Section D特级教师教学实录

八年级下册教案设计

Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful. Section D Ⅰ. Material analysis

本节课建议教师用1课时上完。主要活动为Section D 的1。

本节课主要让学生谈论中国传统服装旗袍，了解日美两国的传统服装，学生在对中国服装文化有更深刻了解的同时，乐于接触并了解异国服装文化，并能正确看待外国传统服装文化，从而更好地为弘扬中国传统服装文化服务。本课是本单元的最后一课，语法方面主要复习主句为一般过去时的宾语从句的用法，功能用语方面复习提醒与惊讶的表达。本节也是整个谈论服装话题的单元的结束课，教师可以让学生事先筹备举行一场班级时装表演，为整个单元的学习画上一个圆满的句号，在使学生能力得到提升的同时，也使学生的情感得到升华。

Ⅱ. Teaching aims

Knowledge aims：

1. 掌握黑体词汇choice的用法。了解白体词well-known, item, marriage, celebration和material. 2. 继续谈论中国传统服装文化。

3. 了解美国和日本的传统民族服装。

Skill aims：

1. 能听懂接近正常语速、涉及传统服饰的对话，获取主要信息。

2. 能引出传统服饰的话题并进行简单的交谈。

3. 能借助表格图式等理解文章的主题。

4. 能借助特殊疑问句的提示辅助写作。

Emotional aims：

在对中国服装文化有更深刻了解的同时，乐于接触并了解异国服装文化，并能正确看待外国传统服装文化，

从而更好地为弘扬中国传统服装文化服务。

Ⅲ. The key points and difficult points

Key points：

1. 继续谈论中国传统服装文化。

2. 了解美国和日本的传统民族服装。

Difficult points：

写出短文介绍旗袍这一传统服饰。

Ⅳ. Learning strategies 写作前根据特殊疑问句的提示制定好写作计划，然后根据写作计划中提供的要素完成写作任务。

Ⅴ. Teaching aids Computer multimedia projector; some pictures of beautiful cheongsams, or the actresses known by students in cheongsam; students prepare some clothes by themselves. Ⅵ. Teaching procedures Interaction pattern 1. The whole

class work. 2. Individual

work.

3. The whole

class work.

Introduction

（8 minutes）

4. Pair work.

5. The whole

class work.

6. Individual work.

7. The whole

class work.

Step Student activity 1. Focus their attention

on the teacher. 2. Students read the

passage written by

themselves before class.

3. Students evaluate the

passages. Know some information about the cheongsam.

4. Students discuss the

given information about the cheongsam in 2 with their partners and prepare to give a report.

5. Students report the results of their discussing.

6. Students write a passage about the cheongsam.

7. Students evaluate the

passages with the teacher.

Teacher activity 1. Greet students ready for

learning.

2. The teacher asks students to

read the passage about

introducing the Tang costume written by themselves

before class.

3. The teacher lets other students

evaluate the passages.

Then lead to the new lesson:

The Tang costume is one

of the most popular Chinese

traditional costumes all

over the world. Do you

know the other famous

Chinese traditional costume?

Yes, it’s the cheongsam.

Teacher shows some pictures

of beautiful cheongsams

or the actresses known by

students in cheongsam. 4. The teacher lets students discuss

the given information

about the cheongsam in 2

with their partners and

prepare to give a report.

Let them guess the meaning

of material according to

“silk” and learn it by

themselves. 5. The teacher lets two or three

students report the results of their discussing. 6. The teacher asks students to

write a passage about the

cheongsam. Let two students write on the blackboard. 7. The teacher evaluates the

passages on the blackboard together with the students.

1. The whole

class work.

2. Individual

work.

3. Group work.

Presentation (10 minutes) 1. Students discuss and

1. The teacher asks the students describe the clothes in to look at the pictures of the pictures of 1. 1. Let them discuss and

describe their clothes. Let

them guess which country

these clothes are from in the

earliest times. 2. Students read the

2. The teacher asks students information and check to read the information their guessing. and check their guessing. 3. Students read the

3. The teacher lets students have information of 1 carefully,

an asking competition. Let and then ask their

them read the information classmates of the other of 1 carefully, and then ask groups some questions.

their classmates of the other

groups some questions.

The group who asks and

answers the most questions

is the winner. They can ask the following questions:

(1) What is the well-known

item of American

clothing?

(2) Who wore heavy cotton

jeans in the past?

(3) Do clothing factories

make many different

styles and colors of

jeans?

(4) What are the most

popular choice of clothing

for young people around

the world?

(5) What is the Japanese

traditional clothing? (6) What was it made of? (7) Who wears kimonos

today? …

Consolidation (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work.

1. Students read the

information after the recording sentence by sentence. 2. Students try to follow

the speed, paying attention to the pronunciation and intonation. 3. Students complete the

table of 1.

4. Students check the

answers. Learn the new words with the help of the teacher.

5. Students find out the

difficult points. Note the main points.

6. Students try to retell the information according to the questions on the screen and the main points on the blackboard. 1. The teacher plays the recording sentence by sentence.

2. The teacher plays the recording

without stopping.

3. The teacher lets the students

complete the table of 1. 4. The teacher asks two students to tell the answers. Lead them to guess the meaning of the new words well-known, item, choice, marriage and celebrations.

Teach the new words. 5. The teacher lets students find out the difficult points. Solve the difficult points together with the students. Write down the main points of the passage. (1) well-known: widely

known (2) at one time

(3) few/ a few / little / a

little (4) except/but 6. The teacher lets students try

to retell the information

according to the questions

on the screen and the main

points on the blackboard.

Practice (10 minutes) 1. Individual

work.

2. The whole

class work. 3. The whole

class work.

4. Individual

work.

5. The whole

class work.

6. The whole

class work.

1. Students read through

Sections A-C carefully and fill in the blanks of the grammar table with the correct form of the given words. 2. Students check the

answers. 3. Students find out more object clauses in this topic and read it aloud.

4. Students read through

Sections A-C and fill in the blanks of the functions table with the correct words.

5. Students check the

answers. 6. Students sum up other useful expressions in this topic.

1. The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct form of the given words.

2. The teacher asks two students

to tell the answers.

3. The teacher asks students to

find out more object clauses in this topic and read it aloud. Emphasize the changes of the tense in object clauses. 4. The teacher asks the students to read through Sections A-C and fill in the blanks of the functions table with the correct words.

5. The teacher asks two students to tell the answers.

6. The teacher lets students sum

up other useful expressions

in this topic. The teacher

adds more and explains

them. (1) be full of / be filled with (2) stand for (3) get its name (4) be/become known to (5) from then on/ from

now on (6) not only… but also…

(7) Asia →

Asian

person →

personal

attract →

attractive

western + style =

western-style

Production (7minutes) 1. Group work.

2. The whole

class work.

3. The whole

class work.

4. Individual

work.

5. The whole

class work.

6. The whole

class work.

7. Individual

work.

1. Students put on their

favorite or special clothes

and introduce their own

clothes in groups.

2. The representative of

every group introduces the clothes of their

group members.

3. Students show their

clothes to hold a fashion

show in the classroom.

4. Students write a short

passage about the fashion

show.

5. Students evaluate the

passages with the teacher.

6. Students summarize

Section D with the

teacher. 7. Students finish the

homework after class. 1. The teacher asks the students

to put on their favorite or

special clothes. (Teacher

asked them to prepare last

lesson.) Let them introduce

their own clothes in groups.

Let them introduce about

the color, material, style

and so on. 2. The teacher asks the

representative of every

group to introduce the clothes

of their group members.

Choose the best interpreter.

3. The teacher lets the students

show their clothes to hold

a fashion show in the

classroom. 4. The teacher evaluates the

fashion show and let them write a short passage about the fashion show. Ask two students to write their passages on the blackboard. 5. The teacher evaluates the

passages on the blackboard

together with the students. 6. The teacher shows the

summary of this section to the students. 7. The teacher assigns homework: (1) Review the summary

after class. (2) Design one of your

favorite clothes and

write a passage to

describe it.

Teaching Reflection Written work is difficult for most students. Teacher may let them list the wh-questions before writing. Then let them write a passage according to the wh-questions. It’s really helpful for students to plan their writing. Students all like taking part in the activities in or out of the class. Teacher should design more activities to keep them active, and they will like learning English better.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 3 He said the fashion show was wonderful. Section D 1. well-known:

widely known 2. at one time

3. few/ a few

little / a little 4. except/but

1. Here comes another three model.

2. design … as …

3. either … or …

1. be full of / be filled with 2. stand for 3. get its name 4. be/become known to 5. from then on/ from now on 6. not only… but also…

7. Asia →

Asian

person →

personal

attract →

attractive

western + style = western-style