八年级英语unit4HesaidIwashardworking教案AKUUMA.docx
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八年级英语unit4HesaidIwashardworking教案AKUUMA
unit4 He said I was hard-working 教案
单元分析
本单元围绕“转述他人话语河谈论成绩报告单”开展教学活动，学习间接引语、一般过去时态及情态动词can/could表示能力的用法。
在自我评价、同伴互评、教师评价重学习运用间接引语。
本单元的核心语言项目是“Reportwhatsomeonesaid”，主要话题是“Schoolreportcard”和“tellastory”。
通过讲述电视、电影的故事情节、汇报同学和教师的评价，达到语言学习的目的。
本单元话题贴近学生的生活和学习实际，能够极大地调动学生参与课堂活动的兴趣与积极性，使学生有话可说、有话想说。
二、学情分析
学生已经学过并掌握了情态动词can表示能力的用法，且具备了一定的英语语言表达能力，但是还只会运用直接引语转述他人话语。
通过本单元的学习，学生能运用间接引语转述他人话语，学会自我评价、自我反思，并能善于接纳别人的评价，培养人际交往能力。
三、教学目标
1.语言技能目标
（1）能正确运用间接引语转述他人话语，如：
WhatdidMarciasay?
ShesaidshewashavingasurprisepartyforLanaonFridaynight.
（2）能正确运用间接引语讲述电视、电影的故事情节，如：
Firstofall,MarciatoldBenshewashavingasurprisepartyforLana.
（3）能正确运用间接引语讲述他人对自己的评价，能向他人汇报自己的成绩单情况，如：
MyEnglishteachersaidIwasgoodatspeaking.
（4）能正确运用间接引语将短文转换为对话。
2.语言知识目标
（1）掌握并学会运用间接引语，理解并学会区别直接引语与间接引语的表达结构；
（2）学习并掌握一般过去时在间接引语重的用法；
（3）复习并巩固情态动词can/could表示能力的用法，如：
Icanspeakthreelanguages.
3.情感态度目标
（1）通过谈论“学生成绩单”这一话题，引导学生作出自我评价并对他人进行评价，使学生对自己及他人有更深入、更全面的认识，培养学生正确看待及善于接纳别人的评价；
（2）通过转述电视、电影的故事情节，引导学生正确看待电视、电影等；
（3）通过学习Self-check2的篇章阅读，使学生明白怎样恰当处理好朋友之间的问题，增进友谊；
（4）通过学习拓展阅读，培养学生乐于助人、乐于奉献的精神。
4.文化意识目标
（1）通过转述电视、电影的故事情节，了解中英电视、电影语言文化的异同；
（2）通过对照成绩单，了解中西方文化的异同。
5.学习策略目标
（1）认知策略：
通过听录音，培养学生抓关键词的听力技巧；
（2）调控策略：
通过自我评价、同伴评价、教师评价等互动学习，拓展语言实践的空间，并使学生在评价中不断调整自己的学习计划；通过阅读，使学生掌握本单元的阅读策略，并在阅读实践中加以运用；
（3）资源策略：
本单元可以充分利用各种媒体资源，特别使电视、电影，为学生的语言学习创造更多的机会。
四、重点、难点
1.教学重点
（1）重点词汇：
ever,message,suppose,nervous,worst,true,lucky,copy,own,village,area,meter,thin,ate,decision,husband,start,influence,hometown,danger
（2）重点句型：
WhatdidMarciasay?
ShesaidshewashavingasurprisepartyforLanaonFridaynight.
Ihadareallyhardtimewithsciencethissemester.
It’sjustthatIfoundsciencedifficult.
Shesaidshelikesbeingagoodinfluenceinchildren’slives.
（3）话题：
围绕“转述他人话语和成绩单”开展活动。
2.教学难点：
正确理解并运用间接引语，特别是间接引语中时态的转变。
五、教学过程
PeriodOne
Step1:
Revisionandpresentation
T:
Excuseme,Jason,didyouwatchTVlastnight?
S1:
Yes,Idid.
T:
WhatTVprogramdidyouwatch?
S1:
Iwatchedcartoons.
T:
（ToS2）WhatdidJasonsay?
S2:
Shesaidshewatchedcartoonslastnight.
T:
Thankyou.Whataboutyou?
DidyouwatchTVlastnight?
S2:
No,Ididn’t.
T:
ButdoyoulikewatchingTV?
S2:
Yes,Ido.Ilikewatchingcomedies.
T:
（ToS3）Excuseme!
WhatdidS2sayjustnow?
S3:
Hesaidhedidn’twatchTVlastnight.
S4:
Hesaidhelikedwatchingcomedies.
……
T:
Jane,doyoulikesoapoperas?
S5:
No.
T:
Why?
S5:
Because…
T:
Whataresomesoapoperasdoyouknow?
Whataresomethingsthathappenonsoapoperas?
GetSstodiscussfirstiftheydon’tknowmuchaboutsoapoperas.
设计说明:
通过Freetalk转述同学的话语,在交谈复习中自然接受新语言,并能加以口头运用.这符合初中生的语言知识接受和内化过程的特点.
Step2:
Groupwork
T:
Whatdidyoudoyesterday?
Nowpleaseaskthreeclassmatesoftheothergroups,writesomeinformationinthechartandthengiveareporttoyourowngroup.
S1:
Whatdidyoudoyesterday?
S2:
IdidmyhomeworkandwatchedTV.
…
Friend
Whatdidhe/shedo?
Ssmayreportlikethis:
Myfriend…saidhe/she…And…saidhe/she…
Thenasksomegroupstoreportinclass.
设计说明:
通过小组调查活动,在小组内汇报调查结果,即转述同伴的话语;然后请个别学生向全班汇报,目的是让每一位学生都有口头汇报的机会,加强他们的语篇表达能力,提供语言练习实践的机会.同时,也加强了学生对间接引语的理解与运用,培养了他们的笔头记录与口头转述的能力.
Step3:
Presentation
T:
NowIknewwhatdidyoudolastnight,anddoyouknowwhatdidIdolastnight?
（Lettheclassguess）Yes,IwatchedTVlastnight.WhatdidIwatch,Let’sseewhathappenedonTV?
Step4:
Listening
T:
NowyouknowwhatdidIwatchyesterday.AnddifferentpeoplewatcheddifferentkindsofTVprograms.（Showapicture.）Look!
Lastnight,thesetwogirlswatchedTV,too.CanyouguesswhatkindofTVprogramtheywatched?
AskSstotalkaboutsoapoperastheyknow.（SectionA1a）
T:
OK!
Let'slistentothetapeandnumberthesentences[1-4]inthepicture.（SectionA1b）
Askstudentstolistenandthenchecktheanswers.
T:
WhatdidMarciasayonsoapopera?
S1:
ShesaidshewashavingasurprisepartyforLanaonFridaynight.
S2:
ShesaidLanathoughtshewascomingtoherhousetostudy.
T:
Great!
WhatdidLanasay?
S3:
ShesaidshewasmadatMarcia.
S4:
ShesaidshewasnotgoingtoherhouseonFridaynight.
T:
Whathappenedthen?
T:
OK,let’sgotolisteningandcircletrueorfalseforeachstatement.（SectionA2a）
Thenchecktheanswers.
T:
Listenagainandcirclethecorrectanswers.（SectionA2b）
ThenasksomeSstoreadthecorrectsentencestochecktheanswers.
设计说明:
在听力过程中引导学生抓关键词,促使学生形成有效的听力策略,提高听的能力.
Step5:
Pairwork
T:
Nowlet’shaveaconversationaboutlastnight’sEpisodeof“YoungLives”.
LetSsaskandanswerinpairs.
S1:
Whathappenedon“YoungLives”lastnight?
S2:
MarciasaidshewashavingasurprisepartyforLanaonFridaynight.BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.
S1:
WhatdidLanasaythen?
S2:
LanasaidshewasmadatMarcia.AndshesaidshewasnotgoingtoherhouseonFridaynight…
Step5:
Practice
T:
WhatsoapoperasorTVplayshaveyouseen?
Whathappenedintheplay?
PleasetellyourgroupabouttheTVplayyouwatched.
S1:
Thenameoftheplayis…onit,…said…And…alsosaid…
设计说明:
通过转述电视情节,让学生综合运用所学英语语言,继续巩固间接引语的运用,同时培养学生的口头表达能力与综合运用语言的能力.
Step6:
Homework.
1. Revisewhathappenedon“YoungLives”lastnight.
2. Writeasmanysentencesaspossibleaboutwhatyou,yourclassmatesandyourteachersaidinthisclass,usingreportedspeech.
设计说明:
课外作业促使学生回顾课堂内容,同时加强口头与笔头的联练习.
PeriodTwo
Step1Revision
T:
Hi,everyone!
Howwasareyoutoday?
Ss:
Hi,I’mfine,thanks.Howareyou?
T:
I’mnotveryfine.I’malittletired.CanyouguesswhyI’malittletired?
S1:
Maybeyouworkedtoohardyesterday.
S2:
Maybeyouslepttoolateyesterday.
T:
Yes,Isleptverylatelastnight.ButwhydidIsleepsolateyesterday?
Guess!
S3:
Ithinkyouworklate.
S4:
Ithink…
S5:
IthinkyouwatchedTVlate
T:
Youknowmeverywell.WhatTVprogramdidIwatchlastnight?
S5:
Ithinkyouwatchedsoapoperas.
T:
Youareclever.ButIreallydon’tlikesoapoperas.Iwanttotellyouallsomethingabout“YoungLives”,soIwatcheditlastnight.CanyouguesswhathappenedontheEpisodeof“YoungLives”Iwatchedlastnight?
ShowthepicturesofYoungLivesandaskwhathappened?
Whatdidhe/shesay?
设计说明:
回顾上一课时所学的“YoungLives”的情节,复习巩固间接引语;并将话题过渡到本课时内容.
Step2:
Reading
T:
Great!
Doyouwanttoknowmoreabout“YoungLives”?
Ss:
Yes.
T:
OK.Turntopage28.ReadthepassageofSectionA3acarefullyandfillintheblanks.ThenasksomeSstochecktheanswers.
T:
Welldone!
Whereisthestoryfrom?
S1:
Newspaper.
T:
Yea.It’sanewspaperstory.What’sthispassagemainlyabout?
S1:
It'smainlyabout…
T:
Great!
WhatdidMarciasayinthisstory?
S2:
ShetoldBenshewashavingasurprisepartyforLana.
S3:
Shetoldeveryonethatshewasgoingtohaveaparty.
T:
Well.WhatdidLanasayinthisstory?
S4:
Lanasaidshewasgoingtoherhousetostudy.
T:
WhataboutBen?
Ss:
BentoldLanathatMarciawasgoingtohaveapartyforher.
设计说明:
适当拓展阅读任务可以帮助学生更好地理解课文,使学生在完成任务的过程中掌握阅读篇章内容,为下面的写作作准备.
Step3:
Writing
T:
Whatwouldhappenthen?
ImaginethenexttheEpisodeof“YoungLives”andfinishthenewspaperarticle.
FirstaskSstowritethearticleandexchangetheinformationingroups.Thenasksomeofthemtosaysomethingabouttheirpartners’imaginationinclass.
设计说明:
先让学生发挥现象续写“YoungLives”的情节,再小组交流,让每个学生都有语言实践的计划,然后请各组派代表向全班展示本组同学的想法.这一任务旨在培养学生自主,合作学习的能力及口头与笔头的表达能力,还有转述他人话语的能力.
Step4:
Watchingandtelling
T:
Welldone!
Everyonehasgreatimagination.Maybeyour“YoungLives”willbewonderful.WeknowmanyTVplaysandmoviesareveryinterestingandexciting.Doyouwanttowatchamovie?
Ss:
Yes.
T:
OK.I’llshowyouamovieatonce.Pleaselistenandwatchcarefullyandtrytosaysomethingaboutthemovie.Whatdidtheysayinthemovie?
Writesomeinformationinthechart.
ShowSsashortvideoof“HomeAlone”.
People
Whatdidtheysay?
ThenaskSstotellthestory.
设计说明:
观看电影的同时让学生完成表格任务,可以促使学生更有目的地观看.之后让学生转述影片中人物的话语,巩固间接引语的运用.
Step5:
Homework
1.WriteanepisodeaboutaTVplayormoviethatyouhavewatchedrecently,usingreported
speech.
2. Writefivesentencesaboutwhatyourteachersaidtoyou.
（chooseoneofthemtofinish）
PeriodThree
Step1:
Revision
T:
Hello,everyone!
Areyouallfine?
Ss:
Yes.
T:
Good!
Whatdidyoudolastnight?
S1:
IdidmyhomeworkandwatchedTV.
T:
WhatdidS1say?
S2:
He/Shesaidhe/shedidhomeworkandwatchedTVlastnight.
T:
Thankyou.Whataboutyou?
Whatdidyoudo?
S2:
Ididmyhomeworkandplayedcomputergames.
T:
WhatdidS2say?
S3:
He/Shesaidhe/she…
Step2:
Presentation
T:
Nowlookatthetwochildrenandseewhatdidtheysayaboutthemselves.
Iamlazy/hard-working.I’mgoodat…,andIcandobetterin…InEnglish,I’mbetterat…than…
T:
Whatdoyouthinkofyourselves,SectionB1a,checkthestatementsthataretrueforyou.
T:
ReportIthinkIamlazy/hard-working.I’mgoodat…,andIcandobetterin…InEnglish,I’mbetterat…than…
设计说明:
给出句型结构,为学生提供表达的框架,有意识地引导学生运用这些语言功能,使学生的语言表达更加规范.
S2:
IthinkIamhard-workingI’mgoodatmath,andIcandobetterinChinese.InEnglish,I’mbetteratspeakingthanwriting.
T:
Good!
WhatdidS2say?
S3:
He/shesaidhe/shewashard-working,He/Shewasgoodatmath,andHe/shecoulddobetterinChinese.InEnglish,he/shewasbetteratspeakingthanwriting.
ThenaskSstofinishSectionB1a.Getsomeofthemtosaysomethingabouttheircheck.
T:
Whatdoyourteachersthinkofyou?
S4MyChineseteachersaidI…MymathteachersaidI…
T:
Whatdoyourclassmatesthinkofyou?
No
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