Unit8 Topic3 SectionC 参考教案
Ⅰ. Material analysis
本节课建议教师用1课时上完。主要活动为Section C 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。
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express, above和短语from then on 的用法。了解白体词decoration, knot, dynasty, attractive和Mongolian.
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的海报。
Emotional aims：
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. Learning strategies
借助逻辑关系图式和问题提示理解文章的主题。
Ⅴ. Teaching aids
Computer multimedia projector; a picture of Mongolia scenery or a Mongolian in Mongolian national costumes.
Ⅵ. Teaching procedures
Introduction（8 minutes）
1. Greet students ready for learning.
2. The teacher shows the pictures of 1b in last section. Let students discuss the minority costumes in groups of three. Remind them to pay attention to the tense of object clauses. Ask several groups to act out their conversations.
Example:
S1: The model in the center of the catwalk looks so beautiful.
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 students look at the pictures of 2b and identify the clothes in the pictures.
4. The teacher lets students read and understand the words in the box of 2b. Teach the new words Mongolian by showing a picture of Mongolia scenery or a Mongolian in Mongolian national costumes.
5. The teacher lets students match the pictures with the correct Chinese minorities.
6. The teacher asks two students to tell the answers. Finish 2b.
Presentation (10 minutes)
1. The teacher asks the students to show and introduce the pictures they have searched before class about the traditional Chinese costumes. Allow them to describe the pictures in Chinese if they can’t express in English. Lead to 1a.
2. The teacher asks students to look at the pictures of 1a and learn the new words decoration and knot by themselves. Then let them discuss in groups about the Tang costume.
3. The teacher lets students tell the answers. And let them describe the Tang costume in their own words.
4. The teacher asks students to skim the passage and underline the new words. Let students understand them according to the words around them and the meanings of the sentences. Teach the new words and phrases dynasty, from then on, Asian, personal, attractive and western- style.
5. The teacher asks students to read the passage carefully and complete the diagram of 1b.
6. The teacher asks two students to tell the answers. Remind them they can understand or express ideas more easily, clearly and logically with the help of a mind map.
Consolidation (10 minutes)
1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. The teacher lets students find out the difficult points. Solve the difficult points together with the students. Write down the main points of the passage.
(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…
4. The teacher lets students read the passage again and answer the questions of 1c.
5. The teacher lets two students tell the answers.
6. The teacher lets students try to retell the passage according to the main points on the
blackboard and the questions on the screen.
Practice (10 minutes)
1. The teacher asks the students identify the clothes in the pictures in 2a and then write down their names on the line.
2. The teacher lets two students tell the answers. Teacher may introduce more knowledge about the clothes.
3. The teacher asks students to work in pairs. Let them discuss the following questions:
(1) Which costume in the pictures in 2a and 2b do you like best?
(2) Why do you like it most?
(3) Can you list more costumes and give more information?
4. The teacher lets the representative of every group report their result of the discussion according to the questions.
5. The teacher evaluates the reports. And let them work in groups to make a poster about a fashion show for it.
6. The teacher lets the representatives write down their posters on the blackboard.
Then ask the students to choose the best one.
Production (7 minutes)
1. The teacher asks the students to discuss in groups. Let them collect the words about
the traditional holidays, costumes and food in China and complete the table.
Traditional holiday
Traditional costume
Traditional food
2. The teacher lets the students to write a passage about the results of their discussing.
Example:
In China, there are many traditional holidays, such as …
3. The teacher lets the representative of every group report their passages to the whole class.
4. The teacher evaluates the passages and adds something more about the traditional
holidays, costumes and food. Let students know more about our great country.
5. The teacher shows the summary of this section to the students.
6. The teacher assigns homework:
(1) Review the summary after class.
(2) Write a passage to introduce the Tang costume.
(3) Prepare your favorite clothes for the class fashion show.
Teaching Reflection
Students do well in the reading task with the help of the mind map. Teacher should often use the mind map to help the students understand the passages. Tell them that they may use the mind map when they do the reading exercise. Teacher may let students hold a fashion show in the classroom next time. Encourage them to prepare for the fashion show and hold it by themselves.
Ⅶ. Blackboard design
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
