仁爱英语八年级下U8T1教案period2.docx

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仁爱英语八年级下U8T1教案period2

Unit8OurClothes

Topic1Wewillhaveaclassfashionshow.

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“FashionShow”的话题和由“so...that...,...sothat...,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:

SectionA—1a,1b,1c,2,3

第二课时:

SectionB—1a,1b,2

第三课时:

SectionC—1a,1b,2

第四课时:

SectionB—3,4a,4bSectionC—3,4

第五课时:

SectionD—GrammarandFunctions,1a,1b,Project

第二课时(SectionB—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sothat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.Teachingaims

1.Knowledgeaims:

(1)学习并掌握新词汇

pocket,windbreaker,size,pretty,handsome

(2)继续学习由“sothat”和“such...that...”引导的结果状语从句

2.Skillaims:

(1)能够运用“sothat”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.Emotionalaims:

4.Cultureawareness:

Ⅱ.Thekeypointsanddifficultpoints

1.Keypoints:

(1)学习更多服饰名称。

(2)学习“sothat”和“such...that...”引导的结果状语从句。

(3)学习“sothat”引导的目的状语从句。

2.Difficultpoints:

(1)区别并转换“so...that...”、“such...that...”引导的结果状语从句。

(2)理解sothat既可以引导结果状语从句,也可以引导目的状语从句。

Ⅲ.Learningstrategies

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.Teachingaids

多媒体课件/图片

V.Teachingprocedures

Stage1(8mins):

Revision

Step

Teacheractivity

Studentactivity

Designingpurpose

(Classactivity)

GreettheSsandaskthemtorevisethewordsandgrammartheylearnedlastperiod..

T:

Goodmorning,boysandgirls!

Nicetoseeyouagain.

T:

Haveyoumadeyoursentenceswith“so...that...”?

T:

Fine.Xxx,pleasespeakoutoneofyoursentences.

T:

Goodsentence!

Morevolunteers!

T:

...

 

T:

Iamverypleasedwith

yoursentences.Now,let’sturntowords.Look,herearesomepicturesofclothes.Pleasespeakoutthenames.(Showspictures)

T:

Yes.Thisone?

T:

This?

T:

Howaboutthis?

T:

It’sawindbreaker.Ithastwobigpockets.

T:

Isitacottonjacket?

T:

Isitasilkone?

T:

Mmm...itisaleatherjacket.Whatdoyouusuallypayattentiontowhenyoubuyclothes?

T:

Right.Whatelse?

T:

Youmeanthesizeyouwant?

Wesay“whatsize”,not“howbig”.

Revisethewordsandgrammar.

 

Ss:

Goodmorning,Mr....Nicetoseeyou,too.

 

Ss:

Yes.

S1:

ItissohotthatIhavetowearmyT-shirt.

S2:

TheriverissodeepthatIcan’tswiminit.

S3:

...

S4:

...

 

Ss:

Jeans

Ss:

Blouse

Ss:

Sweater

Ss:

...

 

Ss:

NO,itisn’t

Ss:

No,itisn’t

 

S1:

Color,price,howmuch

S2:

Howbig

 

复习SectionA的语法和词汇,引出SectionB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。

Stage2(10mins):

Listeningto1aandfinishing1b

Step

Teacheractivity

Studentactivity

Designingpurpose

(Classactivity)

LettheSslistento1aandfinish1b.

T:

FromSectionA,weknowtherewillbeafashionshowinJane’sclass.Nowthekidsarebuyingsomeclothesinaclothingstore.Youwilllistentoalongconversationandchoosewhattheywanttobuy.But,first,youshouldwritedownthenamesoftheclothesunderthepicturesin1b.Doitquickly.

T:

Canwechecktheanswersnow?

T:

PictureA,xxx.

T:

Xxx,PictureB.

T:

...

T:

Now,pleaselistentotheconversation,andchoosethecorrectpicturesforthekids.

T:

Haveyougottheanswers?

T:

SowhatKangkangwouldliketobuy?

Xxx,canyoutry?

T:

...

Listento1aandfinish1b.

 

Ss:

Yes.

S1:

Hat

S2:

Dress

S3:

...

 

Ss:

Yes.

S7:

DandE.

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(10mins)Reading1a

Step

Teacheractivity

Studentactivity

Designingpurpose

1(Pairwork)

LettheSsread1aandfindoutthesentencesaboutshoppingandtheadverbialclausesofresult.

T:

Wonderful.Youhavelistenedto1aandknowwhatthekidswanttobuy.Now,read1aandfindoutthesentencesaboutshoppingandtheadverbialclausesofresult.

T:

Hi,class!

Haveyoufinishedreading?

T:

First,whocantellmethesentencesaboutshopping?

 

T:

Perfect!

Thenhowabouttheadverbialclausesofresult?

 

T:

Great!

Youhavegotthem.Canweuse“such”in“sothat”or“so”in“such...that...”?

T:

TheanswerisNo.For“so...that...”Weuse“so+adj./adv.+that+...”,butfor“such...that...”,weuse“sucha/an+adj.+noun+that+...”.Look,herearesomeexamples.

Read1aandfindoutthesentencesaboutshoppingandtheadverbialclausesofresult.

 

Ss:

Yes.

 

S1:

Whatwouldyouliketobuy?

S2:

Whatdoyouthinkofthem?

S3:

Theylookverynice.

S4:

Whatsizedoyoutake?

S5:

...

 

S8:

IwanttobuyawindbreakersothatIwilllookgreat.

S9:

It’ssuchacoolwindbreakerthatyoushouldbuyitatonce.

 

Ss:

Sorry.Wedon’tknow.

让学生阅读1a,找出本课的功能句和语法项目。

继续学习由sothat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sothat和such...that引导的结果状语从句。

学生在学习SectionA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。

Stage4(12mins):

Finishing2

Step

Teacheractivity

Studentactivity

Designingpurpose

1(Individualwork)

LettheSspractice“such...that...”and“sothat”.

T:

Youhavelearned“sothat”and“such...that”.Now,pleasemakeyourownsentencesquickly.

T:

Timeisup.Whowouldlikeustoshare?

 

T:

Welldone,goodsentences!

Now,turntopage84.LookatthehandsomeboyinPictureOne,whoishe?

T:

Yes,youareright.Hewantstobuythecoolwindbreakersothathewilllookgreat.WhoistheprettygirlinPictureThree?

T:

Yes.Itissuchanicedressthatshewantstobuyitatonce.Everybodylovesbeauty.

T:

Next,youshouldmakesentenceswith“such...that...”and“sothat”.Theexamplesandthewordsin2mayhelpyou.Youhave2minutes.

T:

Canwechecknow?

T:

Whoisthefirstvolunteer?

 

T:

Haveyoufoundanymistakesinthesentences?

Practice“such...that...”and“sothat”.

 

S1:

IwalktoschooleverydaysothatIcankeephealthy.

S2:

It’ssuchasmallshirtthatIcan’twearitatall.

S3:

ThebikeistooexpensivesothatIcan’taffordit.

S4:

...

 

S7:

HeisMichael.

 

Ss:

SheisJane.

 

Ss:

Yes.

S1:

Mariawantstobuythecooljacketsothatshewilllookbright.

Mariaiswearingsuchacooljacketthatshelooksbright.

S2:

...

S3:

...

...

S5Yes.Xxxmadeamistake.Heshoulduse...

操练“sothat”和“such...that...”的用法。

完成2。

Remark:

sothat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):

SummarizingandassigningHMK

Step

Teacheractivity

Studentactivity

Designingpurpose

1(Classactivity)

LettheSssummarizewhattheylearnedhisperiod.

T:

Uptonow,howmanywayscanyouusetointroducetheadverbialclauseofresult?

T:

Whatarethey?

T:

Arethereanydifferencesbetweenthem?

T:

Look,herearesomesentences,eachofthemhasonemistake,trytofinditout.Let’sbeginwithNo.1.

Sentences:

1.ItissoaninterestingbookthatIwanttobuyitatonce.

2.IgotupeveryearlythismorningsuchthatIcouldcatchtheearlybus.

3....

Summarizewhattheylearnedthisperiod.

 

Ss:

Three.

Ss:

so...that...,...sothat...,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(Classactivity)

AssigntheHMK.

T:

Fortoday’sHMK,I’dlikeyoutouseboth“so...that...”and“such...that...”totranslate

thesesentencesintoEnglish.

FinishtheHMK.

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sothat,such...that...。

所以布置的作业也要与之相关联。

 

VI.Blackboarddesign

第二课时(SectionB—1a,1b,2)

WordsandexpressionsGrammar

windbreaker结果状语从句:

pocketso...that....

leather...Sothat...

sizesuch...that...

Whatsize目的状语从句:

handsome...Sothat...

pretty购物用语:

Whatdoyouthinkofthem?

Whatsizedoyoutake?

...

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