仁爱版八年级下册英语 Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful.Section B 教学设计（表格式）

Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful.Section B教学设计
Ⅰ. Teaching Objectives Language Skills Objectives Students can accurately recognize, spell and use the vocabulary related to ethnic costumes, such as “minority”, “costume”, “traditional”, “Zhuang minority”, “Korean”, as well as adjectives describing the characteristics of costumes. They can understand simple dialogues and short passages about fashion shows and ethnic costumes, capture key information like the names of costumes and the ethnic groups they belong to, and complete corresponding listening tasks, such as numbering and matching. Students are able to use the learned sentence patterns to communicate fluently in spoken English. They can start conversations around the topic of clothing, ask about and describe costumes, and accurately convert direct speech into indirect speech with basically correct pronunciation and intonation. They can read texts about fashion and ethnic costumes, understand the general idea, extract key details, complete written exercises like reading and filling in the blanks and answering questions, and also imitate writing short passages to introduce ethnic costumes. Cultural Awareness Objectives By learning the traditional costumes of different ethnic groups, students can understand the unique cultural connotations and customs of each ethnic group, broaden their cultural horizons, and cultivate respect and appreciation for diverse cultures. They can feel the integration of fashion and traditional culture, realize the influence of traditional costumes on the current world fashion stage, and enhance their cultural confidence. Thinking Quality Objectives In the process of observing and analyzing pictures and text information of ethnic costumes, students’ observation and information collection and integration abilities will be cultivated. They will learn to summarize the characteristics and cultural backgrounds of different costumes. Through the practice of converting direct speech into indirect speech, students will be guided to compare and analyze the differences between the two language structures, improve their logical thinking ability, and enable them to use language accurately in different contexts. Group cooperation discussions, oral practice and other activities will stimulate students’ innovative thinking, encourage them to describe costumes in novel and diverse ways, share their views, and cultivate their teamwork spirit. Learning Ability Objectives Master the preview methods, learn to look up materials independently to learn new words, preliminarily perceive the text, and cultivate the awareness and habits of autonomous learning. Through various types of in-class exercises such as listening, speaking, reading and writing, summarize learning skills, such as listening skills (grasping key words, predicting content), speaking skills (using appropriate sentence patterns, paying attention to intonation), reading skills (scanning and intensive reading combination), writing skills (imitating the structure of model essays, using the learned vocabulary and grammar), and improve comprehensive learning ability. Learn to learn from and help each other in group cooperation, jointly solve learning problems, improve cooperative learning ability, and be brave to show themselves in the display session to enhance learning self-confidence. Ⅱ. Teaching Key and Difficult Points Teaching Key Points Teach the vocabulary and phrases related to ethnic costumes to ensure that students can master their pronunciation, spelling, meaning and usage proficiently, such as “a traditional dress for...” and “in + ethnic costume” structures. Practice key sentence patterns, such as sentence patterns for inquiring about and describing costumes “What kind of costume is...wearing ” “It’s a...”, as well as the basic rules and common sentence patterns for converting direct speech into indirect speech, such as indirect speech guided by “She said...” “He asked...”. Organize and implement various classroom exercises, including listening exercises (listening to dialogues to complete costume numbering and matching), reading exercises (reading texts to fill in the blanks), and speaking exercises (asking and answering questions according to examples), so that students can consolidate knowledge and improve skills in practice. Teaching Difficult Points When converting direct speech into indirect speech, accurately handle details such as tenses, persons, demonstrative pronouns, and time adverbials in complex contexts. For example, when the direct speech is in the simple present tense, the indirect speech needs to be changed into the simple past tense or the past continuous tense according to the specific context. Guide students to understand and use them flexibly. Guide students to use rich and authentic English to describe the characteristics of ethnic costumes in depth, incorporate cultural elements, make the expression infectious, avoid simple and rigid vocabulary accumulation, and cultivate students’ English thinking and cultural application abilities. Ⅲ. Teaching Methods Situational Teaching Method Create situations such as fashion show scenes and ethnic costume exhibitions to enable students to experience the fashion and ethnic culture atmosphere vividly, stimulate their learning interests, and make abstract language knowledge concrete and easy to understand and remember. For example, display pictures of ethnic costumes from all over the world in the lead-in part to start the topic discussion. Task-based Teaching Method Assign various learning tasks, such as listening tasks (listening to distinguish costume information), reading tasks (extracting key details to fill in the blanks), speaking tasks (imitating dialogue exchanges), and writing tasks (writing short passages to introduce ethnic costumes), so that students can actively explore knowledge in the process of completing tasks, improve their language application abilities, and cultivate their problem-solving abilities. Cooperative Learning Method Divide students into groups and carry out group discussions, dialogue practices, and cooperative task completion activities to promote communication and cooperation among students, share learning experiences and insights, cultivate team spirit, improve learning efficiency, and at the same time enhance students’ confidence in oral expression. Visual Demonstration Method Use visual aids such as pictures, real objects, and multimedia videos to display the styles, colors, and patterns of ethnic costumes, assist in vocabulary teaching and cultural introduction, and let students intuitively feel the charm of different costumes and deepen their impression of knowledge. For example, combine corresponding costume pictures when teaching new words. Ⅳ. Teaching Procedures (Ⅰ) Lead-in (5 minutes) The teacher shows wonderful pictures of ethnic costumes from all over the world through multimedia, creating a vivid visual situation to attract students’ attention. Ask questions: “Boys and girls, look at these amazing pictures. Can you tell me which ethnic group these costumes belong to Have you ever seen a fashion show like this with so many different ethnic costumes ” Guide students to observe the pictures, think and actively raise their hands to answer the questions, share their understanding of ethnic costumes or their experiences of watching fashion shows, and stimulate students’ learning interests and curiosities to quickly introduce the topic of this class - fashion and ethnic costumes. (Ⅱ) New Knowledge Teaching (10 minutes) Vocabulary Teaching The teacher presents the new words and phrases of this class one by one by using pictures, real objects or multimedia courseware. For example, show a picture of a cheongsam and teach “cheongsam”, and at the same time introduce that it is a traditional Chinese women’s dress, that is, “a traditional dress for Chinese women”, and let students read the word aloud, pay attention to the pronunciation, and practice spelling it several times. Teach “minority” in the same way, introduce the situation of ethnic minorities in China, give examples of common collocations like “ethnic minority”, emphasize the pronunciation and spelling; when teaching ethnic-related words such as “Zhuang minority” and “Korean”, incorporate the introduction of ethnic characteristic costumes, let students understand their characteristics, and record relevant descriptive words, such as key words of colors and styles, to deepen the understanding and memory of the vocabulary. Grammar Teaching The teacher plays the audio of Dialogue 1a, and students listen and read the text at the same time. Ask students to find out the sentences of direct speech and mark them. The teacher selects typical examples, such as “Jane said, ‘That’s not a common dress.’”, and demonstrates in detail on the blackboard how to convert it into indirect speech “Jane said that it wasn’t a common dress.”, explaining the changes in person (“that” refers to “the dress”, “this” becomes “it”), tense (the simple present tense becomes the simple past tense), and punctuation marks (remove the quotation marks, change the period to a comma) during the conversion process, guiding students to observe, understand, and take notes. Give several similar examples and let students discuss in groups and try to practice converting direct speech into indirect speech. The teacher patrols and guides, corrects mistakes in time, and strengthens students’ mastery of grammar rules. (Ⅲ) Practice Listening Practice (5 minutes) The teacher plays the listening material of 1b. Before playing, remind students to first grasp the general idea of the dialogue and understand the fashion show context in the first listening. In the second listening, ask students to listen carefully, number the costumes according to the heard information, and quickly match them with the corresponding models, and write them down in the exercise book. After the listening, the teacher organizes students to check the answers in groups. If there are different opinions, encourage students to review the listening content again to find out the reasons for the errors, cultivate students’ self-correction ability, and finally the teacher explains the answers uniformly to strengthen the key points of listening. Reading Practice (6 minutes) The teacher guides students to read Text 1a silently, asking them to think about the general idea of the article while reading, analyze the sentence structure, and circle the new words and difficult parts. After students read independently for a few minutes, the teacher distributes the reading and filling in the blanks exercise (1c), asking students to use the learned vocabulary and grammar knowledge to complete the filling in the blanks in combination with the text content, paying attention to the correct forms of words, such as the singular and plural forms of nouns and the tenses of verbs. After students complete the filling in the blanks, the teacher first asks the students to exchange exercise books with their deskmates and check and correct each other. Then the teacher focuses on explaining the problems that are common among students to help students consolidate their text understanding and knowledge application abilities. Speaking Practice (7 minutes) The teacher divides the students into groups, with 4 - 5 students in each group, shows the pictures and examples in 2, and asks students to ask and answer questions in spoken English according to the examples. During the group practice, the teacher patrols each group, encourages students to use different sentence patterns and intonations, reminds students to pay attention to the accuracy of converting direct speech into indirect speech, corrects students’ pronunciation and grammar errors in time, guides students to listen to and learn from each other, and improves their oral expression abilities. (Ⅳ) Achievement Display (6 minutes) Each group selects a representative to come to the front of the classroom to display the results of the speaking practice. The display content is a dialogue around the clothing topic, which requires the use of the knowledge learned in this class, including vocabulary, sentence patterns, and grammar. The other students listen carefully, record the advantages and disadvantages of the display group. After the display, the teacher organizes students to make evaluations and suggestions. First, let the students make self-evaluations, then let the other groups make mutual evaluations, and finally the teacher summarizes and comments, affirms the efforts and progress of the students, points out the existing problems, and proposes improvement directions, so that students can further improve their language application abilities and learning self-confidence in the display and evaluation. (Ⅴ) Classroom Summary (3 minutes) The teacher guides students to review the new words, phrases, sentence patterns, and grammar knowledge learned in this class together, such as ethnic costume vocabulary “minority”, “costume”, etc., key sentence patterns “What kind of costume...”, “She said...”, and the rules for converting direct speech into indirect speech. Review and consolidate through questions and students’ answers to strengthen students’ memory. Summarize the key and difficult points in the learning process of this class, remind students to strengthen practice after class, especially the error-prone points in converting direct speech into indirect speech, and encourage students to observe and think more in daily life, and use the learned English knowledge to describe the things around them to improve their actual English application abilities. (Ⅵ) Homework Assignment (3 minutes) Ask students to choose an ethnic costume they are interested in, search for information through the Internet, consult books, etc., and understand its historical origin, cultural connotations, production techniques and other detailed information. Use the learned knowledge to write a short passage of 80 - 100 words to introduce the costume. At least five new words learned in this class and two indirect speech sentences should be used in the short passage. Pay attention to the smoothness of the sentence and the standardization of writing. Share and communicate within the group before the next class, and each group selects an excellent short passage to display in the whole class. Ⅴ. Teaching Reflection After the teaching, the teacher should reflect on the teaching process of this class in time: Observe the participation of students in each link of the classroom, whether they think actively, speak actively, and practice carefully, and judge whether the teaching methods effectively stimulate students’ learning interests and enthusiasm. Analyze the situation of students’ knowledge mastery. Through classroom questions and the completion of exercises, understand the degree of students’ mastery of new words, grammar, and sentence patterns, especially the accuracy rate of converting direct speech into indirect speech, find out the weak links of students, so as to adjust the teaching strategies in subsequent teaching and strengthen targeted tutoring. Review the effect of group cooperative learning, observe the cooperation situation of students in the group, whether they can listen to, communicate with, and help each other, evaluate the role of group cooperative learning in improving students’ language abilities and cultivating team spirit, and think about how to further optimize the group cooperation model. Consider whether the situation creation and task assignment in the teaching process are reasonable and whether the expected teaching objectives have been bine the learning feedback of students, summarize experience and lessons, provide a reference for the next teaching, and continuously improve the teaching quality.