八年级下册教案设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section A
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section A 的1a和2。
本话题通过观看服装表演，谈论了中国传统的服装文化，并简单涉及了异国传统服装文化，同时复习并总结所学的有关服装名称的名词。让学生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。语法重点为主句是一般过去时的宾语从句。本课的学习活动由Jane 与Sarah 谈论时装表演展开，通过谈论发生在过去的时装秀自然而然地引出了主句为一般过去时的宾语从句的用法，并在1b和2的练习中进行巩固运用。
Ⅱ. Teaching aims
Knowledge aims：
1. 学习主句为一般过去时的宾语从句。
2. 谈论时装表演。
Skill aims：
1. 能听懂接近正常语速、涉及时装表演的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的海报中找出有关信息。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
Emotional aims：
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。
Ⅲ. The key points and difficult points
Key points：
1. 学习主句为一般过去时的宾语从句。
2. 谈论时装表演。
Difficult points：
注意主句为一般过去时的宾语从句中从句的时态问题。
Ⅳ. Learning strategies
在学习中善于利用图画等非语言信息理解主题。
Ⅴ. Teaching aids
Computer multimedia projector; the picture of a overcoat; a poster about the fashion show.
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The wholeclass work.2. Group work.3. The wholeclass work.4. Group work.5. The wholeclass work. 1. Focus their attentionon the teacher.2. Students have acompetition to reviewthe names of clothes.3. Students report someinformation aboutdifferent dressingcustoms in other partsof the world.4. Students describe theclothes in the picture in their own words. 5. Students know about the object clauses ofwhich the main clauses are in the past simple tense. 1. Greet students ready for learning. 2. The teacher divides the studentsinto four groups. Eachgroup stands for oneseason—spring, summer,autumn or winter. Differentseasons, different clothes.Let student speak out theclothes that fit their groups asmuch as possible. Let themreview the names of clothes.3. The teacher lets the studentsreport some informationabout different dressingcustoms in other parts ofthe world.4. The teacher lets studentsdiscuss the pictures of 3. Teach the new wordovercoat by showing its picture. Ask students to describe the clothes in their own words. For example: A:The first girl is wearing a leather overcoat and a white scarf. B:The second girl iswearing a black jacketand a pink handbag …5. The teacher asks anotherstudent: What did A say What did B say … Lead the student to answer: A said the first girl was wearing a leather overcoat and a white scarf. B said the second girl was wearing a black jacket and a pink handbag.
Presentation(10minutes) 1. Group work.2. The wholeclass work.3. Individualwork.4. Individualwork.5. The whole class work.6. Individualwork.7. The wholeclass work. 1. Students discuss theinformation they canget from the picture.2. Students report theresult of the discussion.3. Students watch theflash of 1a and checktheir information. 4. Students watch theflash again and answer the questions.5. Students check theanswers.6. Students listen to theconversation andcomplete the sentences. 7. Students check theanswers. 1. The teacher lets students look at the pictures of 1a. Tell them there will be a fashion show tomorrow. Let students discuss the information they can get from the picture.2. The teacher asks students to report the result of the discussion.(1) There will be a fashion show on June 8th.(2) There will be a fashion show in XidanShopping Center.(3) The fashion show willstart at seven thirty inthe afternoon.(4) There will be manycharming models inthe fashion show.3. The teacher lets studentswatch the flash of 1a and check their information. 4. The teacher asks students to watch the flash again and answer the questions:(1) Did Sarah watch the fashion show last month (2) What did Kangkangthink of the fashionshow last month 5. The teacher asks students totell the answers.6. The teacher plays therecording of 1a and asks students to listen to theconversation and complete the sentences. 7. The teacher asks students to tell the answers. Remind them that they should use the same tense in the object clauses as the main clauses.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Individualwork. 4. Pair work.5. Individualwork. 6. The wholeclass work. 7. Pair work. 1. Students read theconversation after the recording sentence by sentence.2. Students try to follow the speed, payingattention to thepronunciation andintonation.3. Students find out theobject clauses anddifficult points.4. Students prepare to act out the conversation in roles. Then some pairs perform it.5. Students read theconversation bythemselves to number the sentences to make a conversation.6. Students check theanswers.7. Students practice the new conversation in pairs. 1. The teacher plays the recordingsentence by sentence.2. The teacher plays the
recording without
stopping.3. The teacher lets students find out the object clauses of which the main clauses are in the past simple tense and the difficult points. Solve the difficult points together with the students.(1) Kangkang said hewatched it.(2) And he said thefashion show waswonderful.4. The teacher asks students to prepare to act out the conversation in roles. Let some pairs perform it. 5. The teacher lets students read the conversation bythemselves and number the sentences to make a conversation.6. The teacher lets two studentstell the answers. And letthem introduce theirmethods of solving suchproblems. 7. The teacher lets studentspractice the newconversation in pairs.
Practice(10 inutes) 1. Individualwork.2. Pair work.3. The wholeclass work.4. The wholeclass work.5. Individualwork. 6. The wholeclass work.7. Individualwork.8. The wholeclass work. 1. Students read andunderstand the exampleof 2. Then try summingup the usage of objectclauses of which themain clauses are in thepast simple tense. 2. Students ask and answer in pairs by following the example.3. Students check theanswers together withthe teacher.4. Students speak out the names of all the clothes one by one.5. Students listen to the passage and match the models with theirnames. 6. Students check theanswers.7. Students listen and fill in the blanks of 3B. 8. Students check theanswers and read the sentences together. 1. The teacher asks the students to read and understand the example of 2. Then let them sum up the usage of object clauses of which the main clauses are in the past simple tense. Teacher may give them a hand if necessary. 2. The teacher lets students ask and answer in pairs by following the example, while the other students should listen to them carefully and correct the wrong expressions. Let them especially pay more attention to the tense. 3. The teacher asks two students to write down the brief conversations on the blackboard. Check the answers together with the students.4. The teacher leads the students to speak out the names of all the clothes in 3 A one by one. 5 The teacher shows the names of the five models. Then play the recording for the students, let them listen to the passage and match the models with their names. 6. The teacher asks two studentsto tell their answers.7. The teacher plays the recordingagain. Let students listenand fill in the blanks in 3B. 8. The teacher lets two studentstell the answers. Teach thenew word woolen. Thenlet the students read thesentences together.
Production(7 minutes) 1. Group work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Individualwork. 1. Students ask and answerin groups of three todiscuss the fashionshow last week.2. Students should payattention to the tenseof object clauses.3. Students write apassage according tothe poster as thehomework.4. Students summarizeSection A with theteacher.5. Students finish the
homework afterclass. 1. The teacher shows a poster about the fashion show. (The teacher may prepare a poster before class or make the poster by himself or herself.) Ask the students to discuss the fashion show last week. Let them ask and answer in groups of three.Example:A: When did the fashion show start B: What did A ask C: He / She asked when the fashion show started. 2. The teacher evaluates thebrief conversations.Correct the wrong pointstogether with the students. Let them pay attention to the tense of object clauses.3. The teacher lets students write a passage according to the poster as the homework.4. The teacher shows thesummary of this sectionto the students.5. The teacher assigns homework:(1) Review the summaryafter class.(2) Search some picturesabout the fashion show. (3) Finish the passage above.(4) Preview Section B.
Teaching Reflection Object clauses of which the main clauses are in the past simple tense is the main points of this topic, but it’s not difficult for the students if they do more exercise in the real scene. Teacher may set more scenes for the students to practice it.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful.Section A
1. Kangkang said he watched it.2. And he said the fashion show was wonderful. SpringSummerFallWinterscarf,jeans,windbreaker,…T-shirt, shorts,skirt,…sweater, jacket,jeans,…overcoat, boots,gloves,…八年级下册教案设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section B
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section B 的1a。
本课的学习活动由Jane 与Sarah观看并继续谈论时装表演展开，呈现表示提醒和惊讶的功能用语，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇、短语和句型谈论时装表演；运用图片等非语言信息理解主题、复现对话；继续学习主句为一般过去时的宾语从句的用法，并注意转述时主句表示转述的动词要读成升调。
Ⅱ. Teaching aims
Knowledge aims：
1. 继续学习主句为一般过去时的宾语从句。
2. 继续谈论时装表演。
3. 了解各民族服装。
4. 学会掌握短语中的重音，区分辅音音素/ tr/和/ dr/，/ /、/ /和/θ/。
5. 转述时主句表示转述的动词要读成升调。
6. 学习表示提醒和惊讶的功能用语。
Skill aims：
1. 能听懂接近正常语速、涉及时装表演与民族服饰的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的关于服装表演的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
Emotional aims：
了解各民族服装，对中国的服装文化有更深刻的了解，热爱祖国。
Ⅲ. The key points and difficult points
Key points：
1. 继续学习主句为一般过去时的宾语从句。
2. 继续谈论时装表演。
3. 学习表示提醒和惊讶的功能用语。
Difficult points：
1. 注意主句为一般过去时的宾语从句中，从句的时态问题。
2. 谈论各民族的服装。
Ⅳ. Learning strategies
1. 在学习中善于利用图画等非语言信息帮助记忆。
2. 在运用宾语从句转述他人的话时，主句表示转述的动词要读成升调。
Ⅴ. Teaching aids
Computer multimedia projector; the song Love My China; the pictures of minorities mentioned in this section (Teacher may prepare more pictures of minorities.).
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work. 1. Focus their attentionon the teacher.2. Students plays thegame to review theusage of the objectclauses. 3. Students report apassage they havewritten before classaccording to the poster.4. Students describe theclothes in their pictures.5. Students enjoy thepictures and the song.Learn the new word.Know about theminorities in ourcountry. 1. Greet students ready for learning. 2. The teacher plays the gamewith the students to reviewthe usage of the objectclauses. The teacher tellone student a sentence ina low voice. Let all theother students ask thatstudents what the teachertold him or her. And thenhe or she retell the sentence. T: You are very cute.Ss: What did our teacher tell you S1: She/he said I was very cute.3. The teacher lets the students report a passage they have written before class according to the poster.4. The teacher lets students show the pictures they have collected before class. Let them describe the clothes in their pictures.5. The teacher shows some pictures of minority costumes on the screen. Play the song Love My China at the same time. Teach the new word minority by introducing that there are 55 minorities in our country. Introduce some knowledge about our minorities and the minority costumes. Lead to the new lesson.
Presentation(10minutes) 1. Group work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Individualwork.6. Individualwork. 1. Students discuss themodels in the pictureof 1b and describetheir clothes.2. Students report theresult of the discussion. Learn the new words. 3. Students watch theflash of 1a and answer the questions. 4. Students check theanswers.5. Students listen to the conversation and number the costumes.6. Students match thecostumes with themodels. 1. The teacher shows the picture of 1b to the students on the screen. Let them discuss the models and their clothes. 2. The teacher asks students to tell the information they can get from the picture. Then teach the new word catwalk by pointing at the catwalk in the picture. Teach cheongsam and traditional by pointing at the cheongsam. Teach Tibetan and Korean by pointing at their clothes on the screen. 3. The teacher lets studentswatch the flash of 1a and answer the questions: (1) What’s the model in the center of thecatwalk wearing (2) What’s the second one wearing (3) What’s the thirdmodel wearing 4. The teacher asks three students to tell the answers.5. The teacher plays the
recording for the students. Let them listen to the conversation and number the costumes. Check the answer with the students.6. The teacher asks the studentsto match the costumes with the models. Checkthe answer with thestudents. Finish 1b.
Consolidation(10 minutes) 1. The whole class work.2. The whole class work.3. Individualwork. 4. Individualwork.5. The wholeclass work.6. Pair work. 1. Students read theconversation after therecording sentence bysentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students find out theobject clauses anddifficult points.4. Students read theconversation and fillin the blanks in 1c.5. Students check theanswers with the help of the teacher.6. Students find out thekey words of 1a and act out the conversation. 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 object clauses and the difficult points. Solve the difficult points together with the students.(1) Here comes the models.（提醒）(2) another + 单数可名词 = one more +单数可数名词another + 数词 + 复数可数名词 = 数词 + more + 复数可数名词(3) That’s really cool! 4. The teacher lets students read the conversation and fill in the blanks.5. The teacher lets two studentstell the answers. Remindthem to pay attention tothe spelling of the newwords and the tense of theverbs. Finish 1c.6. The teacher lets students findout the key words of 1a.Then let them act out theconversation in pairs,according to the key wordsand the picture of 1b.
Practice(10 minutes) 1. Individualwork.2. Pair work.3. The wholeclass work.4. The wholeclass work.5. Individualwork. 6. Individualwork. 1. Students read andunderstand theexample of 2. 2. Students ask and answer in pairs by following the example.3. Students check theanswers together withthe teacher.4. Students read thephrases of 3a bythemselves.5. Students listen to therecording and checktheir reading.6. Students listen and try to imitate. 1. The teacher asks the students to read and understand the example of 2. Then let them review the usage of object clauses of which the main clauses are in the pastsimple tense. Teacher maygive them a hand ifnecessary. 2. The teacher lets students askand answer in pairs byfollowing the example,while the other studentsshould listen to themcarefully and correct thewrong expressions. Letthem especially pay moreattention to the tense.3. The teacher asks two students to write down the briefconversations on theblackboard. Check theanswers together with thestudents.4. The teacher lets students read the phrases of 3a by themselves. Pay attention to the stress and sounds of the underlined letters. Ask two students to read them to the whole class.5. The teacher plays the recording of 3a. Let students just listen. Check their reading. Stress the stress and the sounds of the underlined letters.6. The teacher plays the recordingof 3a again and lets studentslisten and try to imitate.
Production(7minutes) 1. The wholeclass work.2. The wholeclass work.3. Individualwork. 4. Pair work.5. Group work.6. The wholeclass work.7. Individualwork. 1. Students read the shortconversations of 3b.2. Students listen to therecording of 3b andcheck their intonation.3. Students listen andimitate. 4. Students practice theconversations withtheir partner. 5. Students work ingroups of three todescribe the clothes oftheir friends. Reviewthe usage of objectclauses.6. Students summarizeSection B with theteacher.7. Students finish theHomework after class. 1. The teacher asks two students to read the short conversations. Let the other students listen and check their intonation. 2. The teacher plays the
recording of 3b. Let the students listen and check their intonation. Tell them that when they retell others’ words, they should use the rising tone before the reporting verb, such as say.3. The teacher plays the
recording of 3b again. Let students listen and imitate. 4. The teacher lets students practice the conversations with their partner. 5. The teacher asks students to work in groups of three to describe the clothes of their friends. Remind them to pay attention to the intonation. Example:A: Li Wei is wearing a white coat.B: What did A say C: She / He said Li Wei was wearing a white coat.6. The teacher shows thesummary of this section to the students.7. teacher assigns homework:(1) Review the summaryafter class.(2) Search some picturesabout the traditionalChinese costumes. (3) Preview Section C.
Teaching Reflection Students know about different national costumes in this section. Teacher should introduce more knowledge about the minorities and their traditional costumes. Tell them that the 56 peoples are a big family. Let students know about more about our great counties and love our motherland more than before.
Ⅶ. Blackboard design
Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful.Section B1. Here comes the models.2. another + 单数可数名词 = one more +单数可数名词another + 数词 + 复数可数名词 = 数词 + more + 复数可数名词3. That’s really cool!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Section C 的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的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 wholeclass work.2. Group work.3. Individualwork.4. The wholeclass work. 5. Individualwork.6. The wholeclass work. 1. Focus their attention on the teacher.2. Students discuss theminority costumes in groups of three.3. Students look at thepictures of 2b andidentify the clothes inthe pictures. 4. Students read andunderstand the words in the box of 2b.5. Students match thepictures with the correct Chinese minorities. 6. Students check theanswers. 1. Greet students ready forlearning. 2. The teacher shows the picturesof 1b in last section. Letstudents discuss the minoritycostumes in groups ofthree. Remind them topay attention to the tenseof object clauses. Askseveral groups to act outtheir 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 thecatwalk looked sobeautiful. 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 studentsmatch the pictures with the correct Chinese minorities. 6. The teacher asks two students to tell the answers. Finish 2b.
Presentation(10 minutes) 1. The wholeclass work. 2. Group work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.6. The wholeclass work. 1. Students show andintroduce the picturesthey have searchedbefore class about thetraditional Chinesecostumes.2. Students discuss ingroups about the Tang costume.3. Students describe the Tang costume in their own words. 4. Students skim thepassage and underline the new words. Learnthe new words withthe help of the teacher.5. Students read thepassage carefully and complete the diagram of 1b. 6. Students check theanswers. 1. The teacher asks the students to show and introduce thepictures they have searched before class about thetraditional Chinese costumes. Allow them to describ the pictures in Chinese if they can’t express inEnglish. 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 tell 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. Tht teacher lets two students tell 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 tell 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 discussing. 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 holidayTraditional costumeTraditional food2. The teacher lets the students to write a passage about the results of their discussing. 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 with2. stand for3. get its name4. be/become known to 5. from then on/ from now on6. not only… but also…7. Asia → Asian person → personal attract → attractive western + style = western-style8. design … as…9. either … or … Traditional holidayTraditional costumeTraditional food八年级下册教案设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section D
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. 掌握黑体词汇choice的用法。了解白体词well-known, item, marriage, celebration和material.
2. 继续谈论中国传统服装文化。
3. 了解美国和日本的传统民族服装。
Skill aims：
1. 能听懂接近正常语速、涉及传统服饰的对话，获取主要信息。
2. 能引出传统服饰的话题并进行简单的交谈。
3. 能借助表格图式等理解文章的主题。
4. 能借助特殊疑问句的提示辅助写作。
Emotional aims：
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。
Ⅲ. The key points and difficult points
Key points：
1. 继续谈论中国传统服装文化。
2. 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
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
Step Interaction pattern Student activity Teacher activity
Introduction（8 minutes） 1. The whole class work.2. Individual work.3. The whole class work.4. Pair work. 5. The whole class work.6. Individualwork.7. The whole class work. 1. Focus their attention on the teacher.2. Students read the passage written by themselves before class. 3. Students evaluate the passages. Know some information about the cheongsam.4. Students discuss the given information about the cheongsam in 2 with their partners and prepare to give a report. 5. Students report the results of their discussing.6. Students write a passage about the cheongsam.7. Students evaluate the passages with the teacher. 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 whole class work. 2. Individual work.3. Group work. 1. Students discuss and describe the clothes in the pictures of 1.2. Students read the information and check their guessing.3. Students read the information of 1 carefully, and then ask their classmates of the other groups some questions. 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 whole class work.2. The whole class work.3. Individual work. 4. The whole class work.5. The whole class work.6. Individual work. 1. Students read the information after the recording sentence by sentence.2. Students try to follow the speed, paying attention to the pronunciation and intonation.3. Students complete the table of 1. 4. Students check the answers. Learn the new words with the help of the teacher.5. Students find out the difficult points. Note the main points.6. Students try to retell the information according to the questions on the screen and the main points on the blackboard. 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/but6. 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. Individual 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 through Sections A-C carefully and fill in the blanks of the grammar table with the correct form of the given words.2. Students check the answers.3. Students find out more object clauses in this topic and read it aloud. 4. Students read through Sections A-C and fill in the blanks of the functions table with the correct words. 5. Students check the answers.6. Students sum up other useful expressions in this topic. 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. Group work.2. The whole class work.3. The whole class work.4. Individual work.5. The whole class work.6. The whole class work.7. Individual work. 1. Students put on their favorite or special clothes and introduce their own clothes in groups. 2. The representative of every group introduces the clothes of their group members.3. Students show their clothes to hold a fashion show in the classroom.4. Students write a short passage about the fashion show.5. Students evaluate the passages with the teacher.6. Students summarize Section D with the teacher.7. Students finish the homework after class. 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 known2. at one time 3. few/ a few little / a little4. except/but 1. Here comes another three model. 2. design … as …3. either … or … 1. be full of / be filled with2. stand for3. get its name4. be/become known to5. from then on/ from now on6. not only… but also…7. Asia → Asian person → personal attract → attractive western + style = western-style
