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Unit 8 Our Clothes Topic 1We will have a class fashion show. Section A教學設計
I. Teaching Objectives Language Knowledge and Skills Objectives Students will be able to master the vocabulary related to clothing, such as “cloth, clothes, clothing, design, style, cotton, silk”, etc., and be able to spell, recognize and use them correctly. Skillfully use the key sentence patterns “We will have a class fashion show.”, “What do you think of... ”, “It’s made of...” for daily communication, to describe clothing plans, evaluations of clothing and introductions of materials. Be able to understand simple conversations and short passages about clothing topics, capture key information, and be able to use the learned knowledge for oral and written expressions to describe clothing styles and preferences. Learning Strategies Objectives Cultivate students’ abilities of autonomous learning and cooperative exploration through previewing, classroom interactions and group work. Guide students to learn to use resources such as pictures, videos and dictionaries to assist learning and improve learning efficiency. Cultural Awareness Objectives Understand the differences in dressing cultures in different countries and on different occasions, and broaden international perspectives. Feel the charm of fashion culture and cultivate an inclusive and appreciative attitude towards multiculturalism. Emotional Attitude Objectives Stimulate students’ interest in English learning, especially in fashion English expressions. Enhance students’ teamwork awareness and collective sense of honor through group cooperation in preparing for the class fashion show. II. Teaching Key and Difficult Points Teaching Key Points Teaching of new clothing-related vocabulary, phrases and key sentence patterns. Organizing students to use the learned knowledge to discuss and prepare for the class fashion show, and conduct relevant oral and written expression exercises. Teaching Difficult Points Enable students to use the learned sentence patterns flexibly and accurately in real contexts, and communicate fluently about their views on clothing and the details of fashion show preparations. Help students use rich and precise English vocabulary to describe clothing features, materials and styles delicately, and improve the quality of language output. III. Teaching Methods Situational Teaching Method: Create situations related to fashion shows, such as playing videos of fashion weeks and showing pictures of clothing, to arouse students’ interest and let them experience language use in situations. Task-based Teaching Method: Assign various tasks, such as vocabulary competitions, oral dialogue exercises and fashion show planning tasks, to prompt students to take the initiative to learn and use knowledge in the process of completing tasks. Group Cooperative Method: Divide students into groups to jointly discuss fashion show plans, practice oral English and correct each other’s mistakes, so as to cultivate teamwork and communication skills. IV. Teaching Procedures (I) Lead-in (5 minutes) Play an exciting video of international fashion week runway shows to attract students’ attention and arouse their interest in fashionable clothing. Guide with questions: “Boys and girls, what amazing things did you see in the video Do you want to have a fashion show in our class ” Encourage students to actively share their viewing feelings and smoothly introduce the theme of this lesson. (II) New Knowledge Teaching (15 minutes) Vocabulary Teaching Use multimedia courseware to display pictures of various kinds of clothing, and present new words such as “cloth, clothes, clothing, design, style” one by one. Teach the pronunciation, spelling and meaning of the words. Strengthen memory by using methods such as rising and falling intonation, group reading and individual reading. Conduct vocabulary games, such as word chain. The teacher says a clothing word, and the student continues with another clothing word starting with the same letter to consolidate vocabulary learning. Sentence Pattern Teaching Lead out the key sentence pattern “We will have a class fashion show.”, write it on the blackboard and explain its structure and usage. Conduct simple drills in combination with the actual situation of the class, such as asking students: “When will we have our fashion show What can we do for it ” Guide students to answer in the future tense. Present the sentence pattern “What do you think of... ” and its common answers. The teacher shows different pictures of clothing and demonstrates the dialogue with the students: “What do you think of this coat I think it’s very nice. It looks cool.” Let the students practice in pairs, and then select several groups to show. (III) Text Learning (10 minutes) Listening Training Play the recording of the text, and ask the students to circle the new vocabulary and key sentence patterns that appear in the text while listening, to initially understand the general idea of the text and cultivate listening skills to capture key information. Play the second recording and set simple questions, such as: “When will they have the fashion show What kind of clothes do they talk about ” Let the students listen with questions and raise their hands to answer after listening. Intensive Reading Explanation The teacher leads the students to read the text intensively paragraph by paragraph, and explains the use of key vocabulary and sentence patterns in the text, such as the usage of “be made of”. Give examples like “This shirt is made of cotton. That dress is made of silk.” to let the students understand and imitate sentence-making. Guide the students to pay attention to the sentences describing clothing styles and preferences in the text, analyze their expression structures, and encourage students to take notes and accumulate good words and sentences. (IV) Practice and Consolidation (10 minutes) Vocabulary Practice Fill in the blanks with the proper forms of the given words: The ______ (design) of the T-shirt is very popular among young people. My mother bought some new ______ (cloth) to make a dress for me. Different kinds of ______ (clothing) can show different styles. Let the students correct each other in groups, and the teacher gives concentrated explanations on the places where there are more errors. Oral Practice Divide the students into groups and assign the task: Discuss the clothing you want to wear in the class fashion show, and use the learned vocabulary and sentence patterns to describe the clothing styles, colors and materials in detail. Each group selects a representative to show in front of the whole class. The other groups listen carefully and make evaluations. The teacher gives encouragement and guidance in a timely manner. (V) Classroom Summary (3 minutes) Review the key vocabulary and sentence patterns of this lesson with the students, which can be carried out through question-answering and rush-answering to strengthen memory. Summarize the problems existing in students’ oral expressions and group work, give improvement suggestions and encourage students to continue practicing after class. (VI) Homework Assignment (2 minutes) Written Homework: Ask students to draw a picture of their ideal fashionable clothing and write a short passage in English to describe it, including clothing details, materials and reasons for liking it. The passage should be no less than 80 words and be handed in next class. Practical Homework: Use the learned sentence patterns to ask at least three family members or friends for their opinions on the clothing designed by themselves, record their answers and share them with classmates next class. V. Teaching Reflection After class, the teacher needs to reflect on the teaching process of this lesson carefully and consider the following questions: How well have the teaching objectives been achieved Are students’ mastery of key vocabulary and sentence patterns satisfactory Have the teaching methods been used appropriately What is the participation and enthusiasm of students in the 環節 such as situation creation and group work Is the design of exercises reasonable and effective Can it accurately detect students’ knowledge loopholes and ability improvement points Have the emergent problems in class been dealt with in a timely and appropriate manner Is there anything that needs to be improved Through teaching reflection, summarize experience and lessons to optimize the teaching design and improve the teaching quality in subsequent teaching.

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