【正文】 據(jù)展示的圖片，師生問答。 ) Step 2 Presentation 第二步 呈現(xiàn) (時間 : 10分鐘 ) 呈現(xiàn)本課活動 1a。 ) T: Well done. Now let’s e to 1a. First look around our classroom. What did you find? Oh, you can find your classmates are wearing different kinds of clothes. What nice clothes! Today, Maria is also wearing a beautiful coat. If you want to know it, please listen to the tape carefully. (板書 ) What is Maria wearing? What’s it made of ? What does Jane want to buy? (聽完后，讓學生回答上面的問題。 ) 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(guān)鍵詞句并列于黑板上，同時講解一些重難點。 ) T: I’ll show you a picture, please look at it carefully, and then try to answer my question. How does Maria look? Ss: She looks great. She wears a nice coat. T: The nice coat is a Chinese Tang costume. Now listen to 1a and try to find out what Maria and Jane are talking about. 2. (讓學生跟讀錄音，并回答下列問題。 ) 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。 ) T: Are there any volunteers? Please e to the front and act out the dialog. S1: … S2: … (教師讓學生參與評價，選出最佳的一組，給予表揚。 ) 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。 1. (教師帶領(lǐng)學生完成 2。等學生聽完并做完之后，核對答案。 ) T: I think you must be tired. Let’s play a game, OK? Ss: OK. (此活動具體操作如下 : 教師先作示范，用英語描述某個學生的衣著，然后讓大家閉上眼睛猜描述的是誰。然后找?guī)酌麑W生來描述某個學生的衣著， 其他學生猜。 ) Step 5 Project 第五步 綜合探究 活動 (時間 : 8分鐘 ) 完成本課活動 3。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。 ) 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? (看學生反應(yīng)情況，選一組向大家匯報討論結(jié)果。 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。 ) T: OK. Next, look at the dialog in 3, and then make similar dialogs with your partner. Go! 2. Homework: (讓學生回家準備一張家人的照片，運用本節(jié)課所學內(nèi)容，介紹相片里的家人所穿的服裝以及服裝質(zhì)地。 The main activity is 1a. 本課重點活動是 1a。 1. (復(fù)習上節(jié)課內(nèi)容，叫學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。 ) (該學生手拿相片，面對全班學生。 ) 2. (從介紹家人服裝的學生手中留下幾張適合本課教學的相片，抽出一張進行介紹。 ) 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。 ) T: Please look at the blackboard and read after me. (學完 woolen之后，教師手拿一個皮制手提包。 ) 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。 ) (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，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)學生的觀察力，活躍課堂氣氛。 ) (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)。 1. (引入 1a。 ) 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。過渡到下一步。 ) (學生聽完之后，如果回答有困難，可再播放一遍。 ) 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: … (讓學生大聲讀兩遍之后，提問幾名學生，檢查讀音情況，予以及時糾正。 ) 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(guān)鍵詞。 (讀對話，然后放錄音，逐句核對語音語調(diào)。 ) 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。 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。 ) (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(jié)果狀語從句的用法。讓學生用這三個結(jié)構(gòu)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(jié)構(gòu)的用法。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: Now, tell me your answers. Ss: … (如果部分學生沒聽懂，教師應(yīng)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。鞏固結(jié)果狀語從句。 ) 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。 ) 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 ”。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。 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(fù)習 (時間 : 10分鐘 ) 復(fù)習有關(guān)服飾的名詞。 1. (教師在袋子里放上幾件特殊的衣服，讓學生猜，復(fù)習上節(jié)課的內(nèi)容。學生只許觸摸不許看。 ) 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。 ) T: You can also have a try. (學生感覺質(zhì)地并問。 ) … (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。 ) 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。 )