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1、Unit 4 He said I was hard-working（第4课时）Section B 1a-2c导学案一、学习目标能力目标：1.学会自我评价2.学会写成绩报告单并把成绩转告他人. 3.转述对自己的评价重点词语：hard-working , lazy, bubble , Scott , Alan , do well (better/best)in, be good(better/best) at , be lazy , report card.重点句子：He said I was hard-working.I am better at reading than listening.I
2、 can do better in math.难 点：转述对自己的评价二、预习导学1.根据音标学习新单词，并记住中文意思。 2.熟读P29的课文（对话）。3.小组讲故事巩固直接引语变间接引语4.知识点拨 1)In English, Im better at reading than listening. 在英语方面，我的阅读比听力更好。 be better at doing (than doing)是be good at 的比较级，意思为“更擅长” 2)I can do better in math.在数学方面我能做得更好。 better 是well的比较级 do well in 在方面做得好
3、 e.g. Does she do well in physics? 3) hard working 与work hard的异同： 前者是形容词，可作表语、定语；如：a hard-working student ; He is hard-working. 后者是一个动词短语，“努力工作”hard 是副词，修饰动词work. e.g. Alice works hard. 4）祈使句的间接引语当祈使句变为间接引语时，间接祈使句的引述动词常用tell，ask，order，beg，request，order等，而把直接祈使句变成带to的不定式短语。三、自学检测。四、合作探究：1. 正确评价自己，完成1
4、a。 2跟小组长读1a,1b中的单词，并结对抽说中文意思。3仔细听录音中mother, Dad与Scott的对话，完成2a和2b。五、展示1.结合听力材料，自我检测2a和2b的答案，并能说出自己的成绩单。2.小组合作，相互谈论对自己的评价，完成2c 。六、学以致用。必做题.把下列句子按逻辑顺序排成一组对话。A. What did your history teacher say? B. I did OK in some subjects.C. Did you get your report card today, Scott? D. Uh-huh.E. But Mr. Ricardo said I was hard-working. F. Thats nice.G. So, how did you do? H. He said I could do better.I. Thats not so good. J. How about Spanish?The right order: _选做题 说一说宾语从句与间接引语的异同。提高题.【总结反思】2
