《a fashion show》教案设计.docx
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《afashionshow》教案设计
Unit8OurClothesTopic1Wewillhaveaclassfashionshow.
SectionBaclassfashionshow教学设计
南阳市二十二中英语教研组岳强
教学设计思路:
本课主要是继续学习有关服装的词汇和结果状语从句。
首先通过检查学生的家庭作业来复习so...that...的用法,在复习已学词汇时引出本课的新词汇。
扫除了词汇障碍后,直接让学生听1a完成1b。
接着让学生阅读1a,通过找出对话中的结果状语从句来引出sothat和such...that...。
然后教师加以解释让学生造句,操练新语法。
待学生有了足够的输入以后,就进行2的操练。
在核对学生的句子时,顺便处理学生出现的错误,进行纠错练习,进一步巩固结果状语从句,完成本课时。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇
pocket,windbreaker,size,pretty,handsome
(2)继续学习由“sothat”和“such...that...”引导的结果状语从句
2.Skillaims:
(1)能够运用“sothat”和“such...that”引导的结果状语从句。
(2)能够听懂/说出常见的购物的用语。
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)学习更多服饰名称。
(2)学习“sothat”和“such...that...”引导的结果状语从句。
(3)学习“sothat”引导的目的状语从句。
2.Difficultpoints:
(1)区别并转换“so...that...”、“such...that...”引导的结果状语从句。
(2)理解sothat既可以引导结果状语从句,也可以引导目的状语从句。
Ⅲ.Learningstrategies
1.运用比较法来学习“so...that...”、“such...that...”引导的结果状语从句。
2.大胆开口多操练,不怕出错,把教材所给例句作为模仿的依据。
Ⅳ.Teachingaids
多媒体课件/图片
V.Teachingprocedures
Stage1(8mins):
Revision
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
GreettheSsandaskthemtorevisethewordsandgrammartheylearnedlastperiod..
T:
Goodmorning,boysandgirls!
Nicetoseeyouagain.
T:
Haveyoumadeyoursentenceswith“so...that...”?
T:
Fine.Xxx,pleasespeakoutoneofyoursentences.
T:
Goodsentence!
Morevolunteers!
T:
...
T:
Iamverypleasedwith
yoursentences.Now,let’sturntowords.Look,herearesomepicturesofclothes.Pleasespeakoutthenames.(Showspictures)
T:
Yes.Thisone?
T:
This?
T:
Howaboutthis?
T:
It’sawindbreaker.Ithastwobigpockets.
T:
Isitacottonjacket?
T:
Isitasilkone?
T:
Mmm...itisaleatherjacket.Whatdoyouusuallypayattentiontowhenyoubuyclothes?
T:
Right.Whatelse?
T:
Youmeanthesizeyouwant?
Wesay“whatsize”,not“howbig”.
Revisethewordsandgrammar.
Ss:
Goodmorning,Mr....Nicetoseeyou,too.
Ss:
Yes.
S1:
ItissohotthatIhavetowearmyT-shirt.
S2:
TheriverissodeepthatIcan’tswiminit.
S3:
...
S4:
...
Ss:
Jeans
Ss:
Blouse
Ss:
Sweater
Ss:
...
Ss:
NO,itisn’t
Ss:
No,itisn’t
S1:
Color,price,howmuch
S2:
Howbig
复习SectionA的语法和词汇,引出SectionB的新词汇。
Remark:
首先通过检查学生造的句子,迅速复习so...that的用法。
然后在复习前一课时的词汇引出本课的新词汇。
Stage2(10mins):
Listeningto1aandfinishing1b
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
LettheSslistento1aandfinish1b.
T:
FromSectionA,weknowtherewillbeafashionshowinJane’sclass.Nowthekidsarebuyingsomeclothesinaclothingstore.Youwilllistentoalongconversationandchoosewhattheywanttobuy.But,first,youshouldwritedownthenamesoftheclothesunderthepicturesin1b.Doitquickly.
T:
Canwechecktheanswersnow?
T:
PictureA,xxx.
T:
Xxx,PictureB.
T:
...
T:
Now,pleaselistentotheconversation,andchoosethecorrectpicturesforthekids.
T:
Haveyougottheanswers?
T:
SowhatKangkangwouldliketobuy?
Xxx,canyoutry?
T:
...
Listento1aandfinish1b.
Ss:
Yes.
S1:
Hat
S2:
Dress
S3:
...
Ss:
Yes.
S7:
DandE.
S8:
...
培养学生听一听选一选的能力,完成1b。
Remark:
1a的对话比较长,老师要提醒学生对话中的人名,如有必要,可以听两遍。
Stage3(10mins)Reading1a
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Pairwork)
LettheSsread1aandfindoutthesentencesaboutshoppingandtheadverbialclausesofresult.
T:
Wonderful.Youhavelistenedto1aandknowwhatthekidswanttobuy.Now,read1aandfindoutthesentencesaboutshoppingandtheadverbialclausesofresult.
T:
Hi,class!
Haveyoufinishedreading?
T:
First,whocantellmethesentencesaboutshopping?
T:
Perfect!
Thenhowabouttheadverbialclausesofresult?
T:
Great!
Youhavegotthem.Canweuse“such”in“sothat”or“so”in“such...that...”?
T:
TheanswerisNo.For“so...that...”Weuse“so+adj./adv.+that+...”,butfor“such...that...”,weuse“sucha/an+adj.+noun+that+...”.Look,herearesomeexamples.
Read1aandfindoutthesentencesaboutshoppingandtheadverbialclausesofresult.
Ss:
Yes.
S1:
Whatwouldyouliketobuy?
S2:
Whatdoyouthinkofthem?
S3:
Theylookverynice.
S4:
Whatsizedoyoutake?
S5:
...
S8:
IwanttobuyawindbreakersothatIwilllookgreat.
S9:
It’ssuchacoolwindbreakerthatyoushouldbuyitatonce.
Ss:
Sorry.Wedon’tknow.
让学生阅读1a,找出本课的功能句和语法项目。
继续学习由sothat和such...that...
引导的结果状语从句。
Remark:
1a的篇幅虽然较长,但并不难理解,只要让学生理解sothat和such...that引导的结果状语从句。
学生在学习SectionA时已经看过教材附录部分的相关语法知识,找出结果状语从句并不难。
作为补充知识教师可以讲解衣服尺码的基本知识。
如:
XS,S,M,L,XL,XXL等。
Stage4(12mins):
Finishing2
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
LettheSspractice“such...that...”and“sothat”.
T:
Youhavelearned“sothat”and“such...that”.Now,pleasemakeyourownsentencesquickly.
T:
Timeisup.Whowouldlikeustoshare?
T:
Welldone,goodsentences!
Now,turntopage84.LookatthehandsomeboyinPictureOne,whoishe?
T:
Yes,youareright.Hewantstobuythecoolwindbreakersothathewilllookgreat.WhoistheprettygirlinPictureThree?
T:
Yes.Itissuchanicedressthatshewantstobuyitatonce.Everybodylovesbeauty.
T:
Next,youshouldmakesentenceswith“such...that...”and“sothat”.Theexamplesandthewordsin2mayhelpyou.Youhave2minutes.
T:
Canwechecknow?
T:
Whoisthefirstvolunteer?
T:
Haveyoufoundanymistakesinthesentences?
Practice“such...that...”and“sothat”.
S1:
IwalktoschooleverydaysothatIcankeephealthy.
S2:
It’ssuchasmallshirtthatIcan’twearitatall.
S3:
ThebikeistooexpensivesothatIcan’taffordit.
S4:
...
S7:
HeisMichael.
Ss:
SheisJane.
Ss:
Yes.
S1:
Mariawantstobuythecooljacketsothatshewilllookbright.
Mariaiswearingsuchacooljacketthatshelooksbright.
S2:
...
S3:
...
...
S5Yes.Xxxmadeamistake.Heshoulduse...
操练“sothat”和“such...that...”的用法。
完成2。
Remark:
sothat既可以引导结果状语从句,也可以引导目的状语从句,这一点学生会在句子中体现出来,教师要加以引导。
另外提醒学生注意pretty,beautiful,handsome的用法。
在学生读出自己的句子时,其他学生要注意聆听并记下错误之处。
Stage5(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
LettheSssummarizewhattheylearnedhisperiod.
T:
Uptonow,howmanywayscanyouusetointroducetheadverbialclauseofresult?
T:
Whatarethey?
T:
Arethereanydifferencesbetweenthem?
T:
Look,herearesomesentences,eachofthemhasonemistake,trytofinditout.Let’sbeginwithNo.1.
Sentences:
1.ItissoaninterestingbookthatIwanttobuyitatonce.
2.IgotupeveryearlythismorningsuchthatIcouldcatchtheearlybus.
Summarizewhattheylearnedthisperiod.
Ss:
Three.
Ss:
so...that...,...sothat...,such...That...
Ss:
...
S1:
Change“so”into“such”.
S2:
...
回顾、总结本课的相关知识有利于加深学生的记忆。
通过纠错练习也可以让学生加强对新语法的理解和运用。
2(Classactivity)
AssigntheHMK.
T:
Fortoday’sHMK,I’dlikeyoutouseboth“so...that...”and“such...that...”totranslate
thesesentencesintoEnglish.
FinishtheHMK.
让学生进行so...that...和such...that...的转换练习,有利于更好的理解这两个结构。
Remark:
本课的主要任务就是让学生运用sothat,such...that...。
所以布置的作业也要与之相关联。
VI.Blackboarddesign
第二课时(SectionB—1a,1b,2)
WordsandexpressionsGrammar
windbreaker结果状语从句:
pocketso...that....
leather...Sothat...
sizesuch...that...
Whatsize目的状语从句:
handsome...Sothat...
pretty购物用语:
Whatdoyouthinkofthem?
Whatsizedoyoutake?
...