UNIT4教学设计

教教 学学 设设 计计 题题 目目 Unit 4 He said I was hard working 总课时总课时7 学学 校校 兰河一中 教教 者者 徐楠年年 级级八年级八年级学学 科科英语英语 设计来源设计来源 自我设计教学时间教学时间 20122012 年年 4 4 月月 2 2 日日 4 4 月月 1212 日日 教教 材材 分分 析析 The topic of this unit is about telling a story In this unit students will learn to report what someone said to write the report card and the Reported Speech This unit is very important of all the units in this book and it s very difficult for students to learn 学学 情情 分分 析析 In this unit sudents will learn to tell one s report card Their parents and friends will know how the things are getting along in school It can make they get on well with each other 教教 学学 目目 标标 Knowledge Objects 1 Learn to report what someone said 2 Learn to write the report card 3 Learn the Reported Speech and Direct Speech Ability Objects Train students listening speaking reading and writing skills Moral Objects Students should learn to be hard working and get an excellent report card 重重 点点 To write the report card and report what someone said 难难 点点 Reported Speech and Direct Speech 课课 前前 准准 备备 1 Students should read and write the new words of this unit 2 Teacher should prepare the teaching aids a tape recorder and a projector 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 教教 学学 流流 程程 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step1 Lead in 5 Step 2 1a 10 Step3 1b 12 Step4 1c Pairwork 8 Step5 Summary 8 Step 6 Homework 2 Teacher asks three students to sit in a row in the front of the classroom and then ask them What are you doing to do after school Then write the words He said and She said on the Bb then ask other students to answer What S1 said Ask students to talk about these questions in groups Then ask several students to anwer the questions Play the tape twice for students Ask the students to ask and answer questions about what the people in the soap opera said Teacher sums up the points this lesson Ask Ss remember the sentences Student1 answers the question Student 2 answers the question Students work in groups to talk about the questions Ss listen and number the statements in the picture Ss practice and act in pairs Ss take notes 通过复述 别人的话引 出新的语法 项目和新课 学生小组 讨论书上问 题从而进入 新课 播放录音 通过听录 音完成任务 并熟悉本节 课内容 为 结对练习做 铺垫 学生通过 对话练习把 所学知识灵 活运用 通过总结 让学生进一 步巩固本节 所学内容 Blackboard Design Unit 4 He said I was hard working What did she say She said she was having a surprise party for Lana on Friday night She said she was mad at Marcia T H E F I R S T P I E R I O D Teaching Reflection 本节课我们初步学习了直接引语变成间接引语 在没开新课之前 呢我就把这部分知识呈现了一次 多数同学都明白了怎么回事 但说 不明白 在通过对话反复练习之后 他们总结出了如何将陈述句的直 接引语变成间接引语 但仍有少部分同学没弄明白 我鼓励他们先背 下来 接下来的几天一直学 慢慢来 不要急一定会明白的 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step 1 Revision 5 Step 2 2a 15 Step 3 2b 8 Step 4 Pairwork 10 Step5 Grammar Focus 5 Step6 Homework 2 Do some exercises First T asks Ss read the statements to class Then ask students to listen and circle true or false T checks answers T lets Ss look at the sentences and then circle the correct answers T asks students to have a conversation about last night s episode of Young Lives in pairs Ask students to read the sentences to the class then sum up Ask students to remember the method of turning Direct Speech into Reported Speech Ss finish them by themselves Ss listen and circle Ss listen and circle the correct answer Students work in pairs Ss summary and take notes 检查学生对 上节课的学习 情况 播放录音 通过听力的 训练 使学生的 听力能力得到 提高 让学生弄清 直接引语和间 接引语之间的 区别和联系 通过小组合 作 让学生进 一步理解并运 用引语间的转 变 总结并巩固 本节内容 Blackboard Design Unit 4 He said I was hard working 1 Lana said she wasn t mad at Marcia anymore 2 What happened on Young Lives last night Ben told Lana that Marcia was going to have a surprise party for her 3 She said I can speak three languages She said she could speak three languages T h e S E C O N D P E R O I E D Teaching Reflection 这节课我们继续学习直接引语和间接引语的相互转化的方法和 技巧 由于这节课的内容较多 而且不易理解和马上掌握 所以课 上进行了大量的练习 并随时为学生解决他们不理解的地方 通过 这样的训练 多数学生都能在举例之后就模仿着把题做对 但还有 很多学生不理解 做题时把不同类型的方法弄混 这有待于他们课 后要多背 多理解 多练习 之后再不会只能单独辅导 教教 学学 流流 程程 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step 1 Revision 5 Step 2 3a 8 Step3 3b 15 Step 4 4 10 Step 5 Summary 5 Step 6 Homework 2 Do exercises Play the tape for students and ask them to listen and fill in the blanks Teacher lets students think over and imagine the next episode of Young Lives and write down them Ask students work in groups to make a conversation Teacher sums up the points this class Write down the conversation in 4 Students do them alone or in pairs Students listen to the tape and then read the story and fill in the blanks Students imagine and write down it Then read it to the class Students work in groups Students take notes 通过做题来 检查学生直接 引语变间接引 语的掌握情况 播放录音 学生听录音 并在空白处填 上正确的单词 来训练学生的 听力能力 学生结合前 面了解的故事 情节来想象下 面的故事 来 培养学生的想 象能力和提高 学生的表达能 力 通过总结 让学生进一步 巩固本节所学 内容 写短文巩 固本节所学并 提高学生的写 作能力 Blackboard Design Unit 4 He said I was hard working 1 It was an exciting week for the people in the soap opera 2 You want B to pass the message to C 3 Pass on the message to C 4 You are at B s house working on a homework project 5 You were supposed to meet at the bus stop this morning T h e T H I R D P E R O I E D Teaching Reflection 这节课 我们结合续写 soap opera 的故事情节和传递给别人传递 消息来进一步运用间接引语 续写故事情节时 大家用汉语都能畅所 欲言 可一用英语去表达就出问题了 英语句子汉语化 不注意语法 和句法 这一直都是学生写作上的大问题 所以在课上又进行了一次 集体改错活动 之后一半的学生能够说明白别人哪里错了并能改正过 来 相信多进行几次这样的活动 学生在写作方面的毛病就能少一些 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 教教 学学 流流 程程 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step 1 Revision 5 Step 2 1 5 Step 3 2a 2b 15 Step 4 2c Pairwork 13 Step 5 Summary 5 Step 6 Homework 2 Teacher asks two or three pairs to acr their conversations Teacher lets students read the sentences and check some that are true for them Play the tape twice or three times Ask the students to conversations between a parent and a student in pairs Teacher sums up the points this class Remember the new words and write the sentences in 2b Other students listen carefully Students read the sentences and check Students listen to the tape and finish 2a 2b Students make conversations in pairs Students take notes 通过表演对 话检查学生的 学习情况 出示课件 通过选择与 自己相同的情 况来认识自己 从而改正自身 的错误 播放录音 通过听录音 完成任务进一 步巩固了本单 元的语法 学生两人 一组来表演对 话演译生活中 的真实场景 不但提高了学 生的兴趣又对 知识进行了应 用 通过总结 让学生进一步 巩固本节所学 内容 Blackboard Design Unit 4 He said I was hard working 1 I m better at reading than listening in English 2 I can do better in math 3 What did your math teacher say He said I was hard working T h e F O R T H P E R O I E D Teaching Reflection 这节课内容与学生的实际联系紧密 谈论学生的成绩单 虽然这 是多数学生很不愿意提及的话题 但是在对话中 学生都能进入情境 对做好对话很有帮助 这节课的语法仍是直接引语和间接引语 通过 对话练习 绝大多数学生都能正确使用 个别同学出现的错误及时更 正后 他们都知道错在哪 后来就不错了 总的来看这节课效果不错 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 教教 学学 流流 程程 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step 1 Revision 8 Step 2 3a 10 Step3 3b 10 Step 4 4 10 Step 5 Summary 5 Step 6 Homework 2 Have a dictation Teacher plays the tape Then ask students to find Alan s report card in 2b then teacher explains the points Let students write a letter to a relative or a friend as Scott Then find two students to read to the class Teacher asks students to work in pairs to role play between teachers and a student Teacher sums up the points this class Recite the passage in 3a and finish 3c Students write down them in English Students listen and find the report card in 2b Then Students take notes Students write the letter and read Students work in pairs to make conversations Students take notes 通过听写单 词来检查学生 的学习情况 播放录音 听录音弄清 语音和语调 同时完成阅读 任务提高阅读 能力 通过写信来 训练并提高学 生的写作能力 通过结对对 话训练来练习 语法并了解自 己各科的学习 情况 确定以 后的努力方向 通过总结 让学生进一步 巩固本节所学 内容 Blackboard Design Unit 4 He said I was hard working 1 How s it going 2 I was sorry to hear that he had a cold last week 3 I hope you are in good health 4 Luckily I did OK this time 5 I had a really hard time with science this semester 6 It is just that I find science really difficult 7 That s about all the news for now T h e F I F T H P E R O I E D Teaching Reflection 这节课我们学习怎样汇报自己的成绩 先读一封汇报成绩的信 之后仿写 在前几课的基础上 学生写起来比较容易 这次的写作练 习学生出错比较少 而且后面的对话做得也比较好 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 教教 学学 流流 程程 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step 1 Revision 8 Step 2 1 10 Step3 2 20 Step 4 Summary 5 Step 5 Homework 2 Teacher finds five students to recite 3a Teacher read the five words and then ask the students to fill in the blanks with them Teacher reads the story for students and explain some sentences Then ask students to write it as a conversation Teacher sums up Ask students to prepare the words and the passage of Reading Students recite the passage in 3a Students fill in the blanks with the words given Then make sentences with them Students write it as a conversation and act it out Students take notes 通过复述短 文来复习上节 的重点短语和 句子 用所给词的 适当形式填空 并用其造句 培养和提高学 生的口头表达 能力 通过写对话 提高学生的写 作能力 通过总结 让学生进一步 巩固本节所学 内容 Blackboard Design Unit 4 He said I was hard working 1 He didn t know what was happening outside 2 I m seeing Sue this afternoon 3 Last week in school we had a big fight 4 I said it would start a bad habit and that she should do her own work 5 I was sure she would get over it T h e S I X T H P E R O I E D Teaching Reflection 这节课所学的内容是对一节单元的总结和练习 第一部分训练学 生对词的区分的使用 通过练习可看到学生有所进步 有些学生子填 完空后知道检查了 第二部分是写作训练 这次所写的内容是将短文 改写成对话 使用这一单元的重要语法 当然写得时候都出现不少错 误 但表演时 我和其它学生给改正后就很完美了 总总体要求 体要求 1 统统一一 设计设计 分段分段 教学 教学 2 围绕围绕 三三维维 落落实实 三三问问 3 充充实实 心案心案 活化活化 形案形案 教教 学学 流流 程程 分分 课课 时时 环环 节节 与时间与时间 教教 师师 活活 动动学学 生生 活活 动动 设计意图设计意图 资源准备资源准备 评价评价 反思反思 Step 1 Before you read 5 Step 2 While you read 15 Step3 After you read 10 Step 4 Go for it 10 Step 6 Summary 3 Step 7 Homework 2 Ask students to think of people who need help and something we can do for them Teacher plays the tape Then ask students to read the passage and answer the questions Finally explain some points Ask students finish 3a 3c Ask students to discuss in groups which group they would like to work for and explain the reasons Teacher sums up Ask students to remember the points of