仁爱版八下教案Unit 8 Topic 3 He said the fashion show was wonderful 第1课时

Unit8OurClothesTopic3Hesaidthefashionshowwaswonderful.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：notonly...butalso,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：SectionA—1a,1b,1c,2，3第二课时：SectionB—1a,1b,1c,2,3a,3b第三课时：SectionC—1a,1b,1c,2a,2b,3第四课时：SectionD—GrammarandFunctions,1,2,Project第一课时（SectionA—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.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇（2）学习主句是过去时的宾语从句。 2.Skillaims:（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.Emotionalaims:4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（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.Difficultpoints：(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.Learningstrategies1.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.Teachingaids多媒体课件/课本插图/小黑板V.TeachingproceduresStage1(10mins)：RevisionStepTeacheractivityStudentactivityDesigningpurposeGreettheSsandletthempracticeobjectclausetointroducethenewgrammar.T：Hi,boysandgirls,nicetoseeyou.Practiceobjectclausetointroducethenewgrammar.Ss:Nicetoseeyou,too.以旧引新，导入主句是过去时的宾语从句。 (Classactivity)T:WhatdoyouthinkofmynewT-shirt?T:Thankyou.Let’sbeginourclasswithrevision.Look,herearesomesentences,pleasedothesameastheexample.Whocantrythefirstone?T:Wonderful!Nextone?T:Welldone.Now,trythisone.Volunteers!T:Oh,sorry,youshouldsay“wasreallywonderful”T:Whataboutthisone?T:wouldbuy.T:Thelastone.Who?Ss:Itlooksniceonyou.S1:SheasksmewhatIamgoingtodothisweekend.S2:Heaskswhetheritwillbesunnytomorrow.S3:HesayshewantstobuyanewT-shirt.S4:Hesaidthefashionshowisreallywonderful.S5:Shesaidshewillbuyanewdress.S6:SheaskedmewhatIamdoing. T:wasdoing.T:ForthesentencesinColumnA,youdidcorrectly,butforthesentencesinColumnB,youmadesomemistakes.Let’sobservethesentencesinthetwocolumns,trytofindoutsomethingdifferent.T:Wow!Whatansharpeye!ColumnBiswhatwewilllearntoday....S7:A栏是一般现在时，B栏是一般过去时。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。Stage2（10mins)：Practicing(Finishing2)StepTeacheractivityStudentactivityDesigningpurpose(Pairwork)LettheSsworkinpairstopracticethenewgrammar.T:Nowyouknowwhenthemainclauseisinpasttense,thesubordinateclauseshouldbeinpasttense,too.Next,let’spracticewhatweWorkinpairstopracticethenewgrammar.操练新语法，完成2。 havelearned.Pleaseturntopage98.Workinpairstomakeupconversationsbyfollowingtheexamplein2.Pleasepayattentiontothetenseandperson.Youhave2minutestopractice,thenIwillchoosesomepairstopresent.Areyouclear?T:Great.Goahead.T:Timeisover.Whichpairisthebravest?T:Wonderfuljob!Nextpair,please.Ss:Yes.PairOne:A:WhatdidSallyask?B:SheaskedhowHelenlikedthedress.A:WhatdidHelensay?B:Shesaidshedidn’tlikeitatall.PairTwo:...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。Stage3（5mins)Listeningto1aandfinishing1bStepTeacheractivityStudentactivityDesigningpurpose (Individualwork)LettheSslistento1aanddo1b.T：Youdidverygoodjob.In2,youcandependonthepicturesandthesentences.Next,youjustlistentoalongconversationandthencompletethesentences.Pleaseturntopage97.Readthesentencesin1bfirst.Whilelisteningtotheconversation,youshouldpayattentiontowhatthekidssay.Doyouunderstand?T:Now,Iwon’tchecktheanswersdirectly.Lookatthesentences,putthemtogethertomakeanobjectclause.Xxx,pleasedoNo.1,xxx,No.2,xxx,No.3andxxx,No.4.Quickly,cometothefront.T：Now,let’scheck.No.1is...T:Then,No.2is...T:What’sthecorrectanswer?T:...T:Now,comparethesesentenceswithyourown.Theyaretheanswersto1b.Listento1aanddo1b.Ss:Yes.Ss:RightSs:Wrong.Ss:WouldbeSs:...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。 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：Kangkangsaid,“IwatchedafashionshowinXidanShoppingCenterlastmonth.”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。Stage4（5mins)：Finishing1aStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)LettheSsread1aandfindouttheobjectclauses.T:Wejustlistenedto1a,nowlet’sreaditcarefully.Pleasefindouttheobjectclauseswhilereading.T:Xxx,couldyoutellmehowmanyobjectclausesyoufound?T:Ok.Pleasespeakoutoneofthem.T:Whoelse?T:Great!Youhavefoundoutalltheobjectclauses.Doyouhaveanymorequestions?T:Now,pleaseread1ainRead1aandfindouttheobjectclauses.S1:Five.S1:ButKangkangsaidhewatchedit.S2:Andhesaidthefashionshowwaswonderful.S3:...S4:...S5:...Ss:No. roles.BoyswillbeJaneandgirlswillbeSarah.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。Stage5（4mins)：Finishing1cStepTeacheractivityStudentactivityDesigningpurpose（Individualwork)LettheSsnumberthesentencesin1ctomakeaconversation.T:Now,pleasereadthesentencesin1candnumberthemtomakeaconversation.Ifyoufinish,pleaseletmeknow.T:Canwechecktheordernow?T:Volunteers?T:Doyouthinkso?T:Hi,class!Whodoyouagreewith?T:IagreewithS2,too.Now,pleasepracticetheconversationinpairs.Begin!T:XxxandXxx,pleasepracticetheconversation.Numberthesentencesin1ctomakeaconversation.Ss:Yes.S1:3-1-5-6-2-4S2:No,Idon’tthinkso.Myorderis3-1-4-5-2-6Ss:S2.S3:Hi,Michael!Weare...S4:AfashionShow?培养学生的逻辑思维能力，完成1c。 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。Stage6（8mins)：Finishing3StepTeacheractivityStudentactivityDesigningpurpose:1(Individualwork)LettheSslistentothepassagein3andmatchthemodelswiththeirnamesT:Goodperformance!Now,pleaselookatthepicturesin3.Youshouldpayattentiontotheirdressing.Thenyouwilllistentoapassageandmatchthemodelswiththeirnames.Areyoulear?T:Now,listentothepassage.T:Shallwechecknow?T:Whoisthefirstgirl,xxx?T:Yesorno?T:HowaboutNo.2?T:...ListentoapassageandmatchthemodelswiththeirnamesSs:Yes.Ss:Yes.S1:Sally.Ss:Yes.S2:Susan.S3:...S4:...S5:...培养学生的听一听配一配的能力，完成3的A部分。2(Individualwork)LettheSslistento3againandfillintheblanksin3.T:Youdidagoodjob.Now,listenagainandfillintheListento3againandfillintheblanksin3.培养学生听一听，记一记的能力，完成3的B部分。 blanks.Don’ttrytocompletetheblanksatonetime.Youcanjustwritesomethingtomakeamarktoremindyoulater.Doyouunderstand?T：Doyouneedtolistenonemoretime?T:Thistime,trytocatchalltheinformationyouneed.T:Iwillgiveyouoneminutetocompletetheblanks.Doitrightnow.T:Wehavetochecktheanswersnow.Xxx,pleasecheckNo.1.T:Xxx,No.2,please.Ss:Yes.Ss:Yes.S1:Annwas...hatandawoolendress.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。Stage7（3mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)LettheSssummarizewhattheyhavelearnedtoday.T:Goodjob.Youhavecompletedtheblankssuccessfully.Next,let’Summarizewhattheyhavelearnedtoday.回顾总结，加强记忆。 ssummarizewhatyouhavelearnedtoday.Whowantstotryfirst?T:Ifthemainclauseisinpasttense,whatshouldwedotothesubordinateclause?T:...S1:我们学了主句是过去时的宾语从句。S2:Changeitintopasttense.2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutoputthesesentencesintoobjectclauses.FinishtheHMK.把所给句子变成宾语从句，巩固宾语从句的用法。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。 VI.Blackboarddesign第一课时（SectionA—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）Hesaidthefashionshowwaswonderful.SheaskedKangkangwhathewasdoing.Hesaidhewasdesigningtheirschooluniforms.