八下教案设计unit8Topic3SectionC.doc

八年级下册教案设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section C
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为1a。
本节课主要让学生了解中国传统服饰文化，加深对中国文化的了解，增强学生的民族自豪感，激发学生的爱国热情。1a的短文介绍了富有文化底蕴的唐装的起源、特点、历史意义以及发展到今天它改良后的时尚韵味。要求学生能用相关的词汇、短语和句型谈论我国传统服饰和少数民族服饰；借助逻辑关系图式和问题提示理解主题、复现短文内容；能以小组合作学习的方式设计出时装表演的海报。
Ⅱ. Teaching aims
Knowledge aims：
1. 用构词法呈现新单词Asian, personal, attractive和western-style，掌握黑体词express, above和短语from then on 的用法。了解白体词decoration, knot, dynasty, attractive和Mongolian.
2. 谈论中国传统服装文化。
3. 继续了解各民族服装。
Skill aims：
1. 能听懂接近正常语速、涉及传统服饰与民族服饰的对话，获取主要信息。
2. 能引出传统服饰与民族服饰的话题并进行简单的交谈。
3. 能借助逻辑关系图式和问题提示理解文章的主题。
4. 能以小组合作学习的方式设计出时装表演的海报。
Emotional aims：
了解中国传统服饰文化，加深对中国文化的了解，增强民族自豪感，激发爱国热情。
Ⅲ. The key points and difficult points
Key points：
1. 谈论中国传统服装文化。
2. 继续了解各民族服装。
Difficult points：
小组合作学习，制作服装表演的海报。
Ⅳ. Learning strategies
借助逻辑关系图式和问题提示理解文章的主题。
Ⅴ. Teaching aids
Computer multimedia projector; a picture of Mongolia scenery or a Mongolian in Mongolian national costumes.

Ⅵ. Teaching procedures

Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8 minutes）
1. The whole
class work.
2. Group work.

3. Individual
work.

4. The whole
class work.

5. Individual
work.

6. The whole
class work.
1. Focus their attention on the teacher.
2. Students discuss the
minority costumes in groups of three.

3. Students look at the
pictures of 2b and
identify the clothes in
the pictures.
4. Students read and
understand the words in the box of 2b.

5. Students match the
pictures with the correct Chinese minorities.
6. Students check the
answers.
1. Get students ready for
learning.
2. The teacher shows the pictures
of 1b in last section. Let
students discuss the minority
costumes in groups of
three. Remind them to
pay attention to the tense
of object clauses. Ask
several groups to act out
their conversations.
Example:
S1: The model in the center of the catwalk looks so beautiful.
S2: What did A say?
S3: She/he said the model in the center of the
catwalk looked so
beautiful.
3. The teacher lets the students look at the pictures of 2b and identify the clothes in the pictures.
4. The teacher lets students read and understand the words in the box of 2b. Teach the new words Mongolian by showing a picture of Mongolia scenery or a Mongolian in Mongolian national costumes.
5. The teacher lets students
match the pictures with the correct Chinese minorities.
6. The teacher asks two students
to give the answers. Finish 2b.
Presentation
(10 minutes)
1. The whole
class work.

2. Group work.

3. The whole
class work.

4. The whole
class work.

5. Individual
work.

6. The whole
class work.
1. Students show and
introduce the pictures
they have searched
before class about the
traditional Chinese
costumes.

2. Students discuss in
groups about the Tang costume.

3. Students describe the
Tang costume in their own words.

4. Students skim the
passage and underline the new words. Learn
the new words with
the help of the teacher.

5. Students read the
passage carefully and complete the diagram of 1b.
6. Students check the
answers.
1. The teacher asks the students to show and introduce the
pictures they have searched before class about the
traditional Chinese costumes. Allow them to describe the pictures in Chinese if they can’t express in English. Lead to 1a.
2. The teacher asks students to look at the pictures of 1a and learn the new words decoration and knot by themselves. Then let them discuss in groups about the Tang costume.
3. The teacher lets students tell the answers. And let them describe the Tang costume in their own words.
4. The teacher asks students to skim the passage and underline the new words. Let students understand them according to the words around them and the meanings of the sentences. Teach the new words and phrases dynasty, from then on, Asian, personal, attractive and western- style.
5. The teacher asks students to read the passage carefully and complete the diagram of 1b.
6. The teacher asks two students to give the answers. Remind them they can understand or express ideas more easily, clearly and logically with the help of a mind map.

Consolidation
(10 minutes)
1. The whole
class work.

2. The whole
class work.

3. The whole
class work.

4. Individual
work.

5. The whole
class work.

6. The whole
class work.

1. Students read the passage after the recording
sentence by sentence.
2. Students try to follow
the speed, paying attention to the pronunciation
and intonation.
3. Students find out the
difficult points. Note the main points.

4. Students read the passage
again and answer the
questions of 1c.
5. Students check the
answers with the help of the teacher.
6. Students retell the passage according to the main points on the blackboard and the questions on
the screen.
1. The teacher plays the recording
sentence by sentence.

2. The teacher plays the recording
without stopping.

3. The teacher lets students find out the difficult points. Solve the difficult points together with the students. Write down the main points of the passage.
(1) be full of / be filled with
(2) stand for
(3) get its name
(4) be/become known to
(5) from then on/ from
now on
(6) not only… but also…
(7) Asia → Asian
person → personal
attract → attractive
western + style =
western-style
(8) design … as…
(9) either … or…
4. The teacher lets students read
the passage again and answer
the questions of 1c.
5. The teacher lets two students
give the answers.

6. The teacher lets students try
to retell the passage according
to the main points on the
blackboard and the questions
on the screen.
Practice
(10 minutes)
1. Individual
work.

2. The whole
class work.

3. Pair work.

4. The whole
class work.

5. Group work.

6. The whole
class work.

1. Students identify the
clothes in the pictures in 2a and write down their names on the line.

2. Students check the
answers.

3. Students discuss the
questions in pairs.

4. Students report their
result of the discussion
according to the questions.

5. Students work in groups
to make a poster about
a fashion show for it.

6. Students choose the
best poster.
1. The teacher asks the students
identify the clothes in the pictures in 2a and then write down their names on the line.
2. The teacher lets two students give the answers. Teacher may introduce more knowledge about the clothes.
3. The teacher asks students to work in pairs. Let them discuss the following questions:
(1) Which costume in the
pictures in 2a and 2b do
you like best?
(2) Why do you like it most?
(3) Can you list more
costumes and give more information?
4. The teacher lets the
representative of every
group report their result
of the discussion according
to the questions.
5. The teacher evaluates the reports.
And let them work in groups
to make a poster about a
fashion show for it.
6. The teacher lets the
representatives write down
their posters on the blackboard.
Then ask the students to
choose the best one.
Production
(7 minutes)
1. Group work.

2. Individual
work.

3. The whole
class work.

4. The whole
class work.

5. The whole
class work.

6. Individual
work.

1. Students collect the words
about the traditional
holidays, costumes and
food in China and
complete the table.

2. Students write a passage
about the results of
their discussion.

3. Students report their
passages to the whole
class.

4. Students know more
about our great country.

5. Students summarize
Section C with the teacher.

6. Students finish the
homework after class.
1. The teacher asks the students
to discuss in groups. Let
them collect the words about
the traditional holidays,
costumes and food in China
and complete the table.
Traditional holiday

Traditional costume

Traditional food

2. The teacher lets the students
to write a passage about
the results of their discussion.
Example:
In China, there are many
traditional holidays, such
as …
3. The teacher lets the
representative of every group report their passages to the whole class.
4. The teacher evaluates the
passages and adds something
more about the traditional
holidays, costumes and
food. Let students know
more about our great country.
5. The teacher shows the
summary of this section to the students.
6. The teacher assigns homework:
(1) Review the summary
after class.
(2) Write a passage to
introduce the Tang
costume.
(3) Prepare your favorite
clothes for the class
fashion show.
Teaching Reflection
Students do well in the reading task with the help of the mind map. Teacher should often use the mind map to help the students understand the passages. Tell them that they may use the mind map when they do the reading exercise. Teacher may let students hold a fashion show in the classroom next time. Encourage them to prepare for the fashion show and hold it by themselves.

Ⅶ. Blackboard design

Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section C
1. be full of / be filled with
2. stand for
3. get its name
4. be/become known to
5. from then on/ from now on
6. not only… but also…
7. Asia → Asian
person → personal
attract → attractive
western + style = western-style
8. design … as…
9. either … or …

Traditional holiday

Traditional costume

Traditional food