Unit4HesaidIwashard-working教案1

Unit 4 He said I was hard-working.I．Teaching objectives 单元教学目标SkillFocusLearn to tell stories. Report what someone said.Write a letter to a relative or a friend about report card.Read a passage about how to get on with classmates.LanguageFocus 功能句式Reported speechWhat did … say?He said he went to the beach every Saturday.She said she was mad at Marcia.He told me he would call me tomorrow/the next day.Report cardI am good at speaking.I am better at reading than listening.I can do better in math. I think you are very hard-working.What did your math teacher say?He said I was hard-working.Can for abilityI can speak three languages. We can go and sing for them.Can you bring some music CDs to the party?词汇1. 重点词汇 ever, message, suppose, nervous, true, lucky, copy, own, village, area, meter, thin, decision, husband, college, star, influence, hometown, danger2. 认读词汇 mad, anymore, snack, hard-working, grandpa, envelop, luckily, semester, worst, disappointing, hers, Peking University, graduate, volunteer, The Ministry, rural, sea level, ate, fortunately, dormitory, senior, peace, border, UNICEF, WWF3．词组first of all, pass on, be supposed to, do better in, be in good health, report card, get over, open up, care for, have a party for sb., be mad at sb.语法Direct speech and reported speechWhat did your math teacher say?He said I was hard-working.Simple past tenseWhat did she say?She said she could speak three languages.Can for abilityI can speak three languages.StrategyFocusListening for key words Self-evaluatingII. Teaching materials analyzing and rearranging 教材分析和教材重组1. 教材分析 本单元的话题是“Telling a story”，通过单元学习，要求学生掌握如何用reported speech来描述别人说过的话，并能进行特殊疑问句和一般疑问句的提问和回答。

通过学习report card，进而能用自己的话语来进行自我评价在此基础上，学生能对自己的各个方面有一个全面的认识有关Alan’s letter则是本单元目标语言的综合运用和体现，学生在读懂该短文的基础上进行模仿写作训练，汇报自己的学习情况以及老师对自己的评价掌握并能运用一些评价的短语，在总结、归纳的基础上复习旧词汇，学习新词汇Self check要求学生从词汇知识和语言应用能力两方面进行自我评价，检验对本单元目标语言的掌握程度；要求学生阅读一篇文章并且把它改写成对话的形式，这是对学生语言应用能力的综合评价Reading是一篇有关青年志愿者无私服务的文章，也是对本单元所学的目标句型的综合运用；让学生在阅读的基础上巩固所学句型，并从情感教育的方向进行渗透，从而最终完成本单元的教学任务并且贯穿进去德育目标 Section A 第一部分围绕soap opera 这一话题展开讨论（1a）、听力（1b）、会话（1c）训练，让学生通过肥皂剧认识本单元的目标语言，即Reported what someone said的句型；第二部分继续围绕soap opera的话题展开听力（2a-2b）、会话（2c）训练，帮助学生进一步掌握direct speech 和 reported speech的用法；第三部分继续围绕本单元的功能句型reported speech开展各种课堂活动，活动形式为补全短文所缺单词（3a）并且续写新闻报道（3b）；4是一个小组活动，要求学生以角色扮演的形式完成一组对话训练并且在每组中分别扮演不同的角色，主要训练学生运用语言交际的能力。

Section B 1a呈现了一些描述学生学习状况和表现的功能句子，要求学生判断哪些描述符合自己的情况；1b要求学生结对谈论他们在1a中的回答，是对功能句子的口头练习；2a、2b和2c是有关report card的听力和口语练习，也是对本单元目标语言的拓展训练；3a是一篇Alan写给奶奶的一封关于他的学习成绩的信，要求学生根据材料内容判断29页2b中的哪个成绩卡是Alan的，并要求学生仿照该信用目标语言进行应用写作训练（3b-3c）；4要求学生运用所掌握的reported speech完成report card并根据回答结对进行会话练习 Self check 1要求学生用给出的单词填空并能用这些单词造句，强化学生对重点词汇的理解与掌握；2要求学生阅读一篇文章并且把它改写成对话的形式，也就是把间接引语转换成直接引语，是对学生语言应用能力的检验 Reading 以一篇有关青年志愿者的阅读文章为中心，设计了5个Section：Section 1是阅读的热身，要求学生讨论哪些人需要帮助及如何帮助他们，从而引入阅读的主题——一个志愿者的故事；Section 2呈现了阅读文章以及阅读策略，阅读策略帮助学生学习如何根据上下文了解生词的意思，从而克服阅读障碍；Section 3是对阅读效果的检验及语言知识的学习，形式为填表、回答问题和概括大意；Section 4列出了一些世界各地的志愿组织，要求学生讨论他们希望加入哪个组织并给出理由。

该活动将帮助学生了解一些志愿组织的工作，激发他们乐于助人、关爱他人、关心社会的良好道德风尚2． 教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c) Function Period 2 (Section A: 3a, 3b, 4) Reading and writing Period 3 (Section B: 1a, 1b, 2a, 2b, 2c) Integrating skills Period 4 (Section B: 3a, 3b, 3c, 4) Reading and writingPeriod 5 (Self check)Self check Period 6 (Reading: Section 1-Section 5)Extensive readingIII. Teaching plans for each period 分课时教案Period 1 FunctionTarget language 目标语言1. Words and expressions重点词汇和短语soap opera, ever, mad, anymore 2. Key sentences重点句子What did Marcia say?She said she was having a surprise party for Lana on Friday night.Ability goals 能力目标Enable students to report what some said.Learning ability goals 学能目标Help students learn how to report what some said with reported speech.Teaching important and difficult points 教学重难点How to report what someone said.Teaching aids 教具准备A tape recorder and some pictures.Teaching procedures and ways 教学过程与方式Step I Lead-inT: Hello, everyone! I know many of you like doing sports after school. Right? What other things do you like to do in your free time? Now I will ask some of you.Then ask some of the students and write their sentences on the blackboard.T: These students 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? Write the words “He said” and “She said” on the blackboard.T: We can use the words “He said” and “She said” to tell your friend like this: He/She said he/she was going to play basketball after school.Get the students to repeat.Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1. What are you going to do when you grow up?2. What are you going to do next week?3. What are you going to do after school?The students will give different answers, then ask a top student to report what they said.“I am going to be a doctor.”—What did she say?—She said she was going to be a doctor.“I am going to have a party on Friday night.”—What did he say?—He said he was going to have a party on Friday night.“I am going to do my homework.”—What did she say?—She said she was going to do her homework.“I am going home after school.”—What did she say?—She said she was going home after school.Step II Function presentation (1a, P26)T: Do you know what a soap opera is? Explain what soap opera is, what things happen on soap operas. Then let them name some soap operas they know.Soap opera: a television or radio story about the daily lives and relationships of the same group of people, which is broadcast regularlyList of some soap operas: 《东北一家人》《我爱我家》《编辑部的故事》《成长的烦恼》《闲人马大姐》…Then ask about their opinions on soap operas. T: Do you like watching soap operas? Why or why not?S: Yes. They are full of fun. They make you laugh and relaxed. S: No. They are too long and boring....Ask the students to look at the pictures, point at the TV screens in the picture. T: Look at the picture. Two girls are watching a soap opera. They are talking about it.Ask one girl: “Please read what Marcia said.”S: She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.T: So when we report what someone said, we should use reported speech. Today, we will learn about it. Step III Listening and speaking (1b, 1c, P26)In this step, students will do some listening and oral practice about the reported speech in activity 1a.First, play the tape and let students listen and number the statements in the picture. Then play the tape again and let them repeat the sentences with reported speech.Repeat: She said she was having a surprise party for Lana on Friday night.She said Lana thought she was coming to her house to study.She said she was mad at Marcia. She said she wasn’t going to Marcia’s house on Friday night. T: Who said the first two sentences? S: Marcia.T: And who said the last two sentences?S: Lana.T: Good. Now let’s do a pairwork. Use the question on the blackboard and the sentences you repeated to make conversations. Write “What did Marcia/Lana say?” on the blackboard. First Ss work in pairs, then ask some pairs to present their dialogues to the class.Sample structure: What did Marcia/Lana say?She said ...T: Very good. Can you report what I said? First, He said to Tom, “We have made a mistake.”S: He said to Tom that they had made a mistake.T: Very good. Next, they said, “We are going to see Lily now.”S: They said they were going to see Lily then.T: He said to me, “which do you like better, this or that?”S: He asked me which one I liked better.Step IV Listening (2a, 2b, P27)This step provides listening practice with the target language. Students will learn more about the use of tense in direct speech and indirect speech. First, point to the five sentences in 2a and ask different students to read them to the class. T: You will hear a conversation between two people who are talking about a soap opera on TV. Circle true or false after each statement according to what you hear.Play the recording. For the first time, Ss just listen for main idea. Play it again, Ss circle their answers. Then check the answers. Then play the tape again, and let students circle the correct answers in 2b. They should pay attention to the use of tense. Then let them compare the use of tense in direct speech and reported speech. T: Now, work in pairs, one reads the sentences in the pictures and the other reads the sentences below the pictures. (after reading) The sentences in the pictures are called “direct speech”, and those below the pictures are called “reported speech”. What tenses are used in each speech? Have you noticed the difference?Ss: The direct speech uses present tense, and the reported speech uses past tense. T: Good point. This is very important. You should remember it. Let’s do some oral practice. Step V Pairwork (2c, P27)In this step, students will do some oral practice with the target language. T: Look at the sample conversation in 2c. I’d like two of you to read it. Volunteers?Ask two students to read the conversation. Then let students make conversations according to what they hear in the listening material. T: Now I will play the tape recording again. Listen and make some notes. You will use the notes to make conversations. Are you ready? Play the recording again. Give students several minutes to prepare. Check the students’ work by asking several pairs to present their conversations to the class.A sample conversation:A: What happened on “Young Lives” last night?B: Ben told Lana that Marcia was going to have a surprise party for her.A: Then what did Lana say?B: She said she would go to Marcia’s house on Friday night.A: Then what?B: Marcia called everyone and told her that she could bring some drinks and snacks to her house on Friday night. B: What did Marcia say?A: She told Lana she would be glad. Step VI Grammar focusReview the grammar box. Give students a summary of the grammar point. T: You can answer the question What did he/she say? In two ways: 1) by repeating the words spoken (direct speech) 2) by reporting the words spoken (indirect or reported speech). Show the following explanations on the screen.Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between inverted commas (“....”) and there is no change in these words.Examples: She says “What time will you be home?”She said “What time will you be home?” and I said “I don’t know!”John said, “There’s an elephant outside the window.”Reported speech is usually used to talk about the past, so we normally change the tense of the words spoken. We use reporting verbs like say, tell, ask, and we may use the word that to introduce the reported words. Inverted commas are not used.Examples: She said, “I saw him.” → She said that she had seen him.That may be omitted:She told him that she was happy.She told him she was happy.Say and tell:Use “say”when there is no indirect object:He said that he was tired.Always use tell when you say who was being spoken to (i.e. with an indirect object):He told me that he was tired.T: Now look at the grammar box. Study the change of tense between direct speech and indirect speech. Then finish the chart on the Bb.Let students finish the following chart. Direct speechReported speechamwas am havingwas havinggowentwillwouldcancouldThen let students do some practice with the change of tense. Substitution drill:Instruction: This semester, a new student comes to your class. He introduces himself to the class. You and your partner are talking about what he said.1. “I am 14 years old.”A: What did he say?B: He said he was 14 years old.2. “I come from Australia.”A: What did he say?B: He said he came from Australia.3. “I will work hard at school.”A: What did he say?B: He said he would work hard at school.4. “I can play Guitar.”A: What did he say?B: He said he could play Guitar.5. “I can speak good Chinese”A: What did he say?B: He said he could speak good Chinese. 6. “Everyone is so friendly here.”A: What did he say?B: He said that everyone was so friendly here.7. “I live with my parents in an apartment.”A: What did he say?B: He said that he lived with his parents in an apartment. 8. “I think we will be good friends.”A: What did he say?B: He said that we would be good friends. Step VII Homework1. 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.2. 选出正确的词1) My brother said he (is/was) doing his homework.2) Johnny said he (can/could) speak Japanese.3) Mike said he (goes/went) to Shanghai last Saturday.4) Wendy’s math teacher said he (was/is) a good student.5) Gina told him that she (will/would) visit China the next year.3. 将下列句子变成间接引语1) She said, “I am doing my homework.”She said _________ __________ doing __________ homework.2) Jim said to me, “I will visit the Summer Palace next week.”Jim _________ me that __________ ________ visit the Summer Palace ______ next week.3) Linda said to me, “I go to Beihai Park every Sunday.”Linda _______ me _______ ________ to Beihai Park every Sunday.4) Gloria said to me: “I can do it better?”Gloria _________ me she _________ do it better.5) Annie asked me, “What shall I do?”Annie asked me _______ _______ ________ do?6) “Sit down, please.” The teacher said to me.The teacher ______ me ______ _______ down.7) His mother said to him, “Don’t be late for school.”His mother told him _______ ________ ________ late for school.8) “Are you hard-working?” I asked him.I asked him ________ _______ ________ hard-working.Period 2 Reading and writingTarget language 目标语言1. Words and expressions重点词汇和短语message, suppose, snack2. Key sentences重点句子Marcia told Ben she was having a surprise party for Lana.Lana told Ben that she wasn’t mad at Marcia anymore. She told Ben that she would go to Marcia’s house on Friday night.Ability goals 能力目标Enable students to imagine the next episode of “Young lives”.Learning ability goals 学能目标Help students learn how to report what some said with reported speech.Teaching important and difficult points 教学重难点How to report what someone said.Teaching aids 教具准备A picture.Teaching procedures and ways 教学过程与方式Step I Reading and writingIn this step, students will do some practice with the tenses used in reported speech through a newspaper story.T: Turn to page 28. Look at 3a. Here is a newspaper story about the soap opera “Young lives”. Go through the story first. And then fill in the blanks with suitable words. Pay attention to your use of tenses. After students finish, check the answers by asking a student to read his/her answers. Correct the mistakes if any. Then let students write a similar passage about the next episode of “Young lives”. This activity can be designed in this way: ＊First, let students work in groups of three and do a role play. One will be Ben, one Marcia and the other Lana.＊Second, let them make a plot for the show, imagine speech for each person.＊Third, act it out. ＊Last, write a short story about the play using the reported speech. After students finish it, ask one or two students to read their story to the class.A sample story: Last night on “Young Lives”, Marcia told everyone she wasn’t going to have the party on Friday night. Ben told Marcia that Lana was not mad at her anymore, and they were still good friends. He said that they wanted to have a party at Marcia’s house. So, on Friday night, Marcia had a party at her house with Ben, Lana and other friends. Everyone was very happy. They had many drinks and snacks.Step II GroupworkThis activity provides an opportunity for students to practice making conversation with the target language and do role play. T: Now it’s time for role play. You should work in groups of three. First read the role play cards in activity 4, trying to understand what happens to A, B and C. Then make conversations with your group members. You are supposed to use both reported speech and direct speech in your conversation. Give students several minutes to prepare. Then call two groups to role play their conversations before the class. Sample conversation:A: Hello, is that B speaking?B: Yes, this is B. Who’s that?A: This is A. Is C at your home?B: Yes. What’s the matter?A: Can you pass a message to C? C borrowed my jacket and didn’t return it. I want to know why, and where is my jacket now.B: OK. C: Who called?B: It was A. A asked why you didn’t return his jacket.C: Well, A told me we would meet at the bus stop this morning, and I would return the jacket to him. But A didn’t come to the bus stop. B: Oh! I see. I will tell A about that. (call A) A, C said he waited for you at the bus stop this morning, but you didn’t come, so C didn’t return your jacket.A: I see. Thank you!Step III HomeworkReview the vocabulary and target language.Period 3 Integrating skillsTarget language 目标语言1. Words and expressions重点词汇和短语report card, hard-working, do better in, be good at2. Key sentences 重点句子I am good at speaking.I am better at reading than listening.I can do better in math. I think you are very hard-working.What did your math teacher say?He said I was hard-working.Ability goals 能力目标Enable students to talk about report card.Learning ability goals 学能目标Help students learn how to use reported speech to talk about report cardTeaching important and difficult points 教学重难点The expressions used in report card. Teaching aids 教具准备Tape recording and pictures.Teaching procedures and ways 教学过程与方式Step I Word studyThis activity introduces some key vocabulary about school performance.T: How are you getting along with your studies? What expressions can you use to talk about your performance at school?S1: Be good at. For example, I am good at English.S2: Work hard. T: Yes, we may also say hard-working. Hard-working is an adjective. For example, you are really hard-working, aren’t you? Now turn to page 29, you will find more expressions in activity 1a. Ask a student to read the sentences to the class. T: Are you lazy or not? If you are not, then you are diligent (勤奋的). You are all diligent. Right? “Be better at ... than ...” is used when you compare two things. “Better” is the comparative degree form of “good”. For example, which subject are you better at, Math or History? Then ask the students to check the sentences that are true for them. Then talk about their answers with their partners. Step II ListeningIn this step, students will do some listening practice about report card. Point to the pictures and ask students to tell what they see. Help the students understand that the teacher in Picture 1 is a math teacher, in Picture 2 is a Spanish teacher, in Picture 3 is a history teacher.T: Now you will hear a conversation between Scott and his mother. They are talking about his report card. A report card tells about students’ work at school. You know what it means? You get a report card every term, don’t you? Look at the pictures. The man in the first picture is his math teacher, the women in the second picture is his Spanish teacher, and the old man in the last picture is his history teacher. Let’s listen to what they say about Scott’s work at school. And fill in 。