八年级英语下册 Unit 4 Progress Check 4教学设计1 上海新世纪版
新人教版八年级英语下册Unit4(1)教案
新人教版八年级英语下册Unit4(1)教案
教学目标
1. 通过本节课的研究，学生能够掌握以下单词和短语：[列出
单词和短语]
2. 学会使用本节课所学的单词和短语进行描述和对话。
3. 通过听力训练和口语练，提高学生的听说能力。
教学重点
1. 掌握本节课所学的单词和短语。
2. 能够运用所学的知识进行简单的对话和描述。
教学过程
1. 导入新知：用图片展示本节课的话题，并引导学生进行讨论。
激发学生的研究兴趣。
2. 单词和短语研究：通过多种方式教授本节课所学的单词和短语，如图片、动作、例句等。
并进行相关练。
3. 听力训练：播放相关录音并让学生进行听写和理解，培养学
生的听力能力。
4. 对话练：学生分组进行对话练，通过角色扮演的方式实践所
学内容。
5. 练巩固：进行相关练题，以检验学生对所学内容的掌握情况。
6. 课堂小结：总结本节课的重点内容和要点，并指导学生进行
自主研究。
教学评价
1. 通过观察学生的听说表现以及练题的完成情况，评估学生对
所学内容的掌握程度。
2. 及时反馈学生的研究进展，鼓励他们继续努力。
扩展延伸
1. 鼓励学生使用本节课所学的语言进行日常交流，并给予积极
的反馈和指导。
2. 提供更多相关的阅读材料和听力练，以拓展学生的语言技能。
教学资源
1. 课件和图片
2. 录音设备
3. 练题册。
人教八年级下册英语Unit4教学设计
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般过去时态的用法、词汇的含义和用法。
2.学生分享自己在课堂上的收获和感受，教师给予肯定和鼓励。
3.教师布置课后作业，包括复习词汇、完成短文写作等，并提醒学生预习下一节课的内容。
1.任务型教学法：教师通过设计任务，引导学生参与课堂活动，提高学生的英语实际运用能力。
2.情境教学法：教师创设情境，让学生在真实的语境中学习英语，提高学生的学习兴趣和积极性。
3.小组合作学习：教师组织学生进行小组讨论、展示等活动，培养学生的合作精神和团队意识。
4.自主学习：教师鼓励学生课前预习、课后复习，培养学生自主学习的能力。
1.学生在八年级上册及本册前三个单元的学习中，已经掌握了基本的英语语法、词汇和句型，具备了一定的英语听说读写能力。
2.在此之前，学生已经学习过一般过去时态，但对于一些不规则动词的过去式变化仍需巩固。
3.学生在阅读方面，对于故事性较强的文章能够产生兴趣，但部分学生在提取关键信息、理解文章深层含义方面存在一定困难。
（2）在篇章层面，如何使文章结构清晰，逻辑性强。
（3）口语表达中，如何使语言流畅、自然，富有表现力。
（二）教学设想
1.教学方法：
（1）采用情景教学法，通过图片、视频等多媒体手段，创设真实语境，帮助学生更好地理解词汇和语法。
（2）运用任务型教学法，设计各种听说读写任务，引导学生主动参与，提高实际运用能力。
（1）形成性评价：关注学生在课堂上的表现，包括参与度、合作精神、口语表达等。
（2）终结性评价：通过单元测试、作文、口语测试等形式，全面评估学生的学习成果。
人教版八年级下册英语全册优秀教案unit4 section A-1
Step 4
Activity 1b..
Ask Ss to listen and circle the problems you hear in 1a..
Step 5
Discuss:
If your parents make you have too many after-school classes, what should you do?
Step14
Work in groups and discuss:
What problems do you haveat school or at home?
Step15
Learn some newwords..
Step16
Language points: explain the key words and phrases in section A-1..
Unit4Section A-1
Class Type
Listening, reading and speaking
Objectives
To be able to give advice by using “should\could..
Key structure
1.What’s wrong?
2.What’s the matter?
Step6
Activity 1c..
Look at the problems in 1a and make conversations..
Step7
Do a surveyabout problemsin the class..
Step8
Free talk:
How do you solve them when you met these problems? Please give your advice..
八年级英语下第4单元第4课时【教案】
八年级第4单元第4课时Unit 4 Why don’t you talk to your parents?Section B 1a—1e教学目标知识目标1.能听、说、读、写下列单词：member, pressure, compete2.能正确使用下列常用表达：spend time alone, fight with sb., compete with sb., be unhappy with, talk to sb., hang out withfriends, be stressed out, get better grades, each other3. 能掌握并熟练运用下列句型：1) My parents give me a lot of pressure about school.2) I don’t have enough free time.3) I had a fight with my parents.4) I have to compete with my classmates at school.5) Free time activities like sports and hanging out with friends are important.6) You won’t get good grades if you’re stressed out all the time.能力目标1. 对询问困难及提出的建议的句型，掌握其规则。
2. 通过不同方式的练习，来熟练运用询问及提建议的表达方式。
情感目标让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。
教学重点 1. 掌握所学的生词和词组，达到熟练运用的目标。
2. 熟练掌握和运用询问困难和提建议的表达方式。
教学难点熟练运询问困难及提建议的句型。
八年级下册英语Unit4教学设计
2. 2a
First get the students to read the instruction and understand the means of could and should.
Then get them to listen and fill in the blanks.
二、【教学流程】
环节
师生活动
二次备课
I.Preparation
准备
课前3分钟检查单词预习情况，教师根据学生读的状况，适当领读，帮助学生正音。
1. Dictate the words and expressions for one minute.
2. Revision “复习检查”
Revise and learn some usual problems in students’ life.
标
知识
目标
1.学习并掌握下列单词：
allow, wrong. midnight, guess, deal,
2.能正确使用以下常用表达：
What’s wrong? Look through big deal work out
too much, too many, get into a fight with sb, allow sb to do sth, so that, be good at doing,
3.学会使用以下句型：
(1) A: What should he do?
B: He should talk to his friend so that he can say he’s sorry.
(2) A: What’s wrong?
人教版八年级下册英语Unit4单元教案
教学
环节
教学活动
设计意图
(或复备建议)
教师活动
预设学生活动
Step 1Greeting
Check homework
Coach
Step 2
Ask: Do you have any problems? How do you deal with them?
Present 3a and give tasks
人教版八年级下册英语Unit4单元教案
年级
八年级
学科
英语
主备教师
复备教师
课题
Unit 4 Why don’t you talk to your parents ?
课型
课时
教材及课标分析
通过确定目标语言，采用听说读写自我检测等手段，有效提高语言习得者学习效率
有利于语言输出，体现了以学生为主体的思想。
学情分析
Review
教学活动过程设计（第3课时）
教学
环节
教学活动
设计意图
(或复备建议)
Hale Waihona Puke 教师活动预设学生活动Greeting
Step 1Check homework
Ask Ss say their answers
Step 2 (1a 1b )
Ask;When you have stress, what do you do?
Page 32 3b
Self check 2
Discuss and complete 2a
Listen carefully and understand
Read and answer the questions
Read and translate
新人教版八年级英语下册unit4全单元教案
新人教,新,人教,版,八年级,英语,下册,unit4,全,SubjectEnglishTeachingClassTeachingTime主备教师辅备教师Teaching articleUnit 4 Why don’t you talk to your parents?Section A 1 (1a-2d)Teaching aimsKnowledge goals1) 能掌握以下单词：allow, wrong, guess, deal, work out2)能掌握以下句型：① —What’s wrong?—I’m really tried because I studied until midnight last night.② You could give him a ticket to a ball game.③ I think you should ask your parents for some money.④ Why don’t you talk to him about it?Ability goals(1）能够运用所学知识谈论问题和困难、提出建议并做出选择；（2）能根据对方所提出的问题，给出一些合理的建议。
Moral goals培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
Teaching keys1) Talk about the problems.2) Learn the new language points.Teaching difficult1、能根据对方所提出的问题，给出一些合理的建议。
2、学会表达建议的一些方式。
Teaching aidsA tape recorder. Some picturesTeaching methodsListening and practicing methods, pair work, Task-Based Learning method.Teaching proceduresItemsTeacher ActivityStudents, ActivityTeaching proceduresStep 1 Warming up1. 导入学生们平时在学校和生活中存在的问题。
人教版八年级下册英语unit4教案及教学反思
人教版八年级下册英语unit4教案及教学反思全文共3篇示例，供读者参考篇1Unit 4 of the People's Education Press Eighth Grade English textbook is focused on the theme of "Hobbies". This unit aims to help students talk about their own hobbies and interests, as well as learn how to express preferences and opinions.Teaching Objectives:1. Enable students to talk about their hobbies and interests in English.2. Introduce vocabulary related to different hobbies.3. Teach students how to express preferences and opinions.4. Improve students' listening, speaking, reading, and writing skills.Teaching Procedures:1. Warm-up activity: Start the lesson by asking students to share their hobbies with the class. This will help to activate their prior knowledge and create a positive learning atmosphere.2. Vocabulary introduction: Introduce key vocabulary related to hobbies, such as "painting", "cooking", "playing sports", etc. Use pictures, gestures, and realia to help students understand and remember the new words.3. Listening comprehension: Play a listening passage where people talk about their hobbies. Students listen and then answer comprehension questions to check their understanding.4. Speaking practice: Divide the class into pairs or groups and ask them to discuss their own hobbies, using the vocabulary they have learned. Encourage students to ask questions and share their opinions with each other.5. Reading activity: Give students a reading passage about different hobbies and ask them to identify key information, such as the benefits of each hobby and how to get started.6. Writing task: Ask students to write a short paragraph about their favorite hobby, describing why they enjoy it and how it makes them feel. Provide feedback on their writing to help improve their language skills.7. Role-play activity: Divide students into pairs and give them a role-play scenario where they discuss their preferencesfor different hobbies. This will help them practice expressing opinions and using the target vocabulary.8. Review and assessment: End the lesson with a review of key vocabulary and concepts covered in the unit. Administer a quiz or speaking activity to assess students' understanding and progress.Teaching Reflection:Overall, teaching Unit 4 on Hobbies was engaging and effective. The activities helped students practice speaking, listening, reading, and writing skills in a fun and interactive way. However, one area for improvement is to provide more opportunities for students to use the target language in real-life contexts. For example, incorporating project-based learning tasks where students create a hobby-themed presentation or video could further enhance their language proficiency.In conclusion, Unit 4 provided a valuable opportunity for students to explore their interests and hobbies in English. By incorporating a variety of activities and assessments, teachers can help students achieve the learning objectives and improve their English language skills.篇2Unit 4 of the People's Education Edition eighth grade English textbook covers the topic of "Wild Animals". In this unit, students will learn vocabulary related to wild animals, practice reading and listening skills through various texts, and improve their ability to describe animals and discuss their habitats.Lesson 1:- Warm-up: Start the lesson by asking students to name different wild animals they know.- Vocabulary: Introduce new vocabulary words related to wild animals such as lion, elephant, tiger, etc.- Reading: Read a short passage about different wild animals and ask students comprehension questions.- Listening: Play a recording of different animal sounds and ask students to match the sound with the correct animal.- Speaking: Have students describe their favorite wild animal and why they like it.Lesson 2:- Warm-up: Review the vocabulary words from the previous lesson by playing a matching game.- Reading: Read a longer passage about a safari trip and ask students to identify the animals mentioned in the text.- Grammar: Introduce comparatives and superlatives using examples related to wild animals (e.g. The elephant is bigger than the giraffe).- Speaking: Have students work in pairs to discuss which animal they think is the most interesting and why.Lesson 3:- Warm-up: Play a game of charades where students act out different wild animals for their classmates to guess.- Reading: Read a passage about endangered animals and discuss why it is important to protect them.- Writing: Have students write a short paragraph about what they can do to help protect endangered animals.- Speaking: Conduct a class debate on whether or not zoos are good for wild animals.Lesson 4:- Warm-up: Review the vocabulary and grammar concepts learned in the previous lessons through a quiz.- Project: Have students work in groups to create a poster about a specific wild animal, including information about its habitat, diet, and interesting facts.- Presentation: Have each group present their poster to the class and answer questions from their classmates.Teaching Reflection:Overall, the unit was engaging and interactive for students. The variety of activities helped to keep students interested and motivated throughout the lessons. The vocabulary and grammar concepts were presented in a clear and concise manner, allowing students to grasp the new material easily. The project at the end of the unit provided students with an opportunity to apply what they had learned and showcase their creativity. However, I would like to incorporate more opportunities for students to practice speaking and listening skills in future lessons to further develop their language proficiency.篇3Unit 4 of the eighth-grade textbook by People's Education Press focuses on the theme of "Wild animals". In this unit, students will learn about various wild animals and their habitats, as well as the importance of wildlife conservation.The unit is divided into several sections, including reading, listening, speaking, and writing tasks. The reading passages describe different wild animals such as lions, elephants, and pandas, providing students with essential information about these creatures. The listening activities help students improve their listening skills by practicing comprehension and understanding spoken English. Speaking tasks encourage students to express their opinions and share information about wild animals with their peers. Writing tasks require students to write short paragraphs or essays about their favorite kind of wild animal or the importance of wildlife conservation.To begin the unit, teachers can introduce the topic of wild animals by showing pictures or videos of different types of wildlife. This can generate interest and curiosity among students, prompting them to learn more about these fascinating creatures. Teachers can also engage students in group discussions or debates about wildlife conservation and the impact of human activities on the environment.During the reading and listening activities, teachers should provide support and guidance to students as they work through the text and audio materials. Encouraging students to ask questions, make predictions, and summarize key points can helpthem better comprehend the information presented. Teachers can also incorporate vocabulary-building exercises, such as word matching or crossword puzzles, to reinforce new words and concepts.For the speaking and writing tasks, teachers can encourage students to use creative expression and critical thinking skills. Providing opportunities for role-playing, storytelling, and collaborative writing can enhance students' language abilities and boost their confidence in using English. Teachers can also assign group projects or presentations that require students to research and present information about specific wild animals or conservation efforts.In conclusion, Unit 4 of the eighth-grade textbook by People's Education Press offers a comprehensive and engaging exploration of wild animals and wildlife conservation. By incorporating a variety of teaching strategies and activities, teachers can facilitate students' learning and language development in a meaningful and enjoyable way. Through active participation and interaction, students can deepen their understanding of the natural world and cultivate a sense of responsibility towards protecting our environment and its inhabitants.。
八年级下册英语unit 4大单元教学设计
八年级下册英语unit 4大单元教学设计全文共3篇示例，供读者参考篇1Unit 4 in the eighth grade English textbook aims to help students develop their communication skills in various contexts, such as giving instructions, making suggestions, making plans, and expressing preferences. This unit is designed to enhance students' ability to use language appropriately in different situations.Teaching Objectives:1. Students will be able to give instructions and follow instructions.2. Students will learn how to make suggestions and express preferences.3. Students will practice making plans and setting goals.4. Students will improve their listening and speaking skills in English.Teaching Content:1. Vocabulary related to giving instructions, making suggestions, expressing preferences, and making plans.2. Sentence structures for giving instructions, making suggestions, expressing preferences, and making plans.3. Listening and speaking activities to practice the target language.4. Writing tasks to consolidate the new language and practice using it in context.Teaching Strategies:1. Start each lesson with a warm-up activity to review previously learned material and activate students' prior knowledge.2. Introduce new vocabulary and sentence structures through a variety of activities, such as flashcards, word games, and role-playing tasks.3. Provide ample opportunities for students to practice speaking and listening in pairs or small groups.4. Use real-life situations and scenarios to make the language more relevant and engaging for students.5. Include opportunities for students to work on their own, in pairs, and in groups to promote independent learning and peer collaboration.Assessment:1. Formative assessments can include quizzes, role plays, and speaking tasks to gauge students' understanding and progress.2. Summative assessments can consist of written tests, presentations, and projects to evaluate students' overall language proficiency.Overall, the teaching of Unit 4 in the eighth-grade English curriculum should focus on providing students with opportunities to practice and apply new language skills in various contexts. By using a variety of activities and strategies, teachers can help students improve their communication skills and confidence in using English effectively.篇2Unit 4 in the eight grade English textbook covers the theme of "Celebrations". In this unit, students will learn about different types of celebrations and the cultural significance behind them. The main topics of this unit include birthday celebrations, cultural festivals, and national holidays.To effectively teach Unit 4, the following lesson plan is designed to engage students and enhance their understanding of the material. The unit will consist of 8 lessons, each focusing on a specific topic related to celebrations.Lesson 1: Introduction to CelebrationsObjective: Introduce the concept of celebrations and discuss why people celebrate special occasions.Activities: Brainstorm different types of celebrations, share personal experiences of celebrations, and discuss the significance of celebrating milestones.Lesson 2: Birthday CelebrationsObjective: Learn about birthday traditions and customs around the world.Activities: Watch a video on birthday celebrations in different countries, analyze birthday traditions, and discuss how birthdays are celebrated in their own culture.Lesson 3: Cultural FestivalsObjective: Explore the significance of cultural festivals and how they are celebrated.Activities: Research and present on a cultural festival of their choice, discuss the importance of preserving cultural traditions, and participate in a mock cultural festival.Lesson 4: National HolidaysObjective: Understand the meaning behind national holidays and why they are celebrated.Activities: Discuss the history and significance of national holidays, analyze how different countries celebrate their national holidays, and create a poster on a national holiday.Lesson 5: Vocabulary ReviewObjective: Review key vocabulary related to celebrations.Activities: Play vocabulary games, create flashcards with definitions, and practice using the vocabulary in sentences.Lesson 6: Reading ComprehensionObjective: Improve reading comprehension skills by reading texts on celebrations.Activities: Read and analyze texts on various celebrations, answer comprehension questions, and discuss the main ideas of the texts.Lesson 7: Writing TaskObjective: Write a descriptive paragraph about a celebration of their choice.Activities: Brainstorm ideas for the paragraph, outline the main points, and write a well-structured paragraph describing a celebration.Lesson 8: Celebration ProjectObjective: Work on a group project to create a presentation on a specific celebration.Activities: Research a celebration, create a PowerPoint presentation, and present the project to the class.Overall, this unit is designed to help students appreciate the diversity of celebrations around the world and understand the cultural significance behind them. By engaging in various activities and projects, students will develop their language skills while also gaining a deeper understanding of different celebrations.篇3Title: Teaching Design for Grade 8 English Unit 4Introduction:Unit 4 in the Grade 8 English curriculum focuses on the theme of "Hobbies and Interests." This unit aims to help students talk about their hobbies, understand the language related to interests, and express their preferences. In this teaching design, I will outline the objectives, activities, and assessment methods for this unit.Objectives:1. To introduce and practice vocabulary related to hobbies and interests.2. To help students express their own hobbies and interests.3. To provide opportunities for students to engage in spoken and written communication about hobbies.4. To develop students' listening and reading skills related to the topic of hobbies.5. To encourage students to explore new hobbies and interests.Activities:1. Vocabulary introduction: Start the unit by introducing and practicing the vocabulary related to hobbies and interests. Useflashcards, word games, and worksheets to help students learn and remember the new words.2. Speaking practice: Divide students into pairs or small groups and have them discuss their hobbies and interests. Encourage them to ask questions and engage in conversations with their peers.3. Reading comprehension: Provide students with texts or articles about different hobbies. Ask them to read and answer comprehension questions to test their understanding.4. Listening exercises: Play audio clips or videos related to hobbies and interests. Have students listen and answer questions to improve their listening skills.5. Writing assignments: Assign tasks where students have to write about their favorite hobby or a new hobby they would like to try. Provide feedback on their writing to help them improve.6. Project work: Have students work on a project where they can research a specific hobby, create a presentation, and present it to the class. This will help them develop their research and presentation skills.Assessment methods:1. Vocabulary quizzes: Conduct quizzes to test students' knowledge of the vocabulary related to hobbies and interests.2. Speaking assessments: Observe and assess students' speaking abilities during class discussions and group activities.3. Reading and listening tests: Administer tests to assess students' reading and listening comprehension skills.4. Writing assignments: Grade students' writing assignments based on content, organization, grammar, and vocabulary.5. Project evaluation: Evaluate students' project work based on research, presentation, and creativity.Conclusion:By implementing this teaching design for Unit 4 on Hobbies and Interests in Grade 8 English, students will have the opportunity to improve their language skills while exploring and sharing their passions. This unit will not only facilitate language acquisition but also foster creativity, critical thinking, and collaboration among students.。
人教版八年级下册英语Unit4教学设计
八年级下册的学生已经具备了一定的英语基础，他们对英语学习有较高的热情，但个体差异较大。在Unit 4的教学中，我们需要关注以下学情：
1.学生在词汇和语法方面存在一定程度的掌握不平衡，部分学生对新词汇的记忆和运用能力较弱，需要通过多样化的教学活动加以巩固。
2.学生的听说能力相对较强，但读写能力有待提高。在教学过程中，应注意培养学生的阅读理解和写作能力，提高他们的综合语言运用水平。
（五）总结归纳
1.教师引导学生回顾本节课所学的内容，总结一般现在时和一般过去时的用法，以及如何用所学词汇和句型描述兴趣爱好。
2.学生分享自己在课堂上的收获和感受，反思学习过程中的优点和不足。
3.教师对学生的表现给予积极的评价，鼓励他们在课后继续练习，提高英语水平。
4.布置课后作业，要求学生运用所学知识编写一篇关于自己兴趣爱好的小短文，巩固课堂所学。
2.学会使用一般现在时和一般过去时描述兴趣爱好及经历，例如：“I like collecting stamps.”、“I visited the museum last week.”等。
3.能够运用所学句型进行对话，如：“What's your hobby?”、“Do you have any hobbies?”等，并能进行简单的自我介绍和话题交流。
3.口语表达能力的提升：学生在表达个人观点时，有时会出现思路不清晰、语言表达不准确的问题。
教学设想：开展课堂讨论、小组合作等活动，鼓励学生大胆开口，培养他们的口语表达能力。同时，给予学生适当的反馈和指导，帮助他们提高语言表达的准确性。
（二）教学设想
1.采用情境教学法，将学生置身于真实的语境中，让他们在实际交流中学习英语，提高语言运用能力。
6.定期进行课堂评价，关注学生的学习进度，及时调整教学策略，以提高教学效果。
人教版八年级英语下册Unit4教学设计
（三）学生小组讨论，500字
在学生小组讨论环节，我会将学生分成若干小组，每组四人。我会给每个小组发放一张包含不同国家美食的图片，让学生结合所学词汇和句型，讨论以下问题：
1.学生对英语学习仍保持较高兴趣，但学习积极性存在一定程度的差异，部分学生需要更多的鼓励和支持。
2.学生在口语表达方面有一定基础，但在实际运用中，词汇和句型的运用仍不够熟练，需要加强练习。
3.学生的阅读理解能力有待提高，对于文章中细节信息的捕捉和推断能力需要进一步培养。
4.在写作方面，学生能够完成简单句子的编写，但文章结构、逻辑性和表达能力仍有待提高。
人教版八年级英语下册Unit4教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握并运用本单元的词汇和短语，如：dish, delicious, spicy, favor, taste, ingredient, recipe等，能将这些词汇运用到日常交流中。
2.学会使用一般现在时描述个人喜好和日常生活习惯，如：“I like/don't like...”, “I usually...”等。
（一）教学重难点
1.重点：本章节的重点在于使学生掌握描述饮食喜好和日常饮食习惯的词汇、短语和句型，以及运用一般现在时进行表达。
难点：学生在实际对话中灵活运用词汇和句型，以及阅读文章时对细节信息的捕捉和推断。
2.重点：培养学生跨文化交际意识，了解不同国家的饮食文化。
八年级下Unit4教案
Unit 4He said I was hardworking.Part 1: Teaching Design第一部分：教学设计Period 1: Writing, Listening and Speaking (Page 26) (What’s the best movie theater to go to?)Objectives●To learn to report what someone said●To learn to use reported speechProcedures■Warming up learning about direct speech and reported speechIndirect Speech (also referred to as 'reported speech') refers to a sentence reporting what someone has said. It is almost always used in spoken English.If the reporting verb (i.e. said) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original.For example:He said the test was difficult.She said she watched TV every day.Jack said he came to school every day.If simple present, present perfect or the future is used in the reporting verb (i.e. says) the tense is retained.For example:He says the test is difficult.She has said that she watches TV every day.Jack will say that he comes to school every day.If reporting a general truth the present tense will be retained.He said, “I live in Paris.” He said he lived in Paris.He said, “I am cooking dinner.” He said he was cooking dinner.He said, “I have visited London twice.” He said he had visited London twice.He said, “I went to New York last week.”He said he had gone to New York the week before. He said, “I had already eaten.”He said he had already eaten.He said, “I am going to find a new job.”He said he was going to find a new job.He said, “I will give Jack a call.”He said he would give Jack a call.1a GROUPWORKHello, class! We shall go to watch a soap opera first of all. But let’s talk about these questions first.What is a sopa opera?What are some of the soap oeras you know?Do you ever watch soap opera?What are some things that happen onsoap opera?A soap opera is a television or radio program that airs in episodic installments. This means that each episode continues telling a story, which, in turn, tells more of the last episode's story. A single story on a soap opera can be told for weeks, months, or sometimes even years.In America, each soap opera airs every day, Monday through Friday, in the afternoon. Because they air at this time, they are sometimes called daytime serials. In the U.K. and other countries, the soap operas air in the evening, twice or three times a week.This is a list of soap operas that air in America. They are listed by how many people watch them each day. The first show has the most people watch each day, and the last show is watched by the fewest people:★The Young and the Restless★The Bold and the Beautiful★GeneralHospital★Days of Our Lives★All My Children★As the World Turns★One Life to Live★Guiding Light★Passions1b Listening and numberingListen and number the statements [1-4] on page 26 inthe picture.Turn to page 89. Read the conversation. While reading remember to cut/ the sentence intothought groups, study all the all the linking words and underline all theexpressions.In pairs you are to ask and answer about what the people in the soap opera said.Period 2: Listening and Speaking (Page 27)(Ben told Lana thatMarcia was going to…) Objectives●To learn to use simple past tense●To learn to use Can for abilityProcedures■Warming up by asking and answeringGood morning, class.What did your father say to you this morning before you came to school? He said he was falling in touch with English.What did your mother say to you this early morning? She said she was going skating with her pet cat on Sunday.What did your brother say to you? He said he was mad at the World Cup.What did your brother say? He said he was n’t going to the EarthquakeMuseum on Friday night.2a Listening and circlingListen and circle true or false for each statement.Listen again. What did the people on TV say? Circle the correct answers.(Keys: 1-is; 2-will; 3-am; 4-am; 5-will)Now go to page 89 to read the conversation. While reading,cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.Now let’s try to talk by imitation. Imitation talking is using the structure of an example conversation as a form to talk about something of our own.Now in pairs you will make a conversation about “Young Lives” that you saw last night.Period 3: Reading, Writing and Speaking (Page 28)(“Young Lives” this week)Objectives●To learn to report what someone said●To learn to use Can for abilityProcedures■Warming up by learning about superlatives with–(i) est, the mostGood morning. Have you seen the soap opera Only One Life? Do you like it? Can you tell us some of the story? What time did you see it?My favorite man in the soap opera is the science teacher. What does he look like? Where did you see the soap opera? What do you think of the soap opera? By the way, how often do you see a soap opera? I’m older than you are. But I’m more outgoing than you. I see soap operas on every Sunday. I’m going to be a soap opera actor. Could you please tell me what the best soap opera radio station is? In our next term we will be very busy. Will we have time to watch a soap opera on TV? What should we do if we don’t have the time? What were you doing when I was watching Only One Life last night? My brother said he was working on his English homework when I was watching the opera. Today we are going to watch another opera. It is Young Lives. Now let’s go to page 28.3aReading and fillingNext you are going to read a newspaper story on page 28 and try to fill in the blanks.Now read the text again and copy all the useful expressions in your notebook.Next we are going to do some writing practice. Let’s imagine the next episode of “Young Lives” and try to finish the newspaper story on page 28.In groups of four you are going to role-play conversations according to the three role-play cards on page 28.Period 4:Checking, Listening and Speaking (Page 29)(I did OK in some subjects.)Objectives●To learn to report what someone said●To learn to use simple past tenseProcedures■Warming up by learning more about reported speechReported speech (also called Indirect Speech) is used to communicate what someone else said, but without using the exact words. A few changes are necessary; often a pronoun has to be changed and the verb is usually moved back a tense, where possible.EG: He said that he was going to come. (The person's exact words were “I’m going to come.”) (Direct speech is used to give the exact words used by another speaker. The words are given between quotation marks (“”) in writing:EG:“I’m coming now,”he said.)1aReading and checkingHi, class. Turn to page 29 and read and check the sentences that are true for you.In pairs you will talk about your answers in activity1a.You will listen and fill in the speech bubbles with words.Listen again to check Scott’s report card. (Key: 3)Turn to page 89. Read the conversation on page 89.While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.Now read the conversation again to turn it into a text.We are going to role-play a conversation between a parent and a student. The parent asks about his son’s report card.A: What did your 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.A: What did your history teacher say?B: He said I could do better.A: What did your science teacher say?B: He said I was a lazy student.Period 5:Reading, Writing and Speaking (Page 30)(How’s it going?)Objectives●To learn to use simple past tense●To learn to use Can for abilityProcedures■Warming up by talking about report cardsHello, class. It’s report card time. I got my report card today. I always get nervous when I see the envelope from school in the mail. But luckily I did well this term. I had a really hard time with math.My history teacher said I could do better. The good news is that my English teacher said I was very good. And my English said my listening was good.That's about all the news I have for you.Let’s go on to read a letter from Alan to his grandma about his report card.3aReading and findingTurn to page 30 and read Alan’s letter to his grandmother.While you are reading the letter, you will cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.After school, you will copy the expressions into your notebook.Youmay pretend to be Scott. Make use of the information from 2b to write to your friends about your report card.Next go on to write your own report card. Just have fun. You don ’t have to tell the truth.Read your report card by your teacher. Tell your partner what your teacher said.Now read the letter in 3a again to turn it into a conversation.SELF CHECK1 Filling in blanks with words givenTo see how you are getting on with your English turn to page 31 and read the five sentences to complete them with the words given.Go to page 31 to read the story. While reading remember to cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions.Reading: She said helping others changed her life. Before you read—please go over the vocabulary list for this unit at the back of your textbook.While you read—cut/ the sentence into thought groups, studylinking words and underline all the expressions.After you read—copy all the useful expressions into your notebook.。
八年级下册unit4教案
Unit 4 He said I was hard-working . Teaching goals:1. Vocabulary: hard-working ,report card ,can do better ,speaking,listening ,average ,surprise .2. Patterns: What did your math teacher say ?He said he could speak three languages .Important and difficult points :1. New words and expressions.2. How to write a report card.Teaching aids : teaching cards , pictures and a tape recorder .Period 1Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,Grammar focus . Teaching procedures :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 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-taskSB Page 26 , 1a .1. Ask a student to read the four questions .2. point out the TV screens in the picture .Ask one student to read whatthe person says in the first picture .Then ask another student :Whatdid she/he say ? Help to answer :She/He said she/he was having asurprise party for Lana on Friday night .3. 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 Post-taskSB Page 27 , 2a & 2b .1. Ask several Ss to read these sentences .2. Play the recording .Ss circle their answer .3. Check the answers .Step 5 Grammar Focus1. Review the grammar box by ask Ss to say the statements .2. Explain: In each case ,the direct speech talks about present situationsand the reported speech talks about past situations .Step 6 HomeworkUse he \she said rewrite the sentences.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 .。
新世纪课标版八年级英语下册《ProgressCheck4》说课稿
新世纪课标版八年级英语下册《ProgressCheck4》说课稿一、教材分析1. 教材简介《新世纪课标版八年级英语下册》是根据国家新课标的要求编写的一本英语教材，适用于八年级下学期的英语教学。
本册教材分为六个单元，每个单元包括教材、单词表、课文和练习四个部分，全书内容丰富多样，有助于学生全面提高英语听、说、读、写的各个方面。
2. 课文简介本课《ProgressCheck4》是八年级下册的第四单元，主要围绕着动词时态和对话内容展开。
通过本课的学习，学生将会复习一般过去时、一般现在时和一般将来时，并且学会运用这些时态进行对话交流。
二、学情分析1. 学生特点本课所针对的学生是八年级学生，他们的英语基础相对较好，已经掌握了一些基本的语法知识和词汇量。
然而，学生在动词时态的运用上还存在一些困惑，尤其是一般过去时、一般现在时和一般将来时的区分和用法。
2. 学情分析通过进行学情调查和观察，发现学生在使用动词时态对话时存在以下问题：•对于一般过去时的构成和用法有些混淆；•对于一般现在时的第三人称单数形式不够熟练；•对于一般将来时的构成和用法有一定的模糊性。
针对以上学情问题，本课将通过多种教学方法和练习来帮助学生巩固动词时态的知识，提高他们的语言表达能力。
三、教学目标1. 知识目标•理解并正确使用一般过去时、一般现在时和一般将来时；•能够用正确的动词时态进行对话交流；•掌握一些常见的动词时态的表达。
2. 能力目标•通过对话练习，提高学生的口语表达能力；•培养学生的观察能力，能够听懂并理解他人的对话意思；•提高学生合作学习的能力，通过小组合作完成对话任务。
3. 情感目标•培养学生对英语学习的兴趣和自信心；•提高学生的合作意识，培养团队合作精神；•通过分享和交流，培养学生的友善与关爱意识。
四、教学重点•理解和正确运用一般过去时、一般现在时和一般将来时；•通过对话练习，提高学生的口语表达能力。
五、教学难点•区分和正确运用一般过去时、一般现在时和一般将来时。
Unit-4-新技能英语教学设计
新技能英语高级教程第二册Unit 4 When the East Meets the West 一、单元整体解读及分析二、分课时教学设计第1课时第2课时第3课时第4课时第5课时第6课时Reading and Vocabulary：译文我曾经是利兹大学的一名交换生，那儿的人们热情真诚，然而在一个英国人家的第一顿晚餐，我将终生难忘。
我对这次做客感到非常兴奋，并带了一瓶酒前往。
那时碰巧是下午茶的时间。
我知道英国人因他们的下午茶而闻名，对此我十分向往。
整个下午女主人都用茶和蛋糕来款待我。
然而，我忍不住好奇是谁在做晚餐呢？在中国，通常都是女主人在厨房忙碌。
如果有几个客人的话，她会花费很多时间，至少要准备八道菜。
最终到了晚餐时间。
女主人邀请我在桌边就坐并告诉我一切准备就绪。
一听到这个，我有些吃惊，因为她一直陪着我，自然没有时间来准备晚餐。
但我认为问她这个问题是无礼的。
女主人似乎看穿了我的心思，告诉我她已经提前Unit-4-新技能英语教学设计将食物放进烤箱了。
当食物被端上来后，我惊呆了。
你能想象有几道菜吗？只有一道肉和蔬菜的炖汤。
我当时感到一阵困惑和失望。
然而，当我在英国待了一年后，我更加习惯英国人的待客方式了。
在英国，待客并不意味着用很多道菜来招待客人。
更多的是给你自由来选择你真正想要的并让你感到舒适自在。
英国人不会把食物放进你的盘子里，而是让你自便。
如果作为客人的你期待一顿大餐，或者等待食物被放在盘子里，最终你就只能吃个半饱。
也许这就是为什么我在英国待了一年后，体重将近少了10磅。
Around the World：译文在西方文化中，龙通常被视为一种邪恶的象征。
它的形象通常是一种庞大的怪物，经常凶恶地喷火。
然而，在中国，龙的形象和西方的不大一样。
在中国，它被视为皇权的象征。
古代帝王通常会穿上绘有龙的图案的黄袍。
中国人被认为是“龙的传人”。
在欧洲文化中，凤凰是一种虚构的鸟。
根据传说，凤凰能永生。
在其生命尽头，凤凰煽动它的翅膀释放烈火烧了它的巢穴并将自己化为灰烬。
新目标八年级英语下册Unit4教学设计
新目标英语八年级下册Unit4 He said I was hard-working教学设计一、教学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。
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Unit4 Progress Check4Educational Objectives：1.To remember the main words and phrases2.To learn how to use the past perfect tense and the object clause with simplepast tense, the past perfect tense and the past future tense.Teaching Objectives：1.Practice Ss’ ability of listening, reading, speaking and writing.2.Create a chance for Ss to make dialogue.Emotional requirements：1.Raise the interest of learning English by encouraging and stimulating thestudents to participate in English activities.2.Help students to speak English .Procedures.I. Warming up1. review the words and phrases of this unit.2. Show some photos to the Ss to review them. make the students read them.3. Let them do the exercises and then check the answers.T: Let’s review the words and phrases we have learned. Please read them and recite them by your heart, they are very useful.S: Okay.T: Then let’s do some exercises by yourselves. I will ask one student to show your answers. OK?S: Ok.1.are faced with2.growth3.doubles4.both…and5.control6.Solve the problem7.populationII. While-task activities1.Review the past perfect tense.T: 过去完成时的用法一、构成方法由 had 加动词的过去分词构成。
二、用法说明■表示在过去某一时刻或某一动作之前已经完成了的动作，即“过去的过去”。
如：She said she had never been to Paris. 她说她从未去过巴黎。
When the police arrived, the thieves had run away. 警察到达时，小偷们早就跑了。
By the time he was twelve, Edison had begun to make a living by himself. 到了十二岁那年，爱迪生开始自己谋生。
注意：过去完成时是一种相对时态，一定要有一个作参照的过去时间或过去动作作比较，否则，就不能用过去完成时。
但下列3种情况虽然有是先后发生的两个过去动词，却同用一般过去时：1. 先后发生的一系列动作，但并不强调先后时，最后两个动词用then，and，but 等连接。
如：On Saturday afternoon, Mrs. Green went to the market, bought some bananas and visited her cousin. 星期下午，格林夫人去了市场，买了些香蕉，然后去看望了她的表姐。
2. 两个动作是紧接着发生的，可用一般过去时。
如：When I heard the news, I was very excited. 我听到那个消息时，非常高兴。
3. 叙述历史事实，可用一般过去时。
如：Our teacher told us that Columbus discovered America in 1492. 我们老师告诉我们哥伦布于1492年发现了美洲。
■表示从过去某一时刻开始一直延续到另一过去时刻的动作或状态。
跟现在完成时一样，也常与 how long, for three days, before 等表示一段时间的状语连用。
如：When Jack arrived he learned Mary had been away for almost an hour. 当杰克到来时，他才了解到玛丽已经离开差不多一个小时了。
■表示未曾实现的希望或打算。
表示希望或打算的动词，如hope, want, expect, think, suppose, plan, mean, intend等的过去完成时，后接不定式to do时，表示未曾实现的希望或打算，即“本来希望或打算做某事(但却没做) ”。
如：I had hoped to send him a Christmas card，but I forgot to do so. 我本来希望寄给他一张圣诞卡的，但我忘了寄了。
Please tell me the answers are:1. did2. was3. would plant4. would be5. had already drawn, would draw, putS: Read the sentence together.3.Review the object clause with simple past tense.一.宾语从句的定义置于动词、介词等词性后面起宾语作用的从句叫宾语从句。
宾语从句的语序必须是陈述语序。
谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。
有些形容词（afraid,sure,glad等）之后也可以带宾语从句。
1、主句用一般现在时，现在进行时或一般将来时等“现在”范畴的时态时，从句的时态根据需要来用，不受主句影响。
2、主句用过去时，从句用与过去相关的时态。
1)Ask one of pair to read the short talk.2)Ask some groups to repeat the talk.3)Check the answers:3.Do a pair work to consolidate the sentence structure.4.After the oral practice, let the Ss do more exercises.1．He asked me ____ during the summer holidays.A. where I had beenB. where I had goneC. where had I beenD. where had I gone2. What ____ Jane ____ by the time he was sever?A. did, doB. has, done C did, did. D. had, done3. I ____ 900 English words by the time I was ten。
A. learnedB. was learningC. had learnedD. learnt4. She _____ lived here for ______ years.A. had, a fewB. has, severalC. had, a lot ofD. has, a great deal of5. By the time my parents reached home yesterday, I _____ the dinner already.A had cooked B. cookedC. have cookedD. was cooked5. Do a listening work to develop their listening skills,6.Do a reading exercise. Let them find the right answers.III. Post-task activitiesTo make a short dialogue and ask some Ss to act it out using the knowledge they learned today.Cindy: Can I ask you some questions?Dongdong: Yes, please.Cindy: What’s the problem of our environment?Dongdong: Pollution.Cindy: Air or noise pollution?Dongdong: There are many kinds of pollution, such as white pollution, and greenhouse effect.Cindy: Oh, do you know how to solve them?Dongdong: I think we should get rid of our bad habits first. For example, we shouldn’t use plastic bags often, and don’t throw them everywhere.Cindy: Oh, I know, and we should save our resources.Dongdong: Yes, it’s very important.Cindy: Thanks for your answer,.IV. Homework1.Recite the sentence patterns2.Conduct a survey about how to protect our environment.3.Write a short report about the survey.板书设计：Unit4 Progress Check41.are faced with2.growth3.doubles4.both…and5.control6.Solve the problem7.population教学反思：通过任务型教学，取得良好效果。