Unit 8 Topic3 He said the fashion show was wonderful Section B 教案

八年级 英语 科目课堂教学设计
课题
Unit8Topic3 SectionB
时间

教师
二次备课
教材内容/学情
仁爱英语八年级下册Unit 8 Topic 3 Section B编写的教学课件。 这是第八单元第三话题的第二课时。本课继续学习宾语从句，了解各民族服装的特点，能够用英语讨论有关时装秀的话题。课件图片生动、丰富，教学思路清晰、简练，注重对学生听说能力的培养。
一、学习目标：
我要掌握新单词：catwalk, cheongsam, minority, traditional.
我能运用宾语从句进行交流。
我会谈论各种衣服。
教学重难点
宾语从句。

教学过程设计
导入——①复习Section A中的时装表演内容，引出T形台图片，并引导学生学习新单词。
②继续出示图片，引导学生学习本课新词及句型。
1. (出示服装图片，复习服装名词。)
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a b c
T: Look at these clothes in picture a. Can you name them?
S1: Yes, it’s a skirt. It’s a black skirt.
S2: It’s a blouse. It’s a red blouse.
…
T: Yes. The woman is wearing a black skirt and a red blouse. Talk about other pictures
according to the dialog above.
(学生练习后，请两组学生表演。)
2. (根据Section A中的1a进行提问。)
T: Boys and girls, look at the picture in 1a of Section A and answer my questions.
(1) Jane said she was going to watch a fashion show. Could you tell me the place of the fashion show?
(2) Will many models be there?
(3) When will the fashion show begin?
(4) Who will go to watch the fashion show?
(学生回答问题。)
T: Well done! Sarah and Jane will go to watch the fashion show. Are you interested in the fashion show?
Ss: Yes, we are.
T: OK. Let’s go and watch it with them.
呈现——①播放1a录音，完成1b的听力任务，核对答案。
②播放1a动画，学生结合动画，理解对话内容。
③引导学生学习、理解对话中的重、难点句子。
1. (根据1a的图片，导出本课新单词。)
T: Jane and Sarah are watching a fashion show. Please look at the picture in 1a.
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(指着T形台问。)
T: Do you know what’s this?
Ss: It’s a stage.
T: Yes. It’s a stage. It’s a catwalk. Look at the first model in the center of the catwalk. She is wearing a cheongsam. It’s made of silk. It’s a traditional dress for Chinese women and it’s becoming popular in the world of high fashion. Look at the other models on the right of the catwalk. They are all wearing minority costumes.
(教师一边谈论图片，一边呈现新单词并板书。要求掌握单词traditional；理解单词minority；了解单词catwalk和cheongsam。)
catwalk n. T形台
cheongsam n. 旗袍
traditional adj. 传统的；惯例的
minority n. 少数民族
2. (让学生自己阅读对话，并回答问题。)
T: Do you want to know more about the fashion show? Let’s turn to Page 95. Please read the dialog by yourselves, and try to find the answers to the questions.
(板书)
What is the model in the center of the catwalk wearing?
What is the second model wearing?
What is the third model wearing?
How many models are wearing minority costumes?
Who knows a lot about fashion?
(学生读完对话后，师生一起核对答案。)
3. (听1a的对话，并跟读。)
T: Now, let’s listen to the tape. While you are following the tape, try to imagine the beautiful models on the catwalk.
4. (再读1a，找出关键词。)
T: Please read 1a again by yourselves and find out the key words.
(读完后师生共同找出关键词，并板书。)
in the center of—call it a cheongsam—the second one—a minority costume—the third model—a traditional Russian costume—another three models—the first one—the others
巩固——①播放1a录音，学生跟读对话,然后分组对话练习。
②引导学生试着根据提示词，背诵对话。
③让学生读1a，完成1c，核对答案。
1. (让学生两人一组练习并表演对话。)
T: Now, please practice the dialog with your partner. Then I’ll ask some pairs to act it out in front of the class.
(学生表演时可以使用黑板上所列出的关键词。)
2. (根据1a的对话，完成1b。)
T: Now, let’s come to 1b. Fill in the blanks according to 1a.
(学生完成后核对答案。)
3. (做游戏，巩固宾语从句。学生到讲台上从教师准备好的纸条中抽出一份，先读原句再转述给其他学生。)
T: Let’s play a game. We know Jane and Sarah are watching a fashion show. Jane is telling Sarah something about models. I wrote the sentences on several pieces of paper, and you can choose one of them and help Jane to tell us what she said.
Example:
(1) S1: People call it a cheongsam.
S1: Jane said that people called it a cheongsam.
(2) S2: It’s a traditional dress for Chinese women.
S2: Jane said that it was a traditional dress for Chinese women.
(3) S3: I’m not sure.
S3: Jane said that she was not sure.
…
练习——①出示2的图片，引导学生两人一组结合图片对话练习宾语从句，如果学生感觉有难度，可以先引导学生学习“宾语从句构成四步法”，再一步一步练习，降低难度，可以让学生学得更轻松、快乐。
②依次呈现2中的两幅图片，请学生对话练习或分组对话练习。
1. (根据1a对话内容，导入2。要求学生理解signature；了解backstage。)
T: The fashion show was wonderful, so Jane and Sarah wanted to know more about the fashion show. They also wanted to get the models’ signatures, so they went backstage when the show was over. Pleased look at the pictures in 2.
2. (结合图示，师生互动。)
T: What did Jane ask the model?
Ss: She asked …
T: What did the model say?
Ss: She said …
…
(注意答语中时态和语序的变化，对于学生回答中出现的问题要及时纠正。)
3. (小组活动，同桌之间互相问答。)
S1: What did Sarah ask the model?
S2: She asked …
…
4. (完成3。)
T: How many minorities are there in China?
Ss: 55.
T: Can you name any?
Ss: Yes. Zhuang, Zang …
T: Yes, and Tibetan, Mongolian, Korean, …
(理解单词Tibetan；了解单词Mongolian和Korean。并板书。)
Tibetan n. 西藏人
Mongolian n. 蒙古人
Korean n. 朝鲜人
T: Each minority has its own special costumes. Look at these pictures in 3, and discuss them in groups and match the pictures with the right names.
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(教师给出一些语言结构。)
(1) What a/an …!
(2) How …!
(3) It’s made of …
(4) It makes him/her …
(5) He/She looks …
(小组讨论后，由一人把小组内的讨论结果公布给大家。)
拓展——引导学生根据提示的问题描述曾经看过的时装秀，培养学生的语言综合运用能力。
检测——通过让学生抢答或齐答的形式完成练习，检测并反馈学生的学习情况。
小结——引导学生归纳本堂课的单词、句型等功能项目，让学生能把握整堂课的重点。
板书设计
作业布置：
课后反思：
存在问题：
解决问题：