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视频标签：fashion show
所属栏目：初中英语优质课视频
视频课题：科普仁爱版八年级(下) Unit 8 Our Clothes Topic1 We will have a class fashion show section A河南省 - 平顶山
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科普仁爱版八年级(下) Unit 8 Our Clothes Topic1 We will have a class fashion show section A河南省 - 平顶山
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Unit 8 Our Clothes
Topic1 We will have a class fashion show.
本话题围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ，...so that...,such...that...”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达、着装技巧、服装的功能和及其所代表的社会涵义。着装是学生日常生活中的重要话题，通过学习本话题，学生能够自如地谈论与服装相关的话题并选择适合自己的服饰。
第一课时（Section A）
教学设计思路：
本课主要是学习有关服装的词汇和引入结果状语从句。首先通过图片学习2,3中的所有词汇及1a,1c的部分词汇。然后进行填空和边听边排序完成任务2. 接着让学生看图并通过Pair work 编对话操练本课的服装词汇完成3。随后让学生听1a的对话完成1b。听完1a后再让学生读1a，找出难点。教师在给学生释疑的过程中，提出本单元的新语法—结果状语从句。为了培养学生的自学能力，先让学生自读教材附录部分有关结果状语从句so...that的讲解。然后通过完成1c ，操练so... that 句型。最后回顾总结，完成本课时。 Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇
smooth,silk,handbag,afford,tie,sweater,scarf,blouse,sock,jeans,cotton,so...that...,fashion, （2）初步学习由“so... that...”引导的结果状语从句 2. Skill aims:
（1） 能够初步理解并运用“so... that...” 引导的结果状语从句。 (2） 能够说出/听懂常见的服饰及购物用语。 (3) 能够预约某人做某事。 3. Emotional aims:
Ⅱ. The key points and difficult points 1. Key points:
（1）学习服饰名称。
（2）学习“so... that...”引导的结果状语从句。
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2. Difficult points：
(1) 正确运用“so... that...”引导的结果状语从句。 (2) 理解“特殊疑问词+ to do sth.”。 (3) 服饰单复数的表达。 Ⅲ. Learning strategies
1. 利用课文插图、图片及同学们的着装来学习新词汇。
2. 运用新旧知识的整合来丰富词汇。如：七年级所学的服装词汇。 Ⅳ. Teaching aids 多媒体课件/图片 V. Teaching procedures
Stage 1(10mins)：Getting the students ready for learning
Step
Teacher activity
Student activity
Designing
purpose
1 (Class activity)
Greet the Ss and let the Ss enjoy the fashion show. Then learn the new words by showing pictures. T: Good morning ,class!
T: In Unit Seven, we have learned many kinds of foods. Today, we will start a new unit. It’s about clothes. Could you tell me some names of clothes ?
T: Oh, you can name so many! (shows pictures) I Learn the new words. Ss: Good morning, Mr. ...
S1: Coat, dress ,skirt,... S2: Shirt, T-shirt, pants,...
S3: ...
利用图片学习新词汇：包括2、3中的所有新词汇及1a、1c的部分词汇。
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have prepared more clothes. Can you call them in English?
T: It doesn’t matter. Let’s learn them one by one. This is a scarf. ...
T:Xxx, can you wear this one?
T: Smart! Some clothes are for boys, some are for girls and some are for both.
For
example, dresses, blouses, skirts are for girls. T:
(shows
pictures) What’s this ?
T: Yes, it’s cotton . And this?
T : Right. They are silk worms. They make silk for us. Silk is very soft and smooth. We use cotton and silk to make clothes.
Ss: Sorry . Ss: Scarf.
Ss: ... S: No , it’s for girls .
Ss: 棉花。
Ss: 蚕。
Remark：让学生首先回顾已经学过的服装词汇，唤醒沉睡的词汇，然后利用图片教学新词汇。教师最好顺便提示服装的适用性别。教师还可以补充如何把量词与服装名词进行搭配适用。 Stage 2（5mins)： Finishing 2
Step
Teacher activity
Student activity
Designing
purpose
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1(Class activity ) answer questions. T: Good performance. Next, please read 1a, find out difficult points and answer the questions.
T: Can we begin the questions now?
T:What did Maria’s father buy for her?
T: That’s right. Why does Jane want to buy new coats ?
T: Well done. What are they going to do tomorrow?
T: Yes. Then let’s solve your problems. Who has any questions?
T: It’s a linking verb like “sound, look,smell etc.”In Chinese we say “摸起来” . Any more questions?
answer questions.
Ss: Yes.
S1: A Chinese Tang costume .
S2:Because
her
old
coats are short and she will have a class fashion show.
S3:
They
will
go
shopping.
S4:What does “feel” mean in “It feels quite soft and smooth.”
S5: Can you tell me the Chinese of “I liked it so much that my father bought it for me” ?
自学能力。完成1 a 。
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T : Good question. It is the new
grammar
for
us today .For more information , please turn to page 125. You can read No. 4 by yourself . Now, start reading . T:Have you finished reading?
T: Great. S5, now can you tell us the Chinese of this sentence?
T: Xxx,can you find more sentences
like
this
and translate into Chinese?
T : Good job! Usually we put an adjective or an adverb after “so” and put a full sentence after “that”. Who can give us more examples?
Ss: Yes.
S5 : Let me try.“我是如
此的喜欢它以至于我爸
爸给我买下了。”
S6: Yes. “ My old coats are ... buy ones” . “我
的旧衣服是如此的短以
至于我想买些新衣服。” S7: The bike is so nice that I want to buy it. S8: The bag is so heavy that I can’t move it. S9: ...
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Remark：在学生阅读1a之前，教师应该展示一些问题，让学生带着问题去阅读。在解决学生的困难时候，讲解本课的重点语法：结果状语从句。也可以让学生自己阅读教材的附录部分，教师稍加解释即可。
Stage 6（5mins)： Finishing 1c
Step
Teacher activity
Student activity
Designing
purpose
1(Individual work)
Let the Ss look at the pictures in 1c and fill in the blanks with so... that .
T: Just now, you learned something about “so... that”. Next, you should finish the task in 1c. If you can’t finish them alone, you can discuss with your group members.
T: Shall we check now? Any volunteers?
T:Picture 2 ?
T : Oh, sorry. There is a new word “afford”. Can you guess what it means?
T: Yes. You can say “can/can’t afford sth.” or “can/can’t afford to do Look at the pictures in 1c and fill in the blanks with so... that.
S1: Maria’s coat is so nice that she likes it very much .
S2: The hand bag is so expensive that the woman
can’t ... it.
S3: Buy .
操练结果状语从句“so... that ”, 完成 1 c。
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sth.” . T : ...
S4:The boy is ... S5: The box is ...
Remark：这个环节主要是操练so...that 的用法，教师一定要确保学生正确使用该句型并强调：so + 形容词/副词+ that + 从句。
Stage7（5mins)： Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing
purpose
1（Class activity)
Let the Ss summarize what they learned in this period . T: Time flies so fast that we can’t waste any of it. It’s time to summarize now . What have you learned ?
T: Yes, let’s go though the
names. Speak out the name as soon as you see the picture. Ready? Go!
T: ...
T: What about grammar?
Summarize what they
learned in this period.
S1: We have learned more
names about clothes.
Ss: Jeans.
Ss:.
Ss: So... that. 回顾、总结本课的相关知识有利于加深学生的记忆。
2 (Class activity)
Assign HMK.
T: For today’s HMK, I’d like
you to make five sentences with “so ... that” on your exercise book.
Finish the homework. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：
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板书：
VI. Blackboard design
第一课时（Section A）
Words and expressions Grammar scarf 结果状语从句：
jeans so +形容词/副词+ that +从句 blouse 约定：
tie Do you have time tomorrow ?
sweater Shall we meet at the school gate at 8:00 a.m.?
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