Iwashardworking..ppt

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1、Unit 4 He said I was hard-working.,You are hard-working.,设 计 说 明,Task活动设计,教学理念,教材分析,教学重难点,教学目标,教学理念 学会运用一般过去时转述别人的话语(直接引语和间接引语)；学会按照一定的逻辑顺序叙述事情；讲述事情经过及事情的前因后果。本单元听力训练中特别注重关键词的抽取；注重语言运用的逻辑顺序；培养学生自如地取用信息的能力。,一、教材分析,通过教材梳理可知，Unit 4 He said I was hard-working.为课题，要求口笔头转述别人的话，即直接引语变间接引语，通过观察图片、听力理解、小组对话交

2、流、阅读理解训练等方式完成目标，语言输入，并分别在Section B以及Self cheek中设计了直接引语变间接引语的两个任务型综合性的语言实践活动。(Marcia/Lana said 和My math teacher said I)，重在培养学生乐于交流、表达观点的能力和小组合作精神。,二、教学目标,教学重难点1.掌握新的词汇和习语。2.能运用Report card 来进行写作。3.直接引语转换间接引语中，牢记并能运用一些关键动词的变化和人称代词的变化。,重难点突破：本单元的重点与难点是将别人的话间接地转告给第三者（学习如何将直接引语变为间接引语）。新教材的淡化语法教学并不是不教语法，而是

3、要变以往的语法传授为具体语言环境下的体验归纳，使学生在具体的语言环境下反复操练并学会巩固应用。为了调动学生的积极性，利用work in threes,in pairs,in rows,in group及boys ask,girls answer等多种不同方式操练巩固，使学生处于积极思维的状态中，全方位、多角度培养学生运用英语的能力，真正学会把直接引语变为间接引语。在间接引语中要根据意思将直接引语中的人称、时态和表示时间、地点等的词作相应的改变。人称的变化：He said,“I like it very much.”He said that he liked it very much.He sa

4、id to me,“Ive left my book in your room.”He told me that he had left his book in my room.,直接引语和间接引语（一）直接引述别人的原话，叫做直接引语；用自己话转述别人的话，叫做间接引语。间接引语一般构成宾语从句。直接引语必须放在引号内，间接引语则不用引号。直接引语改为间接引语时，除将引语部分变成宾语从句外，还必须对直接引语中的人称、时态、指示代词、时间状语、地点状语等进行改变。时态的变化：直接引语变为间接引语时，通常受转述动词said，asked等的影响而使用过去化的时态，即把原来的时态向过去推，也就是一般

5、现在时变为一般过去时，现在进行时变为过去进行时等。例如：Tom said to me,“My brother is doing his homework.”Tom said to me that his brother was doing his homework.2.人称代词、指示代词、时间状语、地点状语等等的变化；根据意义进行相应的变化。例如：She asked Jack,“Where have you been?”She asked Jack where he had been.（二）直接引语改为间接引语时，都使用陈述语序，但是因为原句的句式不同，所以变成间接引语时所用的连词会有所不同。

6、1.陈述句的间接引语 2.疑问句的间接引语 直接引语如果是疑问句，变成间接引语后，叫做间接疑问句。间接疑问句为陈述语序，句末用句号，动词时态等的变化与间接陈述句相同。引述动词常用ask,wonder,want to know,inquire。间接疑问句一般有三种：(1)一般疑问句由直接引语变为间接引语时，由whether或if 引导。(2).特殊疑问句由直接引语变为间接引语时，仍由原来的疑问词引导。(3).选择疑问句由直接引语变为间接引语时，由whether/if or引导。3.祈使句的间接引语,时态的变化：主句的谓语动词是一般过去时，直接引语变间接引语时，从句的谓语动词在时态方面作相应的变化

7、。（如主句的谓语动词是现在时，从句的时态无须变化。）,指示代词、时间和地点状语的变化：,Section A 重点:间接引语的基本结构。难点:主句是过去时的间接引语中时态的变化。教学突破从直接引语入手，过度到间接引语的教学。把直接引语和间接引语进行对比教学，强化时态的变化规律。运用现在热播的电视剧剧情来调动学生学习的兴趣和积极性，进行间接引语的练习。协作学习 1引导学生操练1c，2c才中对话。2要求学生之间就3a的剧情故事的讲解。3帮助学生进行4的小组练习。Section B 重点:让学生学会使用间接引语对自己或别人进行评价。难点:一些有关学习评价的单词和词组。教学突破从谈论自己的学习入手，过渡

8、到谈论老师对自己的评价上，正确使用间接引语。协作学习 1引导学生操练2c才中对话。2引导学生进行4中的对话练习，强化基本句型的使用。文化阅读重点:培养学生阅读习惯和阅读技巧。教学突破让学生通过文章的上下文猜测生词的意思。能对文章进行简短的总结。,课时划分(计划用六个课时),Section A 计划用二个课时,Section B 计划用二个课时,Selfcheck及部分配套练习用一课时,Reading 计划用一个课时,教学策略,重复 模仿 理解 运用,第一课时,教学内容 Section A的1a,1b,1c,2a,2b五个部分,单词：ever,mad,any more,snack,direct

9、speech,reported speech.,句型：She said she was mad at Marcia.She said she was having a party for Lana.He told me he would call me the next day.,第二课时教学内容Section A 的2c,3a,3b,4 四个部分。单词：first of all,message,pass on,suppose,be supposed to.语言结构：Lana told Ben she was mad at Marcia.Ben told Lana Marcia was goi

10、ng to have a party for her.Lana told Ben she would go to Marcias house on Friday night.教学目标：从口头和书面上理解练习转述别人的话。,第三课时教学内容Section B的1a,1b,2a,2b,2c五个部分。单词：hard-working.do better in(be good at),report card目标语言：I think you are very hard-working.He said I was hard-working.教学目的：通过听力训练进一步理解间接引语的构成 特点；创设情景加强对

11、间接引语的运用。,第四课时教学内容Section B的3a,3b,3c,4四个部分。单词：be in good health,nervous,luckily,disappointing,lazy.目标语言：She said I was lazy.My history teacher said I could do better.教学目的：通过阅读、写作练习进一步巩固目标语言。,第五课时 教学内容：Self-check 及部分配套练习 单词：copy,pass on,own.短语：get over 教学目的：通过各项活动的开展进一步巩固学生对词汇、语法级目标语言的理解和掌握。,第六课时教学内容：

12、课后阅读材料及阅读方法的指导。词汇：volunteer,college,thin,open,influence教学目的：开阔学生视野，增加学生词汇量，使学生掌握阅读技巧，提高阅读能力。,创设情景课标呈现 为了激发学生的学习兴趣，引起注意，我们要尽量创设具体情景导入新课。再用他们熟悉的人物图片，询问及会话，达到巩固句型，达成语言目标的目的。情景一：迈克 打电话给吉姆,想邀请吉姆 跟他和比尔 一起去看电影。但Jim 不在家，他姐姐接了电话。Mike:Bill,Jim cant come.Lets go to the movie ourselves.Bill:Why?Who answered the

13、 telephone?Mike:His sister.Bill:What did she say?Mike:She said he was not at home,he had gone to the museum.Bill:Oh.Then lets go.情景二：汤姆 昨天病了，没上学，他想知道老师有没有布置什么事情。Tom:Hello,Lucy.Lucy:Hello,Tom.How are you today?Tom:Im better now.Thank you.By the way,I wasnt here yesterday.Was there anything important?

14、Lucy:Let me see.Oh,yes,Miss Gao told us that we would have an exam the next Friday.And nothing else.Tom:Thank you very much.,语言实践自我评价实践新教材的特点是弱化语法，注重听说，有大量的听说训练和口语练习。本单元的重点是使用间接引语，学习将别人的话间接地转告给第三者。因此，在每个课时中，把教学内容设置成一定的语言实践，在实践中学习，在完成中获取。既学会了知识，又培养了学生学习的兴趣。真正达到自主学习，体验归纳的目的。除了要利用好教材上的语言实践活动，我们可以适当加入一定

15、的语言实践活动。使句型练习深入生活，联系实际。实践活动1两人一组，根据图示用“What was the old man doing?”“What did the boy/the girl say?”进行会话。A:Look at the picture.What was the old man doing?B:He wasA:What did the boy/the girl say?B:He/She said he/she 实践活动2做调查活动，请你的同学们谈谈他们星期天都干些什么，然后用“He/She said(that）he/she often”句式将结果报告给大家。,教学设计一Belie

16、ve the Ears?语言游戏1.三人小组进行。游戏规则：A 说话B听，B把A的话传给C。2.语言结构：A(talk to B):I can speak a little Japanese.C:What did A say?B:A said he/she could speak a little Spanish.A:No,I said I could speak a little Japanese.,Example,Team A Team B,A:I like English very much.,B:A said he liked English very much.I will call

17、 you tomorrow.,C:B said he would call me tomorrow.I am having English class.,D:C said she was having English class.I am mad at my mother.,教学设计二What Am I like?采访周围的人，看看在他们眼中你是个什么样的人。至少采访5-8人。要求：1.记录他们对你的评价。(They say)2.把大家对你的评价写成调查报告，并加入你对自己的评价。(Look At Me),教学设计二What Am I like?*1.记录他们对你的评价。(They say)参

18、考语言结构：My best friend:You are smart and hard-working.English teacher:You are lovely,generous and helpful.Chinese teacher:You are good at speaking.Li:You are good at singing,you can speak English better.Mother:You are an average student,sometimes you are a little lazy.You can do better in studying.,教学

19、设计二What Am I like?*2.把大家对你的评价写成调查报告，并加入你对自己的评价。(Look At Me)参考语言结构：My friends said I was smart and hard-working;I could speak English better.My teachers said I was good at speaking;I was lovely,generous and helpful.My mother said sometimes I was a little lazy,she also said I could do better in studyi

20、ng.I think I am quiet and kind.Sometimes I am lazy,sometimes I am hard-working.I am an average student,but I can do much better in the future.,1.Ben told Lana that Marcia was going to have a surprise party for her.2.Lana said she was mad at Marcia.3.Marcia said that Lana thought she was coming to my

21、 house to study.4.Marcia called everyone and told them she wasnt going to have a party.5.Lana told Marcia she would bring some kooks to her house on Friday night.,T,T,F,T,F,2a,Marcia(is/will)going to have a surprise party for.,I(am/was)not mad at Marcia any more.,I(am/was)not mad at Marcia any more.

22、,I(am/was)not going to have the party.,I(will/would)bring some drinks and snacks to your house.,We are swimming.,They said they were swimming.,I am playing the trumpet.,He said he was playing the trumpet.,I can fly in the sky.,She said she could fly in the sky.,I am hard-working.,It said it was hard

23、-working.,I like eating bones.,He said he liked eating bones.,I look beautiful.,She said she looked beautiful.,注：1 如果主句中的谓语动词是现在或将来时态，直接引语变为间接引语时，时态一律不变；“She is a good student.”-The teacher says that she is a good student-The teacher will say that she is a good student.2 如果间接引语中表示的是客观真理或客观存在，则时态也不变化

24、。The teacher said,“The moon moves round the earth.”-The teacher said that the moon moves round the earth.,1.(Tony)I go camping every week.2.(Linda)I am upset at my report card.3.(Lana)I am learning to speak English.4.(Scott)I will go to Sams house Friday night.,Tony said he went camping every week.,

25、Linda said she was upset at her report card.,Lana said she was learning to speak English.,Scott said he would go to Sams house Friday night.,Teaching high school students in a poor mountain village in Gansu Province may not sound like fun to you.However,it the life of Yang Lei from Beijing.The Pekin

26、g University graduate first went there as a volunteer on a one-year program.The program was started by the Ministry of Education and the Chinese Young Pioneers.Every year they send 100 volunteers to teach in Chinas rural areas.,changed,村庄,毕业生,教育部,少先队员,乡村的,reading,Life in the was a new experience for

27、 Yang Lei.Her village was 2,000 meters above sea level,and at first the thin air made her feel sick.The food was very simple teachers ate porridge three times a day.Fortunately,Yang Leis mother with her daughters decisioin.She said that both she and her husband thought this was a good idea.“Young pe

28、ople today need to experience things,”she said.,mountains,agreed,different,在海平线之上,稀薄的,幸运地,Most of the pupils live in school dormitories.They work very hard.They get up at 5am and read books until 11 pm.They love having the volunteer teachers there.“There is no difference between you and them,”says Y

29、ang Lei.“They say that we are like big or sisters to them,and they feel lucky.”,brothers,小学生,寝室,Some of the students may not be able to go to senior high school or college.Families are poor and there often isnt money for education.“I cant do anything about that,”says Yang Lei,“but I can open up my s

30、tudents eyes to the outside and give them a good start in life.”She said she likes being a good influence in the childrens lives.,world,高级的,开拓学生的眼界,一个好的开始,影响,Yang Lei enjoyed her time as a volunteer very much.When her years was over,she said that she would return to the area after finishing her stud

31、ies.She now works as a math teacher at a high school in the city of Pingliang,Gansu Province.,一年期满后,重点词组(Key Phrases)1.first of all 首先2.pass on 传递 3.be supposed to被期望或被要求.4.do better in在.方面做得更好5.be in good health 身体健康6.report card 成绩单 7.get over克服；恢复；原谅8.open up 打开 9.care for 照料；照顾10.have a party fo

32、r sb.为某人举行一次聚会11.be mad at sb二、交际用语1.She said she was mad at Marcia.2.Ben told Lana that Marcia was going to have a surprise party for her.3.He told me he would call me tomorrow/the next day.4.She said she could speak three languages.5.He said he went to the beach every Saturday.,尽管陈述动词为过去时形式，间接引语中的

33、动词时态却不必改变，即：a）当引述的是客观事实、科学真理、现在习惯工作以及格言等内容时：He said,“The word laser is an acronym（首字母缩略词）.”He said the word laser is an acronym.b）当动词所表示的状态或动作在引述时仍在继续时：“Im forty,”he said.He said he is forty.c）当谓语动词包含无过去时形式的情态助动词时：He said,“It must be pretty late.I really must go.”He said it must be pretty late,and he really must go.He said,“You mustnt smoke in the room.”He said I mustnt smoke in the room.,