2021学年Unit 8 Fashion教案设计

这是一份2021学年Unit 8 Fashion教案设计，共16页。
教学课题
牛津译林版七年级英语上册Unit 8 fashion
Welcome to the unit
教学目标
1.use the names of six clothes and shoes correctly.
2talk about clothes with some basic expressions, and through it, know the main topic of this unit.
3know how to borrow things from others.
4 get to know something about fashion so as to have a sense a fashion and beauty.
教学重点难点
the students can say the names of six clothes and shoes.
To learn some basic expressions to talk about clothes.
教学准备
ppt











教学设计

















教学设计
一次备课
二次备课
Step 1 Free talk and lead-in
Firstly, the teacher talks something about Christmas.
T: Good afternoon. What’s the date today?
T: So what’s the date tomorrow?
T: Is it a festival?
T: Oh, Christmas is a very important festival in western countries, right?
T: What are the presents?
T: Yes. So in many families, parents will buy some new clothes for their children.
Have a free talk with the teacher.
S: Today is December 24th.
S: It’s December 25th .
S: Yes. It is Christmas. S: Children are very happy because they can get many presents from their parents.
S: New clothes.
Step 2 Presentation
1. Let the students choose the clothes they like and talk with them.
T: Which one would you like?
S: I’d like this one.
T: It is called a blouse. It is a yellow blouse.
2. Help students revise the names of clothing and present the new words.
3. Ask students: “What are you wearing today?” Let the students answer and present Part A. Ask and answer with the students, like this:
T: What is the boy/girl wearing?
S: He/ She is wearing …
T: What colour is it/are they?
S：It is/They are pink.
4. Ask students to put the following words in the correct boxes and check it out together.
Step 3 Practice
The teacher comes to a student and says: I think you look beautiful in this coat. What size is your coat?
I like your coat very much. But I’m afraid it is too small for me.
2. Explain the context and ask the question:
What size is Mum’s blouse?
3.Listen to the tape again and answer another question:
Who can wear this blouse, Mille or Sandy?
4.Listen and repeat, then ask the students to make up their own dialogues and act them out.
Step 4 4. Presentation
1. T: We have lots of clothes. Do you need to choose what to wear every morning? What about Eddie?
2. Listen to the tape and answer the questions:
Q1：What is Eddie doing?
Q2：What does Hobo think of Eddie?
3. Read it freely and loudly then act it out.
4. Explain some important language points.
5.Ask the students to complete a passage.
To lead in the new lesson.


















To set up a situation in a clothes shop, and lead in new words.
Step 5 Discussion
Do we need to wear famous brandclothes all the time? Why?
Should we spend more moneyon clothes? Why or why not?
How can we wear clothes correctly?
6. Homework
1.Recite the dialogue in Comic strip and Part B.
2.Finish the exercises in the Exercise Book.
3.Preview the reading part of this unit.

板书
① 10 more minutes =another 10 minutes
② what to wear
wh-words +to do
③spend … on
spend … (in) doing
教学反思
通过仿例对话，在巩固本课时所学词汇和句型的同时，帮助学生更多地了解时装表演对服装种类、尺寸及色彩等的要求，为Reading课时的学习输入素材。
教学课题
Reading 1
教学目标
1. read the article about the fashion show fluently;
2. find out detailed information about the host and models by reading carefully;
3. guess the meanings of specific words from the context;
4. use basic words and expressions to describe clothes and materials.
教学重点难点
Sum up how to give a fashion show;
Describe clothes and materials
教学准备
ppt











教学设计

















教学设计
一次备课
二次备课
Step 1 Lead-in
1. Do you like watching a fashion show?
2. Do we need a host and models at the fashion show?
1. Speak out: preparation for a fashion show.
2. Show students some pictures of clothes and read new words after the teacher.
Step 3 Reading
T: We have learnt about different kinds of clothes. What will the host and models wear for the show? Now let’s read an article about the fashion show.
1. Fast reading.
Read the article quickly, and answer the questions.
(1) Where do they hold the fashion show?
(2) How many students are mentioned in the fashion show? Who are they?
(3) Who is the host?
2. Detail reading.
(1) Read the sentence to see whether it is true or false.
a. Young people like trainers. _________
b. Simon’s tie is red and yellow. _________
c. Both Amy and Daniel wear blue jeans. _________
d. Jeans are popular among young people. __________
e. Sandy looks modern and beautiful. _________
(2) Read and answer the questions in pairs.
a. What are popular among young people?
b. What is Simon wearing?
c. What do young people really like?
d. What is Sandy wearing?
e. How does Sandy look?
(3) Read and fill in the blanks.
Names Clothes Trousers Scarves
Amy
Daniel
Both Amy and Daniel wear jeans.
3. Post-reading.
Ask students to role-play the article.
T: Now we have some models of the fashion show. They want to tell you something about the fashion show.
Step 4 Practice
Design clothes for Kitty.
T: The students at the fashion show invite Kitty to show her clothes. She doesn’t know what to wear. Would you like to help her? Here are some tips for your design.
1. What is Kitty wearing?
2. What are her clothes made of?
3. What colour are her clothes?
4. How does she look?
Step 5 Conclusion
T: Boys and girls, as we all know, wearing different kinds of clothes can make us look different. So fashion is a way of expressing oneself. Remember fashion is a way of life! Try to be yourself!
V. Homework
1. Read the new words and expressions carefully;
2. Design clothes for yourself if you want to go to a fashion show. Write a short passage about what you will wear.

通过简单的流程图，让学生说出准备“时装秀”的三个步骤，这一环节简单易懂，可以使其轻松融入课堂，同时又为引出下面的话题做好相关铺垫。























通过完成不同的教学任务，训练学生的阅读方法和速度，在熟悉课文的同时，也为设计“时装秀”做好文本输入。

















通过书本学习，延伸到学生的生活，对他们的生活态度进行正确引导。




板书
learn the following words and expressions:
trainers, comfortable, scarf, cotton, wool, silk, look modern, look smart, be popular among young people and so on.
教学反思
To encourage the students to describe their own fashion show with what they have learnt in this period.

教学课题
Reading 2
教学目标
1. retell The fashion show with the help of a mind map;
2. understand the uses of new words and expressions;
3. write about how to hold a green fashion show by making use of waste;
4. feel the beauty of fashion.
教学重点难点
1. Retell the story with the help of a mind map;
2. Sum up the uses of the new words and expressions;
教学准备
ppt











教学设计

















教学设计
一次备课
二次备课
Step 1 Revision
T: The students are giving a fashion show. What are they wearing at the show? Now let’s look at the pictures and try to say something about the fashion show.
1. Who is the host of the fashion show?
2. What is she wearing?
3. Who are the models of the fashion show?
4. What are they wearing?
Step 2 Language focus
1. Get the whole class to work together to find out any language point or sentence structure that they don’t understand.
2. The teacher explains some key points to the class with suitable situations.
show sb. sth. /show sth. to sb.
(1) Show students pictures and guess.
T: Millie is the host of the fashion show. What are the students going to show today?
They are going to _______.
They are going to _______.
(2) Conclusion.
T: From these two sentences, we know “show sb. sth.” or “show sth. to sb.”
(3) Practice.
Step 3 Discussion
Do you have any good ideas on how to make use of waste? I have some ideas. For example, we can make old jeans into shorts; we can also make an old skirt into a handbag.
(1) What is waste?
(2) How can you make good use of old clothes?
(3) What is good about the things made of waste?
(4) Will you buy the clothes made of waste?
(5) What will you use to make clothes for the green fashion show?
Step 4 Homework
1.Write an article about a green fashion show according to what they discuss in class.
2.Recite the useful expressions.
















在学生熟练掌握课文内容后，以提问的方式帮助学生更好地回顾课文重点知识，同时总结出联系动词的用法，使学生更好地理解文章。












板书
expressions :
different styles of, among, look smart, both of them, Here comes …, That’s all for …, etc.
教学反思
让学生通过课本练习，过渡至谈论如何充分利用生活中的废弃物进行时装设计。在发挥语言的语用功能，促进小组合作的同时，培养学生充分利用废弃物的观念，倡导环保的生活理念。


教学课题
Grammar
教学目标
1. know what the present continuous tense is;
2. learn when and how to use the present continuous tense;
3. understand the rules of forming v-ing;
4. talk about the things that are happening at the moment.
教学重点难点
1. Learn to know the uses of the present continuous tense;
2. Sum up the rules of forming v-ing;
教学准备
PPT











教学设计

















教学设计
一次备课
二次备课
Step 1 Lead-in
1. T: Today we’ll learn Grammar of Unit 8—the present continuous tense. First let’s enjoy a short video.
2. Show students four pictures about the song.
Step 2 Presentation
Present continuous tense
1. Basic form.
(1) Ask students to look at the four sentences and try to find out the rules.
(2) Work out the basic form.
2. Uses of the present continuous tense.
(1) T: Look at the timeline. When does the action happen? The action is happening at present.
For example: Mary is talking to her friends.
(2) Conclusion.
T: The present continuous tense is to talk about actions happening at the moment of speaking.
3. Positive & negative sentences.
(1) Show students some examples to help them learn how to make a positive sentence.
(2) Tell students how to change a positive sentence into a negative sentence.
(3) Show students how to change a positive sentence into a question and the ways to answer the question.
4. Rules of forming the “-ing” form of a verb.
(1) Show students some groups of words and ask them to work out the rules.
a. Most verbs
T: When we use the present continuous tense, we must be careful with the “-ing” form of the verb. Please look at these words. What can you find? Yes, we add “-ing” to the words directly. We can add “-ing” to most verbs.
e.g. work→working, play→playing, show→showing, go→going
b. Verbs ending in a silent “e”
T: Now look at these words. When the verb ends with a silent “e”, we drop the “e” and add “-ing”.
e.g. come→coming, make→making, dance→dancing, take→taking
c. Verbs ending in “ie”
T: Here are three words. They all end in “ie”. For the verbs ending in “ie”, we usually change “ie” to “y”, and then add “-ing”.
e.g. lie→lying, tie→tying, die→dying
d. Some verbs ending in a consonant + a vowel + a consonant
。
(2) Practice.
a. Ask students to ask and answer questions in pairs.
Let’s help Kitty complete the sentences with the correct forms of the verbs.
5. Signal words of the present continuous tense.
Here are some of the words and expressions.
(1) now, at the moment, at present, right now … (2) Look, …
(3) Listen, … (4) It’s 4 o’clock, …
6. Some special words are not used in the present continuous tense.
(1) T: After learning the present continuous tense, let’s play a guessing game. You may begin your question like this: “Is he/she/it doing …?” or “Are they doing …?”
(He is drawing a picture. /It is playing basketball. /They are playing football. /They are riding bikes. /She is teaching. /It is eating an apple.)
(2) “has” in this sentence means “own”, and it cannot be used in the present continuous tense.
(3) Conclusion.
Here are some special words. They are about our feelings, likes or dislikes. These words cannot be used in the present continuous tense.
a. feelings: smell, taste, sound, look, hear, find, see
b. have (有)
c. think (认为，觉得), like, love, hate, wish, want, hope, remember, forget, understand, need
Step 3 Practice
1. Finish Part B on Page 98.
2. Now please look at the photo. Peter is talking about his classmates. Would you like to make a conversation talking about their activities? Ask some students to share their ideas.
【设计意图：让学生通过课本练习，过渡至谈论自己的活动，既发挥了语言的语用功能，又提高了学生的的合作学习能力。】
Step 4 Homework
1. Talk about your own school activities with the present continuous tense;
2. Preview Integrated skills.



通过四句现在进行时的句子，让学生总结出现在进行时的基本结构。这一环节简单易懂，可以让学生较快进入到下一环节的学习中。












通过现在进行时句式的转换及回答，让学生明确各句型的基本结构，并掌握其相互间转换的技巧和方法，帮助学生灵活运用现在进行时。

















利用图表形式，让学生直观理解并总结动词现在分词的构成规则






一次备课
二次备课
板书
Be + v+ing
(1) now, at the moment, at present, right now …
(2) Look, …
(3) Listen, …
(4) It’s 4 o’clock, …
(5)Where’s…
教学反思
在学生熟练掌握教材内容后，以重点标注提示词的方式帮助学生学习并总结在什么情况下使用现在进行时，使学生更好地理解这一时态。


教学课题
Integrated skills
教学目标
1. identify specific details in a conversation;
2. learn about what to wear in different occasions by listening;
3. learn to talk about different materials of things.
教学重点难点
1. Talk about what to wear;
2. Talk about different materials of things;
教学准备
ppt











教学设计

















教学设计
一次备课
二次备课
Step 1 Presentation
1. Ask some students to answer the question.
2. Possible answers.
(1) You can wear sunglasses because they can protect your eyes from the sunlight.
(2) You can wear a T-shirt because it is comfortable.
(3) You can wear sports shoes because they are light and fit for a long walk.
Step 2 Listening
1. Look at the pictures. Who are they?
S: They are Sandy and her mother.
2. Sandy plans to go to a park and her mum is going to a dinner party. What are they going to wear? Please listen to their conversation. Write S for Sandy and M for Sandy’s mum in the correct boxes.
Ask students to finish Part A1 on Page 99. Check the answers.
3. Listen to their conversation again. Fill in the table below.
Ask students to finish Part A2 on Page 99. Check the answers.
Step 3 Writing
Complete her diary entry using the information in Parts A1 and A2 on Page 99. Check the answers in pairs. Then read the passage together.
Step 4 Speak up
1. Look at these photos. The things are made of different materials.
(1) The hat is made of wool and it feels warm and comfortable.
(2) The gloves are made of leather and they are smooth.
(3) The scarf is made of silk and it feels soft.
(4) The T-shirt is made of cotton and it feels light and cool.
(5) The sweater is made of cashmere and it feels soft and warm.
(6) The chopsticks are made of bamboo.
(7) The bag is made of plastic.
(8) The door is made of wood.
(9) The paper is made from wood.
(10) The wine is made from grapes.
2. Play a game.
3. Now please listen to the conversation between Kitty and Amy. Then answer the questions.
(1) What are the red gloves made of?
(2) How do the gloves feel?
(3) What is the new hat made of?
4. Read the conversation together.
5. Make up a similar conversation.
6. Ask some pairs to role-play the conversation.
Step 5 Practice
Ask students to discuss in groups of four and write down their ideas.
Step 6 Homework
1. Revise what we have learnt today;
2. Collect more materials and say them in English.




通过熟悉的话题，引出生词和词组，使学生在自然状态下带着兴趣进入学习，并导入这节课的话题。



























呈现不同的材质，拓展学生的词汇量。区别be made of 和be made from。





让学生讨论总结所学内容，使其主动回顾本课重点，对学习内容了然于胸.

一次备课
二次备课
板书
A: What do you think of my …?
B: Oh, they’re …. What are they made of?
A: They’re made of …. I like the style.
B: It is the popular style this winter. They feel …. And they match ….
A: Yes, and … is my favourite colour.
B: You look … in …. What is it made of?
A: It’s made of …. I like it too.

教学反思
设置开放性练习，便于学生联系实际谈论如何在不同场合适当着装，把所学内容用于生活。

教学课题
Study skills
教学目标
1. learn about syllables in words;
2. recognize the number of syllables in a word from listening and reading;
3. divide words into syllables;
4. recognize plural forms that have extra syllables.
教学重点难点
Learn how to divide words into syllables;
教学准备
ppt











教学设计

















教学设计
一次备课
二次备课
Step 1 Presentation
1. What is a syllable? Every vowel forms a syllable.
Look! What can you see in the picture? We can see a pen. Look at the letter “e”. It pronounces /e/ here and /e/ is a vowel. There is only one vowel in the word “pen”, so “pen” has one syllable.
Look! What can you see in the picture? We can see some food. Look at the word “food”. “oo” pronounces /u:/. /u:/ is a vowel. So how many syllables does the word “food” have?
2. What can you see in this picture? We can see a lemon. The letter “e” pronounces /e/ and “o” pronounces /ə/. So there are two vowels in the word. Do you know how many syllables does the word have? …
Look at the word “carrot”…
3. What’s this? It is a hamburger. Do you like eating hamburgers? Eating too many hamburgers may be bad for our health. Look at the letter “a”. “a” pronounces /æ/, “ur” pronounces /ɜː/, “er” pronounces /ə/. So how many vowels are there? How many syllables does the word have? …
Look at the word “basketball”…
Step 2 Listening
Turn your books to Page 101. Listen and repeat the words in Part A. Please pay attention to the number of syllables in each word.
Step 3 Practice
1. Finish Part B & C on Page 101.
2. Have a competition.
T: Say as many words with one syllable as possible in one minute. (Ready! Go!)
Say as many words with two syllables as possible in one minute.
Say as many words with three syllables as possible in one minute.
Step 4 Listening
1. We divide nouns into countable nouns and uncountable nouns. We put “s” or “es” after countable nouns to form plural forms. Look at the words on the screen. Can you read them?
Look at the “s” at the end of the words. Are they the same? What is the difference? Look at the word “match”. “Matches” is different from “match” because here “es” pronounces /ɪz/.
/æ/ is a vowel, so “match” has one syllable /æ/. “Matches” has two vowels /æ/ and /ɪ/.
2. Ask students to listen to the singular and plural forms of the words. Tick the box if they hear an extra syllable in the plural form.
Step 5 Practice
1. Read and clap your hands. Look at the words on the screen. Clap your hands when you are reading. Clap once if the word has one syllable; clap twice if it has two syllables; clap three times if it has three syllables. Let’s see who will always be correct.
2. Maybe you have known something about the syllables in words. Now let’s make your own conversation in pairs.。
Step 6 Conclusion
We have learnt syllables in words.
It may have one, two, three or more syllables.
Every vowel forms a syllable.
Syllables in words may help us remember words faster and more easily.
Step 7. Homework
1. Revise what we have learnt today;
2. Find more words with different syllables and make some word cards.

通过熟悉的图片引出单词；通过元音字母的发音，让学生明白：音节的构成主要看元音音素的多少，导出这节课的主要内容.














通过完成书上的练习，进一步巩固学生对音节的了解，为下面难度更高的练习做好准备。


通过竞赛的形式，检验学生学习音节的效果，同时激发学生的兴趣。

一次备课
二次备课
板书
What is a syllable? Every vowel forms a syllable
One syllable
Two syllables
Three syllables
教学反思
半开放性的对话练习，可让学生联系实际，把所学知识灵活运用起来。
总结今日所学，让学生再次巩固英语中划分音节的有关知识。

教学课题
Task
教学目标
1. describe features, colours and materials of clothing items;
2. make a plan and some sketches before writing an article;
3. design some clothes and describe them to the class.
教学重点难点
Use the useful expressions to write about the design;
教学准备
PPT











教学设计

















教学设计
一次备课
二次备课
Step 1 Lead-in
Look at the two pictures. What are they doing? Do you like watching the fashion show? Why do you like watching the fashion show?
Step 2 Presentation
What do you think of their clothes?
Who designs the clothes?
The designers.
What is she doing?
What qualities should a designer have?
Step 3 Brainstorming
How do we finish a fashion design?
Step 4 Competition
When we talk about fashion design, we should talk about what to design, its colour, material and feature. Now I will divide our class into two parts. One is the girls’ group and the other is the boys’ group. Let’s have a competition. Let’s say as many words as possible.
Step 5 Reading
1. Look at Sandy’s plan. Explain the plan to the students.
Sandy wants to be a designer. Read her article about her fashion design and then answer some questions.
2. Let students ask and answer the questions in pairs.
3. Ask students to read the article aloud and then talk about the general idea of each paragraph.
Paragraph1: general introduction
Paragraph 2: about the shirt
Paragraph 3: about the jacket
Paragraph 4: about the jeans
Paragraph5: about the material
Paragraph 6: about the trainers
4. Read the article again and then fill in the blanks.
Step 6 Discussion
Discuss in groups of four.
1. The colour of … is ….
2. … look(s) clean.
3. … match(es)/go(es) well with any other colour.
4. … is/are not too long or too large.
5. … look(s) good/cool on (somebody).
6. … is/are very popular among young people.
7. … is/are made of ….
8. … is/are light and comfortable.
Step 7 Practice
1.Please design a poster for the “Fashion Wall” in our classroom! You can introduce the kinds of clothes, their colours and materials and the reasons why you design like that. You can also use “First, … Next, … Then, … Finally, …” to talk about your designs.
2. Ask students to design clothes in groups of four. They can discuss and make a plan and some sketches. Then each group chooses one member to describe their design to the class.
3. Encourage each group to make a poster after class. They can rewrite their article on a separate sheet of paper and add pictures of the clothing items.
5. Ask students to vote for the best poster. Ask the monitor to collect all the posters and make a “Fashion Wall”.
Step 8 Conclusion
What did we learn today? We learnt how to design clothes. First we choose clothes and shoes, and then we talk about their features, colours and materials.
If you keep trying, you can make it.
Step 9 Homework
1. Revise what we have learnt today;
2. Make a fashion poster in groups of four.
通过一系列的问题，导出今日内容：时装设计师，激发学生的学习兴趣
























过各种形式的操练，熟悉桑迪的设计内容，为下面自己创作做好准备。
板书
1. The colour of … is ….
2. … look(s) clean.
3. … match(es)/go(es) well with any other colour.
4. … is/are not too long or too large.
5. … look(s) good/cool on (somebody).
6. … is/are very popular among young people.
7. … is/are made of ….
8. … is/are light and comfortable.
教学反思
全开放练习，要求学生发挥创造力设计服饰，并用英语说出来。