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1、新目标英语八年级下册 REVISION OF UNIT 4单元复习课教学设计Go for it（Year Eight）: Book II: Unit 4 He said I was hard-working.(Date: 03/23/2009) Content analysis: Let the students know what the direct speech and the reported speech and learn how to use them through some tasks. By the end of the session, most students wil
2、l learn in the real language environment and learn to write a passage using reported speech correctly as well.Student analysis: The topic in the class is reporting someone said. So after learning it, students will be able to use reported speech and write a passage using reported speech correctly. St
3、udents will learn for using language and learn in using the language.Objectives:By the end of the session, most students will be better able to acquire the required information and understand the target language. This will be achieved by: a) Teaching students to apply the reported speech through dif
4、ferent kinds of activities: guessing, competition, games and so on.b) Asking students to have some extension activities: answering questions, doing a survey and writing. Learning and teaching focus: 1. Report what someone said.2. Write students own report card.3. Reported speech, simple past tense,
5、Can for ability.Anticipated difficulties: Some words and expressions they do not know might obstruct students from writing a passage so that they might not do it well or fail to finish the job. Solutions: a) Practice more reported speech and make students perfect.b) Provide a good sample to help stu
6、dents to imitate. Teaching aids: PPT, some additional materials LEARNING & TEACHING ARRANGEMENT Stages/timing Students TeachersWarming-up(5mins）1. Greeting. Play a guessing game. Guess what the teacher is good at.1. Greet students and play a guessing game with students. Let them guess what the teach
7、er is good at.Teaching reported speech(6-7mins）2.1 Do the brainstorming exercise one bye one.2.2 Students work in two to talk about the lively pictures using reported speech.2.1 Show students the brainstorming work.2.2 Ask the class to work in pairsReported speechpractice(25mins)3. Play the report g
8、ame. 4. Interview your partner and make a report by 4 questions. 4. Work in four to talk what you think of your classmates.5.1. Fill in the report card and make conversations.5.2. Fill in the assessment chart including self-assessment, partner-assessment and teacher assessment. Then make a report.3.
9、 Present the rules of the game and example and lead students to play the game. 4.Ask students to work in pairs and make reports.4. Show how to work and provide some useful expressions.5.1. Explain the chart first and help them if they have any questions.5. 2.Show the chart to students. Go around the
10、 classroom to observe the students doing the exercise and write down the problems if any. Reinforcement andassessment6.1.Gusee who he is through a passage written by teacher. Then imitate it to write a passage and guess who he/she is.6. Let student guess who he is in the passage.(7mins) 6.2. Student
11、s read their own article and others guess who he/she is.7. Learn the saying: Challenge yourself, you will be successful.6.2. Provide help if necessary.7. Show the saying.Homework(1min)Write a passage that is more than 100 words about your best friend and share it with your partner.Blackboard design(
12、2mins)REVISION OF UNIT 4Im hard-working.Im good at speaking.In English, Im better at reading than listening.I can do better in math.What did your math teacher say?He said I was hard-working.设计说明：（1）学生的发展为本：新课程的价值取向是以人的能力和个性发展为核心的，要求教学要培养学生的信息收集和整理的能力、发现问题和思考问题的能力、分析问题和解决问题的能力、终生学习和创新的能力以及生存和发展的能力。如何
13、培养学生良好的个性品质，是新课程教学的关键所在，因此备课时的重点应转移到学生的发展上来，改变过去以传授知识为中心的模式。我们不仅要考虑课堂上让学生学什么、怎么学，更应考虑这样学习对学生的发展有什么作用，要时时把学生的需要放在首位。在本教学设计中，本人先精心准备贴近实际生活的任务活动，深入简出，让学生根据生动活泼的图片进行直接引语和间接引语的转换，学生很快就可以真实的语境中熟练运用间接引语。（2）解读并超越教材：新课程倡导教师“用教材教”，而不是简单地“教教材”。这里有两方面的含义：一方面，教师是教材的理解者、参与者和实践者。备课时，我们要钻进教材之中，解读、钻研和思考，不能一味地接受和照搬，充
14、当教科书的“传声筒”、知识的“贩卖者”，要力求把课上出新意，激发学生的学习兴趣；另一方面，我们要跳出教材，超越教材。总之，我们要创造性的使用教材，我们要以自己的科学精神和智慧，对教材知识进行教学重组和整合，选取更好的内容对教材深加工，设计出活生生的、丰富多彩的课堂教学，充分有效地将教材中的知识激活，形成自己的有个性的教学风格。我们既要有能力把问题简明扼要地阐述清楚，同时也要有能力引导学生去探索，去自主学习，获得能力。教学内容的范围是灵活的、广泛的，可以是课内的也可以是课外的，只要适合学生的认知规律，从学生的实际出发，所有有关人与自然、人与社会、人与自我的任何方面的材料都可作为学习的内容。在本教
15、学设计中，本人采取的教学活动，通过游戏竞争，让学生在课堂始终保持学习兴趣。（3）设计弹性化教学方案：课堂教学是师生、生生之间有效互动的生成过程。强调课堂教学的生成并不是说让教师和学生在课堂上信马由缰式地展开教学，而是要求教师在备课时不仅要有教学方案的设计，还要在教学方案中为学生的主动参与留下时间和空间，为教学的动态生成创造条件。教师可以设定教学目标，但目标不仅仅局限于认知，还应该涉及过程与方法、情感态度和价值观等其他维度；目标要有弹性，要顾及学生之间的差异，坚持上不封顶，下不保底的原则；教学设计重全程关联式策划，重从何处开始、如何推进、怎样转折等。这样的设计，与以往精细提问、预定的标准答案、写下教师上课的每一句话、计算好教学过程每一环节所需时间的教学方案相比，留下了很多的不确定性和可变性，才使教学贴近每一个学生的实际，使师生积极互动，发挥出创造性来。在本教学设计中，写作这环节中，让学生写一篇文章让别的学生猜猜他或她是谁。主要强化训练学生的写作能力，巩固本节课所学。学生写作水平较弱的学生可以先通过模仿例文再写作。这种弹性化的目标，适合不同层次的学生，这样做能使不同程度的学生得到不同程度的发展，也体现了新课程发展的核心理念为了每一位学生终生的学习与发展。
