Section B第二课时教学实录

Unit 8 Our Clothes Topic 3 He said the fashion show was wonderful. 黄坑中学 周琳

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

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。

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

Student Step Teacher activity activity Greet the Ss and Learn the new purpose

学习新词汇，teach the new words words by 为听力任务by showing looking at the 扫除障碍。

(Class activity) pictures. pictures.

Designing

T: Hi, boys and Ss: Fine, girls, how are you thank you. today? Ss: Yes ,it

T: It’s a nice is . day,isn’t it?

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

spot? Ss: Yes. T: Have you seen a

fashion show on TV? Ss: T-台。

T: Where do the

models walk on?

T:Yes. The models

usually walk on the

catwalk.

T: Models usually

model the most

,but

fashionable clothes sometimes they also Ss:唐装、旗袍

show traditional clothes, such costume cheongsam as some

Tang

and

(Shows

pictures). Do you

know how to call Ss: Yes. Fifty them in Chinese? -five. T：You are right. In the

past, Only Man

minority women wore Ss: 藏族服装。

cheongsam, But now,

it’s popular all Ss: 壮族服装。

over the world. T: Do you know how many minorities there are in China? T: Some minorities have their own traditional costumes. Do you know this one? T：Yes. It’s Tibetan costume. And this one? T：Right. It’s Zhuang minority costume. In fact, different countries different traditional costumes, such as Japanese kimonos, American jeans, have 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 Listen to 1a 培养学生的to 1a and finish and finish 1b. 听力技能，完1b.

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

( Individual work) Jane. Now, they

are watching the

fashion Listen to show.

the

conversation, and

number the Ss: Yes. costumes. Before

listening, you’d Ss: Yes. better look at the

pictures in 1b S1: first. listening, should While 4-1-6-3-5-2 you Ss: Yes. pay

attention to the

costumes you hear.

Are you ready? S2: Russian T: Can we check the costume. answers now? S3: ... T: Who can tell us S4: ... the answers? T: Is it right? T: Then match the costumes with the models. T: Let’s check. Model A is wearing ... T: Model B is wearing ... T: ...

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 Student activity purpose Let the Ss read 1a Read 1a and 培养学生的and finish 1c. 1(Individual finish 1c. 阅读能力，完成1c。 T: Now, let’s read

the conversation.

work) After reading, you

have to complete the

blanks in 1c.

T: Shall we check Ss: Yes . the answers?

T: Now, let’s check Ss: together. Jane and show ,beautifSarah were ... . ...

T: Good job . Now , let’s read 1c ul , wore, ...knew.

together . 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 Read 1a and 读课文，找出and find out the find out the 并解决疑难difficult points. difficult 点。

T:Now, you know the points . main idea of the

conversation. Next,

(Class please read it and

activity )

see if you have any

problems. T:Who has S1: What does any “

Here come another three models!” mean? S2: ... problems?

T: ...

T: No more S3: ... S4: ... Ss: No. 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

Student Step

Teacher activity activity

Let the Ss work in pairs to practice object clause . purpose Designing Work in pairs 巩固宾语从to practice object 句，完成2。

T:Hi, class! Do you clause. still remember the new grammar we learned yesterday? T: Look at Picture

Ss: Yes.

One, Xxx and Xxx, can

you make up a

conversation as you S1: What did did yesterday?

Jane ask the girl? S2: She asked what kind of

（work )

Pair

costume she was wearing. S1: What did the girl say? S2: She said she was wearing a Yao

T:Very good example! Do you know costume. how to practice now?

T: Wonderful! Now practice the rest pictures with your partner. I will Ss: Yes.

choose some pairs to

present later.

T:Now, it’s time to

present now. Grammar Pair One: supervisors please get ready. Volunteers?

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

Step

Teacher activity

Student activity

Designing purpose

Let the Ss listen to Listen to 3a 3a and imitate. and imitate.

练习单词的重音，完成3a。

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 (Class activity) stress. 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

Step

Teacher activity

Student activity

Designing purpose

Let the Ss listen to Listen to 3b 学习转述的3b and learn the intonation. and learn the 语调技巧，intonation.

完成3b。

T：Hi, Xxx, could you tell me something about S1: Of course. intonation?

S1: 一般疑问句句尾用升调。

S2: 陈述句和特殊疑问句句尾用降调。

T: When do you use rising tone?

T：How about falling tone, xxx?

(Class activity )

T: Now, please read the tip in 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

Step

Teacher activity

Student activity

Designing purpose

Encourage the Ss to Summarize this 总结回顾本summarize section. this section.

课时，强化学生的学习成果。

T: This period will

be over soon. Let’s

summarize now. 1(Class

What have you learned S1: Costumes. today? activity )

T: Yes. Could you

give me some S2: Cheongsam, Zhuang minority costumes, Tibetan costumes, ... S3: ... Finish the HMK.

收集有关唐装的知识，为下一课做准备。

examples?

T: ... Assign the HMK. T: For today’s HMK, 2 (Class I’d like you to find activity)

some information about Tang costume. Remark：

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