八年级仁爱英语unit教案

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Unit 8 Our Clothes

Topic 1 What a nice coat!

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 3. 本课重点活动是1a和3。 Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

cotton, silk, so … that, scarf, jeans, overcoat, the structure of “so …that …” : I liked it so much that my father bought it for me.

My old coats are so short that I want to buy some new ones. Ⅱ. Teaching aids 教具

服装卡片录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习服装词汇，导入1a。

1. (用卡片复习以前学过的服装词汇。)

T: Boys and girls, today we will about clothes. I think it is useful for you. You must be interested in it. Look my as I take them out. Are you ready? Ss: Yes.

(教师出示画有服装的卡片，让学生一起大声说出服装名称，复习已学过的服装名称。)

coat pants shirt raincoat dress

sweater jacket shorts T-shirt shoes

1

T: Good! You so many words about clothes. Are you 第二步 呈现(时间: 15分

钟)

学习生词，呈现本课活动1a。 1. (学习生词) T: I English? Ss: Yes.

(教师拿出已准备好的卡片展示给学生，并教新词。卡片正面是服装图样，反面为英语单词，出示一张牛仔裤的图片，正面对着学生。) T: Look what is it?

(拿出另一张卡片，比如围巾，展示给学生。) (学生会用汉语回答：围巾。老师出示反面。) T: Yes, it’s a scarf. (板书单词并领读。)

(用同样方式，学习并掌握生词：overcoat, , sportswear。) (板书)

jeans n.牛仔裤 scarf n.围巾，领巾 overcoat n.长大衣 .女用皮包，手提包 .帽子 sock n.短袜

T: Now, I’ll give you several minutes to remember these new words. OK? Ss: OK!

(几分钟后，老师用手势叫学生停止，把学生分成四组。)

T: Time is up. Let’s . Say the names of these clothes when I show them. I’ll see

which group is the quickest and best. Group A, go.

(在这组活动结束后，可适当对获奖者进行表扬，同时鼓励落后者，希望他们下次表现更好。)

T: OK, stop ’t lose one.

(板书画线部分，掌握silk和cotton。) silk 丝；丝制的

cotton n.adj.棉布，棉花；棉制的

T: Now, please use the words “silk” and “cotton” to describe your deskmate’s

clothes. Work in pairs to practice the expressions. S1: Li Ling is wearing a scarf. It’s a silk one. S2: Du Wei is wearing a jacket. It’s a cotton one. …

2. (呈现1a活动。)

2 (方案一)

(听1a录音，设置听力任务，让学生带着问题听。)

T: Well done. Oh, we can find our classmates are wearing different kinds of clothes. What nice clothes! Today, Maria is also wearing a beautiful coat. If you want to know more about it, please listen to 1a carefully and answer the following questions. (板书) What is Maria wearing? Is it a cotton one? What does Jane want to buy? (听完后，让学生回答上面的问题。)

T: Who wants to answer the first question? S1: She is wearing a Chinese Tang costume. T: OK. Next question? S2: No, it’s a silk one.

T: Good! The last question?

S3: She wants to buy some new coats.

(让学生看1a听对话，然后跟录音朗读。)

T: Look at 1a. Listen to the dialog and follow the tape. (学生跟读完之后，师生共同找出关键词句并列于黑板上，同时讲解一些重难点及so… that…。) (板书)

look great—What a nice coat!—a Chinese Tang costume—feel soft—so… that…—buy some new coats— show—go shopping— meet (方案二)

(出示1a的图片，师生问答，引入1a, 然后听录音。)

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. (让学生跟读录音，并回答下列问题。)

T: Please read after the tape, and then answer the following questions. (板书)

(1) Why does the Chinese Tang costume feel soft? (2) When will they show?

(3) Will they go shopping? What time will they meet?

3 (听完录音后，核对答案。)

T: I will ask three students to answer the questions above. Any volunteers? (点名让学生回答。) S1: Because it’s a silk one. S2: Next Monday. S3: Yes, they will. They will meet at 8 a.m.

Step 3 Consolidation 第三步 巩固(时间: 7分钟)

巩固1a，完成1b。

1. (让学生再读1a，然后两人一组根据黑板上的重点词句表演对话。)

T: Please read the dialog again and act it out according to the key words and sentences on the blackboard. (学生读完之后，抽查。) T: S1 and S2 , please come to the front and act out the dialog. S1: … S2: …

(教师让学生参与评价，选出最佳的一组，给予表扬。)

T: Well, you did a good job! S1 and S2 are No.1. Congratulations! 2. (让学生独立完成1b，巩固so … that …的用法。) T: Now, finish 1b by yourselves. (一分钟以后)

T: Have you finished? Now, let’s check the answers.

(教师可适当补充一些语法练习，再巩固so … that …的用法。)

Step 4 Practice 第四步 练习(时间: 10分钟)

完成2。

1. (教师带领学生完成2。)

(1) T: Are you say much about clothes? OK! It’s time for you to write something

about them. Please fill in the brackets with the words in the box carefully, and then we’ll check them together.

(2) T: Well. You the clothes that people are wearing, but do you know who the people

are? OK, let’s listen to 2 and find out who they are. Please number the pictures.

(让学生根据所听句子的顺序相应标出人物的顺序。等学生听完并做完之后，核对答案。)

2. (学生完成2后，教师可领学生做个小游戏，既放松心情，又可巩固所学知识。) T: I think you must be tired. Let’s play a game, OK? Ss: OK.

4 (此活动具体操作如下: 教师先做示范，用英语描述某个学生的衣着，然后让大家

闭上眼睛猜描述的是谁。猜对的学生，教师给予表扬。然后找几名学生来描述某个学生的衣着，其他学生猜。) T: This is a girl. She is wearing a pair of glasses and a bright yellow skirt. She

you guess who she is?

Ss: …

T: Right. Well done! …

(此活动的目的是: 激发学生学习英语的兴趣，既锻炼了学生的听力，又提高了他

们的口语表达能力，让学生在轻松愉快中掌握所学知识。)

Step 5 Project 第五步 综合探究活动(时间: 8分钟)

完成本课活动3。

1. (让学生两人一组完成3。首先进行小组讨论，说出图中每层楼所售服装名称。然后模仿给出的例子，编一个新的对话。)

T: Well, boys and girls, today we look at the pictures in 3 and find out what’s on

each floor in pairs. Do you understand? Ss: Yes.

(学生在讨论过程中，教师可到学生当中帮助学习有困难的小组。)

T: Time is up. Be quiet, please. I’ll ask one group to act out the dialog. Which group

will try?

(看学生反应情况，选一组向大家表演。) T: G1, please.

S1: Excuse me, could you tell me where to buy shoes?

S2: Sure! You can go to the Shoes and Hats Section on the first floor. (如果汇报的学生在讲述过程中有遗漏的地方，可让其他学生补充。)

T: OK, please stop 3, and then make similar dialogs with your partner. Go! 2. Homework:

(让学生回家准备一张家人的照片，运用本节课所学内容，介绍相片里的家人所穿的服装以及服装质地。)

T: Prepare a family photo, describe the clothes of the people in it and tell the

materials of the clothes.

Section B

Section B needs 1 period. Section B需用1课时。 The main activity is 1a. 本课重点活动是1a。 Ⅰ. Aims and demands目标要求

5

1. Learn some new words and phrases: pocket, size, be made of, natural

2. Master the usage of adverbial clauses of result:

I want to buy a windbreaker so that I will look more useful expressions about buying clothes:

—What would you like to buy?

—I’d like this T-shirt and the cotton pants with two big pockets. —What size would you like?

—Size M. How about the blue one? It’s made of natural materials. —What do you want?

—I want a purple silk dress. Ⅱ. Teaching aids 教具

实物(风衣)学生从家里带来的照片图片小黑板或幻灯片录音机 Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 8分钟)

复习服装词汇，呈现生词。

1. (复习上节课内容，叫学生描述所带家庭相片中家人的服装及质地。)

T: Now. It’s time to check your you introduce your family to our classmates? Ss: Yes.

T: Volunteers? OK, please come to the front, and introduce your family to us. (示意学生举手。)

(该学生手拿相片，面对全班学生。)

S1: This is my father. He’s wearing a cotton sweater. This is my mother. She is

wearing a silk dress … …

(再让几名学生做相似的介绍，引入下一步。)

2. (从介绍家人服装的学生手中留下几张适合本课教学的相片，抽出一张进行介绍。) T: Boys and girls, please look at this 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. (老师手指毛衣，介绍生词。)

T: Yes, it’s a sweater. It’s a woolen sweater. It is made of wool. (同样方式呈现leather。然后老师拿出一件准备好的风衣。) T: Look! What is it? Do you know?

(老师板书windbreaker。根据构词法，学生能读出该词。)

6 Ss: It’s a windbreaker. T: Very good! It’s a windbreaker. It’s made of natural materials. It , leather,

windbreaker, material。)

woolen adj.羊毛制的 be made of 由??制成 leather adj.皮制的 windbreaker n.风衣 natural adj.自然的 material n.材料 pocket n.口袋

T: Well. Now we you tell me? Please look at the windbreaker. I wear size SML. (板书画线部分并解释。学习并掌握生词size。) What size would you like? 你穿多大号的？ Size SML. (小号中号大号。)

(让学生谈论所穿衣服的质地及大小。)

T: Please say something about the materials and size of your clothes. (学生讨论时，教师巡视并指导。) T: Time is up. Let’s stop . It’s size M. S2: …

(让学生自由说英语，培养说的能力。过渡到下一步。)

Step 2 Presentation 第二步 呈现(时间: 10分钟)

呈现1a，简要介绍结果状语从句。 1. (听录音1a，回答问题。)

T: That’s fine. You know about your clothes well. But what about your friends

Michael, Kangkang, Jane and Maria? Now they are in a clothing store. Please listen to 1a and answer the following questions. What does Jane think of the cotton pants? What size would Michael like? (上述问题可在课前准备好，板书在小黑板上或用幻灯片显示，以节省课堂时间。) (学生听完之后，核对答案，并简要介绍… so that …和such … that …句型。理解clothing。)

2. (让学生再听1a录音，并跟读。)

T: Very good. How clever you are! Now, open your books on Page 79. Listen to the tape again and follow it. Ss: …

(让学生大声读两遍同时找出关键词，然后检查读音情况，及时予以纠正。) T: Please read the dialog aloud twice, and then find out the key words. Ss: OK.

T: Let’s begin.

(学生开始查找，大约两分钟后。)

7 T: Are you ready? Ss: Yes.

T: Let’s go through the dialog and find out the key words together. (师生共同合作，写出关键词。) fashion show Kangkang — T-shirt and cotton pants Michael — windbreaker — size M — natural materials Jane — a purple silk dress Maria — a leather jacket 3. (根据关键词，复述1a。)

T: Retell 1a with the key words.

Step 3 Consolidation 第三步 巩固(时间: 10分钟)

巩固1a，完成1b。

1. (看图片，独立完成1b。)

T: Now please look at the pictures of 1b, and finish it by yourselves. Then we will check

the answers. (核对答案。)

T: Please stop. Let’s check the answers. Who will try? S1: …

(老师对同学予以表扬。自然过渡到下一步。)

2. (读1a对话，然后放录音，逐句核对语音和语调。)

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. (学生读完之后。)

T: You use the key words correctly. That’s good enough. Let’s go further to Page 80.

Step 4 Practice 第四步 练习(时间: 12分钟)

练习1c和2，介绍结果状语从句。

1. (让学生根据图片和提示语填空，完成1c，进一步巩固so …, so … that …, such … that …和 … so that …的用法。)

T: Michael, Kangkang, Jane and Maria are trying on the new clothes. Do you want to know 1c, and fill in the blanks according to the pictures.

(教师可适当补充练习，让学生更好地掌握结果状语从句的用法。) (1) We study English ’t afford it.

8 (3) Miss Wang planned very reach the apples on the tree. He is tall. I must learn English well. … … well

T: Group 3 use “so …”, “so …that …”, “such … that …” or “… so that …” to match the sentences on the left with those on the right. Example:

I’m a tall student so I can reach the apples on the tree. …

3. (完成2。教师先让学生把需要判断的句子读一遍，以便听2录音时有针对性，有利于培养学生捕捉细节的能力，促进听力水平的提高。)

T: OK, let’s come to 2. First, go through the sentences in 2. Then listen to the tape

and mark True (T) or False (F). (听完2录音后。)

T: Now, tell me your answers. Ss: …

(如果部分学生没听懂，教师应把听力原文用幻灯片显示出来，让学生朗读、熟读，培养语感。)

Step 5 Project 第五步 综合探究活动(时间: 5分钟)

进一步掌握有关服装及质地的词。巩固结果状语从句。

1. (让学生调查班内五名学生最喜欢的服装及其质地，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 complete the table. Name Clothes Material 2. Homework:

(用so …, so … that ..., such … that …和 … so that … 造句。至少5个。)

T: Every student makes at least five sentences, using “so …”, “so … that …”,

“such … that …” and “… so that …” . Ⅳ.疑点探究

be made of “由??材料做成”，用于能看出原材料的; 而be made from用于看

不出原材料的。例如：

9 The coat is made of cotton. 这件外套是棉制的。 The paper is made from wood. 这些纸是木材做的。

Section C

Section C needs 1 period. Section C需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。 Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

depend on, glove, nearly, northern, as well as, rather, similar, catch one’s eye, silver, iron, learning the structure of “so…that …” and “such … that …”.

The T-shirt is so bright that Kangkang looks lively. It’s such a bright T-shirt that Kangkang looks lively. 3. Learn about the dressing culture in North America. 4. Be able to read the instruction tags in the clothes:

100% cotton Made of 100% cotton. Ⅱ. Teaching aids 教具 服装录音机小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 8分钟)

复习有关服装及其质地的词汇。呈现1a生词。

1. (教师在袋子里放上几件衣服，让学生猜，复习上节课的内容。)

T: Boys and girls, I’m very this bag. We can play a guessing game. I am sure you will like it.

(教师拿着装衣服的袋子让学生用手触摸并猜测是什么衣服及其质地。学生只许触摸不许看。教师视学生的猜测做相应的回答。)

T: Let me tell you ’t see with your eyes. 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 and also jeans?

T: Yes. They are cotton jeans. Thank you. Please sit down. (教师回答后，把这条裤子拿出来。) …

(继续上面的游戏，让学生自如地运用所学知识，并把拿出的衣服依次放于讲桌上。) 2. (导入新词汇和新课。)

(利用实物学习并掌握新词glove和silver；理解necklace。) T: We studying some new words about clothes.

10

正 正 正 T: Oh, Group 2 got sixteen points. So they are the winners. Congratulations! Give them a big round of applause!

(学生热烈鼓掌，更加活跃了课堂气氛。按得分情况把代表第2组的小人像放在第四台阶，同时根据实际情况将另外三个小人像分别放在另外三个组相应的台阶上，但不要忘记鼓励落后者。)

T: Don’t worry, Group 4. There will be some other good chances for you. Work D中3b的内容。完成3b。)

T: Let’s read the sentences in 3b together. Ss: …

T: Great! Then I’ll give you a surprise. You eight, please come ’t be surprised! What you should do is to describe their clothes and get points for your group.

(八名学生中的任意一名学生的服装被描述对了，这名学生就可从队里出来，回到座位上。描述者就可赢得分数，这样既可活跃课堂气氛，又可培养学生的竞争与合作意识，同时也引出了新词汇与句型。) T: Is that interesting? Ss: Yes.

T: Do you know what the first types of clothes were made of? Ss: Sorry, we don’t know.

T: OK. It’s said that many years ago the first types of clothes were made of animal skins.

(板书It’s said that …，并解释。) It’s said that … T: Different people wear different clothes. What information can you get from people’s clothes? OK, you can discuss it with your partner. (让学生讨论一分钟左右。)

T: Time is up. Can you share your answers with us? Who is the first? S1:I can know people’s jobs from their clothes. T: Good. Next group.

S2:I can know their , please open your books on Page 83. Look at 1a. (导入新课。)

Step 2 Presentation 第二步 呈现(时间: 15分钟)

呈现本课1a，完成1b。

16 1. (快速阅读1a，根据语境自学生词。掌握society；理解：uniform, easy-going, saying；了解kimono。)

T: Read the passage as fast as you can and guess the meanings of the new words. (两分钟后，利用单词卡片检查对新单词的理解，一位同学读其音，另一位同学迅速说出其词义。)

T: Stop I put up a flashcard with a new word, one student reads it, then the

deskmate says its meaning. Now let’s go. Ss: OK.

(出示society单词卡片。) S1: Society. S2: 社会。 …

2. (学生再读1a，回答下列问题。)

T: Nice work. Every student knows the meanings of the new words. Now read the

passage in 1a again and answer the following questions: (1) What did people start to wear clothes for? (2) What can we know from people’s clothes?

(3) How do you understand “You are what you wear”?

3. (鼓励全班学生大声整齐地读文章, 学生阅读完1a，核对问题的答案并完成1b。在核对过程中，如果有错及时予以纠正。)

T: Now read 1a aloud together. Then finish 1b. …

T: Now, let’s check the answers in 1b. The first one, is it right? Ss: No. It’s wrong. T: How to correct it? Ss: The first types of clothes were made of animal skins. T: Yes. You are so clever. …

4. (听1a录音并让学生跟读。给学生讲解一些语言点，并板书关键词句。)

T: Let’s follow the tape and go through the passage again. This time we should find

out the key words and sentences. (板书)

It is said that—be made of—so that—today—more than—tell—uniform—know a kimono—Japanese—sportswear—yellow or pink clothes—lively and easy-going—You are what you wear.

Step 3 Consolidation 第三步 巩固(时间: 6分钟)

进一步巩固课文1a，完成3a。

17 1. (让学生以游戏的方式复述课文。)

T: Very good. Every student is so excellent. Now, please read 1a as carefully as you can and try to remember it. Later, we will play a game to retell the text.

(活动说明: 把关键词按在文中出现的顺序分成三组，写在纸条上并标上序号；然后以接龙的方式复述课文主要内容。操作方式如下: 教师以击鼓传花的方式来选取三名学生，让学生参看纸条内容按顺序复述课文。该活动可重复，让每名学生都有机会参与。)

T: Stop it. Do you understand? Ss: Yes.

T: I I stop, the student a note to retell the corresponding part of the passage. Go! S1 S2 S3: … S4 S5 S6: …

T: OK, stop 3a and find out similar sentences in this topic.

Step 4 Practice 第四步 练习(时间: 10分钟)

进一步巩固练习3a。 1. (让学生完成3a。)

T: I’m pleased with your job. I’m sure you can do better later. Let’s look at the

sentences in 3a again. Do you let’s read it together. (全班齐读3a。) Ss: …

2. (让学生用so … that …, … so that …和such … that …造句。)

(把班级分成四组，讨论后比赛，发挥组员合作精神。所造句子不能重复，可叫一名学生计时，教师计分。学生讨论过程中，教师可到学生中帮助学习有困难的小组。) T: Please make sentences using “so … that …” , “… so that …” and “such … that …” You should work in groups of four, and I’ll see which group can make the most sentences in one minute. First, discuss in groups. (讨论之后，让学生造句子。)

T: Stop . Which group will try first? T: Group A, S1, please. S1: The ’t afford it.

S2: I want to make more money so that I can buy an MP4. S3: It was such a lovely day that we decided to go on a picnic. …

T: I’m sorry there is no time for us to do it. Let’s see which group is the best. (看黑板上的分数情况，并进行综合性评价。) T: Oh, Group 4 got fifteen points. So they are the winners. Give them a big round

of applause! The other groups, work harder next time.

18 Step 5 Project 第五步 综合探究活动(时间: 6分钟)

完成2和4。 1. (完成4。)

T: Please finish 4.

(三分钟后，让三名学生向全班汇报调查结果。)

T: Now, time is up. It’s time for you to give a report to the whole class. I’ll ask three

students to do it. Do you understand? Ss: Yes.

T: S1, please. S1: … …

2. Homework:

(描述你今天所穿的衣服，完成2。)

T: Describe the clothes you are wearing today. Finish 2.

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