Unit 8 Our Clothes Topic 3 Section C 示范公开课教学设计【八年级英语下册仁爱版】

Unit8OurClothesTopic3Hesaidthefashionshowwaswonderful.SectionC教学设计一、教学目标1.能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：decoration,knot,dynasty,Asian,personal,attractive,above,western-style,Mongolian2.学习并列连词的用法。3.能够根据短文大意完成思维导图。4.能够读懂有关中国传统服装，唐装的短文，并能提取文章的关键信息。5.了解唐装的发展历程、文化内涵和鲜明特色。二、教学重点及难点重点：1.能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：decoration,knot,dynasty,Asian,personal,attractive,above,western-style,Mongolian2.了解唐装的发展历程、文化内涵和鲜明特色。难点：1.能够根据短文大意完成思维导图。2.掌握并列连词的正确运用。三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Step1Warming-upAfterashortgreetingwithSs,presentapictureoftheTangcostumeandguideSstoanswerandtalkaboutit.1.Whatisshewearing?2.Whatdoyouthinkofherdress?3.Howdoesshelooklike?【设计意图】复习回顾上节课的内容，为本课继续了解中国传统民族服装唐装特点做好准备。Step2Pre-reading1.PresentsomepicturesandguideSstoanswerthequestions.Thenlearnsomenewwordsandsomesentences.【设计意图】创设语境，引入新的词汇、句子学习，为下面的阅读扫清词汇障碍。2.Lookatthepicturesin1aandmatchthewordswiththem.AndthenguideSstodiscussingroupsabouttheTangcostume.T:TherearemanyChinese-styledecorationssuchasdragons,Chinesecharacters,silkknotsandsoon.PeoplecallitTangcostumebecausepeopleinTangworethem.【设计意图】通过图词匹配，巩固新学的词汇，训练学生进行读前讨论，为后面的阅读奠定基础。Step3While-reading1.Read1aandcompletethediagram.T:Amindmapcanhelpyouunderstandorexpressideasmoreeasily,clearlyandlogically.【设计意图】培养学生利用“思维导图”帮助理解短文的阅读策略。2.Read1aagainandanswerthequestions.T:Readthequestionsfirstbeforereadingandthinkwhatyoushouldpayattentionwhilereading.【设计意图】训练学生带着问题有针对性地阅读，提升阅读效率。Step4Post-reading1.LetSsread1aagaintogettoknowmoreabouttheTangcostume.【设计意图】训练学生的朗读，加深对文章的理解。2.PresentandguideSstoguessandlearnthekeypointsof1a.(1)ItgotitsnamewhenChinabecameknowntoothercountriesduringtheHanandTangdynasties.Fromthenon,peoplecalledChineseclothes,“Tangcostumes”.唐装是因为中国在汉唐时期闻名于世而得名。从那时起，人们叫这种服装为“唐装”。①getitsname得名e.g.Thevillagegotitsnamefromthelakeinit.②becomeknownto=befamousto变得为……所熟知e.g.Beijingis/becomesknown(famous)toallthepeopleintheworldbecauseofthe2008Olympics.③fromthenon从那时起(2)TodaypeoplecandesigntheTangcostumeaseitherformalorcasualclothes.现在人们既可以把唐装设计成正装，也可以设计成休闲装。①design…as…把……设计成……e.g.Thedesignerdesignedthispieceofclothasabeautifuldress.②either…or…或者……或者……，要么……要么……通常连接同等成分。连接主语时，其谓语动词的形式服从“就近原则”——取决于最靠近动词的那个名词或代词的单复数形式。e.g.EitherheorIamgoing.EitherKangkangorMichaelisright.【设计意图】学习本课时的目标知识点。3.Retellthepassagewiththehelpofkeywords.【设计意图】引导学生根据提示词复述文章，进一步理解文章内容。4.Lookatthepicturesandchoosethecorrectnameforeachpicture.【设计意图】通过图词匹配的活动，巩固目标语言。5.LookatthepicturesandmatchthemwiththecorrectChineseminorities.【设计意图】通过图词匹配的活动，引导学生了解多样化的民族的服装。6.Discussthefollowingquestionsandthenmakeaposteraboutafashionshowingroups.【设计意图】引导学生根据提示的问题，谈论少数民族服装，培养学生的口语和动手能力。TestPresenttheexercisesandlettheSshaveatest.Completethesentences.1.PanJiwen(潘基文)isthesecretaryoftheUN(联合国).HeisfromKorea,anA_______country.2.Icecreamisa_______tochildren.3.Sheputsomed_______ontheChristmastree.4.TheQingd_______endedin1911.5.Doyouhaveyourp_______computerathome?【设计意图】检测并强化学生对本课时内容的掌握。Step5SummarySumupthemaincontentofthisclassandrepeatthekeypoints.Welearn:1.somewords:decoration,knot,dynasty,Asian,personal,attractive,above,western-style,Mongolian2.somephrases:fromthenon,either…or…3.somesentences:TheTangcostumestandsforChinesehistoryandfashionculture.Chinesefashionisdifferentnotonlyfromwesternfashion,butalsofromthatinotherAsiancountries,suchasJapanandKorea.Wecan:1.talkaboutTangcostumeTheTangcostumestandsforChinesehistoryandfashionculture.2.useamindmapAmindmapcanhelpyouunderstandorexpressideasmoreeasily,clearlyandlogically.【设计意图】回顾本课时的主要内容。Step6Homework1.Read1aaloudandtrytorepeat.2.Chooseyourfavoriteclothesandtakeittotheclassroomnexttime.3.PreviewSectionD.【设计意图】巩固课上所学，预习新课。五、板书设计Unit8OurClothesTopic3Hesaidthefashionshowwaswonderful.SectionC1.decoration,knot,dynasty,Asian,personal,attractive,above,western-style,Mongolianfromthenon,either...or...2.TheTangcostumestandsf