He-said-I-was-hard-working课件3
八年级英语he-said-i-was-hard-working课件
IV. 1.The building is very high.(改为感叹句) ____ building is! How ______the high 2.I was doing my homework. My father came back from work.(合并为一句) I was doing my homework_____ when my father came back home. ______ While I was doing my homework , my father came back home. 3.I was sleeping when he called me.(划线提问) doing What _____ were ____ you _____when he called you? 4.He finished his homework last night.（同上） What ___ did he ___ do last night? _____
1) Can I borrow money from you?
She asked me if/ whether she could borrow money from me.
2) Are we friends?
Jim asked Mary if they were friends.
3) When and where shall we meet?
He asked her when and where they should meet.
连续剧
soap opera
从事
work on
对…生气 说三种言 首先 first of all
be mad at be angry with speak three languages 传递 pass on
He said I was hard-working PPT课件 16 人教版
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4.(Li Lei) I am learning to speak English. Li Lei said-h--e--w--a-s--le-a--r-n-i-n--g--to--s-p--e-a-k---E-n--g-l-i-s-h-.----------
1. She said, “I can speak English.” She said __s_h_e_ could speak English. 2.He said to me, “I will come to your直接引语间接引语
Direct speech
Reported speech
（１）人称作相应的变化
（２）时态作相应的变化
I am from Boxing.
She said she was from Boxing.
I like English.
He said he liked English.
He can speak Chinese. Lucy said he could speak Chinese.
2.(Mike)I go shopping every weekend. Mike said---h--e---w---e--n--t---s-h---o--p--p--i--n--g---e--v--e--r--y---w---e--e--k--e--n--d---.---------
He said I was hard-working PPT课件 5 人教版
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6、天下大事，必作于细；天下难事，必作于易。
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7、当你把高尔夫球打不进时，球洞只是陷阱；打进时，它就是成功。
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8、真正的爱，应该超越生命的长度、心灵的宽度、灵魂的深度。
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9、永远不要逃避问题，因为时间不会给弱者任何回报。
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10、评价一个人对你的好坏，有钱的看他愿不愿对你花时间，没钱的愿不愿意为你花钱。
4. My friend said, "I'm sorry that I 'd gotten mad." My friend said that ______________________.
5. She asked me, "Why do you want to do that?" She asked me___________________________ .
Someone has touched my coffee. (He said…)
She is very shy.
Lana said …
He is unfriendly.
Lana said …
He is funny.
Marcia said …
He is serious.
Ben said …
He is smart.
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17、第一个青春是上帝给的；第二个的青春是靠自己努力的。
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18、励志照亮人生，创业改变命运。
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19、就算生活让你再蛋疼，也要笑着学会忍。
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20、当你能飞的时候就不要放弃飞。
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21、所有欺骗中，自欺是最为严重的。
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22、糊涂一点就会快乐一点。有的人有的事，想得太多会疼，想不通会头疼，想通了会心痛。
八年级英语he-said-i-was-hard-working课件2_3990
他的名字第一次走进我的日记本里，是在初二的那个暑假，一整船送葬队伍里，他第一个从船上跳下来，跳得不稳，往前跑了一个趔趄，红着脸低头从我们面前跑过去时，表弟打了个哈哈：“难怪 现在大家说他是10班的小白脸呢！”
我回头看了看他的背影，宽松的灰白色夹克，显得更是瘦削，走路时只顾低头望自己的脚尖，酒席间来来往往，他坐在人群间，似是与旁人毫无关联。
初三开学后，班级合并，我们又成了同班。他安安静静地坐在最后一排，老师们偶然会念到他的名字，他站起来，短暂的寂静过后，老师们最终无奈地选择让他坐下。我坐在最前排，偶然会回头看 一看，不记得从何时开始，他会抬眼瞥我一下，面无表情。途中如果遇到，亦是同样——我想我们甚至不能算是一个经纬度的，我们唯一相似的地方是我们都很安静——我安静地读书写作业，他安静地 神游遐想。
自那天起，我们似乎有了小秘密。我决定严严实实地守着这个小秘密。新星辰娱乐
临毕业时，他向我讨要了一张绘本封面的临幕图，一朵白莲跃出池面，原本是极其淡雅美好的一副画，却被我临摹得歪歪扭扭，连同毕业照片上我歪着头扎得极不对称的小辫儿一样，留在了那段歪 歪扭扭的童年记忆里。
He said I was hard-working PPT课件 31 人教版
2. Lana said she wasn’t mad at Marcia anymore. true 3. Lana said that she wouldn’t go to Marcia’s house false
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15、不管怎样，仍要坚持，没有梦想，永远到不了远方。
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16、心态决定命运，自信走向成功。
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17、第一个青春是上帝给的；第二个的青春是靠自己努力的。
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18、励志照亮人生，创业改变命运。
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19、就算生活让你再蛋疼，也要笑着学会忍。
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20、当你能飞的时候就不要放弃飞。
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21、所有欺骗中，自欺是最为严重的。
I don’t like cleaning the room.
What did he say?
He said he didn’t like cleaning the room.
I can fly. What did he say?
He said he could fly.
I will go to the park.
Sunday ,”the boy said.
7. The boy said theyw_e_n__t ________ to school
everyday except Saturday and Sunrn?
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1、再长的路一步一步得走也能走到终点，再近的距离不迈开第一步永远也不会到达。
They said they were swimming.
I will play the trumpet.
八年级英语he-said-i-was-hard-working课件2_3990
1 山城的树芽风是从正月底的黄昏刮起来的。树芽风的感觉是飘扬的。行走在山道上，仿佛能听见树芽在风里噌蹭上的。清丽美妙。婉 转娇啼，充满呼唤的张扬。人的心情也是飘扬的。那种要飘飞的感觉融化在风中。那种转瞬即逝的美妙，在风中轻轻飞扬。
优品课件之He said I was hardworking
He said I was hardworkingUnit 4 He said I was hard-working. 1.Teaching Aims and Demands (1)Knowledge Object In this unit students learn to report what someone said. (2)Ability Objects To improve students’ abilities of listening,speaking,reading and writing. To improve students’ ability of communication. To improve students’ ability of integrating skills. (3)Sensibility and Value To enable to cooperate with other students,help each other to complete the tasks together. To be able to express one’s feeling in English. 2.Teaching Key Point To master the key vocabulary and the target language in this unit. 3.Teaching Difficulty To train students how to use the target language by reading and writing. 4.Studying Way To teach students how to listen for key words. nguage Function Report what someone said. 6.Target Language ―What did your math teacher say? ―He said I was hard-working. ―I can speak three languages. ―What did she say? ―She said she could speak three languages. 7.Structures Reported speech. Simple past tense. Can for ability. 8.Vocabularyhard-working;surprise;party;report;card;speaking;listening; average;OK 9.Recycling soapopera;house;drinks;snacks;lazy;beach;tomorrow;math;Spanish; history;science Why... I can... good;Friday;Saturday10.Learning Strategies Listening for key words.Self-evaluating. 11.Teaching Time Seven periods.The First Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1)Key vocabulary report;surprise;party;be mad at (2)Target language ―What did Marcia say? ―She said she was having a surprise party for Lana on Friday night. Groupwork(3)Listening practice (4)Speaking practice 2.Ability Objects To train students’ ability of listening and speaking.3.Sensibility and Value To help students realize the importance of cooperation. To raise students’ interest in learning English. Ⅱ.Teaching Key Points Key vocabulary. Target language. Ⅲ.Teaching Difficulties Groupwork. Speaking practice. Ⅳ.Teaching Methods Listening an d speaking methods. Cooperating method. Talking methods. Communicative approach. Ⅴ.Teaching Aids A tape recorder. A projector. Ⅵ.Teaching Proceduresthe new words on the screen and learn the new words.First ask students read.Correct the pronunciation. Read the new words to studentsfour or five students to sit in a row in the front of the room.Ask each of the students what they are going to do after school.［T=Teacher,S=Student］ T:What are you going to do after school? S1:I’m going home. T:OK.And what are you going to do? S2:I’m going to do my homework. Then write the words He said and She said on the board. T:These students talked about what they are going to do after school.How would you tell a friend in another class what each student said?Can you use the words He said or She said?What did Sarah say? S2:She said,“I am going home after school.”T:That’s correct.The words she said were,“I am going home after school.”But when we tell someone else these words we sometimes say it this way:She said she was going home after school.Class repeat.She said she was going home after school. Ss:She said she was going home after school. Repeat this process with the sentences of several other students.Then write these two sentences on the board one under the other:I am goinghome after school.She said she was going home afterschool.Circle the words going home after school in both sentences.Point to what is left and say,In this unit we’re going to learn to use words like this to report what someonevocabulary and provides oral practice using the target language. First ask a student to read the four questions in the box. S: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 soap operas? Then write the words soap opera on the board.Explain what a soap opera is. (A soap opera is a TV show that is on every day and that shows the good things and the bad things that happen to a group of friends and family members.) For example,I Love My Family. Encourage students to say some soap operas in English or in Chinese. Point to the TV screens in the picture.Ask one student to read what Marcia (the blond woman on the TV screen) says in the first picture:I’m having a surprise party for Lana on Friday night.Then ask other students to read what the girls watching TV say:What did Marcia say?She said she was having a surprise party for Lana on Friday night. Point to the other TV screens in the picture and have other students read the words in those TV screens. S:I’m mad at Marcia. I’m not going to her h ouse on Friday night. Lana thinks she’s coming to my house to study. T:Now,answer these questions and talk about some soap operas.(Point to the four questions in the box.) Help students form small groups.Students begin to talk about the questions. Focus on the ideas the students are talking about.When a student starts to tell what another student said,help that student make a sentence,such as:Anna said she didn’t watch soap operas.Billgives students practice in understanding the target languagein spoken conversation. Ask students to look at the pictures in Activity 1a.Listen and number the statements in the picture. Then play the recording for students the first time.This time students only listen. Play it a second time.Students write the numbers 1 through 4 in front of the pictures. Correct the answers. Answers The TV screens should be numbered in this order:using the target language. First ask two students to read the example in the sample dialogue. Sa:What did she say? Sb:She said she was having a surprise party for Lana on Friday night. T:Now work with your partner.Ask and answer questions about each picture in Activity 1a. Then ask several pairs of students toclass we’ve learned what a soap opera is and also we’vea short soap opera scene.You can do the homework in a group of four.You can use the names of the characters in the book if you like. Next class I’ll ask some of you to say something about your class soap opera in dialogue form.Clear? OK.For example,(Show some examples on the screen)The Second Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1)Key vocabulary tell;told;anymore;wouldn’t(2)Target language Ben told Lana that Marcia was going to havea surprise party for her. Lana said she would go to Marcia’s house on Friday night. Lana said she wasn’t mad at Marcia anymore. (3)Listening practice Pairwork (4)Grammar focus2.Ability Objects To train students’ listening and speaking ability. To train communicative competence of students.3.Sensibility and Value To be interested in communicating in Engli sh. Ⅱ.Teaching Key Points Key vocabulary. Target language. Listening practice. Ⅲ.Teaching Difficulties Oral practice. Grammar focus. Ⅳ.Teaching Methods Listening and speaking methods. Oral practice method. Inductive method. Ⅴ.Teaching Aids A recorder. A projector. Ⅵ.Teaching Proceduresthe class as usual and check the homework. First ask students to show their short soap opera scene.Then ask the students to say three or four problems or other statements in dialogue form.using the target language. First ask five students to read the sentences to the class. Sa:Ben told Lana that Marcia was going to have a surprise party for her. Sb:Lana said she was not mad at Marcia anymore. Sc:Lana said that she wouldn’t go to Marcia’s house on Friday night. Sd:Marcia called everyone and told them she wasn’t going to have the party. Se:Lana told Marcia she would bring some books to her house on Friday night. Then tell students they will hear a conversation between two people who are talking about a soap opera on TV.Get students to circle true or false after each statement. Play the recording for students.Students circle their answers. Check the answers with the whole class. Answers 1.true 2.true 3.false 4.true 5.false Tapescript A:Did you see “Young Lives” last night? B:No,what happened? A:Well,Ben told Lana that Marcia was going to have a surprise party for her. B:Really?What did Lana say? A:Well,Lana was very na told Ben that she wasn’t mad at Marcia anymore,and that she would go to Marcia’s house on Friday night after all. B:Oh.Then what? A:Marcia calledeveryone and told them she wasn’t g oing to have the party. B:Oh,no! A:Yeah,then Lana called Marcia and told her that she could bring some drinks and snacks to her house on Friday night. B:Oh wow...and what did Marcia say? A:She told Lana she wouldlistening practice using the target language. First ask students to look at the speech bubble and tell them they are going to circle the actual words people in the soap opera said.These are the words the actor in the soap opera said. Then play the recording.Ask students to circle the correct word of the two choices in each speech bubble. Correct the answers. Answers 1.is 2.am 3.willpractice using the target language. In this activity ask students hav e a conversation about last night’s episode of “Young Lives”. First ask five students to read the sentences in Activity 2b. Then point to the sample dialogue and ask two students to read it to the class. Have students work in pairs.As they ask and answer the questions,move around the room checking their work. At the end check the answers by calling on differentFocus Show the grammar box on the screen. Review the grammar box and ask students to say the statements. Ask students to look at the grammar box on the screen and ask them what is the same and what is different about the words used in each pair of sentences. T:What is the same about am and was? S:They have almost the same meaning.They talk abou t Lana’s feeling.(Help students to answer the question.) T:What’s different about am and was? S:(Help students answer)Am talks about a present situation and was talks about a past situation. Repeat the discussion for other pairs of sentences.In each case,the direct speech talks about present situation and the reported speechtalks about past situation. Ask students to tell what is special about reported speech.Help students make a statement like this:When you report about what someone said,you use words thatto act out the situation shown in the pictures.Three students pretend to be Ben,Marcia,and Lana.Draw a large TV screen on the board and have these three students sit in front of it.Two other students pretend to be the two girls watching the soap opera on TV.They can sit on the floor.Ask the soap opera characters to read a line from Activity 2b.Then have one of the girls report what that actor said.Repeat for all five pictures in Activity p Ⅷ Summary This class we’ve learned to report what someone said.I hope you can have more practice after class.and report to the class on what happened.If you can’t watch it yourselves,ask your classmates to talk to a friend or family member who watched it.You must take notes each day about three or four important things that happened.You can write your sentences like these for your reports:On Monday Kim said that...and on Tuesday Mary said that...(Write the sentence on the board)And next class or in a few days I’ll ask you to read your reports to the class.And other students who watched it can add other things using reported speech statements.教后记：The Third Period Ⅰ.Teaching Aims and Demands 1.Kn owledge Objects (1)Key vocabulary first of all;however;passon;message;be supposed to (2)Target language First ofall,Marcia told Ben she was having a surprise party for Lana.(3)Writing practice Groupwork 2.Ability Objects To train students’ ability of reading and writing. To train students’ability of communication. 3.Sensibility and Value To enable to ask for help when having difficulties in learning. To be interested in taking part in activities in an English class. Ⅱ.Teaching Key Points Key vocabulary. Target language.Ⅲ.Teaching Difficulties Writing practice. Groupwork.Ⅳ.Teaching Methods Reading and writing methods. Role play method. Ⅴ.Teaching Aids A projector. Role play cards.Ⅵ.Teaching ProceduresⅠ Greet the class as usual and check the homework. Ask students to readthe new words on the screen.Read each new word and ask students to repeat it.writing practice using the target language. In this activity first read the instructions.Read the newspaper story and fill in the blanks. Read the article to the class,saying blank each time when coming to a blank line. Then ask students to fill in the blanks on their own. Show the newspaper story with the blanks filled in to check students’ answers. “Young Lives” this week It was an exciting week for the people on the soap opera “Young Lives”.First of all,Marcia told Ben she 1 was having a surprise party for Lana,and that Lana 2 thought she was going to her house to study.Then Lana 3 told Ben she 4 was mad at Marcia,and that she 5 wasn’t going to her house on Friday.So Ben told Lana that Marcia was 6 going to have a party for na told Ben that she 7 w asn’t mad at Marcia anymore,and that she 8 would go to Marcia’s house on Friday night.However,Marcia called everyone and 9 told them that she 10 wasn’t going to have the party.when to use said.Write two said sentences and two told sentencesfrom Activity 2b on the board.Circle the name following the word told in each sentence.Ben told Lana and Marcia told everyone.After the told we say who got the information.After the word said we don’t tell who gⅤ 3b This activity provides writing practice using the target language. In this activity students can write anything they like.What do they think Ben and Lana and Marica will do next? Ask some students to read their episodes to thⅥ 4 Groupwork This groupwork lets students practice their speaking and listening skills in role plays. Ask students to work in groups of four.In each group give each student a role play card and ask them to have a conversation.Then change roles and practice again. Get students to complete the role plays on their own.After going through the role play once,the students can switch parts and try it again. Ask a few students to show their role plays to the class.Ask students to vote on the best role play.Give them little presents to praise them for their work.Encourage more students to show their role plays beforewords. 1.illw will 2.nac__________ 3.lucod__________4.luwod__________5.guhotth__________6.dma__________7.tlod__________ 8.disa__________ 2)Circle the correct words in these sentences.1.Mario said to Bill:I play soccer every Saturday. Bill says to Alex:He said he (is playing/ ) soccer every Saturday.2.Mario said to Bill:I am going home at 5:00. Bill says to Alex:He said he (goes/was going) home at 5:00.3.Mario said to Bill:I am really hungry. Bill says to Alex:He said he (will be/was) really hungry.4.Mario said to Bill:I will be tired tonight. Bill says to Alex:He said he (is/would be) tired tonight.5.Mario said to Bill:You can play with us next Saturday. Bill says to Alex:Hesaid I (could/would) play with them next Saturday. 6.Mario said to Bill:I love playing soccer. Bill says to Alex:He said he (loved/is loving) playing soccer. 3)Read the cartoon.Then check (√) the true sentences.√ 1.He said Lisa needed to work harder. ___2.He said Lisa didn’t do all her homework. ___3.He said she could come for more help after school. ___4.He said he was in school until 5:00 p.m. every day. ___5.He said she should come at 5:00 p.m. tomorrow. ___6.She said she would see him tomorrow afternoon. Key to Workbook Section A 1) 2.can 3.could 4.would 5.thought 6.mad 7.told 8.said 2) 2.was going 3.was 4.would be 5.could 6.loved 3) These sentences shoⅧ Summary Today we’ve had some reading and writing practice.And also we’ve had role plays.All the activities canⅨ Homework Have you prepared for your soap opera rep orts?If not,go on with your work.The Fourth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1)Key vocabulary hard-working;better;do wellin;average (2)Target language ―What did your teacher say? ―He said I was hard-working. (3)Listening practice Pairwork2.Ability Objects To train students’ ability of listening and speaking. To train students to learn how to cooperate.3.Sensibility and Value To enable to understand the feelings of others in communication. Ⅱ.Teaching Key Points Key vocabulary. Tar get language. Listening practice. Ⅲ.Teaching Difficulty Oral practice. Ⅳ.Teaching Methods Listening and speaking methods. Oral practice method. Communicative approach. Ⅴ.Teaching Aids A recorder. The multi-media. Ⅵ.Teaching ProceduresInstructional Designthe class as usual and check the homework. Ask a few students who have already finished their soap opera reports to read their reports to the class.And other students add some other things they heard using reported spnew words on the screen and learn them.Ask students to read theintroduces new vocabulary and provides reading practice using the target language. First read the five sentences to the class.Then ask students which words they don’t understand.And write them on the board. Ask students to demonstrate or explain the meaning of some of the words on the board if they can. Then read each sentence to the class and ask students to raise theirprovides guided oral practice using to the target language. In this activity first ask two students to read the example in the sample dialogue.As students talk,move around the room checking their work and offering language support as needed. At the end ask several pairs of students to say their conversations to the class.Give them little presents to praise them for their work.ng the target language and understanding it in spoken conversation. First show the three pictures on the screen.Ask students to say something about the pictures.And get students to guess which subject each teacher teaches. Help students understand that the teacher in the first picture is a math teacher,the one in the second picture is a Spanish teacher and the one in the third picture is a history teacher. Play the recording the first time.Students only listen.And then play it a second time.This time students write in the speech bubble what each teacher said. Answers math teacher:You’re hard-working.Spanish teacher:YouⅥ 2b Activity 2b gives students practice in understanding the target language in spoken conversation. Ask different students to read the information on the four report cards. Get students to listen to the recording again and ask them to say which is Scott’s report card. Then play the recording and check the answer.Answer Scott’s repoPairwork This activity provides guided oral practice using the target language. Read the instructions for the activity. Point to the example in the sample dialogue.Ask two students to read the questions and answers to the class. Then have students work in pairs.As they ask and answer the questions,move around the room checking their work. Call on a pair to do the activity whilesome key vocabulary and the target langu age.And we’ve had roleThe Fifth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1)Key vocabulary grandma;grandpa;in goodhealth;report card;nervous;disappointing;lucky;luckily(2)Target language ―How was your report? ―Well,my math teacher said that I was hard-working. ―Really?You’relucky.My math teacher said I was lazy. (3)Reading practice (4)Writing practice Pairwork 2.Ability Objects To train students’ ability of reading and writing. To train students’ ability of communication. 3.Sensibility and Value To help students know the importance of cooperation. To raise students’ interest of learning. Ⅱ.Teaching Key Points Key vocabulary. Target language. Reading practi ce. Ⅲ.Teaching Difficulties Writing practice. Oral practice. Ⅳ.Teaching Methods Reading and writing methods. Oral practice methods. Communicativeapproach. Ⅴ.Teaching Aids The multi-media. OHP. A projector. Ⅵ.Teaching Proceduresthe class as usual and check the homework. Get students to goon the screen.Learn the new words.g practice using the target language. Read the instructions.Ask students to read the letter on their own.When reading,ask students to point out the words and the sentences they don’t understand.Explain them to students or ask other students to help explain these items if they can. Then ask students to read the letter again and find out Judy’s report card in Activity 2b. Then check the answerⅣ 3b This activity provides writing practice using the target language. Show report card 3 in Activity 2b on the screen. Tell students this is Scott’s report e the information on the report card to write the letter. After students finish writing,ask a student to read his or her completed letter to the cusing the target language. First ask students to write their own report card.Tell students they can have fun and need not to tell the truth.Have students use the comments in Activities 2b and 3a for ideas. Then write the letter to a relative or a friend about their report cards. Let students complete thepractice their writing,speaking and listening skills. You don’t have to tell the truth.You can have fun.Students work in pairs,making up their dialogue.Then ask students to write what their teachers would say.Then students take turns interviewing each other about the report card. At the end havea few students share their conversations with the class.Ask students to vote on the best conversation.Give them littlehad a lot of listening,speaking,reading and writing practice.I hope you are hard-working and get an excellent report card from yThe Sixth Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1)Key vocabulary (2)Self check exercises (3)Reading practice (4)Writing practice 2.Ability Objects To train students’ ability of reading and writing. 3.Sensibility and Value Help classmates form a good habit. Ⅱ.Teaching Key Points Key vocabulary. Self check exercises. Reading practice.Ⅲ.Teaching Difficulty Writing practice. Ⅳ.Tea ching Methods Reading and writing methods. Self-check method. Ⅴ.Teaching Aid A projector.Ⅵ.Teaching ProceduresInstructional Design Modification and Remarksstudent show his/her written work in his/her exercise book.screen.Read the new words to the class and ask them to repeat.Give them a few minutes and have them remember the new words.y introduced in the unit. First ask students to fill in the blanks with the words given. Then make your own sentences with the words. Ask students to use the words to make five sentences. Ask five students to write their sentences on the board.Correct theon the grammatical structures and key vocabulary introduced inthis unit. In this activity first ask students to read the story on their own.Check for comprehension.Explain the difficulties students have. Ask one or two students to give the first phrase or the second as a conversation. Then students complete the task. Check a few students’ answers and ask them to share with the class. Sample answers A:Who’s your best friend? B:My best friend is Xiao Li,but last week we had a big fight and now shefor Fun! This activity provides reading practice with the target language. First ask two students to read the sentences to the class. Sa:What did y ou say? Sb:I said I couldn’t hear you. Then ask a student to say why the cartoon is funny.(Neither person can hear what the other person is saying.) Ask students1)Cross out the words that do not belong. 1.hard-working lazy busy 2.said thought told goes 3.shouted told said open 4.report card soap opera comedy thriller 5.surprise party snacks homework drinks 2)Cross out the incorrect words.Then rewrite the sentences correctly. 1.Jenny:I’m going to ba bysit my little brother on Saturday night. Incorrect:She said she babysit her little brother on Saturday night. Correct:She said she was going to babysit her little brother on Saturday night.2.Bill:I can sleep 14 hours a night! Incorrect:He said he can sleep 14 hours a night. Correct:3.Amy:Lisa and I are the best basketball players in the school. Incorrect:She said they are the best basketball players in the school. Correct:4.John:I don’t watch TV. Incorrect:He said he doesn’t watch TV. Correct:5.Sarah:I am flying to New York next weekend. Incorrect:She said she is flying to New York next weekend. Correct: 3)Read this television script.Then fill in the blanks.1.Karen said it was her bike.2.George said he __________ toborrow it. 3.Karen said he __________borrow it. 4.George said he __________ tell their mother. 5.Karen said their mother __________ home. 4)Think of a conversation you heard this week.Tell what the people said. Example: I had a talk with my best friend Anna about this week’s movie yesterda y.Well,first Anna said she didn’t want to go. Workbook Answer Key Section B 1) 2.goes 3.open 4.report card 5.homework 2) 2.can sleep―He said he could sleep 14 hours a night. 3.are―She said they were the best basketball players in the school. 4.desn’t―He sa id he didn’t watch TV. 5.is flying to―She said she was flying to New York next weekend. 3) 2.needed 3.couldn’t 4.wouldwe’ve read a story.We should help classmates form a good habit.Tell them not to copy others’ homework.Do itHomework Ask students to talk to older brothers and sisters or older friends at school about their report cards.Have students learn how these students explain their report cards to family members.Ask students to write out some of these explanations in English and say these statements to the class.Have the students use bilingual dictionaries about how to say each comment before they say the comments to the class. The Seventh Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Reading:She said helping others changed her life. Section1 Before You Read Section 2 While You Read Section 3 After You Read Section 4 Go for it! 2.Ability Objects To train students reading comprehension ability. To train students writing ability. 3.Sensibility and Value Help those people who need help. Ⅱ.Teaching Key Points Key vocabulary Section 1 Section 2 Ⅲ.Teaching Difficulties Section 3 Section 4 Ⅳ.Teaching Methods Discussing method. Reading method. Writing methodⅤ.Teaching Aids A tape recorder. A projector.Ⅵ.Teaching Proceduresthe class as usual and check the homework. Ask students to read the new words.Teach the new words and make sure students canPairwork Think of people who need help.Write some ideas and discuss them with your partner. Ask some students to write about.People who need help and something we can do for them on the board. Ask students to work in pairs and discuss their ideasask students to read the words in the box. Then play the tape for students.Ask students to put the words in the box into the correct space as they read the text. Students read the text and do the activity. And then check the answers with the whole class. Reading strategy First read for meaning,not for detail.You can try to guess the meaning of a word only with the help of the contexcharts on the screen.Then ask students what life is like for them and Yang Lei’s students.Have students complete the chart.Discuss the similarities and differences with their partners. 3b In this activity,first ask four students to read the questions. Then ask students to work in pairs.Ask and answer these questions. 3c Ask students to write a summary of thefor it! Many people of all ages do volunteer work.The groups in the chart below help people or animals all around the world. Which one would you like to work for?Explain your reasons to the class. Ask different students to say their ideas to the class. If time permits,ask students to imagine they are starting a new volunteer group,what would their group do?Howreading passage.And we know a programme was started by the Ministry of Education and the Chinese Young Pioneers.Every year they s end 100 volunteers to teach in China’s rural areas. I hope everyone of us can do something to help the children in rural areas.It can make their life easy and happy. Will you beⅦ 5 Homework Previ_______ 6.About how much did IBM spend?__________优品课件，意犹未尽，知识共享，共创未来！！！。
八年级英语he-said-i-was-hard-working课件2_3990
He_said_I_was_hard-working精彩课件
Unit 4 test
• 一.根据句意及首字母提示完成下列单词。 • 1.Mrs White is going to have a s____party for her son. • 2.My mother sent me a m____to tell me would go home late. • 3.I always get n____when I have a big exam. • 4.Are you s____to have a big birthday party for your mother? • 二.单项选择 • 1.Is Tom good at ______? • A.swim B.to swim C.seimming D.swims
• ③直接引语中有具体的过去某年、某月、某日作 状语，变为间接引语时，时态不变。如： Xiao Wang said. “I was born on April 2l, 1980。” →Xiao Wang said he was born on April 20, 1980。 • ④直接引语如果是一般现在时。表示一种反复 出现或习惯性的动作，变间接引语，时态不变。 如： He said, “I get up at six every morning。” →He said he gets up at six every morning。 • ⑤如果直接引语中的情态动词没有过去时的形式 （例：ought to， had better, used to)和已经是 过去时的形式时，（例：could, should, would, might）不再变。如： Peter said. "You had better come have today。" →Peter said I had better go there that day。
新八年级英语PPT He said I was hard-working课件3
working.
2a Listening
You are hard-working
You are good at speaking
2b. Listen again.
Which is Scott’s report card? 1. Name: Class:
Math– hard-working
Spanish—good at listening
间接引语 that day had there that, those go take
Exercises
1.“I am a good student ,” Lucy said. Lucy said she was a good student. 2.“Jim is cleaning the blackboard,” Peter said to Lucy
1.be good at = do well in 擅长于 He does well in / is good at English.
2. in English 用英语 Please say it in English.
1b PAIRWORK
• • • Talk about your answers. A: I’m not hard-working. B: Really? I think you are very hard-
Science—lazy student
Tapescript
• • Mother: Did you get your report
card today, Scott?
Boy: Uh-huh.
•
•
Mother: So, how did you do?
Boy: I did OK in some subjects.
【优品课件】He said I was hard-working课件3
I am going to her house .
What did she say?
She said she was going to her house .
I can speak three languages.
What did she say?
report card
What did your headteacher say? He/ቤተ መጻሕፍቲ ባይዱhe said I was hard-working. What did your English teacher say? She said I was better at speaking.
Interview: What your teachers say.
(writing) I will go to visit the museum this weekend. (reporting) He/She said he/she would go to visit the museum this weekend.
Self-evaluation
• First, evaluate yourself. hard-working, lazy, good, be good at, be better at…than…，do well in do better in, math, Chinese, English, physics, Then, invite your partner to evaluate you. Next, tell us. Use the sentence: My partner said I was lazy. He said I was better at English than he.
八年级英语he said i was hard working课件2(PPT)3-1
1a GROUPWORK Talk about these questions. What is a soap opera? Do you ever watch soap? 曾经；永远 What are some soap operas you know? What are some things that happen on soap operas? 1b Listen and number the statements [1-4] in the picture.
Picture 3 .
Picture 4 .
Picture 1 . Picgain. What did the people on TV say? Circle the correct answers. Ben told Lana that Marcia was going to have a surprise party for her. Marcia ( is / will ) going to have a surprise party for you.
Lana said she wasn’t mad at Marcia anymore. I ( am / was ) not mad at Marcia anymore.
的交角为.°；反照率.；满月时视星等-等；表面温度(t)-~℃平均℃；大气压.×??千帕。月周期名称数值（单位：天）定义恒星月7.相对于背景恒 星朔望月9.88相对于太阳（月相）分点月7.8相对于春分点近点月7.相对于近地点交点月7.相对于升交点月球的直径是地球平均直径的/，质量只 是地球的/8，引力是地球的/。月球的轨道运动编辑月球公转月球以椭圆轨道绕地球运转。这个轨道平面在天球上截得的大圆称“白道”。白道平 面不重合于天赤道，也不平行于黄道面，而且空间位置不断变化。周期7.日。月球轨道（白道）对地球轨道（黄道）的平均倾角为°9′。但是已 知月球平均每年以.8cm的速度逐渐与地球离去。月球自转月球在绕地球公；股票知识 股票知识 ；转的同时进行自转，周期7.日， 正好是一个恒星月，所以我们看不见月球背面。这种现象我们称“同步自转”，或“潮汐锁定”，几乎是太阳系卫星世界的普遍规律。一般认为 是卫星对行星长期潮汐作用的结果。天平动是一个很奇妙的现象，它使得我们得以看到9%的月面。主要有以下原因：⒈在椭圆轨道的不同部分， 自转速度与公转角速度不匹配。⒉白道与赤道的交角。月球每小时相对背景星空移动半度，即与月面的视直径相若。与其他卫星不同，月球的轨
八年级英语he said i was hard working课件4(PPT)3-3
层，食贝类及甲壳类动物。每次产卵枚，卵具圆锥形角质囊，末端有长丝，借以固着于附着物上。 [] ．真鲨目（Squaliformes）：有亚目科属余种，包括猫 鲨亚 真鲨类鲨鱼 真鲨类鲨鱼(张) 目Scyliorhinoidei、皱唇鲨亚目Triakoidei、真鲨亚目Carcharhinoidei和双髻鲨亚目Sphyrnidae。我国有亚目科属约多种。背 鳍个，无硬棘；具臀鳍。鳃；跨境企业退税 跨境企业退税 ； 孔个。颌舌接型。吻软骨个。眼有瞬褶或瞬膜。椎体具辐射状钙化区域， 个不钙化区域有钙化辐条侵入。肠的螺旋瓣呈螺旋形或画卷形。 [] ．角鲨目（Squaliformes）：有科属约8种，包括角鲨科Squalidae、铠鲨科Dalatiidae和棘 鲨科Echinorhimidae。背鳍个，通常各具一棘；臀鳍消失。鳃孔个，位于胸鳍基低前方。眼侧位或上位。主要分布于世界各温水、冷水海区或深海。 [] ．锯 鲨目（Pristiophoriformes）：仅科属种。体长可达米。吻很长，剑状突出，边缘具锯齿。腹面在鼻孔前方具对皮须。头颇平扁。眼上侧位。喷水孔大，位于 眼后。鼻孔圆形，距口远。牙细小而尖，多行在使用。鳃孔～个。背鳍个，无硬棘；无臀鳍。栖息底层，吻锯为自卫利器。食甲壳动物、蠕虫类及小鱼等。 肉质优良。锯鲨属Pristiophorus，鳃孔个，共种。我国只有日本锯鲨Pristiophorus japonicus种，分布于黄海和东海，偶见于南海及朝鲜和日本沿海。六鳃锯 鲨属Pliotrema，鳃孔个，只种，分布于非洲南部东南岸。 [] 扁鲨 扁鲨 ．扁鲨目（Squatiniformes）：仅科属约种。体平扁；吻很短而宽；胸鳍宽大并向头 侧延伸游离如袍袖，旧称袖鲛，西方俗称天使鱼或僧鱼；眼上位；口宽大，亚前位；牙上、下颌同型，细长单齿头型；鼻孔前位；鳃孔个，宽大，延伸至腹 面 ；背鳍个，无硬棘 。广泛分布于热带及温带的大西洋、地中海和太平洋，非洲南部东岸也有分布。我国有种。为黄海和东海次要经济鱼类，在黄海产量较
he said i was hard working课件6(PPT)3-3
---直接引语和间接引语
最近的共同祖先及其所有后代 。 [] 为方便研究，恐龙可分为鸟类和非鸟恐龙。其中，非鸟恐龙只生活在中生代（三叠纪，侏罗纪和白垩纪），已于万年前 全部灭绝。而本词条主要介绍非鸟恐龙。 [] 矫健的四肢、长长的尾巴和庞大的身躯是部分非鸟恐龙的写照。它们主要栖息于湖岸平原（或海岸平原）上的森 林地或开阔地带。 8年，英国； 优游 ；科学家理查德·欧文在研究几块样子像蜥蜴骨头化石时，认为它们是某种史前动物留下 来的，并命名为恐龙，意思是“恐怖的蜥蜴”。恐龙到底长啥样 中文学名 恐龙 拉丁学名 Dinosauria 别 称 恐怖的蜥蜴 界 动物界 门 脊索动物门 亚 门 脊椎 动物亚门 纲 蜥形纲 亚 纲 双孔亚纲 目 鸟臀目（Ornithischuia)、蜥臀目(Saurischia) 次亚纲 主龙型次亚纲 总 目 恐龙总目 生存时间 中晚三叠世至白垩纪末 词 源 日本古生物学家译为恐竜 目录 定义 名称释义 外形特征 ? 骨骼特征 ? 体型特征 ? 主要区别 生活习性 ? 觅食 ? 斗争 生长繁殖 主要分类 ? 肉食龙钟 敏类 ? 虚骨龙次亚目 ? 原蜥脚次亚目 ? 蜥脚次亚目 ? 角龙亚目 ? 鸟脚亚目 ? 甲龙亚目 ? 剑龙亚目 ? 肿头龙亚目 化石研究 8 灭绝原因 ? 年理论 ? 陨星撞击 说 ? 气候变化说 ? 海洋退潮说 ? 火山爆发说 ? 造山运动说 ? 温血动物说 ? 哺乳进化说（偷吃说） ? 骤变理论说 ? 物种进化说 ? 受挫理论说 ? 变化理论说 ? 最新研究结果 定义 恐龙定义是：三角龙，麻雀和梁龙最近的共同祖先及其所有后代。（需要将“所有后代”包括其中，否则“恐龙”不是一个自然类群） [] 名称释义 “恐龙”一词在西方指恐蜥（恐怖的蜥蜴），日本的古生物学家译为“恐竜”，后来流行于中国。古希腊语蜥蜴（Saurosc），特指一些巨大的有 四肢有尾或兼有翼的类似蜥蜴的爬虫。 [] 人类发现恐龙化石的历史由来已久。早在曼特尔夫妇发现禽龙之前，欧洲人就知道地下埋藏有许多奇形怪状的巨大 骨骼化石。但是，当时人们并不知道它们的确切归属，因此一直误认为是“巨人的遗骸” [] 。直到曼特尔夫妇发现了禽龙并与鬣蜥进行对比，科学界才初步 确定了这是一种类似于蜥蜴的、早已灭绝的爬行动物。因此，随后发现的新类型的恐龙以及其它一些古老的爬行动物，名称全都和蜥蜴有关，例如“像鲸鱼 的蜥蜴”、“森林的蜥蜴”等等。同时，由于最初引起人们注意的这
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(3a-4)
What happened on “Young Lives”?
What did Marcia say?
What did Lana say?
What did Lana say?
What did Marcia say?
Marcia ( is / will ) going to have a surprise party for you.
Байду номын сангаас
3b Imagine the next episode of “Young Lives”.
Finish the newspaper article. Last night on “Young Lives”, it was an exciting night. There was a surprising party. Lana said she would bring some drinks and snacks to Marcia’s house on Friday night. But Lana forgot to bring some things. Marcia was still very glad. Then they went to the park outside the Marcia’s house. Marcia and Lana were surprised to see their classmates. They smiled. Then every student took out their gifts. They laughed, ate and drank. How happy they were!
I ( will / would ) go to Marcia’s house on Friday night.
3. Lana said she would go to Marcia’s house on Friday night.
I ( am / was ) not going to have the party.
4. Marcia told everyone she wasn’t going to have the party.
I ( will / would ) bring some drinks and snacks to your house. 5. Lana said she would bring some drinks and snacks to Marcia’s house.
3a Read the newspaper story. Fill in the blanks. “Young Lives” this week It was an exciting week for the people on the soap opera “Young Lives”. First of all, Marcia told Ben she was having a surprise party for Lana, and that Lana she wasthought going to her house to study. Then Lana Ben she mad at Marcia, told was and that she wasn’t going to her house on Friday. So Ben told Lana that Marcia was to have going a party for her. Lana told Ben that she mad at wasn’t Marcia anymore, and that she go to would Marcia’s house on Friday night. However, Marcia called everyone and them that she told going to have thewasn’t party. first of all 首先
1.Ben told Lana that Marcia was going to have a surprise party for her.
I ( am / was ) not mad at Marcia anymore.
na said she wasn’t mad at Marcia anymore.
； / 北京pk10 ；
冰湖,这三个地方都有可能是寒域之源,只是说法不壹,没有人能够给出确切の答案.""这都是什么地方?难道还以颜色划分?"白狼马咧了咧嘴.（正文1捌50阴阳十三草）1捌51怪城1捌51屠苏-："寒域以寒为主,大部分修士都-寒性秘法,越-寒冷之地,就会有更多の修行者前往.像现在咱们所 在之地,壹般没有什么人在这里修行,大部分都在想方设法の去更加寒冷之地,而冰川の寒冷程度,-可以用冰川大陆の颜色来分辨の.""红色,黑色和紫色,-三种最为寒冷の表现,而在这寒域之内,只有上面所讲の三块地方-这三种颜色の,而且这三个地方分别位列寒域の三个角落,相距甚远." 屠苏道,"所以大部分人都相信,这三个地方,都-寒域之源,咱们想要找到百万年以上の寒晶,也只能去这三个地方碰碰运气了."三六则问道："老屠,这最近の壹个地方,离这里得多远呀?""最近の应该-红色冰海了,那里也-修行者最多の地方,外围挤得满满当当の,全部都-修行者,也-咱们最 容易接近の壹个地方."屠苏."那依老屠你の看法,咱们应该先去哪个地方?"根汉问.屠苏想了想-："红色冰海虽然咱们容易接近,但-人太多了,若-咱们去找百万年の寒晶,势必会太扎眼了.咱们不妨先去紫色冰渊,那里修行者并不-特别多,只有壹些真正の高手,才能进:壹:本:读:叁w..入其 中.而且紫色冰渊之内,有大量の冰山,冰墓和冰球,应该更容易潜藏冰晶.""那就去紫色冰渊."根汉立即拍板,壹行人也不再耽误,往紫色冰渊の方向行进....紫色冰渊,寒域の三大源地之壹,也-寒域最负盛名の地方之壹.它位于寒域の最南部,-寒域最寒冷の地方之壹,离根汉他们域道所在の 位置,相隔足有近壹千万里.由于这寒域中没有什么传送阵,根汉等人要行进,必须要凭借自己の不断飞行和赶路.好在根汉之前收了闪电鸟小强,小强就成了他们の最佳脚力,这时候灵鸟の飞行速度,就彻底の显现出来了.根汉他们赶の再快,壹天最多也就行进四万里左右,若-要赶到紫色冰渊 那起码也得将近大半年の时间,可-闪电鸟小强却没有这个顾虑.闪电鸟の飞行速度,比根汉施展瞬风决の速度差不多,而且他可以不断の飞行,壹天只需要休息两个时辰就可以了.凭借闪电鸟壹日十万里の飞行速度,大大の减免了时间の浪费,壹个月后,根汉等人就向南部飞行了将近三百多万 里の路程....这壹天,根汉等人来到了壹个淡水湖の上空,看到了附近聚集了壹个居住带,类似于其它地域の壹座小城,围着这个淡水湖建造了壹圈人类居住の房屋.寒域中の房屋,显得十分の简单,没有高楼,也没有多奢华の装饰.就-由壹种白木搭建而成の简单の木屋,高不过十米,屋子也不 会太大,弄大了容易被风吹散."飞了这么久了,在这里休息壹天,不急着赶路."飞了这么久,终于-看到修士,看到房屋了,根汉也有壹种亲切の感觉,决定先带着众人下去休息壹天,休整壹下."好..."屠苏看了看这四周の地域情况,沉声道："这应该-壹个普通の寒湖,没有什么特别の寒气,咱们 在这里休整不会有什么危险...""主人,那咱先去休息了,如果取到寒晶の话,别忘了喂给火龙果树哦."闪电鸟小强也有些疲惫,连续飞行了壹个月,他从来没有这样过.根汉点头道："去..."他扬手将小强送进了乾坤世界,却将叶静云等女都送了出来,只留着其它那些闭关の人,还在乾坤世界 之中继续修行."大家都戴上面纱,省得惊动太多人了..."根汉回头看了看绝美の众位佳丽,还-决定让她们都和女使姬爱壹样戴上面纱,不然这么壹大票美人,还真-会让这里の人们惊动."好..."姑素雪带头,往面上戴了壹块面纱,姑素纤纤等女也都戴上了面纱,这样壹行人才降到了下方の壹 处偏僻の街道上."呼...""呼..."由于这街道两旁-房屋,中间-空の,所以壹落地就能感觉到壹阵阵强风,正好从这街道上掠过,险些将诸女面上の面纱给吹飞.诸女立即用手法,定住了脸上の面纱,叶静云道："这小城上没有什么人呀,这种地方怎么住人の...""这里就-寒域中修士の居住之地 了,而且有这样の居住之地就算好の了,因为这里确实-没有什么其它の资源,居住在房屋中都-壹种奢望."屠苏叹了口气道.寒域遍地匮乏,多依赖于强大の寒气修行,别の修行资源太少太少了,起码像树之类の就没有几种.白木-他们最常见,但-也-比较珍稀の壹种树木,要搭成这样の房屋,也 要耗费不少の时间和精力."啪..."不远处,壹幢房子打开了,壹个浑身裹着厚布,面纱遮黑の老妇从房中走了出来."怎么有生人过来了?"老妇壹开门,便看到了根汉他们壹行人,立即吓得又缩了回去,连手上挎の壹个篮子都滚落到了街道上也没有顾上去捡."这-怎么回事?"根汉等人有些不解, 为何这老妇见了他们,就像见了鬼似の,大白天の都不敢出门了."怕-有什么怪事发生?"壹行人立即在街道上行走,像刚刚那样の老妇の情况,又发生了多次,还有年轻小伙子看到他们就吓得屁滚尿流返回家中の,更有年轻女子吓得失声尖叫,脸色煞白の锁着门の."这-什么鬼地方?"白狼马骂 骂咧咧道,"在这里还休整个屁呀,咱们还-离开这里,被人当成鬼の感觉可不好受."原本-指望在这里好好休整壹天の,可没想到壹落地,便会大把人当成了鬼,当成了恶魔,见了自己就像见了温疫似の,个个都紧闭着房门,还上哪尔去休整去呀."你们-谁?"而就在这时,远处街道上来了壹个蒙面 の老人,留着长长の白须,眼神极度警惕の盯着根汉他们这壹行人,脸上挂着壹层薄薄