仁爱版初二英语下Unit 8Topic 3Section C1.docx

1、仁爱版初二英语下Unit 8Topic 3Section C1 Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful. 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

2、介绍的唐装时，又让学生集中学习了几个并列连词：not only.but also,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：Section A1a,1b,1c,2，3第二课时：Section B1a,1b ,1c,2,3a,3b第三课时：Section C1a,1b,1c,2a,2b,3第四课时：Section DGrammar and Functions,1,2,Project 第三课时（ Section C1a,1b,1c,2a,2b,3）教学设计思路：本课主要是学习

3、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。. Teaching aims1. Knowledge aims：（1）学习并掌握新词汇 Asian ,persona

4、l, above,list,decoration, attractive, from then on,dynasty（2）学习并列连词的用法。2. Skill aims: （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. Emotional aims: 4. Culture awareness: . The key points and difficult points1. Key points: （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. Difficult points： (1)看懂并完成思维导图。 (2)并列连词的正确运用。. Lear

5、ning strategies1. 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。. Teaching aids多媒体课件/课本插图/图片V. Teaching proceduresStage 1( 5mins)：Getting the students ready for learningStepTeacher activityStudent activityDesigning purpose (Class activity)Greet the Ss and let them look at the pictures in 1a to learn

6、some new words and lead to 1a.T: Good morning, boys and girls!T: We have learned many costumes, now, let me check if you can call them correctly. (Shows pictures) What do we call this?T: Right. Next one?T: Is it traditional Chinese costume?T: You are right. Its western -style, not traditional Chines

7、e-style. How about this one?T: Yes, it is. You see there are many Chinese-style decorations such as dragons, Chinese characters, silk knots and so on. Do you know why people call it Tang costume?T: You are very clever. You know Tang dynasty was very powerful in Asian area.Look at the pictures in 1a

8、to learn some new words Ss: Good morning, Mr. .Ss: Cheongsam.Ss: Business suitSs: No,it isntSs: Its Tang costume .S1: Because people in Tang wore them.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：silk knot, decoration .Stage 2（5mins)： Reading 1a and finishing 1bStepTeacher activit

9、yStudent activityDesigning purpose:( Individual work)Let the Ss read 1a and finish 1b.T: If you want to learn more information about Tang costume. Please read 1a. While reading, please complete the mind map in 1b.T: Have you completed the mind map?T: Who can tell us why the Tang costume stands for C

10、hinese history?T: Correct. As a fashion, Tang costume not only shows personal style, but also shows .T: Yes. Besides decorations, what else can be seen on Tang-style clothes?T: Thats true. As the traditional Chinese costume, the Tang costume has its own feature. It is attractive and .T: Good job. Up

11、 to now, we have complete the mind map. A mind map is a helpful tool. It can help you understand the passage better. You can make up your own mind map, before you start writing. It can help you express ideas more easily, clearly and logically.Read 1a and finish 1b.Ss: Yes.S1: Because it got its name

12、 . the Han and Tang dynasties. S2: Chinas traditional culture.S3: Silk knots.S4: Different from western-style suits.培养学生的阅读能力，完成1b的思维导图 。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。Stage 3（10 mins) Intensive reading of 1aStepTeacher activit

13、yStudent activityDesigning purpose1(Group work)Let the Ss read 1a and find out the difficult points and useful expressions. T: Now, you know the main idea of the passage, next, please read 1a carefully, find out the difficult points and useful expressions. If you have any problems, discuss with your

14、 group members first. If you cant solve, then present to the teacher T: Now, lets solve your problems. Group One, do you have any problems?T: Please turn to word list on page 136. And I have another expression “from now on”. What does it mean?T: Yes, you are so smart! More questions!T: Any more?T: G

15、reat! Then, please tell me the useful expression you found . Which group begins?Read 1a and find out the difficult points and useful expressions. Group One: What does “from then on” mean?Ss: 从现在起。Group Two: .Group Three: .Ss: No more.Group Four: stand for, be full of, get ones name, .Group One: beco

16、me/be known to sb., not only. but also.,Group Three: such as, all over the world , .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 。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。Stage 4（10mins)：Finishing 1cStepTeacher activityStudent activityDesigning purpose1 (Individual work )Let the Ss

17、read 1a, if necessary, and answer the questions in 1c.T: Hi, class! Do you know very well about the passage now?T: Perfect. Next, answer the questions in 1c, if you think you need to read the passage again ,just do it. Youd better make the answers clear, because you will retell the passage according

18、 to the answers. We wont check the answers together.Read 1a, if necessary, and answer the questions in 1c.Ss: Yes.回答问题，加深对课文的理解，为复述做铺垫。2（Group work )Let the Ss retell the passage according to the answers in 1c.T: Have you answered all the questions?T: Now, work in groups to retell the passage. Each

19、group member should take part in. One member for one question may be easier for you. Prepare for it quickly!T: Can we start retelling now?T: Which group would like to try first?Retell the passage according to the answers in 1c.Ss: Yes.Ss: Ok.Group Three:S1: The Tang costume is traditional Chinese co

20、stume. It stands for .S2: .S3: .S4: .S1: .Group One : .培养学生复述课文的能力。完成1c。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)：Finishing 2aStepTeacher activityStudent activityDesigning purpose（Individual work )Let the Ss look at the pictures and match.T: Well done ,boys and

21、girls. Next, look at the pictures in 2a, can you match them correctly?T: Finished?T: S1, Picture One is.T: Picture Two, S2, please!T: .T: Good job. Who can tell us something about Zhongshan costume?T:You are right. For more information, you can search it on the Internet. Look at the pictures and mat

22、ch.Ss: Yes.Ss: Yes.S1: Tang costume.S2: Business suit T: .S6: I think it got its name from Sun Zhong-shan .配图完成2a。 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。Stage 6（2mins)：Finishing 2bStepTeacher activityStudent activityDesigning purpose (Individual work)Let the Ss look at the picture in 2b and

23、match them. T:We know clothes can tell us lots of information about the wearers ,such as the job, nationality,likes and dislikes, etc. Now, Look at the pictures in 2b and match the costume with the correct minority.T: Shall we check the answers?T: Picture One.T: Picture Two?T : .T: Do you know who w

24、ears the fourth costume?T: Right. Its Mongolian costume. But now ,not all the Mongolians wear them in their daily life.Look at the picture in 2b and match them. Ss: Ok.Ss: eSs: fSs: .Ss: 蒙古人配图完成2b 。 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。Stage 7（8mins)：Finishing 3StepTeacher activityStudent a

25、ctivityDesigning purpose(Group work )Let the Ss discuss the questions in 3 and then make a poster about a fashion show .T: We have learned so many costumes in 2a and 2b. Next, discuss the questions in 3 first and then make a poster about a fashion show. Are you clear ?T: Now, stop discussing. You sh

26、ould make the poster now. Do you know how to make a poster?T: Then what should be in the poster?T: Then?T: What else?T: Ok. Make the poster quickly . If you finish, please let me know.T: Completed?T: Now, put your poster on the blackboard. T: Whose poster is the best, class?Discuss the questions in

27、3 and then make a poster about a fashion show.Ss: Yes .Ss: Yes.S1: Where is the show?S2: When will it begin?S3: Who will model?Ss: Yes.Ss: Group .培养学生的口语和动手能力。完成3。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。Stage 8（3mins)： Summarizing and assigning HMKStepTeacher a

28、ctivityStudent activityDesigning purpose1(Class activity )Encourage the Ss to summarize this section.T: Im pleased with your posters. Who is going to be a model in the future?T: You are such a beautiful girl that you can be a good model. A good model must have much knowledge about clothes .Could tel

29、l me something about Tang costume?T: Up to now, how many costumes have you known about?T: .Summarize this section.S1: Me.S1: .S2: Tang costume, Zhongshan costume, .S3: .总结回顾本课时，强化学生的学习成果。2 (Class activity)Assign the HMK.T: For todays HMK, Id like you to find some information about cheongsam. You wil

30、l write a passage about it tomorrow.Finish the HMK.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. Blackboard design 第三课时（Section C1a,1b ,1c,2a,2b,3） Words & expressions Grammar decorate-decoration 并列连词knot not only.but also.dynasty either.or.Asia+n= Asian both.and .attract+ive =attractive western-style Mongolia +n=Mongolianlistabove