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八年级下册Topic 3 He said the fashion show was wonderful.教学设计及反思
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这是一份八年级下册Topic 3 He said the fashion show was wonderful.教学设计及反思，共3页。教案主要包含了What等内容，欢迎下载使用。
课题
Unit 8 Our Clthes Tpic 3 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 掌握黑体词汇chice的用法。了解白体词well-knwn, item, marriage, celebratin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。
Emtinal 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。
教 学
重 点
难 点
Key pints：
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 pints：
写出短文介绍旗袍这一传统服饰。
教 学
准 备
多媒体
教
学
过
程
1. Greet students ready fr learning.
2. The teacher asks students t read the passage abut intrducing the Tang cstume written by themselves befre class.
3. The teacher lets ther students evaluate the passages. Then lead t the new lessn: The Tang cstume is ne f the mst ppular Chinese traditinal cstumes all ver the wrld. D yu knw the ther famus Chinese traditinal cstume? Yes, it’s the chengsam. Teacher shws sme pictures f beautiful chengsams r the actresses knwn by students in chengsam.
4. The teacher lets students discuss the given infrmatin abut the chengsam in 2 with their partners and prepare t give a reprt. Let them guess the meaning f material accrding t “silk” and learn it by themselves.
5. The teacher lets tw r three students reprt the results f their discussing.
6. The teacher asks students t write a passage abut the chengsam. Let tw students write n the blackbard.
7. The teacher evaluates the passages n the blackbard tgether with the students.
1. The teacher asks the students t lk at the pictures f 1. Let them discuss and describe their clthes. Let them guess which cuntry these clthes are frm in the earliest times.
2. The teacher asks students t read the infrmatin and check their guessing.
3. The teacher lets students have an asking cmpetitin. Let them read the infrmatin f 1 carefully, and then ask their classmates f the ther grups sme questins. The grup wh asks and answers the mst questins is the winner. They can ask the fllwing questins:
(1) What is the well-knwn item f American clthing?
(2) Wh wre heavy cttn jeans in the past?
(3) D clthing factries make many different styles and clrs f jeans?
(4) What are the mst ppular chice f clthing fr yung peple arund the wrld?
(5) What is the Japanese traditinal clthing?
(6) What was it made f?
(7) Wh wears kimns tday?…
1. The teacher plays the recrding sentence by sentence.
2. The teacher plays the recrding withut stpping.
3. The teacher lets the students cmplete the table f 1.
4. The teacher asks tw students t tell the answers. Lead them t guess the meaning f the new wrds well-knwn, item, chice, marriage and celebratins. Teach the new wrds.
5. The teacher lets students find ut the difficult pints. Slve the difficult pints tgether with the students. Write dwn the main pints f the passage.
(1) well-knwn: widely knwn
(2) at ne time
(3) few/ a few / little / a little
(4) except/but
6. The teacher lets students try t retell the infrmatin accrding t the questins n the screen and the main pints n the blackbard.
1. The teacher asks the students t read thrugh Sectins A-C carefully and fill in the blanks f the grammar table with the crrect frm f the given wrds.
2. The teacher asks tw students t tell the answers.
3. The teacher asks students t find ut mre bject clauses in this tpic and read it alud. Emphasize the changes f the tense in bject clauses.
4. The teacher asks the students t read thrugh Sectins A-C and fill in the blanks f the functins table with the crrect wrds.
5. The teacher asks tw students t tell the answers.
6. The teacher lets students sum up ther useful expressins in this tpic. The teacher adds mre and explains them.
(1) be full f / be filled with
(2) stand fr
(3) get its name
(4) be/becme knwn t
(5) frm then n/ frm nw n
(6) nt nly… but als…
(7) Asia → Asian
persn → persnal
attract → attractive
western + style =
western-style
1. The teacher asks the students t put n their favrite r special clthes. (Teacher asked them t prepare last lessn.) Let them intrduce their wn clthes in grups. Let them intrduce abut the clr, material, style and s n.
2. The teacher asks the representative f every grup t intrduce the clthes f their grup members. Chse the best interpreter.
3. The teacher lets the students shw their clthes t hld a fashin shw in the classrm.
4. The teacher evaluates the fashin shw and let them write a shrt passage abut the fashin shw. Ask tw students t write their passages n the blackbard.
5. The teacher evaluates the passages n the blackbard tgether with the students.
6. The teacher shws the summary f this sectin t the students.
7. The teacher assigns hmewrk:
(1) Review the summary after class.
(2) Design ne f yur favrite clthes and write a passage t describe it.
作 业
布 置
完成同步练习
课堂总结
Written wrk is difficult fr mst students. Teacher may let them list the wh-questins befre writing. Then let them write a passage accrding t the wh-questins. It’s really helpful fr students t plan their writing. Students all like taking part in the activities in r ut f the class. Teacher shuld design mre activities t keep them active, and they will like learning English better.
课题
Unit 8 Our Clthes Tpic 3 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 掌握黑体词汇chice的用法。了解白体词well-knwn, item, marriage, celebratin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。
Emtinal 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。
教 学
重 点
难 点
Key pints：
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 pints：
写出短文介绍旗袍这一传统服饰。
教 学
准 备
多媒体
教
学
过
程
1. Greet students ready fr learning.
2. The teacher asks students t read the passage abut intrducing the Tang cstume written by themselves befre class.
3. The teacher lets ther students evaluate the passages. Then lead t the new lessn: The Tang cstume is ne f the mst ppular Chinese traditinal cstumes all ver the wrld. D yu knw the ther famus Chinese traditinal cstume? Yes, it’s the chengsam. Teacher shws sme pictures f beautiful chengsams r the actresses knwn by students in chengsam.
4. The teacher lets students discuss the given infrmatin abut the chengsam in 2 with their partners and prepare t give a reprt. Let them guess the meaning f material accrding t “silk” and learn it by themselves.
5. The teacher lets tw r three students reprt the results f their discussing.
6. The teacher asks students t write a passage abut the chengsam. Let tw students write n the blackbard.
7. The teacher evaluates the passages n the blackbard tgether with the students.
1. The teacher asks the students t lk at the pictures f 1. Let them discuss and describe their clthes. Let them guess which cuntry these clthes are frm in the earliest times.
2. The teacher asks students t read the infrmatin and check their guessing.
3. The teacher lets students have an asking cmpetitin. Let them read the infrmatin f 1 carefully, and then ask their classmates f the ther grups sme questins. The grup wh asks and answers the mst questins is the winner. They can ask the fllwing questins:
(1) What is the well-knwn item f American clthing?
(2) Wh wre heavy cttn jeans in the past?
(3) D clthing factries make many different styles and clrs f jeans?
(4) What are the mst ppular chice f clthing fr yung peple arund the wrld?
(5) What is the Japanese traditinal clthing?
(6) What was it made f?
(7) Wh wears kimns tday?…
1. The teacher plays the recrding sentence by sentence.
2. The teacher plays the recrding withut stpping.
3. The teacher lets the students cmplete the table f 1.
4. The teacher asks tw students t tell the answers. Lead them t guess the meaning f the new wrds well-knwn, item, chice, marriage and celebratins. Teach the new wrds.
5. The teacher lets students find ut the difficult pints. Slve the difficult pints tgether with the students. Write dwn the main pints f the passage.
(1) well-knwn: widely knwn
(2) at ne time
(3) few/ a few / little / a little
(4) except/but
6. The teacher lets students try t retell the infrmatin accrding t the questins n the screen and the main pints n the blackbard.
1. The teacher asks the students t read thrugh Sectins A-C carefully and fill in the blanks f the grammar table with the crrect frm f the given wrds.
2. The teacher asks tw students t tell the answers.
3. The teacher asks students t find ut mre bject clauses in this tpic and read it alud. Emphasize the changes f the tense in bject clauses.
4. The teacher asks the students t read thrugh Sectins A-C and fill in the blanks f the functins table with the crrect wrds.
5. The teacher asks tw students t tell the answers.
6. The teacher lets students sum up ther useful expressins in this tpic. The teacher adds mre and explains them.
(1) be full f / be filled with
(2) stand fr
(3) get its name
(4) be/becme knwn t
(5) frm then n/ frm nw n
(6) nt nly… but als…
(7) Asia → Asian
persn → persnal
attract → attractive
western + style =
western-style
1. The teacher asks the students t put n their favrite r special clthes. (Teacher asked them t prepare last lessn.) Let them intrduce their wn clthes in grups. Let them intrduce abut the clr, material, style and s n.
2. The teacher asks the representative f every grup t intrduce the clthes f their grup members. Chse the best interpreter.
3. The teacher lets the students shw their clthes t hld a fashin shw in the classrm.
4. The teacher evaluates the fashin shw and let them write a shrt passage abut the fashin shw. Ask tw students t write their passages n the blackbard.
5. The teacher evaluates the passages n the blackbard tgether with the students.
6. The teacher shws the summary f this sectin t the students.
7. The teacher assigns hmewrk:
(1) Review the summary after class.
(2) Design ne f yur favrite clthes and write a passage t describe it.
作 业
布 置
完成同步练习
课堂总结
Written wrk is difficult fr mst students. Teacher may let them list the wh-questins befre writing. Then let them write a passage accrding t the wh-questins. It’s really helpful fr students t plan their writing. Students all like taking part in the activities in r ut f the class. Teacher shuld design mre activities t keep them active, and they will like learning English better.
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