Section C教案1

八年级

英语

科目课堂教学设计

课题

Unit8 Topic3SectionC

教材内容/学情

本课是仁爱英语八年级下册Unit 8 Topic 3 Section C，这是第八单元第三话题的时间

教师

二次备课

第三课时。本课继续学习宾语从句，了解中国传统民族服装唐装特点并能用所学知识谈论，加深对中国传统服装文化的了解，注重对学生阅读能力的培养。为更好更有效地实现本课教学目标，本课件从学生实际出发，对教材进行了必要的整合。

学习目标：1. Learn some new words and phrases:

decoration,knot,dynasty,Asian,personal,attractive,above,

western-style,Mongolian, from then on,either..or... 2. Some useful expressions about the Tang costume: ◆The Tang costume stands for Chinese history and fashion culture. ◆Chinese fashion is different not only from western fashion, but also from that in other Asian countries, such as Japan and Korea. ◆It shows both the personal style and China’s traditional culture.

教学重难点

A mind map can help you understand or express ideas more easily, clearly and logically. 教学过程设计

导入——①出示图片并引导学生复习上节课学过的词汇。

②继续出示图片，引导学生学习本课新词。

T:

We have learnt many different types of clothes from the fashion show in Section B. What are they? Who can tell me? S1: …

S2: …

…

T: Well done! You did a good job. Now, please look at the pictures.

(教师手指第一个模特。) T: Look, boys and girls. Here is a model. What is she wearing? S3: She is wearing a cheongsam. T: What do you think of her dress? S4: What a nice dress! T: How does the first model look like? S5: She looks very beautiful. (教师手指第二个模特，让男生和女生分别回答。) T: Look at the second one. What is she wearing? Bs: She is wearing a minority costume. T:

Do you know what it is made of ? Gs: It’s made of silk. (教师手指第三个模特。) T:

Look, what is the third model wearing? Ss: A traditional Russian costume. 2. (呈现唐代妇女身着唐装图像，引导学生展开讨论。) T: Look at this picture. What is she wearing? Ss: She is wearing a Tang costume. T: What do you think of the Tang costume? Ss: It’s very beautiful. T: What is the Tang costume made of? Ss: It’s made of silk. T: How does the girl look like in the Tang costume? Ss: She looks attractive. (教师给予帮助，用attractive回答并板书。要求学生理解生词attractive。) attractive adj.迷人的，有吸引力的

T: Do you want to have a Tang costume, girls? Gs: Yes. / No. T: What do you know about the Tang costume? S1: It’s a traditional Chinese costume. S2: People usually wear it on special days. T: Very good. And the Tang costume stands for Chinese history and fashion culture. Do you want to get more information about it? Ss: Yes. T: OK. Let’s study 1a.

呈现——①呈现1a图片，让学生小组讨论唐装。

②让学生阅读短文，完成1b，培养学生利用“思维导图”帮助理解短文的阅读策略。

③播放1a动画，学生结合动画，理解短文。

④引导学生学习、理解短文中的重、难点句子。

1. (让学生快速阅读1a，找出文章中心思想并运用构词法先自学生词：Asian, decoration, express, wearer, personal，培养学生自学能力。)

T: Now read the whole passage as quickly as you can and find the main idea. (两分钟后，核对答案。)

(教师出示小黑板。学习并要求学生掌握: Asian, express, personal；理解: decoration, wearer。) Asia n.—

Asian adj.

wear v.—

wearer n.

decorate v.—

decoration n. person n.—

personal adj.

express v.—

expression n.

(学生阅读课文，掌握词组either … or；了解: dynasty, knot, western-style, feature。)

T: Please read 1a and learn the other new words and phrases by yourselves. dynasty n. 王朝，朝代

knot n. 结；装饰性花结

either … or 或者……或者

western-style 西方款式的

feature n. 特色；特征；特点

2. (再读1a，完成1b。) T: Very good. You have got the main idea of 1a. Please read 1a again and then answer the questions in 1b. (学生回答，教师点评。) T: OK. Question 1. Volunteers? S1: …

T: Good. …

巩固——①播放1a录音，学生跟读短文，注意语音、语调。

②引导学生试着根据提示词，复述短文。

③让学生再次阅读短文，完成1c,核对答案，并试着用自己的语言复述短文。

1. (学生再读课文，画出重要的短语和疑难句子。)

T: Very good! Then please read 1a again and underline the key phrases and difficult sentences. (师生共同讨论阅读过程中遇到的问题，并板书。) Useful expressions full of stand for get its name all over the world design … as …

Important sentences (1) The Tang costume stands for Chinese history and fashion culture. (2) It got its name when China became known to other countries during the Han and Tang dynasties.

(3) Chinese fashion is not only different from western fashion, but alsofrom that in

other Asian countries such as Japan and Korea. (4) It expresses both the wearer’s personal style and China’s rich traditional culture. 2. (听1a的录音并跟读，注意语音和语调。)

T: Now please listen to 1a and follow it. Pay attention to the pronunciation and intonation. 3. (根据黑板上的短语和句子复述课文。) T: Close your books. Look at the blackboard and try to retell the story in your own words. (让学生准备两三分钟，然后随意让几名学生来复述，有助于检查学生对课文的理解程度，也有助于检查学生组织语言的能力。) T: Now, time is up. Who can retell the passage? S1: …

…

练习——①出示2a的图片，引导学生认识并讨论图中的服装，完成2a。

②呈现2b的图片，引导学生了解多样化的民族的服装，完成2b。

完成本课活动1c和2。

1. (出示1c中的5幅图，让学生完成1c。)

(要求学生把衣服的名称与相应的图片搭配起来。) T: Boys and girls, please look at these clothes. Now, match the names with the right kind of clothes. Begin! (学生做完后，师生共同核对答案。) 2. (教师指导学生完成2。) T: Do you like the cheongsam? Ss: …

T: Here is some information about the cheongsam. Please read and learn it by yourselves. 3.(教师展示一件旗袍，让学生运用已掌握的旗袍知识，讲解旗袍。) T: Boys and girls. This is a cheongsam. Suppose you were facing a group of foreigners, they knew little about the cheongsam. You should tell something about the cheongsam to them. Now, prepare it by yourselves. A few minutes later, report it to us. (学生准备几分钟，解说旗袍。) (一名学生手拿旗袍。) Example:

S1: This is a cheongsam. It is called “qipao” in most parts of China…

…

(对于表现出色的学生，要给予奖励。) 4. (根据前面解说完成2。写一篇关于旗袍的短文。) T: Please write a passage about “cheongsam”.

拓展——引导学生根据提示的问题,谈论2b中的少数民族服装，培养学生的 语言综合运用能力。

检测——通过让学生抢答或齐答的形式完成练习，检测并反馈学生的学习情况。

小结——引导学生归纳本堂课的单词、句型等功能项目，让学生能把握整堂课的重点。

作业——

课后反思