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Unit8Topic3SectionC参考教案Ⅰ.Materialanalysis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

。Ⅱ.TeachingaimsKnowledgeaims：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fromthenon的用法。了解白体词decoratio

n,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。Skillaims：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。Emotionalaims：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.Thekeypointsanddifficult

pointsKeypoints：1.谈论中国传统服装文化。2.继续了解各民族服装。Difficultpoints：小组合作学习，制作服装表演的海报。Ⅳ.Learningstrategies借助逻辑关系图式和问题提示理解文章的主题。Ⅴ.TeachingaidsComputer

multimediaprojector;apictureofMongoliasceneryoraMongolianinMongoliannationalcostumes.Ⅵ.TeachingproceduresIntroduction（8minutes

）1.Greetstudentsreadyforlearning.2.Theteachershowsthepicturesof1binlastsection.Letstudentsdiscussthem

inoritycostumesingroupsofthree.Remindthemtopayattentiontothetenseofobjectclauses.Askseveralgroupstoactouttheircon

versations.Example:S1:Themodelinthecenterofthecatwalklookssobeautiful.S2:WhatdidAsay?S3:She/hesaidthemodelinthecenterofthecatwalklookedsobeautif

ul.3.Theteacherletsthestudentslookatthepicturesof2bandidentifytheclothesinthepictures.4.Theteacherletsstudentsreadandunderst

andthewordsintheboxof2b.TeachthenewwordsMongolianbyshowingapictureofMongoliasceneryoraMongolianinMon

goliannationalcostumes.5.TheteacherletsstudentsmatchthepictureswiththecorrectChineseminorities.6.Theteacheraskstwostudentstotelltheanswers

.Finish2b.Presentation(10minutes)1.Theteacherasksthestudentstoshowandintroducethepicturestheyhavesearchedbef

oreclassaboutthetraditionalChinesecostumes.AllowthemtodescribethepicturesinChineseiftheycan’texpressinEnglish.Leadto1a.2.Theteachera

sksstudentstolookatthepicturesof1aandlearnthenewwordsdecorationandknotbythemselves.ThenletthemdiscussingroupsabouttheTangc

ostume.3.Theteacherletsstudentstelltheanswers.AndletthemdescribetheTangcostumeintheirownwords.4.Theteacherasksstudentstos

kimthepassageandunderlinethenewwords.Letstudentsunderstandthemaccordingtothewordsaroundthemandthemeaningsofthesentences.Teachthenew

wordsandphrasesdynasty,fromthenon,Asian,personal,attractiveandwestern-style.5.Theteacherasksstudentstoreadthepassagecarefullyandcomplet

ethediagramof1b.6.Theteacheraskstwostudentstotelltheanswers.Remindthemtheycanunderstandorexpressideasmoreeasily,clearlyandlogically

withthehelpofamindmap.Consolidation(10minutes)1.Theteacherplaystherecordingsentencebysentence.2.Theteacherplaystherecordingwithoutstopp

ing.3.Theteacherletsstudentsfindoutthedifficultpoints.Solvethedifficultpointstogetherwiththestudents.Writedownthemainpointsofthepassage.(1)be

fullof/befilledwith(2)standfor(3)getitsname(4)be/becomeknownto(5)fromthenon/fromnowon(6)notonly…butalso…(7)Asia→Asianpers

on→personalattract→attractivewestern+style=western-style(8)design…as…(9)either…or…4.Theteacherletsstudentsreadthe

passageagainandanswerthequestionsof1c.5.Theteacherletstwostudentstelltheanswers.6.Theteacherletsstudentstrytoretellthepassageacco

rdingtothemainpointsontheblackboardandthequestionsonthescreen.Practice(10minutes)1.Theteacherasksthestudentsidentifytheclothesinthepicture

sin2aandthenwritedowntheirnamesontheline.2.Theteacherletstwostudentstelltheanswers.Teachermayintroducemoreknowledgeabouttheclothes.3.T

heteacherasksstudentstoworkinpairs.Letthemdiscussthefollowingquestions:(1)Whichcostumeinthepicturesin2aand2bdoyoulikebest?(2)Whydoyoulikeitmost?

(3)Canyoulistmorecostumesandgivemoreinformation?4.Theteacherletstherepresentativeofeverygroupreporttheirresultofthediscussionaccordingtothequ

estions.5.Theteacherevaluatesthereports.Andletthemworkingroupstomakeaposteraboutafashionshowforit.6.T

heteacherletstherepresentativeswritedowntheirpostersontheblackboard.Thenaskthestudentstochoosethebesto

ne.Production(7minutes)1.Theteacherasksthestudentstodiscussingroups.Letthemcollectthewordsaboutthetraditionalholidays,costumesandfoodinChinaandco

mpletethetable.TraditionalholidayTraditionalcostumeTraditionalfood2.Theteacherletsthestudentstowriteapassage

abouttheresultsoftheirdiscussing.Example:InChina,therearemanytraditionalholidays,suchas…3.Theteacherletstherepresentativeofeverygroupreporttheir

passagestothewholeclass.4.Theteacherevaluatesthepassagesandaddssomethingmoreaboutthetraditionalholidays,costumesandfood.Le

tstudentsknowmoreaboutourgreatcountry.5.Theteachershowsthesummaryofthissectiontothestudents.6.Theteacherassignshomework:

(1)Reviewthesummaryafterclass.(2)WriteapassagetointroducetheTangcostume.(3)Prepareyourfavoriteclothesfortheclassfashionshow.TeachingR

eflectionStudentsdowellinthereadingtaskwiththehelpofthemindmap.Teachershouldoftenusethemindmaptohelpthestudent

sunderstandthepassages.Tellthemthattheymayusethemindmapwhentheydothereadingexercise.Teachermayletstudentsholdafashionshowintheclassroomnextti

me.Encouragethemtoprepareforthefashionshowandholditbythemselves.Ⅶ.BlackboarddesignUnit8OurClothesTopic3Hesaidthefashionshowwaswonderful.Sectio

nC1.befullof/befilledwith2.standfor3.getitsname4.be/becomeknownto5.fromthenon/fromnowon6.notonly…butalso…7.Asi

a→Asianperson→personalattract→attractivewestern+style=western-style8.design…as…9.either…or…TraditionalholidayTraditionalco

stumeTraditionalfood