2024英語(yǔ)考前沖刺Ⅰ專題16 動(dòng)詞時(shí)態(tài)與語(yǔ)態(tài)
Ⅰ. Material analysis
本節(jié)課建議教師用1課時(shí)上完。主要活動(dòng)為Section B 的1a。
本的學(xué)習(xí)活ane 與Sarah觀看談?wù)摃r(shí)裝表演，表示提醒和功能用語(yǔ)，學(xué)生了解各服裝和不同服裝展現(xiàn)的不同的民族文化。求學(xué)生能用關(guān)于時(shí)裝表演和民族的詞匯短語(yǔ)和句型談時(shí)裝表演圖片非信息復(fù)現(xiàn)對(duì)話主為過(guò)時(shí)的賓語(yǔ)從句的用并注意轉(zhuǎn)述時(shí)表示轉(zhuǎn)述動(dòng)詞升。1. 繼續(xù)學(xué)習(xí)主句為一般過(guò)去時(shí)的賓語(yǔ)從句。
2. 時(shí)裝表演。
. 了解民族服裝。
. 學(xué)會(huì)掌握短語(yǔ)中的音， tr/和/ dr/，/?/、/?/和/θ/。
5. 轉(zhuǎn)述時(shí)表示轉(zhuǎn)述動(dòng)詞升。. 學(xué)習(xí)表示提醒和功能用語(yǔ)
1. 能聽(tīng)懂接近正常語(yǔ)速民族服飾的，信息。出的話題并進(jìn)行簡(jiǎn)單的交談。的服裝表演的文章中找出有關(guān)信息理解大意。求和素材，整理出符合邏輯的短文。各民族服裝，對(duì)中國(guó)的服裝文化有更深刻的了解，熱愛(ài)祖國(guó)。. 繼續(xù)學(xué)習(xí)主句為一般過(guò)去時(shí)的賓語(yǔ)從句。
2. 時(shí)裝表演。
. 學(xué)習(xí)表示提醒和功能用語(yǔ)
1. 在學(xué)習(xí)中利用等非語(yǔ)言信息。
. 在運(yùn)用賓語(yǔ)從句轉(zhuǎn)述人的話時(shí)表示轉(zhuǎn)述動(dòng)詞升。; the song Love My China; the pictures of minorities mentioned in this section (Teacher may prepare more pictures of minorities.).
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction
（8 minutes） 1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work. 1. Focus their attention
on the teacher.
2. Students plays the
game to review the
usage of the object
clauses.
3. Students report a
passage they have
written before class
according to the poster.
4. Students describe the
clothes in their pictures.
5. Students enjoy the
pictures and the song.
Learn the new word.
Know about the
minorities in our
country. 1. Greet students ready for
learning.
2. The teacher plays the game
with the students to review
the usage of the object
clauses. The teacher tell
one student a sentence in
a low voice. Let all the
other students ask that
students what the teacher
told him or her. And then
he or she retell the sentence.
T: You are very cute.
Ss: What did our teacher tell you?
S1: She/he said I was very cute.
3. The teacher lets the students report a passage they have written before class according to the poster.
4. The teacher lets students show the pictures they have collected before class. Let them describe the clothes in their pictures.
5. The teacher shows some pictures of minority costumes on the screen. Play the song Love My China at the same time. Teach the new word minority by introducing that there are 55 minorities in our country. Introduce some knowledge about our minorities and the minority costumes. Lead to the new lesson.
Presentation
(10minutes) 1. Group work.
2. The whole
class work.
3. Individual
work.
4. The whole
class work.
5. Individual
work.
6. Individual
work. 1. Students discuss the
models in the picture
of 1b and describe
their clothes.
2. Students report the
result of the discussion. Learn the new words.
3. Students watch the
flash of 1a and answer the questions.
4. Students check the
answers.
5. Students listen to the conversation and number the costumes.
6. Students match the
costumes with the
models. 1. The teacher shows the picture of 1b to the students on the screen. Let them discuss the models and their clothes.
2. The teacher asks students to tell the information they can get from the picture. Then teach the new word catwalk by pointing at the catwalk in the picture. Teach cheongsam and traditional by pointing at the cheongsam. Teach Tibetan and Korean by pointing at their clothes on the screen.
3. The teacher lets students
watch the flash of 1a and answer the questions:
(1) What’s the model in the center of the
catwalk wearing?
(2) What’s the second one wearing?
(3) What’s the third
model wearing?
4. The teacher asks three students to tell the answers.
5. The teacher plays the recording for the students. Let them listen to the conversation and number the costumes. Check the answer with the students.
6. The teacher asks the students
to match the costumes with the models. Check
the answer with the
students. Finish 1b.
Consolidation
(10 minutes) 1. The whole
class work.
2. The whole
class work.
3. Individual
work.
4. Individual
work.
5. The whole
class work.
6. Pair work.
1. Students read the
conversation after the
recording sentence by
sentence.
2. Students try to follow
the speed, paying
attention to the
pronunciation and
intonation.
3. Students find out the
object clauses and
difficult points.
4. Students read the
conversation and fill
in the blanks in 1c.
5. Students check the
answers with the help of the teacher.
6. Students find out the
key words of 1a and act out the conversation. 1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. The teacher lets students find out the object clauses and the difficult points. Solve the difficult points together with the students.
(1) Here comes the models.（提醒）+ 單數(shù)可名詞 = one more +可名詞another + 數(shù)詞 + 復(fù)數(shù)可數(shù)名詞 = + more + 復(fù)數(shù)可名詞
3) That’s really cool!
4. The teacher lets students read the conversation and fill in the blanks.
5. The teacher lets two students
tell the answers.
Remind
them to pay attention to
the spelling of the new
words and the tense of the
verbs. Finish 1c.
6. The teacher lets students find
out the key words of 1a.
Then let them act out the
conversation in pairs,
according to the key words
and the picture of 1b.
Practice
(10 minutes) 1. Individual
work.
2. Pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
k.Com]
6. Individual
work.
1. Students read and
understand the
example of 2.
2. Students ask and answer in pairs by following the example.
3. Students check the
answers together with
the teacher.
4. Students read the
phrases of 3a by
themselves.
5. Students listen to the
recording and check
their reading.
6. Students listen and try to imitate. 1. The teacher asks the students to read and understand the example of 2. Then let them review the usage of object clauses of which the main clauses are in the past
simple tense. Teacher may
give them a hand if
necessary.
2. The teacher lets students ask
and answer in pairs by
following the example,
while the other students
should listen to them
carefully and correct thewrong expressions. Let
them especially pay more
attention to the tense.
3. The teacher asks two students to write down the brief
conversations on the
blackboard. Check the
answers together with the
students.
4. The teacher lets students read the phrases of 3a by themselves. Pay attention to the stress and sounds of the underlined letters. Ask two students to read them to the whole class.
5. The teacher plays the recording of 3a. Let students just listen. Check their reading. Stress the stress and the sounds of the underlined letters.
6. The teacher plays the recording
of 3a again and lets students
listen and try to imitate.
Production
(7minutes) 1. The whole
class work.
2. The whole
class work.
3. Individual
work.
4. Pair work.
5. Group work.
6. The whole
class work.
7. Individual
work.
1. Students read the short
conversations of 3b.
2. Students listen to the
recording of 3b and
check their intonation.
3. Students listen and
imitate.
4. Students practice the
conversations with
their partner.
5. Students work in
groups of three to
describe the clothes of
their friends. Review
the usage of object
clauses.
6. Students summarize
Section B with the
teacher.
7. Students finish the
Homework after class. 1. The teacher asks two students to read the short conversations. Let the other students listen and check their intonation.
2. The teacher plays the recording of 3b. Let the students listen and check their intonation. Tell them that when they retell others’ words, they should use the rising tone before the reporting verb, such as say.
3. The teacher plays the recording of 3b again. Let students listen and imitate.
4. The teacher lets students practice the conversations with their partner.
5. The teacher asks students to work in groups of three to describe the clothes of their friends. Remind them to pay attention to the intonation.
Example:
A: Li Wei is wearing a white coat.
B: What did A say?
C: She / He said Li Wei was wearing a white coat.
6. The teacher shows the
summary of this section to the students.
7. teacher assigns homework:
(1) Review the summary
after class.
(2) Search some pictures
about the traditional
Chinese costumes.
(3) Preview Section C.
Teaching Reflection
Students know about different national costumes in this section. Teacher should introduce more knowledge about the minorities and their traditional costumes. Tell them that the 56 peoples are a big family. Let students know about more about our great counties and love our motherland more than before.
Ⅶ. Blackboard design
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section B
1. Here comes the models.
2. another + 單數(shù)可名詞 =
one more +可名詞another + 數(shù)詞 + 復(fù)數(shù)可數(shù)名詞 =
+ more + 復(fù)數(shù)可名詞
That’s really cool!
Ⅰ. Material analysis
本節(jié)課建議教師用1課時(shí)上完。主要活動(dòng)為Section B 的1a。
本的學(xué)習(xí)活ane 與Sarah觀看談?wù)摃r(shí)裝表演，表示提醒和功能用語(yǔ)，學(xué)生了解各服裝和不同服裝展現(xiàn)的不同的民族文化。求學(xué)生能用關(guān)于時(shí)裝表演和民族的詞匯短語(yǔ)和句型談時(shí)裝表演圖片非信息復(fù)現(xiàn)對(duì)話主為過(guò)時(shí)的賓語(yǔ)從句的用并注意轉(zhuǎn)述時(shí)表示轉(zhuǎn)述動(dòng)詞升。1. 繼續(xù)學(xué)習(xí)主句為一般過(guò)去時(shí)的賓語(yǔ)從句。
2. 時(shí)裝表演。
. 了解民族服裝。
. 學(xué)會(huì)掌握短語(yǔ)中的音， tr/和/ dr/，/?/、/?/和/θ/。
5. 轉(zhuǎn)述時(shí)表示轉(zhuǎn)述動(dòng)詞升。. 學(xué)習(xí)表示提醒和功能用語(yǔ)
1. 能聽(tīng)懂接近正常語(yǔ)速民族服飾的，信息。出的話題并進(jìn)行簡(jiǎn)單的交談。的服裝表演的文章中找出有關(guān)信息理解大意。求和素材，整理出符合邏輯的短文。各民族服裝，對(duì)中國(guó)的服裝文化有更深刻的了解，熱愛(ài)祖國(guó)。. 繼續(xù)學(xué)習(xí)主句為一般過(guò)去時(shí)的賓語(yǔ)從句。
2. 時(shí)裝表演。
. 學(xué)習(xí)表示提醒和功能用語(yǔ)
1. 在學(xué)習(xí)中利用等非語(yǔ)言信息。
. 在運(yùn)用賓語(yǔ)從句轉(zhuǎn)述人的話時(shí)表示轉(zhuǎn)述動(dòng)詞升。; the song Love My China; the pictures of minorities mentioned in this section (Teacher may prepare more pictures of minorities.).
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction
（8 minutes） 1. The whole
class work.
2. The whole
class work.
3. The whole
class work.
4. The whole
class work.
5. The whole
class work. 1. Focus their attention
on the teacher.
2. Students plays the
game to review the
usage of the object
clauses.
3. Students report a
passage they have
written before class
according to the poster.
4. Students describe the
clothes in their pictures.
5. Students enjoy the
pictures and the song.
Learn the new word.
Know about the
minorities in our
country. 1. Greet students ready for
learning.
2. The teacher plays the game
with the students to review
the usage of the object
clauses. The teacher tell
one student a sentence in
a low voice. Let all the
other students ask that
students what the teacher
told him or her. And then
he or she retell the sentence.
T: You are very cute.
Ss: What did our teacher tell you?
S1: She/he said I was very cute.
3. The teacher lets the students report a passage they have written before class according to the poster.
4. The teacher lets students show the pictures they have collected before class. Let them describe the clothes in their pictures.
5. The teacher shows some pictures of minority costumes on the screen. Play the song Love My China at the same time. Teach the new word minority by introducing that there are 55 minorities in our country. Introduce some knowledge about our minorities and the minority costumes. Lead to the new lesson.
Presentation
(10minutes) 1. Group work.
2. The whole
class work.
3. Individual
work.
4. The whole
class work.
5. Individual
work.
6. Individual
work. 1. Students discuss the
models in the picture
of 1b and describe
their clothes.
2. Students report the
result of the discussion. Learn the new words.
3. Students watch the
flash of 1a and answer the questions.
4. Students check the
answers.
5. Students listen to the conversation and number the costumes.
6. Students match the
costumes with the
models. 1. The teacher shows the picture of 1b to the students on the screen. Let them discuss the models and their clothes.
2. The teacher asks students to tell the information they can get from the picture. Then teach the new word catwalk by pointing at the catwalk in the picture. Teach cheongsam and traditional by pointing at the cheongsam. Teach Tibetan and Korean by pointing at their clothes on the screen.
3. The teacher lets students
watch the flash of 1a and answer the questions:
(1) What’s the model in the center of the
catwalk wearing?
(2) What’s the second one wearing?
(3) What’s the third
model wearing?
4. The teacher asks three students to tell the answers.
5. The teacher plays the recording for the students. Let them listen to the conversation and number the costumes. Check the answer with the students.
6. The teacher asks the students
to match the costumes with the models. Check
the answer with the
students. Finish 1b.
Consolidation
(10 minutes) 1. The whole
class work.
2. The whole
class work.
3. Individual
work.
4. Individual
work.
5. The whole
class work.
6. Pair work.
1. Students read the
conversation after the
recording sentence by
sentence.
2. Students try to follow
the speed, paying
attention to the
pronunciation and
intonation.
3. Students find out the
object clauses and
difficult points.
4. Students read the
conversation and fill
in the blanks in 1c.
5. Students check the
answers with the help of the teacher.
6. Students find out the
key words of 1a and act out the conversation. 1. The teacher plays the recording sentence by sentence.
2. The teacher plays the recording without stopping.
3. The teacher lets students find out the object clauses and the difficult points. Solve the difficult points together with the students.
(1) Here comes the models.（提醒）+ 單數(shù)可名詞 = one more +可名詞another + 數(shù)詞 + 復(fù)數(shù)可數(shù)名詞 = + more + 復(fù)數(shù)可名詞
3) That’s really cool!
4. The teacher lets students read the conversation and fill in the blanks.
5. The teacher lets two students
tell the answers.
Remind
them to pay attention to
the spelling of the new
words and the tense of the
verbs. Finish 1c.
6. The teacher lets students find
out the key words of 1a.
Then let them act out the
conversation in pairs,
according to the key words
and the picture of 1b.
Practice
(10 minutes) 1. Individual
work.
2. Pair work.
3. The whole
class work.
4. The whole
class work.
5. Individual
work.
k.Com]
6. Individual
work.
1. Students read and
understand the
example of 2.
2. Students ask and answer in pairs by following the example.
3. Students check the
answers together with
the teacher.
4. Students read the
phrases of 3a by
themselves.
5. Students listen to the
recording and check
their reading.
6. Students listen and try to imitate. 1. The teacher asks the students to read and understand the example of 2. Then let them review the usage of object clauses of which the main clauses are in the past
simple tense. Teacher may
give them a hand if
necessary.
2. The teacher lets students ask
and answer in pairs by
following the example,
while the other students
should listen to them
carefully and correct thewrong expressions. Let
them especially pay more
attention to the tense.
3. The teacher asks two students to write down the brief
conversations on the
blackboard. Check the
answers together with the
students.
4. The teacher lets students read the phrases of 3a by themselves. Pay attention to the stress and sounds of the underlined letters. Ask two students to read them to the whole class.
5. The teacher plays the recording of 3a. Let students just listen. Check their reading. Stress the stress and the sounds of the underlined letters.
6. The teacher plays the recording
of 3a again and lets students
listen and try to imitate.
Production
(7minutes) 1. The whole
class work.
2. The whole
class work.
3. Individual
work.
4. Pair work.
5. Group work.
6. The whole
class work.
7. Individual
work.
1. Students read the short
conversations of 3b.
2. Students listen to the
recording of 3b and
check their intonation.
3. Students listen and
imitate.
4. Students practice the
conversations with
their partner.
5. Students work in
groups of three to
describe the clothes of
their friends. Review
the usage of object
clauses.
6. Students summarize
Section B with the
teacher.
7. Students finish the
Homework after class. 1. The teacher asks two students to read the short conversations. Let the other students listen and check their intonation.
2. The teacher plays the recording of 3b. Let the students listen and check their intonation. Tell them that when they retell others’ words, they should use the rising tone before the reporting verb, such as say.
3. The teacher plays the recording of 3b again. Let students listen and imitate.
4. The teacher lets students practice the conversations with their partner.
5. The teacher asks students to work in groups of three to describe the clothes of their friends. Remind them to pay attention to the intonation.
Example:
A: Li Wei is wearing a white coat.
B: What did A say?
C: She / He said Li Wei was wearing a white coat.
6. The teacher shows the
summary of this section to the students.
7. teacher assigns homework:
(1) Review the summary
after class.
(2) Search some pictures
about the traditional
Chinese costumes.
(3) Preview Section C.
Teaching Reflection
Students know about different national costumes in this section. Teacher should introduce more knowledge about the minorities and their traditional costumes. Tell them that the 56 peoples are a big family. Let students know about more about our great counties and love our motherland more than before.
Ⅶ. Blackboard design
Unit 8 Our Clothes
Topic 3 He said the fashion show was wonderful.
Section B
1. Here comes the models.
2. another + 單數(shù)可名詞 =
one more +可名詞another + 數(shù)詞 + 復(fù)數(shù)可數(shù)名詞 =
+ more + 復(fù)數(shù)可名詞
That’s really cool!
