仁爱版八下教案Unit 8 Topic 3 He said the fashion show was wonderful 第3课时

Unit8OurClothesTopic3Hesaidthefashionshowwaswonderful.教学内容分析及课时分配建议：本话题围绕时装展而展开。主要内容包括：由Jane和Sarah谈论在西单举行的时装展引出本话题的语法知识--主句是过去时的宾语从句及有关时装展的话题。整个话题通过约定观看时装展，现场观看时装展，介绍所见时装的相关知识而有机结合在一起。孩子们在观看时装展的过程中，学习了一些国家和少数民族的名称及其服装特色。作为拓展知识，教材还介绍了中国的唐装，美国的牛仔服和日本的和服。在介绍的唐装时，又让学生集中学习了几个并列连词：notonly...butalso,either...or...,both...and...。通过学习本话题，学生既能学到中国的传统服饰和民族服饰，又能学到其他国家的重要服饰知识。本话题建议用4个课时来完成：第一课时：SectionA—1a,1b,1c,2，3第二课时：SectionB—1a,1b,1c,2,3a,3b第三课时：SectionC—1a,1b,1c,2a,2b,3第四课时：SectionD—GrammarandFunctions,1,2,Project第三课时（SectionC—1a,1b,1c,2a,2b,3）教学设计思路：本课主要是学习唐装的相关知识，了解更多的具有特色的服装。首先通过认识各种服装，导入到本课及学习部分新词汇。然后让学生阅读1a，完成1b的思维导图。接着让学生再读1a，发现重难点，并尽量在在小组内讨论解决，教师稍作补充完成1。读了两遍1a以后，学生应当可以回答1c的问题，如有必要可以让学生再读1a。随后鼓励学生以1c的问题及答案为提示，复述1a的内容完成1c。然后看图配对完成2a和2b。接下来让学生先讨论3的问题，然后再制作时装秀海报，展示作品，完成3。最后回顾，布置家庭作业完成本课时。Ⅰ.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇Asian,personal,above,list,decoration,attractive,fromthenon,dynasty （1）学习并列连词的用法。2.Skillaims:（1）能够根据短文大意完成思维导图。（2）能够根据问题复述短文。3.Emotionalaims:4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）了解唐装的发展历程、文化内涵和鲜明特色。(2)学习并列连词。2.Difficultpoints：(1)看懂并完成思维导图。(2)并列连词的正确运用。Ⅲ.Learningstrategies1.利用思维导图更好的理解短文。2.利用问题及答案复述短文。3.利用课文插图来学习新词汇。Ⅳ.Teachingaids多媒体课件/课本插图/图片V.TeachingproceduresStage1(5mins)：GettingthestudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose (Classactivity)GreettheSsandletthemlookatthepicturesin1atolearnsomenewwordsandleadto1a.T:Goodmorning,boysandgirls!T:Wehavelearnedmanycostumes,now,letmecheckifyoucancallthemcorrectly.(Showspictures)Whatdowecallthis?T:Right.Nextone?T:IsittraditionalChinesecostume?T:Youareright.It’swestern-style,nottraditionalChinese-style.Howaboutthisone?T:Yes,itis.YouseetherearemanyChinese-styledecorationssuchasdragons,Chinesecharacters,silkknotsandsoon.DoyouknowwhypeoplecallitTangcostume?T:Youareveryclever.YouknowTangdynastywasverypowerfulinAsianarea.Lookatthepicturesin1atolearnsomenewwordsSs:Goodmorning,Mr....Ss:Cheongsam.Ss:BusinesssuitSs:No,itisn’tSs:It’sTangcostume.S1:BecausepeopleinTangworethem.利用课文插图教学部分新词汇并导入到1a。 Remark：教师在教学新词汇时，要出示图片，对于特定的词汇，教师要指着或用特写。如：silkknot,decoration.Stage2（5mins)：Reading1aandfinishing1bStepTeacheractivityStudentactivityDesigningpurpose:(Individualwork)LettheSsread1aandfinish1b.T:IfyouwanttolearnmoreinformationaboutTangcostume.Pleaseread1a.Whilereading,pleasecompletethemindmapin1b.T:Haveyoucompletedthemindmap?T:WhocantelluswhytheTangcostumestandsforChinesehistory?T:Correct.Asafashion,Tangcostumenotonlyshowspersonalstyle,butalsoshows...T:Yes.Besidesdecorations,whatelsecanbeseenonTang-styleclothes?Read1aandfinish1b.Ss:Yes.S1:Becauseitgotitsname...theHanandTangdynasties.S2:China’straditionalculture.S3:Silkknots.培养学生的阅读能力，完成1b的思维导图。 T:That’strue.AsthetraditionalChinesecostume,theTangcostumehasitsownfeature.Itisattractiveand...T:Goodjob.Uptonow,wehavecompletethemindmap.Amindmapisahelpfultool.Itcanhelpyouunderstandthepassagebetter.Youcanmakeupyourownmindmap,beforeyoustartwriting.Itcanhelpyouexpressideasmoreeasily,clearlyandlogically.S4:Differentfromwestern-stylesuits.Remark:思维导图学生较少接触，教师可以稍微解释一下，并提醒学生如果答案较长，可以在原文作记号。教师还要提醒学生充分利用导图内已知的信息，把它们作为关键词，迅速在原文内锁定它们的位置，然后寻找所需信息。Stage3（10mins)Intensivereadingof1aStepTeacheractivityStudentactivityDesigningpurposeLettheSsread1aandfindoutthedifficultpointsandusefulexpressions.T:Now,youknowthemainideaofthepassage,next,pleaseread1acarefully,findoutthedifficultpointsandusefulexpressions.IfyouhaveRead1aandfindoutthedifficultpointsandusefulexpressions.阅读1a，找出难点和重要的词组。先组内讨论，培养学生的自主学习能力。教师补充，完成1a。 1(Groupwork)anyproblems,discusswithyourgroupmembersfirst.Ifyoucan’tsolve,thenpresenttotheteacherT:Now,let’ssolveyourproblems.GroupOne,doyouhaveanyproblems?T:Pleaseturntowordlistonpage136.AndIhaveanotherexpression“fromnowon”.Whatdoesitmean?T:Yes,youaresosmart!Morequestions!T:Anymore?T:Great!Then,pleasetellmetheusefulexpressionyoufound.Whichgroupbegins?GroupOne:Whatdoes“fromthenon”mean?Ss:从现在起。GroupTwo:...GroupThree:......Ss:Nomore.GroupFour:standfor,befullof,getone’sname,...GroupOne:become/beknowntosb.,notonly...butalso...,GroupThree:suchas,allovertheworld,.. Remark：本课比较重要的词组较多，教师让学生自己把它们找出来。可以比一比哪个组找得最多。教师要强调并列连词的用法。Stage4（10mins)：Finishing1cStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)LettheSsread1a,ifnecessary,andanswerthequestionsin1c.T:Hi,class!Doyouknowverywellaboutthepassagenow?T:Perfect.Next,answerthequestionsin1c,ifyouthinkyouneedtoreadthepassageagain,justdoit.You’dbettermaketheanswersclear,becauseyouwillretellthepassageaccordingtotheanswers.Wewon’tchecktheanswerstogether.Read1a,ifnecessary,andanswerthequestionsin1c.Ss:Yes.回答问题，加深对课文的理解，为复述做铺垫。2（Groupwork)LettheSsretellthepassageaccordingtotheanswersin1c.T:Haveyouansweredallthequestions?T:Now,workingroupstoretellthepassage.Eachgroupmembershouldtakepartin.Retellthepassageaccordingtotheanswersin1c.Ss:Yes.培养学生复述课文的能力。完成1c。 Onememberforonequestionmaybeeasierforyou.Prepareforitquickly!T:Canwestartretellingnow?T:Whichgroupwouldliketotryfirst?Ss:Ok.GroupThree:S1:TheTangcostumeistraditionalChinesecostume.Itstandsfor...S2:...S3:...S4:...S1:...GroupOne:...Remark：复述课文时，为了确保人人参与，难度相对较小，可以让一个学生负责一个问题，小组合作完成复述。可以比一比哪个组复述得最好。Stage5（2mins)：Finishing2aStepTeacheractivityStudentactivityDesigningpurpose（Individualwork)LettheSslookatthepicturesandmatch.T:Welldone,boysandgirls.Next,lookatthepicturesin2a,canyoumatchthemcorrectly?T:Finished?T:S1,PictureOneis...T:PictureTwo,S2,please!Lookatthepicturesandmatch.Ss:Yes.Ss:Yes.S1:Tangcostume.配图完成2a。 T:...T:Goodjob.WhocantellussomethingaboutZhongshancostume?T:Youareright.Formoreinformation,youcansearchitontheInternet.S2:BusinesssuitT:...S6:IthinkitgotitsnamefromSunZhong-shan.Remark:这个环节比较简单，只要学生能配图正确即可，可以鼓励学生查找有关中山装的资料。Stage6（2mins)：Finishing2bStepTeacheractivityStudentactivityDesigningpurpose(Individualwork)LettheSslookatthepicturein2bandmatchthem.T:Weknowclothescantelluslotsofinformationaboutthewearers,suchasthejob,nationality,likesanddislikes,etc.Now,Lookatthepicturesin2bandmatchthecostumewiththecorrectminority.T:Shallwechecktheanswers?T:PictureOne.T:PictureTwo?T:...T:Doyouknowwhowearsthefourthcostume?Lookatthepicturein2bandmatchthem.Ss:Ok.Ss:eSs:fSs:...配图完成2b。 T:Right.It’sMongoliancostume.Butnow,notalltheMongolianswearthemintheirdailylife.Ss:蒙古人Remark:尽管没有学习Mongolian这个单词，教师可提醒学生用排除法完成任务。Stage7（8mins)：Finishing3StepTeacheractivityStudentactivityDesigningpurpose(Groupwork)LettheSsdiscussthequestionsin3andthenmakeaposteraboutafashionshow.T:Wehavelearnedsomanycostumesin2aand2b.Next,discussthequestionsin3firstandthenmakeaposteraboutafashionshow.Areyouclear?T:Now,stopdiscussing.Youshouldmaketheposternow.Doyouknowhowtomakeaposter?T:Thenwhatshouldbeintheposter?T:Then?T:Whatelse?T:Ok.Maketheposterquickly.Ifyoufinish,pleaseletmeknow.T:Completed?Discussthequestionsin3andthenmakeaposteraboutafashionshow.Ss:Yes.Ss:Yes.S1:Whereistheshow?S2:Whenwillitbegin?S3:Whowillmodel?Ss:Yes.培养学生的口语和动手能力。完成3。 T:Now,putyourposterontheblackboard.T:Whoseposteristhebest,class?Ss:Group...Remark:本环节旨在培养学生的口头表达能力和动手能力，第三个问题可能较难，可以安排在课后进行，作为家庭作业。把学生制作的海报张贴在黑板上，以便大家评比。Stage8（3mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)EncouragetheSstosummarizethissection.T:I’mpleasedwithyourposters.Whoisgoingtobeamodelinthefuture?T:Youaresuchabeautifulgirlthatyoucanbeagoodmodel.Agoodmodelmusthavemuchknowledgeaboutclothes.CouldtellmesomethingaboutTangcostume?T:Uptonow,howmanycostumeshaveyouknownabout?T:...Summarizethissection.S1:Me.S1:...S2:Tangcostume,Zhongshancostume,...S3:...总结回顾本课时，强化学生的学习成果。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeFinishtheHMK. youtofindsomeinformationaboutcheongsam.Youwillwriteapassageaboutittomorrow.收集有关旗袍的知识，为下一课做准备。Remark：为了更好地完成下一次课的写作任务，可以让学生查找有关旗袍的资料。VI.Blackboarddesign第三课时（SectionC—1a,1b,1c,2a,2b,3）Words&expressionsGrammardecorate-decoration并列连词knotnotonly...butalso...dynastyeither...or...Asia+n=Asianboth...and...attract+ive=attractivewestern-styleMongolia+n=Mongolianlistabove