Section D优质课一等奖

Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful. Section D 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

第四课时（Section D—Grammar and Functions,1,2）

教学设计思路：

本课主要是归纳总结主句是过去时的宾语从句，并了解美国牛仔服和日本和服。首先在教师的引导下让学生归纳总结主句是过去时的宾语从句。利用图片教学部分新词汇后，让学生读1并完成短文下面的图表，大致了解短文内容。然后再让学生读1，找出重难点，组内解决部分难点，教师加以补充。完成阅读任务后，马上进行写作训练完成2 。最后组织学生完成课堂练习检测，完成本课时。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

choice, well-known,celebration,marriage,item （2）归纳总结主句是过去时的宾语从句。

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2. Skill aims:

（1）能够根据图表复述短文。

（2）能够根据问题提示写出短文。

3.

Emotional aims:

4.

Culture awareness:

了解美国牛仔服，日本和服。

Ⅱ. The key points and difficult points 1. Key points: 根据提示写一篇介绍旗袍的短文。

2. Difficult points：

(1)合理的运用连接词，组成语篇介绍旗袍。 (2)理解短文中过去时的被动语态。

Ⅲ. Learning strategies 1.利用Wh- 疑问句来组织文章

。

2.利用表格中的已知信息来确定未知信息在短文中的位置。

Ⅳ. Teaching aids 多媒体课件/课本插图/图片/实物

V. Teaching procedures

Stage 1(10mins)：Revision Designing Step Teacher activity Student activity purpose

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1.Greet the Ss and let them 1.Enjoy the song

enjoy the song “Song and

smile”.Then ask some students

“What do you think of the S1:It’s wonderful. song?”

Then ask the class …

“What did he say?” to revise the He grammar of this topic.

said it 歌曲导入，吸引学生学习兴趣，通过提问引导学生归纳总结本话题的语法：主语是过去was 时的宾语从句。复习上节课的内容，wonderful Revise the grammar 完成Grammar 和Function 部分。

T: Yes. If the main clause is in of this topic past tense, what tense the Ss: 过去时

subordinate clause will be?

(Class activity)

T: You are right.

.

2.Revision:Ask the Ss to fill in 2.The Ss fill in them. the blanks.Check the answers. T:Very good.

Now, please complete Grammar 3.Complete and Functions quickly. Two Grammar minutes only. Functions. and T:Time is up. Let’s check. Xxx,

what’s your answer to No. One?

T: Next one, who? T: ...

T: Good job. Let’s read all the

sentences together.

Remark：教师在引领学生归纳总结时可准备一些例句供学生观察，让他们自己观察总结

。

Stage 2（3mins)：

Getting the students ready for learning

Step

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Teacher activity Student activity Designing

purpose Lead in 1 by pictures and Learn the new words. learn the new words.

导入新课，解决新词汇。

T: We have learned many

costumes of China ,today we

will learn some costumes of

other countries. (Show

Ss: Tang

costume. Ss: Business suit

Ss: Korean costume

Ss: Tibetan costume

Ss: Cheongsam

pictures)

This is ... T: Right. And this one? T: How about this one? T: What do we call it? T: Yes.

Do you know this? T: Yes. But what do we call it Ss: Jeans. in Chinese?

( Class activity) Ss: 牛仔服。

T: It got its name because in

the past cowboys in the

western part of America

usually wore them. But now,

it become the best choice and

the well -known

item for

young people all over the

world. However, you’d better

not wear them on formal

occasions. It’s traditional

Japanese Ss: Japanese costume. costume. When do Japanese Ss: Kimono. people wear it?

T: Well, Just keep this

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Ss: Sorry ,I don’t know.

question in your mind .You will get the answer soon.

Remark: 本课中的部分单词也可以用构词法来学习。如：marry-marriage, choose-choice, celebrate-celebration。

Stage3（10mins)

Reading 1a and finishing the table Designing Step

(Individual

work) Teacher activity Student activity purpose Let the Ss read 1 and complete Read 1 and complete 培养学生获取信the table. the table. 息的能力。完成1后面的表格。

T：Just now, I introduce

something about kimono and

jeans. But for more

information, you should read

the passage. While reading,

you should complete the table

below the passage. Are you

clear? Ss: Clear.

T: Ok , first listen ，and then

read. If you finish the table, let

me know. T: Can we check now? T:

Which country？

T: Traditional clothing? T: ... Ss: Ok. Ss：America. Ss: Blue jeans. Ss : ...

Remark：为了方便核对答案，教师可以把1短文下面的表格用屏幕展示出来，既节约时间又一目了然。

Stage 4（5mins)：Intensive reading of 1 Designing Step Teacher activity Student activity purpose

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1.The Ss listen and follow.

1.The Ss listen and 小组合作，找出并follow. 解决重难点。完成2.Let the Ss read 1 again and 2.Read 1 again and 1。

find out the difficult and find out the difficult important points. and important points . T：Now you know the main idea

of this passage by completing

the table. Next , please read 1

again, find out difficult and

important points. You can

discuss members. with your group

T: Group One, what’s your Group One : problems?

(Group

work )

T: It’s ...

T: ...

T: ...

T: More questions ? Group Two: How to translate time” ? Group Three : Can you explain “except” ?

Group ... : ... Ss: No. Group Two: around the world, be made of, at one time, ... Four: on “at one What does “was made of ” mean? T: If you have, please tell me at Group once. Then, let’s find out the special occasion, in the important points. Which group past,

begins?

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3.Fill in the blanks 4.Try to recite 1 3.Fill in the blanks 4.Try to recite 1 Remark：

Stage 5（12mins)：Finishing 2 Designing Step Teacher activity Student activity purpose Let

the

Ss

discuss

the information in 2 and write a passage. T: Well done, boys and girls! We have to take the next task now. Look at the information in 2, discuss with your partner. Then you have to write a passage. The Wh-questions may help you to plan your writing. If you finish （Group work )

writing, please read it carefully, check the grammar,spelling and punctuation. I will choose some groups to present. T: Time and tides wait for no man. We should present now. Which group take the first chance? T: Good writing. Look, here is my writing. Please read it and

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Discuss the information 培养学生的写in 2 and write a passage. 作能力，完成2。

Group Two:

The cheongsam is both .... Group Four: The cheongsam or Qipao is ... Group One: ...

compare it with yours.

Remark: 教师要提醒学生充分利用所提供的问题，只要把问题用完整地句子表述出来，并用连接词组句成篇，即可完成此任务。最后教师展示一篇范文，并并让学生读一读。

Stage6（3 mins)：Finishing exercise Designing Step

Teacher activity

Do exercise and check the answers. 1(Individual work)

Student activity

purpose

Do exercise and check the answers.

练习检测当堂效果。

Remark : 为了降低难度，教师可以把可能用到的词汇展示出来。如：be made of , cotton, silk ,woolen 等。教师还可以提醒学生应当描述这次班级服装秀。如：when , where , who , what 等。

Stage 8（2mins)：

Summarizing and assigning HMK Designing Step

Teacher activity

Assign the HMK. T: For today’s HMK, I’d like you to rewrite the passage of 2

(Class activity)

on your exercise book.

Student activity

purpose

Finish the HMK.

让学生把2的短文重抄在作业本上，加深对旗袍的理解，也可以操练这种介绍性短文的写作方法。

Remark：

VI. Blackboard design

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第四课时（Section D—Grammar and Functions,1,2,Project）

Words & expressions

Grammar

well-known

宾语从句：主句过去时，从句与过去相关的时态

item

并列连词：

choose -choice

either...or... marry-marriage

both...and ... celebrate-celebration

not only... but also ...

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