仁爱版八年级英语下册全册教案Unit 8 Our Clothes Topic 1 Section C

课题 Unit 8 Our Clothes Topic 1 Section C 课 型 新授课

课 时 1

教学

目标 Knowledge aims：

1. 谈论各种体形的人的着装艺术。

2. 继续学习运用so… that…, such… that…和so that…结构

Skill aims：

1. 能针对所听语段的内容，识别语段的主题，获取主要信息。

2. 能引出服装的话题并进行简单的交谈。

3. 能从简单的文章中找出有关信息，理解大意。

4. 能在老师的帮助下或以小组讨论的方式起草和修改作文。

Emotional aims：

了解着装的艺术，树立正确的审美观和价值观。

教 学

重 点

难 点 Key points：

1. 谈论各种体形的人的着装艺术。

2. 继续学习运用so… that…，such… that…和so that…结构。

Difficult points：

能在老师的帮助下或以小组讨论的方式起草和修改作文。

教 学

准 备 多媒体课件

教

学

过

程 1. Greet students and make them ready for learning.

2. The teacher asks students to report their homework. Let students give

their suggestions for dressing to one of his or her friends, using so…

that…，such… that… and so that…. Let students grasp the usages of

the structures.

3. The teacher lets students work in groups. Let them look at the pictures

of 1a and discuss if their clothes are suitable.

4. The teacher asks students from different groups to report their result

of discussing. Encourage them to speak out their own opinions and

reasons. Allow them to express in Chinese if necessary.

5. The teacher sums up the reports and gives his or her suggestions. Then

show some pictures of the actors, singers or sports stars who the

students like very much. (Teacher should choose the stars who dress

the suitable clothes.) Let students discuss their clothes.

6. The teacher asks the students to design the clothes for the people who

appear in the picture of 1a to make them look good as stars.

1. The teacher lets students read the letter from the beginning to They

should not wear bright or light colors and answer the question: Why should

fat customers wear dark color clothes and simple styles?

2. Teacher asks two students to tell their answers. Then let them guess

the meanings of the new words congratulation, own, succeed, customers,

simple and styles. Then the teacher teaches the new words.

3. The teacher lets students go on reading the letter they will appear

strong and full. and answer the question: What style of clothes should

short people wear? Which kind of people should wear warm color? 4. The teacher asks two students to tell their answers. Let them know about

the meanings of the new words contrast, fancy and design.

5. The teacher lets students read the rest part of the letter and answer

the question: what kind of clothes will make customers with broad waists

look slimmer?

6. The teacher asks two students to tell their answers. Teach the new words

broad, waist, cold-colored, slim and business.

1. The teacher plays therecording for the students. Let them listen to

the passage and read after it.

2. The teacher lets the students read the passage again and then asks them

to complete the table of 1b.

3. The teacher lets two students write down the answers on the blackboard.

4. The teacher lets students discuss in groups to understand the passage.

Let them collect the sentences they can’t understand within their own groups

and show them to the whole class. The students from other groups may give

them a hand if they can.

5. The teacher makes a summary to explain the key points and difficult points

to the students:

(1) succeed v.

success n. → successful

adj. →successfully adv.

(2) It’s + adj.(+ for sb. )+ to

do sth.

(3) look good on sb.

look good in +颜色（+衣服）

6. The teacher asks students to work in groups of six. Let them prepare to

retell the passage based on the table of 1b, using the structure It’s +

adj. (+ for sb. )+ to do sth. and adverbial clauses of condition.

1. The teacher asks students to read the words and sentences of 2 first. And

then let them work in groups and talk about what Li Ming’s family should

wear to the party, using the advice in 1a. The teacher encourages them

to add more their own advice.

2. The teacher asks students from different groups to report their

suggestions. Teacher evaluates and sums up their reports.

3. The teacher asks the students to look at the pictures of 3 and read the

adjectives in the box. Let them make sentences to describe Kangkang, Michael,

Maria and Jane’s clothes to have oral drills.

4. The teacher lets them make conversations in pairs to talk about Kangkang,

Michael, Maria and Jane’s clothes, using the structure so… that… and

such... that… Ask two students to write down the brief conversations on

the blackboard.

5. The teacher lets the students check the brief conversations written on

the blackboard, grasping the usage of so… that… and such... that….

6. The teacher asks the students to act out the brief conversations made by