Unit 6 My clothes, my style(Integration) 教学设计2024-2025学年译林版（2024）七年级英语上册

教学设计 课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit 6 My clothes, my style (Integration) 教科书 书 名:《义务教育教科书 英语》七年级上册 出版社:译林出版社 出版日期:2024年7月 教学目标 通过本课时学习,学生能够: 1. 阅读以中国传统服饰为话题的说明文,获取并理解中国传统服饰的常见种类、穿着场合和文化价值; 2. 借助听力音频,获取汉服和旗袍的历史、特征、受众等关键信息; 3. 以讨论喜爱的中国传统服饰的对话语篇为模板,运用描述服装的相关表达讨论彼此喜爱的中国传统服饰,并阐释原因; 4. 在写作活动中综合运用本单元词汇知识与表达和语篇结构知识与表达,完成介绍自己服装设计的文章,主动进行审美实践,展现健康得体的审美品味。 教学内容 教学重点: 1. 运用描述服装的相关表达讨论彼此的喜爱的中国传统服饰。 2. 综合运用本单元词汇知识与表达和语篇结构知识与表达,完成介绍自己服装设计的文章。 教学难点: 1. 如何在说明文语篇和听力语篇中获取并理解中国传统服饰的常见种类、穿着场合和文化价值。 2. 如何综合运用本单元词汇知识与表达和语篇结构知识与表达,完成介绍自己服装设计的文章。 教学过程 Step 1 Preparation Reading 1. Have students look at the three pictures in A on page 76 and describe them. Possible answer 1. The girl wears ... She looks ... in ... 2. The woman wears ... The dress makes her look ... 3. The man wears ... Its colour is ... and it is suitable for ... 2. Have students read the introduction to traditional Chinese clothes in A and answer the questions on page 76. Possible answer 1. They choose to wear traditional clothes on important days. 2. Horse-faced skirts (mamianqun in Chinese, a traditional Chinese skirt that originated in the Song Dynasty). 3. Have students think of the reason why we italicize the words qipao, hanfu, tangzhuang and mamianqun. Answer Because in writing we italicize some words that are not English. Listening 1. Have students read Sandy’s notes in B on page 76 and answer the following question. What kind of information about hanfu and qipao can we get from the notes? Possible answer We can know about the history and features of hanfu and qipao. We can also learn about who likes the clothes and when to wear them. 2. Have students predict the answers in B on page 76 according to what kind of information is missing and write down some possible answers in the blanks. 3. Have students finish B on page 76. (Optional: Remind students to write the short forms of the words if time is not enough.) Answer (1) thousands of (2) different times (3) young (4) dress (5) paintings (6) special Speaking 1. Have students answer the following question. What else do you know about traditional Chinese clothes? Notes Tangzhuang usually have Chinese characters on them to show good luck or best wishes. Now, people wear tangzhuang on special occasions, such as the Chinese New Year and wedding ceremonies. 2. Have students listen to Sandy and Millie’s conversation in C on page 77 and answer the following questions. (1) What type of traditional Chinese clothes does Millie like best? (2) What are qipao made of? (3) What are hanfu like? Answer (1) She likes qipao best. (2) They are usually made of silk. Sometimes they are made of cotton. (3) They are usually loose and comfortable to wear. 3. Have students read the conversation after the tape and then read in different roles. 4. Have students read the tip on page 77 and summarize the purpose of using “Yes, I agree, but ...” in a conversation. Possible answer “Yes, I agree.” is used to express agreement, and here Sandy means, “I like hanfu more than qipao.” “But” is used to present a different point of view. 5. Have students finish C on page 77 using “Yes, I agree but ...”. Possible answer A: What type of traditional Chinese clothes do you like best? B: I like ... best. ... like(s) to wear ... on/at/for/to ... A: What do you know about ...? B: ... are usually made of ..., and they feel ... I think ... look(s) ... in ... A: Yes, I agree, but I like ... most. Because ... Step 2 Writing 1. Have students answer the following question. What should we think about if we design an outfit for daily wear? Possible answer We should think about the types, colours, materials, ... 2. Have students read the table in D1 on page 77 and answer the following questions. (1) What type of clothes does Sandy include in her design? What does Sandy think about when she designs the outfit? Answer She includes a shirt, a jacket, a pair of jeans and a pair of sports shoes in her design. She thinks about the features, colours and materials of the clothes. (2) What do you think of Sandy’s plan for the design? Possible answer Version 1: Sandy makes a clear and careful plan by thinking about the features, colours and materials of the clothes and putting key words and phrases in the table. Version 2: Sandy matches the colours well because she picks similar colours. Version 3: Sandy is very thoughtful because she chooses cotton, and clothes made of cotton are comfortable to wear. 3. Have students make a similar plan for their designs using Sandy’s plan as a model. Feature Colour Material Possible answer Shirt/Blouse/... Jacket/Coat/... Jeans/Trousers/... Sports shoes/... Feature A ... look (Not) ... Comfortable/ Loose/... Comfortable/ Light/... Colour ... ... ... ... Material Cotton/Wool/... ... ... ... 4. Have students read Sandy’s article in D2 on page 78 and work out the content of each paragraph and the writing order. Possible answer (1) design (2) Shirt (3) Jacket (4) Jeans (5) Sports (6) Material(s) (7) from top to bottom/from inside to outside 5. Have students find useful expressions in the article and come up with more. Then have students finish the chart below. Possible answer (1) Here is my design for ... My design includes ... (2) I think ... has/have a ... look. ... is/are light and comfortable/thick and warm. ... is/are not too long or too large. ... come(s) in different sizes. ... is/are/are light and good for ... ... look(s) ... in ... ... is/are very popular with ... All the students like ... ... has/have ... pictures on it/them. (3) The shirt/... is/are white/... The main colour of the T-shirt/jacket/... is ... ... match(es) all/any other colour. ... goes well with ... ... make each other stand out. ... and ... go well together. (4) The sweater/shirt/... is/are made of ... ... feel(s) smooth and soft. 6. Have students finish an article about their designs for an outfit for daily wear individually. They can refer to D2 and D3 on page 78 to guide their writing in terms of content and expressions. 7. Have students assess their writing after they finish and exchange drafts with their partners for assessment. 【写作自评表】 问题 是 否 如果为“否”,如何改进? 你在短文中是否介绍了自己对日常服装的设计? 你在短文的首段是否说明了你设计的所有服装? 你在短文的主干是否按照从上至下或从里到外的顺序来分段描述你的服装设计? 你在短文的尾段是否介绍了你设计的服装的其他特征? 你在短文中是否提供了重要和充足的细节来描述你所设计的服装的特征、颜色、材料等信息? 你的短文是否使用了恰当的句型和丰富的词语来描述你所设计的服装和阐述设计理念? 你的短文在大小写、拼写、语法和标点方面是否都正确? 【写作互评表】 评价指标 得分 评分标准 短文中是否介绍了对日常服装的设计? 5=Excellent 4=Good 3=Acceptable 2=Needs Improvement 短文是否有清晰的开头和结尾? 短文是否分段描述了作者所设计的服装的不同方面? 短文中各段的细节是否充足? 短文是否使用了恰当的句型和丰富的词语? 短文在大小写、拼写、语法和标点方面是否都正确? 8. Have students learn from the sample. Sample My fashion design Here is my design for a blouse, a coat and a skirt. The blouse is pink. I think girls look pretty in pink. The main colour of the coat is white. White goes well with pink. Skirts are popular with girls, so my design includes a light pink skirt. The blouse, the coat and the skirt are all made of cotton and are very comfortable. You can wear this outfit to a party or for a trip. Step 3 Homework 1. 请根据中文提示,完成句子。 2. 请阅读下列语篇,回答问题(答案不超过6个单词)。 3. 请根据单元所学,在以下场景中选择一个,完成服装设计介绍,不少于50个单词。 备注:教学设计应至少含教学目标、教学内容、教学过程等三个部分,如有他内容,可自行补充增加。 学科网(北京)股份有限公司 $$