最新人教版八年级英语下册第四单元电子教案
类比推理-远程教育培训计划
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武威第十七中学2012 至 2013学年度第 二 学期 八 年级
第 4 单元(章)教材分析
Unit 4的主要话题是“Unit 4 He
said I was hard-working”, 了解一些简单的英语语法
直接引语和间接引语
的转换,它与我们学生的日常的学习生活紧密联系,因此本单元就是学习
转述他人语言。学习直接引语和
间接引语的转换;写成绩报告单,并能将自己的成绩报告给他
人。
准确的运用直接引语和间接
引语的转换,并运写成绩报告单,并能将自己的成绩报告给他人。
所设情境贴近生活,学生们充分体会到
了学习的乐趣和成功的喜悦,为他们的终生学习奠定了
较好的基础。立足这一点,我充分利用学生已有的
知识和生活经验,创设生活化的真实情境(或
半真实情境)引导学生在运用语言中学习语言,然后在学习
新的语言知识后创造性地运用语言
结合现实生活让学生自由谈论。通过学生间的合作学习,降低他们的学
习难度,使他们体验到
成功的喜悦。同时在阅读和书面表达中加以落实,提高他们综合运用语言的能力,
使各层次的
学生都有所收获。
以听说为主,利用多媒体感受语言,通过听和看图来确定或描述Unit 4 He said I
was
hard-working,教材以Unit 4 He said I was hard-
working为中心话题,运用一般过去时。整个单
元与学生的实际密切相关,易于引发学生用英语进
行交际交流,完成听说读写的任务活动,重
点掌握和熟练应用所学知识及其答语等句型。
教
材
中
的
地
位
与
作
用
分
析
1. 语言知识目标
三
维
目
标
分
析
直接引语和间接引语的转换;写成绩报告单,并能将自己的成绩报告给他人
。
2.过程与方法
听、说、读、写
3.情感态度目标
以Unit 4
He said I was hard-working为中心话题,注意正确地对待老师的评价,并客
观地评价自我通过学生间的合作学习,降低他们的学习难度,使他们体验到成功的喜悦。
句型---直接引语和间接引语的转换
。
What did your math
teacher say ?He said he could speak three
languages .
词汇:hard-working ,report card ,can
do
better ,speaking ,listening ,average
,surprise
要求学生采用自主学习,合作学习等方式、根据需要进行有目的预习;学习直接引
语和间接
引语的转换;写成绩报告单,并能将自己的成绩报告给他人。改变传统的死记硬背,积极主动<
br>的投入到语言的实践中去。通过小组猜测、讨论、对话、等多种形式,让学生在活动中、合作
与交
流中快乐地学习
重
点
难
点
分
析
课时
分配
章节(课题)
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共七课时
U
nit 4 He said I was hard-working .
学时 1 总课时 22
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名 称
words:
hard-working ,report card ….
知识
Language;
技能
直接引语和间接引语的转换
过程
三维Reading. listinting practicing and writing
方法
目标
情感
态度
正确认识自我,形成积极地评价
与价
值观
学生
Some of them don’t remember
the new words very well.
特征
They can’t talk
about something in English very well..
分析
项目 内容
教学
1.新的词汇和习语。
重点
2.个人Report card 的写作
直接引语转换间接引语中,注意一
教学些关键动词的变化和人称代词的
难点
变化。
解决措施
通过训练对话,提高积极主动性,根据实际情况
练习,将英语用于生活,解决于生活
在学生尽情的参与活动后,再让学生反思本节课
的语法焦点,并进行适当操练
教学过程设计
教学内容及问题情境
Step 1 Leading
in
Ask several Ss what they are going to do
after
school .Write their sentences on the Bb
.
Step 2 Pre-task
Say, These Ss talk
about what they are going to
do after school
,if you want to tell a friend what
they said
,how would you tell him ?
Write the words “He
said” and “She said” on
the Bb .Say,We can use
the words “He said” and
“She said” to tell
your friend like this :HeShe
said heshe was
going to play basketball after
school .Get the
Ss to repeat .
Repeat this process with the
other sentences on
the Bb .
Step 3 While-
task
SB Page 26 , 1a .
Ask a student to
read the four questions .
point out the TV
screens in the picture .Ask one
student to
read what the person says in the first
picture
.Then ask another student :What did
shehe say
? Help to answer :SheHe said shehe
was having
a surprise party for Lana on Friday
night .
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Answer the
学生活动
通过看图讨论
设计意图 教学札记
questions and
激发学习兴趣
talk about
Students read
用积极地评价
and
remember
鼓励学生练习,
使学生在不知
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Repeat with the other pictures .
SB Page
26 , 1c . Ss work in
pairs ,then ask some
pairs to present their
dialogues to the class
.
SB Page 26 , 1b .Play the recording and
correct
the answers .
Step 4 Practices
用shehe said 将直接引语改为间接引语。
1. I am a clever
girl . 2. I am
having lunch at
school .
3. I can dance well . 4. I
play
football every day .
5. I don’t like
my younger brother .
.
Homework :
Go
over the words in this unit
Review the
grammar box by asking some
students to read
the sentences .
and phrases.
Students
finish the task
Students use
the pictures
to do
practices
不觉中将知识
应用到实处。
对本单元的基
本句型进行机
械操练,使学生
能够脱口而出。
巩固知识
个
性
化
教
学
为学
有余
力学
生所
做的
调整
为需
要帮
助的
学生
所做
调整
板书
U
nit 4 He said I was hard-working .
设计
words:
.
Language;
直接引语和间接引语的转换
教学
反思
章节(课题)
名 称
三维
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U
nit 4 He said I was hard-
working .
学时 1 总课时 22
知识
words:
hard-working ,report card ….
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目标 技能 Language;
直接引语和间接引语的转换
过程
Reading. listinting practicing and writing
方法
情感
态度
正确认识自我,形成积极地评价
与价
值观
学生
Some of them don’t remember the new
words very well.
特征
They can’t talk about
something in English very well..
分析
项目 内容
教学
1.新的词汇和习语。
重点
2.个人Report card 的写
作
直接引语转换间接引语中,注意一
些关键动词的变化和人称代词的
教学
难点
变化。
解决措施
通过训练对话,提高积极主动性,根据实际情况
练习,将英语用于生活,解决于生活
在学生尽情的参与活动后,再让学生反思本节课
的语法焦点,并进行适当操练
教学过程设计
教学内容及问题情境
Step 1 Leading
in
Ask several Ss what they are going to do
after
school .Write their sentences on the Bb
.
Step 2 Pre-task
Say, These Ss talk
about what they are going to
do after school
,if you want to tell a friend what
they said
,how would you tell him ?
Write the words “He
said” and “She said” on
the Bb .Say,We can use
the words “He said” and
“She said” to tell
your friend like this :HeShe
said heshe was
going to play basketball after
school .Get the
Ss to repeat .
Repeat this process with the
other sentences on
the Bb .
Step 3 While-
task
SB Page 26 , 1a .
Ask a student to
read the four questions .
point out the TV
screens in the picture .Ask one
student to
read what the person says in the first
picture
.Then ask another student :What did
shehe say
? Help to answer :SheHe said shehe
was having
a surprise party for Lana on Friday
night .
Repeat with the other pictures .
SB Page
26 , 1c . Ss work in
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Answer
the
学生活动
通过看图讨论
设计意图 教学札记
questions and
激发学习兴趣
talk about
Students read
用积极地评价
and
remember
and phrases.
鼓励学生练习,
使学生在不知
不觉中将知识
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pairs ,then ask some pairs to present their
dialogues to the class .
SB Page 26 , 1b
.Play the recording and correct
the answers .
Step 4 Practices
用shehe said 将直接引语改为间接引语。
1. I am a clever girl . 2. I am
having lunch at school .
3. I can dance
well . 4. I play
football every day
.
5. I don’t like my younger brother .
.
Homework :
Go over the words in this unit
Review the grammar box by asking some
students to read the sentences .
Students
应用到实处。
对本单元的基
本句型进行机
finish the task
械操练,使学生
Students use
the pictures
to do
practices
能够脱口而出。
巩固知识
个
性
化
教
学
为学
有余
力学
生所
做的
调整
为需
要帮
助的
学生
所做
调整
板书
U
nit 4 He said I was hard-working .
设计
words:
.
Language;
直接引语和间接引语的转换
教学
反思
章节(课题)Unit 4 He said I was
hard-working
名 称
三维知识
1. Key
Vocabulary
目标 技能
2. Target Language
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学时 1 总课时 24
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直接引语和间接引语的转换。
写成绩报告单,并能将自己的成绩报告给他人。
过程
Reading. listinting practicing and
writing
方法
情感
态度
了解一些自然科学知识和社会科学知识
激发学生探索求知的欲望,进而更好
与价
地学习自然知识和社会科学知识。
值观
学生
Some of them don’t remember the new
words very well.
特征
They can’t talk about
something in English very well..
分析
项目 内容
解决措施
通过示图训练对话,提高积极主动性,根据实际
情况练习,将英语用于生活,解决于生活
新的词汇和习语。
教学
个人Report card 的写作。
重点
.
直接引语转换间接引语中,注意一
教学
些关键动词的变化和人称代词的
难点
变化。
在学生尽情的参与活动后,再让学生反思本节课
的语法焦点,并进行适当操练
教学过程设计
教学内容及问题情境
Step 1 Leading in
Greetings and free-talk .
Check the
homework ..Ask several students to
read their
sentences to the class .
Step 2 Pre-task
SB Page 28 , 3a .
Read the article to the
class .
Ask Ss to fill in the blanks on their
own .
Correct the answers .
直接引语和间接引语的转换从句时态的变
化:
1)
如果主句是一般现在时或一般将来时,
直接引语变间接引语时,从局的时态保持不
变。
eg: He says,“I am visiting my aunt next
week.”
他说:“我下周要去看望我的姑姑”。
→ He says that he
is visiting his aunt next
week.
2)如果主句的时态为一般过去时,从句的时
态要做相应的变化。
②
现在进行时改为过去进行时;
③ 一般将来时改为过去将来时。
注意:如果直接引语为客观真理、客观事实、
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学生活动
Work in pairs.
对新单词的熟
练掌握有利于
课文的学习。
通过此活动,让
设计意图
教学札记
Pronounce the
学生对本课内
words
fluently
容进一步理解,
and
accurately.
也提高了学生
学习积极性。
。
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自然现象时,变为间接引语时,时态不做变
化。
eg: The teacher said to us ,“Light travels
faster
than sound”.
老师告诉我们:“光传播的速度要比声音传播
的速度要快”。
→
The teacher told us that Light travels faster
than sound.
3. 句型的变化:
1)如果直接引语是陈述句,变为间接引语时
要用that来引导,that可省略。 eg:
He said,
“I like watching TV.”他说:“我喜欢看电视”。
→ He said that he liked watching TV.
2)如果直
接引语是一般疑问句,变为间接引
语时,需用if或whether来引导,且用陈述
句语序。
eg: He asked me,“ Will you buy the
red coat?”
他问我:“你要买那件红外套吗?”
→ He asked me
ifwhether I would buy
the red coat.
3)如果直接
引语是特殊疑问句,变为间接引
语时,引导词就是特殊疑问词,且用陈述句
语序。 eg:
She asked me,“Where are you
from?”
她问:“你从哪里来的?” → She asked me
where I was from.
4)如果直接引语是祈使句,变间接引语时,
要将祈使句的动词变为不定
如:tell( ask , order ,…) sb. (not) to do sth.
eg: “Open the door.” The teacher said to
me.
→ The teacher told me to open the
door.
“Don’t open the door.” The teacher said
to me.
→The teacher told me not to open the
door.
语法针对性练习:
father told me the earth
______ round.
be be
2She
asked me ______ she could use my
mobile phone.
r
told us ______ he would
buy a new car.
B. that C. what D.
if
SB Page 28 , Part 4 .Ss work in groups of
four to
complete the role plays .Ask a few Ss
to show
their role plays to the class .
Homework
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识记语法
.
.
Finish the
homework
将所学到的知
识结合到实际
生活当
中,激发
学生兴趣,能够
更好记忆。对所
学知识进一步
巩固。
对所学知识进
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Let students do some
exercises about the main
knowledge
为学
有余
力学
生所
做的
调整
为需
要帮
助的
学生
所做
调整
一步巩固。
个
性
化
教
学
Unit 4 He said I was hard-working
板书
设计
Key words :
Target language:
直接引语和间接引语的转换从句时态的变化
教学
反思
章节(课题)Unit 4 He said I was hard-working
名 称
1. Key vocabulary:
知识
2.
Key structures:
技能
直接引语转换间接引语中,注意一些关键动词的变化和人称代词的变化。个
三维
目标
人Report card 的写作
过程
Reading.
listinting practicing and writing
方法
情感
态度
与价
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To be interested in
taking part in activities in an English class.
学时 1 总课时 25
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值观
学生
Some of them don’t remember the new
words very well.
特征
They can’t talk about
something in English very well..
分析
项目 内容
解决措施
通过实际训练对话,激发学生学习的兴趣,将英
语用于生活,解决于生活
在学生尽情的参与活动后,再让学生反思本节课
的语法焦点,并进行适当操练
教学过程设计
教学内容及问题情境
Step 1 Leading in
Greetings and free-talk .Check the homework ..
Step 2 While-task
SB Page 29 ,
Learning the new words
1a .
1. Read
the sentences to the class and teach
Making
sentences
with the old
words.
学生活动
复习旧单词,便
于和新单词更
好的衔接。
新单词的学习
为文章的学习
扫清障碍。
设计意图
教学札记
新的词汇和习语。
教学
个人Report card 的写作。
重点
教学
个人Report card 的写作
难点
new words .Then ask Ss to check the
sentences that are true for themselves .
Learning and
2. Ask one student to read
each sentence to
remembering
the class and
ask Ss to raise their hands if
the new
they checked that answer .
words.
SB
Page 29 , 2a & 2b .
Read the instructions
to Ss .Make sure they
know what to do .
Play the recording two or three times .Correct
the answers .
Step 3 Post-task
SB
Page 29 , 2c .
Pairwork . In pairs ,get Ss to
choose a report
card from activity 2b to talk
about .Then ask
some pairs to present their
dialogues .
adj.
① 生气的;气愤的 构成结构:be mad
at
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Students work
in pairs.
.
巩固知识
训练学生说话
能力。
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sb.=_________意为“生某人的气”
eg: 我妈妈很生我的气,因为我没有完成家庭
作业。
My mother
is ______ ______ me because I
didn’t finish my
homework.
训练学生写作
能力。进一步巩
固练习本课重
点。
② 疯狂的;着迷的 相当于crazy,构成短语:
be mad to do sth.
eg: 你开车这么快,一定是疯了。
You must be mad ______ ______ so fast.
…
anymore 不再;再也不
eg:
我将再也不是你最好的朋友了。I_____
be your best
friend______.他不再住这儿了。
He ____ live
here ______ .
of all 首先 = __________
e
cn. 消息;信息;口信
拓展:给某人捎口信 ________给某人留口
信
_______发短信 _________
on 传递 试译:传递给某人某物
__________________________
= pass on sth.
to sb.
eg: 请把钢笔传递给Tom.
____________________________________
e v.
假定;认为;期望
短语:be supposed to do sth. =
should do sth.
Step 4Writing a report
card by yourself
Step 5Homework
Let
students do some exercises about the
main
knowledge。
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写作练习
Finish
the
homework
为学
有余
力学
生所
做的
调整
为需
要帮
助的
学生
所做
调整
在学好课本知
识的基础上,
个
性
化
教
学
U
nit 4 He
said I was hard-working
Key words :
板书
设计
Target language:直接引语和间接引语的转换。
个人Report card 的写作
教学
反思
章节(课题)
U
nit 4 He said I was
hard-working
名 称
学时 1 总课时 26
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1. Key vocabulary:
知识
2. Key structures
技能
What did
your math teacher say ?
He said he could speak
three languages .
三维
目标
过程
Reading. listinting practicing and writing
方法
情感
态度
注意正确地对待老师的评价,并客观地评价自我。
与价
值观
学生
Some of them don’t remember
the new words very well.
特征
They can’t talk
about something in English very well..
分析
项目 内容 解决措施
通过训练对话训练,提高积极主动性,根据实际
情况练习,将英语用于生活,解决于生活
在学生尽情的参与活动后,再让学生反思本节课
的语法焦点,并进行适当操练
直接引语和间接引语的转换。
教学
写成绩报告单,并能将自己的成绩
重点
报告给他人
直接引语和间接引语的转换。
教学
写成绩报告单,并能将自己的成绩
难点
报告给他人
教学内容及问题情境
Step 1 Leading in
Check
the homework .Ask several students
to read
their episodes to the class .
Step 2 Pre-task
SB Page 30 , 3a .
Read the instructions
and ask Ss to read
the letter on their own and
write Alan’s
name on his report in activity 2b
.
Correct the answer .
SB Page 30 , 3b .
Get Ss to use the information from
activity 2b to write a letter to a
relative or a friend about their report
cards .
Ask a student to read his or her
completed
letter to the class .Orally correct
any
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Read and
remember
the new
words.
阅读短文
教学过程设计
学生活动
复习单词,为理
解文章做准备。
学生通过阅读,
自己学习,进一
步熟悉本单元
所有语法知识
设计意图 教学札记
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mistakes .
Step 3 While-task
SB Page 30 , 3c .Ask Ss
to write their own
report cards .While Ss work
,walk around
and offer assistance if necessary
.
Some useful expressions
1.How's it going
2.have a cold
3.be in good
4.my end-of-year exam
5.report
6.get nervous
7.do
8.have a
really hard time with…
9.be surprised to do
sth
10.a disappointing result
SB Page
30 , Part 4 .
Get Ss to make up their teachers
comments .
Pairwork. In pairs ,talk about
their
report cards .
反复朗读短
文
的综合运用。
培养学生独立
思考和自学能
力,从而提高独
立阅读能力。
学习直接引语
和间接引语的
转换。加以复
习。
进一步复习本
课重点。
通过各种练习,
既练习了本单
元重点句型,又
发散了学生的
思维。
英语写作能力是英语教学中四项基本技能之
一,英语写作能力这种单项技能的训练,为
培养学生的其它基本技能奠定一个良好的基
础。本节课中个人Report
card写作也是一个
主要的任务。
Ask
several pairs to share their
conversations .
进一步复习
Step 4 Homework
Ask students to
write their conversations
本课重点
on their
exercise books .
个
性
化
教
学
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为学
有余
力学
生所
做的
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调整
为需
要帮
助的
学生
所做
调整
U
nit 4
He said I was hard-working
板书
Key words :
设计
Target language:直接引语和间接引语的转换。
个人Report card 的写作
教学
反思
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