Unit8 Topic3 SectionD 参考教案
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section D 的1
本节课主要让学生谈论中国传统服装旗袍，了解日美两国的传统服装，学生在对中国服装文化有更深刻了解的同时，乐于接触并了解异国服装文化，并能正确看待外国传统服装文化，从而更好地为弘扬中国传统服装文化服务。本课是本单元的最后一课，语法方面主要复习主句为一般过去时的宾语从句的用法，功能用语方面复习提醒与惊讶的表达。本节也是整个谈论服装话题的单元的结束课，教师可以让学生事先筹备举行一场班级时装表演，为整个单元的学习画上一个圆满的句号，在使学生能力得到提升的同时，也使学生的情感得到升华
Ⅱ. Teaching aims
Knowledge aims：
1.单词：
(1）choice
（2）well-known,item,hardly,except,marriage,celebration,material
2.语法
复习宾语从句的用法及A-C的单词和句型
3.继续谈论中国传统服装文化 ，了解美国和日本的传统民族服装
Skill aims：
听：
1.能听懂语段，识别主题，获取主要信息
2.能听懂简单的事件的情节发展，理解其中主要人物和事件
说：
1.能在口头表达中做到发音清晰，使用正确的语音语调
2.能根据图文就服装、服装秀等相关的基本情况的话题用简单的语言进行交流
3.能借助逻辑关系图式和问题提示理解文章的主题
读：
1.能连贯流畅的朗读课文
2.能根据图文理解短文，找出相关信息，理解大意，并根据要求进行学习活动
写：
能写出本相关的宾语从句以及句子转述
能借助特殊疑问句的提示辅助写作
情感态度
1.通过小组间良性的竞争与合作，培养友好互助的精神;
2.采用游戏、对话、表演等方式激发学生的好奇心和求知欲，培养学生学英语的兴趣和积极主动的学习精神
3.在了解中国传统服装文化的同时，正确看待外国传统服装文化，从而更好地为弘扬祖国传统服装文化服务
文化意识
1.了解东西方国家和民族的标志性服装的特点以及发展历程等等;
2.了解不同国家的穿衣习俗和生活习惯
Ⅲ. The key points and difficult points
Key points：
1.单词：
(1）choice
（2）well-known,item,hardly,except,marriage,celebration,material
2.语法
复习宾语从句的用法及A-C的单词和句型
3.继续谈论中国传统服装文化 ，了解美国和日本的传统民族服装
Difficult points：
写出短文介绍旗袍这一传统服饰
Ⅳ. Learning strategies
1.培养借助图片帮助听说和阅读理解的习惯;
2.培养学生根据上下意以及构词法等猜测词义的学习策略;
3.能够利用资源策略,帮助学生了解更多不同国家和民族的服装特色和发展历程
4.借助逻辑关系图式和问题提示理解文章的主题
5.写作前根据特殊疑问句的提示制定好写作计划，然后根据写作计划中提供的要素完成写作任务
Ⅴ. Teaching aids
Computer multimedia projector; some pictures of beautiful cheongsams, or the actresses known by students in cheongsam; students prepare some clothes by themselves.
Ⅵ. Teaching procedures
Introduction（8 minutes）
1. Greet students ready for learning.
2. The teacher asks students to read the passage about introducing the Tang costume written by themselves before class.
3. The teacher lets other students evaluate the passages.
Then lead to the new lesson: The Tang costume is one of the most popular Chinese traditional costumes all over the world. Do you know the other famous Chinese traditional costume
Yes, it’s the cheongsam.
Teacher shows some pictures of beautiful cheongsams or the actresses known by students in cheongsam.
4. The teacher lets students discuss the given information about the cheongsam in 2 with their partners and prepare to give a report.
Let them guess the meaning of material according to “silk” and learn it by themselves.
5. The teacher lets two or three students report the results of their discussing.
6. The teacher asks students to write a passage about the cheongsam. Let two students write on the blackboard.
7. The teacher evaluates the passages on the blackboard together with the students.
Presentation (10 minutes)
1. The teacher asks the students to look at the pictures of 1. Let them discuss and describe their clothes. Let them guess which country these clothes are from in the earliest times.
2. The teacher asks students to read the information and check their guessing.
3. The teacher lets students have an asking competition. Let them read the information of 1 carefully, and then ask their classmates of the other groups some questions. The group who asks and answers the most questions is the winner. They can ask the following questions:
(1) What is the well-known item of American clothing
(2) Who wore heavy cotton jeans in the past
(3) Do clothing factories make many different styles and colors of jeans
(4) What are the most popular choice of clothing for young people around the world
(5) What is the Japanese traditional clothing
(6) What was it made of
(7) Who wears kimonos today
…
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 complete the table of 1.
4. The teacher asks two students to tell the answers. Lead them to guess the meaning of the new words well-known, item, choice, marriage and celebrations. Teach the new words.
5. 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) well-known: widely known
(2) at one time
(3) few/ a few / little / a little
(4) except/but
6. The teacher lets students try to retell the information according to the questions on the screen and the main points on the blackboard.
Practice (10 minutes)
1. The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct form of the given words.
2. The teacher asks two students to tell the answers.
3. The teacher asks students to find out more object clauses in this topic and read it aloud. Emphasize the changes of the tense in object clauses.
4. The teacher asks the students to read through Sections A-C and fill in the blanks of the functions table with the correct words.
5. The teacher asks two students to tell the answers.
6. The teacher lets students sum up other useful expressions in this topic. The teacher
adds more and explains them.
(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
Production (7minutes)
1. The teacher asks the students to put on their favorite or special clothes. (Teacher
asked them to prepare last lesson.) Let them introduce their own clothes in groups.
Let them introduce about the color, material, style and so on.
2. The teacher asks the representative of every group to introduce the clothes of their group members. Choose the best interpreter.
3. The teacher lets the students show their clothes to hold a fashion show in the classroom.
4. The teacher evaluates the fashion show and let them write a short passage about the fashion show. Ask two students to write their passages on the blackboard.
5. The teacher evaluates the passages on the blackboard together with the students.
6. The teacher shows the summary of this section to the students.
7. The teacher assigns homework:
(1) Review the summary after class.
(2) Design one of your favorite clothes and write a passage to describe it.
Teaching Reflection
Written work is difficult for most students. Teacher may let them list the wh-questions before writing. Then let them write a passage according to the wh-questions. It’s really helpful for students to plan their writing. Students all like taking part in the activities in or out of the class. Teacher should design more activities to keep them active, and they will like learning English better.
Ⅶ. Blackboard design
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section D
1. well-known:
widely known
2. at one time
3. few/ a few
little / a little
4. except/but
1. Here comes another three model.
2. design … as …
3. either … or …
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
1 / 6(共26张PPT)
Unit8 Topic3
Section D
Knowledge aims
1.单词：
(1）choice
（2）well-known,item,hardly,except,marriage,celebration,material
2.语法
复习宾语从句的用法及A-C的单词和句型
3.继续谈论中国传统服装文化 ，了解美国和日本的传统民族服装
抢答
宾语从句三要素：
引导词、时态、语序
抢答
陈述句——wh-引导
一般疑问句——if/whether引导
特殊疑问句——that引导
抢答
宾语从句用陈述语序
抢答
选择题一
A.whether
B.who
C.what
D.that
Miss Liu said ______ she would leave the message on the headmaster's desk．
抢答
选择题二
A.could
B.would
C.is able to
D.can
Lucy said she __________ cook meals when she was five.
抢答
选择题三
A. how the teacher said
B.what did the teacher say
C.what the teacher said
D.how did the teacher say
Tom was not listening carefully, so he failed to hear __________.
抢答
选择题四
A. move
B. moves
C.moved
D.had moved
The teacher said that the earth ______ around the sun.
抢答
选词填空
陈述句引导词用______ .
一般疑问句引导词用 ______.
特殊疑问句引导词用 ________.
whether/if
wh-
that
抢答
主句为一般现在时
从句可为任何时态
简答题一
抢答
主句为一般过去时
从句可用：
一般过去时、过去将来时
过去进行时、过去完成时
简答题二
抢答
客观真理 自然现象
公式定理 名言警句
时态不变
简答题三
Objects Clauses
宾语从句的构成
时态
陈述句——that 引导(可省略)
一般疑问句——if/whether引导
特殊疑问句——wh-引导
陈述语序——主语+谓语+其他
主句为一般现在时——从句不受影响
主句为一般过去时——从句变为相应的过去时态
一般现在时 一般过去时
一般将来时 过去将来时
现在进行时 过去进行时
引导词
语序
Grammar
1.Kangkang said he____________(watch) it.
2.And he said the fashion show _______(is) wonderful.
3.She asked Kangkang what he ______(be) doing.
4.She said she________(wear) a Yao costume.
watched
was
was
wore
Functions
1.People _______ it cheongsam.
2._______ come another three models.
3.That's really________ !
4.Today people can design the Tang costume as_______ formal _____ casual clothes.
call
Here
cool
either
or
Work on 1
Read the following information and complete the table on Page 104.
Country Traditional clothing Material Occasion to wear In the past Today
working
kimono
America
Japan
blue jeans
cotton
silk
casual and working
casual and formal
formal
Work on 1
Read again and answer the questions.
1.What is the passage mainly talking about
It is mainly about the well-known item of American clothing and Japanese traditional clothing.
2.Are there many different styles and colors of jeans today
Yes,there are.
3.What is traditional kimono made of
It is made of silk.
4.Do people often wear kimonos for casual and formal occasions today
No, they don't.
Listen and understand
America
● The well-known item of American clothing is blue jeans.
● In the past, many workers wore heavy cotton jeans.
● Today, clothing factories make many different styles and colors of jeans.
● They are the most popular choice of clothing for young people around the world.
Listen and understand
Japan
● The kimono is the Japanese traditional clothing.
● The Traditional kimono was made of silk.
● At one time, Japanese people wore kimonos for casual and formal occasions.
● Today, few people wear kimonos except on special occasions like marriages and national celebrations.
America
● The well-known item of American clothing is blue jeans.
● In the past, many workers wore heavy cotton jeans.
● Today, clothing factories make many different styles and colors of jeans.
● They are the most popular choice of clothing for young people around the world.
Language points
著名的
在过去
wear-wore穿
all over the world 全世界
Japan
● The kimono is the Japanese traditional clothing.
● The Traditional kimono was made of silk.
● At one time, Japanese people wore kimonos for casual and formal occasions.
● Today, few people wear kimonos except on special occasions like marriages and national celebrations.
Language points
be made of 由....制成（看得出原材料）
曾经、一度
work on 2
Discuss the following information with your partner. Then write a passage about the cheongsam.
What people usually call it: qipao in most parts of China
Who it is designed for: Chinese women
When people designed it: the Qing dynasty
What material it is made of: silk with beautiful knots on it
Who wore it first: Man minority women
When it became popular:in the 1920s
How popular it is now:very popular across the world
Wh-questions are helpful for you to plan your writing.
work on 2
Example
The cheongsam is both a woman’s dress and a part of China’s culture. It is called “qipao” in most parts of China and it’s a traditional dress for Chinese women.
People designed the cheongsam in the Qing dynasty. It’s made of silk with beautiful knots on it. The Man minority women wore the cheongsam first. It started to become popular in the 1920s. Then more and more women liked wearing the cheongsam. Many foreigners like it, too. So it’s very popular across the world now.
Project
1. Bring your favorite clothes to your classroom.
2. Introduce some clothes to your classmates. You can tell them about the color,material, style and so on.
3. Hold a fashion show in the classroom.
4. Write a short passage about the fashion show.
Classroom Fashion Show
Thank you!
