Section D课时教学实录

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Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful. 教学内容分析及课时分配建议：

本话题围绕时装展而展开。主要内容包括：由Jane 和 Sarah 谈论在西单举行的时装展引出本话题的语法知识--主句是过去时的宾语从句及有关时装展的话题。整个话题通过约定观看时装展，现场观看时装展，介绍所见时装的相关知识而有机结合在一起。孩子们在观看时装展的过程中，学习了一些国家和少数民族的名称及其服装特色。作为拓展知识，教材还介绍了中国的唐装，美国的牛仔服和日本的和服。在介绍的唐装时，又让学生集中学习了几个并列连词：not only...but also,either...or...,both...and...。通过学习本话题，学生既能学到中国的传统服饰和民族服饰，又能学到其他国家的重要服饰知识。

本话题建议用4个课时来完成：

第一课时：Section A—1a,1b,1c,2，3 第二课时：Section B—1a,1b ,1c,2,3a,3b 第三课时：Section C—1a,1b,1c,2a,2b,3 第四课时：Section D—Grammar and Functions,1,2,Project

第二课时（Section B—1a,1b ,1c,2,3a,3b ）

教学设计思路：

本课继续学习主句是过去时的宾语从句和进行语音语调训练。首先通过图片解决词汇，接着听1a 完成1b 。然后读1a,完成1c 。

接着再读1a，解决学生疑难问题。2是本课的重点环节。处理完1a中的语言点后，马上进行宾语从句的操练，完成2。

3a和3b是语音和语调方面的练习。让学生先自读，再跟读模仿，最后对比，完成3a 。对于3b，先回顾升降调的规律，然后自读，再跟读。最后师生一起回顾本课知识，完成本课时。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

traditional, minority ,Tibetan, Korean （2）继续学习主句是过去时的宾语从句。

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2. Skill aims:

（1）能够根据主句时态，把宾语从句部分进行相应的时态转换。

（2）能够运用正确的语调向第三方转述信息。

3.

Emotional aims:

4.

Culture awareness:

Ⅱ. The key points and difficult points 1. Key points:

（1）继续学习主句是过去时的宾语从句。 (2) 了解单词的重音，句子的语调。

2. Difficult points：

(1)如何把主句是过去时的宾语从句进行正确地时态转换。 (2)多音节单词的重读。

Ⅲ. Learning strategies 1. 向第三方转述信息时，要记得重读报告词。

2. 在进行听力任务前，要预先感知任务，明确听力重点。

Ⅳ. Teaching aids 多媒体课件/课本插图/图片/小黑板/录音机

V. Teaching procedures

Stage 1( 5mins)：Getting the students ready for learning Designing Step Teacher activity Student activity purpose Greet the Ss and teach the new Learn the new words words by showing pictures.

(Class activity)

T: Hi, boys and girls, how are

you today? T: It’s a nice day,isn’t it?

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学习新词汇，为听by looking at the 力任务扫除障碍。

pictures. Ss: Fine, thank you. Ss: Yes ,it is .

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T: Have you seen a fashion

show on the spot? Ss: No. T: Have you seen a fashion

show on TV? Ss: Yes. T: Where do the models walk

on? Ss: T-台。

T:Yes. The models usually walk

on the catwalk.

T: Models usually model the

most fashionable clothes ,but

sometimes they also show

some

traditional clothes,

such as Tang costume and

cheongsam (Shows pictures).

Do you know how to call them

in Chinese? Ss:唐装、旗袍

T：You are right. In the past,

Only Man minority women

wore cheongsam, But now, it’s

popular all over the world.

T: Do you know how many

minorities there are in China?

T: Some minorities have their

own traditional costumes. Do Ss: Yes. Fifty -five. you know this one?

T：Yes. It’s Tibetan costume.

And this one? Ss: 藏族服装。

T：Right. It’s Zhuang minority

costume. In fact, different Ss: 壮族服装。

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countries have different traditional costumes, such as Japanese kimonos, American jeans, Korean costumes and Russian costumes.

Remark：如果有条件，教师播放一段真实的走秀视频更好。教师不要把1b的图片整体直接展示，否则学生做1b时就没有一点挑战性了。教师要把教材中提到的少数民族或国家的服饰都用图片一一展示出来。

Stage 2（5mins)：

Listening to 1a and finishing 1b Designing Step Teacher activity Student activity purpose: Let the Ss listen to 1a and Listen to 1a and finish 培养学生的听力finish 1b. 1b. 技能，完成1b。

T: In Section A, Jane told

Sarah that there would be

another fashion show in

Xidan Shopping Center, and

Sarah said she would go to

the fashion show with Jane.

( Individual work) Now, they are watching the

fashion show. Listen to the

conversation, and number the

costumes. Before listening,

you’d better look at the

pictures in 1b first. While

listening, you should pay

attention to the costumes you

hear. Are you ready?

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T: Can we check the answers Ss: Yes. now?

T: Who can tell us the Ss: Yes. answers? T: Is it right?

S1: 4-1-6-3-5-2 T: Then match the costumes Ss: Yes. with the models.

T: Let’s check. Model A is

wearing ... T: Model B is wearing ... T: ...

S2: Russian costume. S3: ... S4: ... Remark: 为了提高听力效率，教师应提醒学生看弄清楚有哪些服装。

Stage 3（5 mins)

Reading 1a and finishing 1c

Designing Step Teacher activity Let the Ss read 1a and finish 1c. Student activity purpose Read 1a and finish 1c. 培养学生的阅读能力，完成1c。

T: Now, let’s read the

conversation. After reading,

you have to complete the

blanks in 1c. 1(Individual work) T: Now, let’s check together. Ss: Yes . Jane and Sarah were ...

.

...

Ss: show ,beautiful , wore, ...knew.

T: Shall we check the answers?

T: Good job . Now , let’s read

1c together .

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Remark：这个阅读填空练习比较简单，只要学生正确补全了对话即可。教师可以把1C的短文展示出来，以便核对答案。

Stage 4（7 mins)：Intensive reading of 1a. Designing Step Teacher activity Student activity purpose Let the Ss read 1a and find out Read 1a and find out 读课文，找出并解the difficult points. the difficult points . 决疑难点。

T:Now, you know the main idea

of the conversation. Next,

please read it and see if you

have any problems. T:Who has any problems?

(Class activity )

T: ...

T: No more questions? T: Fine. Let’s read it in roles. Boys for Jane and girls for Sarah. Go! Remark：1a的内容非常简单，没有新的语法项目。只要学生能读通读懂对话即可。

Stage 5（10mins)：Finishing 2 Designing Step Teacher activity Student activity purpose

Let the Ss work in pairs to practice object clause . T:Hi, class! Do you still Work in pairs to practice object clause.

巩固宾语从句，完成2。

models!” mean? S2: ... S3: ... S4: ... Ss: No.

S1: What does “

Here come another three

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（Pair

work )

remember the new grammar we learned yesterday? T: Look at Picture One, Xxx and Xxx, can you make up a conversation as you did yesterday?

T:Very

good

example! Do you know how to practice now? T: Wonderful! Now practice the rest pictures with your partner. I

Ss: Yes.

S1: What did Jane ask the girl? S2: She asked what kind of costume she was wearing. S1: What did the girl say? S2: She said she was wearing a Yao costume.

Ss: Yes.

will choose some pairs to present

later. T:Now, it’s time to present now. Grammar supervisors please get ready. Volunteers?

Pair One: S1: ... S2: ... ... Pair Two: S1: ...

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S2: ... ... Remark: 教师可以直接用屏幕展示2中的三幅图片，让两个学生把第一幅用来做示范。后面让学生操练。教师还可以把Section A 2 中的4幅图片再展示出来，以便学生有更多的机会操练。学生在展示时，让语法监督员记录下所听到的错误，然后一一点出来。

Stage 6（3mins)：Finishing 3a

Designing Step

Teacher activity

Let the Ss listen to 3a and imitate. T: Well done. We have spent so much time on object clause. Next, we will pay attention to stress and phonetics. Look at the words in 3a, try to read them by yourself first. Pay attention to the stress.

(Class activity) T: Now, Please listen to the words, read after them and compare with your pronunciation.

T: Phonetics is important to remember words. Some combinations of letters pronounce regularly , for example , tr-,dr-, sh ,th . Remark : 教师提醒学生在读2个音节以上的单词时，要注意单词的重音。在记忆单词时，要充分利用字母组合的发音规律。

Stage 7（5mins)：Finishing 3b

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Student activity

purpose

Listen to 3a and imitate.

练习单词的重音，完成3a。

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Designing Step

Teacher activity

Let the Ss listen to 3b and learn the intonation. T：Hi, Xxx, could you tell me something about intonation?

Student activity

purpose

Listen to 3b and learn 学习转述的语调the intonation.

S1: Of course. 技巧，完成3b。

T: When do you use rising tone?

S1: 一般疑问句句尾T：How about falling tone, xxx? 用升调。

T: Now, please read the tip in (Class activity ) the key. T: Next, read the conversation alone. Pay attention to the intonation.

T: I would like you to listen to the tape and imitate.

T: Now, practice with your partner.

Remark: 教师要学生总结升降调的基本规则，然后强调在转述时，要强调报告词用升调。

Stage 8（5mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Student activity

purpose

Encourage the Ss to summarize Summarize this section. this section. 1(Class activity )

总结回顾本课时，强化学生的学习成果。

S2: 陈述句和特殊疑问句句尾用降调。

T: This period will be over

soon. Let’s summarize now.

What have you learned today?

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T: Yes. Could you give me some S1: Costumes. examples?

T: ...

S2: Cheongsam, Zhuang minority costumes, Tibetan costumes, ... S3: ... Assign the HMK. T: For today’s HMK, I’d like 2 (Class activity)

you to find some information about Tang costume. Remark：

Finish the HMK.

收集有关唐装的知识，为下一课做准备。

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VI. Blackboard design

第二课时（Section B—1a,1b ,1c,2,3a,3b）

Words & expressions

Grammar

Catwalk

主句是过去时的宾语从句

Cheongsam

字母组合：

tr- ,dr- ,sh, th, Traditional

语调：

Minority

升调：报告词：say ,tell , ask, ... Korea + n = Korean

降调：

Tibet +an = Tibetan

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