新目标八年级英语下册Unit 4教学设计

新目标英语八年级下册Unit4 He said I was hard-working设计

一、内容及分析 本单元的教材设置从谈论电视剧剧情开始，以对话的形式引出直接引语和间接引语的应用及转换。通过谈论和学生年龄相仿的电视剧人物，把枯燥的语法知识学习融入情境对话之中，学习如何用英语转述他人的话，学习内容贴近生活，学生学习兴趣高涨。教学内容安排采用听、说读写结合的方法，让学生在听力、口语阅读、写作练习中，学习新的语法知识，形成正确的语言习惯，提高英语运用能力.

二、学习者特征分析: 学生已经学习了一般现在时，一般过去时，现在进行时，过去进行时等时态，能够进行各种时态之间的转换，同时，学生对各种时态的陈述语气也知道怎么变化，因此在学习本单元就容易的多了。

三、单元整体目标分

1.知识与能力（1）词汇：mad; anymore; direct speech; reported speech； first of all ;message ;in good health nervous;village and so on .

(2) 语言结构 1.了解直接引语和间接引语，以及引语之间的转换。学习如何用英语转述他人的话。What did Marcia say? She said she was having a surprise party for Lana on Friday night. 在教学过程中培养学生的英语应用能力，合作学习的能力。听力训练也是本课的重点。2.情态动词can表示能力

（3）目标语言1.What did your math teacher say ? He said I was hard?working .

2. What did she say ? She said she could speak three languages .

2．过程与方法 采用“任务型”教学模式，引导学生参与课堂Groupwork 活动，组织学生说话，再由其他学生当堂转述来训练学生进行引语转换。第一教学环节是引语转换训练，第二教学环节是听力能力训练，第三教学环节是教材语言操练，第四教学环节是课堂练习及分组活动。教学过程中应用讲授法、分组学习法。

3.情感态度与价值观 引导学生参与课堂Pairwork 和 Groupwork 教学活动，培养他们团结协作的品质。通过礼貌地交流，养成文明用语的良好习惯。

四、重点、难点 本单元的教学重点是让学生学会何用英语转述他人的语，了解直接引语、间接引语，学会直接引语转换为间接引语。本单元的教学难点是把直接引语转换间接引语的转换中，注意动词的时态变化和人称代词的变化，并能口头、笔头上正确运用英语转述他人的观点。

五、教法选择与学法指导 1任务型语言教学2多媒体CAI教学3多元智能理论

六、资源准备：1.CAI课件 2.录音机

六、课时及教学内容安排

教学内容

课时安排

教法选择

资源准备

教学评价

Grammar(Direct speech and Indirect speech)

Period 1

TBL,Ex, Groupwork

PPT

通过让学生转述检查是否掌握，注重过程评价

SectionA(1a?3b)

Period 2

TBL,MIT,

PPT,tape recorder

通过转述电视剧的情景和听力训练，进行过程评价

SectionB(1a?2c)

Period 3

TBL,Pairwork

Stereo

通过转述成绩单正确对待老师的评价

SectionB(3a?selfcheck)

Period 4

TBL

通过写作训练学会书面表达与同学互通情感

Reading

Period 5

Pre?reading

While?reading

Post--reading

PPT

通过渗透阅读策略和情感态度，进行过程评价

教学内容

Unit 4 He said I was hard--working

课时

Period 1

教学对象

八年级学生

提供者
一、教材内容分析

本节课选自人教版新目标八年级下册Unit 4 He said I was hard?working. 本单元的中心话题是Telling a story。主要语言功能项目是Report what someone said。本节课是本单元的第一课时主要设计了一节语法课，专项学习直接引语和间接引语，为后面的新科学习打下基础。由于不同的语言文化，转述时动词的时态，发音，人称代词指示代词等形式变化是一个难点。

二、教学目标（知识，能力，情感态度、价值观）

知识目标

Vocabulary: said to?told ,ask/tell/order sb(not) to do sth

tomorrow?the next day…..

Target language (1).He said to meYou are hard-working.

(2).He asked me,Are you from USA?(3).He said,Why are you so late?

(4)’Don’t draw on the wall”He said.（5）The teacher told us,”The earth moves around the sun”

能力目标 能将直接引语是陈述句，一般疑问句，特殊疑问句和祈使句，正确的转述为间接引语，同时注意直接引语是客观真理的情况，特别注意指示代词，人称代词等的变化。

情感目标 当你转述别人的话时，一定要转述清楚，以免引起误解。

三、重点难点

Vocabulary：1.said to?told ,ask/tell/order sb(not) to do sth

tomorrow?the next day…..

2.Target language：(1).He said to meYou are hard-working.

(2).He asked me,Are you from USA?(3).He said,Why are you so late?

(4)’Don’t draw on the wall”He said.（5）The teacher told us,”The earth moves around the sun”

四、教法选择、学法指导

本节课，主要是一节语法课，又是第一课时，因此主要采用讲授法，练习法来讲解和巩固语法。采用多媒体课件，用箭头标出各种变化，直观清楚易懂。

五 资源准备 多媒体课件

六、教学过程

教学任务

教师活动

学生活动

设计意图及资源准备

Task1

Organization Lead-in

（3minutes）

1 Greet the students.

2 Ask Ss to report what teacher said.

Try to report

通过让学生转述老师刚说的话，引出什么是直接引语和间接引语以及什么时候用

Task2

Presentation

(8)

1 Teacher say some sentences,and ask Ss to report.

2.Ask Ss to summary.

Try to report one by one ,and summary.pay attention to the change of verb.

老师说一些句子，让学生转述，并且总结规律

Task3

Report

Ask three Ss to work in group,Sa say a sentence ,Sb ask what did he/she say?Sc report.

Ss work in group and do it .

通过上一步的练习马上让学生做一个Groupwork练习进一步检查掌握巩固

Task4

Practice(5)

Show some pictures and sentence,Ask Ss to report

Report one by one

进一步检查掌握情况

Task5

Memory challenge

(5)

Teacher show some sentences,challenge Ss memory

Report as soos as they can

通过做记忆力挑战游戏，再巩固和掌握。

Task6

Story time

(2)

Ask Ss to report the sentences in :Snow White

Look at the picture and report.

让目标语言更情景化。

Task6

Summary(5)

Ask Ss to say out Grammar rules.

Summary Grammar rules

从具体练习到语法总结，符号学生的认知规律

Task 7Ex(5)

Ask Ss to do some Ex

Do Ex

最后再练习巩固，补充一般疑问句和特殊疑问句，祈使句的间接引语问题

Task 8

Homework

Ask Ss to do Ex

Recite and do Ex

让学生背语法规则和做练习巩固

七、板书设计

Unit 4 He said I was hard--working. (Period One)

I. New words said to?told ,ask/tell/order sb(not) to do sth

tomorrow?the next day…..

II. Sentence patterns (1).He said to meYou are hard-working.

(2).He asked me,Are you from USA? (3).He said,Why are you so late?

(4)’Don’t draw on the wall”He said. （5）The teacher told us,”The earth moves around the sun”

教学内容

Unit 4 He said I was hard-working

课时

Period 2

教学对象

八年级学生

提供者
一、教材内容分析

本节课选自人教版新八年级下册Unit 4 He said I was hard-working Section A. 本单元的中心话题是telling a story。主要语言功能项目是report what someone said。语法结构为 Report speech Simple past tense Can for ability根据《英语课程标准》、本单元教材内容和八年级学生的学习水平，我对教材进行了合理的整合，将SectionA1a.1b.1c 2a 2b 2c 3a 3b整合成一个课时的教学内容，原因是经过第一课时的学习学生已经对直接引语和间接引语的语法基本掌握，而上面这些内容都是围绕Young Lives这一肥皂剧为话题，这样整合可以突出每节课一个中心话题的思想。

二、教学目标（知识，能力，情感态度、价值观）

Knowledge Object

Vocabulary: mad,anymore,first of all,message,pass on,suppose,be supposed to.

Target language

(1). What did Marcia said? She said she was having a surprise party for Lana on Fridy night.

2.Lana said she would bring some drinks and snacks to Marcia’s.

Ability Object 1能正确转述别人的话，培养学生说的能力。2.提高听力技能和归纳的能力。

情感目标 在生活中学会认真倾听别人说话。并合理的转述给第三者，介绍传达错误信息。

三、重点难点

1.Vocabulary：mad,anymore,first of all,message,pass on,suppose,be supposed to.

2.Target language…1). What did Marcia said? She said she was having a surprise party for Lana on Fridy night.

2）.Lana said she would bring some drinks and snacks to Marcia’s.

四、教法选择、学法指导

本节课，运用远教育资源和网络资源中的图片、动画、声音媒体等手段向学生呈现电视画面，清楚标出画面中人物的名字以便于学生清楚弄清楚人物之间的关系，从而轻松地转述电视画面里人物的话，采用情景视听法，任务型教学法，为学生设置真实的情景、语境，使学生在学中用在用中习得语言，帮助学生养成良好语言学习习惯。

五 资源准备 多媒体课件、图片等相关教学资源。

六、教学过程

教学任务

教师活动

学生活动

设计意图及资源准备

Task1

Review

（3minutes）

1 Greet the students.

2 Revise the Grammar we learned last period.

Look and follow the teacher..

通过复习教师完成本节课的导入。

Task2

Lead in

(2)

1 Show some slides by computer to ask students something about Soap operas.

2.Tell them today we will learn a Soap Opera?Young Lives

1.Look at pictures and discuss the question.

2.Then answer the question.

对肥皂剧这一名称有一个清楚地来源了解，给学生输入一些必要的背景知识。

Task3

Reportt

Show the pictures of 1a Ss look at the picture and know who is Lanna,Ben and Marcia.Then change Direct speech into Reported Speech.

With the help of the teacher,Ss can change correctly.

进一步掌握直接引语转换为间接引语。

Task4

Listening

(5)

Ask students to listen 1b,2a,2b,Explain how to do?

1.1b:Listen and number the statements.

2.2a:Listen and circle true or false.

3.2b:Listen and circle correct answers.

通过听的训练进一步检查掌握此语法。

Task5

Writing

(5)

1.According to Listening 1b,2a,2b,ask Ss to fill the blank.

2.Help Ss finish 3b

1. Work in group and fill in the blank.

2. write 3b

通过写的训练进一步掌握此语法。

Task6

Homework

(2)

1.Ask them to write new words.

2.Finish Ex-book.

Finish the task.

练习巩固，效果反馈。

七、板书设计

Unit 4 He said I was hard--working. (Period One)

I. New words & phrases mad,anymore,first of all,message,pass on,suppose,be supposed to.

II. Sentence patterns(1). What did Marcia said? She said she was having a surprise party for Lana on Fridy night.

2.Lana said she would bring some drinks and snacks to Marcia’s.

教学内容

Unit 4 I want to be an actor.

课时

Period Three

教学对象

八年级学生

设计者

一、教材内容分析

本课是本单元的第三课时，在继续巩固学习上节课所学转换肥皂剧年轻人所说的话，主要学习SectionB、1a、1b, 2a and 2b.本课依据《英语新课程标准》要求、针对教学内容及教学对象的特点，对部分内容进行了适当的整合，确定本节课的主要教学目标为：1.学会用间接引语转述成绩单。2 进行合理的自我评价，同伴评价和老师评价。

二、教学目标（知识与能力，情感态度与价值观）

1.Knowledge goals: Words:hard-working,do well in…

Target languages:What does math teacher say?He said I was hard-working.

2. Ability goals: Train ss’ listening skills and speaking skills.

Train ss’oral skills and communicative.and give themselves correct assessment.

3.Moral goals:Work hard to get better grade.

三、重点、难点

1. 重点：1）the important words and the target language.

2)Sentences: What does math teacher say?He said I was hard-working.

2. 难点：Listening and Grammar.

四、教法选择与学法指导 Listening method. Speaking method.Pairwork and groupwork.

五、资源准备 多媒体课件、图片及相关教学资源。

六、教学过程

教学任务

教师活动

学生活动

设计意图

及资源准备

Task 1

Free talk

（4）

1. Ask Ss to answer the following question :What do you think of yourself at study.

2. Self-assesment.

Self-assesment.

通过学生自我评价提高口语能力

Task 2

presentation

（5）

Ask Ss to answer :What do the teachers think of you?

Ss use their own words to change Direct speech into Reported Speech.
在学生完成自我评价后，学会转化老师的评价，为

Task 3

Listening

(20)

Explain and ask Ss to do.

1. listen and fill in the blank.

2. listen and which is Scott’s card?

听力前通过口头转换训练，在过渡到听力，学生易于接受。

Task 4

Assesssment

Ask Ss to self-assessment,peer-assessment,and

Teacher-assessment.

Self-assesment.

Peer-assessment

and

Teacher-assessment.

学生通过自我评价，同伴评价，老师评价然后再汇报，进一步发展语用能力。

Task 5

Summary

Homework

1.Summary

2.Homework
Finish the Ex

小结本课内容，布置作业，课外延伸。

七、板书设计

Words: hard-working,do well in…

Sentence patterns: What does math teacher say?He said I was hard-working.

教学内容

Unit 4 I He said I was hard-woking

课时

Period 4

教学对象

八年级学生

提供者
一、教材内容分析

本节课是本单元的第四课时，在上节通过口头和听力转换成绩单后，本节主要是阅读和写作训练

二、教学目标（知识，能力，情感态度、价值观）

Knowledge Object

Vocabulary: in good health,report card,nervous,envelope,semester,true,dissaponting,lucky

Target language

How’s it going?,be in good health,get nervous,have a hard time with sth,have a hard time doing sth.My Spanish teacher said my listening was good.

Ability Object Improve reading skills and writing skills.

情感目标 正确对待别人的评价，合理分析自己的成绩

三、重点难点

Vocabulary: in good health,report card,nervous,envelope,semester,true,dissaponting,lucky

Target language: How’s it going?,be in good health,get nervous,have a hard time with sth,have a hard time doing sth.My Spanish teacher said my listening was good..

四、教法选择、学法指导 本节课，运用任务型语言教学途径，通过分享学生的作文，课内完成写作任务

五 资源准备 多媒体课件、图片等相关教学资源。

六、教学过程

教学任务

教师活动

学生活动

设计意图及资源准备

Task1

Pre--reading

（3minutes）

1 Greet the students.

2.Ask Ss to read the question.

follow the teacher..to do.

阅读前让学生带着问题去读。

Task2

While--reading(8)

Ask Ss to read the letter,then judge true or false.

Read and judge

通过阅读进一步理解文章，然后做判断练习题。

Task3

Post --reading

Explain language points.

Tell teacher what they don’t understand.

更进一步让学生理解信中的语言点

Task4

Control--Writing

Ask Ss to copy 3a to write an article.

Pretend to be Scott,write a letter to friend

在学生学完3a后，做一个控制性写作。

Task5

Open--Writing

(5)

1.Ask Ss to write their own report card.

Use their words to write their own report card. xkb1.cn

通过上一步的控制性写作。在让学生完成开放性写作，体现由易到难的原则

Task6

Self--check

Ask Ss to change reported speech into direct speech.

follow the teacher..to do.

处理Self--check让学生把间接引语变成直接引语

Task6

Homework

1. Ask Ss to do Ex.

Recite 3a and finish Ex

让学生背过3a作为一篇范文

七、板书设计

Unit 4 He said I was hard--working. (Period Four)

I. New words & phrases in good health,report card,nervous,envelope,semester,true,dissaponting,lucky

II. Sentence patterns :How’s it going?,be in good health,get nervous,have a hard time with sth,have a hard time doing sth.My Spanish teacher said my listening was good.
教学内容

Unit 4 He said I was hard--working

课时

Period 5

教学对象

八年级学生

提供者

一、教材内容分析

本课是新目标英语八年级下册第4单元阅读部分，本单元的语言目标是“Report what someone said”(引述别人讲的话)，学习直接引语和间接引语。长篇阅读丰富了本单元的课外知识扩展了学生的视野，是对本单元语言知识和语言能力的再利用和升华。我采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习,在完成任务的同时学习语言。在阅读文章，理解文章，分析文章之后做适当扩展和延伸。

本课以“志愿者支教”为主要内容，通过志愿者杨蕾的支教事迹和想法而引出助人为乐这一中心话题，培养学生拥有热爱社会公益事业、扶危济困的优秀品质。虽然事情并不陌生，但距离学生的现实生活较远，学生理解起来会有陌生感，所以教师要尽可能降低文章难度，将难点分散，引导学生逐步延伸话题，并为下一步的进一层拓展做好准备

二、教学目标（知识，能力，情感态度、价值观）

知识目标

Vocabulary: 学习掌握词汇village, area , thin, ate, decision, open up, start, influence, danger, as, finish ,make sb do She said helping others changed her life.”

能力目标

在语言输入的同时完成语言输出，在听说读写译中提高语言技能，提高综合运用语言的能力。着重培养学生读的能力：速读，浏览，跳读，精读和任务型阅读能力，还包括分析概括能力，语言表达能力，书写能力，合作能力，沟通能力。帮助学生在完成本课的三项任务中提高综合语言运用能力。

情感目标：。通过学习志愿者杨蕾的支教事迹，培养学生热爱社会公益事业、扶危济困的优秀品质。

三、重点难点

教学重点
（1）重点词汇village, area , thin, ate, decision, open up, start, after doing, influence, danger, as, finish ,make sb do

（2）She said helping others changed her life.等间接引语等句型

（3） 语法：接引语中时态和人称的转换。

教学难点：（1）现在完成时态的理解和运用。（2）总结文章大意。（3）对支教活动的了解和讨论，对志愿者组织名称和活动的学习。

四、教法选择、学法指导

本课采用任务型教学法，同时辅助多媒体教学。用音乐，图片使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动的多向交流。

五 资源准备 多媒体课件

六、教学过程

教学任务

教师活动

学生活动

设计意图

及资源准备

Task1 Lead-in

（3minutes）

Ask Ss to listen a song “Let the world be full of love”

Listen to the song

通过听歌曲活跃气氛激发兴趣

Task2

Pre--reading

(8)

1 Show some pictures about Yang Lei

2.Show some picture about volunteer organazaition.

Look at the picture and answer the question..

通过看图片进行阅读前的背景知识介绍

Task3

While--reading

Ask Ss to find out topic sentences and write summary.

Explain language points.

. find out topic sentences and write summary.

主要对学生观进行阅读策略的指导渗透新课程理念

Task4

Post--reading

(5)

Ask Ss to answer some questions

retell the main idea

Answer and retell.

通过复述进一步掌握课文内容

Task5

Open--task(5)

Ask Ss to write a poster

Work in group and write a poster,then share

通过设置挑战性任务使得任务难度增加。

Task6

Summary and homework(2)

Ask Ss what they learned and homework

Answer and do homework

七、板书设计

Unit 4 Reading--- She said helping others helped her a lot.

Who is Yang Lei? What did she do?

Why did she do that? How would it help?

SUMMARY：

Paragraph1: Teaching high school students in a poor mountain village changed the life of Yang Lei from Peking University.

Paragraph2: She said young people today needed to experience different things.

Paragraph 3: The students love having the volunteer teachers there.

Paragraph 4: Yang Lei said she could open up her students’ eyes to the outside world and give them a good start in life.

Paragraph 5: She enjoyed her time as a volunteer very much.


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