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7A Unit6英语教案

Contents of the unitFashion

Aims of the unit1. To learn some basic vocabulary to talk about clothes and materials. 2. To recognize adjectives that describe clothing. 3. To use adjectives to express opinions about how things look.

Focuses and difficulties of the unit1. to learn the names of materials and revise names of clothing, e.g.,leather shoes, a silk scarf

2. the usages of “can” and “may”

3. adverbs to order events chronologically e.g., first, then , next, afterwards finally

PeriodsContents of each periodPages

Period 1Comic strips+ Welcome to the unitP90-91

Period 2Reading(1)P92-93

Period 3Reading(2)P92-95

Period 4vocabularyP96

Period 5grammarP97-99

Period 6Integrated Skills (A+B)P100-101

Period 7Speak up+ PronunciationP101-102

Period8Main taskP103-104

Period 9CheckoutP105

具体每课时教学设计：

Period 1 ( Comic strips+ Welcome to the unit) Date

Teaching aims1. To introduce the main topic of the unit.

2. To learn some basic vocabulary to talk about clothes and materials.

Focuses and

Difficulties1. Some new words about clothes and materials

2. Sentences: I don’t know what to wear.

I can spend ten more minutes in bed.

What are you going to wear for the show?

Teaching approachesListening and speaking approach

Teaching proceduresRemark

Step 1

Warm up

Introduce the topic with the help of a well-known fashion magazine, picture and fashion/designer labels. Put pictures of different fashion items on the blackboard, such as boots, jeans and so on.

Step 2

PresentationAsk students: What are you wearing today? Help students revise some names of clothing, and then present the new word ‘tie’ by showing a tie to students.

Step 3

PracticeShow the pictures on page 87 to students, and ask them to ask and answer questions like this:

A: What is the girl/boy wearing?

B: He/She is wearing…

A: What colour is it/are they?

B: It is/They are pink/…

Step 4

ReadingAsk students to read the conversation between Millie and Sandy and answer the following questions:

What are they going to do?

What is Sandy wearing?

What do you think of her clothes?

Step 5

Pair workAsk students to make a conversation using Sandy and Millie’s conversation as a model.

Step 6

Listening and readingT: We all have lots of clothes.

Do you need to choose what to wear every morning?

What about Eddie?

Listen to the tape and answer: Does Eddie need to wear clothes? What can he do then? (sleep ten more minutes) What do you think of him? (lazy)

Ask students to listen to the tape again and repeat the comic strip sentence by sentence.

Step 7

Acting outAsk students to act out the conversation in pairs.

Homework1. Listen, repeat and recite Comic strip

2. Preview reading

Reflection

具体每课时教学设计：

Period 2 (Reading1) Date

Teaching aims1. To locate specific information by scanning the text.

2. To predict overall meaning from Ss’ own background and knowledge.

3. To read for specific information and to think about related points.

4. To guess the meaning of specific words from the contest.

Focuses and

Difficulties1. to make the students master the new words, phrases and expression.

2. to learn to describe a fashion show

Teaching approachesTask-based approach

Teaching proceduresRemark

Step 1

Greetings. Ask a student: You look very smart today, and your coat is very beautiful. What’s it made of ?

Ask and answer in pairs:

(What’s this? What’re these? What’s it made of? What’re these made of?)

Step 2

PresentationShow pictures on page 92 and page 93 to students, asking them:

1. Who are they?

2. What are they doing? (They are giving/having a fashion show.)

3. Why? (raise money for Project Hope)

4. How does Simon look? (colourful)

5. What about Amy? (cool)

6. What is Sandy wearing? (a black skirt, long red boots, a red blouse)

7. Can you describe her hair? (wear her hair in a 1990s style)

How does Daniel look? (smart and modern)

What kind of shoes does he wear? (trainers)

How are they? (comfortable)

Do you think the students in Kitty’s class enjoy the show?

Step 3

PracticeAsk students to read the above new words and expressions together first. Then give them some examples to practice the words and expressions. Next, ask them to finish off Part B3.

Step 4

ListeningSs listen to the tape and answer the questions.

a. What did the Class 1, Grade 7 students do last Friday/

b. What did they do that for?

Step 5

ReadingShow more questions on PPT. Ask Ss to read

and answer them

Ask students to read the text after the tap

and then finish off Part B1,2. Check the

answers.

Step 6

Consolidation1.Our teaching building looks very m_______.

2. I like my silk blouse. It’s very c______ in summer.

3. Mr Brown’s new tie is y________.

4. Millie wears a pair of t_________ today. They are smart.

HomeworkRetell the text with the help of the main idea.

Reflection

具体每课时教学设计：

Period 3 ( Reading2) Date

Teaching aims1. To understand the text more deeply

2. To do some extension activities to train students’ abilities of thinking

Focuses and

DifficultiesPhrases: raise money for, look cool, in the 1990s, talk about doing---

Sentences: He looks very colourful.

We hope you enjoy the show.

Here comes Simon

That’s all for today’s fashion show.

May I ask you to help us raise the money?

Teaching approachesTask-based approach

Teaching proceduresRemark

Step 1

RevisionRead the text and answer the following.

a. What did the Class 1, Grade 7 students do last Friday?

b. Why did they give a fashion show?

c. What did the Ss wear?

Step 2

Making an interviewT: The fashion show is over. Now Kitty is interviewing Simon and Sandy. Let’s look at what they are talking about.

Ask students to fill in the blanks in Part C, and then check the answers with them.

Ask students to read the conversation together and act it out in groups of three.

Ask students to interview Amy and Daniel using Part C as a model, and then act out their conversations.

Step 3

discussionT: What do you think of the show? Ask students to say something about the show and think of some advice or suggestions. Students can do the discussion in an interview in groups of four. One is Kitty, and the other three are the students in Class 1, Grade 7. Ask some groups to act out their conversations.

Step 4

Extension activityAsk students to prepare a fashion show on their own according to their suggestions.

Step 5

Giving a talkT: Why do the students give a fashion show? (Because they want to raise money for the poor children.) Millie is going to talk about raising money for poor students. What do you think she will talk about? Ask students to give a talk about raising money for poor students as Millie, including why they raise money for poor students, what to do with the money, etc.

Step 6

ConsolidationTranslation

1. 我们正在举办一个时装展示会。 2. 你喜欢二十世纪九十年代的服装吗? 3. 她穿着一件黄白相间的丝质衬衫，配一条白色的丝巾。

HomeworkRecite the passage.

Write down the talk

Reflectio

具体每课时教学设计：

Period 4 ( Vocabulary) Date

Teaching aimsTo recognize adjectives that describe clothing.

To use adjectives to express opinions about how things look.

Focuses and

Difficulties1. to master the words about clothes, colors and materials.

2. to learn some adjectives to express opinions about how things loo

Teaching approachesTask-based approach

Teaching proceduresRemark

Step 1

RevisionUse a vocabulary tree to review the vocabulary.

a. clothing: clothes, cap, hat, tie, scarf, blouse,

shirt, T-shirt, sweater, coat, jacket, skirt, dress,

suit, uniform, swimsuit, trousers, jeans, shorts,

socks, gloves, boots, shoes, trainers, hair clips, glasses, costume

b. colours: red, white, black, yellow, blue, orange, purple, grey, green, brown, pink

c. materials: cotton, silk, wool, leather, fur, plastic, nylon

Step 2

PresentationAsk Ss:

1. What are you wearing today? ( I’m wearing a sweater.)

2. What color is it? ( It’s green. )

3. What’s it made of? ( It’s made of wool.)---I’m wearing a green wool sweater today.

Step 3

Group WorkGet the Ss to work in groups of 4 and ask each other: What are you wearing today? Get some Ss to report their information to the class.

Step 4

PresentationT: What do you think of Simon’s tie?

list the following words by looking at some pictures: long, black, heavy, old, large/big, interesting, expensive, tight, etc.

Ask students to think of their opposites: short, white, light, new, small, boring, cheap, loose, etc.

Step 5

PracticeAsk students to finish off Part B and check the answers with them.

Ask students to use these adjectives to express opinions about how things look, as in: my schoolbag is new, but my sister’s is old.

Step 6

Extension activityAsk students to think of more adjectives and their opposites. Teachers can help them to divide the adjectives into different categories, e. g., appearance, clothing, character.

HomeworkMake some sentences to describe what the Ss are wearing today.

Reflection

具体每课时教学设计：

Period 5 ( Grammar) Date

Teaching aimsTo use ‘can’ and ‘may’ to ask for permissions from other people.

To use adverbs to order events

Focuses and

Difficulties1. the usages of “can” and “may”

2. to learn to use these adverbs to show the order of events:

first, then, next, afterwards, finally.

Teaching approachesTask-based approach

Teaching proceduresRemark

Step 1

PresentationT: When you go shopping in a shop, what does the shopkeeper say to you? (Can I help you? / What can I do for you?) When you forget your book, and you want to borrow one from your classmate, what will you say? (Can I use your book?)

Present ‘can’, we use ‘can’ to ask our friends for permission. How do we answer the questions? Yes, you can. / Sorry, you can’t.

Step 2

PresentationT: If you ask your teachers, parents and other adults for permission, you’d better use ‘may’. It is more polite. When you have a question in class, what will you do? (pry up your right hand and say ‘Miss Li, may I ask you a question?’) Then the teacher says ‘Yes, you may.’ If the answer is negative, you can say ‘Sorry, you may not.’)

Step 3

PracticeFinishing off Part A

Ask students to complete the sentences in Part A, and check the answers with them.

Step 4

SummaryT: In this period, we learned to use ‘can’ and ‘may’ to ask for permission, paying attention to their difference.

Step 5

PresentationAsk some students to describe their everyday activities. Then present adverbs to show the order of events: first, then, next, afterwards, finally.

Step 6

PracticeAsk students to talk about Sandy’s everyday activities using the pictures in Part B1.

Ask students to talk about Simon’s day using the photos in Part B2.

HomeworkWrite their partners’ everyday activities using the adverbs they have learned.

Reflection

具体每课时教学设计：

Period 6 Integrated Skills(A) Date

Teaching aims1. To listen for specific information

2. To talk about what to wear in different situations

Focuses and

Difficultiesbe suitable for, make … do sth, feel hot, sb. looks+ adj. in … (clothes), go on a trip, go for a dinner party

Teaching approachesListening and speaking approach

Teaching proceduresRemark

Step 1

PresentationAsk students to talk about what to wear in the following situations: going on a trip, going for a dinner, going for a meeting, going for a party, etc. Ask students to tell you the reasons. (be suitable for)

Step 2

ListeningPlay the tape of Part A, asking students to listen and find out what Sandy and her mum are going to wear.

What are Sandy and her mum going to do?

What is Sandy going to wear? Why/

What about her mum? Why?

Step 3

PracticeAsk students to listen to the tape again, and complete Part A2. Then ask them to make a statement about what Sandy and her mum are going to wear using the key words.

Ask students to complete Sandy’s diary using the information in Part A2. Check the answers with them. Then explain some language points to them: be suitable for, make … do sth, feel hot, sb. looks + adj. in … (clothes), etc. And give them more examples. Finally, ask them to read the diary together.

Step 4

Extension activityAsk students to design what to wear at school, at home, at a party, at a sports meeting.

Ask them to draw pictures first, and then describe their designs.

Step 5

ConsolidationTranslation

1.我认为牛仔裤不适合开会穿。 2.这双运动鞋使我的脚感觉不舒服。 3.西蒙穿上这套运动装显得很神气。

HomeworkMake sentences using the phrases in this lesson.

Reflection

具体每课时教学设计：

Period 7 ( Speak up+ Pronunciation) Date

Teaching aims1. To ask questions about materials and describe materials

2. To introduce and identify syllables in words

Focuses and

Difficulties1.be made of

2.to recognize the syllables in words

Teaching approachesListening and speaking approach

Teaching proceduresRemark

Step 1

PresentationT: Can you tell me the materials of the clothes? (Show some clothing items to students) Present the sentence pattern ‘What is/are … made of?’

Step 2

PracticingAsk students to talk about the materials of their clothes or something else using the sentence pattern ‘What is/are …. made of?’

A: What is/are … made of?

B: It’s/They’re made of …

Step 3

ListeningAsk students to listen to Part B, asking:

What is the bag/scarf/shirt/jumper made of?

Step 4

ReadingAsk students to read the conversation together and act it out

Step 5

Pair workAsk students to make a similar conversation.

Sample conversation:

A: What is this belt made of?

B: It’s made of leather.

A: What is this dress made of?

B: I know! It’s made of silk.

Step 6

PresentationT: We have learned a lot of English words so far. The basic parts of a word are called syllables. We use syllables to divide a word into separate sounds. Use the words in Part A as examples. Ask students to listen to the tape and try to hear each syllable.

Step 7

PracticeAsk students to listen to the recording and write the number of syllables they hear for the words in Part B, and then check the answers with them.

Ask students to do the puzzle in Part C. After they have written the words, ask them to read them in chorus, clapping twice with each word.

Play the tape for Part D as a consolidation task.

Homework1. Practice syllables in words.

2. Recite the dialogue on P101

Reflection

具体每课时教学设计：

Period 8 ( Main task) Date

Teaching aims1. To describe different materials and items of clothing

2. To make a poster about fashion design

Focuses and

Difficulties1. I’m sure they will look cool on anyone.

2. The color makes the T-shirt look clean.

3. The jumper is not too long or too big.

4. They must be light and comfortable.

Teaching approachesTask-based approach

Teaching proceduresRemark

Step 1

PresentationT: Do you like reading fashion magazines? (Show some fashion magazines to students.) Can you describe the fashions in the magazines? What do you think of the fashions?

Step 2

ReadingAsk students to look at the sketches in Part A, asking:

What is Simon going to design?

What styles are they?(tight)

What colours are they?

What are they made of?

What do you think of the clothes?

Step 3

PracticeAsk students to use the information in Part A to fill in the blanks in Part B, and check the answers with them.

Step 4

ExplanationExplain some language points to students: be sure, sth. looks+adjs. on sb., any other+n. (singular), etc. Ask students to make sentences using these structures.

Ask students to read the poster together.

Step 5

Pair WorkAsk students to think about their own fashion designs, and write their plans first. Then draw some pictures of their designs. Next, write their designs according to their plans. Finally, put the article and the pictures together to make a poster.

Students show their posters to the class and read their articles out. Teachers can give them some evaluations and suggestions.

Step 6

ConsolidationTranslation

1.这条红色的瘸子是棉布做的。 2.白色与任何其他颜色都很配。 3.这件套头衫既不太长也不太大。 4.我确定这条牛仔裤穿在你身上一定看起来很酷。 5.棉质的衣服穿起来很舒服。

Homewor1.Read Part B and revise the language points in it.

2. Design clothes for a farmer/a sportsman/ … and make a poster of the design.

Reflection

具体每课时教学设计：

Period 9 ( Checkout) Date

Teaching aims1. To revise ‘can’ and ‘may’

2. To revise the adverbs of ordering events

3. To revise the vocabulary about clothes

Focuses and

Difficulties1. can may

2. first, then, next, afterwards, finally

3. different materials and items of clothing

Teaching approachesTask-based approach

Teaching proceduresRemark

Step 1

RevisionT: (To S1) What is going on with your poster? Ask the student to say something about his design as a revision. What aboutSandy’s poster? Let’s look at the conversation between Mr. Hu and her.

Step 2

PracticeComplete Part A

Ask students to read the conversation on their own, and fill in the blanks. Then check the answers with them.

Explain some language points to students: What’s going on with …?. Have more time to do sth.. hope to do, etc. And give them some examples to practice.

Ask students to read the conversation together and act it out.

Step 4

PracticeCompleting Part B

Ask students to fill in the blanks in Part B and check the answers with them.

Step 5

ReadingAsk students to read the conversation in Part B together and act it out. Then ask them to make new conversations .

HomeworkRevise this unit.

Reflection

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