八下英语U4教学案

Unit 4 He said I was hard-working Period 1Step I GreetingsThe teacher first should greets the students with some simple questions like:Do you like……? / What’s your favorite……..? Who is your ……?When the teacher gets the answer, ask another student to repeat: What did he/she say just now? Help him/her to answer with: He/She said he………..Step II Free talkTalk about these questions.What is a soap opera? Do you ever watch soap operas? What are some soap operas you know? What are some things that happen on them?Step III Listening practiceListen and number the statements 1---4 in the picture.After listening ,check the answers. With the help of the pictures on the screen, ask what the people in the soap opera saidExample: A: What did Marcia say? B: She said she was having a surprise party for Lana on Friday night. Do it with each picture.Step IV PairworkAsk the students to talk about what the people in the soap opera said.One student points to each picture, ask “What did she say?”The other answers: She said that………………………..Step V Listening for 2aBefore listening ,make sure each student knows the meaning of the sentences .Then play the radio for the first time, Listen and circle true or false for each statement.Step VI Listening for 2bListen again. What did the people on TV say? Circle the correct answers.Step VII ExplainationTeach the students to k now the meaning of direct speech and reported speechMake the students pay attention to the key points of changing the direct speech into reported speech.Step VIII ExerciseDo the exercises on the screen.Step IX SummaryGet the students to know what they have leant this lesson.Step Homework1 Finish off the exercises2 learn well about the changing of direct speech and reported speechPeriod 2 Reading and writingTarget language 目标语言1. Words and expressions重点词汇和短语message, suppose, snack2. Key sentences重点句子Marcia told Ben she was having a surprise party for Lana.Lana told Ben that she wasn’t mad at Marcia anymore. She told Ben that she would go to Marcia’s house on Friday night.Ability goals 能力目标Enable students to imagine the next episode of “Young lives”.Learning ability goals 学能目标Help students learn how to report what some said with reported speech.Teaching important and difficult points 教学重难点How to report what someone said.Teaching aids 教具准备A picture.Teaching procedures and ways 教学过程与方式Step I Reading and writingIn this step, students will do some practice with the tenses used in reported speech through a newspaper story.T: Turn to page 28. Look at 3a. Here is a n ewspaper story about the soap opera “Young lives”. Go through the story first. And then fill in the blanks with suitable words. Pay attention to your use of tenses.After students finish, check the answers by asking a student to read his/her answers. Correct the mistakes if any.Then let students write a similar passage about the next episode of “Young lives”. This activity can be designed in this way:＊First, let students work in groups of three and do a role play. One will be Ben, one Marcia and the other Lana.＊Second, let them make a plot for the show, imagine speech for each person.＊Third, act it out.＊Last, write a short story about the play using the reported speech.After students finish it, ask one or two students to read their story to the class.A sample story:Last night on “Young Lives”, Marcia told everyone she wasn’t going to have the party on Friday night. Ben told Marcia that Lana was not mad at her anymore, and they were still good friends. He said that they wanted to have a party at Marcia’s house. So, on Friday night, Marcia had a party at her house with Ben, Lana and other friends. Everyone was very happy. They had many drinks and snacks.Step II GroupworkThis activity provides an opportunity for students to practice making conversation with the target language and do role play.T: Now it’s time for role play. You should work in groups of three. First read the role play cards in activity 4, trying to understand what happens to A, B and C. Then make conversations with your group members. You are supposed to use both reported speech and direct speech in your conversation. Give students several minutes to prepare. Then call two groups to role play their conversations before the class.Sample conversation:A: Hello, is that B speaking?B: Yes, this is B. Who’s that?A: This is A. Is C at your home?B: Yes. What’s the matter?A: Can you pass a message to C? C borrowed my jacket and di dn’t return it. I want to know why, and where is my jacket now.B: OK.C: Who called?B: It was A. A asked why you didn’t return his jacket.C: Well, A told me we would meet at the bus stop this morning, and I would return the jacket to him. But A didn’t come to the bus stop.B: Oh! I see. I will tell A about that. (call A) A, C said he waited for you at the bus stop this morning, but you didn’t come, so C didn’t return your jacket.A: I see. Thank you!Step III HomeworkReview the vocabulary and target language.Unit 4 He said I was hard-workingPeriod 3(SB 1a-2c&self check)Step 1 Word studyThis activity introduces some key vocabulary about school performance.T: How are you getting along with your studies? What expressions can you use to talk about your performance at school?S1: Be good at. For example, I am good at English.S2: Work hard.T: Yes, we may also say hard-working. Hard-working is an adjective. For example, you are really hard-working, aren’t you? Now turn to page 29, you will find more expressions in activity 1a.Ask a student to read the sentences to the class.T: Are you lazy or not? If you are not, then you are diligent (勤奋的). You are all diligent. Right? “Be better at ... than ...”is used when you compare two things. “Better”is the comparative degree form of “good”. For example, which subject are you better at, Math or History?Then ask the students to check the sentences that are true for them. Then talk about their answers with their partners. Step 2 ListeningIn this step, students will do some listening practice about report card.Point to the pictures and ask students to tell what they see. Help the students understand that the teacher in Picture 1 is a math teacher, in Picture 2 is a Spanish teacher, in Picture 3 is a history teacher.T: Now you will hear a conversation between Scott and his mother. They are talking about his report card. A report card tells about students’ work at school. You know what it means? You get a report card every term, don’t you? Look at the pictures. The man in the first picture is his math teacher, the women in the second picture is his Spanish teacher, and the old man in the last picture is his history teacher. Let’s listen to what they say about Scott’s work at school. And fill in the speech bubbles.Play the recording the first time. Students only listen.Play the recording a second time. Ask the students to fill in the bubbles. Then correct the answers.T: What did the math teacher say?S: You’re hard-working.T: What did the Spanish teacher say?S: You are good at speaking.T: What did the history teacher say?S: You can do better.Move on to activity 2b. Ask different students to read the information on the four report cards. Then play the recording again and let them check which is Scott’s report card.T: Now there are four report cards in activity 2b. And four students a group, read the information on the four report cards. Then I’ll play the recording again. Listen and judge which card is Scott’s report card.Check the answer. Then let students work in pairs and talk about Scott’s study in complete sentences.e.g. Scott is hard-working at math. He is good at speaking Spanish. He can do better in history. He is a lazy student in his scientist teacher’s eye.Step 3 PairworkThis step provides guided oral practice using the target language. Students will use reported speech to talk about report card.T: Now let’s make a role play. Two students a group. One pretends to be the parent and one the son or daughter. The parent asks the child some questions about his or her report card. Please choose a card from activity 2b and answer the questions. Now which report card do you want to talk about?Ask some pairs of students to say their conversations to the class.A sample conversation:A: What did you math teacher say?B: He said I was hard-working.A: What did your Spanish teacher say?B: He said I was good at speaking it.A: What did your history teacher say?B: He said I could do better in it.A: What did your science teacher say?B: Oh, he said I was a lazy student.Teacher may also play a game with students: Say something to the first student in the first line, let him/her repeat it to the student behind him/her in reported speech. Then the first student say something to the second student, the second student will repeat it to the third student, and so on, until the last one in the classroom.Step 4 Self check 1Let students review the words in activity 1 and make sentences using them.T: Turn to page 31. Look at the words in activity 1. Have you learned all of them beore? Which one is new to you? Copy is a new word. Help students understand its meaning and usage.In the examination, he copied his neighbor’s answers.Jenny copied from the girl next to him.copy notes from a book into a notebookThe teacher wrote a sentence on the board, and the children copied them down in their exercise books.Ask students to fill in the blanks with the words on their own. After they finish, check the answers.Then let them make sentences using these words.T: Now fill in the blanks with the words. Then make your own sentences with the words.Ask five students to write their sentences on the Bb, one for each. Check the sentences with the whole class.Step 5 Reading and writingIn this step, students will read a story with reported speech. They will be asked to turn it into a conversation by using direct speech.T: Now let’s move on to activity 2. We will read a story. The writer tells about something happened between him and his friend Xiao Li. Now read it carefully and underline reported speech in it.After reading.T: Who’d like to read the sentences with reported speech in the story?Ask students to read the sentences with reported speech.The sentences are:1. It all started when she asked me if she could copy my homework.2. I asked why she wanted to do that, and she said that she had forgotten to do hers.3. I said I didn’t think it was a good idea for her to copy my homework.4. She wanted to know why I didn’t think it was a good idea.5. I said it would start a bad habit, and that she should do her own work.6. She said she didn’t want to be my best friend anymore.7. I said that was OK and that I was sure she would get over it.8. Yesterday she told me she was sorry.9. She said it was much better if she did her own work.T: Good. Imagine the conversation between them and turn these sentences into direct speech. Direct speech:1. “Can I copy your homework?”2. “Why do you want to do that?”“I have forgotten to do mine.”3. “I don’t think it is a good idea for you to copy my homework.”4. “Why do you think it is not a good idea?”5. “It will start a bad habit. You should do your own work.”6. “I don’t want to be your best friend anymore.”7. “That’s OK. I am sure you will get over it.”8. “I am sorry.”9. “It is much better if I do my own work.”Then let them work in pairs and create a complete conversation using direct speech. Homework:1Make your own report card and then write about what your teachers said about your study.2 Retell the story in self check.。