【文章內容簡介】 (學生開始查找，大約兩分鐘后。 ) 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。 ) 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。 (讀對話，然后放錄音，逐句核對語音語調。 ) 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. (學生讀完之后。 ) 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，只要他們能用上關鍵詞并且語言流利即可。 ) T: Most of you can use the key words correctly. That’s good enough. You can go further. Step 4 Practice 第四步 練習 (時間 : 12分鐘 ) 練習 1c和 2，介紹結果狀語從句。 1. (讓學生根據(jù)圖片和提示語填 空，完成 1c，進一步鞏固 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. (教師可補充適當練習，讓學生更好地掌握結果狀語從句的用法。 ) (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。 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。讓學生用這三個結構把左邊和右邊連成一個句子，當然不是所有的句子都可以連接的，這樣連接出來的句子有的就很搞笑，讓學生在笑聲中學會這三個結構的用法。 ) T: Now Group 1 and Group 2 make some sentences like these: (板書 ) 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: OK, let’s e to 2. First, go through the sentences in 2. Then listen to the tape and mark True (T) or False (F). (聽完 2錄音后。 ) T: Now, tell me your answers. Ss: … (如果部分學生沒聽懂，教師應把聽力原文用幻燈片顯示出來，讓學生朗讀、熟讀，培養(yǎng)語感。 ) Step 5 Project 第五步 綜合探究活動 (時間 : 5分鐘 ) 進一步掌握有關服飾及質地的詞。鞏固結果狀語從句。 1. (讓學生調查班內五名學生最喜歡的服飾和服裝的質地，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個。 ) 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 ”。通常與 can, could或 be able to 連用，尤用于 否定句和疑問句。如： Can we afford a new car? affordable adj. 如： affordable prices/housing付得起的價格，買得起的住宅 Section C Section C needs 1 period. Section C需用 1課時。 The main activities are 1a and 2. 本課重點活動是 1a和 2。 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。呈現(xiàn) 1a生詞。 1. (教師在袋子里放上幾件特殊的衣服，讓學生猜，復習上節(jié)課的內容。 ) T: Boys and girls, I’m very happy today, because I have brought you many special clothes in this bag. We can play a guessing game. I am sure you will like it. (教師拿著裝衣服的袋子走到學生面前讓學生用手摸一下并猜測是什么衣服及用什 么做的。學生只許觸摸不許看。教師視學生的猜測做相應的回答。 ) T: Let me tell you how to play the game. I’ll ask some of you to put your hands into the bag, touch the clothes and tell me what it is and what it’s made of. You can make a guess by asking questions, like“Is it a cotton coat?” S1: Is it a silk scarf ? T: No. You can take it out. S1: Oh, it’s a silk skirt. (教師肯定他／她的回答后，把這件衣服拿出來。教師可把袋子拿到下一名學生旁邊。 ) T: You can also have a try. (學生感覺質地并問。 ) 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。 ) … (繼續(xù)下面的游戲，讓學生自如地運用所學知識，并把拿出的衣服依次放于講桌上。 ) 2. (導入新詞匯和新課。 ) 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。如果學生分好了可表揚，沒分好可請其他人幫忙。 ) T: OK. I’ll ask one student to e here and do it for us. And you must put the clothes which we wear on special days on the left and the clothes which we wear on mon days on the right. (一分鐘之后。 ) T: Is it right? Any other ideas? Anyone else? Good, you please. (學生把服裝分好了之后。 ) 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。 ) 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: What do you usually wear at school? S5: I usually wear shirt. S6: I usually wear Tshirt. … T: What do you wear on special days? S7: At Christmas, I wear Santa Claus hat. S8: In Spring Festival, I wear new clothes. … T: Oh, I see. What you wear depends on what you like. (板書畫線部分，并注音標和釋義，讓學生跟讀。 ) What you wear depends on what you like. /d??pend/ v. 依賴，依靠，取決于 T: Can you make sentences using“depend on”? (讓學生造句熟悉 depend on的運用，為下面更好地理解文章內容作鋪墊。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: You made so many sentences. I’ll also make a sentence for you. Sometimes what peopl