浙江省湖州市環(huán)渚學(xué)校八年級英語下冊 Unit 4 He said I was hard-working 教案 人教新目標(biāo)版

1、Unit 4 He said I was hard-working（teaching plans）單元教材分析第四單元以直接引語和間接引語為教學(xué)目標(biāo)，在復(fù)習(xí)過去進(jìn)行時的基礎(chǔ)上通過觀察圖片，利用圖片進(jìn)行情景思維，學(xué)會利用引語來描述一件事情，進(jìn)行倆倆對話，角色扮演等形式和獨立學(xué)習(xí)，合作交流，完成任務(wù)等來培養(yǎng)學(xué)生的綜合語言運用能力，創(chuàng)新意識和實踐能力。本單元的教學(xué)向?qū)Ш鸵螅篕nowledge aim: Learn new words: mad everSentence pattern: what did Marcia say? She said she was having a surprise

2、party for Lana on Friday night.Ability aim: Talk about what someone said using reported speechEmotional aims: Help students realize the importance of cooperation Raise students' interest in learning English.Teaching focus: understand reported speechDifficult points: Learn to reported what someon

3、e said課時安排5/6課時第一課時： Section A (1a 1c)第二課時： Section A (2a4)第三課時： Section B (1a 2c )第四課時: Section B (3aSelf Check ) 第五課時： (Reading)Unit 4 He said I was hard-workingPeriod 1 (1a 1c)教學(xué)目標(biāo)（含重點、難點）及設(shè)置依據(jù)Knowledge aim: Learn new words: mad everSentence pattern: what did Marcia say? She said she was having a

4、 surprise party for Lana on Friday night.Ability aim: Talk about what someone said using reported speechEmotional aims: Help students realize the importance of cooperation Raise students' interest in learning English.Teaching focus: understand reported speechDifficult points: Learn to reported w

5、hat someone saidTeaching aids: tape-recorder二、教學(xué)準(zhǔn)備PPT，a recorder三、課時安排：一課時四、教學(xué)過程Step 1. Greetings and revisionAsk the student to give us a report , he or she can ask question if he likes.T：What were you doing at this time yesterday? What were you doing when we had classes?S: we were doing (to revise

6、 the past continuous tense and the difference between when and while)Step2. Section AAsk four or five students to sit in a row in the front of the room. Ask each of the students what they are doing to do after school.T: What are you going to do after school?S: I'm going home.T: Ok. And what are

7、you going to do?S2:I'm going to do my homework.Then write the words He said and She said on the board.T: These students talked about what they are going to do after school. How would you tell a friend in another class what each student said? You can use the words He said or She said. What did Sa

8、rah say?S2 She said , “I am going home after school.”T: That's correct. But when we tell someone else these words we sometimes say it this way:She said she was going home after school. You repeat: She said she was going home after school.S:She said she was going home after school.Repeat this pro

9、cess with the sentences of several other students. Then write these two sentences on the board under the other: I am going home after school. She said she was going home after school. Circle the words going home after school in both sentences.Ask ss to briefly sum up the rles of reported speech.Help

10、 them if necessary.Step 3 1a GroupworkThis activity introduces some key vocabulary and provides oral practice using the target language.First ask a student to read the four questions in the box.S: What is a soap opera?Do you ever watch soap operas?What are some soap operas you know?What are some thi

11、ngs that happen on soap operas?Then write the words soap opera on the board. Explain what a soap opera is.T: a soap opera is a TV show that is on every day and that shows the good things and the bad things that happen to a group of friends and family members.For example , I love my familyEncourage s

12、tudents to say some soap opera in English or in Chinese.T: now, answer these questions and talk about some soap operas.(point to the four questions in the box)Help students form small groups . students begin to talk about the questions.Focus on the ideas the students are talking about. when a studen

13、t starts to tell what another student said ,help that student make a sentence, such as : Anna said she did not watch soap operas. Bill said people get mad at soap opera.During the process, help ss with the correct use of the reported speech.T:OK. Let us see what they are talking about in the picture

14、. Look at picture1. the woman on the screen is Marcia. I will ask three of you to read what Macia says and what the girls watching TV say. VolunteerS1 I am having a surprise party for Lana on Friday night.S2what did Macia say?S3 she said she was having a surprise party for Lana on Friday night.Ask s

15、tudent repeat the sentences.Point to the other TV screen in the picture and have other students read the words in those TV screensS I am mad at Marcia.I am not going to her house on Friday night.Lana thinks she is coming to my house to studyT: very good. In the first sentence be mad at sb means be a

16、ngry with sb . clear?S :yesNow what did Lana / Macia say in the pictures？ Ssg ive the reported speech.This activity gives students practice in understanding the target language in spoken conversationT: Look at the pictures in activity1a.listen and number the statements in the picture.Play the record

17、ing for the first time. This time students only listen. Play it a second time . students write the answersStep 4 1cActivity 1c provides guided oral practice using the target language.First ask two student to read the example in the sample dialogue.S: what did she say?S :she said she was having a sur

18、prise party for lana on Friday night.T: now work with your partner. Ask and answer questions about each picture in activity 1aThen ask several pairs of students to say a question and answer to the classPair1S :what did she say?She said she was mad at Marcia.Pair2What did she say?She said she was not

19、 going to Marcia's house to study.SummaryHow to form reported speechThe subject: depend on who reports the direct speechThe verb: usually put into a certain past tense (only 1 verb needs to be changed)Step 5 homeworkT :please write a short soap opera scene. You can do the homework in a group of

20、four . You can use the names of the characters in the book if you likeNext class I will ask some of you to say something about your class soap opera in the dialogue form. Clear?For example (screen)Anna :I am mad at billBruce: I am mad at bill tooAnna: I am not going to talk to billBruce: he is not n

21、iceAnna said she was mad at bill五、板書設(shè)計Jim said:” I like football.” = Jim said he liked football. Examples can be given about direct speech and indirect speech.Soap operaHe said.She said.I am going home after schoolShe said she was going home after schoolBe mad at sb=be angry with sb六、作業(yè)布置或設(shè)計1. Write

22、 five sentences with he said or she said.2. Finish off <exercise book(1)> Unit 4 Period 1七、教后整體反思Unit 4 He said I was hard-working .Period 2 (2a-4)Teaching goals:1,Vocabulary: Anymore, direct , reported speech, first of all, message, pass on, suppose, be supposed to 2, Patterns: What did your

23、math teacher say ? He said he could speak three languages .3, Direct speech and indirect(reported) speechImportant and difficult points :1. Vocabulary.2. How to retell others words.3. How to change direct speech into reported speech.Teaching aids : teaching cards , pictures and a tape recorder .Teac

24、hing contents : Section A 2a-4, grammar focusTeaching procedures :Step 1 Leading inCheck the homework .Ask several students to read their sentences to the class .ask ss random questions and ask other ss to change the answers into reported speech.Step 2 Pre-taskSB Page 27 , 2a & 2b .1. Ask severa

25、l Ss to read these sentences .2. Play the recording .Ss circle their answers .3. Check the answers .4. explain and pracitce the following:have a surprise party not any more not any longeron Friday night be mad at= be very anry atStep 3 page 27, 2c Have a conversation about last nights episode of “Yo

26、ung Lives”. Ask the students to make conversation like:A: What happened on “Young Lives “ last night ?B: Ben told Lana that Marcia was going to have a surprise party for her.If time permits , ask several students to show their conversations.Step 5 Grammar Focus1. Review the grammar box by asking stu

27、dents to say the statements .2. Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .SB Page 28 , 3a .1. Read the article to the class .2. Ask the students to fill in the blanks on their own .3. Correct the answers .and read the

28、 whole passage.4. note the use of that./and that in reported speech.Part 3b, this is a writing period , ask the students to imagine as much as possible. Then write them down in their books. Students should walk around and give them help, then ask the students to retell what they have done.Ask some s

29、tudents to make comments on their work.SB Page 28, Part 4.Students should finish the work in groups of four to complete the role plays .Ask a few students to show their role plays to the class.explain ；pass sth to sb pass sb sth be sopposed to do = should do教學(xué)后記:五、板書設(shè)計Lana said :Macia said:Ben told

30、Lana: 六、作業(yè)布置或設(shè)計3. Retell three students words.4. Finish off <exercise book(2)> Unit 4 Period 2七、教后整體反思本課時內(nèi)容相對較多，學(xué)生對于and that 的理解掌握較弱。另，p28 ex4 的難度較大。Unit 4 He said I was hard-working .Period 3 (section B 1a 2c)Teaching goals:Vocabulary: Vocabulary: hardworking , do well in 1. Patterns: What di

31、d your math teacher say ? He said he could speak three languages .2. Direct speech and indirect speech.3. How to describe the report card.Important and difficult points :4. New phrase like do well in .5. The changes between the direct speech and reported speech.Teaching aids : teaching cards , pictu

32、res and a tape recorder .Teaching steps:1, Revision Dictate the words they have learned.Ask a student to say a sentence, and ask another :”what did he say.”Help them to say : He said 2, pairworkTell them to make conversations about a topic, tell their classmates what their deskmates said to them jus

33、t now. Check their work.2, While-taskSB Page 29, 1a .1b1. Read the sentences to the class and teach new words .Then ask students to check the 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.3. ss

34、 use sentences in 1a to describe themselves. And then ask others to report in the reported speech.4. ss have short conversation to talk themselves to practise new words and phrases in the exercise.SB Page 29, 2a & 2b.1. Read the instructions to students .Make sure they know what to do.2. Play th

35、e recording two or three times. Correct the answers.3. read the coversation and then act it out.4. ask ss to report the other 3 report cards. Give a name for each one.5. explain and practice the following:do OK /well/ badly/ wose / better in thats + adj. topass judgememnt on sth excellent. An excell

36、ent try harder at.Step 4 Post-taskSB Page 29, 2c .Pairwork . In pairs, get students to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues.Step 5 HomeworkAsk students to write their conversations in their exercise books .教學(xué)后記:五、板書設(shè)計Do well in = be good

37、 at 六、作業(yè)布置或設(shè)計5. Write down their conversations they made in the class.6. Finish off <exercise book (3)> Unit 4 Period37. make sentences with new words and phrases in the period.七、教后整體反思學(xué)生對于本課時知識掌握較好，學(xué)生口語表達(dá)也尚可。Reported speech 的訓(xùn)練有待于進(jìn)一步加強。Unit 4 He said I was hard-working .Period 4Teaching goals

38、:4. Vocabulary: in good health, report card, nervous, envelope, semester, true, disappointing, lucky, copy, own, get over.5. Patterns: What did your math teacher say ? He said he could speak three languages .6. Readings in the period.7. Direct speech and indirect speech.Important and difficult point

39、s :6. Vocabulary and phrases.7. Reading skill should be taught again to speed their readings.Teaching aids : teaching cards , pictures and a tape recorder .Teaching procedures :Step 1 Lead- in1, Check the homework .Ask several students to read their episodes to the class.2, T: can you remember you r

40、eport card? What did your teacher say? (ask them to discuss in small groups and then choose one to tell others in the front.)Step 2 Pre-taskSB Page 30 , 3a .1. Read the instructions and ask Ss to read the letter on their own and write Alans name on his report in activity 2b.2. Correct the answer.3.

41、read the letter after the tape.4. Ask detailed questions:What happened to grandpa last week?What does Alan hope?When did hre finish his exams?Why does he get nervous when he sees the school envelope in the mail?How did he do in the exams this time?Did Alan think he himself was lazy?How did he feel a

42、bout the history result?What did the Spanish teacher say about him?SB Page 30, 3b.1. Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards.2. Ask a student to read his or her completed letter to the class .Orally correct any mistakes.Step

43、 3 While-taskSB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary.Tell the truth. SB Page 30, Part 4.1. Get Ss to make up their teachers comments.2. Pairwork. In pairs, talk about their report cards .3. Ask several pairs to share their

44、 conversations.Step 4 Post-taskSB Page 31 ,Self check ,Part 1.1. Ask Ss to fill in the blanks on their own.2. Correct the answers.3. Have Ss make sentences with the words.SB Page 31, Self check, Part 2.1. Ask students to read the story.2. In pairs, have students to make conversations according to th

45、e story.3. Ask some students to share their conversations with the class.4. Explain the following:Have a big fight It all started when.Copy homeworkHad fogotten to do sthA good idea to do sthStart a good / bad habitGet mad at vs be mad atGet over sth Be sure that5. how to form object clauses:stateme

46、nt ordercorrect joining wordscorect tensesStep 5 HomeworkWrite a composition about their report card. 教學(xué)后記:五、板書設(shè)計Alans /Your report cardMath teacher Spanish teacher History teacher cience teacher 六、作業(yè)布置或設(shè)計8. A composition about their own report cards.9. Finish off <exercise bo

47、oks (2)> Unit 4 Period 4七、教后整體反思在講述間接引語的基本規(guī)則時，由于學(xué)生對以前知識的掌握不佳，在陳述語序和連詞正確這兩條規(guī)則上的錯誤較多。Unit 4 He said I was hard-working .Period 5 reading Teaching contents: Reading: She said helping others changed her life .Teaching procedures:Step 1, warming upLet the students listen to an song(Let the world be fu

48、ll of love).Step 2 Lead-inAsk students to think of people who need help and write some ideas .Then discuss with their partners. Teach the word: volunteerRead and explain reading strategy. Make sure ss understand how to use themShow the picture of Yang Lei：show the photo of Yang Lei to arise students

49、 interest and review the story of the passage. And give them four questions:Who is Yang Lei? What did she do? Why did she do that? How would it help? Step 2 Pre-task1. Ask the students to fill in the chart to understand the passage more deeply.WhoWhat they doWhy they doHow would it help 2. Ask the s

50、tudents to find out the top sentence of each paragraph.3. read and finish ex 3a and 3b.4. ask more detailed questions:Where is Yang Lei from? How long did she work on the programm?Who started the program?Was it a new experience for the girl?What made her feel sick?How was the food there?Did her pare

51、nts agree with her decision ? Why or why not?How do the students work?Do they love the volunteer teachers? Why or why not?Can all the students afford further education? Why or why not?Can Yang Lei help them with further education?What can she do for the students?Did she enjoy being a volunteer?What

52、did she say when her year was over?What does she do now and where is she?Step 3 While-taskSB Page 33,3a.Explain the following:doesnt sound like- Changed, start doing, send to, above, make sb do , agree with, both and, need to do, most of, love doing, luck-lucky-luckily, open up, like being, after doing, first went, was started by, thin air, fortunately,experience (n) (V) there is no difference between senior high school, open eye to , give sb a good start, have a good influence, 1. Four students work in a group to write the summary a