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1、精选学习资料 - - - - - - - - - 新目标英语八年级下Unit 4 He said I was hard-working 教案一、教材内容分析本单元的中心话题是：Report someone said. 环绕这一话题,主要涉及句型：What did your math teacher say. He said I was hard-working. I can speak three languages. What did she say. She said she could speak three languages. 本单元的语法项目是直接引语和间接引语,要留意在间接引语中
2、,人称和时态的变化；二、教学重点和难点 1、教学重点 A、能够正确转述他人话语,会报告自己和他人的成果单；B、把握直接引语和间接引语的意义、功能和用法；C、进一步娴熟一般过去时和过去进行时；2、教学难点 直接引语和间接引语的相互转换；三、教学目标 1、语言学问目标 立足语言实践活动,在完成任务的过程中把握动词短语,核心词汇,直接引语和间接引语；2、文化意识目标 通过本单元的学习,让同学知道如何用英语正确转述他人话语；3、语言技能目标 1）能捕获特定的信息,抓住关键词；2）具备较娴熟的运用英语转述他人话语的才能；3）增强同学运用英语猎取更多语言信息的才能并进行阅读策略的培育；4、学习策略目标 同
3、学能在肯定程度上形成自主学习、有效交际、用英语思维和收集信息的才能,使学 生在做中学英语；5、情感态度目标 A、客观、合理的评判自己和他人；B、能主动帮忙有困难的人,有助人为乐的高尚情怀；四、任务型活动Task 1 ：“ 我的最爱” 大调查 Task 2 ：“ Young Lives ” 的现场秀 Task 3 ：故事大王 Task 4 ：“ 老师眼中的我” 大采访名师归纳总结 - - - - - - -第 1 页,共 7 页精选学习资料 - - - - - - - - - Task 5 ：校内情形剧 五、教学过程设计 课时结构：Period 1 ：Section A1a, 1b, 1c, P
4、eriod 2 ：2a, 2b, 2c Period 3 ：Section A3a, 3b, 4 Period 4: Section B2a, 2b, 2c 3a, 3b, 3c, 4 Period 5 ：Section B Selfcheck Period 6 ：Reading Period 1. Step 1. Warming up Task 1. Ask and answer questions about the past progressive. T:What were you doing at 7:00 yesterday evening. Were you watching TV
5、 at that time. Step 2. Lead in Task 2 watch a play and answer some questions. What was the boy doing. He was looking for his mother What did he describe his mother. He said, my mother is the most beautiful woman in the world.He said his mother was the most beautiful woman in the world. , 引出本课的重点句型；再
6、通过一些图片中人物所说的话,向同学出现间接引语中人称和时态的变化及其内在 联系 . Step 3. Listening GROUPWORK Talk about these questions. Do you ever watch soap operas. 曾经 What is a soap opera. What are some soap operas you know. What are some things that happen on soap operas. 通过这几个问题的问答,自然过渡到1b ？Let s listen and Do you know what happene
7、d on“ Young Lives ” last nightnumber. 完成 1b . Step 4. Pair work T: What did the people say in the soap opera. Please ask and answer in pairs. A: What did Marcia say. B: She said she was having a surprise. party for Lana on Friday night. 通过这一环节的生生互动,同学练习使用间接引语；Step 5.Homework 名师归纳总结 - - - - - - -第 2
8、页,共 7 页精选学习资料 - - - - - - - - - 1.Listen to the tape. 2.Write your own conversation. Period 2. Step1. lead in T: What did the people say in the soap opera. Please ask and answer in pairs. Step 2. Listen and circle. T: Do you want to know more about“ Young Lives ” . Lets listen to the tape.完成听力练习2a a
9、nd 2b. Step 3. Practice 在完成 2b 后,我把图片中的直接引语掩盖掉,让同学依据间接引语说出直接引语；这一活动的目的是加深同学在间接引语中要留意人称和时态的变化这一印象；Step 4. Talk about“ Young Lives ”A: What happened on“ Young Lives” last night. B: Ben told Lana that Marcia was going to have a surprise party for her. 通过这一活动,让同学学问转述他人话语,除了用said 外,仍可以用told ,既练习间接引语,又加强了
10、对间接引语的懂得和运用才能；Step 5. “ 我的最爱” 大调查s your favorite TV show. WhatNames Favorite TV show Peter soap opera Report: Peter said his favorite TV show was soap opera. , 通过这一活动,使同学在学习中学会合作、沟通,在巩固间接引语的同时,以求促进 同学进展；Step 6. Homework 1、34 个同学一小组,编 Young Lives 的续集；（勉励同学充分发挥他们的想象力和制造力,培育同学多方面的才能；）2、调查并记录各科任老师对自己同桌的
11、看法；名师归纳总结 （去调查老师对同桌的看法会激起同学学习的兴奋点；）第 3 页,共 7 页- - - - - - -精选学习资料 - - - - - - - - - Period 3. Step 1. Warming up 1. “ Young Lives ” Live show. 2. Talk about“ What happened in the play.” with your classmates. 通过以上两个活动,不仅锤炼了同学的表达才能,而且培育了同学倾听的才能,在轻松好玩的气氛中,再次巩固了间接引语的用法；“ Young Lives ” 的现场秀评出正确表演奖,正确语言奖和
12、正确创意奖如干,充分确定同学的表现,使他们获得胜利的体验；Step 2. Reading T: You did a good job. Do you want to know the true episode of“ Young Lives ” . Read the newspaper story and fill in the blanks. Step 3. 我是小小故事家过渡到 3a 的阅读部分；Tell the class the next episode of“ Young Lives ” . 在熟识 3a 内容的基础上,让同学连续“Young Lives” 的故事情节,培育同学的语言
13、综合运用才能；故事叙述完后,评出“ 故事大王” 一名；Step 4.3b Imagine the next episode of “ Young Lives” . Finish the newspaper article. Step 5. 4 Groupwork Role play . Work in groups of four. Use the role play cards to have a conversation . Then change roles and practice again. Step 6 Homework. 1 Write a passage about “ Yo
14、ung Lives ” . 2调查并记录各科任老师对自己的看法；Period 4. Step 1. Lead in T: What do you think of Ben/Lana/Maria？通过同学对剧中人物的评判,自然过渡对同学的评判；Step 2. Interevaluation（他人眼中的自己）A: I am not hardworking. B: Really. I think you are very hardworking. 通过同伴的互评,在巩固所学短语同时,培育同学正确注视自己和他人的才能；What do you think of yourself. hardworking
15、, lazy, good, be good at, be better at, that,do well in do better in, math, Chinese, English. history, PE 通过同学的自我评判,让同学习得语言,在确定自我的同时,意识到自己的不足之处,明确今后努力的方面,以求全面进展；Step3. Scotts report card. Show a picture of Scott. 名师归纳总结 - - - - - - -第 4 页,共 7 页精选学习资料 - - - - - - - - - T: Do you know Scott. What do S
16、cott s teachers think of him. Let s do listening完成 2a2b 的听力练习；完成2b 后,和同学一起争论Scott的成果单：T :What did Scotts Spanish teacher say. Ss: She said he was good at speaking. T :What did his history teacher say. He said he could do better. T :What did his science teacher say. He said he was a lazy student. （出现
17、 report card的一般形式和内容,通过师生互动,练习间接引语；）Step 4. Interview What did your teachers say. 同桌相互交换上节课的作业（调查并记录各科任老师对自己的看法）；在生生互动中,不仅进一步巩固了间接引语,而且明白了在各科老师眼中自己是个怎样的同学,今后怎样做的更好,也为下节课 3a 和 3b 的阅读和写作做预备；Step 8. Homework 1、依据上节课作业做一张自己的成果单；（让同学把学到的学问运用到实践中去,做到学以致用；）2、完成 Activity 3b 的写作,交给老师批改；Period 5. Step 1. Gues
18、sing game 从同学制作的成果单中任凭抽取几张,掩盖各科任老师的评判,让同学猜老师们怎么 评判该同学；用到句型：I think our Chinese teacher said that ,通过竞猜嬉戏,激发同学的学习爱好和热忱,激活他们已有的学问和体会,以充分的 语言材料来练习间接引语；Step 2 . Report your card. A: How was your report. B: My Chinese teacher said I was hardworking. A: Really. My Chinese teacher said I was lazy. 进一步巩固上节课
19、所学,并为 3a 的阅读做好预备；通过同学间相互汇报自己的成果单,Step 3. Alans report card. 1. Read the letter quickly and try to answer the following questions：1 What did Alan get today. 2 How did Alan do in the endof year exams. 3 What did Alans teacher say. 让同学带着问题快速阅读信件,促进同学对信件的懂得,同时这些问题有助于 3b、 3c 写作训练的完成；2. Find the key phras
20、es in the letter. 名师归纳总结 （通过同学的自主活动,加深对词组的把握；）3c 的写作第 5 页,共 7 页3. Talk about Alans report card. （进一步加深对信件内容的懂得和运用间接引语转述他人话语的才能,并为- - - - - - -精选学习资料 - - - - - - - - - 奠定基础；）Step 4. Writing. According to Scott s report card. Pretend to be Scott, write a letter to your friend or your relative. Step 5.
21、 Homework 1. Finish off Selfcheck 1. 2. 把 Self check 2 编成一个情形剧；（该任务具有挑战性,趣味性,可以使同学充分运用自己的制造力,整个学习过程充 满了灵感和聪明； ）Period 6. Step 1. Warming up Self check 2 情形剧表演；通过该表演,能让同学更好懂得和运用间接引语,充分让同学呈现自我,获得学英语 的胜利和欢乐；Step 2. Discussion. T: We live in a happy life. Do you think all of the people in the world live
22、 happily. Think of people who need help and what can we do for them. （通过这一活动,激活同学原有的学问和体会,为下面的阅读埋下伏笔；）Step 3. Reading She said helping others changed her life. 1. Read the passage quickly and tell the main idea of it. 2. Put the words into the correct space as you read. 3. Find the flowing key phras
23、es and learn. 1 sound like fun to sb. 2 a new experience for sb. 3 above sea level. 4 thin air 5 make sb. Feel sick. 6 both,and,7 between ,and,8 do anything about,9 open up ones eyes to10 be a good influence in（自主学习,主动习得）4Watch the video 通过录象使同学对山区孩子们的艰苦的生活、学习环境和理想者们的无私贡献精神有 感性的熟识； 5. Read and compa
24、re. What is life like for you and Yang Leis students. 通过比较你和杨雷的同学们的生活、学习,让同学们懂得珍爱目前生活,培育同学尽 已所能帮忙他人的高尚品德；6. Have a competition between boys and girls by asking and answering questions. 通过男女生的竞赛,可以激起同学的团体荣誉感,又可以加深对文章内容的懂得；名师归纳总结 - - - - - - -第 6 页,共 7 页精选学习资料 - - - - - - - - - 7. 竞赛完后,问同学：What do you
25、 think of Yang Lei. What can we learn from her. Do you want to be a volunteer like her. 对同学进行德育惨透；Step 4. Discussion. Seition 4 世界上有很多的理想者组织,你情愿加入以下中的哪一个？说出你要加入该组织的理 由；通过这一活动,在巩固以前学过学问的基础上,培育和提高同学综合运用语言的才能；Step 5. 附加阅读文章（略）期望通过该附加阅读文章,再次练习通过字里行间推测生词意思的阅读策略,让同学 获得学习胜利的欢乐；Step 6. Homework 1. Write a s
26、ummary of the reading. （No more than 100 words）2. Revise Unit 4 六、教学评判和推测 评判：1）单元自主评判表 Have you finish each of the goods. A. very good. B. Good. C. Just soso. D. Bad. D Using new words and phrases A B C Report someone said Telling a story Total （总计）2）自我反思 1. What impressed me most in this unit. _ 2. What points havent I understood get. _ 3. In what aspect do I need improvement. _ 教学推测：通过本单元的学习,同学将能很好地把握运用间接引语转述他人话语的才能,但在间 接引语中,人称和时态的转变始终是一难点,完全把握仍有肯定难度,需在以后的学习中留意学问的循环再现；以上仅是个人对本单元的教学设想,有不当之处,肯请批判指正,感谢大家！名师归纳总结 - - - - - - -第 7 页,共 7 页