新目標(biāo)英語八年級下說課稿 Unit

1、八下英語Unit4說課稿 Unit 4 He said I was hard-working各位同行，大家好！今天我說課的內(nèi)容是新目標(biāo)八年級下Unit 4 He said I was hard-working. 現(xiàn)在我就本單元的內(nèi)容從以下幾個方面進(jìn)行分析：一、教材內(nèi)容分析本單元的中心話題是：Report someone said. 圍繞這一話題，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 cou

2、ld speak three languages.本單元的語法項(xiàng)目是賓語從句，直接引語和間接引語，要注意在間接引語中，人稱和時態(tài)的變化。二、教學(xué)重點(diǎn)和難點(diǎn)1、教學(xué)重點(diǎn)A、能夠正確轉(zhuǎn)述他人話語，會報告自己和他人的成績單。B、掌握直接引語和間接引語的意義、功能和用法。C、進(jìn)一步熟練一般過去時和過去進(jìn)行時。2、教學(xué)難點(diǎn)直接引語和間接引語的相互轉(zhuǎn)換。三、教學(xué)目標(biāo)1、語言知識目標(biāo)立足語言實(shí)踐活動，在完成任務(wù)的過程中掌握動詞短語，核心詞匯，直接引語和間接引語。2、文化意識目標(biāo)通過本單元的學(xué)習(xí)，讓學(xué)生知道如何用英語正確轉(zhuǎn)述他人話語。3、語言技能目標(biāo)1）能捕捉特定的信息，抓住關(guān)鍵詞。2）具備較熟練的運(yùn)用英語轉(zhuǎn)

3、述他人話語的能力。3）增強(qiáng)學(xué)生運(yùn)用英語獲取更多語言信息的能力并進(jìn)行閱讀策略的培養(yǎng)。4、學(xué)習(xí)策略目標(biāo)學(xué)生能在一定程度上形成自主學(xué)習(xí)、有效交際、用英語思維和收集信息的能力，使學(xué)生在做中學(xué)英語。5、情感態(tài)度目標(biāo)A、客觀、合理的評價自己和他人。B、能主動幫助有困難的人，有助人為樂的高尚情懷。四、任務(wù)型活動Task 1：“我的最愛”大調(diào)查Task 2：“Young Lives”的現(xiàn)場秀Task 3：故事大王Task 4：“老師眼中的我”大采訪Task 5：校園情景劇五、教學(xué)過程設(shè)計(jì)課時結(jié)構(gòu)：Period 1：Section A1a, 1b, 1c, 2a, 2b, 2cPeriod 2：Section

4、A3a, 3b, 4 Section B2a, 2b, 2cPeriod 3：Section B3a, 3b, 3c, 4 SelfcheckPeriod 4：ReadingPeriod 1.Step 1. Warming upRead the chant.I am a girl, I am a girl.She said she was a girl.I can sing, I can sing.He said he could sing.I will be a doctor, I will be a doctor.He said he would be a doctor. 通過瑯瑯上口的c

5、hant，讓學(xué)生感知本單元的學(xué)習(xí)重點(diǎn)。step 2. Lead inT: What will you be in the future？問到第3、4個學(xué)生的時候，再問全班，What did he/she say? He/She said he/she was a/an引出本課的重點(diǎn)句型。再通過一些圖片中人物所說的話，向?qū)W生呈現(xiàn)間接引語中人稱和時態(tài)的變化及其內(nèi)在聯(lián)系，如：I am a student. He said he was a student.I can speak English. She said she could speak English.I will go to Shangh

6、ai. He said he would go to Shanghai.Im playing football. He said he was playing football.Peter is watching TV. She said Peter was watching TV.Step 3. Listening由上一環(huán)節(jié)的最后一幅圖watch TV轉(zhuǎn)到問學(xué)生：Do you like watching TV？Do you like watching soap opera? Do you ever watch soap opera? What is a soap opera？What are

7、 some operas you know？通過這幾個問題的問答，自然過渡到1b Do you know what happened on“Young Lives”Last night？Lets listen and number.完成1b .Step 4. Pair workT: 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 Frida

8、y night. 通過這一環(huán)節(jié)的生生互動，學(xué)生練習(xí)使用間接引語。Step 5. Listen and circle.T: Do you want to know more about“Young Lives”. Lets listen to the tape.完成聽力練習(xí)2a and 2b.Step 6. Practice在完成2b 后，我把圖片中的直接引語覆蓋掉，讓學(xué)生根據(jù)間接引語說出直接引語。這一活動的目的是加深學(xué)生在間接引語中要注意人稱和時態(tài)的變化這一印象。Step 7. Talk about“Young Lives”A: What happened on“Young Lives”las

9、t night?B: Ben told Lana that Marcia was going to have a surprise party for her. 通過這一活動，讓學(xué)生知識轉(zhuǎn)述他人話語，除了用said外，還可以用told，既練習(xí)間接引語，又加強(qiáng)了對間接引語的理解和運(yùn)用能力。Step 8. “我的最愛”大調(diào)查Whats your favorite TV show?Names Favorite TV show Peter soap opera Report: Peter said his favorite TV show was soap opera. 通過這一活動，使學(xué)生在學(xué)習(xí)中學(xué)

10、會合作、交流，在鞏固間接引語的同時，以求促進(jìn)學(xué)生發(fā)展。Step 9. Homework1、34個同學(xué)一小組，編Young Lives的續(xù)集。（鼓勵學(xué)生充分發(fā)揮他們的想象力和創(chuàng)造力，培養(yǎng)學(xué)生多方面的能力。）2、調(diào)查并記錄各科任老師對自己同桌的看法。（去調(diào)查老師對同桌的看法會激起學(xué)生學(xué)習(xí)的興奮點(diǎn)。）Period 2.Step 1. Warming up1.“Young Lives”Live show.2. Talk about“What happened in the play?”with your classmates.通過以上兩個活動，不僅鍛煉了學(xué)生的表達(dá)能力，而且培養(yǎng)了學(xué)生傾聽的能力，在輕松

11、有趣的氣氛中，再次鞏固了間接引語的用法?！癥oung Lives”的現(xiàn)場秀評出最佳表演獎，最佳語言獎和最佳創(chuàng)意獎若干，充分肯定學(xué)生的表現(xiàn)，使他們獲得成功的體驗(yàn)。Step 2. ReadingT: 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.過渡到3a的閱讀部分。Step 3. 我是小小故事家Tell the class what happened on“Young Lives”.在熟悉3a內(nèi)容的基

12、礎(chǔ)上，讓學(xué)生復(fù)述“Young Lives”的故事情節(jié)，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。Step 4. Selfevaluation故事復(fù)述完后，評出“故事大王”一名。T: What do you think of Ben/Lana/Maria？通過學(xué)生對劇中人物的評價，自然過渡到學(xué)生的自我評價。What do you think of yourself?hardworking, lazy, good,be good at, be better atthatdo well indo better in, math, Chinese, English.history, PE 通過學(xué)生的自我評價，讓學(xué)生

13、習(xí)得語言，在肯定自我的同時，意識到自己的不足之處，明確今后努力的方面，以求全面發(fā)展。Step 5. Interevaluation（他人眼中的自己）A: I am not hardworking.B: Really? I think you are very hardworking.通過同伴的互評，在鞏固所學(xué)短語同時，培養(yǎng)學(xué)生正確審視自己和他人的能力。Step6. Scotts report card.Show a picture of Scott.T: Do you know Scott? What do Scotts teachers think of him? Lets do liste

14、ning完成2a 2b的聽力練習(xí)。完成2b后，和學(xué)生一起討論Scott的成績單：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.（呈現(xiàn)report card的一般形式和內(nèi)容，通過師生互動，練習(xí)間接引語。）Step 7. Interview

15、What did your teachers say?同桌互相交換上節(jié)課的作業(yè)（調(diào)查并記錄各科任老師對自己的看法）。在生生互動中，不僅進(jìn)一步鞏固了間接引語，而且了解了在各科老師眼中自己是個怎樣的學(xué)生，今后怎樣做的更好，也為下節(jié)課3a和3b的閱讀和寫作做準(zhǔn)備。Step 8. Homework1、根據(jù)上節(jié)課作業(yè)做一張自己的成績單。（讓學(xué)生把學(xué)到的知識運(yùn)用到實(shí)踐中去，做到學(xué)以致用。）2、完成Activity 3b的寫作，交給老師批改。Period 3.Step 1. Guessing game從學(xué)生制作的成績單中隨便抽取幾張，覆蓋各科任老師的評價，讓學(xué)生猜老師們怎么評價該同學(xué)。用到句型：I thin

16、k our Chinese teacher said that×××通過競猜游戲，激發(fā)學(xué)生的學(xué)習(xí)興趣和熱情，激活他們已有的知識和經(jīng)驗(yàn)，以充分的語言材料來練習(xí)間接引語。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.通過同學(xué)間互相匯報自己的成績單，進(jìn)一步鞏固上節(jié)課所學(xué)，并為3a的閱讀做好準(zhǔn)備。Step 3. Alans report ca

17、rd.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 endofyear exams?3) What did Alans teacher say?讓學(xué)生帶著問題快速閱讀信件，促進(jìn)學(xué)生對信件的理解，同時這些問題有助于3b、3c寫作訓(xùn)練的完成。2. Find the key phrases in the letter.（通過學(xué)生的自主活動，加深對詞組的掌握。）3. Talk about Alans rep

18、ort card.（進(jìn)一步加深對信件內(nèi)容的理解和運(yùn)用間接引語轉(zhuǎn)述他人話語的能力，并為3c的寫作奠定基礎(chǔ)。）Step 4. Writing.According to Scotts report card. Pretend to be Scott, write a letter to your friend or your relative.Step 5. Homework1. Finish off Selfcheck 1.2. 把 Selfcheck 2編成一個情景劇。（該任務(wù)具有挑戰(zhàn)性，趣味性，可以使學(xué)生充分運(yùn)用自己的創(chuàng)造力，整個學(xué)習(xí)過程充滿了靈感和智慧。）Period 4.Step 1. W

19、arming upSelfcheck 2情景劇表演。通過該表演，能讓學(xué)生更好理解和運(yùn)用間接引語，充分讓學(xué)生展現(xiàn)自我，獲得學(xué)英語的成功和快樂。Step 2. Discussion.T: We live in a happy life. Do you think all of the people in the world live happily? Think of people who need help and what can we do for them.（通過這一活動，激活學(xué)生原有的知識和經(jīng)驗(yàn)，為下面的閱讀埋下伏筆。）Step 3. Reading She said helping o

20、thers 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 phrases and learn.1) sound like fun to sb.2) a new experience for sb.3) above sea level.4) thin air5) make sb. Feel sick.6) bothand7) betweenand

21、8) do anything about9) open up ones eyes to10) be a good influence in（自主學(xué)習(xí)，主動習(xí)得）4. Read and compare.What is life like for you and Yang Leis students?通過比較你和楊雷的學(xué)生們的生活、學(xué)習(xí)，讓學(xué)生們懂得珍惜目前生活，培養(yǎng)學(xué)生盡已所能幫助他人的高尚品德。5. Have a competition between boys and girls by asking and answering questions.通過男女生的比賽，可以激起學(xué)生的團(tuán)體榮譽(yù)感，又可以加深對文章內(nèi)容的理解。6.比賽完后，問學(xué)生：What do you think of Yang Lei? What can we learn from