Section B优秀教学设计范文

Unit8

Our clothes Topic 3

He said the fashion show was wonderful. Section B

教学设计

襄阳市襄州区第七中学

周莹

I:Teaching contents:

Topic 3 He said the fashion show was wonderful.

Section B Ⅱ:Teaching Aims:

1. Knowledge & skills 1)Words and phrases: catwalk, cheongsam, traditional, minority, Tibetan, Korean 2)Sentences:

I guess it’s a traditional Russian costume.

She said Jane knew a lot about fashion.

She asked what kind of costume the model was wearing. 3)Enable students to talk about different national costumes and fashion shows.

Encourage students to use the listening tip: Write down the first letter of the word while you are

listening.

2. Process & Methods 1）Students can grasp the new words and new sentences. 2) Discuss and listening; improve students’ listening and speaking ability. 3.Emotion, attitude & value Guide Ss to learn about different national costumes and talk about fashion shows.

. Encourage Ss to improve the cooperative spirit through group work and role playing. Ⅲ：Important points:

1) Learn to use object clauses.

2) Learn about word stress and sentence intonation.

Ⅳ:Difficult points: Enable students to use object clauses .

Ⅴ:Teaching methods:

1.5P Teaching method 2.

Cooperative Teaching Methods

3.Task-based Teaching Methods Ⅵ:Teaching procedure Step 1. Preparation 1.Greet the Ss and warm up.

2. Teach the new words by showing pictures. T: Where do the models walk on? T:Yes. The models usually walk on the catwalk. T: Models usually model the most fashionable clothes ,but sometimes they also show some

traditional clothes, such as Tang costume and cheongsam. Do you know how to call them in Chinese? T：In the past, Only Man minority women wore cheongsam, But now, it’s popular all over the world. T: Do you know how many minorities there are in China? T: Some minorities have their own traditional costumes. Do you know this one? T：Yes. It’s Tibetan costume. And this one? T：Right. It’s Zhuang minority costume. In fact, different countries have different traditional costumes, such as Japanese kimonos, American jeans, Korean costumes and Russian costumes. （以图片的形式呈现少数民族的服装，让学生在具体的语境和生活实际中了解到更多关于少数民族服装秀的内容，并且在语境中感知新单词的意思与用法，为后面的听力学习扫清障碍。）

Step2

Presentation:

1.

Pre-listening: T:People often model the clothes by fashion shows. Look at the picture, what’s this? Ss: catwalk T: The model in the center of the catwalk looks so beautiful. Do you know what she is wearing? Ss:... T: Cheongsam is a traditional dress for Chinese women , and it’s becoming popular in the world of high fashion. 2.

While-listening: a.

Listen and answer. What are they doing?

Who knows much about fashion? Jane or Sarah? b.

Listen to 1a and finish 1b.

Listen to the conversation, and number the costumes. Before listening, you’d better look at the pictures in 1b first. While listening, you should pay attention to the costumes you hear. Then match the costumes with the models. 3.

Post-listening Read 1a and finish 1c.

Then check the answers and read 1c together. Let the Ss read 1a and find out the key expressions. Then role-play the conversation. Key expressions:in the center of the catwalk; traditional dress;

in the world of high fashion;

another three models; be in minority costumes; be sure about; know a lot about （通过多种形式的练习，让学生朗读听力材料并回答相关的问题，增强学生对听力的理解及听力技巧的熟练运用。）

Step3

practice

finish 2

Pair work

Let the Ss work in pairs to practice object clause . S1: What did Jane ask the girl? S2: She asked what kind of costume she was wearing. S1: What did the girl say? S2: She said she was wearing a Yao costume. （对话练习让学生对宾语从句的用法得到巩固，学生在展示时，让语法监督员记录下所听到的错误，然后一一点出来，提升学生的口语表达能力。）

Step 4

production 1.

Work on 3a and 3b.

Let the Ss listen to the tape and imitate. Then practice with their partner.

2.

Report ：Describe a fashion show. Tips:When and where did you watch the fashion show ? Who did you go with?

How many models did you see in the fashion show?

What did the models wear ? Which model do you like best? Why?

What do you think of the models and the fashion show? （听力和对话训练之后的口头作文，以及听说练习和小组讨论，有利于提升学生整体感知语篇和写作能力，同时将写作和生活时间有机结合。）

Step 5 Progress 1.Learn some new words and phrases:

catwalk,cheongsam,traditional,minority,Tibetan, Korean,high fashion 2.Object clauses:

I guess it’s a traditional Russian costume.

She said Jane knew a lot about fashion. She asked what kind of costume the model was wearing. 3.

Exercises Ⅰ. Fill in the blanks with the first letter of the word. 1. The cheongsam is a well-known item of Chinese t__________ clothing. 2. There are 55 m__________ in our country. 3. The cheongsam is becoming popular ______________(在.....领域)

high fashion. 4. The model _______________ (在......中央) the catwalk looks so beautiful. 5. We can't finish the work on time,we need a_______two hours. Ⅱ.Choose the best answer for the following questions. (

) 1. Judy said that she ________a

nice skirt in Beijing.

A. buy

B. buys

C. bought

D. buying (

) 2. That’s not a common dress . People___it a cheongsam.

A. called

B. is calling

C. call

D. is called (

) 3. ---Would you like ___bowl of rice?

---No,thanks.

A. other

B. another

C. the other

D. others

(

) 4. Look !Here ____!

A. the bus come

B. come the bus

C. comes the bus

D. the bus comes (

) 5. He asked the salesgirl _____________________.

A. how much is the T-shirt

B. how much was the T-shirt

C. how much the T-shirt is

D. how much the T-shirt was Summary：As students, we should strengthen our national self-confidence and pride.

Step 6

Homework:

1.Read 1a aloud and try to repeat. 2.Finish Section B in your workbook.

Step 7

Blackboard design Unit8 Our clothes Topic 3

He said the fashion show was wonderful. Section B（1a-3b）

words and phrases: catwalk,cheongsam, traditional,minority,Tibetan, Korean ,high fashion

sentence structures:

I guess it’s a traditional Russian costume. She said Jane knew a lot about fashion. She asked what kind of costume the model was wearing.

Teaching reflection: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Group 2

Group 3

Evaluation: Group 1