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1、经都学校教学设计简案试用版授课教师：陈小军课题： Unit 4 He said I was hard-working. Period1 一、教学目标知识与技能：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. 3. 直接引语和间接引语的转换。过程和方法： 1.写成绩报告单，并能将自己的成
2、绩报告给他人。2. 设置情景，或描述肥皂剧对话，训练直接引语及间接引语。情感、态度、价值观：以成绩报告为话题，激励学生努力学习，取得好成绩。二、学生在学习本节新知过程中的重点和难点重点： 1. 新的词汇和习语及间接引语的学习。2. 个人 Report card及肥皂剧的描述及写作。难点： 1.应用直接及间接引述2.直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化，及时态的变化。三、各环节的问题设计1.导入环节： T: How are you? S: I am fine. T: What are you doing? S:We are having An English class
3、. What did he/she say? 2.重点环节：Ask several Ss what they are going to do after school. 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? 3.难点环节： Ask one student to read what the person says in the first picture .Then ask an
4、other student: What did she/he say? Help to answer: She/He said she/he was having a surprise party for Lana on Friday night. :用 she/he said 将直接引语改为间接引语。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.精选学习资料
5、- - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 8 页四、导入设计简述 :叫同学答复简单问题，问其他同学前同学说什么。直接用引号，为直接引述，不用引号为间接引述。五、师生互动、生生互动设计简述1. 叫学生答复，叫其他学生转述，叫全体学生转述。2.老师问，学生答，全体学生答。3.小组学生对练，表演对话。六、结课检测简述通过口头练习方式检测，另外加强练习题形式进行课堂检测。七、板书设计He said: “I am fine. ” He said he was fine. She said: “we are having an English class.
6、”She said they were having an English Class. 经都学校教学设计简案试用版授课教师：陈小军课题： Unit 4 He said I was hard-working. Period2 一、教学目标知识与技能：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 langu
7、ages. 3. 直接引语和间接引语的转换。过程和方法：1.写成绩报告单，并能将自己的成绩报告给他人。2. 设置情景，训练直接引语及间接引语。情感、态度、价值观：以成绩报告为话题，激励学生努力学习，取得好成绩。二、学生在学习本节新知过程中的重点和难点重点： 1. 新的词汇和习语及间接引语的学习。2. 个人 Report card 的描述及写作。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 8 页难点： 1.应用直接及间接引述2. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的及时态的变化三、各环节的问题设计1.导入环节：
8、. T: How are you? S: I am fine. T: What are you doing? S:We are having an English class. What did he/she say? 提问后，叫学生转述。2.重点环节：Ask a few Ss to show their role plays to the class. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer 3.难点环节： In
9、 pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues . Ask Ss to write something their parents said. 使用所学间接引语四、导入设计简述 :学习一课时后，引导学生再用间接引语表述别人所说的话，复习引课。五、师生互动、生生互动设计简述: 1. 叫学生答复，叫其他学生转述，叫全体学生转述。2.老师问，学生答，全体学生答。3.小组学生对练，表演对话。六、结课检测简述 :通过口
10、头练习方式检测，另外加强练习题形式进行课堂检测。七、板书设计What did your math teacher say? He said he could speak three languages He said She said They said 经都学校教学设计简案试用版授课教师：陈小军课题： Unit 4 He said I was hard-working. Period3 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 8 页一、教学目标知识与技能：1. Vocabulary: hard-working, report
11、card can do better, speaking, listening, average, surprise. 2. Patterns: What did your math teacher say? He said he could speak three languages. 3. 直接引语和间接引语的转换。过程和方法：1.写成绩报告单，并能将自己的成绩报告给他人。2. 设置情景，训练直接引语及间接引语。情感、态度、价值观：以成绩报告为话题，激励学生努力学习，取得好成绩。二、学生在学习本节新知过程中的重点和难点重点：难点： 1.应用直接及间接引述2. 直接引语转换间接引语中，注意一
12、些关键动词的变化和人称代词的及时态的变化。三、各环节的问题设计1.导入环节： Check the homework .Ask several students to read their episodes to the class. 2.重点环节： 1.Read the instructions and ask Ss to read the letter on their own and write Alan s name on his report in activity 2。2. Get Ss to use the information from activity 2b to write
13、 a letter to a relative or a friend about their report cards . 3. Ask a student to read his or her completed letter to the class .Orally correct any mistakes 3.难点环节： 1.Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary 2. Get Ss to make up their teac
14、hers comments 3. Pair works. In pairs, talk about their report cards. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 8 页4. Ask several pairs to share their conversations. 1. Ask Ss to read the story. 2. In pairs, have Ss to make conversations according to the story . 3. Ask some Ss to share th
15、eir conversations with the class . 四、导入设计简述 :检查学生家作，及对直间接引述的掌握，引导进一步的学习。五、师生互动、生生互动设计简述: 1. 叫学生答复，叫其他学生转述，叫全体学生转述。2.老师问，学生答，全体学生答。3.小组学生对练，表演对话。六、结课检测简述; 通过口头练习方式检测，另外加强练习题形式进行课堂检测。七、板书设计1. He said She said They said 2. 相对应的人称，相对应的时态。经都学校教学设计简案试用版授课教师：陈小军课题： Unit 4 He said I was hard-working. Period
16、4. 一、教学目标知识与技能：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. 3. 直接引语和间接引语的转换。过程和方法：1.写成绩报告单，并能将自己的成绩报告给他人。2. 设置情景，训练直接引语及间接引语。情感、态度、价值观：以成绩报告为话题，激励学生努力学习，取得好成绩。精选学习资
17、料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 8 页二、学生在学习本节新知过程中的重点和难点重点： 1. 新的词汇和习语及间接引语的学习。2. 个人 Report card 的描述及写作。难点： 1.应用直接及间接引述2. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的及时态的变化三、各环节的问题设计1.导入环节：让学生回忆上学期的报告单，用英语写下老师说的话，由直接引述再转换成间接引述。2.重点环节： 1. Ask Ss to read through again to find the relevant information
18、for Yang Lei s students. 2. Ask Ss to complete the information under “ you ”, saying what is true for their own lives. 3. Have Ss discuss their answers with their partner. 3.难点环节： 1. Have a class discussion about the work each organization does. 2. Ask some Ss to say which organization they would li
19、ke to work for and why. :完成课本练习，口语及笔头练习，加上专题练习。四、导入设计简述 :生活应用，练习导入。五、师生互动、生生互动设计简述: 1. 叫学生答复，叫其他学生转述，叫全体学生转述。2.老师问，学生答，全体学生答。3.小组学生对练，表演对话。六、结课检测简述: 通过口头练习方式检测，另外加强练习题形式进行课堂检测。七、板书设计hard-working, report card ，can do better, speaking, Listening, average, surprise. 精选学习资料 - - - - - - - - - 名师归纳总结 - -
20、- - - - -第 6 页，共 8 页经都学校教学设计简案试用版授课教师：陈小军课题： Unit 4 He said I was hard-working. Period5 一、教学目标知识与技能：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. 3. 直接引语和间接引语的转换。过程
21、和方法：1.写成绩报告单，并能将自己的成绩报告给他人。2. 设置情景，训练直接引语及间接引语。情感、态度、价值观：以成绩报告为话题，激励学生努力学习，取得好成绩。二、学生在学习本节新知过程中的重点和难点重点：难点： 1.应用直接及间接引述2. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的及时态的变化三、各环节的问题设计1.导入环节： Marks said: “We should think more of others than of ourselves.”So we should help the people who need help. 2.重点环节： 1. Read th
22、e reading. 2. Ask Ss to put the words into the correct space as they read. 3. Write some ideas and discuss them with your partner. 3.难点环节： 1. Ask Ss to show what they dont understand. 2. Teacher explains them. 3. Ask Ss the main idea. 4. Ask Ss to retell the story. 精选学习资料 - - - - - - - - - 名师归纳总结 -
23、- - - - - -第 7 页，共 8 页: 给自己写一个成绩报告单，及评语。四、导入设计简述 :用马克思的名言引导学生进入第四单元的阅读的学习。五、师生互动、生生互动设计简述: 1. 叫学生答复，叫其他学生转述，叫全体学生转述。2.老师问，学生答，全体学生答。3.小组学生对练，表演对话。六、结课检测简述: 通过口头练习方式检测，另外加强练习题形式进行课堂检测。七、板书设计Open up, luck-lucky-luckily,poor,3-week holiday=3 weeks holidayShe said helping others changed her life. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 8 页
