英语人教版八年级下册Topic 3 The fashion show ....doc

Unit 8 Topic 3 （ Section C1a,1c,2b,3）教学设计. Teaching aims1. Knowledge aims：（1） 学习并掌握新词汇 Asian ,personal, above,list,decoration, attractive, from then on,dynasty（2） 学习并列连词的用法。2. Skill aims: 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： 并列连词的正确运用。. Learning strategies1. 利用问题及答案复述短文。2. 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：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 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 Chinese-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 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 。Stage 2 Intensive reading of 1aStepTeacher activityStudent 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 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: Great! 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: become/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 3：Finishing 1cStepTeacher activityStudent activityDesigning purpose1 (Individual work )Let the Ss 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 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 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 costume. 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。Stage 4：Finishing 2bStepTeacher activityStudent activityDesigning purpose (Individual work)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 5：Finishing 3StepTeacher activityStudent activityDesigning 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 should 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 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 6： Summarizing and assigning HMKStepTeacher activityStudent 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 tell 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 will write a passage about it tomorrow.Finish the HMK.收集有关旗袍的知识