人教版八年級英語下冊第四單元電子教案

1、武威第十七中學2012 至 2013學年度第 二 學期 八 年級第 4 單元（章）教材分析教材中的地位及作用分析Unit 4的主要話題是“Unit 4 He said I was hard-working”, 了解一些簡單的英語語法直接引語和間接引語的轉(zhuǎn)換，它及我們學生的日常的學習生活緊密聯(lián)系，因此本單元就是學習轉(zhuǎn)述他人語言。學習直接引語和間接引語的轉(zhuǎn)換；寫成績報告單，并能將自己的成績報告給他人。準確的運用直接引語和間接引語的轉(zhuǎn)換，并運寫成績報告單，并能將自己的成績報告給他人。所設(shè)情境貼近生活，學生們充分體會到了學習的樂趣和成功的喜悅，為他們的終生學習奠定了較好的基礎(chǔ)。立足這一點，我充分利用學

2、生已有的知識和生活經(jīng)驗，創(chuàng)設(shè)生活化的真實情境（或半真實情境）引導學生在運用語言中學習語言，然后在學習新的語言知識后創(chuàng)造性地運用語言結(jié)合現(xiàn)實生活讓學生自由談論。通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收獲。以聽說為主，利用多媒體感受語言，通過聽和看圖來確定或描述Unit 4 He said I was hard-working，教材以Unit 4 He said I was hard-working為中心話題，運用一般過去時。整個單元及學生的實際密切相關(guān)，易于引發(fā)學生用英語進行交際交流，完成

3、聽說讀寫的任務活動,重點掌握和熟練應用所學知識及其答語等句型。三維目標分析1 語言知識目標直接引語和間接引語的轉(zhuǎn)換；寫成績報告單，并能將自己的成績報告給他人。2.過程及方法聽、說、讀、寫3.情感態(tài)度目標 以Unit 4 He said I was hard-working為中心話題，注意正確地對待老師的評價，并客觀地評價自我通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。重點難點分析句型-直接引語和間接引語的轉(zhuǎn)換。What did your math teacher say ?He said he could speak three languages .詞匯：hard-wo

4、rking ,report card ,can do better ,speaking ,listening ,average ,surprise要求學生采用自主學習,合作學習等方式、根據(jù)需要進行有目的預習；學習直接引語和間接引語的轉(zhuǎn)換；寫成績報告單，并能將自己的成績報告給他人。改變傳統(tǒng)的死記硬背，積極主動的投入到語言的實踐中去。通過小組猜測、討論、對話、等多種形式，讓學生在活動中、合作及交流中快樂地學習課時分配共七課時章節(jié)（課題）名 稱Unit 4 He said I was hard-working .學時1總課時22三維目標知識技能1.Key words: hard-working ,r

5、eport card .2.Target Language；直接引語和間接引語的轉(zhuǎn)換過程方法Reading. listinting practicing and writing情感態(tài)度及價值觀正確認識自我，形成積極地評價學生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.項目內(nèi)容解決措施教學重點1.新的詞匯和習語。2.個人Report card 的寫作通過訓練對話，提高積極主動性，根據(jù)實際情況練習，將英語用于生活，解決于生活教學難

6、點直接引語轉(zhuǎn)換間接引語中，注意一些關(guān)鍵動詞的變化和人稱代詞的變化。在學生盡情的參及活動后，再讓學生反思本節(jié)課的語法焦點，并進行適當操練教學過程設(shè)計教學內(nèi)容及問題情境學生活動設(shè)計意圖教學札記Step 1 Leading inAsk several Ss what they are going to do after school .Write their sentences on the Bb .Step 2 Pre-taskSay, These Ss talk about what they are going to do after school ,if you want to tell a

7、 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 :He/She said he/she was going to play basketball after school .Get the Ss to repeat .Repeat this process with the other

8、sentences on the Bb .Step 3 While-taskSB 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 she/he say ? Help to answer :She/He said she/he was having a

9、 surprise party for Lana on Friday night .Repeat with the other pictures .SB Page 26 , 1c .Pairwork.First 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she/he said 將直接引語改為間接引語。1. I am a cle

10、ver girl . 2. I am having lunch at school .3. I can dance well . 4. I play football every day .5. I dont like my younger brother . .Homework :Go over the words in this unit Review the grammar box by asking some students to read the sentences .Answer the questions and talk about Students read and rem

11、ember and phrases. Studentsfinish the taskStudents use the pictures to do practices 通過看圖討論激發(fā)學習興趣用積極地評價鼓勵學生練習，使學生在不知不覺中將知識應用到實處。對本單元的基本句型進行機械操練，使學生能夠脫口而出。鞏固知識個性化教學為學有余力學生所做的調(diào)整為需要幫助的學生所做調(diào)整板書設(shè)計Unit 4 He said I was hard-working .1.Key words:. 2.Target Language；直接引語和間接引語的轉(zhuǎn)換教學反思章節(jié)（課題）名 稱Unit 4 He said I w

12、as hard-working .學時1總課時22三維目標知識技能1.Key words: hard-working ,report card .2.Target Language；直接引語和間接引語的轉(zhuǎn)換過程方法Reading. listinting practicing and writing情感態(tài)度及價值觀正確認識自我，形成積極地評價學生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.項目內(nèi)容解決措施教學重點1.新的詞匯和習

13、語。2.個人Report card 的寫作通過訓練對話，提高積極主動性，根據(jù)實際情況練習，將英語用于生活，解決于生活教學難點直接引語轉(zhuǎn)換間接引語中，注意一些關(guān)鍵動詞的變化和人稱代詞的變化。在學生盡情的參及活動后，再讓學生反思本節(jié)課的語法焦點，并進行適當操練教學過程設(shè)計教學內(nèi)容及問題情境學生活動設(shè)計意圖教學札記Step 1 Leading inAsk several Ss what they are going to do after school .Write their sentences on the Bb .Step 2 Pre-taskSay, These Ss talk about

14、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 :He/She said he/she was going to play basketball after scho

15、ol .Get the Ss to repeat .Repeat this process with the other sentences on the Bb .Step 3 While-taskSB 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

16、 she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .Repeat with the other pictures .SB Page 26 , 1c .Pairwork.First 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 an

17、swers .Step 4 Practices用she/he said 將直接引語改為間接引語。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 dont like my younger brother . .Homework :Go over the words in this unit Review the grammar box by asking some students to read the sentenc

18、es .Answer the questions and talk about Students read and remember and phrases. Studentsfinish the taskStudents use the pictures to do practices 通過看圖討論激發(fā)學習興趣用積極地評價鼓勵學生練習，使學生在不知不覺中將知識應用到實處。對本單元的基本句型進行機械操練，使學生能夠脫口而出。鞏固知識個性化教學為學有余力學生所做的調(diào)整為需要幫助的學生所做調(diào)整板書設(shè)計Unit 4 He said I was hard-working .1.Key words:.

19、2.Target Language；直接引語和間接引語的轉(zhuǎn)換教學反思章節(jié)（課題）名 稱Unit 4 He said I was hard-working學時1總課時24三維目標知識技能1. Key Vocabulary2. Target Language直接引語和間接引語的轉(zhuǎn)換。寫成績報告單，并能將自己的成績報告給他人。過程方法Reading. listinting practicing and writing 情感態(tài)度及價值觀了解一些自然科學知識和社會科學知識激發(fā)學生探索求知的欲望，進而更好地學習自然知識和社會科學知識。學生特征分析Some of them dont remember the

20、 new words very well.They cant talk about something in English very well.項目內(nèi)容解決措施教學重點新的詞匯和習語。個人Report card 的寫作。.通過示圖訓練對話，提高積極主動性，根據(jù)實際情況練習，將英語用于生活，解決于生活教學難點直接引語轉(zhuǎn)換間接引語中，注意一些關(guān)鍵動詞的變化和人稱代詞的變化。在學生盡情的參及活動后，再讓學生反思本節(jié)課的語法焦點，并進行適當操練教學過程設(shè)計教學內(nèi)容及問題情境學生活動設(shè)計意圖教學札記Step 1 Leading in Greetings and free-talk .Check the

21、 homework .Ask several students to read their sentences to the class .Step 2 Pre-taskSB Page 28 , 3a .Read the article to the class .Ask Ss to fill in the blanks on their own .Correct the answers .直接引語和間接引語的轉(zhuǎn)換從句時態(tài)的變化：1） 如果主句是一般現(xiàn)在時或一般將來時，直接引語變間接引語時，從局的時態(tài)保持不變。 eg: He says,“I am visiting my aunt next w

22、eek.”他說：“我下周要去看望我的姑姑”。 He says that he is visiting his aunt next week.2）如果主句的時態(tài)為一般過去時，從句的時態(tài)要做相應的變化。 現(xiàn)在進行時改為過去進行時； 一般將來時改為過去將來時。 注意：如果直接引語為客觀真理、客觀事實、自然現(xiàn)象時，變?yōu)殚g接引語時，時態(tài)不做變化。eg: The teacher said to us ,“Light travels faster than sound”.老師告訴我們：“光傳播的速度要比聲音傳播的速度要快”。 The teacher told us that Light travels fa

23、ster than sound. 3.句型的變化：1）如果直接引語是陳述句，變?yōu)殚g接引語時要用that來引導，that可省略。 eg: He said,“I like watching TV.”他說：“我喜歡看電視”。 He said that he liked watching TV.2）如果直接引語是一般疑問句，變?yōu)殚g接引語時，需用if或whether來引導，且用陳述句語序。eg: He asked me,“ Will you buy the red coat?”他問我：“你要買那件紅外套嗎？” He asked me if/whether I would buy the red coat

24、.3）如果直接引語是特殊疑問句，變?yōu)殚g接引語時，引導詞就是特殊疑問詞，且用陳述句語序。 eg: She asked me,“Where are you from?” 她問：“你從哪里來的？” She asked me where I was from.4）如果直接引語是祈使句，變間接引語時，要將祈使句的動詞變?yōu)椴欢ㄈ纾簍ell( ask , order ,) sb. (not) to do sth. eg: “Open the door.” The teacher said to me. The teacher told me to open the door.“Dont open the d

25、oor.” The teacher said to me.The teacher told me not to open the door.語法針對性練習：1.My father told me the earth _ round.A.is B.was C.will be D.would be2She asked me _ she could use my mobile phone.A.that B.for C.weather D.if3.He told us _ he would buy a new car.A.which B. that C. what D. ifSB Page 28 ,

26、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 .HomeworkLet students do some exercises about the main knowledge Work in pairs.Pronounce the words fluently and accurately.識記語法.Finish the homework對新單詞的熟練掌握有利于課文的學習。通過此活動，讓學生對本課內(nèi)容進一步理解,也提

27、高了學生學習積極性。將所學到的知識結(jié)合到實際生活當中，激發(fā)學生興趣，能夠更好記憶。對所學知識進一步鞏固。對所學知識進一步鞏固。個性化教學為學有余力學生所做的調(diào)整為需要幫助的學生所做調(diào)整板書設(shè)計Unit 4 He said I was hard-workingKey words :Target language:直接引語和間接引語的轉(zhuǎn)換從句時態(tài)的變化教學反思章節(jié)（課題）名 稱Unit 4 He said I was hard-working學時1總課時25三維目標知識技能1. Key vocabulary:2. Key structures:直接引語轉(zhuǎn)換間接引語中，注意一些關(guān)鍵動詞的變化和人稱代

28、詞的變化。個人Report card 的寫作過程方法Reading. listinting practicing and writing 情感態(tài)度及價值觀To be interested in taking part in activities in an English class.學生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.項目內(nèi)容解決措施教學重點新的詞匯和習語。個人Report card 的寫作。通過實際訓練對話，激

29、發(fā)學生學習的興趣，將英語用于生活，解決于生活教學難點個人Report card 的寫作在學生盡情的參及活動后，再讓學生反思本節(jié)課的語法焦點，并進行適當操練教學過程設(shè)計教學內(nèi)容及問題情境學生活動設(shè)計意圖教學札記Step 1 Leading inGreetings and free-talk .Check the homework .Step 2 While-taskSB Page 29 , Learning the new words1a .1. Read the sentences to the class and teach new words .Then ask Ss to check t

30、he 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 .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

31、.Step 3 Post-taskSB 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 .1.mad adj. 生氣的；氣憤的 構(gòu)成結(jié)構(gòu)：be mad at sb.=_意為“生某人的氣” eg: 我媽媽很生我的氣，因為我沒有完成家庭作業(yè)。 My mother is _ _ me because I didnt finish my homework. 瘋狂的

32、；著迷的 相當于crazy,構(gòu)成短語：be mad to do sth.eg: 你開車這么快，一定是瘋了。 You must be mad _ _ so fast.2.not anymore 不再；再也不eg: 我將再也不是你最好的朋友了。I_ be your best friend_.他不再住這兒了。 He _ live here _ .3.first of all 首先 = _4.message cn. 消息；信息；口信 拓展：給某人捎口信 _給某人留口信 _發(fā)短信 _5.pass on 傳遞 試譯：傳遞給某人某物 _= pass on sth. to sb. eg: 請把鋼筆傳遞給Tom

33、. _6.suppose v. 假定；認為；期望 短語：be supposed to do sth. = should do sth. Step 4riting a report card by yourselfStep 5Homework Let students do some exercises about the main knowledge。Making sentences with the old words.Learning and remembering the new words.Students work in pairs.鞏固知識寫作練習Finish the homewo

34、rk復習舊單詞，便于和新單詞更好的銜接。新單詞的學習為文章的學習掃清障礙。訓練學生說話能力。訓練學生寫作能力。進一步鞏固練習本課重點。在學好課本知識的基礎(chǔ)上， 個性化教學為學有余力學生所做的調(diào)整為需要幫助的學生所做調(diào)整板書設(shè)計Unit 4 He said I was hard-workingKey words :Target language:直接引語和間接引語的轉(zhuǎn)換。個人Report card 的寫作教學反思章節(jié)（課題）名 稱Unit 4 He said I was hard-working學時1總課時26三維目標知識技能1. Key vocabulary:2. Key structures

35、What did your math teacher say ?He said he could speak three languages .過程方法Reading. listinting practicing and writing 情感態(tài)度及價值觀注意正確地對待老師的評價，并客觀地評價自我。學生特征分析Some of them dont remember the new words very well.They cant talk about something in English very well.項目內(nèi)容解決措施教學重點直接引語和間接引語的轉(zhuǎn)換。寫成績報告單，并能將自己的成績報告

36、給他人通過訓練對話訓練，提高積極主動性，根據(jù)實際情況練習，將英語用于生活，解決于生活教學難點直接引語和間接引語的轉(zhuǎn)換。寫成績報告單，并能將自己的成績報告給他人在學生盡情的參及活動后，再讓學生反思本節(jié)課的語法焦點，并進行適當操練教學過程設(shè)計教學內(nèi)容及問題情境學生活動設(shè)計意圖教學札記 Step 1 Leading inCheck the homework .Ask several students to read their episodes to the class .Step 2 Pre-taskSB Page 30 , 3a .Read the instructions and ask Ss to read the letter on their own and write Alans name on his report in activity 2b .Cor