八年级英语下册Unit 8 Topic 1教学案例2

　　 Section B needs 1 period. Section B需用1课时。

　　 The main activity is 1a. 本课重点活动是1a。

　　 Ⅰ. Aims and demands目标要求

　　 1. Learn some new words and phrase:

　　 size, be made of, natural

　　 2. Learn useful expressions about choosing clothes.

　　 -What would you like to buy?

　　 -I'd like these cotton pants and this T-shirt.

　　 -What size do you wear?

　　 -Size M.

　　 It's made of natural materials.

　　 -What do you want to buy?

　　 -I'd like to buy a silk hat and a woolen dress.

　　 3. Master the usage of adverbial clauses of result.

　　 4. Size

　　 -What size do you wear?

　　 -Size M.

　　 5. Shopping

　　 Ⅱ. Teaching aids 教具

　　 实物/学生从家里带来的照片/图片/多媒体课件/录音机

　　 Ⅲ. Five-finger Teaching Plan 五指教学方案

　　 Step 1 Review 第一步 复习(时间: 10分钟)

　　 复习服装词汇,呈现生词。

　　 1. (复习上节课内容,叫学生描述所带家庭相片中家人所穿的服饰以及服饰的质地。)

　　 T: Now. It's time to check your homework. Have you brought your family photos?

　　 Ss: Yes.

　　 T: Can you introduce your family to our classmates?

　　 Ss: Yes.

　　 T: Who will be the volunteer? OK, please come to the front, and introduce your family to us.

　　 (示意学生举手。)

　　 (该学生手拿相片,面对全班学生。)

　　 S1: This is my father. He's wearing a gray sweater and the sweater is made of wool. His shoes are made of leather. This is my mother. She is wearing a beautiful pink dress and the dress is made of cotton. Her scarf is made of silk ...

　　 ...

　　 (再叫几名学生做相似的介绍。)

　　 2. (从介绍家人服装的学生手中留下几张适合本课教学的相片,抽出一张进行介绍。)

　　 T: Boys and girls, please look at the photo. Can you remember whose mother she is?

　　 Ss: Yes. She is ××'s mother.

　　 T: What is she wearing?

　　 Ss: She is wearing a sweater.

　　 (教师手指着毛衣,示意学生用英语齐声说出。)

　　 T: What's it made of?

　　 Ss: It's made of wool.

　　 T: Yes, it's made of wool. You can also say it's a woolensweater.

　　 (板书画线部分。并在woolen下用彩笔画线,并标出音标、注释,让学生跟读。)

　　 T: Please look at the blackboard and read after me.

　　 (学完woolen之后,教师手拿一个皮制手提包。)

　　 T: What's it?

　　 Ss: It's a handbag.

　　 T: Yes, it's a handbag. What's it made of ?

　　 (帮助学生回答。)

　　 T: It's made of leather. It's a leather handbag.

　　 (板书画线部分并标出音标、注释,让学生跟读。)

　　 (以此类推,呈现size, silk, windbreaker和natural materials。)

　　 (板书)

　　 It's a woolensweater. /′wJl[n/羊毛制的

　　 in a clothing shop

　　 It's a leather handbag. /′le T[/皮制的

　　 What size do you wear? /saIz/

　　 It's a silk windbreaker. /′wIndbreIk[/

　　 It's made of natural materials.

　　 (教师在板书时,可悄悄地加上一句未操练的句子,并且句子里含有生词,这样不仅可以灵活地引入新词,还可以培养学生的观察力,活跃课堂气氛。)

　　 T: Well done! Now we have learnt so many new words on the blackboard. Please look at the blackboard carefully. Can you still find any other words you don't know?

　　 Ss: Yes, there is a new word in these key words.

　　 T: Yes, follow me,"clothing".

　　 (学生跟读几遍,掌握它的拼写。)

　　 (教师把clothing, clothes, cloth写在黑板上,让学生说出它们之间的区别,然后教师归纳总结。)

　　 T: Who can tell me the differences among clothing, clothes and cloth?

　　 Ss: ...

　　 Step 2 Presentation 第二步 呈现(时间: 10分钟)

　　 呈现1a,完成1b,简要介绍结果状语从句。

　　 1. (引入1a。)

　　 T: Great! We know that the clothes are made of different natural materials.

　　 T: Read after me, please,"natural materials".

　　 (让学生多读几遍,熟练掌握这个词组。)

　　 T: You know so many natural materials, but can you tell me what size do you wear? First, let me tell you the size of my coat. I wear size S/M/L.

　　 (板书画线部分并解释。)

　　 What size do you wear? 你穿多大号的?

　　 size S/M/L? (小号/中号/大号?)

　　 S1: I wear size S.

　　 S2: I wear size M.

　　 S3: I wear size L.

　　 ...

　　 (让学生自由说英语,培养说英语能力。过渡到下一步。)

　　 T: That's fine. You know about your clothes well. But what about your friends Michael,

　　 Kangkang, Jane and Maria? Please listen to 1a and answer the following questions.

　　 What would Kangkang like to buy?

　　 What about Michael?

　　 What size does Michael wear?

　　 What does Jane want to buy?

　　 How about Maria?

　　 (上述问题可在课前准备好,板书在小黑板上或用幻灯片显示,以节省课堂时间。)

　　 (学生听完之后,如果回答有困难,可再播放一遍。)

　　 2. (让学生再听1a录音,看图片,独立完成1b。)

　　 T: Well, let's check the answers.

　　 SS: ...

　　 T: Very good. How clever you are!

　　 T: Now, open your books on page 79. Read the dialog in 1a aloud together.

　　 Ss: ...

　　 (让学生大声读两遍之后,提问几名学生,检查读音情况,予以及时纠正。)

　　 T: Please read the dialog again, and then find out the key words.

　　 Ss: OK.

　　 T: Let's begin.

　　 (学生开始查找,大约两分钟后。)

　　 T: Are you ready?

　　 Ss: Yes.

　　 T: Let's go through the dialog and find out the key words together.

　　 (师生共同合作,写出关键词。)

　　 fashion show

　　 Kangkang - cotton pants and T-shirt

　　 Michael - windbreaker - Size M - natural materials

　　 Jane - silk hat and a woolen dress

　　 Maria - a leather jacket

　　 Step 3 Consolidation 第三步 巩固(时间: 8分钟)

　　 进一步巩固1a。

　　 (读对话,然后放录音,逐句核对语音语调。)

　　 T: How great! Let's go further in understanding the dialog. Please read the dialog together. After you read one sentence, I'll play the same sentence again on the tape. You can check your pronunciation and intonation.

　　 (学生读完之后。)

　　 T: You have a better understanding of the dialog now. And make similar dialogs by using the key words. Later, I will let you act out your dialogs.

　　 (因为对话较长,在学生编对话过程中允许看一下书,只要他们能用上关键词并且语言流利即可。)

　　 T: Most of you can use the key words correctly. That's good enough. You can go further.

　　 Step 4 Practice 第四步 练习(时间: 12分钟)

　　 练习1c和2,介绍结果状语从句。

　　 1. (让学生根据图片和提示语填空,完成1c,进一步巩固so ..., so ... that ... 和 ... so that ...的用法。)

　　 T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you know how they feel? Look at the four pictures in 1c, and fill in the blanks according to the pictures.

　　 (教师可补充适当练习,让学生更好地掌握结果状语从句的用法。)

　　 (1) We study English hard, our English teacher is very happy.

　　 (2) The price of the leather jacket is expensive I can't afford it.

　　 (3) Miss Wang planned very well her students enjoyed a good trip.

　　 2. (教师可把学生分成三组,做一个小游戏,寓教于乐,更好地理解结果状语从句的用法。 在左边列出Group 1造的任意的短句,在右边列出Group 2造的任意的短句。让学生用这三个结构把左边和右边连成一个句子,当然不是所有的句子都可以连接的,这样连接出来的句子有的就很搞笑,让学生在笑声中学会这三个结构的用法。)

　　 T: Now Group 1 and Group 2 make some sentences like these:

　　 (板书)

　　 I'm a student. He can reach the apple on the tree.

　　 He is tall. I must learn English well.

　　 ... ...

　　 T: Group 3 use"so...","so...that...", or"... so that..."to match the sentences on the left with those on the right.

　　 Example:

　　 I'm a student so he can reach the apple on the tree.

　　 ...

　　 3. (完成2。教师先让学生把需要判断的句子读一遍,以便听2录音时有针对性,有利于培养学生捕捉细节的能力,促进听力水平的提高。)

　　 T: OK, let's come to 2. First, go through the sentences in 2. Then listen to the tape and mark True (T) or False (F).

　　 (听完2录音后。)

　　 T: Now, tell me your answers.

　　 Ss: ...

　　 (如果部分学生没听懂,教师应把听力原文用幻灯片显示出来,让学生朗读、熟读,培养语感。)

　　 Step 5 Project 第五步 综合探究活动(时间: 5分钟)

　　 进一步掌握有关服饰及质地的词。巩固结果状语从句。

　　 1. (让学生调查班内五名学生最喜欢的服饰和服装的质地,填入下列表格中。)

　　 T: Make a survey about five of your classmates' favorite clothes and the materials of their clothes. Then fill out the form.

　　 Name Clothes Materials

　　 2. Homework:

　　 (用so ..., so ... that ... 和 ... so that ... 造句。至少5个。)

　　 Use"so ...","so ... that ..."and "... so that ..."to make sentences. At least five sentences.

　　 Ⅳ. 疑点探究

　　 afford v. "买得起,(有时间)做,能做"。通常与can, could或be able to 连用,尤用于

　　 否定句和疑问句。如:Can we afford a new car?

　　 affordable adj. 如:affordable prices/housing付得起的价格,买得起的住宅