教學設計內容設計主題科普2011課標版（2013年10月第一版）Unit 8 Our ClothesTopic 3He said the fashion show was wonderful.Section B設計者工作單位教學對象八年級課時1課時聯系電話1.指導依據說明、整體設計思路1. 指導依據說明：義務教育英語課程標準（2011年版）中指出，義務教育階段英語課程的總目標是：通過英語學習使學生形成初步的綜合語言運用能力，促進心智發展，提高綜合人文素養。綜合語言運用能力的形成建立在語言技能、語言知識、情感態度、學習策略和文化意識等方面整體發展的基礎之上。以語言技能、語言知識、情感態度、學習策略和文化意識等五個方面共同構成的英語課程總目標，既體現了英語學習的工具性，也體現了其人文性；既有利于學生發展語言運用能力，也有利于學生發展思維能力，從而全面提高學生的綜合人文素養。2. 整體設計思路：整堂課貫穿“閩江國際時裝秀”這一主線，分為四個主要部分：主線PART 1： The start of the Minjiang International Fashion Show； 主線PART 2： Live；主線PART 3： Interview；主線PART 4：The best design group for the next Minjiang International Fashion Show。首先，主線PART 1以T臺作為聚焦點，作為自然的導入，引出重點新詞：catwalk、cheongsam、traditional，并體現了旗袍的傳統美。以弘揚中華文化為核心，突顯56個民族大團結并緊接著呈現少數民族服飾，引入重點新詞：minority以及重點句型：How do you like? 學生感受民族服飾文化的璀璨并評價民族服飾，進一步的互動不僅促進課堂積極性還鞏固了重點單詞和句型。進一步把服飾文化介紹從本國以及本國民族到世界各民族地區的范疇。通過精美圖片，引出課本呈現的另五種服飾：Zhuang minority costume、Tibetan costume、Russian costume、Korean costume 以及kimono，自然引出重點新詞：Korean以及Tibetan。其次，主線PART 2以Jane和Sarah現場帶來的時裝秀視頻直播帶領學生感受世界各地服飾文化，并引導孩子發現中華服飾文化的寶貴以及挖掘出內心深處的民族自豪感，因此引出第一個德育目標：We should be proud of our own Chinese culture of costume and develop it around the world。書本1b為課本呈現的六種服飾緊密聯系的聽力訓練有利于學生鞏固重點新詞和話題概念，該聽力環節分兩個步驟：1）Number the costumes; 2) Match the costumes with the models. 緊接著，進行第二個聽力訓練，本聽力訓練改編于課本99面的1c，通過8選6選填語篇的方式，促進學生將重點新詞融入語篇語境。接下來，運用手機軟件，制作6位學生的個人不同民族不同地區不同國家的服裝展示圖片。并邀請本人來到講臺前與圖片進行鮮明對比，并引出重點句型：What kind of costume are you wearing? 以及復習句型：How do you like? 該環節話題聯系實際，加深服飾認知，進一步調動了課堂積極性，并增添了學生的英語學習樂趣。引導學生發現中華服飾的魅力，并展示外籍國際巨星和中國的國際模特以及國母穿中國風的服飾，引出第二個德育目標，習主席在中共十九大上說到：深化中華文化的繼承創新，并展現出永久魅力和時代風采（Deepening the inheritance and innovation of the Chinese culture and showing the permanent charm of the times）。主線PART 3，Jane和Sarah在閩江國際時裝秀結束后到后臺采訪穿著瑤族服飾的中國模特。該環節進一步加強學生Ask & Answer的互動能力。觀看Jane和Sarah對中國模特的采訪后，引導學生通過Ask & Answer的方式，轉述對話雙方詢問和回答的內容（該環節也是對上一個Section內容的鞏固和繼續學習）。通過第一副圖的轉述例子，引導學生進行Pair Work討論并邀請上臺，學生到講臺前向其他同學展示其余兩幅圖的轉述，鞏固復習上個話題的重點內容。主線PART 4，根據最新消息：學校要選出下一屆閩江國際時裝秀的最佳服裝設計團隊。為此，班級開展了服裝設計比賽。引導每4個學生為一組的設計團隊打開信封，得到一張設計圖、一張采訪單以及一張匯報單。在小組活動中，將每組4個成員分為A Leader、A Designer、An Interviewer和A Reporter。學生可根據自己的喜好和理解對本團隊的服飾進行涂色以及進一步的設計。完成小組活動后，將各小組的設計服飾背面貼在黑板上，并抽選部分小組的Designer和Interviewer上臺展示設計服飾進行采訪（Interview）。緊接著，邀請部分小組的Reporter上臺展示設計服飾進行匯報（Presentation）。最后的家庭作業設計結合課本以及生活樂趣，將課堂延伸，引導學生完成個人的服裝設計和介紹以及背誦本課對話。2.教學背景分析1. 教學內容分析：本節課是選自科普2011課標版（2013年10月第一版）Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful Section B。我們可以從該部分了解關于服飾的新詞匯以及復習重點詞匯、句型以及利用賓語從句進行轉述表達?；谡n本上的對話信息進行交流，引導學生認識了解世界各國尤其是我們國家璀璨的民族和不同地區的服飾文化，能并能在日常生活中學以致用。2. 學生情況分析：所執教的學段為八年級下學期，執教片區的學生英語能力參差不齊。大部分的學生表現出的英語學習氛圍較活躍積極，并且能夠在課堂上踴躍發言、不害怕用錯說錯答錯討論錯表演錯。但，也有些基礎較薄弱的學生輸出困難，缺乏自信難于表達，對英語的學習熱忱仍需提高。因此，選擇本課有利于調動整個班級的學習和互動積極性，并由于服飾該日常話題平衡少數學生和大多數學生的學習積極性，促進學生的表達欲，培養學生的信心和好奇心，并將課本聯系實際，激發學生的英語學習興趣。3.教學目標分析1. 語言知識目標（Knowledge Objectives）：a. 學習和掌握重點新詞匯：catwalk、cheongsam、traditional、minority、Korean以及Tibetan。b. 掌握重點句型：How do you like.? What kind of costume are you wearing? c. 掌握簡單提問：What did. ask.? What did.say? d. 繼續學習主句是過去式的賓語從句。2. 語言技能目標（Skill Objectives）：a. 能聽懂基本的課堂用語并作出適當的反饋和互動。b. 能聽懂有關詢問服飾文化等內容的表達和簡單對話。c. 能流暢地朗讀對話，口頭表達上發音準確清晰，語音語調自然。d. 能根據圖文內容，順利進行學習互動活動。e. 能進行簡單的采訪類對話輸出。f. 能簡單介紹服飾。g. 能注意賓語從句四要素正確地向第三方轉述簡單的信息。3. 情感態度目標（Emotional Objectives）：a. 引導學生培養出國家和民族自豪感，擁有繼承發展中華文化推陳出新的決心和信心。b. 引導學生融入璀璨的世界服飾文化中，培養求同存異和具有包容性的世界觀。c. 采用豐富的互動形式，通過Pair Work、Group Job進行輸出，引導學生進行踴躍回答、轉述、設計、采訪以及匯報，極大地激發了學生的好奇心和求知欲、提高了學生的英語學習自信以及學習英語的興趣和積極性。d. 促進了小組之間的交流互動和積極合作和提升了學生之間的情誼。4. 學習策略目標（Learning Strategy Objectives）：a. 逐漸培養預習和復習的良好學習習慣。b. 模仿教師正確發音（尤其是重音）以及自然的語音語調，發音清晰，朗讀響亮。c. 做英語采訪，鍛煉英語對話能力。d. 培養向第三方轉述的能力。5. 文化意識目標（Emotional Objectives）：a. 了解世界各國各地區各民族服飾文化。b. 了解服飾文化與各國各地區各民族人民日常生活之間的聯系。4.教學重點、難點分析1. 教學重點（Key Points）：a. 學習并掌握新詞匯，例如：catwalk、cheongsam、traditional、minority、Korean以及Tibetan，注意新詞匯的準確發音（重音）和書寫。b. 掌握重點句型：How do you like.? What kind of costume are you wearing?c. 掌握簡單提問：What did. ask.? What did.say? 2. 教學難點（Difficult Points）：a. 對不同民族、地區以及國家服飾的識別和認知。b. 繼續學習主句是過去式的賓語從句，注意賓語從句四要素，并正確地向第三方轉述簡單的信息。c. 進行簡單的采訪對話。d. 介紹服飾。5.教學方法、教學用具1. 教學方法（Teaching Methods）：a. 交際法（The Communicative Method）b. 任務型教學法（The Task-based Teaching Method）c. 視聽法（The Audio-visual Method）d. 活動法（The Activity Method）e. 合作學習法（The Cooperative Learning Method）f. 情景教學法（The Scene Teaching Method）2. 教學用具（Teaching Aids）：a. 多媒體課件（The Multimedia Courseware：The PowerPoint）b. 自制卡貼（Card Posts）c. 信封（Envelopes）d. 自制小組合作學習單（Cooperative Learning Sheets for the Group Job）6.教學過程設計Step 1：GreetingsTeacher activityStudent activityDesigning purposeT: Class begins! T: Good morning, everyone. T: Sit down, please.S: Stand up, please.S: Good morning, Mr. Ivan.S: Thank you.師生問候。Remark：教師精神面貌良好，帶動學生積極投入課堂。主線PART 1：The start ofthe Minjiang International Fashion ShowStep 2：Lead-inTeacher activityStudent activityDesigning purposeT: Everyone, We know, Jane and Sarah, they are taking part in the Minjiang International Fashion Show. Now, lets have a look what is happening there. Whats this?T: Yeah. Its a catwalk. Please follow me（操練新單詞） T: And then, there is a model. What is she wearing? T: Great! Please follow me（操練新單詞） T: We know cheongsam is a traditional dress for Chinese women, right? T: Please follow me（操練新單詞） T: In our country, we have different kinds of people. How many peoples do we have in our country? T: Thats right, thank you. So, we have 56 peoples in our country. Now please look here.T: Yeah, please follow me（操練新單詞） T: Different mino-rities have different costumes. Then, how do you like their costumes? Any volunteer? You, please.T: Well done, thank you. Now, boys and girls, lets guess what kinds of costumes they are.T: Then, the second one.T: please follow me（操練新單詞） T: What about the next one?T: please follow me（操練新單詞） T: How about this one?T: Great! The last one?S: CatwalkS: Catwalk（模仿跟讀）S: CheongsamS: Cheongsam（模仿跟讀）S: Yes.S: Traditional（模仿跟讀）S: 56S: Minority. （模仿跟讀）S1: Colorful. S2: They are special and nice. S3: They look very beautiful. S4: Its so wonderful. S5: Fantastic.S: Zhuang minority costumeS: Tibetan costumeS: Tibetan. （模仿跟讀）S: Korean costume.S: Korean. （模仿跟讀）S: Russian costume.S: Kimono.展現T臺，自然導入，同時學習重點新詞匯：catwalk、cheongsam以及traditional， 并通過跟讀加深印象，為后續學習做好鋪墊。通過上一環節旗袍的展示作為引入，擴展到中華56個民族的服裝展示，旨在體現民族大團結，深化愛國情懷。同時自然引出少數民族的概念，學習重點新詞：minority和重點句型：How do you like? ，并詢問學生對少數民族服飾的看法，為之后的德育目標做好鋪墊。通過滾動的圖片，引導學生猜測不同服飾的圖片，再次加深學生對不同服飾的了解。借此環節，將服飾的介紹從我國少數民族擴展到世界的范疇，體現世界文化的包容性。學習重點新詞匯：Tibetan、Korean，認知課本提供的六種服飾。Remark: 加強重點新詞匯的操練與朗讀，引導學生正確發音（注意重音的處理）。主線PART 2： The Minjiang International Fashion Show (Live)Step 3：ListeningTeacher activityStudent activityDesigning purposeT: Now, Jane and Sarah, they want to show us the live of our Minjiang International fashion show. Lets watch.T: What a wonderful fashion show, right? We can find that Chinese costumes are so special in the fashion show. So, we should be proud of our own Chinese culture of costume and develop it around the world. （德育目標：培養民族自豪感，繼承發展中華服飾文化。）T：Then everyone please open your book and turn to page 99. Lets listen to 1a . Number the costumes according to what you hear and match them with the models. Clear?T: Could anyone tell me which one is the first one?T: Thats right. Cheongsam, thank you. Then what about the second one?T: The next one?T: Then?T: No. 5?T: What about the last one?T: Now, can you match them with the models? Which one is cheongsam?T:Kimono?T:Russian costume?T: Zhuang minority costume?T: Korean costume?T: Tibetan costume?T: Now, please look here. Listen to the tape and choose the right words to fill in the blanks.T: Who wants to try the first one?T: Yeah, thank you. And you please.T: Then? T:You, please.T: Anyone else?T: What about the last one?T: I think you guys really did a good job!S: Yes.S: Yes.S: CheongsamS: KimonoS: Russian costumeS: Zhuang minority costume.S: Korean costume.S: Tibetan costume.S: B.S: CS: AS: D.S: ES: F.S: The first model wore a cheongsam.S: Its traditional.S: The second one wore a kimono.S: She wore a traditional Russian costume.S:Such as the ones in the Zhuang minority costume.S: Korean costume.通過Jane和Sarah在閩江國際時裝周現場的視頻直播，刺激學生視聽能力，并總結以上展示的服飾和重點新詞匯。之后，引出本課的第一個德育目標，培養學生的民族自豪感和樹立發展中華文化的使命( We should be proud of our own Chinese culture of costume and develop it around the world.）。通過課本P99的聽力訓練再次加強學生對六種服飾的了解，并加深印象。Number和Match兩個步驟相輔相成，清晰總結對話內容，為學生的理解提供良好渠道。通過聽力訓練，搭配六個模特的圖片對比，進一步幫助學生比較不同服飾，產生新觀點。通過書本1c改編過的聽力訓練，使學生能在相對真實語境的聽力語篇中形成對課本對話的更進一步理解，同時熟悉重點新詞匯。Remark：聽力訓練作為后期口語訓練的鋪墊，注意在聽力訓練中檢驗學生掌握重點新詞匯以及對服飾認知識別的程度，并自然提出第一個德育目標。Step 4：Pre-speakingTeacher activityStudent activityDesigning purposeT：We know many students in our class like wearing different kinds of costumes. Now, lets guess who they are.T: Please come here. Lets welcome!T: Could you please tell me what kind of costume are you wearing in the picture?T: How do you like your costume?T: I think so, thank you.（Applause）And then what about the second one?T:Everyone, lets ask him. One, two, go!T: Thank you. （Applause）T:Who is the next one?T: Come here, please.（Applause）One, two, go!T: Thank you. （Applause）T: Who?T: Fancy? Are you sure?T: Yeah, because fancy is not a good word to describe costume. It doesnt matter. Thank you. （Applause）T: How about the next one?T: Come here, please.（Applause）One, two, go!T: And the last one?T: You think its perfect for you?T: Then ou can try it again. Thank you. （Applause）T: Everyone, we know Chinese-style costumes are so popular on the international stage. Now, look here. International super star Lady Gaga and our international Chinese model Hesui, they also wear different kinds of Chinese-style costumes, right? T: And our Chairman Xi and our first lady also like wearing different kinds of Chinese-style costumes on the international stage. So, we should deepen the inheritance and the innovation of our Chinese culture and show the permanent charm of the times.（第二個德育目標，習主席在中共十九大上說到：深化中華文化的繼承創新，并展現出永久魅力和時代風采。）S: (Say the students name.)S: Im wearing an Indian costume.S: I think its fantastic.S: (Say the students name.)S: What kind of costume are you wearing in the picture?S: Im wearing a Miao costume.S: How do you like your costume?S: I think its beautiful.S: (Say the students name.)S: What kind of costume are you wearing in the picture?S: Im wearing Tibetan costume.S: How do you like your costume?S: I think its cool.S: (Say the students name.)S: What kind of costume are you wearing in the picture?S: Im wearing Dai costume.S: How do you like your costume?S: I think its fancy.S: No, its beautiful.S: What kind of costume are you wearing in the picture?S: Im wearing kimono.S: How do you like your costume?S: I think its sweet.S: (Say the students name.)S: What kind of costume are you wearing in the picture?S: Im wearing Han costume.S: How do you like your costume?S: I think its perfect.S: yes.S: （Applause）S: yes.通過信息技術，運用手機軟件制作出學生穿戴世界各民族不同服飾的照片。邀請學生上臺，與屏幕上呈現的學生個人變裝照片進行對比，引發學生的好奇心，迅速激發學生的學習興趣。促進重點句型：What kind of costume? 和 How do you like? 的操練。通過國際巨星Lady Gaga和中國的國際超模何穗在國際舞臺上穿中國風格服飾進行表演，以及國家主席習近平與夫人在國際交流中常穿中國風格服飾，體現中國服飾形成的國際新時尚。同時，借用習主席在中共十九大提到的Deepening the inheritance and the innovation of the Chinese culture and showing the permanent charm of the times來強調本課的又一個德育目標: 深化中華文化的繼承創新，并展現出永久魅力和時代風采。Remark：加強兩個重點句型的操練，以學生為主，教師為輔，并自然提出第二個德育目標。主線PART 3： Jane and Sarah are doing an interview.(The Minjiang International Fashion Show is over)Step 5：While-speakingTeacher activityStudent activityDesigning purposeT： The Minjiang International Fashion Show is over. Now, lets have a look what Jane and Sarah are doing.T: Read it together. One, two, go!T: So, Jane and Sarah, they are doing an interview on the backstage of the Minjiang International Fashion Show.T: Please look at the first picture. Try to ask & answer by following the example. Now, please turn to page 100. Please think about2 questions: What did Jane ask the model? & What did the model say? You guys have 1 minute to think about it. One, two, go!(1 Minute later)T: Times up! Any volunteer?T: You, please. Lets do an interview. （Applause）T: What did Jane ask the model?T: What did the model say?T: Its a good example. Thank you. （Applause）T: Now, please look at the next two pictures. Youll have 2minutes to talk with your group members and to try down. One, two, go!(2 Minutes later)T: Times up! Please turn back. Now, I need 2 volunteers to come here to show us how to interview (Ask & Answer) .Welcome! （Applause）T: One, two, action!T: Well done, thank you.（Applause）T: Now, lets do it together. One, two, action!T: And now I need another 2 volunteers. Who want to try?T: You guys, please. Welcome. （Applause）T: Not bad, thank you.（Applause）T: Do it together. One, two, action!T: Really good! S: What kind of costume are you wearing?S: Im wearing a Yao costume.S: How do you like our show?S: Its wonderful.S: Can we take photos with you?S: With pleasure.S: She asked what kind of costume the model was wearing.S: She said she was wearing a Yao costume.S: What did the model ask Jane?S: She asked Jane how she liked their show.S: What did Jane say?S: She said that it was wonderful.S: What did the model ask Jane?S: She asked Jane how she liked their show.S: What did Jane say?S: She said that it was wonderful.S: What did Jane ask the model?S: She asked whether she could take photos with the model.S: What did the model say?S: She said that it was a pleasure.S: What did Jane ask the model?S: She asked whether she could take photos with the model.S: What did the model say?S: She said that it was a pleasure.通過課本P100的練習2，進一步操練學生Ask & Answer，以幫助學生復習和強化對上個section的第三方轉述能力。（注意考慮賓語從句四要素）R