八年级英语下Unit4 教案7人教版.doc

人教版英语八年级下Unit4 教案7
Unit 4 He said I was hard-working. Section A
一、 教学内容
学习如何转述他人话语，即直接引语与间接引语的转换。
二、 教学目标
1． 语言结构
（1） 直接引语与间接引语
（2） 一般过去时及过去进行时
（3） 情态动词can表能力
2． 语言目标
（1） 重点词汇：ever, mad, anymore, snack, direct speech & reported speech.
（2） 重点句子：
What did she say？
She said she was having a party for Lana.
She said she could speak three languages.
3． 能力目标
（1） 自我评价能力
（2） 人际交往能力
（3） 语言综合运用能力
三、 教学重点难点
重点：如何转述他人话语
难点：直接引语与间接引语的转换
四、 设计理念
以日常会话导入新课，利用活泼的多媒体画面，调动学生积极性，并穿插进行口语及听力练习，锻炼学生的听说能力。
听说材料采取先提出问题，带着问题听、理解的形式，注意了整体教学，整体理解；然后采取互相对话的形式练习、巩固。词汇和短语在语境中自然接触，很容易让学生领会。教学活动由易到难，设计任务型学习活动，在真实任务中引导学生主动思考，培养学生的创造性思维能力和交际能力。在日常教学中做到理论联系实际,学以致用，体会真实环境下的语言运用。
五、教学过程
Step 1 Revision
Ask several students questions like:
T: What are you going to do after school?
S1: I’m going to do my homework.
T: OK. And what are you going to do?
S2 I’m going to play football.
Then write the words He said and she said on the blackboard. Let the students talk about what they are going to do after school. Practise like this:
She said she was going to do her homework.
He said he was going to do his homework.
Step 2 Presentation
Tell the students: In this Unit students learn to report what someone said. Pay attention to hw to change it.
Page 26.1a. Ask and answer questions about what the people in the soap opera said like this:
A: What did she say?
B: She said she was having a surprise party for Lana on Friday night.
Step 3 Practice
Look at the pictures On Page 26. Ask and answer in pairs, then check them.
Step 4 Listening
Page 26. 1b. Listen and number the statements [1-4] in the picture. Then check the answers.
Page 27. 2a First ask different students to read the sentences to the class, then listen and circle true or false for each statement.
Page 27. 2b Listen again. What did the people on TV say? Circle the correct answers.
Step 5 Practice
Page 27. 2c This activity provides guided oral practice using the target language. First read the instructions to the class. Use the words and pictures in activity 2b and make conversations in pairs, then check different pairs.
Step 6 Summarize
Look at the grammar focus and summarize direct speech and reported speech. Tell the students: When you report what someone said, you use words that talk about the past. Some rules:
Direct Speech
Reported Speech
1. am/ is
1. was
2. are
2. were
3.have/ has
3. had
4. will
4. would
5. can
5. could
6. may
6. might
Step 7 Exercise
Page 28. 3a Read the newspaper story and fill in the blanks, then check the answers.
Page 28. 3a 4 Let the students practice speaking and listening skills in role plays. In groups of four, complete the role plays, then ask several students to present their role plays to the class. Ask the students to vote on the best role play.
Step 8 Homework
Page 28. 3b Writing practice. Imagine and finish the newspaper article.

教案点评：本教学设计适应新教材课程改革要求，最大程度地做到了教师指导下的学生积极参与，使学生有充分的活动和表达自由，在学习过程中不断地锻炼自己、完善自己，培养学生的英语思维能力。教师充分利用了各种活动进行教学，使学生在真实情景中进行语言练习，更好地培养了学生的综合语言运用能力及英语学习兴趣。如果在教学中多一些激励机智，更及时地给予评价及反馈，活动的效果会更好，学生的参与热情及学习积极性会更高。
Unit 4 He said I was hard-working
Section B 1a-2c
一、Teaching aims and demands:
1 vocabulary: be good at doing, hard-working, do well in, report card. Make sure students can make sentences with them.
2. Target language: what did your math/ English…teacher say?
He said I was….
3.Abilities: 1)Make sure students can express correctly with “reported speech” and “direct speech”.
2)Get students to make conversations fluently with target language
二、Teaching Analysis:
Teaching importance: What did …say? He said….
Difficult point: Changes between “reported speech” and “direct speech”
三、Teaching Methods:
1. Listening speaking reading and writing
2. Pair work and group work
3. Design challenge task and get students to use target language to finish the task
四、Teaching Steps:
一）Warming up
T: Boys and girls, today let’s play a game. Ok?
Ss: Ok!
T: The game is called “pass on a message”. A student says a sentence to someone, the listener tells us what he/she said. For example:
A: I am sad.
B: He said he was sad. Understand?
Ss: Yes.(用“传话”游戏导入，复习Section A所学内容，激发能够学生的学习兴趣)
T: You can write down your sentence first. (Wait one minute for writing)
（给学生留出足够的时间准备，让每个学生都有参与的机会）
S1: I am writing.
S2: He said that he is writing.
T: Is he right?
Ss: No.
T: Who can help him?
Ss: He said that he was writing
(在游戏当中，老师发现虽然在上节课的机械操练中效果不错，但在进行口头练习时还是会出现错误，部分差生似乎跟不上，于是老师让学生把句子投影到屏幕上，再把句子读给大家听，让所有的学生有时间去思考)
S3: I go to school by bus every day
S4: She said that she went to school by bus every day.
… …(在十对同学做完此游戏后，老师把直接引语和间接引语的典型例句展示在屏幕上，让同学们集体朗读，再次巩固它们之间的时态和人称的变化)
二）Presentation:
Step One: Vocabulary
T: From the talking, we reviewed the changes between “reported speech” and “direct speech”. I think you all did a good job. Now I will show you some pictures, do you want to see?
Ss: yes.
T: Ok. Let’s look! (Point to one of the pictures) do you know who he is?
Ss: Yao Ming
T: Yeah. Do you know what he is famous for?
Ss: Basketball
T: Good. So we can say Yao Ming is good at playing basketball. （Point to another picture of Li Wen）And Li Wen is good at singing. Then Liuxiang…?
Ss: Liu Xiang is good at running.
T: Good! So we can know “be good at doing” means “擅长…”
(通过学生熟悉的人物、实物教学词汇，直观形象，学生非常感兴趣，即使差生也会印象深刻。接下来用同样的方法展示其他主要的词汇)
do well in 在…方面好 / do better in 在…方面更好
hard-working 勤劳的 lazy 懒惰的
report card成绩单
T: Ok, class. Next I’ll give you some sentences with blanks. Can you fill in the blanks with the new vocabulary? Let’s have a try!
Model: This is the girl’s report card. She’s got an A+.
(教师根据这些词汇编写几道相应的填空题，让学生真正做到“学以致用”。先给学生1分钟的时间思考，然后采取“抢答”方式，让所有的学生都动起来)
小结：采取图文并茂，有趣的方式学习枯燥的词汇，能够面向全体，调动所有学生的积极性，使他们在学习的过程中主动发展，提高学习效率。
Step Two: Self-evaluation
T: Open your books and turn to P28 Section B 1a, let’s look at these sentences. Please read after me. These are Self –evaluation. Maybe some of these are true for you and some are not true for you.. Now please read quickly and check which are true for you
S1: I’m good at speaking
S2: I’m lazy
S3: I can do better in math…
… …
T: I want to know more information about you. Let’s do pair work like this:
A: I’m hard-working.
B: I think so/I don’t think so. I think you’re… …
A: How about you?
B: I’m…
(通过此活动先让学生对自己的学习态度、学习情况进行自我评价；然后利用对话的形式进行同学互评，既加强了对target language 的练习，又对自己的学习进行了一次反思。)
Step Three: Listening
T: Just now we talked about the self-evaluation. Now here is a school report card.(Show a school report card to students). If you get such a report card, are you happy?
Ss: No…/Yes…
T: Ok. Maybe some are happy and some are not happy. After all, it record your performance at school, yes? But today, a boy named Scott got a report card like this. And now he is talking about his report card with their parents. Do you want to know what his teacher said on his report card? Let’s listen carefully and fill in the blanks.
Math teacher says, “You’re hard-working”
Spanish teacher says, “ You’re good at speaking”
History teacher says, “ You can do better”
(教师通过一张“家校连心卡”导入听力内容，毕竟每个孩子都很关注老师对自己的评价，所以他们对Scott的老师给予他的评价也很感兴趣，急于想知道结果，精力非常集中。同时老师教给学生听力的技巧)
T: Good. I think you all know the teacher’s comments about Scott. Let’s look at the blackboard , read the conversation one by one.
(学生完成听力问题后，老师将所有听力内容展示在屏幕上，让学生进行one by one朗读，这样就可以使全体学生真正理解了对话的含义，不至于使部分学生“囫囵吞枣”，即使差生也可以明确答案。)
小结：本环节是一个提高学生听力能力的过程，让学生带着问题去听，去思考，目的性、针对性很强，最后让学生朗读听力全文，对听力内容起到了进一步的巩固作用，提高了学生的自信心。
Step Four: Practice
T: Now we have known the boy’s teacher’s comments. I want to know you teacher’s comments. Next let’s do pair work like this:
S1: What did your math/English teacher say?
S2: He said I was hard-working
He said I was good at…
He said I was lazy… How about you?
S1: He said I … …
(本环节的对话训练是对听力部分的语言进行巩固。这种固定模式的操练给了每个同学展示的机会，从而让他们对自己的口语表达充满信心)
T: Ok, class. I think you all did a good job. This time let’s make a survey. Please practice in groups. Each group choose one student to write the teacher’s comments, then I’ll get the student to report. Ok?
Ss: Ok.
T: Let’s look at the chart.
Subject
Name
Comments( 评语评论)
Chinese

English

History

Math

Practice like this:
A’s Chinese /English …teacher said she was…

(通过此项调查，调动了学生集体合作的精神，使小组的每个成员都能积极的参与，给学生提供了自主发展的机会)
Step Five: Class exercise
T: At last I’ll give you anl about Mother’s Day. It is from Sally in America. Please change it. Let’s try!
请用第三人称转述下面电子邮件。
Mother’s Day
In America we celebrate（庆祝）the Mother’s Day on the 2nd Sunday of May, that’s why students don’t go to school and adults are not at work. Sons and daughters usually do the housework or give their mother a little present like flowers or chocolates.
Sally from America

(本环节是对以上几个环节知识的加深，由开始的机械操练---对话练习---小组合作---具体运用，由浅入深, 使所学知识得到进一步的巩固)
小结：综合运用与提升的环节让学生主动的将所学的内容应用到实践当中，给学生提供了一个主动发展，自我展示的空间。
Step Six: Homework
Write your own report card. ( You don’t have to tell the truth!) Then write a letter to a relative or a friend about your report card.
Step Seven: Design

Section B 1a-2c
Vocabulary: be good at doing
do well in / do better in
target language: What did he/she say?
He/she said I … …

He said I was hard-working.
(Section A 2a～Grammar Focus)
姬红霞
Teaching Aims
Learn to report what someone said and tell a story.
Important Points
1.Master the words and phrases : be mad at ,not anymore ,a surprise party ,bring to ,happen (on) ,on Friday night ,direct speech ,reported speech .
2. Learn the sentences:
Ben told Lana that Marcia was going to have a surprise party for her.
She said she was mad at Marcia.
He said he would call me tomorrow / the next day.
She said she could speak three languages.
Difficult Points Reported Speech and Past Tense.
Teaching Steps
Step 1 lead-in
. Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.
1. What are you going to do when you grow up?
2. What are you going to do next week?
3. What are going to do after school?
The students will give different answers, then ask a student to report what they said.
I am going to be a doctor.
What did she say? ----She said she was going to be a doctor.
I am going to have a party on Friday night.
What did he say? ---He said he was going to have a party on Friday night.
I am going to do my homework.
What did she say? ---- She said she was going to do her homework.
I am going home after school.
What did she say? ----She said she was going home after school.
Step 2 Learn by themselves
1. Point to the five sentences and ask different students to read them to the class.
Then say: You will hear a conversation between two people who are talking about a soap opera on TV.
Circle “True” or “False” after each statement
Play the recorder twice and students circle their answers. Then check the answers.
2. Listening.
Read the instructions.
Play the recording again and check the answers.
Let the students explain what is happening in the picture.
an exciting week first of all have a surprise party for go to her house to study be mad at on Friday night not anymore However call everyone tell somebody
Step 3 Work in groups
Have a conversation about last night’s episode of “Young Lives”.
A: I am mad at Marcia..
B: What did Macia say?
C: She said she was mad at Marcia.
A: I am having a party for Lana.
B: What did Lana say?
C: She said she was having a party for Lana.
A I go to the beach every Saturday.
B: What did he say?
C: He said he went to the beach every Saturday.
A: I will call you tomorrow.
B: What did he say?
C: He told me he would call me tomorrow.
A: I can speak three languages.
B: What did she say?
C: She said she could speak three languages.
Step 4 Feedback
1. Review the conversation and the vocabulary.
2. Write the sentences in grammar focus.
3.作业设计：
把下列句子变成间接引语
1)．He said, “I’ll call you tomorrow.”
2)．Tom told me , “ I’m having a party for Lana.”
3)．The teacher told us,“ The earth is bigger than the moon.”
4)．He asked lily, “Where did Lucy go?”