Section A多媒体教案及点评

Section A

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

（2）学习主句是过去时的宾语从句。

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）能够准确地向第三方转述信息。

3.

Emotional aims:

4.

Culture awareness:

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

（1）初步学习主句是过去时的宾语从句。 (2) 能够根据上下文的联系排列句子组成一个完整的对话。

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)把特殊疑问句变成陈述语气。

（3）转述时，如何相应的转换人称。

Ⅲ. Learning strategies 1. 反复操练，细心观察，总结规律。

2. 对于需要边听边填空的听力练习，要学会速记方法，先作记号，听后完善。

Ⅳ. Teaching aids 多媒体课件/课本插图/小黑板

V. Teaching procedures

Designing Step Teacher activity Student activity purpose Stage 1（15mins)：

Practicing (Finishing 2)

Designing Step

Teacher activity Student activity purpose Work in pairs the to 操练新语法，完成new 2。

T: Now you know when the practice main clause is in past tense, grammar. the subordinate clause should

be in past tense, too. Next, Ss: Yes. let’s practice what we have

learned. Please turn to page

98. Work in pairs to make up Pair One : conversations by following A :What did Sally ask ? the example in 2. Please pay B: She asked how ( Pair work) attention to the tense and Helen liked the dress. person. You have 2 minutes to A: What did Helen say? practice, then I will choose B: She said she didn’t some pairs to present. Are like it at all. you clear ? T: Great . Go ahead. Pair Two:

Discuss in groups

T: Time is over. Which pair is ...Report 2 in groups the bravest? T: Wonderful job! Next pair, please. Remark: 教师在学生进行操练前，提醒学生除了注意时态的转换，还要注意人称的转换

。学生在操练时，老师要四处走动，聆听学生的对话并适时提供帮助。教师还要鼓励几对学生进行展示。学生展示过程中出现的问题，教师先做记录，然后集中解释，也可以让学生作记录，让学生纠正。

Stage 2（5 mins)

Listening to 1a and finishing 1b Designing Step Teacher activity Student activity purpose

Let the Ss listen to 1a and do 1b. Listen to 1a and 培养学生的听力技能，让学生听后再进行新语法的操练，完成1b 。

T：You did very good job. In 2, you do 1b. can depend on the pictures and the

sentences. Next, you just listen to a

long conversation and then

complete the sentences. Please turn

to page 97. Read the sentences in 1b

first. While listening to the

conversation, you should pay

attention to what the kids say. Do

you understand ? (Individual work)

T:Now, I won’t check the answers Ss: Yes. directly. Look at the sentences, put

them together to make an object

clause. Xxx, please do No.1, xxx,

No.2, xxx, No.3 and xxx, No.4.

Quickly, come to the front . T：

Now, let’s check. No.1 is ...

T: Then, No. 2 is ... T: What’s the correct answer?

Ss: Right

Ss: Wrong. Ss: Would be

T: Now, compare these sentences Ss: ... with your own. They are the answers to 1b.

Stage 3（15 mins)：Finishing 1a

Designing Step Teacher activity T: We just listened to 1a, now

(Class activity )

let’s read it carefully.

Student activity purpose

T: Great! You have found out S1: But Kangkang said

all the object clauses. Do you he watched it. have any more questions? S2: And he said the show was T: Now, please read 1a in fashion roles. Boys will be Jane and wonderful. girls will be Sarah. Go! Stage 4（5mins)：Finishing 1c

Designing Step Teacher activity Student activity purpose Let the Ss number the sentences in 1c to make a conversation. T: Now, please read the Number the sentences in 1c to make a conversation. 培养学生的逻辑思维能力，完成1c。

sentences in 1c and number them Ss: Yes. to make a conversation. If

you finish, please let me know. T: Can we check the order now? T: Volunteers?

（Individual work )

T: Do you think so? T: Hi, class! Who do you agree with? T: I agree with S2, too. Now, please practice the conversation in pairs. Begin! T: Xxx and Xxx, please practice the conversation. Designing Step

Teacher activity

Let the Ss listen to the passage 1(Individual work) in 3 and match the models with their names Student activity

purpose:

Listen to a passage and 培养学生的听一match the models with their names 听配一配的能力，完成3的ASs: S2. S3: Hi, Michael! We are ... S4: A fashion Show? Sounds ... S1: 3-1-5-6-2-4 S2: No, I don’t think so . My order is 3-1-4-5-2-6

T: Good performance! Now, please look at the pictures in 3.

部分。

You should pay attention to their

dressing. Then you will listen to

a passage and match the models

with their names. Are you lear? T: Now, listen to the passage. T: Shall we check now? T: Who is the first girl, xxx?

Stage 5（5mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Student activity

purpose

Let the Ss summarize what they Summarize what they

回顾总结，加强have learned today . have learned today . 记忆。

Ss :Yes.

Ss: Yes.

T: Good job. You have

completed successfully. 1(Class activity ) the Next, blanks

let’s

summarize what you have

learned today. Who wants to try

first?

我们学了主句是过去T: If the main clause is in past 时的宾语从句。

tense, what should we do to the

subordinate clause? Assign the HMK. T: For today’s HMK, I’d like 2 (Class activity)

you to put these sentences into object clauses.

宾语从句的用法。

Change it into past tense.

Finish the HMK.

把所给句子变成宾语从句，巩固Remark：在回顾本课的语法时，教师要予以引导，学生可以使用汉语来表述相关的专业术语，

如：主句，从句，过去时态等。布置的家庭作业，不一定主句都是过去时。

VI. Blackboard design

第一课时（Section A—1a,1b,1c,2,3）

Grammar

宾语从句：主句（过去时）+从句（与过去相关的时态）

He said the fashion show was wonderful .

She asked Kangkang what he was doing .

He said he was designing their school uniforms.