7上 Unit 8 Comic Strip & Welcome to the unit
Teaching analysis
Analysis of teaching material
Fashionis familiar to the students?and they like to talk about this topic.The dialogue between Eddie and Hobo can arouse the students’ interest and inspire students to think about what we should wear on different occasions. The welcome part helps students get some basic knowledge about clothes and encourages students to talk about what they are going to wear for the fashion show.
Analysis of students
Most students are interested in this topic. They have already learnt some words and expressions about clothes in primary school, so it’s not difficult for them to talk about clothes. In this class, students are required to learn more about clothes for a fashion show.
Teaching objectives
At the end of the class, the students are expected to be able to
●use the names of six clothes and shoes correctly.
●talk about clothes with some basic expressions, and through it, know the main topic of this unit.
●know how to borrow things from others.
●get to know something about fashion so as to have a sense a fashion and beauty.
Important points
● The students can say the names of six clothes and shoes.
● The students can grasp the following sentence patterns: I’m thinking about what to wear./ I can spend ten more minutes in bed./ What size is …?/ Can you lend us …?
Difficult points
●To learn some basic expressions to talk about clothes.
Teaching methods
Task-based language teaching
Learning strategies
autonomic learning strategy, cooperative learning strategy
Teaching aids
multi-media
Teaching procedure
Steps
Teachers’ activities
Students’ activities
Purpose
1. Free talk &lead-in
Firstly, the teacher talks something about Christmas.
T: Good afternoon. What’s the date today?
T: So what’s the date tomorrow?
T: Is it a festival?
T: Oh, Christmas is a very important festival in western countries, right?
T: What are the presents?
T: Yes. So in many families, parents will buy some new clothes for their children.
Have a free talk with the teacher.
S: Today is December 24th.
S: It’s December 25th .
S: Yes. It is Christmas. S: Children are very happy because they can get many presents from their parents.
S: New clothes.
To lead in the new lesson.
2. Presentation
1. Let the students choose the clothes they like and talk with them.
T: Which one would you like?
S: I’d like this one.
T: It is called a blouse. It is a yellow blouse.
2. Help students revise the names of clothing and present the new words.
3. Ask students: “What are you wearing today?” Let the students answer and present Part A. Ask and answer with the students, like this:
T: What is the boy/girl wearing?
S: He/ She is wearing …
T: What colour is it/are they?
S：It is/They are pink.
4. Ask students to put the following words in the correct boxes and check it out together.
Learn the new words with the help of some pictures.
Ask and answer.
Work in pairs to exchange their ideas and make dialogues.
To set up a situation in a clothes shop, and lead in new words.
3. Practice
1. The teacher comes to a student and says: I think you look beautiful in this coat. What size is your coat?
I like your coat very much. But I’m afraid it is too small for me.
2. Explain the context and ask the question:
What size is Mum’s blouse?
3. Listen to the tape again and answer another question:
Who can wear this blouse, Mille or Sandy?
4. Listen and repeat, then ask the students to make up their own dialogues and act them out.
Learn how to borrow clothes and talk about the size of the clothes.
Listen and answer.
Practise listening and reading.
Act out their own dialogues.
To learn about the background of the dialogue.
To listen to get the main points.
To help students understand the difficult points in this dialogue.
To practice borrowing clothes in proper English.
4. Presentation
1.T: We have lots of clothes. Do you need to choose what to wear every morning? What about Eddie?
2. Listen to the tape and answer the questions:
Q1：What is Eddie doing?
Q2：What does Hobo think of Eddie?
3. Read it freely and loudly then act it out.
4. Explain some important language points.
① 10 more minutes =another 10 minutes
② what to wear
wh-words +to do
③spend … on
spend … (in) doing
5.Ask the students to complete a passage.
Eddie doesn’t know ____ ___ _____ today. So he asks Hobo for help. Hobo tells him that dogs ______ wear clothes. When Eddie hears what Hobo says, he is very ________ because he thinks he can spend____ ______ ________ in bed. What a ______ dog he is!
Discuss the teachers’ questions in groups.
Listen and answer.
Practise reading and act it out.
Find out anything they don’t understand.
Fill in the blanks according to the dialogue.
To lead in the dialogue between Hobo and Eddie.
To encourage the students to imagine what will happen next.
5. Discussion
Do we need to wear famous brandclothes all the time? Why?
Should we spend more moneyon clothes? Why or why not?
How can we wear clothes correctly?
Discuss in groups.
To inspire the students to form a good sense of money.
6. Homework
●《初中英语读本》七上Chapter 15导读+诵读Poor People’s Life
●Recite the dialogue in Comic strip and Part B.
● Finish the exercises in the Exercise Book.
● Preview the reading part of this unit.
Finish the exercises after class.
To help students know more about clothing.
To help them review what they have learnt in this lesson.
To get the students prepared for the reading part.
Teaching Reflection
7上 Unit 8Grammar
Teaching analysis
Analysis of teaching material
The grammar part in this unit mainly focuses on the present continuous tense. It’s not strange for the students for they have already learnt something about it in the first three periods. So the teacher can use these sentences as examples while teaching.
Analysis of students
The students can communicate with others in simple English. Theytake an active part in activities in class. However, it’s quite common for some of them to be careless while using “be doing” structure.
Teaching objectives
At the end of the class, the students are expected to be able to
● aware of the definition and the structure of present continuous tense.
● grasp the rules of forming present participle.
● talk about what people are doing now.
Important/Difficult points
●Students can use the present continuous tense correctly.
●Students can communicate with others by using present continuous tense.
Teaching methods24
Task-based language teaching, the deductive method3
Learning strategiesC
autonomic learning strategy, cooperative learning strategyY
Teaching aidsI
multi-media4
Teaching procedureC
Stepsf
Teachers’ activitiese
Students’ activitieso
PurposeV
Warming up and lead-inE
1.Have a free talk with the class.L
T: Boys and girls, what are you doing?k
S: We are having an English lesson.g
Show some pictures and ask:B
What’s Eddie doing?/
What are the students doing?/
What is Simon doing?V
2.Write the sentences on the blackboard.P
Talk with the teacher in English.x
Look and find out the same tense.c
To use what they have learnt before to make the students get familiar with what they are going to learn today.Q
2. 4587478
Presentation=
1.T: If you want to express what is happening, we can use a new tense,it’s called the present continuous tense.=
Get the students to find out the structure: be+doing.
T: We callthe form of “doing”“present participle”.
2.T: There are some examples on the screen. Can you find out the rules of changing present participles?
present participles
go—going
ask—asking
make—making
take—taking
sit—sitting
begin—beginning
3. Practice
listen______?????walk______???go_______show _______
shop_______??????play ______??
run_______?????????swim____????write_______?????put________?look_______?????study_______?wake______????come______????
get?______?eat_______??????
Read and find out the structure “be doing”.
Work in groups and summarize the formation of present participles.
Add –ing to these verbs.
To make students have a better understand of the formation of the present continuous tense.
4587478
To check if the students have mastered the rules of forming a present participle.
3. Explanation
1.Ask students questions like this:
What are you doing, …?
Are you writing a letter to me?
Are you singing?
Are you swimming now?
Are you playing the piano right now?
Then students ask and answer in pairs.
2.Tell students that when we ask questions about what people are doing, we use the present continuous tense.
Point out that we can make negative sentences by adding ‘not’ after the verb ‘to be’.
3. Work out the rule on Page 98.
Ask and answer with the present continuous tense in pairs.
Sum up the rule of “be doing”.
To arouse students’ interest with real examples.
4. Practice
1. Ask students to finish the exercises on Page 97 and Page 98.
2.Do more exercises in class.
1). Look!? The boys ___________(play) basketball in the playground.
2). ____ Millie _____ (read) English? No, she _____. She _______ (do) her homework.
3). Sandy _______ (not listen) to music now . She _______ (watch) TV .
4). I ________ (look) for my English book. Where is it?
Write down the answers.
Then check in groups.
Read and act out the dialogue in Part B.
Complete the sentences with suitable form of the given word.
To check how much the students know about the present continuoustense and encourage the students to use it more after class.4587478
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5. Homework
●《初中英语读本》七上Chapter 16导读+诵读Life
●Recite the grammar points and new words andexpressions.
● Finish the exercises in the Exercise Book.
Finish the exercises after class.
To help students review the present perfect tense.
Teaching Reflection
7上 Unit 8 Integrated skills
Teaching analysis
Analysis of teaching material
Students are expected to get some information from the listening context. The topic can easily attract the students’ attention since it is related to their daily life. They can learn what to wear and what colour to wear on different occasions. In Speak up, Kitty and Amy talk about different materials of their clothes. The students can also talk about their own clothes in this way.
Analysis of students
The students in Grade 7 have some difficulty listening for details of the listening material, and they may not be able to use the singular and plural forms correctly. They don’t know enough adjectives to describe their feelings. Also, some skills should be taught to help students do better in listening part.
Teaching objectives
At the end of the class, the students are expected to be able to
●talk about different materials for making clothes.
●know some useful expressions about clothes in different situations: go for a dinner, look great in, be fit for, feel smooth, be made of, What do you think of …?
●use the predicting skill to collect information in the listening part.
Important points
● Students can master the following words and expressions: go for a dinner, look great in, be fit for, feel smooth, be made of, What do you think of …?
Difficult points
●Students can talk about different materials of things they wear in English.
Teaching methods
Task-based language teaching, audio-lingual approach
Learning strategies
autonomic learning strategy, cooperative learning strategy
Teaching aids
multi-media
Teaching procedure
Steps
Teachers’ activities
Students’ activities
Purpose
1. Lead-in
1. Brainstorm: Let students say the names of clothes they know.
2. Free talk:
Can I wear a skirt for PE lessons?
If I am going for a dinner party, what can I wear?
If you are going on a trip, what will you wear?
Say the names of the clothes they know.
Talk about clothes, colors and materials in the pictures in Part A1.
Lead in the topic and get the students familiar with the background information of the listening material.
2. Listening
General listening:
1. Predict: Before listening, get familiar with the clothes. Ask students to predicate what Sandy and her mum are going to wear.
2. Listen to the conversation for the first time and do Part A1.
3. Check the answers in groups.
Further listening:
1. Ask students to listen to the first part of the tape carefully, and pay attention to the question: What is Sandy going to wear? Are these clothes suitable for the trip?
2. Listen to the second part of the tape carefully, and pay attention to the question: What is Sandy’s mum going to wear? Are they suitable for the dinner party?
3. Have the students listen to the conversation and write down the suitable clothes in the table in Part A2.
4. Show the students the conversation and ask them to read it after the recording.
5. Pair work:
Choose A or B and make a dialogue.
A: Suppose you are Sandy. You get a phone call from your friend. On the phone, you tell her what you will wear on the trip.
B: Suppose you are Mum. After Dad comes back from work, you have a talk with him about the party and the clothes you will wear.
Predict what Sandy and her mum aregoing the wear.
Listen and do Part A1.
Listen to the conversation and answer the questions.
Listen again and complete the table in PartA2.
Make up dialogues using the hints in pairs,then act them out.
Before listening, to help the students predict what they are going to listen.
To develop students’ good listening habit
To practice students’ further listening.
3. Practice
1. Ask the students to do Part A3. Have them complete Sandy’s diary using the information in PartA2.
2. Read the diary by themselves and answer the following questions:
①What’s Sandy’s mum’s blouse made of?
②What are her shoes made of?
Do PartA3.
Read the diary and answer the questions.
To practisesudents’ speakingand check how much they know from the listening materials.
4. Speak up
1.Ask the students to listen to the conversation and match the clothes with their materials.
This bag silk
This scarf wool
This shirt cotton
Thisjumper leather
2.Have the students practice reading the dialogue in groups.
3.Ask the students to talk about their own clothes by using the sentences: “What is/are … made of?” and “It’s/They’re made of….”
Listen and match.
Practice reading the dialogue in groups.
Make up dialogues in pairs.
To improve the students’knowledge on clothes bylistening and speaking more.
5. Extension
Be a good designer. Please design the clothes for them.
Task 1: Jack is only ten years old. He will go on a school trip to Dafeng Nature Reserve. Can you give him some advice on what to wear?
Task 2: Amy, Jack’s mother, is going to a Christmas party. Please design the clothes for her.
Task 3: Mr. Black, Jack’s father, will go to Hawaii next month. What can he wear?
Talk about the topics in groups to finish the tasks.
To encourage the students to use what they have learnt today to give advice on what to wear on different occasions.
6. Homework
●初中英语读本》七上Chapter15阅读3.
●Recite the words and expressions in this period.
Finish the exercises after class.
To help students learn more about clothes and get ready for writing in Task.
Teaching Reflection
7上 Unit 8Reading II
Teaching analysis
Analysis of teaching material
This reading material can be a good writing example, so the teacher can encourage the students to imitate the structure or use some phrases or sentences in their writing. Some sentences in the reading material are difficult to understand, so the teacher should help students to paraphrase the long sentences. Besides, this article is written to help students to learn about how to describe the fashionable clothes, so it’s necessary to help the students to form the right sense of fashionand money.
Analysis of students
Students have got the main idea and some detailed information about this article, but they may find it difficult to understand some long sentences and language points. Besides, students may have difficulty in using what they have learnt correctly. It is necessary for the teacher to create some situations and encourage students to use them in their writing.
Teaching objectives
At the end of the class, the students are expected to be able to
●retell The fashion Show with thehelp of a mind map;
●understand the uses of new words and expressions in this article;
●write about how to hold a green fashion show by making use of waste;
●feel the beauty of fashion.
Important/Difficult points
●Students can use the following expressions correctly: different styles of, among, look smart, both of them, Here comes …, That’s all for …, etc.
● Describe a fashion show.
Teaching methods
Task-based language teaching
Learning strategies
autonomic learning strategy, cooperative learning strategy
Teaching aids
multi-media
Teaching procedure
Steps
Teachers’ activities
Students’ activities
Purpose
1. Revision
T: The students are giving a fashion show. What are they wearing at the show? Now let’s look at the pictures and try to say something about the fashion show.
1. Who is the host of the fashion show?
2. What is she wearing?
3. Who are the models of the fashion show?
4. What are they wearing?
Answer the questions.
Retell the whole article.
To help students retell the article with the help of a mind map.
2.
Language focus
1. Get the whole class to work together to find out any language point or sentence structure that they don’t understand.
2. The teacher explains some key points to the class with suitable situations.
show sb. sth. /show sth. to sb.
(1) Show students pictures and guess.
T: Millie is the host of the fashion show. What are the students going to show today?
They are going to _______.
They are going to _______.
(2) Conclusion.
T: From these two sentences, we know “show sb. sth.” or “show sth. to sb.”
(3) Practice.
T: After learning the expressions, let’s try to put these words in the correct order.
hamburgers/Mary/her cousin/shows
a CD/me/Mary/shows
both of/both/both … and ...
(1) T: Let’s look at Amy. She is wearing blue jeans. What about Daniel? He is wearing blue jeans, too.
Both of them wear blue jeans.
They both wear blue jeans.
Both Amy and Daniel wear blue jeans.
(2) Conclusion.
When we talk about two people who have something in common, we may use both.
(3) Practice.
T: Amy is wearing a yellow cotton blouse. Sandy is wearing a red silk blouse.
_______ wear a blouse.
_______ wear a blouse.
______ Amy ______ Sandy wear a blouse.
among & between
(1) T: What shoes are these students wearing? They are wearing trainers. Do you know why young people like to wear trainers? Because trainers are light and comfortable.
Trainers are popular _______ (among/between) young people.
T: There are three models on the stage. Who stands in the middle?
Simon stands _______ (among/between) Millie and Daniel.
(2) Conclusion.
When there are three or more things, we often use “among”; when there are two things, we use “between” instead.
(3) Practice.
The teacher is sitting _________ the students, telling them a story.
The little boy walks ________ his parents.
look + adj.
(1) T: Now it’s the end of the fashion show. The models are all on the stage. How do they look?
Simon looks ______.
Amy and Daniel look ____.
Sandy looks _________.
(2) Conclusion.
Here look is a linking verb. We usually add an adjective after it.
(3) Practice.
T: Look! The babies are not happy. How do they look?
The boy baby ________.
The girl baby ________.
Work in groups to find out the difficult and important language points.
Practise the use of the difficult language points with the teacher.
To encourage the students to find out the key points by themselves and share their ideas with each other.
To learn the use of key words or phrases in a concrete context or situation.
3. Practice
T: Jack goes to watch a fashion show. He is writing a report about the fashion show. Let’s help him finish the reportwith the keywords and expressions we have learnt.
Today I go to a fashion show. Millie is _______ a host _______ a model. She wears sports clothes and trainers. Trainers are _________youngpeople. Simon wears a purple shirt and grey trousers. He _______ _______. Amy and Daniel wear jeans. ______ ______ ______ look cool. Sandy wears a red blouse. It _______ _______ _______ silk. She looks modern and beautiful. We thank them for_____us _____ ______ ______ clothes.
Learn to use the keywordsand expressions to finish a report by Jack.
To check if the students have understood all the key pointsin this article and and encourage them to link what they have learnt in this article with their daily life.
4. Discussion
T: Some students want to hold a green fashion show. Do you have any good ideas on how to make use of waste? I have some ideas. For example, we can make old jeans into shorts; we can also make an old skirt into a handbag. Moreover, we can use old CDs to make a skirt. Do you think it is a crazy idea? Do you have any other ideas?
(1) What is waste?
(2) How can you make good use of old clothes?
(3) What is good about the things made of waste?
(4) Will you buy the clothes made of waste?
(5) What will you use to make clothes for the green fashion show?
Students work in groups and share their ideas with each other.
To encourage the students to think of different ways about environment friendly fashion.
5. Homework
●Write an article about a green fashion show according to what they discuss in class.
●Recite the useful expressions.
●《初中英语读本》七上Chapter15阅读2.
Finish their homework after class.
To help students revise what they have learnt
To get more knowledge about the latest fashion.
Teaching Reflection
7上 Unit 8Reading I
Teaching analysis
Analysis of teaching material
The reading material is about what different students are wearing for the school fashion show. From it, the students can learn about different styles of clothes. This article also has a clear structure. While teaching, the teacher can focus on the structure and cultivate the students’ structure consciousness. Besides, the reading part lays a foundation for the output in Task.
Analysis of students
The students are interested in fashionable clothes. They have learnt some words about clothes in the previous period. So the students have got some background knowledge. After reading this part, they will have different ideas about fashion.
Teaching objectives
At the end of the class, the students are expected to be able to
●get some information from the passage “The Fashion Show” in different reading strategies.
●learn the following words and expressions: trainers, comfortable, scarf, cotton, wool, silk, look modern, look smart, be popular among young people and so on.
●be able to say something about the clothes of students in their own words.
●know the importance of wearing different clothes on different occasions.
Important points
●To?recognize?adjectives?that?describe?clothing.
●To?use?adjectives?to?express?opinions?about?how?things?look.
Difficult points
●To?introduce?the?school fashion show to others.
Teaching methods
Task-based language teaching
Learning strategies
autonomic learning strategy, cooperative learning strategy
Teaching aids
multi-media
Teaching procedure
Steps
Teachers’ activities
Students’ activities
Purpose
1.Lead-in
1. Select some students and say something about their clothes. Pay attention to size and colour,also use some suitable adjective words. Such as: smart, modern, cool, …
e.g. What colour is his coat?
What size is it ?
Does he look cool?
2. Play the video for the students to watch and answer the questions:
What are they doing?
What can you see in it?etc.
Talk about their classmates’ clothes in English.
Watch and answer the teacher’s questions.
To lead in the topic “Fashion Show”and present some new words,such as popular, smart, cool, style, etc.
2. Pre-reading
1. Show the students some concrete things to present the following new words by asking and answering the questions:
What is this?It is a blouse/skirt/tie/scarf.What is it made of?It is made of cotton/silk/wool.
What are these?They are jeans/boots.They are made of cotton/wool.They are comfortable etc.
2.Ask the students to read the words after the teacher and remember as many as possible.
Answer the teacher’s questions and talk about the clothes they see.
Watch and touch the clothes to understand the meaningsof some new words.
To clear the barrier of vocabulary for the students before reading.
3. While-reading
1. Skimming
Let the students skim the article and answer the following two questions:
How many paragraphsare there in the text?
How many students are mentionedin the text?
Who are they?
2. Scanning
Ask the students to read and finish Part B1 on Page 95.
3. Detailed-reading
1)Let students read Paragraph 1-2,and answer the following questions:
(1) What are the students going to show?
(2)Is Millie from Class 2,Grade 7?
(3)What is Millie wearing?
(4)Are trainers comfortable and popular among young people?
2)Enable the students to read Paragraph 3-5and finish Part B2 on Page 95.
3)Show the students pictures of the fashion show on the screen and encourage the students to match them as quickly as they can,getting ready for retelling.
Read the article and find out the structure of the article.
Scan the text and finish Part B1.
Complete different tasks to have a deeper understanding of the text.
To teach the students to use the skimming skill to get the main idea of the article.
To teach the students to use the scanning skill to get some specific information
To help students get moredetailed information about the fashion show.
To help the students understand this article as a whole and prepare for the retelling step.
4. Post-reading
1. Show the class a picture of Sandy on the screen and help them say something about her.
Here comes Sandy . She is wearing …. Her…matches … well. She looks …!
Then show the class pictures of Sandy,Amy,Simon and Daniel on the screen and get them to say something about them in groups of four.
2. Encourage some individuals to say something about the fashion show in front of the class.
Retell the article with the help of some pictures.
To practise the students’oral English and help them consolidate what they have learnt in this lesson.
5. Extension
1. Christmas is coming. Ask the students to design clothes for a Christmas fashion show.
2. Encourage several groups to have a fashion show in front of the class.
Work in groups and introduce their fashion show to the whole class.
To encourage the students to describe their own fashion show with what they have learnt in this period.
6. Homework
● Read the article aloud after class and recite the new words.
●Finish exercise on P96 (use scanning skill while reading the article.)
●《初中英语读本》七上Chapter15阅读1.
Finish their homework after class.
To help students revise what they have learnt today.
To get more knowledge about the school uniforms.
Teaching Reflection
7上 Unit 8Study skills
Teaching analysis
Analysis of teaching material
All words have at least one syllable. A syllable is a unit of speech. For example, the word “banana” is broken up into three parts, or syllables. Knowing how to divide words into syllables can greatly help with students’spelling and reading skills as well as their ability to pronounce words correctly.
Analysis of students
Most students don’t pay enough attention to this part in a unit. They think it is unnecessary to learn it with heart and soul as syllables won’t appear in an exam. What’s more, the students feel bored with learning syllables.
Teaching objectives
At the end of the class, the students are expected to be able to
●know the number of syllables in words.
●divide the words according to the different syllable situations.
Important/Difficult points
● Students can divide the words according to the different syllable situations.
Teaching methods
Task-based language teaching
Learning strategies
autonomic learning strategy, cooperative learning strategy
Teaching aids
multi-media
Teaching procedure
Steps
Teachers’ activities
Students’ activities
Purpose
1.Lead-in
Ask students to talk about different materials of things they wear.
Practise talking about what they wear in pairs.
●To help students review what they learnt and lead them to the topic today.
2. Presentation
1.T: There is a card. Look at the card. Read this word, please.
Ask the students to pay attention to the vowel /e/.
Thenread these words: go, bed, bad, name, food, desk, meat.
2.T: Now look at the two cards: num / ber. Who can tell me how many syllables are there in it?
Let’s look at some other cards: packet, lemon, carrot, picnic, Monday, enjoy, clever.
3.Look at the cards: sep/tem/ber, read it out loudly, please.
Who can tell me, how many syllables are there in it?
Some other cards: hamburger, volleyball,basketball,
November, December.
Now let’s think it about, how to divide the syllables in the words?
4. T: Let’s look at this word, watches. Can you tell me how many syllables there are in it? How about sizes, shirts, ladies?
Ask students to read these words again and find out the differences between them.
Tell students sometimes when we add –(e)s to a word, the word will have an extra syllable.
Look and read.
Read and judge.
Work in pairs and tell how many syllable there are in these words.
Read and find out the changes of syllables in the singular and plural forms of words.
To help students learn about the rules of forming syllables step by step.
3. Practice
1. Ask students to listen to the words in Part A, then read them loudly.
T: Can you say out the syllables of them?
2.Get students to listen and decide how many syllables each of the word has.
Now please listen to the tape and write out the numbers of the syllables.
3.Look at the words in Part C. Match the syllables to make six two-syllable words. Then read them out.
4. Ask students to listen to the tape and look at the singular and plural forms of the words in Part D. Try to find which has an extra syllable in the plural form. Tick in the box.
Listen an pay attention to the number of syllables in each word.
Listen and write.
Match and read.
Listen and tick.
To learn the number of syllables better through practice.
4. Extension
1. Play a guess: Test your classmates
Step 1 Student A: Give a word.
Step 2 Other students: Tell the syllables.
Step 3 Student A judge T or F.
Then see who’s the quickest.
2. Read and learn proverbs.
(1) Better late than never.
(2) Measure is treasure.
(3) Eat an apple going to bed, make the doctor beg his bread.
(4) Birds of feather flock together.
(5) Always in a hurry, always behind.
To inspire more students to take an active part in the class activities.
Toread and remember the proverbs.
5. Homework
●Practise listening to the tape.
●《初中英语读本》七上Chapter 16阅读1和2
●Preview Task of Unit 8.
Finish the exercises after class.
To review what they’velearnt in this period and use syllables to remember new words in the reading comprehension.
Teaching Reflection
7上 Unit 8Task & Self-assessment
Teaching analysis
Analysis of teaching material
After a whole unit’s learning, students are required to design their own clothes and write about their fashion designs. Students are expected to write their articles from the aspects of features, colours and materials. Though an example has been given in Part B, it doesn’t mean students can write an article with a clear structure and fine language. So the teacher should encourage the students to help each other, get some ideas for their writing and improve their writing.
Analysis of students
Students have learnt a lot about fashion from the previous parts of this unit. They can use what they learnt to talk about what they wear. But students still have difficulty in writing about their fashion design. So the teacher should give some hints on the structure of their writing.
Teaching objectives
By the end of the lesson, students should be able to:
● know the new words and expressions: model,dark,include,design, match any other colour,not too long or too short, My design includes ...
● describe features, colours and materials of clothing items.
● make a plan and some sketches before writing an article.
●develop a?correct?aesthetic?sense.
Important/Difficult points
●design some clothes and describe them to the class.
Teaching methods
Task-based language teaching
Learning strategies
autonomic learning strategy, cooperative learning strategy
Teaching aids
multi-media
Teaching procedure
Steps
Teachers’ activities
Students’ activities
Purpose
1.Lead-in
Show the students two pictures of a fashion show.
Ask students to talk about what the models wear at the show. Teach the new words “model, dark and design” at the same time.
Look and talk what the models wear.
To lead in the topic today and teach the new words.
2. Presentation
1. Brainstorming:
T: How do we finish a fashion design?
Ss: We should choose what clothes to design. Then we should talk about their features, materials and colours.
2.Get students to look at Sandy’s plan in Part A and describe them in English like this.
I want to design a ____, _____, _____ and _____. I’m sure they will look ____ on anyone. The shirt, the jacket and the pair of jeans are made of_____. I think it is very comfortable to wear cotton clothes. The trainers are made of _____.
First, the colour of the shirt is _____because I think this colour makes the shirt look _____and it will match well with any other colour.
Next, I am going to design a ___ jacket. The jacket is not too long or too big and it looks______.Then, I don’t want my jeans to be too______. I want them to be_______ to wear. My jeans ar_______.
Finally, I am going to design a pair of trainers. They must be_____ and comfortable. These are favourite shoes for young people. They will be white and_____.
3. Let them read Sandy’s article about her fashion design and then find out the structure.
Para 1 general introduction
Para 2 about the shirt
Para3 about the jacket
Para 4 about the jeans
Para 5 about the material
Para 6 about the trainers
4. T: How can we describe our fashion designs?
Ask students to find some useful expressions in the article. Discuss in groups of four.
Find out the three aspects of designing a fashion show.
Describe Sandy’s plan with the help of some words.
Work in groups and tell the main idea of each paragraph.
Read and underline useful expressions.
To help students learn about the content and the structure of Sandy’s article. Get ready to write about their own fashion design.
3. Writing
1. Ask students to make a plan and some sketches like Part A and make some notes.
2. Ask students to write an article about their fashion design.
Make a plan and some sketches.
Write an article.
To practise students’ writing skills.
4. Evaluation
1. Ask students to share their writing with their classmates and try to make some improvements.
2. Present some students’works.
3. Give some advice on their writing from the aspects of content, language and structure.
Share their article with partners and get some advice from others.
Read their article to others.
Make improvements.
To encourage the students to get advice from others and make their writing better.
5. Consolidation
假如你是Millie，下周你们要举行时装表演，请根据下面的表格提示，为John设计一套参加服装表演的时装（开头已给出）。词数：不少于60词。
John
clothes
T-shirt
jeans
trainers
colour
blue and yellow
blue
blue
material
silk
cotton
leather
feature
modern
comfortable
comfortable
Hello, I’m Millie. Next week, we are going to have a fashion show. I am designing the clothes for John.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
To provide students more chances to practise writing.
6. Homework
●Improve your writing.
● Finish Test for Unit 8 in Exercise Book.
●《初中英语读本》七上Chapter 16阅读3
Finish the exercise safter class.
To help students review the knowledge in this unit and make their writing better.
Teaching Reflection
