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1、武威第十七中学2012 至 2013学年度第 二 学期 八 年级第 4 单元（章）教材分析教材中的地位及作用分析Unit 4的主要话题是“Unit 4 He said I was hard-working”, 了解一些简单的英语语法直接引语和间接引语的转换，它及我们学生的日常的学习生活紧密联系，因此本单元就是学习转述他人语言。学习直接引语和间接引语的转换；写成绩报告单，并能将自己的成绩报告给他人。准确的运用直接引语和间接引语的转换，并运写成绩报告单，并能将自己的成绩报告给他人。所设情境贴近生活，学生们充分体会到了学习的乐趣和成功的喜悦，为他们的终生学习奠定了较好的基础。立足这一点，我充分利用学
2、生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言结合现实生活让学生自由谈论。通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。以听说为主，利用多媒体感受语言，通过听和看图来确定或描述Unit 4 He said I was hard-working，教材以Unit 4 He said I was hard-working为中心话题，运用一般过去时。整个单元及学生的实际密切相关，易于引发学生用英语进行交际交流，完成
3、听说读写的任务活动,重点掌握和熟练应用所学知识及其答语等句型。三维目标分析1 语言知识目标直接引语和间接引语的转换；写成绩报告单，并能将自己的成绩报告给他人。2.过程及方法听、说、读、写3.情感态度目标 以Unit 4 He said I was hard-working为中心话题，注意正确地对待老师的评价，并客观地评价自我通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。重点难点分析句型-直接引语和间接引语的转换。What did your math teacher say ?He said he could speak three languages .词汇：hard-wo
4、rking ,report card ,can do better ,speaking ,listening ,average ,surprise要求学生采用自主学习,合作学习等方式、根据需要进行有目的预习；学习直接引语和间接引语的转换；写成绩报告单，并能将自己的成绩报告给他人。改变传统的死记硬背，积极主动的投入到语言的实践中去。通过小组猜测、讨论、对话、等多种形式，让学生在活动中、合作及交流中快乐地学习课时分配共七课时章节（课题）名 称Unit 4 He said I was hard-working .学时1总课时22三维目标知识技能1.Key words: hard-working ,r
5、eport card .2.Target Language；直接引语和间接引语的转换过程方法Reading. listinting practicing and writing情感态度及价值观正确认识自我，形成积极地评价学生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.项目内容解决措施教学重点1.新的词汇和习语。2.个人Report card 的写作通过训练对话，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活教学难
6、点直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。在学生尽情的参及活动后，再让学生反思本节课的语法焦点，并进行适当操练教学过程设计教学内容及问题情境学生活动设计意图教学札记Step 1 Leading inAsk several Ss what they are going to do after school .Write their sentences on the Bb .Step 2 Pre-taskSay, These Ss talk about what they are going to do after school ,if you want to tell a
7、 friend what they said ,how would you tell him ?Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .Repeat this process with the other
8、sentences on the Bb .Step 3 While-taskSB Page 26 , 1a .Ask a student to read the four questions .point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a
9、 surprise party for Lana on Friday night .Repeat with the other pictures .SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .SB Page 26 , 1b .Play the recording and correct the answers .Step 4 Practices用she/he said 将直接引语改为间接引语。1. I am a cle
10、ver girl . 2. I am having lunch at school .3. I can dance well . 4. I play football every day .5. I dont like my younger brother . .Homework :Go over the words in this unit Review the grammar box by asking some students to read the sentences .Answer the questions and talk about Students read and rem
11、ember and phrases. Studentsfinish the taskStudents use the pictures to do practices 通过看图讨论激发学习兴趣用积极地评价鼓励学生练习，使学生在不知不觉中将知识应用到实处。对本单元的基本句型进行机械操练，使学生能够脱口而出。巩固知识个性化教学为学有余力学生所做的调整为需要帮助的学生所做调整板书设计Unit 4 He said I was hard-working .1.Key words:. 2.Target Language；直接引语和间接引语的转换教学反思章节（课题）名 称Unit 4 He said I w
12、as hard-working .学时1总课时22三维目标知识技能1.Key words: hard-working ,report card .2.Target Language；直接引语和间接引语的转换过程方法Reading. listinting practicing and writing情感态度及价值观正确认识自我，形成积极地评价学生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.项目内容解决措施教学重点1.新的词汇和习
13、语。2.个人Report card 的写作通过训练对话，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活教学难点直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。在学生尽情的参及活动后，再让学生反思本节课的语法焦点，并进行适当操练教学过程设计教学内容及问题情境学生活动设计意图教学札记Step 1 Leading inAsk several Ss what they are going to do after school .Write their sentences on the Bb .Step 2 Pre-taskSay, These Ss talk about
14、what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after scho
15、ol .Get the Ss to repeat .Repeat this process with the other sentences on the Bb .Step 3 While-taskSB Page 26 , 1a .Ask a student to read the four questions .point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did
16、 she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .Repeat with the other pictures .SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .SB Page 26 , 1b .Play the recording and correct the an
17、swers .Step 4 Practices用she/he said 将直接引语改为间接引语。1. I am a clever girl . 2. I am having lunch at school .3. I can dance well . 4. I play football every day .5. I dont like my younger brother . .Homework :Go over the words in this unit Review the grammar box by asking some students to read the sentenc
18、es .Answer the questions and talk about Students read and remember and phrases. Studentsfinish the taskStudents use the pictures to do practices 通过看图讨论激发学习兴趣用积极地评价鼓励学生练习，使学生在不知不觉中将知识应用到实处。对本单元的基本句型进行机械操练，使学生能够脱口而出。巩固知识个性化教学为学有余力学生所做的调整为需要帮助的学生所做调整板书设计Unit 4 He said I was hard-working .1.Key words:.
19、2.Target Language；直接引语和间接引语的转换教学反思章节（课题）名 称Unit 4 He said I was hard-working学时1总课时24三维目标知识技能1. Key Vocabulary2. Target Language直接引语和间接引语的转换。写成绩报告单，并能将自己的成绩报告给他人。过程方法Reading. listinting practicing and writing 情感态度及价值观了解一些自然科学知识和社会科学知识激发学生探索求知的欲望，进而更好地学习自然知识和社会科学知识。学生特征分析Some of them dont remember the
20、 new words very well.They cant talk about something in English very well.项目内容解决措施教学重点新的词汇和习语。个人Report card 的写作。.通过示图训练对话，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活教学难点直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。在学生尽情的参及活动后，再让学生反思本节课的语法焦点，并进行适当操练教学过程设计教学内容及问题情境学生活动设计意图教学札记Step 1 Leading in Greetings and free-talk .Check the
21、 homework .Ask several students to read their sentences to the class .Step 2 Pre-taskSB Page 28 , 3a .Read the article to the class .Ask Ss to fill in the blanks on their own .Correct the answers .直接引语和间接引语的转换从句时态的变化：1） 如果主句是一般现在时或一般将来时，直接引语变间接引语时，从局的时态保持不变。 eg: He says,“I am visiting my aunt next w
22、eek.”他说：“我下周要去看望我的姑姑”。 He says that he is visiting his aunt next week.2）如果主句的时态为一般过去时，从句的时态要做相应的变化。 现在进行时改为过去进行时； 一般将来时改为过去将来时。 注意：如果直接引语为客观真理、客观事实、自然现象时，变为间接引语时，时态不做变化。eg: The teacher said to us ,“Light travels faster than sound”.老师告诉我们：“光传播的速度要比声音传播的速度要快”。 The teacher told us that Light travels fa
23、ster than sound. 3.句型的变化：1）如果直接引语是陈述句，变为间接引语时要用that来引导，that可省略。 eg: He said,“I like watching TV.”他说：“我喜欢看电视”。 He said that he liked watching TV.2）如果直接引语是一般疑问句，变为间接引语时，需用if或whether来引导，且用陈述句语序。eg: He asked me,“ Will you buy the red coat?”他问我：“你要买那件红外套吗？” He asked me if/whether I would buy the red coat
24、.3）如果直接引语是特殊疑问句，变为间接引语时，引导词就是特殊疑问词，且用陈述句语序。 eg: She asked me,“Where are you from?” 她问：“你从哪里来的？” She asked me where I was from.4）如果直接引语是祈使句，变间接引语时，要将祈使句的动词变为不定如：tell( ask , order ,) sb. (not) to do sth. eg: “Open the door.” The teacher said to me. The teacher told me to open the door.“Dont open the d
25、oor.” The teacher said to me.The teacher told me not to open the door.语法针对性练习：1.My father told me the earth _ round.A.is B.was C.will be D.would be2She asked me _ she could use my mobile phone.A.that B.for C.weather D.if3.He told us _ he would buy a new car.A.which B. that C. what D. ifSB Page 28 ,
26、Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .HomeworkLet students do some exercises about the main knowledge Work in pairs.Pronounce the words fluently and accurately.识记语法.Finish the homework对新单词的熟练掌握有利于课文的学习。通过此活动，让学生对本课内容进一步理解,也提
27、高了学生学习积极性。将所学到的知识结合到实际生活当中，激发学生兴趣，能够更好记忆。对所学知识进一步巩固。对所学知识进一步巩固。个性化教学为学有余力学生所做的调整为需要帮助的学生所做调整板书设计Unit 4 He said I was hard-workingKey words :Target language:直接引语和间接引语的转换从句时态的变化教学反思章节（课题）名 称Unit 4 He said I was hard-working学时1总课时25三维目标知识技能1. Key vocabulary:2. Key structures:直接引语转换间接引语中，注意一些关键动词的变化和人称代
28、词的变化。个人Report card 的写作过程方法Reading. listinting practicing and writing 情感态度及价值观To be interested in taking part in activities in an English class.学生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.项目内容解决措施教学重点新的词汇和习语。个人Report card 的写作。通过实际训练对话，激
29、发学生学习的兴趣，将英语用于生活，解决于生活教学难点个人Report card 的写作在学生尽情的参及活动后，再让学生反思本节课的语法焦点，并进行适当操练教学过程设计教学内容及问题情境学生活动设计意图教学札记Step 1 Leading inGreetings and free-talk .Check the homework .Step 2 While-taskSB Page 29 , Learning the new words1a .1. Read the sentences to the class and teach new words .Then ask Ss to check t
30、he sentences that are true for themselves .2. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .SB Page 29 , 2a & 2b .Read the instructions to Ss .Make sure they know what to do .Play the recording two or three times .Correct the answers
31、.Step 3 Post-taskSB Page 29 , 2c .Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .1.mad adj. 生气的；气愤的 构成结构：be mad at sb.=_意为“生某人的气” eg: 我妈妈很生我的气，因为我没有完成家庭作业。 My mother is _ _ me because I didnt finish my homework. 疯狂的
32、；着迷的 相当于crazy,构成短语：be mad to do sth.eg: 你开车这么快，一定是疯了。 You must be mad _ _ so fast.2.not anymore 不再；再也不eg: 我将再也不是你最好的朋友了。I_ be your best friend_.他不再住这儿了。 He _ live here _ .3.first of all 首先 = _4.message cn. 消息；信息；口信 拓展：给某人捎口信 _给某人留口信 _发短信 _5.pass on 传递 试译：传递给某人某物 _= pass on sth. to sb. eg: 请把钢笔传递给Tom
33、. _6.suppose v. 假定；认为；期望 短语：be supposed to do sth. = should do sth. Step 4riting a report card by yourselfStep 5Homework Let students do some exercises about the main knowledge。Making sentences with the old words.Learning and remembering the new words.Students work in pairs.巩固知识写作练习Finish the homewo
34、rk复习旧单词，便于和新单词更好的衔接。新单词的学习为文章的学习扫清障碍。训练学生说话能力。训练学生写作能力。进一步巩固练习本课重点。在学好课本知识的基础上， 个性化教学为学有余力学生所做的调整为需要帮助的学生所做调整板书设计Unit 4 He said I was hard-workingKey words :Target language:直接引语和间接引语的转换。个人Report card 的写作教学反思章节（课题）名 称Unit 4 He said I was hard-working学时1总课时26三维目标知识技能1. Key vocabulary:2. Key structures
35、What did your math teacher say ?He said he could speak three languages .过程方法Reading. listinting practicing and writing 情感态度及价值观注意正确地对待老师的评价，并客观地评价自我。学生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.项目内容解决措施教学重点直接引语和间接引语的转换。写成绩报告单，并能将自己的成绩报告
36、给他人通过训练对话训练，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活教学难点直接引语和间接引语的转换。写成绩报告单，并能将自己的成绩报告给他人在学生尽情的参及活动后，再让学生反思本节课的语法焦点，并进行适当操练教学过程设计教学内容及问题情境学生活动设计意图教学札记 Step 1 Leading inCheck the homework .Ask several students to read their episodes to the class .Step 2 Pre-taskSB Page 30 , 3a .Read the instructions and ask Ss
37、 to read the letter on their own and write Alans name on his report in activity 2b .Correct the answer .SB Page 30 , 3b .Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .Ask a student to read his or her completed letter to the class
38、 .Orally correct any mistakes .Step 3 While-taskSB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .Some useful expressions1Hows it going 2have a cold3be in good 4my end-of-year exam5report 6get nervous7do 8have a really hard time wi
39、th9be surprised to do sth10a disappointing resultSB Page 30 , Part 4 .Get Ss to make up their teachers comments .Pairwork. In pairs ,talk about their report cards .英语写作能力是英语教学中四项基本技能之一，英语写作能力这种单项技能的训练，为培养学生的其它基本技能奠定一个良好的基础。本节课中个人Report card写作也是一个主要的任务。Ask several pairs to share their conversations .
40、Step 4 HomeworkAsk students to write their conversations on their exercise books .Read and remember the new words.阅读短文反复朗读短文进一步复习本课重点复习单词，为理解文章做准备。学生通过阅读，自己学习,进一步熟悉本单元所有语法知识的综合运用。培养学生独立思考和自学能力，从而提高独立阅读能力。学习直接引语和间接引语的转换。加以复习。进一步复习本课重点。通过各种练习，既练习了本单元重点句型，又发散了学生的思维。个性化教学为学有余力学生所做的调整为需要帮助的学生所做调整板书设计Unit 4 He said I was hard-workingKey words :Target language:直接引语和间接引语的转换。个人Report card 的写作教学反思第 13 页