初中英语八年级下册《Unit 8Topic 1 We will have a class fashion show.》教案C (1)
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6. Stude nts check the
answers
1. Greet students ready for
learning.
2.The teachershows thepictures
of 1b in last section. Let
students discuss the minority
初中英语八年级下册《Unit 8Topic 1 We will have a class fashion show.》教案C (1)
编 辑：__________________
时 间：__________________
Unit 8 Our Clothes Topic3 He said the fashion show was wonderful Section C
3.The teacher lets stud ents tellthe answers. And let themdescribe the Tang costumein their own words.
4.The teacher asks students toskim the passage and underlinethe new words. Let studentsunderstand them accordingto the words around them and the meanings of the sentences. Teach the newwords and phrasesdynasty,from then on, Asian, personal,attractiveandwestern- style.
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。
Ⅲ. The key points and difficult points
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。
Ⅳ. Learningstrategies
6.Studentsretell the passageaccording to the mainpoints on the blackboardand the questions on
the screen.
1.The teacher plays the recording
sentence by sentence.
2.谈论中国传统服装文化。
3.继续了解各民族服装。
Skill aims：
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vity
Teacher activity
Introduction
（8 minutes）
1. Thewhole
class work.
2. Groupwork.
3.Individual
work.
4. Thewhole
class work.
5 .Individual
work.
6. Thewhole
Tang costume in their own words.
4. Students skim the
passage and underline the new words. Learn
the new words with
the help of the teacher.
5. Students read the
5.The teacher lets students
matchthe pictures with the correct Chinese minorities.
6.The teacher asks two studentsto tell the answers. Finish 2b.
Presentation
Ⅱ. Teaching aims
Knowledge aims：
1.用构词法呈现新单词Asian, personal, attractive和western-style，掌握黑体词expre ss,above和短语fromthenon 的用法。了解白体词decoration, knot, dynasty, attractive和Mongolian.
Consolidation
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
classwork.
4. Individual
work.
5.The whole
class work.
6. The whole
class work.
western + style =
western-style
(8) design … as…
(9) either … or…
4.The teacher lets students read
the passage again and answer
identify the clothes in
the pictures.
4.Studentsread and
understand the words in the box of 2b.
5. Studentsmatch the
pictures with the correct Chinese minorities.
1.Students read thepassageafter the recording
sentence by sentence.
2. Students try to follow
the speed, paying attentionto the pronunciation
and intonation.
3. Students find out the
difficult points. Note the main points.
4.Studentsread the passage
again and answer the
questions of 1c.
5. Students check the
answers with the help of the teacher.
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为SectionC的1a。
本节课主要让学生了解中国传统服饰文化，加深对中国文化的了解，增强学生的民族自豪感，激发学生的爱国热情。1a的短文介绍了富有文化底蕴的唐装起源、特点、历史意义以及发展到今天它改良后的时尚韵味。要求学生能用相关的词汇、短语和句型谈论我国的传统服饰和少数民族服饰；借助逻辑关系图式和问题提示理解主题、复现短文内容；能以小组合作学习的方式设计出时装表演的海报。
(1)be full of / be filledwith
(2)stand for
(3) get its name
(5) from then on/ from
now on
(6) not only… but also…
(7) Asia→Asian
person→ personal
attract→ attractive
借助逻辑关系图式和问题提示理解文章的主题。
Ⅴ. Teaching aids
;apicture of Mongolia scenery or a Mongolian in Mongolian national costumes.
Ⅵ. Teaching procedures
Step
Interaction pattern
costumes in groups of
three. Remind them to
pay attention to the tense
of object clauses. Ask
several groups to act out
their conversati ons.
Example:
S1:The model in the centerof the catwalk looks so beautiful.
(10 minutes)
1.The whole
class work.
2.Groupwork.
3.The whole
classwork.
4. The whole
class work.
5. Individual
work.
6. The whole
class work.
1.Students show and
S2: What did A say?
S3: She/he said the model in the center of the
catwalk looked so
beautiful.
3.The teacher lets the studentslook at the pictures of 2b and identify the clothes in the pictures.
5.The teacherasks students to
6.The teacher asks two studentsto tell the answers. Remindthem they can understandor express ideas more easily,clearly and logically with the help of a mind map.
class work.
1. Focus their attention on the teacher.
2. Students discuss the
minority costumes in groups of three.
3. Studentslook at the
pictures of 2b and
English. Lead to 1a.
2.The teacher asks students tolook at the pictures of 1a and learn the new wordsdecorationandknotby themselves. Then let them discuss in groups about the Tang costume.
2.The teacher plays the recording
withoutstopping.
3.The teacher lets students findo ut the difficult points. Solve the difficult pointstogether with the students.Write down the main pointsof the passage.
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
4.The teacher lets students read and understand the w ordsin the box of 2b. Teachthe new wordsMongolianby showing a picture of Mongolia scenery or aMongolian in Mongoliannational costumes.
f 1b.
6.Students check the
answers.
1.The teacher asks the students toshow and introduce the
pictures they have searchedbefore class about the
traditional Chinesecostumes.Allow them to describ the pictures in Chinese if they can’t express in
answers
1. Greet students ready for
learning.
2.The teachershows thepictures
of 1b in last section. Let
students discuss the minority
初中英语八年级下册《Unit 8Topic 1 We will have a class fashion show.》教案C (1)
编 辑：__________________
时 间：__________________
Unit 8 Our Clothes Topic3 He said the fashion show was wonderful Section C
3.The teacher lets stud ents tellthe answers. And let themdescribe the Tang costumein their own words.
4.The teacher asks students toskim the passage and underlinethe new words. Let studentsunderstand them accordingto the words around them and the meanings of the sentences. Teach the newwords and phrasesdynasty,from then on, Asian, personal,attractiveandwestern- style.
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。
Ⅲ. The key points and difficult points
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。
Ⅳ. Learningstrategies
6.Studentsretell the passageaccording to the mainpoints on the blackboardand the questions on
the screen.
1.The teacher plays the recording
sentence by sentence.
2.谈论中国传统服装文化。
3.继续了解各民族服装。
Skill aims：
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vity
Teacher activity
Introduction
（8 minutes）
1. Thewhole
class work.
2. Groupwork.
3.Individual
work.
4. Thewhole
class work.
5 .Individual
work.
6. Thewhole
Tang costume in their own words.
4. Students skim the
passage and underline the new words. Learn
the new words with
the help of the teacher.
5. Students read the
5.The teacher lets students
matchthe pictures with the correct Chinese minorities.
6.The teacher asks two studentsto tell the answers. Finish 2b.
Presentation
Ⅱ. Teaching aims
Knowledge aims：
1.用构词法呈现新单词Asian, personal, attractive和western-style，掌握黑体词expre ss,above和短语fromthenon 的用法。了解白体词decoration, knot, dynasty, attractive和Mongolian.
Consolidation
(10 minutes)
1. The whole
class work.
2. The whole
class work.
3. The whole
classwork.
4. Individual
work.
5.The whole
class work.
6. The whole
class work.
western + style =
western-style
(8) design … as…
(9) either … or…
4.The teacher lets students read
the passage again and answer
identify the clothes in
the pictures.
4.Studentsread and
understand the words in the box of 2b.
5. Studentsmatch the
pictures with the correct Chinese minorities.
1.Students read thepassageafter the recording
sentence by sentence.
2. Students try to follow
the speed, paying attentionto the pronunciation
and intonation.
3. Students find out the
difficult points. Note the main points.
4.Studentsread the passage
again and answer the
questions of 1c.
5. Students check the
answers with the help of the teacher.
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为SectionC的1a。
本节课主要让学生了解中国传统服饰文化，加深对中国文化的了解，增强学生的民族自豪感，激发学生的爱国热情。1a的短文介绍了富有文化底蕴的唐装起源、特点、历史意义以及发展到今天它改良后的时尚韵味。要求学生能用相关的词汇、短语和句型谈论我国的传统服饰和少数民族服饰；借助逻辑关系图式和问题提示理解主题、复现短文内容；能以小组合作学习的方式设计出时装表演的海报。
(1)be full of / be filledwith
(2)stand for
(3) get its name
(5) from then on/ from
now on
(6) not only… but also…
(7) Asia→Asian
person→ personal
attract→ attractive
借助逻辑关系图式和问题提示理解文章的主题。
Ⅴ. Teaching aids
;apicture of Mongolia scenery or a Mongolian in Mongolian national costumes.
Ⅵ. Teaching procedures
Step
Interaction pattern
costumes in groups of
three. Remind them to
pay attention to the tense
of object clauses. Ask
several groups to act out
their conversati ons.
Example:
S1:The model in the centerof the catwalk looks so beautiful.
(10 minutes)
1.The whole
class work.
2.Groupwork.
3.The whole
classwork.
4. The whole
class work.
5. Individual
work.
6. The whole
class work.
1.Students show and
S2: What did A say?
S3: She/he said the model in the center of the
catwalk looked so
beautiful.
3.The teacher lets the studentslook at the pictures of 2b and identify the clothes in the pictures.
5.The teacherasks students to
6.The teacher asks two studentsto tell the answers. Remindthem they can understandor express ideas more easily,clearly and logically with the help of a mind map.
class work.
1. Focus their attention on the teacher.
2. Students discuss the
minority costumes in groups of three.
3. Studentslook at the
pictures of 2b and
English. Lead to 1a.
2.The teacher asks students tolook at the pictures of 1a and learn the new wordsdecorationandknotby themselves. Then let them discuss in groups about the Tang costume.
2.The teacher plays the recording
withoutstopping.
3.The teacher lets students findo ut the difficult points. Solve the difficult pointstogether with the students.Write down the main pointsof the passage.
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
4.The teacher lets students read and understand the w ordsin the box of 2b. Teachthe new wordsMongolianby showing a picture of Mongolia scenery or aMongolian in Mongoliannational costumes.
f 1b.
6.Students check the
answers.
1.The teacher asks the students toshow and introduce the
pictures they have searchedbefore class about the
traditional Chinesecostumes.Allow them to describ the pictures in Chinese if they can’t express in