2022年人教版八年级英语下册第四单元电子教案 .pdf

优秀教案欢迎下载武威第十七中学2012 至 2013 学年度第二 学期 八 年级第 4 单元（章）教材分析教材中的地位与作用分析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。三维目标分析1语言知识目标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。重点难点分析句型 - 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课时分配共七课时章节（课题）名称Unit 4 He said I was hard-working . 学时1 总课时22 三维知识1.Key words: hard-working ,report card . 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 13 页优秀教案欢迎下载目标技能2.Target Language；直接引语和间接引语的转换过程方法Reading. listinting practicing and writing情感态度与价值观正确认识自我，形成积极地评价学生特征分析Some of them dont remember the new words very well. They can t talk about something in English very well. 项目内容解决措施教学重点1.新的词汇和习语。2.个人 Report card 的写作通过训练对话，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活教学难点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。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学生活动设计意图教学札记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 “ Hesaid ” 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 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 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 . Answer the questions and talk about Students read and remember and phrases. 通过看图讨论激发学习兴趣用积极地评价鼓励学生练习，使学生在不知不觉中将知识应用到实处。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 13 页优秀教案欢迎下载SB Page 26 , 1b .Play the recording and correct the answers . Step 4 Practices 用 she/he 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 finish the task Students use the pictures to do practices 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设计Unit 4 He said I was hard-working . 1.Key words:. 2.Target Language；直接引语和间接引语的转换教学反思章节（课题）名称Unit 4 He said I was hard-working . 学时1 总课时22 三维目标知识技能1.Key words: hard-working ,report card . 2.Target Language；直接引语和间接引语的转换过程方法Reading. listinting practicing and writing情感态度与价正确认识自我，形成积极地评价精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 13 页优秀教案欢迎下载值观学生特征分析Some of them dont remember the new words very well. They can t talk about something in English very well. 项目内容解决措施教学重点1.新的词汇和习语。2.个人 Report card 的写作通过训练对话，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活教学难点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。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学生活动设计意图教学札记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 :He/She said he/she 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 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 answers . Step 4 Practices 用 she/he 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 Answer the questions and talk about Students read and remember and phrases. Students finish the task 通过看图讨论激发学习兴趣用积极地评价鼓励学生练习，使学生在不知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。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 13 页优秀教案欢迎下载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 use the pictures to do practices 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设计Unit 4 He said I was hard-working . 1.Key words:. 2.Target Language；直接引语和间接引语的转换教学反思章节（课题）名称Unit 4 He said I was hard-working 学时1 总课时24 三维目标知识技能1. Key Vocabulary 2. Target Language 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。过程方法Reading. listinting practicing and writing 情感态度与价值观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，进而更好地学习自然知识和社会科学知识。学生特征分析Some of them dont remember the new words very well. They can t talk about something in English very well. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 13 页优秀教案欢迎下载项目内容解决措施教学重点新的词汇和习语。个人 Report card 的写作。. 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，解决于生活教学难点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。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学生活动设计意图教学札记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。 现在进行时改为过去进行时； 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、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Work in pairs. Pronounce the words fluently and accurately. 识记语法. 对新单词的熟练掌握有利于课文的学习。通过此活动， 让学 生 对 本 课 内容进一步理解,也 提 高 了 学 生学习积极性。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。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 13 页优秀教案欢迎下载语时，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 if/whether 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：1.My father told me the earth _ round. A.is B.was C.will be D.would be 2She asked me _ she could use my mobile phone. A.that B.for C.weather D.if 3.He told us _ he would buy a new car. A.which 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 Let students do some exercises about the main knowledge. Finish the homework 对 所 学 知 识 进一步巩固。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设计精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 13 页优秀教案欢迎下载Unit 4 He said I was hard-working 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）名称Unit 4 He said I was hard-working 学时1 总课时25 三维目标知识技能1. Key vocabulary: 2. Key structures: 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。个人 Report card 的写作过程方法Reading. listinting practicing and writing 情感态度与价值观To be interested in taking part in activities in an English class.学生特征分析Some of them dont remember the new words very well. They can t talk about something in English very well. 项目内容解决措施教学重点新的词汇和习语。个人 Report card 的写作。通过实际训练对话，激发学生学习的兴趣，将英语用于生活，解决于生活教学难点个人 Report card 的写作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学生活动设计意图教学札记Step 1 Leading in Greetings and free-talk .Check the homework . Step 2 While-task SB Page 29 , Learning the new words Making sentences with the old 复习旧单词， 便于和新单词更好的衔接。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 13 页优秀教案欢迎下载1a . 1.Read the sentences to the class and teach new words .Then ask Ss to check the 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 . 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 . 1.mad adj. 生气的；气愤的构成结构： be mad at 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. 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. 2.not 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 _ . 3.first of all 首先= _ words. Learning and remembering the new words. Students work in pairs. . 巩固知识新 单 词 的 学 习为 文 章 的 学 习扫清障碍。训 练 学 生 说 话能力。训 练 学 生 写 作能力。 进一步巩固 练 习 本 课 重点。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 13 页优秀教案欢迎下载4.message cn. 消息；信息；口信拓展：给某人捎口信_给某人留口信 _发短信_ 5.pass 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. _ 6.suppose v. 假定；认为；期望短语： be supposed to do sth. = should do sth. Step 4riting a report card by yourself Step 5Homework Let students do some exercises about the main knowledge 。写作练习Finish the homework 在 学 好 课 本 知识的基础上，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设计Unit 4 He said I was hard-working Key words : Target language:直接引语和间接引语的转换。个人 Report card 的写作精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 10 页，共 13 页优秀教案欢迎下载教学反思章节（课题）名称Unit 4 He said I was hard-working 学时1 总课时26 三维目标知识技能1. Key vocabulary: 2. Key structures What did your math teacher say ? He said he could speak three languages .过程方法Reading. listinting practicing and writing 情感态度与价值观注意正确地对待老师的评价，并客观地评价自我。学生特征分析Some of them dont remember the new words very well. They can t talk about something in English very well. 项目内容解决措施教学重点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，解决于生活教学难点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学生活动设计意图教学札记 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 and 复习单词， 为理精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 11 页，共 13 页优秀教案欢迎下载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 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 1Hows it going 2 have a cold 3be in good 4my end-of-year exam 5report 6get nervous 7do 8have a really hard time with9be surprised to do sth 10a disappointing result SB Page 30 , Part 4 . Get Ss to make up their teachers comments . Pairwork. In pairs ,talk about their report cards . 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 . Step 4 Homework Ask students to write their conversations on their exercise books . remember the new words. 阅读短文反复朗读短文进 一 步 复 习本课重点解文章做准备。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 的精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 12 页，共 13 页优秀教案欢迎下载思维。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设计Unit 4 He said I was hard-working Key words : Target language:直接引语和间接引语的转换。个人 Report card 的写作教学反思精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 13 页，共 13 页