【新人教版八年级英语下册教案】第八单元第4课时

巩固提升单选题( ) 1. Is there a library? ___________.A. Yes, there isB. Yes, it isC. it isn’t( ) 2. I have a house ___________a small beautiful garden.A. onB. toC. with( ) 3.Please look around. What can you see your right？A. inB. onC. at( ) 4.The park is across _________ the supermarket.A. inB. onC. from( ) 5.We can buy some in the food market.A. breadB. baseballsC. clothes( ) 6. there a bank along the street?A. IsB. AreC. Am( ) 7 .The pay phone is the post office and the library.A. inB. betweenC. near( ) 8.The girl next ______ Nancy is talking to her in English.A. atB. inC. to( ) 9. Where is ______ post office?A. aB. theC. an( ) 10. Go ______ the street and then turn right ______ Bridge Street.A. along; onB. down; atC. straight; on关注“初中教师园地”公众号各科最新备课资料陆续推送中快快告诉你身边的小伙伴们吧~本课教学反思英语教案注重培养学生听、说、读、写四方面技能以及这四种技能综合运用的能力。

第四课时Section B (2a—4)教学目标通过本课的学习,学生能够:1.获取和梳理本课语篇讲述的美国传统节日——感恩节,获取what、how、why的关键信息;理解并掌握本课时重点词汇和句型。

(获取信息)2.运用阅读图片信息、预测阅读内容等阅读策略对语篇信息进行梳理,并在语境中正确理解目标语言的运用。

(梳理整合)3.深层思考如何制做美食,清楚阐述自己的观点,提高自身思维品质。

(内化应用)4.借助小组活动和合作探究中培养语篇分析能力及跨文化交际的意识。

(迁移创新)语篇研读What:本课语篇通过讲述美国传统节日——感恩节,让学生理解并掌握本课时重点词汇和句型,培养其语篇分析能力及跨文化交际的意识。

Why:通过文本的阅读,一方面对学生进行思维结构的训练,让学生在理解语篇的基础上培养语篇分析能力及跨文化交际的意识。

另一方面,加深了学生对重点句型的理解,而且培养了学生的语篇分析能力。

How:语篇为说明文,通过叙述说明的写作手法向学生介绍了美国传统节日——感恩节,引导学生尊重其他国家的传统文化,同时也培养了学生跨文化交际能力。

教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。

板书设计作业设计基础型作业:Share what you have learned with your family.实践型作业:Finish the exercises.拓展型作业:Search more information about traditional festivals in different countries.教学反思。

人教版八年级下册英语教案（全册）Unit1What’s the matter?Section A◆教材分析本单元的主题是有关于身体健康。

这个话题是关乎我们每天的日常生活，所以有必要让学生了解相关的知识。

学生将会学会如何谈论他们的健康问题以及如何给予他人建议。

◆教学目标【知识目标】描述健康问题以及如何根据别人的健康问题提建议【能力目标】1.听懂谈论健康问题的对话材料2.能根据别人的健康问题提建议3.能写出重点单词和重点句型4.能描述怎样对待健康问题。

【情感目标】通过本课的阅读，培养学生关心他人身体健康的品质，并培养学生处理紧急事件的基本能力，树立在紧急事件时互相帮助的精神.◆教学重难点◆【教学重点】1、词汇：have a stomachache,have a cold,lie down,take one's temperature,go to a doctor,get off;to one's surprise,2、句型：1.——What's the matter?——I have a stomachache.You shouldn't eat so much next time.2.——What's the matter with Ben?——He hurt himself.He has a sore back.——He should lie down and rest.【教学难点】掌握情态动词should shouldn't.的用法;学习have的用法◆课前准备◆Multimedia,group work,cooperative discussion.◆教学过程Step1.Warm up1.Look at the picture and learn the parts of the body.2.New words and phrases.Step2Presentation1.1aLook at the picture.Write the correct letter[a-m]for each part of the body.Then check the answers.2.1bFirst,lead Ss to read the five names.Then look at the picture.Number the names1-5.’sFinally, check the answers.3. 1cDivide two Ss into a pair to make conversations. Finally, invite several pairs to act outfor the class.Step 3 Practice1. 2aTell Ss there are five conversations. In each conversation the person says what goingon with them. Listen carefully and number the pictures.Play the tape. Then check the answers.2. 2bAsk Ss to listen to the recording again to match the problems with the advice.Play the recording again. Then check the answers.3. 2cAsk Ss to make conversations using the information in 2a and2b. Give them enoughtime to do this task. Later , invite several pairs to present their conversations to theclass.Step 4 Consolidation1. 2dFirst, ask Ss to have a fast reading of the conversation to get the main idea.Then, lead Ss to read the conversation sentence by sentence, explain some languagepoints.Finally, divide Ss into pairs to practice role-playing the conversation.2. 3aFirst, read the passage quickly and answer the question.Then,lead Ss to read the passage and analyse the key points.Finally,read together.3.3bRead the passage again and check the things that happened in the story3cDiscuss the questions with a partner.4.Grammar focusFirst,lead Ss to read the sentences.Then,prompt Ss to analyse the use of model verb should.After that,explain the grammar together.5.4aAsk Ss to fill in the blanks.Then,invite some Ss to present their answers.6.4bAsk Ss to circle the best advice for these health problems,then add their own advice.After that,invite some Ss to present their advice.7.4cOne student mimes a problem.The other students in your group guess the problem and give advice.Step5Language pointsStep6HomeworkMake a conversation about health problems and giving advice.Unit1What’s the matter?Section B◆教材分析本单元的主题是有关于身体健康。

能掌握并灵活运用本课时的单词communication，argue，proper，explain，stead和offer sb to do sth等短语。
能理解和掌握含有连词until,athough.so that的相关表达个人困扰的句子。
Period 3
Section A
2d + F-4c)
1.学生通过学习词汇详解，学习本课时新单词和短语。
3.能够学会在语境中感悟或体会词汇含义，找出意思相近或相同的语言表达。
课时教学目标
Period 1
Section A 1a-2c
能初步使用“should ”“why don’t you...?”谈论表达个人建议。
能简单地谈论青少年在人际交往中遇到的困扰，并能说出自己的观点。
Period 2
Section A 3a-3c
1.归纳、梳理了本单元的重要句式结构和语法。
2.强化和巩固本单元目标语言。
1.选词填空。对连词表意功能的理解和运用。
2.写出完整的表达建议的句子。
3.开放性较强的口语交际活动,训练学生对所学语言内容的实际运用能力。
Period 4
听说
课
1a-1b融入新的词汇，让学生能够使用更丰富的语言表达来描述遇到的压力，讲述他们舒缓压力的方式，1c-1d进一步巩固单元所学的语法知识，强化连词的运用意识;1d体现了词块学习的特点;1e是一个全开放式口语实战演练，学生就三个小话题展开讨论，给出舒缓压力的建议。
思维
品质
通过听说读看写等训练，能够准确表达人际关系中的问题与建议。使学生能够正视自己的问题，养成不逃避乐观宽容大度慷慨的个人品性，培养良好的人际关系。在此基础上联系自身实际，实现知识与思维能力的迁移。

Period Ⅳ: Integrated skills & study skills（第四课时）第一部分教案设计教学内容Integrated skills & study skills（第99～101页），从听力材料中获取所需要的信息，理解复合词的构成及含义。

教材分析“Integrated skills”部分，在前面几个课时的基础上掌握了很多关于“自然灾害”和“自然灾害防护”的知识，通过这一课的听、说、写让学生对已学内容进行综合运用。

Study skills 主要是中学阶段“三大构词法”之一的“合成词”。

教学目标基础知识掌握词汇：rule, railway, burn, daughter, granddaughter, son, board, weekday Grandson, headache, toothache, countryside, housework, pancake词组：as ... as possible, protect oneself from, stay low to the ground, follow traffic rules基本技能1了解紧急求助电话中需用到的关键表达法。

2 学会从录音中获取信息，培养精听技能。

3 能理解复合词的构成及含义。

4 能根据提示构成和记忆复合词。

综合素质能用英语谈论如何急救，培养学生自我保护的意识。

教学重难点及突破重点：掌握基本的四会单词、词组及句型。

难点：学会从录音中获取信息，培养精听技能。

教学突破：组织活动和游戏帮助学生理解深化所学内容。

教学准备教师准备：多媒体课件学生准备：准备一两张卡片教学设计Step I Presentation(呈现)1 Free talk:We learnt about the snowstorm in Sunshine Town last time. What did the Class 1, Grade 8 students do at noon? Many people like snow because it looks really beautiful, but sometimes it can cause problems too. What problems can it cause?2 A snowstorm can cause traffic accidents. Please take a look at the pictures on page 99. Which one is about a traffic accident in a snowstorm? What happened to them?找出A1部分的相关图片，并作简要描述：The car hit a tree and two people were trapped in the car.3 What should they do? What telephone number should they dial for help? 鼓励学生完整回答。

人教版八年级下册英语教案unit4教材分析1. 教学内容本课是新目标英语八年级下册第4单元阅读部分，本单元的语言目标是“Report what someone said”(引述别人讲的话)，学习直接引语和间接引语。

本课以“志愿者支教”为主要内容，通过志愿者杨蕾的支教事迹和想法而引出助人为乐，扶危济困这一中心话题，本文篇幅长，生词多，读前、读中、读后的任务多。

鉴于学生的实际情况及教材的特点，考虑到学生对长篇阅读的畏难情绪以及他们在课堂上可能出现的一些反应，我大胆构思了整个教学过程，构建“以生为本”的互动式阅读课堂，想办法尽可能降低文章难度，将难点分散，并根据需要整合了运用多种教学方法，让学生在互动中享受阅读。

2. 教学目标A. Knowledge objectives:To master the words and expressions.To get familiar with the topic and use the sentences about helping others.To use “Direct Speech and Reported Speech”.B. Ability objectives:To find out the information and get the general idea of th e text.To infer the meaning of the word they don’t knowfrom the context.C. Affective objectives:Students are to realize the importance of helping others and they are encouraged to help others.Students’ team spirit will be improved by completing a certain task together.By understanding the life in rural areas, students are to realize how happy they are.3. 教学策略：（1）兴趣激发策略。

五、作业布置
为了巩固本节课的学习内容，确保学生对一般过去时和新词汇的掌握，特布置以下作业：
1.请学生运用一般过去时，写一篇短文，描述他们参加的一次体育活动经历，不少于80词。要求运用本节课所学的词汇和短语，如：athletics, tournament, victory, competitor, take part in, as well as等。
-创设情境，让学生进行角色扮演，运用一般过去时进行对话交流，提高语言实际运用能力。
2.针对词汇和短语的教学设想：
-采用小组合作学习，让学生互相教授新词汇和短语，激发学习兴趣，提高学习效果。
-设计词汇游戏，如单词接龙、猜词游戏等，增强学生对新词汇的记忆。
-结合实际语境，让学生在句子和对话中运用新词汇和短语，达到学以致用的目的。
1.培养学生对英语学习的兴趣，激发学习热情，提高学习积极性。
2.培养学生积极参与体育活动，锻炼身体，增强体质的观念。
3.培养学4.培养学生尊重他人，团结协作，公平竞争的良好品质。
二、学情分析
八年级学生在经过前期的英语学习后，已经具备了一定的词汇量和语法知识。在此基础上，他们对本章节的学习有以下特点：
3.教师提出问题：“Can you talk about what you did in the sports activities last week?”引导学生运用一般过去时描述过去参加的体育活动，为新课的学习做好铺垫。
（二）讲授新知
1.教师引导学生学习新词汇和短语，如：athletics, tournament, victory, competitor, take part in, as well as等，通过图片、例句等形式帮助学生理解和记忆。
2.完成课后练习册中与本节课相关的一般过去时练习题，包括填空、选择、改错等类型，以提高学生对语法知识的掌握。

Unit 4 Why don 'tyou talk to your parents?教材解读本单元的中心话题是人际交往，与学生实际生活紧密相关，主要探讨当代中小学生所面临的种种压力和困境，并针对这些问题给予合理的建议。

通过学习本单元，学生应能询问、陈述自己或他人的困难和麻烦，能针对别人的困境提出解决的办法和建议。

语法部分主要是关于学生能正确使用情态动词could，should 表达建议或劝告，能正确使用Why don 'you…句型表达建议，能正确使用连词until , so that, although等。

通过学习本单元，学生应能反思生活中常见的家庭矛盾以及与家长、同学、朋友之间的沟通问题，并学会用正确的态度对待这些问题。

在本单元中学生还能了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法，有利于学生学会换位思考，帮助他们逐步建立正确、积极的生活态度和价值观。

单元目标一、知识与技能1. 掌握重点词汇和短语：until，so that，although，look through，big deal，work out，get on with , cut out, compare …with , in one 'opinion2. 掌握重点句型：What'swrong? What'sthe matter? You could / should … Why don 't you … ?3. 培养听说读写各项基本技能同时注重培养在语境中猜测词意的能力。

二、过程与方法采用直观教学法、情景教学法、讨论、角色表演等方法，学习知识，培养能力，养成好习惯。

三、情感态度与价值观通过学习，了解生活、学习中常见的矛盾和困难，能合理表达自己的观点和看法，给别人提出合理的建议，逐步建立正确、积极的生活态度和价值观。

教法导航采用直观教学法，情景教学法，遵循以学生为主体的原则。

Listen and tick the matters what happened to Kate.
√ Leave her house late. √ Wait for someone to walk by.
√ Leave her bag at home. √ Call the Animal Helpline.
Unit 5 What were you doing when the rainstorm came?
Section B 1a-1d
R·八年级下册
Learning objects
Use target languages to make sentences and conversations.
Be able to understand the listening materials and improve listening ability.
➢ What was the event? ➢ Why were you late for it?
迟到
1a Think of a time when you were late for or
couldn’t go to an event. What was the event? What was the reason why you were late or couldn’t go? Tell your partner the story.
Face the difficulties and smile to life.
Revision
Look and say
While they _w__er_e__p_la_y_i_n_g_g_a_m__e_s__, she __w__a_s _d_r_a_w_i_n_g__ pictures.

Unit 8 Have you read Treasure Island yet ? 知识梳理
教学目标
Section A 第一课时（1a~2d）目标要求
检查预习
教学过程
随堂练习
布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。

反思
Section A 第二课时（3a~4c）目的要求
检查预习
教学过程
随堂练习
布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。

Section B第4课时（2a~2e）目的要求
检查预习
教学过程
随堂练
布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。

Section B第5课时（3a~3b）目的要求
检查预习
教学过程
随堂练习
布置作业：教师引导学生课后完成本课时对应练习，并预习下一课时内容。

2.能掌握以下句型：
①The Tom’s music sounds more like rock.
②Listening to The Toms is a good way to wake up.
Ability Objects:
听录音获取录音中的主要信息，并按要求完成任务。
Moral Objects:
Step 3 Listening
1b Listen to a conversation between Alex and Dave. Write A for Alex and D for Dave next to each opinion.
____ The Toms must be popular.
____ The Toms play pop music.
____ The Toms’ music sounds more like rock.
____ Listening to The Toms is a good way to wake up.
1c Listen again. Take notes.
Who is your favorite singer or musician? Why do you like the new words:
1.fann.迷；狂热爱好者
2. laughtern.笑；笑声
3. beautyn.美；美丽
4. recordn.唱片；记录v.录制；录（音）
e.g. The machine is recording now. (v.)那个机器正在录音。
Teach the new words and phrases to .
Listening to help the students master how to introduce a band.

二、学情分析
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。

Unit 4 Why don’t you talk to your parents? 说课稿一、教材分析（一）教材的地位和作用本课的中心话题是谈论同学们生活及学习中的问题和困难并提出合适的建议，从而展开教学活动。

学习本课的内容为整个单元打下基础，同时也是英语教学中拓展学生思维的重要环节。

（二）教学目标的确立和依据根据《新课程标准》的要求，为了完成正常的教学任务，有效地培养学生的自信，创新精神和合作互助的能力，我确立如下的教学目标：1、语言知识：学生能够使用以下词汇：too much, enough, allow, hang out, fight,wrong, midnight.句型：----What’s wrong?----I have to study too much so I don’t get enough sleep. ----Why don’t you talk to your parents?2、语言技能：（1）学完本课，让学生学会用英语说出学习和生活中的问题和困难，并能根据别人的问题给出合适的建议。

（2）能运用所学单词、短语及句型，结合实际生活进行灵活运用。

3、学习策略：（1）自主学习：要求学生采用自主学习的方式，能根据需要进行有目的的预习。

（2）合作学习：在活动中相互探讨，相互交流与合作，从而获得知识、技能和情感体验。

4、情感态度：（1）通过说出自己学习和生活中的问题和困难，让同学们学会释放压力，增加自信，热爱生活。

（2）通过给别人提建议，培养学生团结互助的精神，增进同学之间的感情。

5、文化意识：（1）了解中西方文化差异：我们比较委婉，而西方人则更直接一些，对学生进行不同文化意识的渗透。

（三）教学重点和难点：1.重点：让学生用英语说出学习和生活中的问题和困难，并且给出别人一些合适的建议，注意提建议的句型及用法和建议形式的多样化。

2.难点：用英语给出合适的建议是一大难点，词汇和短语搭配等基本功要扎实。

Unit8 SectionB〔2a-2e〕名师教案【教材版本与册数】新目标人教版八年级下册【单元名称】Unit8 Have you read Treasure Island yet?【课时】Section B 2a-2e 〔第4课时〕【课型】Reading and Learning〔阅读课〕附：教学活动设计当堂测评练习：一、根据句意及汉语或首字母提示写单词。

1．I feel a little bored and let's play some __________(唱片)．2．Mary has gone _________(在国外)．She is studying in Australia now.3．My grandpa is not used to living in a __________(现代的) city.4．You should learn to do some housework by yourself. You can't depend on your parents __________．5．I heard the apartment _______________to a man called Alan Smith.二、单项选择。

( )6.—Are you a music ________？-- Yes. I like all kinds of music，such as pop music and country music.A．doctor B．student C．maker D．fan( )7.—Do you know who the bike over there ________？—Sorry，I don't know.(易错题)A．belong B．belongs to C．belongs D．belong to( )8.Yesterday my daughter came back from school a lot later than usual. Do you know ________ I was worried about her? A．how often B．how much C．how far D．how soon( )9.I hope we can be good friends and come to understand ________.A．neither B．the other C．one another D．another( )10.I speak four languages，________ Japanese and English.A．such as B．for example C．because of D．thanks to当堂测评答案：一、1. records, 2. abroad, 3. modern, 4. forever, 5. belonged二、DBBCA。

人教版英语八年级下Unit4 教案8Unit 4 He said I was hard-working.(Section A)The teacher: Chai Mailin.The place: The CAI classroom of Xijin Middle School.I. Teaching aims and teaching demands:In this unit students learn to report what someone said and tell a story.II. Teaching key and difficult points:A.Vocabularysoap opera, surprise party, be mad at, on Friday night, ever, anymore, hard-working, first of all , snacks,B. Target languageShe said she was mad at Marcia.Ben told Lana that Marcia was going to have a surprise party for her.He told me he would call me tomorrow / the next day.She said she could speak three languages.He said he went to the beach every Saturday.C.StructuresReported speechSimple past tenseCan for abilityIII. Teaching methods: Task-teaching methodsIV. Teaching aids: CAIV. Teaching procedureTask 1. About soap operas.Step 1. Greetings.Step 2. Revise the kinds of movies. Tell something about soap operas.Task 2. Listen and practiceStep 1. say something about the soap opera “Young Lives”Step 2. Do 1b.Step 3. Practice like 1c. PairworkStep 4. Give some other pictures on the screen for the students to practice. Pay attention to the reported speech. Pairwork.Task 3. Go listeningStep 1. Play the recording the first time. Students do 2b.Step 2. Play the recording a second time. Students do 2a. Then check the answers. Task 4. GroupworkStep 1. Watch a short movie called Little Stuart. Talk about it in fours.Step 2. Pay attention to the following:Direct speech Reported speecham, is , am having, go, will, can was , was having, would , could, wenta present situation a past situationWhen you report what someone said, you use words that talk about the past. HomeworkMake up your own conversations. Remember: When you report what someone said, you use words that talk about the past.编写者：余敏芳课题: Unit 4 He said I was hard-working. 第3课时教学内容与教学目标：1. .Knowledge Objects(1)Key vocabularyfirst of all;however;pass on;message;be supposed to(2)Target languageFirst of all,Marcia told Ben she was having a surprise party for Lana.(3)Writing practiceGroupwork2.Ability ObjectsTo train students’ ability of reading and writing.To train students’ ability of communication.3.Sensibility and ValueTo enable to ask for help when having difficulties in learning.To be interested in taking part in activities in an English class.重点难点： Key vocabulary. Target language.Writing practice Groupwork.教学资源： A projector. Role play cards.教学过程：Step ⅠGreet the class as usual and check the homework.Ask students to read their reports at the moment or a few days later.Step ⅡShow the new words on the screen.Read each new word and ask students to repeat it.Step Ⅲ 3aActivity 3a provides reading and 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 weekIt 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 wasn’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.Step Ⅳ Grammar NoteStudents may ask when to use told and when to use said.Write two said sentences and two told sentences from 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 got the information.Step Ⅴ 3bThis 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 the class.Step Ⅵ 4 GroupworkThis 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 voteon the best role play.Give them little presents to praise them for their work.Encourage more students to show their role plays before the class.Step Ⅶ WorkbookSection A1)Unscramble these words.1.illw will2.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:He said 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.Key to WorkbookSection A1)2.can3.could4.would5.thought6.mad7.told8.said2)2.was going3.was4.would be5.could6.loved3)These sentences should be checked:1 3 4 6Step Ⅷ SummaryToday we’ve had some reading and writing practice.And also we’ve had role plays.All the activities can strengthen the target language we learned in the unit. Step Ⅸ HomeworkHave you prepared for your soap opera reports?If not,go on with your work.课后记：编写者：余敏芳课题: Unit 4 He said I was hard-working. 第4课时教学内容与教学目标：1.Knowledge Objects(1)Key vocabularyhard-working;better;do well in;average(2)Target language—What did your teacher say?—He said I was hard-working.(3)Listening practicePairwork2.Ability ObjectsTo train students’ ability of listening and speaking.To train students to learn how to cooperate.3.Sensibility and ValueTo enable to understand the feelings of others in communication.重点难点： Key vocabulary. Target language. Listening practice.Oral practice.教学资源：. A recorder. The multi-media. OHP.教学过程：Step ⅠGreet the 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 speech statements.Step ⅡShow the new words on the screen and learn them.Ask students to read the new words one by one.Step Ⅲ Section B 1aThis activity introduces new vocabulary and provides reading practice using the target language.First read the five sentences to the class.T:1.I’m hard-working.2.I’m good at speaking.3.I’m lazy.4.In English,I’m better at reading than listening.5.I can do better in math.Then ask students which words they don’t understand.And write them on the board.And then explain the words students don’t understand.Forexample,hard-working.I’m hard-working.I study math for two hours.I review last week’s math lesson.Then I look at my old math tests.I study some more.I work hard in math.I’m a hard-working student.Ask students to demonstrate or explain the meaning of some of the words on the board if they can.When all students understand what the words mean,ask them to check (√) the sentences that are true for them.Then read each sentence to the class and ask students to raise their hands if they checked that answer.Step Ⅳ 1bActivity 1b provides guided oral practice using to the target language.In this activity first ask two students to read the example in the sample dialogue.S a:I’m not hard-working.S b:Really?I think you are very hard-working.T:Thank you.Now work with your partner.One student makes a statement.The other student agrees or disagrees with the statement.Now begin.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.Step Ⅴ 2aThis activity gives students practice of writing 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.T:Now you will hear a conversation between a boy and his mother and father.They are talking about his report card.Please listen to the recording.As you listen,write in the speech bubble what each teacher said to his or her students.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.Stop the recording or repeat parts of the recording if students need more time to write their answers or if they need to hear the information again.Then correct the answers.Answersmath teacher:You’re hard-working.Spanish teacher:You are good at speaking.History teacher:You can do better.Step Ⅵ 2bActivity 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.AnswerScott’s report card is number 3.Step Ⅶ 2c PairworkThis activity provides guided oral practice using the target language.Read the instructions for the activity.Point out the report cards in Activity 2b.Say,Student A asks several questions about a report card.Student B chooses one of the four report cards and answers the questions using information on the report card he or she chooses.Student A guesses which report card student B is using.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 while the class listen.Step Ⅷ SummaryThis class we’ve learned some key vocabulary and the target language.And we’ve had role palys.Step Ⅸ HomeworkGo on with your soap opera reports.课后记：编写者：余敏芳课题: Unit 4 He said I was hard-working. 第5课时教学内容与教学目标：1.Knowledge Objects(1)Key vocabularygrandma;grandpa;in good health;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’re lucky.My math teacher said I was lazy.(3)Reading practice(4)Writing practicePairwork2.Ability ObjectsTo train students’ ability of reading and writing.To train students’ ability of communication.3.Sensibility and ValueTo help students know the importance of cooperation.To raise students’ interest of learning.重点难点： Key vocabulary. Target language. Reading practice.Writing practice. Oral practice.教学资源：The multi-media. OHP. A projector.教学过程：Step ⅠGreet the class as usual and check the homework.Get students to go on with their soap opera reports.Step ⅡShow the new words on the screen.Learn the new words.Step Ⅲ 3aActivity 3a provides reading 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 answer with the whole class.AnswerJudy’s report is number 1.Step Ⅳ 3bThis 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 class.Step Ⅴ 3cThis activity provides writing practice using 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 the activitiy on their own.Step Ⅵ 4Activity 4 lets students practice their writing,speaking and listening skills.T:First I’ll ask two students to read the sample dialogue.Who would like to read?You two,please.S a:How was your report?S b:Well,my math teacher said that I was hard-working.S a:Really?You’re lucky.My math teacher said I was lazy.T:Thank you.Now make up your teacher’s comments.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 have a few students share their conversations with the class.Ask students to vote on the best conversation.Give them little presents to praise them. Step Ⅶ SummaryThis class we’ve had a lot of listening,speaking,reading and writing practice.I hope you are hard-working and get an excellent report card from your teachers.Step Ⅷ HomeworkWrite down your report card down in your exercise books.课后记：编写者：余敏芳课题: Unit 4 He said I was hard-working. 第6课时教学内容与教学目标：1.Knowledge Objects(1)Key vocabulary(2)Self check exercises(3)Reading practice(4)Writing practice2.Ability ObjectsTo train students’ ability of reading and writing.3.Sensibility and ValueHelp classmates form a good habit.重点难点：Key vocabulary. Self check exercises. Reading practice.Writing practice.教学资源： A tape recorder. A projector.教学过程：Step ⅠGreet the class and check the homework.Have every student show his/her written work in his/her exercise book. Step ⅡLearn the new words.Show the new words on the 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.Step Ⅲ Self Check 1These activity focuses on vocabulary 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 the mistakes if there are any.Step Ⅳ 2This activity focuses on the grammatical structures and key vocabulary introduced in this 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 answersA:Who’s your best fri end?B:My best friend is Xiao Li,but last week we had a big fight and now she isn’t talking to me.A:How did it start?B:...Step Ⅴ Just for Fun!This activity provides reading practice with the target language.First ask two students to read the sentences to the class.S a:What did you say?S b: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 students to read the dialogue once more.Step Ⅵ WorkbookSection B1)Cross out the words that do not belong.1.hard-working lazy busy2.said thought told goes3.shouted told said open4.report card soap opera comedy thriller5.surprise party snacks homework drinks2)Cross out the incorrect words.Then rewrite the sentences correctly.1.Jenny:I’m going to babysit 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:Section B1)2.goes3.open4.report card5.homework2)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 said he didn’t watch TV.5.is flying to—She said she was flying to New York next weekend.3)2.needed3.couldn’t4.would5.wasn’t4)Answers will vary.Step Ⅶ SummaryThis class we’ve read a story.We should help classmates form a good habit.Tell them not to copy others’ homework.Do it yourself(DIY).This is a rule and we mus t follow.Step Ⅷ HomeworkAsk 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. Step Ⅸ Blackboard Design课后记：编写者：余敏芳课题: Unit 4 He said I was hard-working. 第7课时教学内容与教学目标：Ⅰ.Teaching Aims and Demands1.Knowledge ObjectsReading:She said helping others changed her life.Section1 Before You ReadSection 2 While You ReadSection 3 After You ReadSection 4 Go for it!2.Ability ObjectsTo train students reading comprehension ability.To train students writing ability.3.Sensibility and ValueHelp those people who need help.重点难点：Key vocabulary Section 1 Section 2Section 3 Section 4教学资源： A tape recorder. A projector.教学过程：Step ⅠGreet the class as usual and check the homework.Ask students to read the new words.Teach the new words and make sure students can understand the meanings.Step ⅡSection Ⅰ Before You ReadPairworkThink 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 ideas with their partners. Step Ⅲ Section Ⅱ While You ReadFirst ask 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 strategyFirst read for meaning,not for detail.You can try to guess the meaning of a word only with the help of the context.Step Ⅳ Section 3 After You Read3aFirst show the charts 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.3bIn this activity,first ask four students to read the questions.1.What did Yang Lei’s mother say about her daughter’s volunteer work?2.What did the children say about their volunteer teachers?3.How did Yang Lei say she could help?4.What did Yang Lei say about her time as a volunteer?Then ask students to work in pairs.Ask and answer these questions.3cAsk students to write a summary of the reading,using no more them 100 words.Step Ⅴ Section 4 Go for 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?How would it help?Step Ⅵ SummaryThis class we’ve learned a reading passage.And we know a programme was started by the Ministry of Education and the Chinese Young Pioneers.Every year they send 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 be a volunteer when you grow up?OK,very good.Thank you.Step Ⅶ 5 HomeworkPreview the next unit.Step Ⅷ Blackboard Design课后记：。

hearts.”
课文结构梳理
Paragraph 1 people leave the countryside Paragraph 2 general changes Paragraph 3 such developments are good Paragraph 4 some things never change
2b
Find expressions in the passage that have the same meanings as these words and phrases.
1. look for _s_ea_r_c_h__fo_r_ 5. go back ___r_e_tu__rn_____
Complete the summary with words from
2c the passage. You may need to change the
forms of the words.
Many Chinese people these days leave their
_h_o_m_e_t_o_w_n__s to work in the _c_i_ti_e_s_. They usually
Read and answer questions.
1. How long has Zhong Wei been away from his hometown? For 13 years.
2. How often did Zhong Wei visit his hometown? He used to return home at least once a year, but he hasn’t been back for almost three years now.