Section Cppt配套教案板书设计

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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 A—1a,1b,1c,2，3 第二课时：Section B—1a,1b ,1c,2,3a,3b 第三课时：Section C—1a,1b,1c,2a,2b,3 第四课时：Section D—Grammar and Functions,1,2,Project

第三课时（ Section C—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. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

Asian ,personal, above,list,decoration, attractive, from then on,dynasty

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（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:

Ⅱ. The key points and difficult points 1. 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。

Ⅲ. Learning strategies 1. 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. Teaching aids 多媒体课件/课本插图/图片

V. Teaching procedures

Stage 1( 5mins)：Getting the students ready for learning Designing Step Teacher activity Student activity purpose

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Greet the Ss and let them look Look at the pictures 利用课文插图教学部分新词汇并at the pictures in 1a to learn in 1a to learn some 导入到1a 。

some new words and lead to 1a. new words

T: Good morning, boys and

girls!

Ss: Good morning, Mr. ... 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? Ss: Cheongsam. Ss: Business suit T: Is it traditional Chinese

(Class activity)

costume? Ss: No,it isn’t T: You are right. It’s western

-style, not traditional

Chinese-style. How about this

one? Ss: It’s Tang T: Yes, it is. You see there are costume . 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.

S1: Because people in Tang wore them.

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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 1b Designing Step Teacher activity Student activity purpose: Let the Ss read 1a and finish Read 1a and finish 1b. 1b.

培养学生的阅读能力，完成1b的思维导图

。

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? Ss: Yes. T: Who can tell us why the

Tang costume stands for

( Individual work) Chinese history?

S1: Because it got its name ... the Han and Tang dynasties.

T: Correct. As a fashion,

Tang costume not only shows

personal style, but also

shows ...

S2: China’s traditional culture. T: Yes. Besides decorations,

what else can be seen on

Tang-style clothes?

S3: Silk knots.

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T: That’s true. As the

traditional Chinese costume,

the Tang costume has its own

feature. It is attractive and ...

T: Good job. Up 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. 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 1a Designing Step

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S4: Different from western-style suits. Teacher activity Student activity purpose Let the Ss read 1a and find out Read 1a and find out 阅读1a，找出难the difficult points and useful the difficult points and 点和重要的词组。expressions.

useful expressions.

先组内讨论，培养学生的自主学习能力。教师补充，完成1a 。

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

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1(Group work) any problems, discuss with

your group members first. If

you can’t solve, then present to

the teacher

T: Now, let’s solve your

problems. Group One, do you

have any problems?

Group One: What does “from then on” mean? T: Please turn to word list on

page 136. And I have another

expression “from now on”.

What does it mean? Ss: 从现在起。

T: Yes, you are so smart! More

questions!

T: Any more? Group Two: ... Group Three: ... ... Ss: No more. T: Great! Then, please tell me

the useful expression you

found . Which group begins? Group Four: stand for, be full of, get one’s name, ... Group One: become/be known to sb., not only... but also..., Group

Three: such as, all over the world , ..

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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 1c Designing Step Teacher activity Student activity purpose Let the Ss read 1a, if necessary, Read 1a, if necessary, 回答问题，加深对and answer the questions in 1c.

and answer the 课文的理解，为复述做铺垫。

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 1 (Individual work )

need to read the passage again ,just do it. You’d better make the answers clear,

Ss: Yes.

because you will retell the passage according to the answers. We won’t check the answers together.

Let the Ss retell the passage Retell according to the answers in 1c.

2（Group work ) questions? Ss: Yes. T: Now, work in groups to

retell the passage. Each group

member should take part in.

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the passage 培养学生复述课to the 文的能力。完成1c。

according answers in 1c. T: Have you answered all the

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One member for one question

may be easier for you. Prepare

for it quickly! T: Can we start retelling now?

Ss: Ok. T: Which group would like to

try first? Group Three: S1: The Tang costume is traditional Chinese costume. for ... S2: ... S3: ... S4: ... S1: ... Group One :

... 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 2a Designing Step Teacher activity Student activity purpose Let the Ss look at the pictures and match. T: Well done ,boys and girls. Next, look at the pictures in 2a, （Individual work )

can you match them correctly? T: Finished? T: S1, Picture One is... T: Picture Two, S2, please!

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It stands Look at the pictures and match.

Ss: Yes. Ss: Yes. S1: Tang costume. 配图完成2a。

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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.

S2: Business suit

T: ...

S6: I think it got its name from Sun Zhong-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。

Stage 6（2mins)：Finishing 2b

Designing Step

Teacher activity

Let the Ss look at the picture in 2b and match them.

T:We know clothes can tell us lots of information about the wearers ,such as the job, nationality,likes and dislikes, Student activity

purpose

Look at the picture in 2b and match them.

配图完成2b 。

etc. Now, Look at the pictures in

2b and match the costume with

(Individual work) the correct minority. T:

Shall we check the answers? T: Picture One. T: Picture Two? T : ... T: Do you know who wears the fourth costume?

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Ss: Ok. Ss: e Ss: f Ss: ...

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T: Right. It’s Mongolian costume. But now ,not all the Mongolians wear them in their daily life. 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。

Stage 7（8mins)：Finishing 3

Designing Step

Teacher activity

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 (Group work ) should make the poster now. Do Student activity

purpose

Discuss the questions in 3 and then make a poster about a fashion show.

Ss: Yes .

培养学生的口语和动手能力。完成3。

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 . Ss: Yes.

S1: Where is the show? S2: When will it begin? S3: Who will model?

If you finish, please let me know.

T: Completed?

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Ss: Yes.

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T: Now, put your poster on the blackboard.

T: Whose poster is the best, 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。

Stage 8（3mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Student activity

purpose

Encourage the Ss to summarize Summarize this section. this section.

总结回顾本课时，强化学生的学习成果。

T: I’m pleased with your

posters. Who is going to be a

model in the future? S1: Me. T: You are such a beautiful girl

that you can be a good model.

A good model must have much

1(Class activity ) knowledge about clothes .Could

tell me something about Tang

costume?

T: Up to now, how many S1: ... costumes have you

known

about?

T: ...

S2: Tang costume, Zhongshan costume, ... S3: ... Assign the HMK. 2 (Class activity)

T: For today’s HMK, I’d like

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Finish the HMK.

收集有关旗袍的知识，为下一课

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you to find some information about cheongsam. You will write a passage about it tomorrow. 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 C—1a,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=Mongolian list above

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