【文档说明】Unit 8 Topic 1《We will have a class fashion show》（SectionB》word教案-八年级下册英语【仁爱版】.doc，共(6)页，27.500 KB，由小喜鸽上传

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Unit8Topic1SectionB参考教案Ⅰ.Materialanalysis本节课建议用1课时上完。主要活动为SectionB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sothat…和such…

that…的用法的同时，让他们比较并掌握so…that…,such…that…和sothat…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.TeachingaimsKnowledgeaims：1.学习sothat…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。Skillaims：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。Emotionalaims：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.Thekeypointsanddifficultpoints

Keypoints：1.学习sothat…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。Difficultpoints：比较并掌握so…that…，such…that…和sothat…的用法。Ⅳ.Learningstrategies1.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.Teachingai

dsComputermultimediaprojector;thepictureofthefamily;thevideoofgoshopping.Ⅵ.TeachingproceduresIntroduct

ion（8minutes）1.Greetstudentsandmakethemreadyforlearning.2.Theteacherasksstudentstoreporttheirhomework.Letstu

dentsreadthepassagestheywrittenabouttheirgroupmembers’clothes.3.Theteacherletsstudentsmakesentencesingroups,usingthestructureof“so

…that…”andthewordsaboutclothes.Thegroupwhichmakessentencesmostcorrectlyisthewinner.Example:(1)TheChineseTangCostumeissonicethatMarialikesitverymuch.

(2)Jane’sclothesaresoshortthatshewantstobuysomenewones.4.Theteacherintroducesmoreclothesofdifferentstylestothestudents.Teachthenewwords.Showaboyin

awindbreakerwithbigpocketstoteachthewordswindbreaker,pocketandhandsome;showagirlinaleatherjackettoteachthewordsle

atherandpretty.5.Theteacherplaysthevideoofshoppingtoleadto1a:Whatarethegirlandhermotherdoing?Yes,theyareshoppinginaclot

hingstore.Whenyouwanttobuytheclothes,whatwillthesalesgirlaskyou?Let’slearnaconversationaboutitnow!Presentation(10minu

tes)1.Theteacherletsstudentslookatthepicturesof1aandguess:Whataretheywanttobuy?2.Theteacherasksstudentstowatchtheflashof1aandchecktheguess.

3.Theteacherplaystherecordingforthestudentsandasksstudentstofillintheblanks:NameClothestheywanttobuyMaterialKangkangMichaelJaneMaria4.Theteacheraskst

wostudentstotelltheiranswers.5.Theteacherplaystherecordingagain.Letstudentslistentotheconversationandwritedownthenamesoftheclot

hesunderthepicturesof1b.Teachthewordsizebypointingatthesizeinthesignoftheclothes.6.Theteacheraskstwostudentstotelltheiranswers.7.Theteacherplayst

herecordingforthethirdtime.Letstudentslistentoitandchoosethecorrectpicturesforthechildren.8.Theteacheraskstwostudentstote

lltheiranswers.Consolidation(10minutes)1.Theteacherplaystherecordingsentencebysentence.2.Theteacherplaystherecordingwithoutstopping.3

.Theteacherletsthestudentsread1aandthenasksthemtolearningroupstounderstandtheconversation.Atlastletthemaskthequestio

nstheycan’tsolvewithintheirgroupandthenletthestudentsfromothergroupstohelpthemexplainthedifficultpoints.4.Theteachermakesasummarytoexplai

nthekeypointsanddifficultpointstothestudents:(1)sothat/inorderthat+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)—Whatsizedoyouta

ke?—SizeM.5.Theteacherasksstudentstofindoutthekeywordsoftheconversationandactouttheconversationbasedont

heminpairs.Practice(10minutes)1.Theteacherasksstudentstoreadthesentencesintheovalandunderstandtheadjectivesbelowthepictures.2.Theteachera

sksstudentstoreadanddiscusstheexample.3.Theteacherasksthestudentstomakesentenceswithsuch…that…andsothat…byfol

lowingtheexample.Lettwostudentsmaketheirsentencesontheblackboard.4.Theteacherletstwostudentscheckthesentencesonthe

blackboard.Encouragethestudentstospeakoutmoresimilarsentences.5.Theteacherletsthestudentsreadthroughthepassageof3andunderstandthegeneralmeanings.6.Th

eteacherasksthestudentstolistentotheconversationandfillintheblanks.7.Theteacheraskstwostudentstotelltheanswers.Andthenas

kallstudentstoreadthewholepassageof3aloud.8.Theteachershows/u/and/u:/andthewordsonthescreen.Letstudentstryreadingthem.9

.Theteacherplaystherecordingof4a.Letstudentsjustlisten.10.Theteacherplaystherecordingof4aagainandletsstudentslistenandtryto

imitate.11.Theteachershowsmorewordsonthescreen.Askthestudentstoreadthemcorrectly.Production(7minutes)1.Theteacherasksthestudentstoread

thesentencesof4bbythemselves,payingattentiontotheweakform,liaison,pauseandincompleteplosion.2.Theteache

rplaystherecordingof4b.Letstudentslistenandchecktheirreading.3.Theteacherplaystherecordingof4bagainandletsthestudentslistenandtrytoimitate.4.

Theteacherasksstudentstoworkingroups.Letthemgivesomesuggestionsaboutdressingtotheirgroupmemberseachother,an

dwritedownthebriefreasonwiththestructuresofso…that…,such…that…andsothat…5.Theteacheraskstherepresentativefromeachgrouptorepo

rtthesuggestionsoftheirowngroups.Remindthemtopayattentiontotheweakform,liaison,pauseandincompleteplosion.6.Theteachershowsthesumma

ryofthissectiontothestudents.7.Theteacherassignshomework:(1)Reviewthesummaryafterclass.(2)Giveyourfr

iendatleastthreesuggestionsaboutdressing.(3)WatchafashionshowonTV.TeachingReflectionThestudentsareveryinterestedinthestyles

ofclothes.Theteachermayintroducemorestylesofclothestothemorletsomestudentscometotheclassindifferentstylesofcostumes.Ⅶ.BlackboarddesignUnit8Our

ClothesTopic1Wewillhaveaclassfashionshow.SectionB1.sothat/inorderthat+目的状语从句2.so+adj.+a(n)+n.+that…such+a(n)+adj.+n.+that…①It’ssuchacoolwindbreakerth

atyoushouldbuyitatonce.②Ilikeitsomuchthatmyfatherboughtitforme.3.—Whatsizedoyoutake?—SizeM.