【正文】 ut 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. (學生在討論過程中，教師可到學生當中幫助學習有困難的小組。 ) 2. (學生完成 2后，教師可領學生做個小游戲，既放松心情，又鞏固所學知識。 ) T: Please read the dialog again and act it out in pairs according to the key words and sentences on the blackboard. (學生讀完之后。 (方案一 ) 1. (讓學生聽 1a錄音，設置聽力任務，讓學生帶著問題聽。 ) T: OK, it’s a silk one. (以此類推，學習其余生詞 handbag, hat, …) (板書 ) jeans /?????? / — They are cotton ones. They are cotton jeans. scarf /???? ? / — It’s a silk one. It’s a silk scarf. handbag /′h230。 ) T: Now, work in pairs to practice the expressions. S1: Li Ling is wearing a scarf. It’s a silk one. S2: Du Lei is wearing a jacket. It’s a cotton one. … T: Then I have more beautiful clothes here. Do you want to say them in English? Ss: Yes. 3. (教師拿出已準備好的服裝展示給學生，并教新詞，鞏固有關服裝質地的表達。 Ⅰ . Aims and demands目標要求 1. Learn some new words: silk, cotton, afford, scarf, jeans, overcoat, handbag, hat, sock 2. Learn the structure of “so …that …” . I liked it so much that my father bought it for me. My old coats are so short that I want to buy some new ones. 3. Learn how to ask for help. Could you tell me where to buy a scarf ? Thanks. And what about hats and socks? 4. Making appointments Do you have time tomorrow? Could we meet at the school gate at 8 .? 5. Logical relations Cause and effect I liked it so much that my father bought it for me. Ⅱ . Teaching aids 教具 教學用的服裝卡片 /安排學生自帶的衣服 /錄音機 Ⅲ . Fivefinger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習 (時間 : 10分鐘 ) 復習服裝詞匯，導入 1a。 ) coat blouse pants shirt raincoat dress sweater jacket T: Good! You have known so many words about clothes. Are you happy? Ss: Of course. 2. (教師用手中的卡片，教會學生有關詢問服裝質地的表達，并板書句型。 ) (讓學生觸摸，感覺質地，引導學生回答。t / n. 帽子；禮帽 T: Can you remember these new words? If you can’t, I’ll give you several minutes to remember them. OK? Ss: OK! (幾分鐘后，教師可用手勢表示停下來。 ) T: Look at 1a, listen to the dialog again, and then follow the tape. (學生跟讀 完之后，師生共同找出關鍵詞句并列于黑板上，同時講解一些重難點。 ) T: Now, finish 1b by yourselves. (一分鐘以后 ) T: Have you finished? Now, let’s check the answers. (教師可適當補充一些語法練習，再鞏固 so … that … 和 so that … 的用法。然后找?guī)酌麑W生來描述某個學生的衣著， 其他學生猜。 Hats Section on the first floor. You can buy… (如果匯報的學生在講述過程中有遺漏的地方，可讓其他學生補充。 ) (該學生手拿相片，面對全班學生。 ) T: It’s made of leather. It’s a leather handbag. (板書畫線部分并標出音標、注釋，讓學生跟讀。 ) 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。 ) T: Are you ready? Ss: Yes. T: Let’s go through the dialog and find out the key words together. (師生共同合作，寫出關鍵詞。 ) (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. (教師可把學生分成三組，做一個小游戲，寓教于樂，更好地理解結果狀語從句的用法。鞏固結果狀語從句。 Ⅰ . Aims and demands目標要求 1. Learn some new words and phrases: depend on, glove, nearly, northern, Australian, according to, catch one’s eye, sliver, iron 2. Go on learning the structure of“so…that…”. The Tshirt is so bright that Kangkang looks lively. 3. Learn the dressing culture in North America. 4. Be able to read the instruction tag on the clothes. 100% cotton Made of 100% cotton Ⅱ . Teaching aids 教具 一些準備好的服裝 /錄音機 /小黑板 Ⅲ . Fivefinger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習 (時間 : 10分鐘 ) 復習有關服飾的名詞。 ) T: You can also have a try. (學生感覺質地并問。 ) T: That’s right. As for me, I prefer to dress formally. What about you? (板書 ) formal —— formally informal —— informally (對板書的四個詞解釋并讓學生跟讀。 ) T: Now read the whole passage as quickly as you can and try to find out the answers to the questions on the blackboard. You can look up the new words in your word list. (板書 ) What do North American people wear on special days? What do Chinese people wear in northern China in winter? (幾分 鐘后，請找出答案的學生回答問題。 ) T: All of you have done a very good job. Well, boys and girls, read 1a again and try to find out the key words and phrases in this passage. (學生查找完關鍵詞與詞組后，要求他們講述出來，教師核查并板書于黑板上，講解 部分生詞與重難點。 1. (雙人活動。 ) T: Great! I think most of your mothers like shopping. Kangkang’s mother likes it, too. Let’s learn something about Kangkang’s mother. Go to 3 on page 82 together. Please look at the picture, and answer my question,“Did Kangkang’s mother buy many things?” Ss: Yes. There are many bags in her hands. T: So listen to 3 and find out what she bought. (可讓學生聽三遍，第一遍整體理解課文，第二遍填入答案，第三遍核對答案，最后教師核對答案。 . He did not try to hide his dislike of his boss. 常用復數 dislikes表示 “不喜歡的事物，討厭的事物 ”。 ) 2. (小組競賽，將全班分成四組，看一看哪一組在兩分鐘內說出有關衣服的句型和詞組最多。 ) T: Don’t worry, Group 4, and there will be some other good chances for you. Work harder! G4: OK! T: Well! Let’s sum up what you said just now. 3. (教師與學生一起回憶并板書歸納本單元重點句型與詞組，盡量呈現(xiàn) Section D, 2b內 容。 ) It’s said that … T: Do you know why we wear clothes? OK, you can discuss it with your partner. (讓學生討論一分鐘左右。 ) T: Let’s follow the tape and go through the passage again. This time we should find out the key words and sentences. (板書 ) It is said that——be made of——so that——today——more than——tell——yellow or pink clothes——lively and easygoing——you are what you wear Step 3 Consolidation 第三步 鞏固 (時間 : 5分鐘 ) 進一步鞏固課文 1a，完成 2a。 1. (讓學生完成 2a。 ) T: Stop here. Let’s begin. Which group will try first? T: Group A, S1, please. S1: The house is so expensive that I can’t buy it. S2: I’m very tired, so I want to have a good sleep. S3: I want to make more money so that I can buy a MP4. …