【正文】 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。 1. (讓 學生快速閱讀 1a, 找到下面兩個問題的答案并根據(jù)課后詞匯表 , 自學生詞 : dislike, boot, northern, Australian, 培養(yǎng)學生自學能力。 ) T: You made so many sentences. I’ll also make a sentence for you. Sometimes what people wear depends on festivals. In some areas women must wear red coats during Spring Festival. It’s a custom. Would you like to know what North American people wear on special days? Ss: Yes, we’d love to. T: OK, we’ll learn it today. Please open your books on page 81. (自然導入下一步。 ) 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(nèi)容作鋪墊。 ) 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: Is it right? Any other ideas? Anyone else? Good, you please. (學生把服裝分好了之后。如果學生分好了可表揚，沒分好可請其他人幫忙。 ) 2. (導入新詞匯和新課。 ) 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。教師可把袋子拿到下一名學生旁邊。教師視學生的猜測做相應的回答。 ) 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。呈現(xiàn) 1a生詞。 The main activities are 1a and 2. 本課重點活動是 1a和 2。通常與 can, could或 be able to 連用，尤用于 否定句和疑問句。至少 5個。 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。 ) 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(zhì)地的詞。 ) 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 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。 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。 ) 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(jié)果狀語從句的用法。 ) 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(jié)果狀語從句。 ) 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。 ) 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。 ) T: Please read the dialog again, and then find out the key words. Ss: OK. T: Let’s begin. (學生開始查找，大約兩分鐘后。 ) 2. (讓學生再聽 1a錄音，看圖片，獨立完成 1b。 ) 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備好，板書在小黑板上或用幻燈片顯示，以節(jié)省課堂時間。 ) 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。 ) T: Great! We know that the clothes are made of different natural materials. T: Read after me, please,“natural materials”. (讓學生多讀幾遍，熟練掌握這個詞組。 ) T: Who can tell me the differences among clothing, clothes and cloth? Ss: … Step 2 Presentation 第二步 呈現(xiàn) (時間 : 10分鐘 ) 呈現(xiàn) 1a，完成 1b，簡要介紹結(jié)果狀語從句。 ) 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”. (學生跟讀幾遍，掌握它的拼寫。 ) (以此類推，呈現(xiàn) size, silk, windbreaker和 natural materials。 ) T: What’s it? Ss: It’s a handbag. T: Yes, it’s a handbag. What’s it made of ? (幫助學生回答。并在 woolen下用彩筆畫線，并標出音標、注釋，讓學生跟讀。 ) 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，示意學生用英語齊聲說出。 ) 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。 ) 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. (示意學生舉手。 Ⅰ . Aims and demands目標要求 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 實物 /學生從家里帶來的照片 /圖片 /多