Section D课堂实录【2】

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

本话题的重点是; Section D—Grammar and Functions,1,2,Project

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

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 。最后组织学生逐步完成Project，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。

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:

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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(5mins)：Revision Designing Step Teacher activity Student activity purpose Greet the Ss and Let them Revise the grammar 归纳总结本话题revise the grammar of this of this topic topic. T: Good morning, class!

(Class activity)

的语法：主语是过去时的宾语从句。Ss: Good morning , 完成Grammar 和Mr. ... Function 部分。

T: Good news, class! Today we

will finish the last section and

the long summer vocation is

coming soon! Are you excited

about the news? Ss: Of course . T:Me, too. Now, let’s revise the

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grammar of this topic. If the

main clause is in present tense,

what tense the subordinate

clause will be?

S1:现在时态。

S2:各种时态均可。

S3: ... T: Don’t worry. Look at the

sentences on the screen. T: Now, do you know the tense?

T: Yes. If the main clause is in Ss: 各种时态均可。

past tense, what tense the

subordinate clause will be?

T:Really? Let’s look at the Ss: 过去时

examples.

T: You are right. Let’s read the

sentences together.

T: Great！Now, please complete

Grammar and Functions

quickly. Two minutes only. 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 S5: Watched sentences together.

S6: Was S7: ...

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

。

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Stage 2（3mins)：

Getting the students ready for learning

Designing Step Teacher activity Student activity 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: Russian costume. Ss: Korean costume. Ss: Japanese costume. Ss: Kimono. pictures)

This is ... T: Right. And this one? T: How about this one? T: What do we call it? T: Yes. It’s traditional

Japanese costume. When do

Japanese people wear it? ( Class activity)

Ss: Sorry ,I don’t know. T: Well, Just keep this

question in your mind .You

will get the answer soon. Do

you know this? Ss: Jeans.

T: Yes. But what do we call it

in Chinese?

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

Ss: 牛仔服。

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the well -known

item for young people all over the world. However, you’d better not wear them on formal occasions. 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（5mins)

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 , start reading. 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。

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Stage 4（5mins)：Intensive reading of 1 Designing Step Teacher activity Student activity purpose Let the Ss read 1 again and find Read 1 again and find 小组合作，找出并out the difficult and important out the difficult and 解决重难点。完成points. important points . 1。

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

problems?

(Group

work )

T: It’s ...

T: ...

T: ...

T: More questions ? Group One : What does “was made of ” mean?

Group Two: How to translate time” ?

Group Three : Can you explain “except” ?

Group ... : ... Ss: No. “at one T: If you have, please tell me at

once. Then, let’s find out the

important points. Which group

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begins?

Group Two: around the world, be made of, at one time, ... Group Four: on special occasion, in the past,

Remark：教师还可以鼓励学生看1的表格复述课文。

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 （Group work )

plan your writing. If you finish 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?

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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。

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T: Good writing. Look, here is my writing. Please read it and compare it with yours. Group Two:

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

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，并让学生读一读。

Stage6（13 mins)：Finishing Project

Designing Step

Teacher activity

Let the Ss introduce their clothes to the class. T: Hi, boys and girls. Take out your favorite clothes. Who would like to introduce your 1(Individual work) clothes? Xxx, can you try?

T: Very good! Who else? S1: This is my favorite T-shirt. You see I’m tall and thin. So I take a ... S2: ...

Let the Ss hold a fashion show in the classroom. 2(Class activity ) T：Kangkang’ class held their class fashion show. Why don’t you hold your own class fashion

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Student activity

purpose

Introduce their clothes to the class.

培养学生的口头表达能力。完成第二步。

Hold a fashion show in the classroom.

让学生感受当模特的感觉，让课堂活起来。完成第三步。

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show? T: I need some models, volunteers!

T: Ok . Welcome the models !

Let the Ss write a short passage about the fashion show.

Ss: Great!

S1: Me. S2: Me. ... ... Write a short passage about the fashion show.

培养学生的写作能力，完成Project。

T：Wonderful performance！

I

can’t believe you can model so well. Do you enjoy their modeling? T: Me, too. Next, everybody should write a passage about the fashion show. If you finish 3(Individual work) your writing, please let me know.

Ss: Yes.

T: Now, I’d like some volunteers

to present their writings to us.

S1: We had a wonderful class fashion show on Tuesday. ... S2: Today, I had a exciting day. My class held a class fashion show. ...

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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

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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