【正文】 time for you to write something about them. Please fill in the blanks carefully, and then we’ll check them together. (2) T: Well. You have known the clothes that people are wearing, but do you know who they are? OK, let’s listen to 2 and find out who they are. Please number the pictures. (讓學(xué)生根據(jù)所聽句子的順序相應(yīng)標(biāo)出人物的順序。等學(xué)生聽完并做完之后，核對(duì)答案。 ) 2. (學(xué)生完成 2后，教師可領(lǐng)學(xué)生做個(gè)小游戲，既放松心情，又鞏固所學(xué)知識(shí)。 ) T: I think you must be tired. Let’s play a game, OK? Ss: OK. (此活動(dòng)具體操作如下 : 教師先作示范，用英語描述某個(gè)學(xué)生的衣著，然后讓大家閉上眼睛猜描述的是誰。猜對(duì)的學(xué)生，教師給予表揚(yáng)。然后找?guī)酌麑W(xué)生來描述某個(gè)學(xué)生的衣著， 其他學(xué)生猜。 ) T: She is wearing a pair of glasses. She is wearing a bright yellow skirt. She has long hair. Can you guess who she is? Ss: … T: Right. Well done! … (此活動(dòng)的目的是 : 激發(fā)學(xué)生學(xué)習(xí)英語的興趣，既鍛煉了學(xué)生的聽力，又提高了他們的口語表達(dá)能力，讓學(xué)生在輕松愉快中掌握所學(xué)知識(shí)。 ) Step 5 Project 第五步 綜合探究 活動(dòng) (時(shí)間 : 8分鐘 ) 完成本課活動(dòng) 3。 1. (讓學(xué)生兩人一組完成 3。首先進(jìn)行小組討論，說出圖中每層樓所售服裝名稱 , 然后模仿對(duì)話，編一個(gè)新的對(duì)話。 ) T: Well, boys and girls, today we have learnt a lot of names about clothes. I think you can look at the pictures in 3 and find out what’s on each floor in pairs. Do you understand? Ss: Yes. (學(xué)生在討論過程中，教師可到學(xué)生當(dāng)中幫助學(xué)習(xí)有困難的小組。 ) T: Time is up. Be quiet, please. Let’s check the answers together. I’ll ask one group to tell the answers. Who will try? (看學(xué)生反應(yīng)情況，選一組向大家匯報(bào)討論結(jié)果。 ) T: G1, please. G1: You can buy shoes and hats in the Shoes amp。 Hats Section on the first floor. You can buy… (如果匯報(bào)的學(xué)生在講述過程中有遺漏的地方，可讓其他學(xué)生補(bǔ)充。 ) T: OK, please stop here. Is that all? Anything else? Please look carefully. (這部分結(jié)束之后，要求學(xué)生按原組進(jìn)行角色表演，其中一位扮演顧客，向另外一位扮演售貨員的學(xué)生詢問各種服裝所在 位置。 ) T: OK. Next, look at the dialog in 3, and then make similar dialogs with your partner. Go! 2. Homework: (讓學(xué)生回家準(zhǔn)備一張家人的照片，運(yùn)用本節(jié)課所學(xué)內(nèi)容，介紹相片里的家人所穿的服裝以及服裝質(zhì)地。 ) Prepare a family photo and describe their clothes. Section B Section B needs 1 period. Section B需用 1課時(shí)。 The main activity is 1a. 本課重點(diǎn)活動(dòng)是 1a。 Ⅰ . Aims and demands目標(biāo)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 Tshirt. —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 實(shí)物 /學(xué)生從家里帶來的照片 /圖片 /多媒體課件 /錄音機(jī) Ⅲ . Fivefinger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí) (時(shí)間 : 10分鐘 ) 復(fù)習(xí)服裝詞匯，呈現(xiàn)生詞。 1. (復(fù)習(xí)上節(jié)課內(nèi)容，叫學(xué)生描述所帶家庭相片中家人所穿的服飾以及服飾的質(zhì)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 e to the front, and introduce your family to us. (示意學(xué)生舉手。 ) (該學(xué)生手拿相片，面對(duì)全班學(xué)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 … … (再叫幾名學(xué)生做相似的介紹。 ) 2. (從介紹家人服裝的學(xué)生手中留下幾張適合本課教學(xué)的相片，抽出一張進(jìn)行介紹。 ) 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. (教師手指著毛衣，示意學(xué)生用英語齊聲說出。 ) 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 woolen sweater. (板書畫線部分。并在 woolen下用彩筆畫線，并標(biāo)出音標(biāo)、注釋，讓學(xué)生跟讀。 ) T: Please look at the blackboard and read after me. (學(xué)完 woolen之后，教師手拿一個(gè)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 ? (幫助學(xué)生回答。 ) T: It’s made of leather. It’s a leather handbag. (板書畫線部分并標(biāo)出音標(biāo)、注釋，讓學(xué)生跟讀。 ) (以此類推，呈現(xiàn) size, silk, windbreaker和 natural materials。 ) (板書 ) It’s a woolen sweater. /′??l??/羊毛制的 in a clothing shop It’s a leather handbag. /′?? ??/皮制的 What size do you wear? /????/ It’s a silk windbreaker. /′??????????/ It’s made of natural materials. (教師在板書時(shí)，可悄悄地加上一句未操練的句子，并且句子里含有生詞，這樣不僅可以靈活地引入新詞，還可以培養(yǎng)學(xué)生的觀察力，活躍課堂氣氛。 ) 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”. (學(xué)生跟讀幾遍，掌握它的拼寫。 ) (教師把 clothing, clothes, cloth寫在黑板上，讓學(xué)生說出它們之間的區(qū)別，然后教師歸納總結(jié)。 ) T: Who can tell me the differences among clothing, clothes and cloth? Ss: … Step 2 Presentation 第二步 呈現(xiàn) (時(shí)間 : 10分鐘 ) 呈現(xiàn) 1a，完成 1b，簡(jiǎn)要介紹結(jié)果狀語從句。 1. (引入 1a。 ) T: Great! We know that the clothes are made of different natural materials. T: Read after me, please,“natural materials”. (讓學(xué)生多讀幾遍，熟練掌握這個(gè)詞組。 ) 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. (板書畫線部分并解釋。 ) What size do you wear? 你穿多大號(hào)的？ size S/M/L? (小號(hào) /中號(hào) /大號(hào) ?) S1: I wear size S. S2: I wear size M. S3: I wear size L. … (讓學(xué)生自 由說英語，培養(yǎng)說英語能力。過渡到下一步。 ) 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? (上述問題可在課前準(zhǔn)備好，板書在小黑板上或用幻燈片顯示，以節(jié)省課堂時(shí)間。 ) (學(xué)生聽完之后，如果回答有困難，可再播放一遍。 ) 2. (讓學(xué)生再聽 1a錄音，看圖片，獨(dú)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: … (讓學(xué)生大聲讀兩遍之后，提問幾名學(xué)生，檢查讀音情況，予以及時(shí)糾正。 ) T: Please read the dialog again, and then find out the key words. Ss: OK. T: Let’s begin.