Unit8 Topic1 SectionB 参考教案

Ⅰ. Material analysis

本节课建议用1课时上完。主要活动为Section B 的1a和2。

本课的学习活动由Kangkang和同学们为时装秀而购买服装的话题引入，通过2 的练习学习so that… 和such … that…的用法的同时，让他们比较并掌握so… that…, such… that…和so that…的用法。在4a和4b的语音学习中，要求学生能区分元音音素/ u/和/u:/, 并能正确拼读单词；在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。通过本课学习，继续培养学生们对服装文化的兴趣，树立正确的审美观和价值观。

Ⅱ. Teaching aims

Knowledge aims：

1. 学习so that…和such … that…的用法。

2. 比较并掌握so… that…, such… that…和so that…的用法。

3. 谈论购买衣服的话题。

4. 区分元音音素/ u/和/u:/，并能正确拼读单词。

5. 在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。

Skill aims：

1. 能听懂接近正常语速、涉及购买和谈论服装的语段，回答教师提出的问题。

2. 能引出购买和谈论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并理解大意。

4. 能写出简单的关于购买服装的对话。

Emotional aims：

1. 热爱服装文化。

2. 引导他们积极参与班级和学校的活动。

3. 树立正确的审美观和价值观。

Ⅲ. The key points and difficult points

Key points：

1. 学习so that…和such … that…的用法。

2. 谈论购买衣服的话题。

3. 区分元音音素/ u/和/u:/，并能正确拼读单词。

4. 在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。

Difficult points：

比较并掌握so… that…，such… that…和so that…的用法。

Ⅳ. Learning strategies

1. 集中记忆同类别的词汇。

2. 积极参与课内外英语学习活动。

Ⅴ. Teaching aids

 Computer multimedia projector; the picture of the family; the video of go shopping.

Ⅵ. Teaching procedures

Introduction（8 minutes）

1. Greet students and make them ready for learning.

2. The teacher asks students to report their homework. Let students read the passages they written about their group members’ clothes.

3.The teacher lets students make sentences in groups, using the structure of “so…that…” and the words about clothes. The group which makes sentences most correctly is the winner.

Example:

(1) The Chinese Tang

Costume is so nice that

Maria likes it very much.

(2) Jane’s clothes are so

short that she wants to buy some new ones.

4. The teacher introduces more clothes of different styles to the students. Teach the new words. Show a boy in a windbreaker with big pockets to teach the words windbreaker, pocket and handsome; show a girl in a leather jacket to teach the words leather and pretty.

5. The teacher plays the video of shopping to lead to 1a:

What are the girl and her mother doing?

Yes, they are shopping in a clothing store.

When you want to buy the clothes, what will the salesgirl ask you?

Let’s learn a conversation about it now!

Presentation (10 minutes)

1. The teacher lets students look at the pictures of 1a and guess: What are they want to buy?

2. The teacher asks students to watch the flash of 1a and check the guess.

3. The teacher plays the recording for the students and asks students to fill in the blanks:

Name Clothes they want to buy      Material

Kangkang

Michael

Jane

Maria

4. The teacher asks two students to tell their answers.

5. The teacher plays the recording again. Let students listen to the conversation and write down the names of the clothes under the pictures of 1b. Teach the word size by pointing at the size in the sign of the clothes.

6. The teacher asks two students to tell their answers.

7. The teacher plays the recording for the third time. Let students listen to it and choose the correct pictures for the children.

8. The teacher asks two students to tell their answers.

Consolidation (10 minutes)

1. The teacher plays the recording sentence by sentence.

2. The teacher plays the recording without stopping.

3. The teacher lets the students read 1a and then asks them to learn in groups to understand the conversation. At last let them ask the questions they can’t solve within their group and then let the students from other groups to help them explain the difficult points.

4. The teacher makes a summary to explain the key points and difficult points to the students:

(1) so that/ in order that  +

目的状语从句

(2) so + adj. + a(n) + n. +

that …

such + a(n) + adj. + n. + that …

注意：① 当形容词后接可数名词复数或不可数名词时， 只能用such。

② 当名词前有many, few, much, little 修饰时，一般用so 而不用such。

(3) — What size do you take?

   — Size M.

5. The teacher asks students to find out the key words of the conversation and act out the conversation based on them in pairs.

Practice (10 minutes)

1. The teacher asks students to read the sentences in the oval and understand the adjectives below the pictures.

2. The teacher asks students to read and discuss the example.

3. The teacher asks the students to make sentences with such…that… and so that… by following the example. Let two students make their sentences on the blackboard.

4. The teacher lets two students check the sentences on the blackboard. Encourage the students to speak out more similar sentences.

5. The teacher lets the students read through the passage of 3 and understand the general meanings.

6. The teacher asks the students to listen to the conversation and fill in the blanks.

7. The teacher asks two students to tell the answers. And then ask all students to read the whole passage of 3 aloud.

8. The teacher shows /u/ and /u:/ and the words on the screen. Let students try reading them.

9. The teacher plays the recording of 4a. Let students just listen.

10. The teacher plays the recording of 4a again and lets students listen and try to imitate.

11. The teacher shows more words on the screen. Ask the students to read them correctly.

Production (7minutes)

1. The teacher asks the students to read the sentences of 4b by themselves, paying attention to the weak form, liaison, pause and incomplete plosion.  

2. The teacher plays the recording of 4b. Let students listen and check their reading.

3. The teacher plays the recording of 4b again and lets the students listen and try to

imitate.

4. The teacher asks students to work in groups. Let them give some suggestions about dressing to their group members each other, and write down the brief reason with the structures of so…that…, such… that…and so that…

5. The teacher asks the representative from each group to report the suggestions of their own groups. Remind them to pay attention to the weak form, liaison, pause and incomplete plosion.

6. The teacher shows the summary of this section to the students.

7. The teacher assigns homework:

(1) Review the summary after class.

(2) Give your friend at least three suggestions about dressing.

(3) Watch a fashion show on TV.

Teaching Reflection

The students are very interested in the styles of clothes. The teacher may introduce more styles of clothes to them or let some students come to the class in different styles of costumes.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 1 We will have a class fashion show.

Section B

1. so that/ in order that  + 目的状语从句

2. so + adj. + a(n) + n. + that …

such + a(n) + adj. + n. + that …

① It’s such a cool windbreaker that you should buy it at once.

② I like it so much that my father bought it for me.

3. — What size do you take?

   — Size M.