【正文】 討論后比賽，發(fā)揮組員合作精神。該活動可重復，讓每名學生都有機會參與。 ) T: We can know what kind of materials the clothes are made of from the instruction tag. Now read the passage in 1a and answer the following questions: (1) What were the first type of clothes made of ? (2) Why did people wear clothes? (3) How do you understand“You are what you wear.”? 2. (鼓勵全班學生大聲整齊地讀文章 , 學生閱讀完 1a，核對問題的答案并完成 1b。 ) T: Don’t be surprised! What you should do is to describe their clothes and get points for your group. (教室前面八名學生中的任意一名學生的服裝被描述對了，這名學生就可從隊里出來，回到座位上。講述過程中不允許重復別人說過的句子，每說一句跟本單元話題有關(guān)的話即可為其所在組贏得分數(shù)。導入 1a。 ) T: We will play a game. I’ll ask some of you to describe your classmates’ clothes. The classmate who you are talking about should try to explain the instruction tag on clothes like 4. (如果被描述到的學生能夠很好地理解 4的內(nèi)容，示意全班學生給予熱烈的掌聲鼓勵。 ) (表演對話。 ) T: Time is up. Any volunteers? Come to the front and retell the passage to us. (讓學生到前面復述課文。 ) T: Boys and girls, read after the tape, get more information about the passage and finish 1b. (學生做完 1b后核對答案，可進行搶答。讓學生盡可能多地造句，既擴展了學生的思維，也活躍了課堂氣氛。 ) T: Wow, there are so many beautiful clothes on the desk. Which of them do we wear on special days and which ones do we wear on mon days? Do you know? Ss: Yes, of course. (請一學生 上來分類，把在正式場合穿的衣服放左邊，其余的放右邊。學生只許觸摸不許看。 ) Use“so …”,“so … that …”and “… so that …”to make sentences. At least five sen tences. Ⅳ . 疑點探究 afford v. “買得起， (有時間 )做，能做 ”。教師先讓學生把需要判斷的句子讀一遍，以便聽 2 錄音時有針對性，有利于培養(yǎng)學生捕捉細節(jié)的能力，促進聽力水平的提高。 ) 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. (因為對話較長，在學生編對話過程中允許看一下書，只要他們能用上關(guān)鍵詞并且語言流利即可。 ) (學生聽完之后，如果回答有困難，可再播放一遍。 ) (教師把 clothing, clothes, cloth寫在黑板上，讓學生說出它們之間的區(qū)別，然后教師歸納總結(jié)。 ) 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。 The main activity is 1a. 本課重點活動是 1a。首先進行小組討論，說出圖中每層樓所售服裝名稱 , 然后模仿對話，編一個新的對話。等學生聽完并做完之后，核對答案。 ) T: Please sum up the dialog according to the key words and sentences on the blackboard. (讓學生再讀一遍課文，然后兩人一組根據(jù)黑板上的重點詞句表演對話。 ) Step 2 Presentation 第二步 呈現(xiàn) (時間 : 10分鐘 ) 呈現(xiàn)本課活動 1a。 ) (讓學生觸摸，感覺質(zhì)地。 ) T: He is wearing a coat. It’s a cotton one. Now, please use cotton and silk to describe your deskmate’s clothes. (讓學生之間互相練習這一句型。 The main activities are 1a and 3. 本課重點活動是 1a和 3。 ) T: We have learnt so many words about clothes. Today we will learn how to ask the materials of clothes. (板書并學習新單詞。 ) Ss: They are cotton ones. T: Then what is it? (拿另一件衣服，比如圍巾，展示給學生。 ) T: Time is up. Let’s have a word petition. Say the names of these clothes when I show them. I’ll see which group is the quickest and best. Group A, go! (在這組活動結(jié)束后，可適當對獲勝者進行表揚，同時不忘鼓勵落后者，希望他們下次表現(xiàn)更好。 ) (板書 ) look great — What a nice coat! — a Chinese Tang costume — feel soft — so… that… — buy some new coats — have a fashion show (方案二 ) 1. (出示 1a的圖片，師生問答，引入 1a, 然后聽錄音。 ) Step 4 Practice 第四步 練習 (時間 : 10分鐘 ) 完成 2。 ) 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! … (此活動的目的是 : 激發(fā)學生學習英語的興趣，既鍛煉了學生的聽力，又提高了他們的口語表達能力，讓學生在輕松愉快中掌握所學知識。 ) T: OK, please stop here. Is that all? Anything else? Please look carefully. (這部分結(jié)束之后，要求學生按原組進行角色表演，其中一位扮演顧客，向另外一位扮演售貨員的學生詢問各種服裝所在 位置。 ) 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 … … (再叫幾名學生做相似的介紹。 ) (以此類推，呈現(xiàn) size, silk, windbreaker和 natural materials。 ) What size do you wear? 你穿多大號的？ size S/M/L? (小號 /中號 /大號 ?) S1: I wear size S. S2: I wear size M. S3: I wear size L. … (讓學生自 由說英語，培養(yǎng)說英語能力。 ) fashion show Kangkang — cotton pants and Tshirt Michael — windbreaker — Size M — natural materials Jane — silk hat and a woolen dress Maria — a leather jacket Step 3 Consolidation 第三步 鞏固 (時間 : 8分鐘 ) 進一步鞏固 1a。 在左邊列出 Group 1造的任意的短句，在右邊列出 Group 2造的任意的短句。 1. (讓學生調(diào)查班內(nèi)五名學生最喜歡的服飾和服裝的質(zhì)地，填入下列表格中。呈現(xiàn) 1a生詞。 ) S2: OK. Are they cotton pants? T: Yes. They are cotton pants. Thank you. Please sit down. (教師回答后，把這條褲子拿出來。 ) Example: T: Do you prefer to dress formally or informally?[ S3: I prefer to dress formally. S4: I prefer to dress informally. … (教師詢問學生平時穿的衣服和特殊日子穿的衣服。 ) T: Oh, good, boys and girls. Please answer the first question. S1: There are very few formal days. What people wear depends on their likes and dislikes. T: Really smart! What about the next one? You, please. S2: Chinese people usually wear coats, gloves, boots, hats and so on in winter. T: Well done! (由于這是一篇閱讀課文，一開始，教師讓學生帶著問題讀，有利于培養(yǎng)學生快速閱讀并攝取有效信息的能力。 ) North Americans dress — on special days — few formal days — depends on their likes and dislikes — paper party hats — Canadian people — wear — the same in northern China — generally — in Canada and the United States — the same style of dressing — South American — the same way — Australians Step 3 Consolidation 第三步 鞏固 (時間 : 5分鐘 ) 鞏固 1a。讓學生仿照 2中例子，編對話。 ) T: Do it like this. First, listen. Second, listen and fill in the blanks. Then, check the answers by yourselves. At last, let’s check the answers together. Do you understand? Go! Step 5 Project 第五步 綜合探究活動 (時間 : 5分鐘 ) 完成練習 4。 Section D Section D needs 1 period. Section D 需用 1課時。要求學生回憶歸納本話題所學過的句型和詞組。完成 2b。 ) T: Boys and girls, if you want to know some more information, please open your books on page 83. Look at 1a. (導入新課。 1. (讓學生以游戲的方式復述課文。 ) T: I’m pleased with your job. I’m sure you can do better next. Let’s look at the sentences in 2a again. Do you have any problems about the sentences? Ss: No. T: Then let’s read it togethe