. It’s similar to what you have done in Section C. First, survey your classmates and fill in the blank. Quickly, go and make the survey.The questions on the blackboard may help you. Survey their classmates and fill in the table.Ss: No. 培养学生的口头交际能力，完成Project 的第一部分。
2（Group work） Let the Ss discuss whether their classmates’ dressing is suitable or not and give some suggestions .T：Hey, boys and girls. Please come back to your group. You should discuss with your group members and give suggestions if possible .While you are discussing, you’d better take notes, because you will write a short report soon. Discuss whether their classmates’ dressing is suitable or not and give some suggestions. 小组合作，运用本话题的着装知识去分析同学们的着装是否合适。讨论的过程也是培养学生的口头交际能力。完成Project的第二个步骤。
3（Group work） Let the Ss write a short passage according to their survey and then encourage the Ss to present their reports to the class.T: Hi,class! Finish discussing, please. Now you should write your report according to your survey.T: Have you finished your report yet It’s time to present your report now. Which group begins first Write a short passage and present their reports to the class. Group Three: We think xxx and xxx don’t have suitable dressing. Xxx is fat, but he usually wears ...Group One:We think ...Group Two:... 培养学生的写作能力。小组合作完成写作，可以带动基础较差的学生。
Remark: 这个Project 与Section C-4 有几分类似，学生做起来不会很难，只要学生按照提供的步骤去完成即可，重点是给更多学生展示的机会。
Stage6（5mins)：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Let the Ss summarize what they have learned in this topic.T：We have finished this helpful topic. What do you know from this topic T: Right. If you want to make yourself look great, you should know the knowledge of dressing. Then who can tell something about dressing T: Wonderful . How about grammar Summarize what they have learned in this topic .S1: I know how to dress myself .S2: Fat people should wear...S3: Tall and thin people should wear...S4: ....S5: we learned “so...that...”, “so that” and “such... that...”.S6: ... 回顾总结单元知识，加强学生的记忆。
2 (Class activity) Assign the HMK.T: For today’s HMK, I’d like you to write a short passage on your exercise book according to your report in Project. Finish the HMK. 让学生把Project的成果变成短文，有利于做到点面结合，兼顾到各个层次的学生。
Remark：Project的报告是小组的成果，更多的是较为积极的学生的成果，对于那些不怎么参与的学生，受益不大，所以有必要让每个学生根据报告写一篇短文。这样也可以敦促每个学生都必须积极参加活动，否则就不能完成写作任务。
VI. Blackboard design
第五课时（Section D—Grammar and Functions , 1a, 1b, Project）Words and expressions Grammar material 结果状语从句skin so...that... uniform ... so that ... kimono such...that... sportswear 目的状语从句saying so that function discuss meaningbe made of protect...from ... ...Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
教学内容分析及课时分配建议：
本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。
本话题建议用5个课时来完成：
第一课时：Section A—1a,1b,1c,2,3
第二课时：Section B—1a,1b,2
第三课时：Section C—1a,1b,2
第四课时：Section B—3,4a,4b Section C—3,4
第五课时：Section D—Grammar and Functions,1a,1b,Project
第四课时（Section B—3,4a,4b Section C -3,4）
教学设计思路：
本课的主要任务是培养学生的写作能力。根据朋友们的形体和着装习惯来进行有针对性的建议。本课时的内容相对比较零散，既有听力训练，又有语音知识，还有看图说话和写作任务。写作是重点。首先通过看图评判图中人物着装是否适宜，来简要复习Section C - 1a 的着装知识。然后听录音完成Section B -3的听力任务。紧接着完成Section B-4a 和4b的语音训练。随后让学生看图说话，复习巩固so...that ... 和 such... that... 的用法完成Section C- 3.最后让学生调查自己的朋友的着装习惯，并以短文的形式给出相应的建议，教师鼓励学生读出他们的短文，完成本课时。
Ⅰ. Teaching aims
Knowledge aims：
学习并掌握新词汇
复习巩固结果状语从句
2. Skill aims:
（1）能够流畅地运用“so...that” ,“such...that...”引导的结果状语从句。
（2）能够听懂有关购买服装的对话。
能给同伴的着装提出中肯的意见和建议。
懂得连读、失去爆破的基本知识。
3. Emotional aims:
Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
(1)掌握连读、弱读、不完全爆破的基本知识。
(2) 运用“so...that” ,“such...that...”引导的结果状语从句。
2. Difficult points：
(1) 4b部分的语音技能。
(2) 区分so...that 和such...that...的用法。
Ⅲ. Learning strategies
1.对于语音知识，要掌握一些基本的方法和规则。如：连读、弱读、不完全爆破等。更重要的是多听多模仿原声语言材料，例如英语歌曲，英语电影等。
2.在写作时，要有目的地复习相关知识，仔细地阅读自己的作品，检查拼写与标点符号，看作品是否充分表达了自己的意思。
Ⅳ. Teaching aids
多媒体课件/小黑板/录音机/图片
V Teaching procedures
Stage 1( 3 mins)：Revision
Step Teacher activity Student activity Designing purpose
1 (Class activity) Show some pictures and let the Ss judge if the people in the pictures dress properly.T: Hi，boys and girls . Nice to see you . T: (Looks around) Wow ! Thanks to the knowledge of dressing. Today, boys look more handsome and girls look more beautiful. You know how to dress yourself,can you judge if they did the same. (Shows pictures) Let’s begin with this girl .T: Very good ! How about this man T: ... Judge if the people in the pictures dress properly .Ss: Nice to see you ,too .S1: She is thin and tall . Her blouse is red and her pants are orange. They are both warm colors .Thin and tall people should wear warm color clothes . So she is wearing perfect.S2: ...S3: ... 通过让学生来判断图中人物是否着装得体，复习Section C的知识。
Remark：这个环节主要是检查学生是否真正地掌握了Section C 的基本着装知识。教师准备2-3个不同体形的人即可。
Stage 2（5mins)：Listening (finishing Section B-3)
Step Teacher activity Student activity Designing purpose
1(Individual work) Let the Ss listen to Section B-3 and fill in the blanks.T:Wonderful judgment .Next , you will listen to a dialog between a mother and a saleswoman. The mother is buying something for her daughter in a store . Before listening, you should read Section B -3 on page 84 . T: Can we begin listening now T：Do you need to listen again T: Ok , then ,let’s check the answers . The woman wants to buy a ... Listen to Section B-3 and fill in the blanks.Ss: Yes .Ss: No .Ss: Skirt,S,... 训练学生能听懂有关购买服装的对话。完成Section B-3。
Remark：这个听力任务是让学生听对话完成短文。听前应让学生先阅读短文，以便确定哪些信息是重点。所填的内容是直接来自对话，不需要学生再加工，听一遍就可以完成。
Stage3（5 mins) Finishing Section B-4a
Step Teacher activity Student activity Designing purpose
(Class activity ) Prepare some words and encourage the Ss to pronounce them to learn / /and /u:/.T: We have listened to a dialog ,next , we will learnsomething about pronunciation . Look at the words ,try to read them by yourself , then I will ask you to read them out .T: Xxx, please read the first pair.T:Next pair.T: ...T: Do you find out something T: Great . You have got them .“u,o,oo” may pronounce / / and “oo”may pronounce /u:/ . Now, look at the words in 4a and listen to the tape .while listening, please follow the tape. Pronounce the words and learn / /and /u:/.S1:book ,foodS2:look,foolS3:..Ss: Yes . “-oo-” can be read / / or /u:/ . 学习长元音/u:/和短元音/ /。完成Section B-4a.
Remark：教师要准备一些发/ K/和/u:/单词，让学生自己去体会，尝试，然后再听4a的录音，最后总结出它们的发音规律。
Stage4（5 mins) Finishing Section B-4b
Step Teacher activity Student activity Designing purpose
(Class activity ) Let the Ss read the sentences on the screen first and listen to the tape. Find out the differences. T: Look, boys and girls, here are three sentences on the screen. Xxx, can you read the first one for us T:Fine. Now,everyone, listen to the tape and compare with Xxx. T: Does xxx read the same as the tape T: Xxx, can you try the second the sentence.T: ...T: It’s true that Chinese English learners sometimes don’t read the same as the native speakers. But you can improve your pronunciation by listening to English songs, tapes and watch English movies. Now, let’s listen to the tape and read after it. Ready Go! Read and imitate the sentences in 4b.Learn something about weak form, liaison, pause, and incomplete plosion .S1: I like it so ...Ss: No .S2: It’s such a ...S3: ... 让学生模仿磁带，学习地道的英语发音。完成Section B -4b 。
Remark: 教师把4b的3个句子让学生自己先读一读，然后再听一听录音，比较并找出差异。4b的语音知识对学生来说是相当难的一部分。要鼓励学生多听原声歌曲、磁带，看原声电影来提高语音能力。教师不要过多讲解有关弱读，连读，停顿，不完全爆破的语音知识。
Stage5（5 mins) Speaking ( finishing Section C-3)
Step Teacher activity Student activity Designing purpose
(Pair work) Let the Ss look at the pictures in Section C-3 and work in pairs to practice such ... that and so... that... .T: We knew from Section A that Kang kang’s class would have a class fashion show, right T: Now, they are having their fashion show. Look at the pictures in 3 on page 86. Work in pairs as the example to talk about their clothes.T: Show time now. Which pair would like to show T: Well done. Next pair, please . work in pairs to practicesuch ... that and so... that... .Ss: Yes .S1: What is Maria wearing S2: She is wearing a jacket. It’s ...S3: ...S4: ... 让学生看图说话，复习巩固so...that ...和 such...that... 。完成Section C- 3 。
Remark: 这个环节主要是复习巩固学生灵活运用so...that... 和 such... that... 的能力。只要学生能正确流利地说出来即可。
Stage 6（20 mins)：Writing (finishing Section C-4)
Step Teacher activity Student activity Designing purpose
1 (Individual work) Let the Ss make a survey first and then write a short passage according to the survey.T: Kangkang and his friends are good at dressing. How about your own friends Why not make a survey about what your friends like to wear Do it right now. The information in 4 may help you. You have 3 minutes to survey.T:Now, stop surveying. You should write a passage about your survey. You may begin you passage as the example. If you have no idea about how to write, you can read the tips in the key.T: Who would like us to share your passage Any volunteers T: What a nice passage! Who is the next volunteer make a survey first and then write a short passage according to the survey.S1: A, B and C are my good friends. A is ...S2: ... 培养学生的写作能力，完成Section C-4 的写作任务。
Remark：为了让学生保证在做调查时用英语交流，教师可以按照4的表格设定一些问题。如：What kinds of clothes do you usually wear What colors do you like ...。教师还要提醒学生阅读金钥匙里的小窍门。
Stage7（2mins)：Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
(Class activity) Assign the HMK.T: For today’s HMK,First, I’d like you to complete Grammar and Functions in Section D. Second, find some information about the history of clothes. Finish the HMK. 让学生复习本单元的语法和功能句。
Remark：因为Section D既有短文阅读又有Project的写作，时间会比较紧迫，可以让学生预先完成部分任务,查找与短文相关的背景知识。
VI. Blackboard design
第四课时（Section B—3,4a,4b Section C -3,4）Pronunciation Grammar /K/: o , oo, u, so ... that.../u:/ : oo , o such... that ...连读：弱读：停顿：不完全爆破： ...Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
教学内容分析及课时分配建议：
本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。
本话题建议用5个课时来完成：
第一课时：Section A—1a,1b,1c,2,3
第二课时：Section B—1a,1b ,2
第三课时：Section C—1a,1b,2
第四课时：Section B—3,4a,4b Section C—3,4
第五课时：Section D—Grammar and Functions,1a,1b,Project
第二课时（Section B—1a,1b,2）
教学设计思路：
本课主要是继续学习有关服装的词汇和结果状语从句。首先通过检查学生的家庭作业来复习so... that... 的用法,在复习已学词汇时引出本课的新词汇。扫除了词汇障碍后，直接让学生听1a完成1b。接着让学生阅读1a，通过找出对话中的结果状语从句来引出so that 和such... that...。然后教师加以解释让学生造句，操练新语法。待学生有了足够的输入以后，就进行2的操练。在核对学生的句子时，顺便处理学生出现的错误，进行纠错练习，进一步巩固结果状语从句，完成本课时。
Ⅰ. Teaching aims
Knowledge aims：
学习并掌握新词汇
pocket, windbreaker , size ,pretty, handsome
继续学习由“so that”和“such... that...”引导的结果状语从句
2. Skill aims:
（1） 能够运用“so that”和“such ... that” 引导的结果状语从句。
(2） 能够听懂/说出常见的购物的用语。
3. Emotional aims:
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
（1）学习更多服饰名称。
（2）学习“so that”和“such ... that...”引导的结果状语从句。
（3）学习“so that”引导的目的状语从句。
2. Difficult points：
(1) 区别并转换“so... that...”、“such...that...”引导的结果状语从句。
(2) 理解so that 既可以引导结果状语从句，也可以引导目的状语从句。
Ⅲ. Learning strategies
1. 运用比较法来学习“so... that...”、“such...that...”引导的结果状语从句。
2. 大胆开口多操练，不怕出错，把教材所给例句作为模仿的依据。
Ⅳ. Teaching aids
多媒体课件/图片
V. Teaching procedures
Stage 1( 8 mins)：Revision
Step Teacher activity Student activity Designing purpose
(Class activity) Greet the Ss and ask them to revise the words and grammar they learned last period.. T: Good morning ,boys and girls ! Nice to see you again . T: Have you made your sentences with “so... that...” T: Fine . Xxx, please speak out one of your sentences .T: Good sentence ! More volunteers !T: ...T:I am very pleased with your sentences . Now ,let’s turn to words . Look, here are some pictures of clothes . Please speak out the names . (Shows pictures)T: Yes . This one T: This T: How about this T:It’s a windbreaker . It has two big pockets . T: Is it a cotton jacket T: Is it a silk one T: Mmm ... it is a leather jacket. What do you usually pay attention to when you buy clothes T: Right . What else T: You mean the size you want？ We say “what size ”,not “how big” . Revise the words and grammar . Ss: Good morning , Mr. ... Nice to see you ,too.Ss: Yes.S1: It is so hot that I have to wear my T-shirt.S2: The river is so deep that I can’t swim in it .S3: ...S4: ...Ss: Jeans Ss: BlouseSs: SweaterSs:...Ss: NO, it isn’tSs: No, it isn’tS1: Color , price , how much S2: How big 复习Section A的语法和词汇，引出Section B的新词汇。
Remark：首先通过检查学生造的句子，迅速复习so...that的用法。然后在复习前一课时的词汇引出本课的新词汇。
Stage 2（10mins)： Listening to 1a and finishing1b
Step Teacher activity Student activity Designing purpose
(Class activity) Let the Ss listen to 1a and finish 1b.T: From Section A, we know there will be a fashion show in Jane’s class. Now the kids are buying some clothes in a clothing store. You will listen to a long conversation and choose what they want to buy. But, first, you should write down the names of the clothes under the pictures in 1b. Do it quickly.T: Can we check the answers now T:Picture A, xxx.T:Xxx, Picture B.T:...T: Now, please listen to the conversation, and choose the correct pictures for the kids. T: Have you got the answers T: So what Kangkang would like to buy Xxx, can you try T: ... Listen to 1a and finish 1b.Ss: Yes.S1: HatS2: DressS3:...Ss: Yes . S7: D and E.S8: ... 培养学生听一听选一选的能力，完成1b 。
Remark：1a的对话比较长，老师要提醒学生对话中的人名，如有必要，可以听两遍。
Stage3（10 mins) Reading 1a
Step Teacher activity Student activity Designing purpose
1(Pair work) Let the Ss read 1a and find out the sentences about shopping and the adverbial clauses of result.T:Wonderful. You have listened to 1a and know what the kids want to buy. Now, read 1a and find out the sentences about shopping and the adverbial clauses of result.T: Hi, class! Have you finished reading T:First, who can tell me the sentences about shopping T： Perfect！ Then how about the adverbial clauses of result T: Great! You have got them. Can we use “such” in “so that” or “so” in “such ...that...” T: The answer is No . For “so...that...” We use “so +adj./ adv. + that+...”, but for “ such...that...”, we use “ such a/an +adj.+ noun+that+... ”. Look, here are some examples. Read 1a and find out the sentences about shopping and the adverbial clauses of result.Ss: Yes .S1: What would you like to buy S2: What do you think of them S3: They look very nice.S4: What size do you take S5: ...S8: I want to buy a windbreaker so that I will look great.S9:It’s such a cool windbreaker that you should buy it at once .Ss: Sorry. We don’t know. 让学生阅读1a，找出本课的功能句和语法项目。继续学习由so that和such...that...引导的结果状语从句。
Remark：1a的篇幅虽然较长，但并不难理解，只要让学生理解so that 和such...that引导的结果状语从句。学生在学习Section A时已经看过教材附录部分的相关语法知识，找出结果状语从句并不难。作为补充知识教师可以讲解衣服尺码的基本知识。如：XS,S ,M,L,XL ,XXL 等。
Stage 4（12 mins)：Finishing 2
Step Teacher activity Student activity Designing purpose
1 (Individual work) Let the Ss practice “such ...that...” and “so that”.T：You have learned “so that”and“such...that”. Now, please make your own sentences quickly .T: Time is up. Who would like us to share T: Well done, good sentences! Now, turn to page 84. Look at the handsome boy in Picture One, who is he T: Yes, you are right. He wants to buy the cool windbreaker so that he will look great. Who is the pretty girl in Picture Three T: Yes. It is such a nice dress that she wants to buy it at once. Everybody loves beauty. T: Next, you should make sentences with “such...that...” and “so that”.The examples and the words in 2 may help you . You have 2minutes . T: Can we check now T: Who is the first volunteer T： Have you found any mistakes in the sentences Practice “such ...that...” and “so that”.S1: I walk to school everyday so that I can keep healthy.S2: It’s such a small shirt that I can’t wear it at all.S3: The bike is too expensive so that I can’t afford it .S4: ...S7: He is Michael . Ss: She is Jane.Ss: Yes.S1: Maria wants to buy the cool jacket so that she will look bright. Maria is wearing such a cool jacket that she looks bright.S2: ...S3:......S5 Yes. Xxx made a mistake. He should use ... 操练“so that” 和“such...that...”的用法。完成2。
Remark：so that 既可以引导结果状语从句，也可以引导目的状语从句，这一点学生会在句子中体现出来，教师要加以引导。另外提醒学生注意pretty ,beautiful, handsome的用法。在学生读出自己的句子时，其他学生要注意聆听并记下错误之处。
Stage5（5mins)： Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Let the Ss summarize what they learned his period .T: Up to now , how many ways can you use to introduce the adverbial clause of result T: What are they T: Are there any differences between them T: Look, here are some sentences, each of them has one mistake, try to find it out. Let’s begin with No. 1. Sentences:It is so an interesting book that I want to buy it at once.I got up every early this morning such that I could catch the early bus .... Summarize what they learned this period.Ss: Three. Ss: so... that..., ...so that... , such ... That...Ss: ...S1: Change “so” into “such”.S2: ... 回顾、总结本课的相关知识有利于加深学生的记忆。通过纠错练习也可以让学生加强对新语法的理解和运用。
2 (Class activity) Assign the HMK.T: For today’s HMK, I’d like you to use both“so...that...”and “such...that...”to translate these sentences into English . Finish the HMK. 让学生进行so...that ... 和such...that...的转换练习，有利于更好的理解这两个结构。
Remark：本课的主要任务就是让学生运用so that , such...that ...。所以布置的作业也要与之相关联。
VI. Blackboard design
第二课时（Section B—1a,1b,2）Words and expressions Grammar windbreaker 结果状语从句：pocket so... that....leather ... So that...size such... that...What size 目的状语从句：handsome ... So that...pretty 购物用语： What do you think of them What size do you take ...Unit 8 Our Clothes
Topic1 We will have a class fashion show.
教学内容分析及课时分配建议：
本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。本话题建议用5个课时来完成：
第一课时：Section A—1a,1b,1c,2,3
第二课时：Section B—1a,1b ,2
第三课时：Section C—1a,1b,2
第四课时：Section B—3,4a,4b Section C—3,4
第五课时：Section D—Grammar and Functions,1a,1b,Project
第一课时（Section A—1a,1b,1c,2,3）
教学设计思路：
本课主要是学习有关服装的词汇和引入结果状语从句。首先通过图片学习2,3中的所有词汇及1a,1c的部分词汇。然后进行填空和边听边排序完成任务2. 接着让学生看图并通过Pair work 编对话操练本课的服装词汇完成3。随后让学生听1a的对话完成1b。听完1a后再让学生读1a，找出难点。教师在给学生释疑的过程中，提出本单元的新语法—结果状语从句。为了培养学生的自学能力，先让学生自读教材附录部分有关结果状语从句so...that的讲解。然后通过完成1c ，操练so... that 句型。最后回顾总结，完成本课时。
Ⅰ. Teaching aims
Knowledge aims：
学习并掌握新词汇
smooth,silk,handbag,afford,tie,sweater,scarf,blouse,sock,jeans,cotton,so...that...,fashion,
初步学习由“so... that...”引导的结果状语从句
2. Skill aims:
（1） 能够初步理解并运用“so... that...” 引导的结果状语从句。
(2） 能够说出/听懂常见的服饰及购物用语。
(3) 能够预约某人做某事。
3. Emotional aims:
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
（1）学习服饰名称。
（2）学习“so... that...”引导的结果状语从句。
2. Difficult points：
(1) 正确运用“so... that...”引导的结果状语从句。
(2) 理解“特殊疑问词+ to do sth.”。
(3) 服饰单复数的表达。
Ⅲ. Learning strategies
1. 利用课文插图、图片及同学们的着装来学习新词汇。
2. 运用新旧知识的整合来丰富词汇。如：七年级所学的服装词汇。
Ⅳ. Teaching aids
多媒体课件/图片
V. Teaching procedures
Stage 1(10mins)：Getting the students ready for learning
Step Teacher activity Student activity Designing purpose
1 (Class activity) Greet the Ss and let the Ss learn the new words by showing pictures. T: Good morning ,class!T: In Unit Seven, we have learned many kinds of foods. Today, we will start a new unit. It’s about clothes. Could you tell me some names of clothes T: Oh, you can name so many! (shows pictures) I have prepared more clothes. Can you call them in English T: It doesn’t matter. Let’s learn them one by one. This is a scarf. ...T:Xxx, can you wear this one T: Smart! Some clothes are for boys, some are for girls and some are for both. For example, dresses, blouses, skirts are for girls.T: (shows pictures) What’s this T: Yes, it’s cotton . And this T : Right. They are silk worms. They make silk for us. Silk is very soft and smooth. We use cotton and silk to make clothes. Learn the new words. Ss: Good morning, Mr. ...S1: Coat, dress ,skirt,...S2: Shirt, T-shirt, pants,...S3: ...Ss: Sorry .Ss: Scarf.Ss: ...S: No , it’s for girls .Ss: 棉花。Ss: 蚕。 利用图片学习新词汇：包括2、3中的所有新词汇及1a、1c的部分词汇。
Remark：让学生首先回顾已经学过的服装词汇，唤醒沉睡的词汇，然后利用图片教学新词汇。教师最好顺便提示服装的适用性别。教师还可以补充如何把量词与服装名词进行搭配适用。
Stage 2（5mins)： Finishing 2
Step Teacher activity Student activity Designing purpose
1(Class activity) Let the Ss fill in the boxes with the words given in 2.T: We have learned many words about clothes. Now turn to page 82 and fill in the boxes with the words given in 2. Do as quickly as you can. T: Can we check the answers now T: Let’s check from Picture A to F. Ready Go! T: Wonderful ! Now, let’s read together from Picture A to F. One, two, three, begin!T: Perfect! Next, you will listen to six sentences.While listening, you should number the pictures correctly. Are you read for listening T:What’s your order, xxx T:Do you agree Fill in the boxes with the words given in 2.Ss: Yes .Ss: Jacket, sweater, skirt,... sunglasses, dress.Ss: Scarf, jacket, sweater,... sunglasses, dress . Ss: Ready. S: D-C-B-A-E-FSs: Agree. 运用新词汇完成填空和听力任务，完成2.
Remark：这是个简单的任务，教师要确保学生会读、会认、会听图中的服装名词。
Stage3（5mins) Finishing 3
Step Teacher activity Student activity Designing purpose
1(Pair work) Let the Ss look at the pictures in 3 and make conversations .T: You did a good job in task 2. Keep trying in task 3. Look at the pictures in 3. It’s a clothing store. Suppose you are going to buy something in the store. Work with your partner to make conversations. You can follow the example. You have one minute to prepare. T: Which pair would like to present Look at the pictures in 3 and make conversations .Pair One : Let us try .S1: Excuse me , could you tell me where to buy jeans S2: Sure. ...S1: Thanks....S2: They are in ... 操练本课的服装名词。培养学生的口头表达能力。完成3。
Remark：这个环节主要是操练服装词汇和购物表达法。只要学生能表达正确即可。
Stage 4（5mins)：Listening to 1a an finishing 1b
Step Teacher activity Student activity Designing purpose
1 (Individual work) Let the Ss listen to 1a and finish 1b.T: You have made wonderful conversations in 3. Next, we will listen to a long conversation. Before listening, let’s look at the picture first. (shows a picture ) Look, here is a fashion show. What is the man wearing T: Clever. It’s Tang costume. It’s popular in Tang dynasty. But now many people still like wearing Tang costume. T: Now, read the sentences in 1b. you have to circle True or False after listening . T: Are you ready to listen T: Have you circled T: Sentence One is ... Listen to 1a and finish 1b.Ss: 唐装。Ss: Yes .Ss: Yes .S1: False .S2: ... 培养学生听并判断正误的能力。完成1b。
Remark：在进行听力任务前，教师最好先解决好词汇以降低难度。
Stage 5（10 mins)： Reading 1a and dealing with the key points.
Step Teacher activity Student activity Designing purpose
1(Class activity ) Let the Ss read 1a and find out difficult points and answer questions.T: Good performance. Next, please read 1a, find out difficult points and answer the questions.T: Can we begin the questions now T:What did Maria’s father buy for her T: That’s right. Why does Jane want to buy new coats T: Well done. What are they going to do tomorrow T: Yes. Then let’s solve your problems. Who has any questions T: It’s a linking verb like “sound, look,smell etc.”In Chinese we say “摸起来” . Any more questions T : Good question. It is the new grammar for us today .For more information , please turn to page 125. You can read No. 4 by yourself . Now, start reading . T:Have you finished reading T: Great. S5, now can you tell us the Chinese of this sentence T: Xxx,can you find more sentences like this and translate into Chinese T : Good job! Usually we put an adjective or an adverb after “so” and put a full sentence after “that”. Who can give us more examples Read 1a and find out difficult points and answer questions.Ss: Yes.S1: A Chinese Tang costume .S2:Because her old coats are short and she will have a class fashion show.S3: They will go shopping.S4:What does “feel” mean in “It feels quite soft and smooth.”S5: Can you tell me the Chinese of “I liked it so much that my father bought it for me” Ss: Yes.S5 : Let me try.“我是如此的喜欢它以至于我爸爸给我买下了。”S6: Yes. “ My old coats are ... buy ones” . “我的旧衣服是如此的短以至于我想买些新衣服。”S7: The bike is so nice that I want to buy it.S8: The bag is so heavy that I can’t move it.S9: ... 培养学生获取特定信息的能力和自学能力。完成1 a 。
Remark：在学生阅读1a之前，教师应该展示一些问题，让学生带着问题去阅读。在解决学生的困难时候，讲解本课的重点语法：结果状语从句。也可以让学生自己阅读教材的附录部分，教师稍加解释即可。
Stage 6（5mins)： Finishing 1c
Step Teacher activity Student activity Designing purpose
1(Individual work) Let the Ss look at the pictures in 1c and fill in the blanks with so... that .T: Just now, you learned something about “so... that”. Next, you should finish the task in 1c. If you can’t finish them alone, you can discuss with your group members. T: Shall we check now Any volunteers T:Picture 2 T : Oh, sorry. There is a new word “afford”. Can you guess what it means T: Yes. You can say “can/can’t afford sth.” or “can/can’t afford to do sth.” .T : ... Look at the pictures in 1c and fill in the blanks with so... that.S1: Maria’s coat is so nice that she likes it very much . S2: The hand bag is so expensive that the woman can’t ... it.S3: Buy . S4:The boy is ...S5: The box is ... 操练结果状语从句“so... that ”, 完成 1 c。
Remark：这个环节主要是操练so...that 的用法，教师一定要确保学生正确使用该句型并强调：so + 形容词/副词+ that + 从句。
Stage7（5mins)： Summarizing and assigning HMK
Step Teacher activity Student activity Designing purpose
1（Class activity) Let the Ss summarize what they learned in this period .T: Time flies so fast that we can’t waste any of it. It’s time to summarize now . What have you learned T: Yes, let’s go though the names. Speak out the name as soon as you see the picture. Ready Go!T: ...T: What about grammar Summarize what they learned in this period.S1: We have learned more names about clothes.Ss: Jeans.Ss:.Ss: So... that. 回顾、总结本课的相关知识有利于加深学生的记忆。
2 (Class activity) Assign HMK.T: For today’s HMK, I’d like you to make five sentences with “so ... that” on your exercise book. Finish the homework. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：。
VI. Blackboard design
第一课时（Section A—1a,1b,1c,2,3）Words and expressions Grammar scarf 结果状语从句：jeans so +形容词/副词+ that +从句blouse 约定：tie Do you have time tomorrow sweater Shall we meet at the school gate at 8:00 a.m. ...costumecottonsilk....
