英语八年级新目标下Unit 4 He said I was hardworking教案.docx
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英语八年级新目标下Unit4HesaidIwashardworking教案
Unit4HesaidIwashard-working.
I．Teachingobjectives单元教学目标
Skill
Focus
Learntotellstories.
Reportwhatsomeonesaid.
Writealettertoarelativeorafriendaboutreportcard.
Readapassageabouthowtogetonwithclassmates.
Language
Focus
功能句式
Reportedspeech
Whatdid…say?
HesaidhewenttothebeacheverySaturday.
ShesaidshewasmadatMarcia.
Hetoldmehewouldcallmetomorrow/thenextday.
Reportcard
Iamgoodatspeaking.
Iambetteratreadingthanlistening.
Icandobetterinmath.Ithinkyouareveryhard-working.
Whatdidyourmathteachersay?
HesaidIwashard-working.
Canforability
Icanspeakthreelanguages.
Wecangoandsingforthem.
CanyoubringsomemusicCDstotheparty?
词
汇
1.重点词汇
ever,message,suppose,nervous,true,lucky,copy,own,village,area,meter,thin,decision,husband,college,star,influence,hometown,danger
2.认读词汇
mad,anymore,snack,hard-working,grandpa,envelop,luckily,semester,worst,disappointing,hers,PekingUniversity,graduate,volunteer,TheMinistry,rural,sealevel,ate,fortunately,dormitory,senior,peace,border,UNICEF,WWF
3．词组
firstofall,passon,besupposedto,dobetterin,beingoodhealth,reportcard,getover,openup,carefor,haveapartyforsb.,bemadatsb.
语
法
Directspeechandreportedspeech
Whatdidyourmathteachersay?
HesaidIwashard-working.
Simplepasttense
Whatdidshesay?
Shesaidshecouldspeakthreelanguages.
Canforability
Icanspeakthreelanguages.
Strategy
Focus
Listeningforkeywords
Self-evaluating
II.Teachingmaterialsanalyzingandrearranging教材分析和教材重组
1.教材分析
本单元的话题是“Tellingastory”，通过单元学习，要求学生掌握如何用reportedspeech来描述别人说过的话，并能进行特殊疑问句和一般疑问句的提问和回答。
通过学习reportcard，进而能用自己的话语来进行自我评价。
在此基础上，学生能对自己的各个方面有一个全面的认识。
有关Alan’sletter则是本单元目标语言的综合运用和体现，学生在读懂该短文的基础上进行模仿写作训练，汇报自己的学习情况以及老师对自己的评价。
掌握并能运用一些评价的短语，在总结、归纳的基础上复习旧词汇，学习新词汇。
Selfcheck要求学生从词汇知识和语言应用能力两方面进行自我评价，检验对本单元目标语言的掌握程度；要求学生阅读一篇文章并且把它改写成对话的形式，这是对学生语言应用能力的综合评价。
Reading是一篇有关青年志愿者无私服务的文章，也是对本单元所学的目标句型的综合运用；让学生在阅读的基础上巩固所学句型，并从情感教育的方向进行渗透，从而最终完成本单元的教学任务并且贯穿进去德育目标。
SectionA第一部分围绕soapopera这一话题展开讨论（1a）、听力（1b）、会话（1c）训练，让学生通过肥皂剧认识本单元的目标语言，即Reportedwhatsomeonesaid的句型；第二部分继续围绕soapopera的话题展开听力（2a-2b）、会话（2c）训练，帮助学生进一步掌握directspeech和reportedspeech的用法；第三部分继续围绕本单元的功能句型reportedspeech开展各种课堂活动，活动形式为补全短文所缺单词（3a）并且续写新闻报道（3b）；4是一个小组活动，要求学生以角色扮演的形式完成一组对话训练并且在每组中分别扮演不同的角色，主要训练学生运用语言交际的能力。
SectionB1a呈现了一些描述学生学习状况和表现的功能句子，要求学生判断哪些描述符合自己的情况；1b要求学生结对谈论他们在1a中的回答，是对功能句子的口头练习；2a、2b和2c是有关reportcard的听力和口语练习，也是对本单元目标语言的拓展训练；3a是一篇Alan写给奶奶的一封关于他的学习成绩的信，要求学生根据材料内容判断29页2b中的哪个成绩卡是Alan的，并要求学生仿照该信用目标语言进行应用写作训练（3b-3c）；4要求学生运用所掌握的reportedspeech完成reportcard并根据回答结对进行会话练习。
Selfcheck1要求学生用给出的单词填空并能用这些单词造句，强化学生对重点词汇的理解与掌握；2要求学生阅读一篇文章并且把它改写成对话的形式，也就是把间接引语转换成直接引语，是对学生语言应用能力的检验。
Reading以一篇有关青年志愿者的阅读文章为中心，设计了5个Section：
Section1是阅读的热身，要求学生讨论哪些人需要帮助及如何帮助他们，从而引入阅读的主题——一个志愿者的故事；Section2呈现了阅读文章以及阅读策略，阅读策略帮助学生学习如何根据上下文了解生词的意思，从而克服阅读障碍；Section3是对阅读效果的检验及语言知识的学习，形式为填表、回答问题和概括大意；Section4列出了一些世界各地的志愿组织，要求学生讨论他们希望加入哪个组织并给出理由。
该活动将帮助学生了解一些志愿组织的工作，激发他们乐于助人、关爱他人、关心社会的良好道德风尚。
2．教材重组和课时分配
Period1（SectionA:
1a,1b,1c,2a,2b,2c）Function
Period2（SectionA:
3a,3b,4）
Readingandwriting
Period3（SectionB:
1a,1b,2a,2b,2c）
Integratingskills
Period4（SectionB:
3a,3b,3c,4）
Readingandwriting
Period5（Selfcheck）
Selfcheck
Period6（Reading:
Section1-Section5）
Extensivereading
III.Teachingplansforeachperiod
分课时教案
Period1Function
Targetlanguage目标语言
1.Wordsandexpressions重点词汇和短语
soapopera,ever,mad,anymore
2.Keysentences重点句子
WhatdidMarciasay?
ShesaidshewashavingasurprisepartyforLanaonFridaynight.
Abilitygoals能力目标
Enablestudentstoreportwhatsomesaid.
Learningabilitygoals学能目标
Helpstudentslearnhowtoreportwhatsomesaidwithreportedspeech.
Teachingimportantanddifficultpoints教学重难点
Howtoreportwhatsomeonesaid.
Teachingaids教具准备
Ataperecorderandsomepictures.
Teachingproceduresandways教学过程与方式
StepILead-in
T:
Hello,everyone!
Iknowmanyofyoulikedoingsportsafterschool.Right?
Whatotherthingsdoyouliketodoinyourfreetime?
NowIwillasksomeofyou.
Thenasksomeofthestudentsandwritetheirsentencesontheblackboard.
T:
Thesestudentstalkaboutwhattheyaregoingtodoafterschool,ifyouwanttotellafriendwhattheysaid,howwouldyoutellhim?
Writethewords“Hesaid”and“Shesaid”ontheblackboard.
T:
Wecanusethewords“Hesaid”and“Shesaid”totellyourfriendlikethis:
He/Shesaidhe/shewasgoingtoplaybasketballafterschool.
Getthestudentstorepeat.
Askfourstudentstostandinfrontoftheclass,andtheteacherasksthemthefollowingquestionsasareporter.
1.Whatareyougoingtodowhenyougrowup?
2.Whatareyougoingtodonextweek?
3.Whatareyougoingtodoafterschool?
Thestudentswillgivedifferentanswers,thenaskatopstudenttoreportwhattheysaid.
“Iamgoingtobeadoctor.”
—Whatdidshesay?
—Shesaidshewasgoingtobeadoctor.
“IamgoingtohaveapartyonFridaynight.”
—Whatdidhesay?
—HesaidhewasgoingtohaveapartyonFridaynight.
“Iamgoingtodomyhomework.”
—Whatdidshesay?
—Shesaidshewasgoingtodoherhomework.
“Iamgoinghomeafterschool.”
—Whatdidshesay?
—Shesaidshewasgoinghomeafterschool.
StepIIFunctionpresentation（1a,P26）
T:
Doyouknowwhatasoapoperais?
Explainwhatsoapoperais,whatthingshappenonsoapoperas.Thenletthemnamesomesoapoperastheyknow.
Soapopera:
atelevisionorradiostoryaboutthedailylivesandrelationshipsofthesamegroupofpeople,whichisbroadcastregularly
Listofsomesoapoperas:
《东北一家人》《我爱我家》《编辑部的故事》《成长的烦恼》《闲人马大姐》…
Thenaskabouttheiropinionsonsoapoperas.
T:
Doyoulikewatchingsoapoperas?
Whyorwhynot?
S:
Yes.Theyarefulloffun.Theymakeyoulaughandrelaxed.
S:
No.Theyaretoolongandboring.
...
Askthestudentstolookatthepictures,pointattheTVscreensinthepicture.
T:
Lookatthepicture.Twogirlsarewatchingasoapopera.Theyaretalkingaboutit.
Askonegirl:
“PleasereadwhatMarciasaid.”
S:
ShesaidshewashavingasurprisepartyforLanaonFridaynight.
Repeattheotherpicturesinthesameway.
T:
Sowhenwereportwhatsomeonesaid,weshouldusereportedspeech.Today,wewilllearnaboutit.
StepIIIListeningandspeaking（1b,1c,P26）
Inthisstep,studentswilldosomelisteningandoralpracticeaboutthereportedspeechinactivity1a.
First,playthetapeandletstudentslistenandnumberthestatementsinthepicture.Thenplaythetapeagainandletthemrepeatthesentenceswithreportedspeech.
Repeat:
ShesaidshewashavingasurprisepartyforLanaonFridaynight.
ShesaidLanathoughtshewascomingtoherhousetostudy.
ShesaidshewasmadatMarcia.
Shesaidshewasn’tgoingtoMarcia’shouseonFridaynight.
T:
Whosaidthefirsttwosentences?
S:
Marcia.
T:
Andwhosaidthelasttwosentences?
S:
Lana.
T:
Good.Nowlet’sdoapairwork.Usethequestionontheblackboardandthesentencesyourepeatedtomakeconversations.
Write“WhatdidMarcia/Lanasay?
”ontheblackboard.
FirstSsworkinpairs,thenasksomepairstopresenttheirdialoguestotheclass.
Samplestructure:
WhatdidMarcia/Lanasay?
Shesaid...
T:
Verygood.CanyoureportwhatIsaid?
First,HesaidtoTom,“Wehavemadeamistake.”
S:
HesaidtoTomthattheyhadmadeamistake.
T:
Verygood.Next,Theysaid,“WearegoingtoseeLilynow.”
S:
TheysaidtheyweregoingtoseeLilythen.
T:
Hesaidtome,“whichdoyoulikebetter,thisorthat?
”
S:
HeaskedmewhichoneIlikedbetter.
StepIVListening（2a,2b,P27）
Thisstepprovideslisteningpracticewiththetargetlanguage.Studentswilllearnmoreabouttheuseoftenseindirectspeechandindirectspeech.
First,pointtothefivesentencesin2aandaskdifferentstudentstoreadthemtotheclass.
T:
YouwillhearaconversationbetweentwopeoplewhoaretalkingaboutasoapoperaonTV.Circletrueorfalseaftereachstatementaccordingtowhatyouhear.
Playtherecording.Forthefirsttime,Ssjustlistenformainidea.
Playitagain,Sscircletheiranswers.
Thenchecktheanswers.
Thenplaythetapeagain,andletstudentscirclethecorrectanswersin2b.Theyshouldpayattentiontotheuseoftense.Thenletthemcomparetheuseoftenseindirectspeechandreportedspeech.
T:
Now,workinpairs,onereadsthesentencesinthepicturesandtheotherreadsthesentencesbelowthepictures.（afterreading）Thesentencesinthepicturesarecalled“directspeech”,andthosebelowthepicturesarecalled“reportedspeech”.Whattensesareusedineachspeech?
Haveyounoticedthedifference?
Ss:
Thedirectspeechusespresenttense,andthereportedspeechusespasttense.
T:
Goodpoint.Thisisveryimportant.Youshouldrememberit.Let’sdosomeoralpractice.
StepVPairwork（2c,P27）
Inthisstep,studentswilldosomeoralpracticewiththetargetlanguage.
T:
Lookatthesampleconversationin2c.I’dliketwoofyoutoreadit.Volunteers?
Asktwostudentstoreadtheconversation.Thenletstudentsmakeconversationsaccordingtowhattheyhearinthelisteningmaterial.
T:
NowIwillplaythetaperecordingagain.Listenandmakesomenotes.Youwillusethenotestomakeconversations.Areyouready?
Playtherecordingagain.Givestudentsseveralminutestoprepare.
Checkthestudents’workbyaskingseveralpairstopresenttheirconversationstotheclass.
Asampleconversation:
A:
Whathappenedon“YoungLives”lastnight?
B:
BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.
A:
ThenwhatdidLa
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