Section A名师教学视频（文字实录）

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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：

第一课时（Section A—1a,1b,1c,2,3）

教学设计思路：

本课主要是学习主句是过去时的宾语从句。首先从让学生把主句是一般现在时的句子合成一个宾语从句过渡到把主句是一般过去时的句子合成一个宾语从句。教师让学生通过观察，引入新语法，让学生看图模仿例句操练向第三方转述信息，巩固主句是过去时的宾语从句。接着让学生听1a,完成1b。听后再读1a，找出宾语从句。再接着让学生快速排序，完成1c。最后让学生听一段关于描述时装展的短文，完成3。

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。

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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

Stage 1( 10 mins)：Revision

Designing Step Teacher activity Student activity purpose 导入主Greet the Ss and let them Practice object clause to 以旧引新，句是过去时的宾practice object clause to introduce the new 语从句。

(Class activity)

introduce the new grammar. grammar. T：Hi, boys and girls, nice to

see you.

Ss: Nice to see you, too.

T: What do you think of my Ss: It looks nice on you. new T-shirt?

T: Thank you. Let’s begin our

class with revision. Look,

here are some sentences,

please do the same as the

example. Who can try the S1: She asks me what I first one?

T: Wonderful! Next one?

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am going to do this weekend. S2: He asks whether it will be sunny tomorrow. S3: He says he wants to

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buy a new T-shirt.

S4: He said the fashion show is really T: Well done. Now, try this wonderful. one . Volunteers !

S5: She said she will T: Oh, sorry, you should

buy a new dress. say “ was really wonderful ”

T: What about this one?

T:

would buy. T: The last one. Who?

T: was doing.

S6: She asked me what I am doing .

T: For the sentences in

Column A, you did correctly,

but for the sentences in

Column B, you made some S7:A栏是一般现在时，mistakes. Let’s observe the B栏是一般过去时。

sentences in the two columns,

try to find out something

different.

T: Wow! What an sharp eye! Column B is what we will

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learn today. ... Remark：教师让学生做合成句子的练习导入到新语法的学习。为了节约时间，教师可以把句子用屏幕或小黑板展示出来。但是展示的句子要分成两栏，A栏的主句是一般现在时态，B栏的主句是一般过去时态。教师最好把学生合成的句子也板书出来。学生在合成主句是过去时的句子时肯定会出错，教师要及时纠正，用不同颜色的粉笔进行标注，以引起学生的注意。

Stage 2（10mins)：

Practicing (Finishing 2)

Designing Step Teacher activity Student activity purpose Let the Ss work in pairs to Work practice the new grammar.

practice grammar. in pairs the to 操练新语法，完成new 2。

T: Now you know when the

main clause is in past tense,

the subordinate clause should

be in past tense, too. Next,

let’s practice what we have

learned. Please turn to page

( Pair work) 98. Work in pairs to make up

conversations by following

the example in 2. Please pay

attention to the tense and

person. You have 2 minutes to

practice, then I will choose

some pairs to present. Are

you clear ? T: Great . Go ahead. Ss: Yes.

T: Time is over. Which pair is

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the bravest?

Pair One : A :What did Sally ask ? B: She asked how Helen liked the dress. A: What did Helen say? B: She said she didn’t like it at all. Pair Two:

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 3（5 mins)

Listening to 1a and finishing 1b Designing Step Teacher activity Student activity purpose Let the Ss listen to 1a and do Listen to 1a and do 1b. 1b.

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 can depend on the pictures

and the sentences. Next, you

just (Individual work) 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.

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listen to a long

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Do you understand ? Ss: Yes. T:Now, I won’t check the

answers 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? T : ... T: Now, compare Ss: Right

Ss: Wrong. Ss: Would be

these Ss: ... sentences with your own. They are the answers to 1b.

Remark：这个听力的目的还是为了操练主句是过去时的宾语从句。教师可以把2的4个间接引语分别变成直接引语。如：Kangkang said ,“I watched a fashion show in Xidan Shopping Center last month.”

在学生听完并完成句子后，教师展示这4个直接引语的句子，让学生在黑板上把它们变成间接引语，然后核对听力答案。

Stage 4（5 mins)：Finishing 1a

Designing Step Teacher activity Student activity purpose Let the Ss read 1a and find out Read 1a and find out

the object clauses.

(Class activity )

the object clauses . T: We just listened to 1a, now

let’s read it carefully. Please

find out the object clauses

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while reading.

T: Xxx, could you tell me how

many object clauses you found? S1: Five. T: Ok. Please speak out one of

them.

T: Who else?

S1: But Kangkang said he watched it. S2: And he said the fashion show was wonderful. S3: ... S4: ... S5: ... T: Great! You have found out

all the object clauses. Do you

have any more questions? T: Now, please read 1a in roles. Boys will be Jane and girls will be Sarah. Go! Remark：1a的内容非常简单，没有新词汇，也没有难懂的句子。新语法已经处理了，只要学生找出对话中的宾语从句即可。

Stage 5（4mins)：Finishing 1c

Designing Step Teacher activity Student activity purpose Let the Ss number the sentences in 1c to make a conversation. （Individual work )

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。

Ss: No. sentences in 1c and number them

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to make a conversation. If

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

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.

Ss: Yes. S1: 3-1-5-6-2-4 S2: No, I don’t think so . My order is 3-1-4-5-2-6

Ss: S2.

S3: Hi, Michael! We are ... S4: A fashion Show? Sounds ... S3: ... S4 : ... Remark: 这个排序任务并不复杂，核对答案后，让学生结对练习，然后选几对展示。

Stage 6（8mins)：Finishing 3

Designing Step

Teacher activity

Let the Ss listen to the passage in 3 and match the models with their names 1(Individual work) T: Good performance! Now, please look at the pictures in 3.

部分。

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AYou should pay attention to their

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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? T: Yes or no? T: How about No.2? T: ...

Ss :Yes.

Ss: Yes. S1: Sally. Ss: Yes. S2: Susan. S3: ... S4: ... S5: ... Let the Ss listen to 3 again and fill in the blanks in 3. T: You did a good job. Now, listen again and fill in the blanks. Don’t try to complete the blanks at one time. You can just write something to make a mark to remind you later. Do 2(Individual work ) you understand? T：Do you need to listen one more time? T: This time, try to catch all the information you need. T: I will give you one minute to complete the blanks. Do it right now. Listen to 3 again and fill in the blanks in 3.

Ss: Yes.

Ss: Yes.

培养学生听一听，记一记的能力，完成3的B部分。

T: We have to check the answers

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now. Xxx, please check No.1.

T: Xxx, No. 2, please.

S1: Ann was ...hat and a woolen dress. S2: ... S3: ... Remark: 在学生听短文配图之前，教师应提醒学生认真看看每个模特的着装。这样才能提高正确率。在进行任务B时，第一是要学生先速记，然后补充；第二是可以参考A部分的图片。B 部分难度要大一点，可以听两遍。

Stage 7（3mins)：

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。

T: Good job. You have

completed successfully. the Next, blanks

let’s

summarize what you have

learned today. Who wants to try

1(Class activity ) first?

S1: 我们学了主句是过去时的宾语从句。

T: If the main clause is in past

tense, what should we do to the

subordinate clause?

T: ... Assign the HMK. 2 (Class activity)

T: For today’s HMK, I’d like you to put these sentences into

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S2: Change it into past tense.

Finish the HMK.

把所给句子变成宾语从句，巩固宾语从句的用

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object clauses.

法。

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。教师布置的家庭作业，不一定主句都是过去时。

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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.

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