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(此文档为word格式，下载后您可任意编辑修改！) Unit 5 Feeling HappyTopic 1Section A第一步复习复习表达情感的形容词并处理新词句。
放一段卓别林的影片, 其中含有不同表情。
由此引出表达情感的一系列形容词，进行系表结构的学习。
)第二步呈现呈现并处理1和3a的对话。
1. (教师总结并导入1。
)2. (让学生跟读1并画出文中重点词、句，然后教师板书。
学生掌握say thanks to。
)3. (导入3a。
掌握生词smile。
)(用小黑板呈现听力问题。
)a. Why all the smiling faces?b. How does Mr. Lee feel?(核对答案。
)4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。
)第三步巩固巩固1和3a的知识点。
1. (让学生再读1，然后进行角色扮演。
)2. (让学生朗读3a，并根据黑板上的关键词复述3a。
)3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。
)第四步练习引出并练习系表结构。
1. (通过师生问答，呈现并讲解系表结构。
)(让学生总结学过的系动词，学习生词taste。
)2. (给学生3~5分钟时间，完成2与3b的练习。
)第五步综合探究活动合作探究本课重点词句。
1. (让学生自我测试，通过反义词学习生词。
)2. Homework:Section B第一步复习复习并处理新词句，然后导入新课。
(检查上节课布置的作业，复习系表结构，导出本课的目标语言。
要求学生理解生词upset，掌握短语be proud of。
)第二步呈现呈现并处理本课活动1和3a。
1. (通过谈论京剧，引入本课重点活动1。
要求学生掌握film，理解Beijing Opera，了解moving。
) (让学生听1的录音，回答教师问题。
听完录音后，教师提问。
)2. (呈现3a。
学习并掌握短语set the table和be able to。
仁爱英语同步分课练习Unit8 Topic1 Section A一、根据语境提示、音标提示及所给词的适当形式，完成下列句子：1.It’s cold outside. You'd better put on your______________(/’swetə/).2.If you touch it, it feels soft and____________(/smu:θ/).3.The Women's Wear Section is on the__________(three) floor, You can't miss it.4.He liked the cap so much____________he bought it at once.5.We usually have chicken with__________(potato) and carrots for dinner.二、按要求改写下列句子：1.He is too young to go to school,(改为同义句)He is __________young_______he________go to school.He ________ _________ _________to go to school.2.1 don't know which scarf I should choose.(改为简单句)I don't know which scarf _________ __________.3.The boy looks very cool. He is wearing a jacket.(两句合并为一个简单句)The boy _______ ________ _________looks very cool.4.This book is so interesting that I read it in one breath (一口气).(改为同义句) It’s________ _________ _______ book _________I read it in one breath.三、选择填空：( )1. It was ______interesting film ______I wanted to see it again.A. so, thatB. such, thatC. such an, that()2. You can find it _______Shoes and Hats Section _____the second floor.A. in, inB. in, onC. on, on()3. If you want to buy a blouse, you will go to the ______Section.A. Men's WearB. Women's WearC. Sportswear()4. My sister’s clothes are so old that I want to buy her some new_____.A. themB. itC. ones四、遣词造句根据每题所提供的图画的情景、提示词，写一个与图画情景相符的句子：1.expensive, so...that, afford____________________________________________________2.so...that, reach___________________________________________________3.so...that, have to, stay, yesterday___________________________________________________4.ask, where, buy ____________________________________5.cost , buy ________________________________________一、翻译下列词组：1.如此……以至于_________________2.带两个口袋的裤子______________3.这样以来，以便_________________4.立刻、马上____________________5.环顾、看四周___________________6.为某人买某物_________________二、选择填空：()1. Students are busy_________t he final exam.A. prepare forB. to prepare forC. preparing for()2.I got up very early this morning ______I could catch the first bus.A. so thatB. butC. and( )3. It was _____lovely weather____we decided to spend the day on the beach.A. such a, thatB. such, thatC. such, as()4, —Excuse me. Could you please tell me ______m y car?—Sure. Park it right here. I’ll help you.A. how to stopB. where to parkC. when to park三、根据情景提示，用恰当的短语或句子填空：1.你想知道那条连衣裙的材质是什么，可以这样问：_____________________________________________?2.你想知道顾客觉得那双运动鞋怎么样，可以这样问：____________________________________________?3.你想知道哪里能买到帽子，可以这样问：Could you tell me _________________________________ ?4.你想知道你们什么时候见面，可以这样问：___________________________________________?5.你告诉顾客，儿童装在五楼，可以这样说：The Childrens Wear Section_________________________________.四、遣词造句1.made o£ cotton ___________________________________________________2.early, so that, catch, on time_________________________________________________________________3.wear, such...that, nice ______________________________________________4.so...that, slowly, catch up with_________________________________________________________________ 5.busy, prepare_____________________________________________________一、翻译下列词组：1.合适的衣服____________________2.深色________________________3.粗腰__________________________4.看起来更苗条________________5.简单的款式____________________6.穿在某人身上很好看__________二、选择填空：( )1.I have only ten yuan with me,_____I can't buy the expensive dictionary.A. BecauseB. butC. so()2. The meat is ______expensive and eating ______meat is bad for your health.A. too much, much tooB. much too, too muchC. too much, too much ( )3. —Sonia, do you think you are different from Linda?—Yes, I’m _______at drawing than her.A. betterB. goodC. best()4.I think _____is easy to help customers choose suitable clothing.A. ThisB. thatC. it()5.I________some of my free time playing basketball for my school team.A. spendB. costC. take三、短文填词Dear Judy,How is your 1________(/’biznəz/)? Are you busy? I want to tell you something about how to help people choose 2________(suit) clothing.If a fat person comes to your shop, you should 3_______(/əd'vaiz/) him or her to try on clothes in 4________(/da:k/) colors and with simple 5_________ (style). They will make him or her look a little 6_________(slim). If a short man or woman comes to your shop, you should ask them to wear soft colors. If a slim girl enters your shop, you'd 7________ask her to wear warm colors, like red, yellow and orange. Black clothes don't look good her.8________(help) others choose clothes is important. I hope everything well.四、翻译下列句子：1.如果你腰粗，你最好穿深色或冷色的衣服。
课题Unit 5 Feeling excited Topic 1 Section A 课型新授课课时 1教学目标Knowledge aims：1. 学生能正确拼读并运用以下词汇：(1)单词表中的黑体单词invite(2)连系动词：be,look, fee l, taste, smell和sound(3)描述情绪的形容词：excited, happy和disappointed2. 学生能正确运用以下短语造句：invite sb. to do sth.prepare sth. for sb.say thanks/ goodbye /hello/sorry to sb.a ticket to …3. 学生能自如地运用以下功能句进行交流。
-How are you doing? -Very well, thank you.Guess what!What a pity!Skill aims：1. 能听懂有关情绪的询问与表达的简单对话和陈述。
2. 能正确地运用本课的交际功能用语问候或表达情绪。
3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。
4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。
Emotional aims：通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。
教学重点难点Key points：学生在交流中能自如地运用系表结构和以下短语：invite sb. to do sth.prepare sth. for sb.say thanks/ goodbye /hello/sorry to sb.a ticket to …Difficult points：1. 学生对功能用语How are you doing? 的理解。
Unit 5 Feeling Happy Topic 3 Many things can affect our feelings.Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands 目标要求1. Learn some new words and phrases:calm down, bitter, CD, DVD, test, speech, monitor2. Learn useful expressions:How long have you felt like this?I hate to go to the hospital.3. Learn how to describe feelings:These days I feel very bored and lonely at home.I’m worried about the test at the end of the month.4. Le arn the usages of “make + object + v./adj.”It makes me feel nervous.The TV programs make me sleepy.5. Learn how to reassure others:Don’t be afraid!Be brave!Take it easy.Don’t worry.Ⅱ. Teaching aids 教具录音机/手机/小黑板Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间: 5分钟)复习电话用语并创设情景导入新课。
1. (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。
初中七年级英语教学案课题：Unit8 Topic1 SectionA班级：学生姓名：学习目标：1.预习p81---82的单词。
2.学习询问天气状况的句型并能熟练运用。
自学指导：1.大声朗读1a ，并熟练掌握询问天气的句型：What’s the weather like…? How is the weather…?2.完成并朗读2a .并掌握询问季节的句型：Which season d o like best?=What is yourfavorite season?3.在掌握1a 、2a的基础上完成1b .练习1c、2b部分。
单项选择( ）1.Which teacher do you like ,Mr. Wang ,Mr.l ee or Miss Cai?A.goodB.betterC.best( )2.It’s fine today .It is a good day for .A.to walkB.walkingC. Walks( )3.The weather of Hainan is very in winter.A. coolB.warmC. Hot( ) 4.You,re not a child now. You shoul d l earn yourself.A. l ooked afterB. to l ook afterC.l ook after.( ) 5.He was born the spring of 1993.A. onB. inC.at知识点击：1.What‘s the weather li ke in spring? 春天天气怎么样？“What‘s the weather like---?/How’s the weather---?”是用来询问天气状况的句型。
如；What‘s the weather like there in winter?=How‘s the weather there in winter?那里的冬天怎么样。
Unit8 Topic1 SectionA 参考教案Ⅰ. Material analysis本话题通过对话询问和描述一年四季的气候引入学习，自然过渡到气温的表达，对比中西方国家天气的差异，同时谈论大量适合各种天气的日常活动。
本节课是本单元的第一节课，主要活动是1a、2a和3a。
学习询问和描述不同季节天气的表达以及描述不同季节适合的活动的表达方式；还将学习询问最喜欢的季节并阐述其原因的表达方式；另外，语音板块将学习字母s, x 及字母组合ur, wh 的读音规则并复习字母z, w和字母组合ur, ir, er在单词中的发音。
Ⅱ. Teaching aims1.Knowledge aims能够快速辨认和正确朗读与天气及其活动相关的词汇：weather, spring, warm, season, summer, hot, climb等；能够询问和描述不同季节的天气以及各季节适合的活动的表达方式，如：—What’s the weather like in spring?= —How is the weather like in spring?—It’s warm. It’s a good time to.../ It’s a good season for.../We can...能够谈论最喜欢的季节并阐述其原因，如：Which season do you like best, spring, summer, fall or winter?— Why/Why do you like it? —Because...能够应用一般现在时询问天气并作出回答，如：—What’s the weather like in spring?= —How is the weather in spring?—It’s warm. It’s a good time to.../ It’s a good season for ... /We can ...了解字母s, x 及字母组合ur, wh在单词中的读音规则。
unit7 Topic1 sectionA 教案Ⅰ. Material analysis本节课为话题的第一节课，建议用1课时上完。
主要活动为Section A 的1a 和2。
本话题由C raig Kielburger 从12岁起建立解放儿童组织，创办柯氏国际儿童基金展开。
在本课1a 的对话中，为了帮助Craig Kielburger ，Kangkang, Michael, Maria 和Jane 决定举办一次“国际美食节”。
通过让学生了解四个小伙伴为美食节做的种种努力，鼓励他们积极参与有益的课外实践活动，培养关心他人，乐于助人的态度。
本话题的语法重点是学习that 引导的宾语从句。
Ⅱ. Teaching aims Knowledge aims ：1. 学生能正确拼读并运用为美食节做准备的词和短语。
2. 学生能简单地掌握宾语从句的用法。
Skill aims ：1. 能听懂有关筹集资金计划的对话。
2. 能使用英语简单谈论筹集资金的计划。
3. 能连贯流畅地朗读对话。
4. 能写出简单的帮助他人的短文。
Emotional aims ：学习积极参与有益的课外实践活动，关心他人，乐于助人。
Ⅲ. The key points and difficult points Key points ：1. 谈论筹集资金的计划。
2. 初步掌握宾语从句的用法。
Difficult points ：写出关于筹集资金帮助他人的短文。
Ⅳ. Learning strategies注意发现语言的规律并能运用规律举一反三。
Ⅴ. Teaching aidsComputer Computer multimedia multimedia multimedia projector, projector, projector, the the the pictures pictures pictures of of of Craig Craig Craig Kielburger, Kielburger, Kielburger, a a a poster, poster, poster, the the the pictures pictures pictures of of soup, cheese, cookies, and pancakes, a picture of a blind person, a video of the earthquake in Ya’an.Ⅵ. Teaching proceduresStep Interaction patternStudent activity Teacher activityIntroduction （8 minutes）1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. The whole class work. 1. Focus their attention on the teacher. 2. Students read the passage passage about about about the the the traffic traffic rules rules they they they made made made after after class. 3. Students discuss in groups and ans w er the wer the questions with the structure: I think Iwill…4. Students learn and grasp the new words and phrases with the help of the teacher. 5. Students report the information about Craig Kielburger they collected. 1. Greet students ready for learning. 2. Teacher asks the students to to report report report the the the homework. homework. Let Let the the the students students students read read read the the passage passage about about about the the the traffic traffic rules they made after class. 3. Teacher asks the students to think about the following questions: If someone isin trouble, what will youdo? If someone needs money,what will you do? Then ask the studen ts to answer them with the structure: I think I will…4. 4. Teacher Teacher Teacher teaches teaches teaches the the the new new words by summing up the answers above: “Now Now I I I see, see, see, some some some students students will turn to their their parents, parents, which means they will ask their parents for help. Some students imaginethat they can put on a play to to raise raise raise money. money. money. Y ou Y ou can can try your best to help others, others, I’m I’m I’m so so so proud proud proud of of you!”5. 5. Teacher Teacher Teacher shows shows shows the the the pictures pictures o f Craig Kielburger to the students. Ask the students to to report report report the the the information information about Craig Kielburger they collected. Presentation (10 minutes) 1. The whole class work. 2. Individual work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. 8. The whole class work. 9. Individual work. 10. The whole class work. 1. Students look at the picture of 1a, and understand understand the the the picture picture with the help of the information under it. 2. Students watch the flash, and then mark the sentences of 1b wi th T or F. 3. Students check the answers. 4. Students read the conversation and match the information of 1c. 5. Students check the answers. 6. Students read the sentences aloud. 7. Students find out the same same structure structure structure in in in the the sentences of 1c. 8. Students check the answers. 9. Students watch the flash flash and and and answer answer the questions. 10. Students check the answers. 1. T eacher praises students’ information they collected after after class. class. class. Encourage Encourage Encourage them them to keep on making a preview before before class. class. class. Then Then Then let let let the the students students look look look at at at the the the picture picture of of 1a 1a 1a and and and undund erstand erstand the the picture picture with with with the the the help help help of of of the the information under it. 2. Teacher plays the flash of 1a. Ask the students to watch watch the the the flash, flash, flash, and and and then then mark mark the the the sentences sentences sentences of of of 1b 1b with T or F. 3. Teacher asks two students to tell the answers. 4. Teacher asks the students to to read read read the the the conversation conversation and match the information of 1c. 5. Teacher asks two students to tell the answers.6. Teacher asks the students to read the sentences aloud. 7. Teacher asks the students to find out the same structure in the sentences of 1c. 8. Teacher asks two students to tell the answers. 9. Teacher asks the students to watch the flash again and answer the following questions: (1) How many schools did Free the Children build? (2) What’s Michael’s task?10. Teacher asks two students to tell the answers. Teach the new word p osterposter by showing a real poster to them. Consolidation (10 minutes) 1. The whole class work. 2. The whole class work. 3. Group work. 4. The whole class work. 5. Group work. 6. The whole class work. 7. The whole class work. 1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students discuss in groups groups to to to find find find out out out the the difficult difficult points points points and and and sum sum up the main points. 4. 4. Students Students Students underline underline underline in in their books and make some notes. Learn and grasp grasp the the the new new new words words and phrases. 5. Students discuss in groups: What will the food festival be like? 6. V olunteers report the result of the discussion. 7. Students act out the conversation of 1a. 1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher asks the students to learn in groups to find out the difficult points in the conversation. At last let them sum up the main points of the conversation. 4. 4. T eacher T eacher makes makes makes a a a summary summary to to explain the key points and explain the key points and difficult points to the students. (1) have/hold/ organize a food festival (2) turn to sb. /ask sb. for help (3) make a poster (4) get in touch with sb. (5) try one’s best to do sth. (6) make it a success (7) 由that 引导的宾语从句引导的宾语从句5. T eacher lets the students read 1a, and then discuss what the food festival will be like with the the help help help of of of the the the pictures pictures pictures and and the example. Let them practice the usage of the object clauses. 6. Teacher asks four students to report the result of the discussion. Finish 1d. 7. T eacher asks the students to act out the conversation of 1a. Practice (10 minutes) 1. The whole class work. 2. Group work. 3. Individual work. 4. The whole class work. 5. Pair work. 6. Individual work. 7. The whole class work. 1. Students learn and grasp the new words with the help of the teacher. 2. Students discuss what the children children should should should prepare prepare for for the the the food food food festival festival festival in in groups. 3. Students write down the conversations. 4. Students evaluate the conversations, conversations, and and and then then check check the the the answers answers answers with with the teacher. 5. Students act out the conversations in pairs. 6. Students listen and match match the the the people people people with with what we can do. 7. Students check the answers. 1. Teacher teaches the new words soup, cheese, cookies,and pancakes by by showing showing their pictures on the screen. Teach set and set the tableby explaining their Chinese meaning. 2. Teacher asks the students to discuss what the children should prepare for the food festival. 3. Teacher asks four students to write down the conversations on the blackboard. The other students write down at least two conversations in their each workbook. 4. 4. Teacher Teacher Teacher lets lets lets two two two or or or three three students evaluate the conversations on the blackboard. Check the answers. 5. Teacher lets the students act act out out out the the the conversations conversations in pairs. 6. 6. Teacher plays the recording Teacher plays the recording of of 3 3 3 for for for the the the students students students and and lets the students listen and match the people with what we can do. 7. 7. Teacher Teacher Teacher lets lets lets two two two students students tell tell their their their answers. answers. answers. Teach Teach blind by showing a picture of a blind person. Production (7 minutes) 1. Group work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Individual work. 1. Students watch the video and discuss in groups. 2. Students write down their opinions with the structure I think…3. Students share their opinions with with the the whole class. 4. Students summarize Section A with the teacher. 5. Students finish the homework after class. 1. Teacher plays the video of the Ya’an earthquake. Lead the students to discuss in groups: “A terr“A terrible earthquake ible earthquake struck Ya’an in Sichuan Province at 8: 02 on the morning of April 20th this year. Le t’s discuss how to help the p eople in Ya’an.”people in Ya’an.”2. Teacher asks the students to write down their opinions with the structure Ithink…3. Teacher asks four students from different groups to share their opinions. Tell them that we should try our best to help the people in trouble. 4. Teacher shows the summary of this section to the students. 5. Teacher assigns homework: (1) Review the summary after class. (2) Write down a passage about how to help the the people people people in in in Y Y a’an with the sentences containing object clauses. (3) Search some typical foods in different countries to prepare for Section B. Teaching Reflection The students a dmire Craig Kielburger very much. It’s a successful admire Craig Kielburger very much. It’s a successful lesson: lesson: The The The students students students want want want to to to learn learn learn from from from him him him to to to help help help the the the people people people in in trouble. The teacher should introduce more information of Craig Kielburger to the students to encourage them to help others from now on. Ⅶ. Blackboard designUnit 7 Food Festival Topic 1 We’re preparing for a food festival. Section A 1. have/hold/ organize a food festival 2. turn to sb. /ask sb. for help 3. make a poster 4. get in touch with sb. 5. try one’s best to do sth.6. make it a success 7. Kangkang knows (that) Graig comes from Canada. 8. set the table 。
教案Unit 8 The Seasons and the Weather.Topic 1 What’the weather like in spring?Section ATeaching time:Te aching aims and demands：1. (1)Learn the words about seasons:spring, summer, winter, fall(2)Learn other new words:weather, warm, season, mountain, cold, rain, snow, ground 2. Learn how to describe weather:—What’s the weather like in spring? —It’s warm.—How is the weather in fall? —It’s cool.3. Learn to use superlative forms to express preference about seasons:—Which season do you like best, spring, summer, fall or winter?—I liked winter before, but now I like summer best.The import points: Learn the words about seasons and other new words; Learn how to describe weather:The diffcult points: Learn to use superlative forms to express preference about seasons Teaching aids :Powderpoint recorderTeaching procedure:Step 1 Review (about 5 minutes)1. (师生对话, 复习上单元内容, 导出季节。
Ⅰ. Material analysis本节课建议用1课时上完。
主要活动为Section A 的1a和3。
本话题由班级要举行时装秀的活动来引入，通过四位主人公为时装秀积极购买漂亮和帅气的服饰展开，向广大师生呈现了多姿多彩的服饰文化。
本课在1a的对话中首先以谈论服装的材质及相约去购买参加时装秀的服装为切入点，通过1c 的练习让学生掌握并运用so… that…结构；又通过2的学习活动复习了学过的服装的名称，引导学生学会对同一类别的单词进行集中的学习和记忆，并呈现了三个有关服装名称的新词：tie, scarf 和jeans；在第三部分的活动中向学生介绍了服装商场里每层楼所售服装的名称，让学生学习有关请求帮助的用语。
通过本课学习，要培养学生们对服装文化的兴趣，并引导他们积极参与班级和学校的活动，建立集体荣誉感。
Ⅱ. Teaching aimsKnowledge aims：1. 学习有关服装的词汇。
2. 学习so… that…结构的用法。
3. 学习有关约会和请求帮助的功能用语。
Skill aims：1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
Emotional aims：1. 有助人为乐的意识。
2. 引导他们积极参与班级和学校的活动。
3. 建立集体荣誉感。
4. 热爱服装文化。
Ⅲ. The key points and difficult pointsKey points：1. 学习有关服装的词汇。
2. 学习so… that…结构的用法。
3. 学习有关约会和请求帮助的用语。
Difficult points：尝试用英语写出简单的关于请求帮助的对话。
Ⅳ. Learning strategies1. 集中记忆同类别的词汇。
2. 积极参与课内外英语学习活动。
Ⅵ. Teaching proceduresStep InteractionpatternStudent activity Teacher activityIntroduction （8 minutes）1. The wholeclass work.2. The wholeclass work.3. Group work.4. Group work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.1. Focus their attentionon the teacher.2. Students report the emailwhich they wrote toRose to tell her somethingabout eating habits andhow to eat healthily inChina.3. Students speak out thewords about clothesthey have learned.4. Students speak out thenames of the clothesquickly.5. Students learn the newwords.6. Students look at thepictures of 2 and choosethe words from thebox.7. Students tell the answerstogether and then readthe words aloud.1. Greet students and makethem ready for learning.2. The teacher asks studentsto report their homework.Let students report theemail which they wrote toRose to tell her somethingabout eating habits and howto eat healthily in China.3. The teacher lets studentsfrom different groupsspeak out the words aboutclothes they have learned.The group which speaksthe most in the certaintime can get four points.4. The teacher shows differentkinds of beautiful clothesone by one on the screen.Let students speak out thenames of them quickly.The group which speaks outthe most names of clothescorrectly can get four points.5. The teacher teaches thenew words jeans by pointingat the jeans himself or herself.T each handbag, tie, sweater,scarf, jeans, blouse and sockby showing the pictures ofthem on the screen.6. The teacher lets studentslook at the pictures of 2and fill in the boxes withthe words given.7. The teacher asks students totell the answers togetherand then read the wordsaloud. Let them grasp thewords about clothes.Presentation (10 minutes) 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.7. The wholeclass work.1. Students watch the videoand know about themeaning of fashion.2. Students look at thepictures and guess: Whatare Jane and Mariatalking about?3. Students watch the flashof 1a and check theguess.4. Students listen to therecording and answerthe questions.5. Students check theanswers.6. Students listen to theconversation and circleTrue or False.7. Students check theanswers.1.The teacher plays a videoabout a fashion show. Letstudents know about themeaning of fashion. Thenlead to 1a: What do youthink of the fashion show?Oh, yes, I agree with you.It’s wonderful! It’s saidthat there will be afashion show in Kangkang’sclass. Let’s come to theconversation of 1a to getsome information aboutthe fashion show.2.The teacher lets studentslook at the pictures of 1aand guess: What are Janeand Maria talking about?3.The teacher asks studentsto watch the flash of 1aand check the guess.4.The teacher plays the recordingfor the students and asksstudents to answer thequestions:(1) Is Maria’s Chinese TangCostume a cotton oneor a silk one?(2) Why does Jane wantto buy some new clothes?(3) When will they havethe class fashion show?5. The teacher asks two studentsto tell their answers.6. The teacher plays the recordingagain. Let students listento the conversation andcircle True or False.7. The teacher asks two studentsto tell their answers.Consolidation (10 minutes) 1. The wholeclass work2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. Group work.6. The wholeclass work.7. Pair work.1. Students read theconversation after therecording sentence bysentence.2. Students try to followthe speed, paying attentionto the pronunciation andintonation.3. Students read theconversation bythemselves and underlinethe new words.4. Students learn andgrasp the new wordswith the help of theteacher.5. Students read theconversation bythemselves and discussin groups to find outthe difficult points andsum up the main points.6. Students underline intheir books and makesome notes.7. Students act out theconversation.1. The teacher plays the recordingsentence by sentence.2. The teacher plays the recordingwithout stopping.3. The teacher lets studentsread the conversation bythemselves and underline thenew words.4. The teacher teaches the newwords. Teach the wordscostume, cotton and silk byshowing the proper pictures onthe screen. T each smooth bycomparing two pictures: astreet and a mountainroad.5. The teacher lets the studentsread 1a and then asks them tolearn in groups to find out thedifficult points. At last letthem sum up main points ofthe conversation.6. The teacher makes a summaryto explain key points anddifficult points to the students:(1) a Chinese T ang Costume(2) so… that …so that…(3) have/ hold a class fashionshow(4) Shall we meet at theschool gate at 8:00 a.m.?7. The teacher asks students tofind out the key words and actout the conversation based onthem in pairs.Practice (10 inutes) 1. Individualwork.2. The wholeclass work.3. Individualwork.4. Individualwork.5. The wholeclass work.6. Goup work.7. Individualwork.8. Individualwork.9. The wholeclass work.10. Pair work.1. Students fill in the blanksaccording to the picturesof 1c with so… that…2. Students check theiranswers amd grasp thenew word.3. Students listen and checkthe words.4. Students listen andnumber the pictures.5. Students check theiranswers.6. Students look at thepictures of 3 and findout what clothes thereare on each floor ingroups.7. Students read the examplealoud and underline thesentences expressingasking for help.8. Students circle thenames of sections.9. Students make similarconversations.10. Students act out theirown conversations.1. The teacher asks students tofill in the blanks accordingto the pictures of 1c withso… that… Let twostudents write down theanswers on the blackboard.2.The teacher asks another twostudents to check the answerson the blackboard. Teachthe new word afford bysaying “The coat is veryexpensive. I have no enoughmoney. I can’t afford it.”3.The teacher plays therecording of 2. Let studentslisten and check the words.4. The teacher plays the recordingagain. Let students numberthe pictures. Finish 2.5.The teacher lets two studentstell the answers.6. The teacher asks the studentsto look at the pictures of 3.Let the students find outwhat clothes there are oneach floor in groups. Group1 reads out the names ofclothes on the first floor…7. The teacher asks students toread the example aloud, andthen underline the sentencesexpressing asking for help.(Could you tell me where tobuy a scarf?)8.The teacher asks the studentsto circle the names ofsections. (Shoes and HatsSection, Sports WearSection, W omen’s W earSection and Men’s W earSection)9.The teacher lets studentsmake similar conversations.Walk around to help themif necessary.10. The teacher lets students actout the conversations.Production (7 minutes) 1. The wholeclass work.2. Group work.3. Individualwork.4. The wholeclass work.5. The wholeclass work.6. Individualwork1. Students have a wordcompetition toconsolidate all the wordsthey learned about theclothes.2. Students make a surveyabout the clothes theirgroup mates are wearing.3. Students report theresult of the survey.4. Students know aboutwhat they should wearat their age.5. Students summarizeSection A with theteacher.6. Students finish theirhomework after class.1. The teacher asks the studentsto have a word competition.Let them play the gameWhat’s missing? to consolidateall the words they learnedabout the clothes.2. The teacher asks studentsto make a survey about theclothes their group matesare wearing. Let themcomplete the table below.(Teacher may offer morewords to help them finishthe survey like leatherand woolen.)NameClothesColorMaterial3. The teacher asks therepresentative from eachgroup to report the resultof the survey.4. The teacher evaluates thereports. Advise them tochoose the suitable andproper clothes at their age.5. The teacher shows thesummary of this sectionto the students.6. The teacher assigns homework:(1) Review the summaryafter class.(2) Finish the written work.(3) Bring a photo of yourfamily here to introducetheir clothes.Teaching ReflectionThe topic of clothes is close to the students’ life. Teacher should use more resources around us and on the Internet to teach the words and talk about the topics of this unit. The teacher should also let the students have the right attitude about dressing.Ⅶ. Blackboard designUnit 8 Our ClothesTopic 1 We will have a class fashion show.Section A1. a Chinese Tang Costume2. so… that …so that…3. have/ hold a class fashion show4. Shall we meet at the school gate at 8:00 a.m.?5. Could you tell me where to buy a scarf?6. Shoes and Hats Section Sports Wear Section Women’s Wear Section Men’s Wear Section NameClothesColorMaterialG1 G2 G3 G43 2 1 41 4 3 22 1 4 3。
