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八年级下大单元课堂设计第八单元 学案
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这是一份八年级下大单元课堂设计第八单元，共57页。
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section A
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1） 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2） 能引出服装的话题并进行简单的交谈。
3） 能从简单的涉及服装的文章中找出有关信息，理解大意。
4） 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 学习有关服装的词汇。
2. 学习so… that…结构的用法。
3. 学习有关约会和请求帮助的用语。
Difficult points：
尝试用英语写出简单的关于请求帮助的对话。
五、教学方法
1. 创设情境；
2. 听、看、说、读、写、表演
六、 教学准备
Computer multimedia projector; the videos of a fashion show.
七、 课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
7.. The whole
class work.
1. Focus their attention on the teacher.
2. Students report the email which they wrote to Rose to tell her something about eating habits and how to eat healthily in China.
3. Students speak out the words about clothes they have learned.
4. Students speak out the names of the clothes quickly.
5. Students learn the new words.
6. Students look at the pictures of 2 and choose the words from the box.
7. Students give the answers together and then read the words aloud.
1. Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Brainstorm and free talk.
44.Bring out the new words.
5.Teaching and learning about the new words.
6.Ask students to look at the pictures,and choose the words.
7.Check the answers and read the words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students watch the video and know about the meaning of fashion.
2.Students look at the pictures and guess: What are Jane and Maria talking about?
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Read1a and underline the sentences with so...that...
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
3.Students watch the flash of 1a and check the guess.
4.Students listen to the recording and answer the questions.
5 5.Students check the answers.
6.Students listen to the conversation and circle True or False.
7.Students check the answers.
3.Play the video and invite students to guess.
4.Play a tape and check the answers.
6.fill in the blanks according to the tape.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
7. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students read the conversation by themselves and underline the new words.
4. Students learn the new words with the help of the teacher.
5. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points.
6. Students underline the key points in their books and make some notes.
7. Students act out the conversation.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the new words.
4.Teach the words.
5.Ask students to divide into 6groups and discuss the difficult points and main points.
6.Take notes.
7.Role-play
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students fill in the blanks according to the pictures of 1c with so… that…
2. Students check their answers and grasp the new word.
3. Students listen and check the words.
4. Students listen and number the pictures.
5. Students check their answers.
6. Students look at the pictures of 3 and find out what clothes there are on each floor in groups.
7. Students read the example aloud and underline the sentences expressing asking for help.
8. Students circle the names of sections.
9. Students make similar conversations.
1. Look at the pictures and fill in the blanks.
2. Check the answers.
3. Play the tape.
4. Listen carefully and number the pictures.
5. Point out the clothes and work in pairs.
6. Ask students to read the example aloud and underline the sentences.
7.Make up new conversations
With the teachers’ help.
8.Share the performance.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1.Students have a word competition to consolidate all the words they learned about clothes.
2.Students make a survey about the clothes their groupmates are wearing.
3. Students report the result of the survey.
4. Students know about what they should wear at their age.
5. Students summarize Section A with the teacher.
6. Students finish their homework after class.
1. Review and remember the words.
2. Ask students make a survey about the clothes and report the result.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section A
1. a Chinese Tang Costume
2. so… that …
so that…
3. have/ hold a class fashion show
4. Shall we meet at the school gate
at 8:00 a.m.?
5. Could you tell me where to buy a
scarf?
6. Shoes and Hats Section
Sports Wear Section
Women’s Wear Section
Men’s Wear Section
Name
Clothes
Color
Material
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section B
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 学习so that…和such … that…的用法。
2. 谈论购买衣服的话题。
3. 区分元音音素/ K /和/u:/，并能正确拼读单词。
4. 在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。
Difficult points：
比较并掌握so… that…，such… that…和so that…的用法。
五、教学方法
3. 创设情境；
4. 听、看、说、读、写、表演
六教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students read the passages they written about their group members’, clothes.
3. Students make sentences in groups, using the structure of “so…that…” and the words about clothes.
4. Students learn the new words with the help of the teacher.
5. Students watch the video and think about the questions.
1. Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Brainstorm and free talk.
4 4.Bring out the new words.
5.Teaching and learning about the new words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students look at the pictures of 1a and guess: What do they want to buy?
2. Students watch the flash of 1a and check the guess.
3. Students listen to the recording and fill in the blanks.
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Read1a and underline the sentences with so...that...
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
4. Students check the answers.
5. Students listen to the conversation and write down the names of the clothes under the pictures of 1b.
6. Students check the answers.
7. Students listen to the conversation and choose the correct pictures for the children.
8. Students check the answers.
3.Play the video and invite students to guess.
4.Play a tape and check the answers.
6.fill in the blanks according to the tape.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students read the conversation and discuss in groups to understand the conversation. They can help each other.
4. Students underline the key points in their books and make some notes.
5. Students act out the conversation.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the new words.
4.Teach the words.
5.Ask students to divide into 6groups and discuss the difficult points and main points.
6.Take notes.and role-play
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students read the sentences in the oval and understand the adjectives below the pictures.
2. Students read and discuss the example.
3. Students make sentences with such…that… and so that… by following the example.
4. Students check their answers.
5. Students read through the passage of 3 and understand the general meanings.
6. Students listen to the conversation and fill in the blanks.
7. Students check their answers.
8. Students try reading the phonetics and the words on the screen.
9. Students listen to the recording of 4a.
10. Students listen and try to imitate.
11. Students try to read the words correctly
1. Look at the pictures and fill in the blanks.
2.Discussion.
3.Make some sentences.
4.Read and understand..
5. Play a tape.
6. Read the words.
7. Listening and reading.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read the sentences of 4b by themselves.
2. Students listen and check their reading.
3. Students listen and try to imitate.
4. Students give some suggestions about dressing to their group members.
5. Students report the suggestions of their own groups.
6. Students summarize Section B with the teacher.
7. Students finish their homework after class.
1.Review and remember the words.
2.Read and give some suggestions.
3.Make a report.
5. Make a brief summary
6. Do their homework.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section B
1. so that/ in order that + 目的状语从句
2. so + adj. + a(n) + n. + that …
such + a(n) + adj. + n. + that …
① It’s such a cool windbreaker that you should buy it at once.
② I like it so much that my father bought it for me.
3. — What size do you take?
— Size M.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section C
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 谈论各种体形的人的着装艺术。
2. 继续学习运用so… that…, such… that…和so that…结构
Difficult points：
能在老师的帮助下或以小组讨论的方式起草和修改作文。
五、教学方法
5. 创设情境；
6. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Focus their attention on the teacher.
2. Students give their suggestions for dressing to one of his or her friends.
3. Students look at the pictures of 1a and discuss if their clothes are suitable.
4. Students report their result of discussion.
5. Students discuss the clothes of some actors, singers or sports stars.
6. Students design the clothes for the people who appear in the picture of 1a to make them look good.
1. Greet the students and
get them ready for learning.
2.Free talk and give some suggestions.
3 3.Look at pictures and discuss
these clothes.
44.Make a report.
5.Talk about the clothes.
6.Look at the pictures and design the clothes.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students read the letter and answer the question.
2. Students check their answers and learn the new words.
3. Students read the letter and answer the question.
1.Read and answer the question.
2.Check their answers.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
3.Students check the answers and learn the new words.
4.Students read the letter and answer the question.
5.Students check the answers and learn the new words
3.Learn the new words.
4.Read and answer the questions.
5.Consolidate the new words.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Students listen to the passage and read after it.
2. Students read the passage again and then complete the table of 1b.
3. Students check the answers.
4. Students discuss in groups to understand the passage.
5. The students underline the key points in their books and make some notes.
6. Students retell the passage based on the table of 1b.
1.Play the tape and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Check the answers.
4.Discuss in groups.
5.Circle the key points and take notes.
6. Retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students work in groups and talk about what Li Ming’s family should wear to the party.
2. Students report their suggestions.
3. Students make sentences to describe Kangkang, Michael, Maria and Jane’s clothes to have oral drills.
4. Students make conversations in pairs to talk about Kangkang, Michael, Maria and Jane’s clothes.
5. Students check the brief conversations written on the blackboard.
6. Students act out the brief conversations.
7. Students grasp the usage of the structures.
1. Work in pairs.
2.Make a report..
3.Make some sentences.
4.Make up some conversations.
5.Check the conversations.
6.Role-play.
7.Grasp the usage of the structures.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students survey their group members about what they like to wear and give them some suggestions on dressing.
2. Students write a short passage about the information.
3. Students learn to revise the passage.
4. Students revise their work within their groups.
5. Students report their result of revising.
6. Students summarize Section C with the teacher.
7. Students finish after class.
1. Make a survey.
2. Write a short passage.
3. Revise the passage.
4. Revise their work.
5. Report the result.
6. Make a summary.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section C
1. succeed v.
success n. → successful adj. →successfully adv.
2. It’s + adj.(+ for sb. )+ to do sth.
3. look good on sb.
look good in red
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section D
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
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。
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
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。
四、教学重难点
Key points：
1. 了解更多的与服装相关的知识。
2. 复习so… that…, such… that…和so that…的用法。
3. 有效地完成任务型阅读。
Difficult points：
比较并掌握so… that…，such… that…和so that…的用法。
Difficult points：
能根据写作要求和素材，整理出符合逻辑的短文。
五、教学方法
7. 创设情境；
8. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
7.. The whole
class work.
1. Focus their attention on the teacher.
2. Students discuss the clothes the people are wearing, using so…that…，such… that…and so that….
3. Students report their results of discussion.
4. Students report their results of discussion:
Group 1: The man is wearing a uniform. We guess maybe he is a policeman.
Uniform means 制服.
Group 2: When we see a woman wearing a kimono, we think she must be a Japanese. Kimono means 和服.
Group 3: This is an active boy. He is wearing sportswear. We think he must like doing exercise. Sportswear means 运动服装.
Group 4: The girl is in warm-color clothes. She seems to be very cute and easy-going.
Easy-going means 随和的.
Group 5: The boy is
wearing clothes made of animal skins. We think that it is the earliest clothes. Skin means 皮，皮肤.
1. Greet students commonly .
2. Revise the useful expressions they have learned.
3. Work in pairs.
4. Make a report.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students read the passage of 1a and check their description above.
2. Students read the passage again and answer Question 1-2 of 1b.
3. Students check the answers and learn the new word.
1. Read and check the passage.
2. Read and answer the questions.
3. Check and learn about new words.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
4. Students read the passage and complete the sentences of Question 3-5.
5. Students check the answers with the help of the teacher.
5. Students work in groups and discuss the meanings of the sentences of Question 6
6. Students check the answers with the help of the teacher. Learn the new word.
8. Students show the information they collected from books, TV or the Internet. Talk something about clothes as much as possible.
4. Read and complete the sentences.
5. Check the answers.
6. Work in pairs.
7. Check the answers and learn the new words.
8.Show the information and talk about it.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students listen to the passage and read after it.
2. Students discuss in groups to understand the passage.
3. Students underline the key points in their books and make some notes.
4. Students read 1a again and find out the key words and sentences.
(animal skins – protect… from…–different materials – can–show–uniform-kimono – sportswear – yellow or pink clothes – lively and easy-going – You are what you wear. )
4. Students retell 1a according to the key words and sentences.
6. Students pay attention to the problems the teacher pointed out.
1. Play the tape and read after it.
2. Discuss in groups.
3. Circle the key points and take notes.
4. Read the passage again and find out the key words and sentences.
5. Retell the passage.
6. Pay attention to the problems.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
1. Students sum up the words about names of clothes and words for the comments of clothes in this topic.
2. Two students write them on the blackboard. Other students help them to add the missing ones.
3. Students fill in the blanks of the grammar table with the correct words.
4. Students check the answers.
5. Students find out more similar sentences in this topic and read it aloud.
6. Students fill in the blanks of the function table with the correct words.
7. Students check the answers.
8. Students sum up other useful expressions in this topic.
1. Make a summary.
2. Write them on the blackboard.
3. Fill in the blanks.
4. Check the answers.
5. Find out the sentences and read it.
6. Fill in the blanks.
7. Check the answers.
8. Make a summary.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students introduce the people’s dressing in the pictures。
2. Students talk about what information they can get from the dressing.
3. Students discuss if their clothes are suitable, giving their opinions or suggestions.
4. Students write a passage to introduce the people’s dressing in the pictures.
5. Students read the passages to the whole class and then evaluate and revise the passages together with the teacher.
6. Students summarize Section D with the teacher.
7. Students finish their homework after class.
1. Ask students to introduce the people’s dressing .
2. Talk about the information.
3. Discuss and give some opinions.
4. Write a passage about people’s dressing.
5. Read and revise the passage.
6. Make a brief summary.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section D
1. be made of …
2. protect …from…
3. more than
no more than
4. You are what you wear.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section A
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及校服设计和制服穿着的语段，回答老师提出的问题。
2. 能就校服设计的话题进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据对话简单地写出关于穿着制服的重要性的短文。
【情感态度及价值观素养】
3. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
4. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 学习由疑问词引导的宾语从句。
2. 学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 谈论制服。
Difficult points：
1. 熟练掌握由疑问词引导的宾语从句的语序。
2. 能根据对话简单地写出关于穿着制服的重要性的短文。能根据写作要求和素材，整理出符合逻辑的短文。
五、教学方法
9. 创设情境；
10. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Focus their attention on the teacher.
2. Students write down the words about clothes they have learned.
3. Students read the passage they have finished before class.
4. Students discuss who often wears uniforms.
5. Students write down their answers on the blackboard.
6. Students show their pictures they collected before class about their favorite school uniforms.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Read the passage.
44.Discuss the uniforms.
6. Ask students to write down the answers.
6.Ask students to look at the pictures,and choose the words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students look at the picture of 1a and guess the answers.
2. Students watch the flash of 1a and check their guess.
3. Students listen to 1a and answer the questions of 1b.
4. Students check the answers.
1.Look at the picture and guess the answers.
2.Listen and answer the questions.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
5. Students read the conversation and circle the new words and phrases.
6. Students learn the new words with the help of the teacher and make new sentences with them.
7. Students read the conversation after the recording sentence by sentence.
8. Students try to follow the speed, paying attention to the pronunciation and intonation.
3.Play the video and invite students to guess.
4.Play a tape and check the answers.
6.fill in the blanks according to the tape.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. Group work.
1. Students discuss in groups to understand the conversation.
2. The students underline in their books and make some notes.
3. Students read the questions and the brief conversation of 1c.
4. Students make up conversations after the example to grasp the structure of object clauses with Wh-questions
5. Students evaluate the three conversations on the blackboard.
6. Students act out the conversation of 1a in pairs.
Play the tape again, and ask students follow the tape and read it.
Pay attention to its pronunciation.
Point out the new words.
Teach the words.
Ask students to divide into 6groups and discuss the difficult points and main points.
Take notes.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students look at the pictures and know about the different kinds of uniforms.
2.Students skim the conversation and the sentences. Know about the general meanings of the conversation.
3. Students listen to the conversation and put the three sentences in the right places.
4. Students check the answers.
5. Students read the conversation carefully and answer the questions of 2b.
6. Students check the answers.
7. Students understand the conversation.
8. Students read 2a after the recording.
1. Look at the pictures.
2.Check the answers.
3.Play the tape.
4.Read carefully and answer the questions.
5.Point out the clothes and work in pairs.
6.Check the answers.
7. Ask students to read the passage.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read the questions in the box and understand the example.
2. Students make up conversations after the example in pairs.
3. Students act out their conversations. Understand the order of object clauses with Wh-questions.
4. Students discuss the importance of some uniforms in groups. Then complete the table.
5. Students collect some useful expressions to write the passage after class.
6. Students summarize Section A with the teacher.
7. Students finish after class.
1.Review and remember the words.
2.Ask students make conversations.
7. Work in pairs.
4.Make a summary.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section A
1. Kangkang, can you tell me what Miss Wang says?
2. look ugly /good on sb.
3. depend on/ upon
4. It’s + adj. + that…
It’s +adj. + (for sb.) to do sth.
5. carry out
6. (be) in trouble
7. stop /keep … from doing sth.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section B
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 继续学习由疑问词引导的宾语从句。
2. 继续学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 学习不同场合的着装常识及穿着建议的用语。
Difficult points：
1. 能根据对话简单地写出关于在不同的场合怎样正确着装的短文。
2. 朗读句子时体会升调与降调语气感情上的不同。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、 教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students play the game “Pardon?” to review the usage of object clauses.
3. Students show the pictures of school uniforms designed by themselves.
4. Students read the passage about the importance of some uniforms which they finished before class.
5. Students watch the videos and understand that they should dress correctly.
1. Get them ready for learning.
2.Play the game.
3 3.Show the pictures of school uniforms.
44. Read the passage and find out the uniforms’ importance.
5.Watch the videos.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
1. Students look at Picture 1 of 1a and discuss what the man should wear on this kind of occasion.
2. Students watch and check their discussion. Learn the new words.
3. Students discuss the other pictures and then watch and check in the same way. Learn and grasp the new words.
4. Students watch the flash and find out the opinions of the two girls.
5. Students check the answers.
1.Look at the picture and discuss it.
2.Read1a and discuss the pictures.
3.Learn about the new words.
4.Watch the flash.
5.Check the answers.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. Group work.
7. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation
and intonation.
3. Students read the sentences in 1b and mark T (True) or F (False).
4. Students check the answers.
5. Students read the passage in 1c to understand the meaning of this passage, and try completing the passage.
6. Students read the conversation of 1a and then check the blanks they have filled.
7. Students check the answers.
8. Students read 1a and find out the sentences about object clauses with Wh-questions and the sentences giving suggestions.
9. Students check the answers. And then understand the sentences on the blackboard.
10. Students read 1a in roles and perform short plays in pairs.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Mark the T or F.
4.Read and understand.
5.Read and check the blanks.
7 6.Check the answers.
8.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
1. Students read 1a and find out the sentences of It’s + adj. + (for sb. ) to do sth.
2. Students check the answer and change the sentence to It’s + adj. + that …
3. Students observe the pictures of 2 and read the given words, the phrases and the example.
4. Students make sentences with the structures.
5. Students write down the sentences on the blackboard.
6. Students check the sentences on the blackboard.
7. Students read the sentences of 3 by themselves first. Then listen and check their intonation.
8. Students listen to the recording and try to imitate.
1.Read and find out the sentences.
2.Check the answers.
3.Look at the pictures and read the words.
4.Make sentences.
5.Write down the sentences.
6.Listen to the tape.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students discuss in groups about how to dress correctly on different occasions. And then complete the table.
2. Students write a passage according to the result of the discussion. Read it to the whole class.
3. Students summarize Section B with the teacher
4. Students finish after class.
1.Work in pairs and complete the table.
2.Discuss and write the results.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section B
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section C
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
对服装文化有更深刻的理解。
四、教学重难点
Key points：
1. 复习时间状语从句和条件状语从句。
2. 谈论不同职业的不同着装及其重要性。
3. 了解不同季节的着装艺术。
Difficult points：
1. 学习运用功能句正确地阐述穿着职业装的目的。
2. 根据要求，运用本节知识重点整理出符合逻辑的短文。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、 课时安排
2课时
八、 教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that …
3. Students act out the four conversations with Could you tell me…? and You should/ have to…
4. Students judge whether these sentences are suitable or not.
5. Students should have the right sense: we must wear suitable clothes on every occasion in our daily life. Learn the new word daily with the help of the teacher.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Role- play.
44.Make up new sentences.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students discuss the jobs of the people in the pictures with their partner. Learn and master the new words with the help of the teacher.
2. Students observe the pictures again and discuss what functions of their uniforms are.
3. Students speak out their opinions.
1.Discuss the jobs and learn about the new words.
2.Look at the pictures and discuss their functions.
3.Free talk.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
4.Students skim the passage and compare their opinions with the writer’s.
5. Students read the passage again and answer the questions.
6. Students check the answers.
4.Read the passage and compare their opinions.
5.Read and check the answers.
6.Fill in the blanks.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students read the passage after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students read 1a and complete the table of 1b.
4. Students check the answers.
5. Students read the passage and find out the main points. Understand the passage with the help of the teacher.
6. Students prepare to retell the passage with the help of 1b within their groups.
1.Read after the passage.
2.Pay attention to its pronunciation.
3.Complete the table of 1b..
4.Read and find out the main points.
5.Retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students discuss with their group members whether students should wear uniforms at school.
2.Students report their opinions.
3. Students write a passage about the opinions of their own groups.
4. Students should know more about the advantage and importance of dressing school uniforms.
5. Students learn the new words in the brackets of 3a by themselves with the help of the similar words.
6. Students choose the correct words to complete the passage.
7. Students check the answers.
1.Work in pairs.
2.Make a report.
3.Write a passage..
4.Know more about the advantages.
5.Learn the new words.
6.Choose the correct words.
7.Complete the answers.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read 3a again and fill in the table of 3b.
2. Students check the answers.
3. Students survey their partner’s favorite clothes in different seasons, and complete the table.
4. Students report the result of the survey.
5. Students write a passage according to their report.
6. Students check the passages written on the blackboard.
7. Students summarize Section C with the teacher.
8. Students finish after class.
1.Review and remember the words.
2.Ask students make a report about the survey.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section C
1. Firefighters wear special coats and helmets to protect
themselves from heat and falling ceilings.
2. When we see airline pilots wearing uniforms at the
airport, we believe that they know how to fly the plane.
3. If we have a car accident on the street and we
see a police officer in uniform, we know we can
get help from him or her.
1. great → greatly
beautiful → beautifully
2. north +ern → northern
south + ern → southern
east + ern → eastern
west+ ern → western
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section D
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
对中国服装文化有深刻了解的同时，乐于接触并了解异国服装文化。
四、教学重难点
Key points：
1. 复习It’s + adj. + (for sb. ) to do sth. 和 It’s + adj. + that …句型。
2. 复习宾语从句的用法。
Difficult points：
根据知识重点复述短文。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
1. Focus their attention on the teacher.
2. Students report the functions of uniforms according to the key words.
3. Students read their passages about their family’s jobs and uniforms written before class.
4. Students know some information about the North America.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Brainstorm and free talk.
44.Have a brief introduction about the North America.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students describe the dressing.
2. Students read the English explanations above the passage and understand their meanings.
3. Students read the passage and try finding out the best words according to the explanations.
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Read1a and underline the best words.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
3. Students check the answers and learn the new words.
4. Students read the passage and answer the questions.
5. Students check the answers. Learn the new words.
6. Students read the passage and answer the questions.
8. Students check the answers.
3.Check the answers and learn the new words.
4.Answer the questions.
5.Learn about the new words.
6.Answer the questions and check them.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Students read the passage after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the object clauses and difficult points.
4. Students find out the key words in this passage
.
5. Students prepare to retell the passage according to the key words on the blackboard.
.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the object clauses and difficult points.
4.Find out the key words.
5.Retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
1. Students read through Section A-C carefully and fill in the blanks of the grammar table with the correct words.
2. Students check the answers.
3. Students find out more object clauses in this topic and read it aloud.
4. Students read through Section A-C and fill in the blanks of the function table with the correct words.
5. Students check the answers.
6. Students sum up other useful expressions in this topic.
7. Students discuss the questions of 2 in groups.
8. Students report the result of the discussion.
1. Look at the pictures and fill in the blanks.
2.Check the answers.
3.Find out the object clauses and read it aloud.
4.Check the answers.
5.Make a summary
6.Report and share the performance.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students work in groups and design their favorite school uniforms. Draw them on the blackboard.
2. Students describe their favorite school uniform according to the picture they have drawn on the blackboard.
3. Students evaluate and choose the best design.
4. Students write a passage to describe the design of their own group.
5. Students check the passage together with the teacher.
6. Students summarize Section D with the teacher.
7. Students finish after class.
1. Work in pairs.
2.Describe their favorite school uniform.
3.Choose the best design.
4.Write and describe the passage.
5. Check it.
6.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section D
1. What people wear depend on their likes and dislikes.
2. as well as…
3. depend on/ upon
carry out
(be) in trouble
take off
4. gate + keeper → gatekeeper
north +ern → northern
south + ern → southern
east + ern → eastern
west+ ern → western
5. correct → correctly
great → greatly
beautiful → beautifully
6. You should wear a business suit.
You have to change your leather shoes.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section A
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及时装表演的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的海报中找出有关信息。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
在了解中国传统服装文化的同时，正确看待外国传统服装文化，从而更好地为弘扬祖国传统服装文化服务。
四、教学重难点
Key points：
1. 学习主句为一般过去时的宾语从句。
2. 谈论时装表演。
Difficult points：
注意主句为一般过去时的宾语从句中从句的时态问题。
五、教学方法
11. 创设情境；
12. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、 课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students have a competition to review the names of clothes.
3. Students report some information about different dressing customs in other parts of the world.
4. Students describe the clothes in the picture in their own words.
5. Students know about the object clauses of which the main clauses are in the past simple tense.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Report some information.
44.Look at the picture and describe the clothes.
5.Grammar.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class work.
1. Students discuss the information they can get from the picture.
2. Students report the result of the discussion.
3. Students watch the flash of 1a and check their information.
4. Students watch the flash again and answer the questions.
5. Students check the answers.
6. Students listen to the conversation and complete the sentences.
7. Students check the answers.
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Watch the video and answer the questions.
3.Check the answers.
4.Listen and complete the sentences.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
7. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the object clauses and difficult points.
4. Students prepare to act out the conversation in roles. Then some pairs perform it.
5. Students read the conversation by themselves to number the sentences to make a conversation.
6. Students check the answers.
7. Students practice the new conversation in pairs.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3..Point out the object clauses.
4.Role -play
5.Read and understand.
6.Read and number the sentences.
7.Work in pairs.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. The whole
class work.
8. The whole
class work.
1. Students read and understand the example of 2. Then try summing up the usage of object clauses of which the main clauses are in the past simple tense.
2. Students ask and answer in pairs by following the example.
3. Students check the answers together with the teacher.
4. Students speak out the names of all the clothes one by one.
5. Students listen to the passage and match the models with their names.
6. Students check the answers.
7. Students listen and fill in the blanks of 3B.
8. Students check the answers and read the sentences together.
1. Look at the pictures make a brief summarize.
2. Work in pairs.
3. Check the answers.
4. Speak out the names of all the clothes.
5. Listen and match the models with their names.
6. Check the answers.
7. 7.Listen and fill in the blanks.
8.Check the answers.
.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students ask and answer in groups of three to discuss the fashion show last week.
2. Students should pay attention to the tense of object clauses.
3. Students write a passage according to the poster as the homework.
4. Students summarize Section A with the teacher.
5. Students finish the homework after class.
1.Review and remember the words.
2.Pay attention to the tense.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section A
1. Kangkang said he watched it.
2. And he said the fashion show was wonderful.
Spring
Summer
Fall
Winter
scarf,
jeans,
windbreaker,
…
T-shirt, shorts,
skirt,
…
sweater, jacket,
jeans,
…
overcoat, boots,
gloves,
…
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section B
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及时装表演的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的海报中找出有关信息。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
了解各民族服装，对中国的服装文化有更深刻的了解，热爱祖国。
四、教学重难点
Key points：
1. 继续学习主句为一般过去时的宾语从句。
2. 继续谈论时装表演。
3. 学习表示提醒和惊讶的功能用语。
Difficult points：
1. 注意主句为一般过去时的宾语从句中，从句的时态问题。
2. 谈论各民族的服装。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students plays the game to review the usage of the object clauses.
3. Students report a passage they have written before class according to the poster.
4. Students describe the clothes in their pictures.
5. Students enjoy the pictures and the song. Learn the new word. Know about the minorities in our country.
1.Greet the students and get them ready for learning.
2.Review and play a game.
3 3Make a report..
44.Describe the clothes.
5.Teaching and learning about the new words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
1. Students discuss the models in the picture of 1b and describe their clothes.
2. Students report the result of the discussion. Learn the new words.
3. Students watch the flash of 1a and answer the questions.
1.Look at the pictures and discuss the models.
2.Make a report and learn the new words.
3.Watch a video and answer the questions.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
4. Students check the answers.
5. Students listen to the conversation and number the costumes.
6. Students match the costumes with the models.
4.Play a tape.
5.Read and match the costumes.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the object clauses and difficult points.
4. Students read the conversation and fill in the blanks in 1c.
5. Students check the answers with the help of the teacher.
6. Students find out the key words of 1a and act out the conversation.
1.Play the tape again, and ask students follow the tape and read it.
2. Pay attention to its pronunciation.
3.Find out the object clauses.
4.Read and fill in the blanks.
5.Check the answers.
6.Act out the conversation according to the key words.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work
.
4. The whole
class work.
5. Group work
6. The whole
class work.
1. Students read and understand the example of 2.
2.Students ask and answer in pairs by following the example.
3.Students check the answers together with the teacher.
4.Students read the phrases of 3a by themselves.
5.Students listen to the recording and check their reading.
6. Students listen and try to imitate.
1. Read and understand.
2.Work in pairs.
3.Check the answers.
4.Read the phrases.
5. Listen and check.
Production
(7mins)
1. The whole
class work .
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read the short conversations of 3b.
2. Students listen to the recording of 3b and check their intonation.
3. Students listen and imitate.
4. Students practice the conversations with their partner.
5. Students work in groups of three to describe the clothes of their friends. Review the usage of object clauses.
6. Students summarize Section B with the teacher.
7. Students finish the Homework after class.
1.Review and remember the words.
2.Listen and check.
3.Do some practice.
4.Work in pairs.
5.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section B
1. Here comes the models.
2. another + 单数可数名词 = one more +单数可数名词
another + 数词 + 复数可数名词 = 数词 + more + 复数可数名词
3. That’s really cool!
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section C
部别： 年级： 班级： 组别： 教师：
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及传统服饰与民族服饰的对话，获取主要信息。
2. 能引出传统服饰与民族服饰的话题并进行简单的交谈。
3. 能借助逻辑关系图式和问题提示理解文章的主题。
4. 能以小组合作学习的方式设计出时装表演的海报。
【情感态度及价值观素养】
了解中国传统服饰文化，加深对中国文化的了解，增强民族自豪感，激发爱国热情。
四、教学重难点
Key points：
1. 谈论中国传统服装文化。
2. 继续了解各民族服装。
Difficult points：
小组合作学习，制作服装表演的海报。
五、教学方法
13. 创设情境；
14. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Focus their attention on the teacher.
2. Students discuss the minority costumes in groups of three.
3. Students look at the pictures of 2b and identify the clothes in the pictures.
4. Students read and understand the words in the box of 2b.
5. Students match the pictures with the correct Chinese minorities.
6. Students check the answers.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Look at the pictures.
4 4.Read and understand.
5.Match the pictures.
6.Check the answers.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
1. Students show and introduce the pictures they have searched before class about the traditional Chinese costumes.
2. Students discuss in groups about the Tang costume.
3. Students describe the Tang costume in their own words.
1.Have a brief knowledge about the traditional Chinese costumes.
2.Work in pairs.
3.Describe the Tang costume.
4.. The whole
class work.
5.. The whole
class work.
6.. The whole
class work.
4.Students skim the passage and underline the new words. Learn the new words with the help of the teacher.
5.Students read the passage carefully and complete the diagram of 1b.
6. Students check the answers.
4.Read and understand.
5.Learn about the new words.
6.Check the answers.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students read the passage after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the difficult points. Note the main points.
4. Students read the passage again and answer the questions of 1c.
5. Students check the answers with the help of the teacher.
6. Students retell the passage according to the main points on the blackboard and the questions on the screen.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the difficulties.
4.Read the passage and answer the questions.
5.Check the answers.
6.Read and retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
6. The whole
class work.
1. Students identify the clothes in the pictures in 2a and write down their names on the line.
2. Students check the answers.
3.Students discuss the questions in pairs.
4Students report their result of the discussion according to the questions.
5.Students work in groups to make a poster about a fashion show for it.
6. Students choose the best poster.
1. Look at the pictures and fill in the blanks.
2.Check the answers.
3.Work in pairs..
4.Make a report.
5.Make a poster about a fashion show.
6.Choose the best poster.
Production
(7mins)
1. The whole
class work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work
.
5. The whole
class work.
6. The whole
class work
1. Students collect the words about the traditional holidays, costumes and food in China and complete the table.
2. Students write a passage about the results of their discussion.
3. Students report their passages to the whole class.
4. Students know more about our great country.
5. Students summarize Section C with the teacher.
6. Students finish the homework after class.
1.Complete the table..
2.Discuss and report the result.
3.Make a report.
4.Give a brief introduce about our country.
5..Summary and show their views.
九、 教学准备
1. 教师准备课件、录音材料、视频材料、教案、粉笔；
生要准备笔、笔记本。
十、板书设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section C
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
8. design … as…
9. either … or …
Traditional holiday
Traditional costume
Traditional food
十一、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section D
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
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。
【情感态度及价值观素养】
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。
四、教学重难点
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。
五、教学方法
15. 创设情境；
16. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
7.. The whole
class work.
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 discussion.
6. Students write a passage about the cheongsam.
7. Students evaluate the passages with the teacher.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3.Know about
some information.
4 4.Work in pairs.
5.Discuss and make a report.
6.Write a passage..
7.Evaluate the passages.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
1. Students discuss and describe the clothes in the pictures of 1.
2. Students read the information and check their guess.
3. Students read the information of 1 carefully, and then ask their classmates of the other groups some questions.
1.Look at the pictures and describe them.
2.Read1a and check their guess.
3.Read and ask some questions.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group 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.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Complete the table.
4.Check the answers and learn about the new words.
5.Find out the difficult points and main points.
6.Retell the information.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
.
1. Students read through Section 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 Section 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.Read and fill in the blanks.
2.Check the answers.
3.Find out more object clauses..
4.Read and fill in the blanks.
5.Check the answers.
6.Make a summary.
Production
(7mins)
1. The whole
class work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class 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.Work in pairs.
2.Make a introduction.
3.Show their performance.
4.Ask students to write a short passage.
5.Make a evaluation.
6.Summary and show their views.
九、板书设计
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
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section A
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1） 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2） 能引出服装的话题并进行简单的交谈。
3） 能从简单的涉及服装的文章中找出有关信息，理解大意。
4） 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 学习有关服装的词汇。
2. 学习so… that…结构的用法。
3. 学习有关约会和请求帮助的用语。
Difficult points：
尝试用英语写出简单的关于请求帮助的对话。
五、教学方法
1. 创设情境；
2. 听、看、说、读、写、表演
六、 教学准备
Computer multimedia projector; the videos of a fashion show.
七、 课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
7.. The whole
class work.
1. Focus their attention on the teacher.
2. Students report the email which they wrote to Rose to tell her something about eating habits and how to eat healthily in China.
3. Students speak out the words about clothes they have learned.
4. Students speak out the names of the clothes quickly.
5. Students learn the new words.
6. Students look at the pictures of 2 and choose the words from the box.
7. Students give the answers together and then read the words aloud.
1. Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Brainstorm and free talk.
44.Bring out the new words.
5.Teaching and learning about the new words.
6.Ask students to look at the pictures,and choose the words.
7.Check the answers and read the words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students watch the video and know about the meaning of fashion.
2.Students look at the pictures and guess: What are Jane and Maria talking about?
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Read1a and underline the sentences with so...that...
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
3.Students watch the flash of 1a and check the guess.
4.Students listen to the recording and answer the questions.
5 5.Students check the answers.
6.Students listen to the conversation and circle True or False.
7.Students check the answers.
3.Play the video and invite students to guess.
4.Play a tape and check the answers.
6.fill in the blanks according to the tape.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
7. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students read the conversation by themselves and underline the new words.
4. Students learn the new words with the help of the teacher.
5. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points.
6. Students underline the key points in their books and make some notes.
7. Students act out the conversation.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the new words.
4.Teach the words.
5.Ask students to divide into 6groups and discuss the difficult points and main points.
6.Take notes.
7.Role-play
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students fill in the blanks according to the pictures of 1c with so… that…
2. Students check their answers and grasp the new word.
3. Students listen and check the words.
4. Students listen and number the pictures.
5. Students check their answers.
6. Students look at the pictures of 3 and find out what clothes there are on each floor in groups.
7. Students read the example aloud and underline the sentences expressing asking for help.
8. Students circle the names of sections.
9. Students make similar conversations.
1. Look at the pictures and fill in the blanks.
2. Check the answers.
3. Play the tape.
4. Listen carefully and number the pictures.
5. Point out the clothes and work in pairs.
6. Ask students to read the example aloud and underline the sentences.
7.Make up new conversations
With the teachers’ help.
8.Share the performance.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1.Students have a word competition to consolidate all the words they learned about clothes.
2.Students make a survey about the clothes their groupmates are wearing.
3. Students report the result of the survey.
4. Students know about what they should wear at their age.
5. Students summarize Section A with the teacher.
6. Students finish their homework after class.
1. Review and remember the words.
2. Ask students make a survey about the clothes and report the result.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section A
1. a Chinese Tang Costume
2. so… that …
so that…
3. have/ hold a class fashion show
4. Shall we meet at the school gate
at 8:00 a.m.?
5. Could you tell me where to buy a
scarf?
6. Shoes and Hats Section
Sports Wear Section
Women’s Wear Section
Men’s Wear Section
Name
Clothes
Color
Material
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section B
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 学习so that…和such … that…的用法。
2. 谈论购买衣服的话题。
3. 区分元音音素/ K /和/u:/，并能正确拼读单词。
4. 在朗读句子时能学会正确处理弱读、连读、停顿和不完全爆破现象。
Difficult points：
比较并掌握so… that…，such… that…和so that…的用法。
五、教学方法
3. 创设情境；
4. 听、看、说、读、写、表演
六教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students read the passages they written about their group members’, clothes.
3. Students make sentences in groups, using the structure of “so…that…” and the words about clothes.
4. Students learn the new words with the help of the teacher.
5. Students watch the video and think about the questions.
1. Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Brainstorm and free talk.
4 4.Bring out the new words.
5.Teaching and learning about the new words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students look at the pictures of 1a and guess: What do they want to buy?
2. Students watch the flash of 1a and check the guess.
3. Students listen to the recording and fill in the blanks.
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Read1a and underline the sentences with so...that...
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
4. Students check the answers.
5. Students listen to the conversation and write down the names of the clothes under the pictures of 1b.
6. Students check the answers.
7. Students listen to the conversation and choose the correct pictures for the children.
8. Students check the answers.
3.Play the video and invite students to guess.
4.Play a tape and check the answers.
6.fill in the blanks according to the tape.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students read the conversation and discuss in groups to understand the conversation. They can help each other.
4. Students underline the key points in their books and make some notes.
5. Students act out the conversation.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the new words.
4.Teach the words.
5.Ask students to divide into 6groups and discuss the difficult points and main points.
6.Take notes.and role-play
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students read the sentences in the oval and understand the adjectives below the pictures.
2. Students read and discuss the example.
3. Students make sentences with such…that… and so that… by following the example.
4. Students check their answers.
5. Students read through the passage of 3 and understand the general meanings.
6. Students listen to the conversation and fill in the blanks.
7. Students check their answers.
8. Students try reading the phonetics and the words on the screen.
9. Students listen to the recording of 4a.
10. Students listen and try to imitate.
11. Students try to read the words correctly
1. Look at the pictures and fill in the blanks.
2.Discussion.
3.Make some sentences.
4.Read and understand..
5. Play a tape.
6. Read the words.
7. Listening and reading.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read the sentences of 4b by themselves.
2. Students listen and check their reading.
3. Students listen and try to imitate.
4. Students give some suggestions about dressing to their group members.
5. Students report the suggestions of their own groups.
6. Students summarize Section B with the teacher.
7. Students finish their homework after class.
1.Review and remember the words.
2.Read and give some suggestions.
3.Make a report.
5. Make a brief summary
6. Do their homework.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section B
1. so that/ in order that + 目的状语从句
2. so + adj. + a(n) + n. + that …
such + a(n) + adj. + n. + that …
① It’s such a cool windbreaker that you should buy it at once.
② I like it so much that my father bought it for me.
3. — What size do you take?
— Size M.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section C
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 谈论各种体形的人的着装艺术。
2. 继续学习运用so… that…, such… that…和so that…结构
Difficult points：
能在老师的帮助下或以小组讨论的方式起草和修改作文。
五、教学方法
5. 创设情境；
6. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Focus their attention on the teacher.
2. Students give their suggestions for dressing to one of his or her friends.
3. Students look at the pictures of 1a and discuss if their clothes are suitable.
4. Students report their result of discussion.
5. Students discuss the clothes of some actors, singers or sports stars.
6. Students design the clothes for the people who appear in the picture of 1a to make them look good.
1. Greet the students and
get them ready for learning.
2.Free talk and give some suggestions.
3 3.Look at pictures and discuss
these clothes.
44.Make a report.
5.Talk about the clothes.
6.Look at the pictures and design the clothes.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students read the letter and answer the question.
2. Students check their answers and learn the new words.
3. Students read the letter and answer the question.
1.Read and answer the question.
2.Check their answers.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
3.Students check the answers and learn the new words.
4.Students read the letter and answer the question.
5.Students check the answers and learn the new words
3.Learn the new words.
4.Read and answer the questions.
5.Consolidate the new words.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Students listen to the passage and read after it.
2. Students read the passage again and then complete the table of 1b.
3. Students check the answers.
4. Students discuss in groups to understand the passage.
5. The students underline the key points in their books and make some notes.
6. Students retell the passage based on the table of 1b.
1.Play the tape and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Check the answers.
4.Discuss in groups.
5.Circle the key points and take notes.
6. Retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students work in groups and talk about what Li Ming’s family should wear to the party.
2. Students report their suggestions.
3. Students make sentences to describe Kangkang, Michael, Maria and Jane’s clothes to have oral drills.
4. Students make conversations in pairs to talk about Kangkang, Michael, Maria and Jane’s clothes.
5. Students check the brief conversations written on the blackboard.
6. Students act out the brief conversations.
7. Students grasp the usage of the structures.
1. Work in pairs.
2.Make a report..
3.Make some sentences.
4.Make up some conversations.
5.Check the conversations.
6.Role-play.
7.Grasp the usage of the structures.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students survey their group members about what they like to wear and give them some suggestions on dressing.
2. Students write a short passage about the information.
3. Students learn to revise the passage.
4. Students revise their work within their groups.
5. Students report their result of revising.
6. Students summarize Section C with the teacher.
7. Students finish after class.
1. Make a survey.
2. Write a short passage.
3. Revise the passage.
4. Revise their work.
5. Report the result.
6. Make a summary.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section C
1. succeed v.
success n. → successful adj. →successfully adv.
2. It’s + adj.(+ for sb. )+ to do sth.
3. look good on sb.
look good in red
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show
Section D
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
本单元共三个话题，围绕衣服这个主题展开，新课标中英语教学中应体现交际性，要结合学生的年龄特点和生活实际，创设交际情景，通过大量的语言实践，使学生获得综合运用英语和语言技能进行交际的能力。针对初中英语新教材容量大的特点，为了使教学面向体学生，采用任务型教学模式和课堂小组合作学习模式，充分发挥学生的创造性与积极性。
【课标解读】
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。
二、教材内容与分析
【教材分析】
本课主要围绕服饰而展开。主要内容包括：由Maria和Jane讨论Maria穿的一件唐装引入“Fashion Show”的话题和由“so...that... ”引导的结果状语从句。因为要举办服装秀，孩子们就要购买自己的参赛服装，从而引出有关服装的词汇、购买服装的常用表达等。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
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。
四、教学重难点
Key points：
1. 了解更多的与服装相关的知识。
2. 复习so… that…, such… that…和so that…的用法。
3. 有效地完成任务型阅读。
Difficult points：
比较并掌握so… that…，such… that…和so that…的用法。
Difficult points：
能根据写作要求和素材，整理出符合逻辑的短文。
五、教学方法
7. 创设情境；
8. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
7.. The whole
class work.
1. Focus their attention on the teacher.
2. Students discuss the clothes the people are wearing, using so…that…，such… that…and so that….
3. Students report their results of discussion.
4. Students report their results of discussion:
Group 1: The man is wearing a uniform. We guess maybe he is a policeman.
Uniform means 制服.
Group 2: When we see a woman wearing a kimono, we think she must be a Japanese. Kimono means 和服.
Group 3: This is an active boy. He is wearing sportswear. We think he must like doing exercise. Sportswear means 运动服装.
Group 4: The girl is in warm-color clothes. She seems to be very cute and easy-going.
Easy-going means 随和的.
Group 5: The boy is
wearing clothes made of animal skins. We think that it is the earliest clothes. Skin means 皮，皮肤.
1. Greet students commonly .
2. Revise the useful expressions they have learned.
3. Work in pairs.
4. Make a report.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students read the passage of 1a and check their description above.
2. Students read the passage again and answer Question 1-2 of 1b.
3. Students check the answers and learn the new word.
1. Read and check the passage.
2. Read and answer the questions.
3. Check and learn about new words.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
4. Students read the passage and complete the sentences of Question 3-5.
5. Students check the answers with the help of the teacher.
5. Students work in groups and discuss the meanings of the sentences of Question 6
6. Students check the answers with the help of the teacher. Learn the new word.
8. Students show the information they collected from books, TV or the Internet. Talk something about clothes as much as possible.
4. Read and complete the sentences.
5. Check the answers.
6. Work in pairs.
7. Check the answers and learn the new words.
8.Show the information and talk about it.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students listen to the passage and read after it.
2. Students discuss in groups to understand the passage.
3. Students underline the key points in their books and make some notes.
4. Students read 1a again and find out the key words and sentences.
(animal skins – protect… from…–different materials – can–show–uniform-kimono – sportswear – yellow or pink clothes – lively and easy-going – You are what you wear. )
4. Students retell 1a according to the key words and sentences.
6. Students pay attention to the problems the teacher pointed out.
1. Play the tape and read after it.
2. Discuss in groups.
3. Circle the key points and take notes.
4. Read the passage again and find out the key words and sentences.
5. Retell the passage.
6. Pay attention to the problems.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
1. Students sum up the words about names of clothes and words for the comments of clothes in this topic.
2. Two students write them on the blackboard. Other students help them to add the missing ones.
3. Students fill in the blanks of the grammar table with the correct words.
4. Students check the answers.
5. Students find out more similar sentences in this topic and read it aloud.
6. Students fill in the blanks of the function table with the correct words.
7. Students check the answers.
8. Students sum up other useful expressions in this topic.
1. Make a summary.
2. Write them on the blackboard.
3. Fill in the blanks.
4. Check the answers.
5. Find out the sentences and read it.
6. Fill in the blanks.
7. Check the answers.
8. Make a summary.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students introduce the people’s dressing in the pictures。
2. Students talk about what information they can get from the dressing.
3. Students discuss if their clothes are suitable, giving their opinions or suggestions.
4. Students write a passage to introduce the people’s dressing in the pictures.
5. Students read the passages to the whole class and then evaluate and revise the passages together with the teacher.
6. Students summarize Section D with the teacher.
7. Students finish their homework after class.
1. Ask students to introduce the people’s dressing .
2. Talk about the information.
3. Discuss and give some opinions.
4. Write a passage about people’s dressing.
5. Read and revise the passage.
6. Make a brief summary.
九、板书设计
Unit 8 Our Clothes
Topic 1 We will have a class fashion show.
Section D
1. be made of …
2. protect …from…
3. more than
no more than
4. You are what you wear.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section A
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及校服设计和制服穿着的语段，回答老师提出的问题。
2. 能就校服设计的话题进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据对话简单地写出关于穿着制服的重要性的短文。
【情感态度及价值观素养】
3. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
4. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 学习由疑问词引导的宾语从句。
2. 学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 谈论制服。
Difficult points：
1. 熟练掌握由疑问词引导的宾语从句的语序。
2. 能根据对话简单地写出关于穿着制服的重要性的短文。能根据写作要求和素材，整理出符合逻辑的短文。
五、教学方法
9. 创设情境；
10. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Focus their attention on the teacher.
2. Students write down the words about clothes they have learned.
3. Students read the passage they have finished before class.
4. Students discuss who often wears uniforms.
5. Students write down their answers on the blackboard.
6. Students show their pictures they collected before class about their favorite school uniforms.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Read the passage.
44.Discuss the uniforms.
6. Ask students to write down the answers.
6.Ask students to look at the pictures,and choose the words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students look at the picture of 1a and guess the answers.
2. Students watch the flash of 1a and check their guess.
3. Students listen to 1a and answer the questions of 1b.
4. Students check the answers.
1.Look at the picture and guess the answers.
2.Listen and answer the questions.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
5. Students read the conversation and circle the new words and phrases.
6. Students learn the new words with the help of the teacher and make new sentences with them.
7. Students read the conversation after the recording sentence by sentence.
8. Students try to follow the speed, paying attention to the pronunciation and intonation.
3.Play the video and invite students to guess.
4.Play a tape and check the answers.
6.fill in the blanks according to the tape.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. Group work.
1. Students discuss in groups to understand the conversation.
2. The students underline in their books and make some notes.
3. Students read the questions and the brief conversation of 1c.
4. Students make up conversations after the example to grasp the structure of object clauses with Wh-questions
5. Students evaluate the three conversations on the blackboard.
6. Students act out the conversation of 1a in pairs.
Play the tape again, and ask students follow the tape and read it.
Pay attention to its pronunciation.
Point out the new words.
Teach the words.
Ask students to divide into 6groups and discuss the difficult points and main points.
Take notes.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students look at the pictures and know about the different kinds of uniforms.
2.Students skim the conversation and the sentences. Know about the general meanings of the conversation.
3. Students listen to the conversation and put the three sentences in the right places.
4. Students check the answers.
5. Students read the conversation carefully and answer the questions of 2b.
6. Students check the answers.
7. Students understand the conversation.
8. Students read 2a after the recording.
1. Look at the pictures.
2.Check the answers.
3.Play the tape.
4.Read carefully and answer the questions.
5.Point out the clothes and work in pairs.
6.Check the answers.
7. Ask students to read the passage.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read the questions in the box and understand the example.
2. Students make up conversations after the example in pairs.
3. Students act out their conversations. Understand the order of object clauses with Wh-questions.
4. Students discuss the importance of some uniforms in groups. Then complete the table.
5. Students collect some useful expressions to write the passage after class.
6. Students summarize Section A with the teacher.
7. Students finish after class.
1.Review and remember the words.
2.Ask students make conversations.
7. Work in pairs.
4.Make a summary.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section A
1. Kangkang, can you tell me what Miss Wang says?
2. look ugly /good on sb.
3. depend on/ upon
4. It’s + adj. + that…
It’s +adj. + (for sb.) to do sth.
5. carry out
6. (be) in trouble
7. stop /keep … from doing sth.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section B
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，回答教师提出的问题。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的涉及服装的文章中找出有关信息，理解大意。
4. 能写出简单的关于请求帮助的对话。
【情感态度及价值观素养】
1. 有助人为乐的意识;引导他们积极参与班级和学校的活动。
2. 建立集体荣誉感; 热爱服装文化。
四、教学重难点
Key points：
1. 继续学习由疑问词引导的宾语从句。
2. 继续学习句型It’s + adj. + that…和 It’s + adj. + (for sb. ) to do sth.。
3. 学习不同场合的着装常识及穿着建议的用语。
Difficult points：
1. 能根据对话简单地写出关于在不同的场合怎样正确着装的短文。
2. 朗读句子时体会升调与降调语气感情上的不同。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、 教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students play the game “Pardon?” to review the usage of object clauses.
3. Students show the pictures of school uniforms designed by themselves.
4. Students read the passage about the importance of some uniforms which they finished before class.
5. Students watch the videos and understand that they should dress correctly.
1. Get them ready for learning.
2.Play the game.
3 3.Show the pictures of school uniforms.
44. Read the passage and find out the uniforms’ importance.
5.Watch the videos.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
1. Students look at Picture 1 of 1a and discuss what the man should wear on this kind of occasion.
2. Students watch and check their discussion. Learn the new words.
3. Students discuss the other pictures and then watch and check in the same way. Learn and grasp the new words.
4. Students watch the flash and find out the opinions of the two girls.
5. Students check the answers.
1.Look at the picture and discuss it.
2.Read1a and discuss the pictures.
3.Learn about the new words.
4.Watch the flash.
5.Check the answers.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. Group work.
7. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation
and intonation.
3. Students read the sentences in 1b and mark T (True) or F (False).
4. Students check the answers.
5. Students read the passage in 1c to understand the meaning of this passage, and try completing the passage.
6. Students read the conversation of 1a and then check the blanks they have filled.
7. Students check the answers.
8. Students read 1a and find out the sentences about object clauses with Wh-questions and the sentences giving suggestions.
9. Students check the answers. And then understand the sentences on the blackboard.
10. Students read 1a in roles and perform short plays in pairs.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Mark the T or F.
4.Read and understand.
5.Read and check the blanks.
7 6.Check the answers.
8.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
1. Students read 1a and find out the sentences of It’s + adj. + (for sb. ) to do sth.
2. Students check the answer and change the sentence to It’s + adj. + that …
3. Students observe the pictures of 2 and read the given words, the phrases and the example.
4. Students make sentences with the structures.
5. Students write down the sentences on the blackboard.
6. Students check the sentences on the blackboard.
7. Students read the sentences of 3 by themselves first. Then listen and check their intonation.
8. Students listen to the recording and try to imitate.
1.Read and find out the sentences.
2.Check the answers.
3.Look at the pictures and read the words.
4.Make sentences.
5.Write down the sentences.
6.Listen to the tape.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students discuss in groups about how to dress correctly on different occasions. And then complete the table.
2. Students write a passage according to the result of the discussion. Read it to the whole class.
3. Students summarize Section B with the teacher
4. Students finish after class.
1.Work in pairs and complete the table.
2.Discuss and write the results.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section B
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section C
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
对服装文化有更深刻的理解。
四、教学重难点
Key points：
1. 复习时间状语从句和条件状语从句。
2. 谈论不同职业的不同着装及其重要性。
3. 了解不同季节的着装艺术。
Difficult points：
1. 学习运用功能句正确地阐述穿着职业装的目的。
2. 根据要求，运用本节知识重点整理出符合逻辑的短文。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、 课时安排
2课时
八、 教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students make sentences with the structures It’s + adj. + (for sb. ) to do sth. and It’s + adj. + that …
3. Students act out the four conversations with Could you tell me…? and You should/ have to…
4. Students judge whether these sentences are suitable or not.
5. Students should have the right sense: we must wear suitable clothes on every occasion in our daily life. Learn the new word daily with the help of the teacher.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Role- play.
44.Make up new sentences.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students discuss the jobs of the people in the pictures with their partner. Learn and master the new words with the help of the teacher.
2. Students observe the pictures again and discuss what functions of their uniforms are.
3. Students speak out their opinions.
1.Discuss the jobs and learn about the new words.
2.Look at the pictures and discuss their functions.
3.Free talk.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
4.Students skim the passage and compare their opinions with the writer’s.
5. Students read the passage again and answer the questions.
6. Students check the answers.
4.Read the passage and compare their opinions.
5.Read and check the answers.
6.Fill in the blanks.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students read the passage after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students read 1a and complete the table of 1b.
4. Students check the answers.
5. Students read the passage and find out the main points. Understand the passage with the help of the teacher.
6. Students prepare to retell the passage with the help of 1b within their groups.
1.Read after the passage.
2.Pay attention to its pronunciation.
3.Complete the table of 1b..
4.Read and find out the main points.
5.Retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. Pair work.
1. Students discuss with their group members whether students should wear uniforms at school.
2.Students report their opinions.
3. Students write a passage about the opinions of their own groups.
4. Students should know more about the advantage and importance of dressing school uniforms.
5. Students learn the new words in the brackets of 3a by themselves with the help of the similar words.
6. Students choose the correct words to complete the passage.
7. Students check the answers.
1.Work in pairs.
2.Make a report.
3.Write a passage..
4.Know more about the advantages.
5.Learn the new words.
6.Choose the correct words.
7.Complete the answers.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read 3a again and fill in the table of 3b.
2. Students check the answers.
3. Students survey their partner’s favorite clothes in different seasons, and complete the table.
4. Students report the result of the survey.
5. Students write a passage according to their report.
6. Students check the passages written on the blackboard.
7. Students summarize Section C with the teacher.
8. Students finish after class.
1.Review and remember the words.
2.Ask students make a report about the survey.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section C
1. Firefighters wear special coats and helmets to protect
themselves from heat and falling ceilings.
2. When we see airline pilots wearing uniforms at the
airport, we believe that they know how to fly the plane.
3. If we have a car accident on the street and we
see a police officer in uniform, we know we can
get help from him or her.
1. great → greatly
beautiful → beautifully
2. north +ern → northern
south + ern → southern
east + ern → eastern
west+ ern → western
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section D
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本话题通过教师和同学们对是否穿校服发表观点，重点学习由特殊疑问词引导的宾语从句和不定式的复合结构，带领学生练习口语。并了解不同场合穿不同的衣服。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。
2. 能引出服装的话题并进行简单的交谈。
3. 能从简单的文章中找出有关信息，理解大意。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
对中国服装文化有深刻了解的同时，乐于接触并了解异国服装文化。
四、教学重难点
Key points：
1. 复习It’s + adj. + (for sb. ) to do sth. 和 It’s + adj. + that …句型。
2. 复习宾语从句的用法。
Difficult points：
根据知识重点复述短文。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
1. Focus their attention on the teacher.
2. Students report the functions of uniforms according to the key words.
3. Students read their passages about their family’s jobs and uniforms written before class.
4. Students know some information about the North America.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Brainstorm and free talk.
44.Have a brief introduction about the North America.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
1. Students describe the dressing.
2. Students read the English explanations above the passage and understand their meanings.
3. Students read the passage and try finding out the best words according to the explanations.
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Read1a and underline the best words.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
3. Students check the answers and learn the new words.
4. Students read the passage and answer the questions.
5. Students check the answers. Learn the new words.
6. Students read the passage and answer the questions.
8. Students check the answers.
3.Check the answers and learn the new words.
4.Answer the questions.
5.Learn about the new words.
6.Answer the questions and check them.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Students read the passage after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the object clauses and difficult points.
4. Students find out the key words in this passage
.
5. Students prepare to retell the passage according to the key words on the blackboard.
.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the object clauses and difficult points.
4.Find out the key words.
5.Retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
1. Students read through Section A-C carefully and fill in the blanks of the grammar table with the correct words.
2. Students check the answers.
3. Students find out more object clauses in this topic and read it aloud.
4. Students read through Section A-C and fill in the blanks of the function table with the correct words.
5. Students check the answers.
6. Students sum up other useful expressions in this topic.
7. Students discuss the questions of 2 in groups.
8. Students report the result of the discussion.
1. Look at the pictures and fill in the blanks.
2.Check the answers.
3.Find out the object clauses and read it aloud.
4.Check the answers.
5.Make a summary
6.Report and share the performance.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students work in groups and design their favorite school uniforms. Draw them on the blackboard.
2. Students describe their favorite school uniform according to the picture they have drawn on the blackboard.
3. Students evaluate and choose the best design.
4. Students write a passage to describe the design of their own group.
5. Students check the passage together with the teacher.
6. Students summarize Section D with the teacher.
7. Students finish after class.
1. Work in pairs.
2.Describe their favorite school uniform.
3.Choose the best design.
4.Write and describe the passage.
5. Check it.
6.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 2 We can design our own uniforms.
Section D
1. What people wear depend on their likes and dislikes.
2. as well as…
3. depend on/ upon
carry out
(be) in trouble
take off
4. gate + keeper → gatekeeper
north +ern → northern
south + ern → southern
east + ern → eastern
west+ ern → western
5. correct → correctly
great → greatly
beautiful → beautifully
6. You should wear a business suit.
You have to change your leather shoes.
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section A
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及时装表演的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的海报中找出有关信息。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
在了解中国传统服装文化的同时，正确看待外国传统服装文化，从而更好地为弘扬祖国传统服装文化服务。
四、教学重难点
Key points：
1. 学习主句为一般过去时的宾语从句。
2. 谈论时装表演。
Difficult points：
注意主句为一般过去时的宾语从句中从句的时态问题。
五、教学方法
11. 创设情境；
12. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、 课时安排
2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students have a competition to review the names of clothes.
3. Students report some information about different dressing customs in other parts of the world.
4. Students describe the clothes in the picture in their own words.
5. Students know about the object clauses of which the main clauses are in the past simple tense.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Report some information.
44.Look at the picture and describe the clothes.
5.Grammar.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class work.
1. Students discuss the information they can get from the picture.
2. Students report the result of the discussion.
3. Students watch the flash of 1a and check their information.
4. Students watch the flash again and answer the questions.
5. Students check the answers.
6. Students listen to the conversation and complete the sentences.
7. Students check the answers.
1.Have a brief knowledge about the dialogue in 1a and pay attention to the useful phrases.
2.Watch the video and answer the questions.
3.Check the answers.
4.Listen and complete the sentences.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
7. The whole
class work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the object clauses and difficult points.
4. Students prepare to act out the conversation in roles. Then some pairs perform it.
5. Students read the conversation by themselves to number the sentences to make a conversation.
6. Students check the answers.
7. Students practice the new conversation in pairs.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3..Point out the object clauses.
4.Role -play
5.Read and understand.
6.Read and number the sentences.
7.Work in pairs.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
7. The whole
class work.
8. The whole
class work.
1. Students read and understand the example of 2. Then try summing up the usage of object clauses of which the main clauses are in the past simple tense.
2. Students ask and answer in pairs by following the example.
3. Students check the answers together with the teacher.
4. Students speak out the names of all the clothes one by one.
5. Students listen to the passage and match the models with their names.
6. Students check the answers.
7. Students listen and fill in the blanks of 3B.
8. Students check the answers and read the sentences together.
1. Look at the pictures make a brief summarize.
2. Work in pairs.
3. Check the answers.
4. Speak out the names of all the clothes.
5. Listen and match the models with their names.
6. Check the answers.
7. 7.Listen and fill in the blanks.
8.Check the answers.
.
Production
(7mins)
1. The whole
class work and pair work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students ask and answer in groups of three to discuss the fashion show last week.
2. Students should pay attention to the tense of object clauses.
3. Students write a passage according to the poster as the homework.
4. Students summarize Section A with the teacher.
5. Students finish the homework after class.
1.Review and remember the words.
2.Pay attention to the tense.
3.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section A
1. Kangkang said he watched it.
2. And he said the fashion show was wonderful.
Spring
Summer
Fall
Winter
scarf,
jeans,
windbreaker,
…
T-shirt, shorts,
skirt,
…
sweater, jacket,
jeans,
…
overcoat, boots,
gloves,
…
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section B
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及时装表演的对话，并获取主要信息。
2. 能引出时装表演的话题并进行简单的交谈。
3. 能从简单的海报中找出有关信息。
4. 能根据写作要求和素材，整理出符合逻辑的短文。
【情感态度及价值观素养】
了解各民族服装，对中国的服装文化有更深刻的了解，热爱祖国。
四、教学重难点
Key points：
1. 继续学习主句为一般过去时的宾语从句。
2. 继续谈论时装表演。
3. 学习表示提醒和惊讶的功能用语。
Difficult points：
1. 注意主句为一般过去时的宾语从句中，从句的时态问题。
2. 谈论各民族的服装。
五、教学方法
1.创设情境；
2.听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
1. Focus their attention on the teacher.
2. Students plays the game to review the usage of the object clauses.
3. Students report a passage they have written before class according to the poster.
4. Students describe the clothes in their pictures.
5. Students enjoy the pictures and the song. Learn the new word. Know about the minorities in our country.
1.Greet the students and get them ready for learning.
2.Review and play a game.
3 3Make a report..
44.Describe the clothes.
5.Teaching and learning about the new words.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
1. Students discuss the models in the picture of 1b and describe their clothes.
2. Students report the result of the discussion. Learn the new words.
3. Students watch the flash of 1a and answer the questions.
1.Look at the pictures and discuss the models.
2.Make a report and learn the new words.
3.Watch a video and answer the questions.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
4. Students check the answers.
5. Students listen to the conversation and number the costumes.
6. Students match the costumes with the models.
4.Play a tape.
5.Read and match the costumes.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students read the conversation after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the object clauses and difficult points.
4. Students read the conversation and fill in the blanks in 1c.
5. Students check the answers with the help of the teacher.
6. Students find out the key words of 1a and act out the conversation.
1.Play the tape again, and ask students follow the tape and read it.
2. Pay attention to its pronunciation.
3.Find out the object clauses.
4.Read and fill in the blanks.
5.Check the answers.
6.Act out the conversation according to the key words.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work
.
4. The whole
class work.
5. Group work
6. The whole
class work.
1. Students read and understand the example of 2.
2.Students ask and answer in pairs by following the example.
3.Students check the answers together with the teacher.
4.Students read the phrases of 3a by themselves.
5.Students listen to the recording and check their reading.
6. Students listen and try to imitate.
1. Read and understand.
2.Work in pairs.
3.Check the answers.
4.Read the phrases.
5. Listen and check.
Production
(7mins)
1. The whole
class work .
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
1. Students read the short conversations of 3b.
2. Students listen to the recording of 3b and check their intonation.
3. Students listen and imitate.
4. Students practice the conversations with their partner.
5. Students work in groups of three to describe the clothes of their friends. Review the usage of object clauses.
6. Students summarize Section B with the teacher.
7. Students finish the Homework after class.
1.Review and remember the words.
2.Listen and check.
3.Do some practice.
4.Work in pairs.
5.Summary and show their views.
九、板书设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section B
1. Here comes the models.
2. another + 单数可数名词 = one more +单数可数名词
another + 数词 + 复数可数名词 = 数词 + more + 复数可数名词
3. That’s really cool!
十、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section C
部别： 年级： 班级： 组别： 教师：
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
1. 能听懂接近正常语速、涉及传统服饰与民族服饰的对话，获取主要信息。
2. 能引出传统服饰与民族服饰的话题并进行简单的交谈。
3. 能借助逻辑关系图式和问题提示理解文章的主题。
4. 能以小组合作学习的方式设计出时装表演的海报。
【情感态度及价值观素养】
了解中国传统服饰文化，加深对中国文化的了解，增强民族自豪感，激发爱国热情。
四、教学重难点
Key points：
1. 谈论中国传统服装文化。
2. 继续了解各民族服装。
Difficult points：
小组合作学习，制作服装表演的海报。
五、教学方法
13. 创设情境；
14. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
1. Focus their attention on the teacher.
2. Students discuss the minority costumes in groups of three.
3. Students look at the pictures of 2b and identify the clothes in the pictures.
4. Students read and understand the words in the box of 2b.
5. Students match the pictures with the correct Chinese minorities.
6. Students check the answers.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3 3.Look at the pictures.
4 4.Read and understand.
5.Match the pictures.
6.Check the answers.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
1. Students show and introduce the pictures they have searched before class about the traditional Chinese costumes.
2. Students discuss in groups about the Tang costume.
3. Students describe the Tang costume in their own words.
1.Have a brief knowledge about the traditional Chinese costumes.
2.Work in pairs.
3.Describe the Tang costume.
4.. The whole
class work.
5.. The whole
class work.
6.. The whole
class work.
4.Students skim the passage and underline the new words. Learn the new words with the help of the teacher.
5.Students read the passage carefully and complete the diagram of 1b.
6. Students check the answers.
4.Read and understand.
5.Learn about the new words.
6.Check the answers.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group work.
1. Students read the passage after the recording sentence by sentence.
2. Students try to follow the speed, paying attention to the pronunciation and intonation.
3. Students find out the difficult points. Note the main points.
4. Students read the passage again and answer the questions of 1c.
5. Students check the answers with the help of the teacher.
6. Students retell the passage according to the main points on the blackboard and the questions on the screen.
1.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Point out the difficulties.
4.Read the passage and answer the questions.
5.Check the answers.
6.Read and retell the passage.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
6. The whole
class work.
1. Students identify the clothes in the pictures in 2a and write down their names on the line.
2. Students check the answers.
3.Students discuss the questions in pairs.
4Students report their result of the discussion according to the questions.
5.Students work in groups to make a poster about a fashion show for it.
6. Students choose the best poster.
1. Look at the pictures and fill in the blanks.
2.Check the answers.
3.Work in pairs..
4.Make a report.
5.Make a poster about a fashion show.
6.Choose the best poster.
Production
(7mins)
1. The whole
class work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work
.
5. The whole
class work.
6. The whole
class work
1. Students collect the words about the traditional holidays, costumes and food in China and complete the table.
2. Students write a passage about the results of their discussion.
3. Students report their passages to the whole class.
4. Students know more about our great country.
5. Students summarize Section C with the teacher.
6. Students finish the homework after class.
1.Complete the table..
2.Discuss and report the result.
3.Make a report.
4.Give a brief introduce about our country.
5..Summary and show their views.
九、 教学准备
1. 教师准备课件、录音材料、视频材料、教案、粉笔；
生要准备笔、笔记本。
十、板书设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section C
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
8. design … as…
9. either … or …
Traditional holiday
Traditional costume
Traditional food
十一、教学反思
赛文学校教学设计模板
课题教学设计
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful
Section D
部别： 年级： 班级： 组别： 教师：
日期：202 年 月 日 第 节
一、课标要求与解读
【课标要求】
在新课程条件下，随着教师角色的转变和学生学习方式的改变要求，教学设计不再是教材内容的简单的诠释，教学过程的简单安排，教学方法的简单展示，它的性质、功能、方法已经发生了很大的转变，应充分调动学生学习的主动性和积极性，切实提高课堂效益。
根据课标要求，八年级学生能用听懂有关熟悉的话题谈话，并从中获取信息和观点，根据所提供的信息，表达简单的观点和意见，参与讨论，能与他人沟通信息，合作完成任务，为用所学，在用中学，学了就用。
【课标解读】
1. 通过听、看、说、读、写、表演等方式加强基本语言技能；
2. 掌握基本词汇、语法及其语法结构；
3. 掌握词汇及句子的重读、连读弱读、失去爆破、断句；
二、教材内容与分析
【教材分析】
本课的学习活动由Jane与Sarah观看并谈论时装表演展开，让学生了解各民族的服装和不同服装所展现的不同的民族文化。要求学生能用关于时装表演和民族服饰的词汇，短语和句型谈论时装表演和掌握宾语从句。
【学情分析】
我们地区属于落后的少数民族地区，学生接受英语教育较晚，从小没有英语语言环境，部分同学甚至小学从未学过英语。绝大部分孩子的父母亲接受教育水平较低，对孩子的要求、监督、管理、及家庭文化熏陶水平不高。相当多的一部分孩子属于留守儿童。大部分孩子懒惰成性、游戏成瘾、学习能力差、几乎没有自觉性，对自己的学习要求不高。且学习英语没有很强的愿望和兴趣，存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。因此在教学活动中尽量让学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感。
三、核心素养
【基本语言素养】
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。
【情感态度及价值观素养】
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。
四、教学重难点
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。
五、教学方法
15. 创设情境；
16. 听、看、说、读、写、表演
六、教学准备
Computer multimedia projector; the videos of a fashion show.
七、课时安排 2课时
八、教学过程
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（8mins）
1. The whole
class work.
2. The whole
class work
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6. The whole
class work.
7.. The whole
class work.
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 discussion.
6. Students write a passage about the cheongsam.
7. Students evaluate the passages with the teacher.
1.Greet the students and get them ready for learning.
2.Prepare for the new lesson.
3.Know about
some information.
4 4.Work in pairs.
5.Discuss and make a report.
6.Write a passage..
7.Evaluate the passages.
Presentation
(10mins)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
1. Students discuss and describe the clothes in the pictures of 1.
2. Students read the information and check their guess.
3. Students read the information of 1 carefully, and then ask their classmates of the other groups some questions.
1.Look at the pictures and describe them.
2.Read1a and check their guess.
3.Read and ask some questions.
Consolidation
(10 minutes)
1.Pair work.
2.The whole
class work.
3. The whole
class work.
4.The whole
class work.
5. The whole
class work.
6.Group 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.Play the tape again, and ask students follow the tape and read it.
2.Pay attention to its pronunciation.
3.Complete the table.
4.Check the answers and learn about the new words.
5.Find out the difficult points and main points.
6.Retell the information.
Practice
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. Group work
and individual
work.
6. The whole
class work.
.
1. Students read through Section 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 Section 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.Read and fill in the blanks.
2.Check the answers.
3.Find out more object clauses..
4.Read and fill in the blanks.
5.Check the answers.
6.Make a summary.
Production
(7mins)
1. The whole
class work.
2. The whole
class work and pair work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work.
6. The whole
class work.
7. The whole
class 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.Work in pairs.
2.Make a introduction.
3.Show their performance.
4.Ask students to write a short passage.
5.Make a evaluation.
6.Summary and show their views.
九、板书设计
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
十、教学反思
相关资料
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