新目标英语八年级下册第四单元阅读课教学设计
Unit4 why don’t you talk to your parents? （Reading） the fifth period Maybe you should learn to relax! 教材分析 教材的地位和作用：本节课是新目标英语八年级下册第4单元的跨文化阅读课，是本单元话题的延伸。单元Section A的学习，使学生了解了在学校和家庭中遇到的种种麻烦和问题，学会了应用基本句型如：I think you could/ should…及why don’t you …? 为他人提出相应的建议，找到合理的解决办法。本节课，学生将在教师的指导下阅读文章，学习在语境中猜测词意，并采用对比、分析、归纳、讨论等方法，培养阅读技巧，提高阅读能力；阅读后的口头和书面表达训练起到对本单元知识学以致用的作用，实践“在用中学，在学中用（Learning by using, learning for using）”的教学理念。 学情分析 在知识储备上，初二学生已有了1，000左右的词汇量，已学过各种在校活动的英语表达方式以及一般现在时、一般将来时、现在进行时和一般过去时的语法结构，有了就学生生活问题进行简单表达的语言能力。从学生的心理特点来说，他们已具备了对事物的初步对比、分析、推理和判断能力。结合新目标英语教材设计的特点和平时常用的教学策略，本节课设定学生在教师的主导下，采取任务型学习策略，依次进行任务链涉及的各种活动，最后完成本节课的知识、能力和情感三维目标。 教学目标： 1、知识目标： a.听说读写用“五会”下列词或词组：football, until, push, send, themselves, freedom, pressure, pushy, crazy, as…as possible, all kinds of, on the one hand, on the other hand； b.听说读”三会”下列词汇：fit，include, complain, compare, organized, adult. 2、能力目标：能够运用所学句型在口头和笔头上用英语简单表达自己的观点。 3、情感目标：了解西方国家同龄孩子的生活，学会正确面对自己生活中的问题，并学会帮助，学会分享。 教学重点和难点： 1、教学重点：语境中的词汇教学，阅读技巧训练和语言的输出训练。 2、教学难点：如何分析、归纳文章主旨。 教法分析 教师设计不同的任务型活动，层层深入完成教学任务，体现学生的主体地位和教师的主导作用。 1.头脑风暴：让学生根据自己的生活经验和生活实际写出自己的课余生活活动。 2.谈话：通过师生对话、交流，探讨学生在家庭教育中面对的问题，在语境中教授部分重点生词。 3.指导阅读：指导学生通过快速阅读找出文章的大意，通过细读猜测文中生词，了解文章细节，指导学生从零散的信息中归纳、抽取最重要的信息。 4.指导交流：指导学生两人一组合作交流，对比中西方学生面临的生活问题，增加学生对生活的理解。 5.指导写作：两种方式分层指导学生的书面表达：一是用所学主要生词造句，二是写信谈自己的看法。 学法分析 具体学法如下： 1.学生围绕”problem solving”话题，采取师生对话的方式，积极参与，大胆发言，在语境中学习生词。 2.学生自主阅读、回答具体问题并根据上下文猜测词义，学习部分新词，培养阅读能力。 3.在教师的指导下整理所获得的、凌乱分散的信息，找出文章的主线，培养学生对事物的对比、归纳能力。 4.采取同位合作交流方式积极思考，大胆表达自己的观点，提高口头表达能力；同时，对比中西方学生生活，学会面对并积极解决问题。 5.采取学生自主造句或写信的任务型活动，进行书面表达训练。 教学过程 教学框架 教学步骤、内容及时间安排 教学意图及设计说明
Pre-reading Step1、Brainstorm ( 3 minutes) 1、Ask 2 or 3 individuals what after-school activities they do？ 2、Get the students to list the activities they do after school. 3、Help the students to line up the activities, such as: sports, language learning, music and math classes and survey which activity students take part in most. ------------------------------ Step2、Topic-word learning ( 5 minutes) 1、Talk about the pushy parents and teach the students the following new words: push, pushy, crazy, pressure, compare, complain and the following phrases: under pressure, as many classes as possible, on the one hand, on the other hand 2、Read the words after the teacher. 3、Make 2 sentences with the learned words: My parents are so pushy and crazy that they made me go to as many classes as possible. Oh. I’m under too much pressure! 4. Read and memorize the sentences. 引出话题，唤起学生的关注和思考。 列举课后活动，为话题的开展做准备。 教师预设学生可能不会用英语表达的词汇，在学生列举活动时给予帮助，如：辅导班（training class）等。 预设参加各学科课外辅导班的学生人数最多,为话题的开展进一步酝酿情绪 ---------------------- 话题交流正式开始！新词呈现如影随形！在语境中学习词汇，学生理解更准确，记得更牢！ 教师以问题带动话题的深入展开，在语境中逐个教学生词。比如这样教授“push”和 “pushy”：教师对同学们说:You don’t like to go to training classes, but your parents made you go .So they push you hard.(making the gesture of “pushing”) They are pushy parents. 边说边演示 “push”的动作，接着板书生词“push”和“pushy”。然后继续话题，以同类方法教授其它生词和短语。最后领读生词, 以两个句子归纳所学生词，简单、好记。 教学生词时教师注意利用演示、举例等方法，并在黑板上依次板书生词。
Step3、Scan reading: (6 minutes) Get students to read quickly and answer the following 8 questions:1).When do Taylor’s children get home? 2).Do American and British children do many after-school activities? 3). What after-school clubs do children take part in after school ? 4).Are many children under pressure? 5). Do parents push their children too hard these days ? 6).When does competition between families start? 7). What is difficult for these children when they’re adults ? 8).What’s the result of this passage? ------------------------------- 用多媒体课件打出8个问题，让学生带着问题快速阅读，了解大意，找出答案，使学生获得各个方面的具体信息。 这些问题设计的比较直接，所以学生快速阅读，找出正确答案并不太难，教师应鼓励英语水平一般的同学回答，并借机给予宝贵的表扬，暗示学生要积极参与到课堂中来。
----------------------- While-reading Step4、Reread， think and answer (5 minutes) 1、Get the students to read the text again, think and write out all information about problems. 2、Discuss Get the students to discuss in groups and find out the answers to the two questions: a). What’s the problem for many children? b). What should people do to solve the problem?
------------------------------- Step5、Learn in the context ( 8 minutes) Get students to read again more carefully , find the following words and phrases and guess their meanings in the text: fit, as …as possible, send, all kinds of, include, adult, themselves, organized, on the one hand, on the other hand and freedom 第一个阅读环节的铺垫为学生解决综合性问题打下了基础。在学生复读列出多条文章线索后，教师设计两个综合性问题，鼓励学生以小组合作的方式进行主题讨论，根据众多线索重组课文信息，从而归纳出文章的主题脉络。 这样，有助于学生提高分析能力，加深对课文的理解与记忆。这个思考的过程对学生来说是最重要的。 ----------------------- 用多媒体课件打出所列词汇及多种汉语解释，让学生细读课文，找出这些词汇并根据上下文猜出它们的真正含义。学生学会查字典要根据上下文判断单词在文章中的的含义。这样，在“语用”状态下，猜测词义，学习词汇，是提高学生阅读能力的有效方法。
新人教版八年级英语下册Unit4(1)教案
新人教版八年级英语下册Unit4(1)教案
教学目标
1. 通过本节课的研究，学生能够掌握以下单词和短语：[列出
单词和短语]
2. 学会使用本节课所学的单词和短语进行描述和对话。
3. 通过听力训练和口语练，提高学生的听说能力。
教学重点
1. 掌握本节课所学的单词和短语。
2. 能够运用所学的知识进行简单的对话和描述。
教学过程
1. 导入新知：用图片展示本节课的话题，并引导学生进行讨论。
激发学生的研究兴趣。
2. 单词和短语研究：通过多种方式教授本节课所学的单词和短语，如图片、动作、例句等。
并进行相关练。
3. 听力训练：播放相关录音并让学生进行听写和理解，培养学
生的听力能力。
4. 对话练：学生分组进行对话练，通过角色扮演的方式实践所
学内容。
5. 练巩固：进行相关练题，以检验学生对所学内容的掌握情况。
6. 课堂小结：总结本节课的重点内容和要点，并指导学生进行
自主研究。
教学评价
1. 通过观察学生的听说表现以及练题的完成情况，评估学生对
所学内容的掌握程度。
2. 及时反馈学生的研究进展，鼓励他们继续努力。
扩展延伸
1. 鼓励学生使用本节课所学的语言进行日常交流，并给予积极
的反馈和指导。
2. 提供更多相关的阅读材料和听力练，以拓展学生的语言技能。
教学资源
1. 课件和图片
2. 录音设备
3. 练题册。
八年级下册英语Unit4教学设计
2. 2a
First get the students to read the instruction and understand the means of could and should.
Then get them to listen and fill in the blanks.
二、【教学流程】
环节
师生活动
二次备课
I.Preparation
准备
课前3分钟检查单词预习情况，教师根据学生读的状况，适当领读，帮助学生正音。
1. Dictate the words and expressions for one minute.
2. Revision “复习检查”
Revise and learn some usual problems in students’ life.
标
知识
目标
1.学习并掌握下列单词：
allow, wrong. midnight, guess, deal,
2.能正确使用以下常用表达：
What’s wrong? Look through big deal work out
too much, too many, get into a fight with sb, allow sb to do sth, so that, be good at doing,
3.学会使用以下句型：
(1) A: What should he do?
B: He should talk to his friend so that he can say he’s sorry.
(2) A: What’s wrong?
2020年春人教新目标英语八年级下册Unit4第二课时课程教学设计
2020年春人教新目标英语八年级下册Unit 4 Why don’t you talk to your parents ?Section A （第二课时）授课人：一、教学目标知识目标1. 学习并掌握新词汇：relation, communicate, argue, nervous, offer, explain, clear,2. 能正确使用以下常用表达：get on with, argue with， refuse to do sth, feel lonely and nervous 能力目标通过阅读训练，培养学生的良好的阅读理解能力，同时使学生在理解书信故事情节的基础上对文章进行进一步的解读，以实现对学生进行有利的情感教育的目的。
情感目标青少年在遇到生活中许多烦恼和问题时，能理性对待，并能学会积极寻求帮助和积极去对需要帮助的人提供帮助。
二、学情分析1、一般特征：针对当今八年级中学生生活中会发生了一些不尽如人意的问题，生活中的家庭矛盾以及与家长、同学朋友之间的沟通问题。
2、初始能力：经过前面第一、第三单元的学习，学生积累了一定的词汇讨论自己的问题，掌握了寻求建议语言和给予建议的句型，具备了一定的听说读写能力。
三、教学重难点教学重难点：1、阅读短文，获得相关的信息的能力。
2、与烦恼、抱怨和建议相关的大量短语搭配，理解并运用所学的词汇及表达方式。
3、运用本单元词汇和句型正确地陈述自己的问题和正确地为他人提供建议。
学会在语境中感悟和体会词汇含义，找相近或相同的语言表达四、教学活动评论Step 1：【导入】lead－in活动1：Enjoy a song “ trouble is a friend”歌曲导入活动2：brain-storm 头脑风暴问题：Do you have any problems in daily life?Step 2：【讲授】Presentation1.teach some new words and phrases in the problems.2.make a mind-map about how to solve a problem.Step3：【练习】Reading1.fast-reading快速阅读2.careful-reading仔细阅读3.talk about the advice讨论结论4.some practice about new words单词训练Step 4：【展示时间】Consolidation Group－work1.Role play the story about Sad and Thirteen(话剧表演)2.Try to give advice to help him.Step 5：【拓展活动】Extension——漂流瓶活动A task: the problem in the floating bottle .1.Learn to talk about the problem and ask for help.2.Try to give advice to help others.Step 6【情感教育】Affection educationTrouble is a friend. Learn to deal with the problems actively. Step 7【总结】Sum－up1.How to talk about the problem and how to give advice?2.Some new words and phrase.Step 8【作业】Homework1. Retell the article several times after school.2. Finish 3cMake sentences with these words: explain, communicate, refuse, nervous, get on with。
【精品】新目标八年级下英语Unit4Whydon’tyoutalktoSectionASectionA(3a—3c)教案
Do some exercises. ( Free talk )
Homework: a. preview the new words and expressions.
b. Reading ( 翼课网 )
Improving understanding abilities.
Ss’ ExplanatioБайду номын сангаасn
③拓展目标： Learn to how to talk about problems and give advice.
过程与方法 : 1) Autonomous learning task-based activity, 2) co-operation.
情感态度与价值观 : 1) Let the students know how to communicate better with other students.
b. Groupwork: Let the students explain the language points.
交流 反馈
15’
3. Practice a. Writing: Write one piece of advice for each problem. Then compare your advice with your partner ’s And decide whether the advice is good or bad.
2) Let the students learn to give advice to solve the problems in their life.
重点 环节 时间 定向 导学
5’
Talk about problems and give advice. 教学过程
初二下册unit4SectionB1a-1e教案教学设计（新目标版英语八年级）
初二下册unit4 Section B 1a-1e 教案教学设计(新目标版英语八年级)Section B 1a-1e一、教学目标1. 语言目标（1）. Words and expressionsMember, pressure, compete with, anymore(2).Sentence patterns:A: What is your advice for Wang Ming ?B: I think Wei Ming should…A: Why?B: Because…2. 能力目标（1）. Enable the Ss to talk about the problems and give advice.( 2 ) . Enable the Ss to give opinions about the advice.3. 策略目标While-Listening strategy: How to write down the key words4. 情感目标Encourage the Ss to talk about the problems they have and give opinions about theadvice .二、教学重难点How to get the Ss to talk about the problems by using the target language and give opinions about the advice.三、教学辅助Multimedia四、教学步骤Step 1: GreetingStep 2: Warm upStep 3: Presentation1. Discussion2. Review: Words and expressions3. 1a: activities to help lower your stress4. Pair works5. 1c Listen and check the problems Wei Ming talks about.6. 1d: Listen again. What advice does Alice give to Wei Ming? Fill in the blanks7. 1e: What is your advice for Wei Ming? Tell your partner and say whyStep 4 : SummaryStep 5: Homework~。
八年级英语下册(人教新目标GoForIt!)Unit4第4课时SectionB(1a1e)教学设计
1.作业量适中，确保学生能在课后进行充分复习，避免负担过重。
2.鼓励学生自主完成作业，培养独立思考和解决问题的能力。
3.家长在辅导学生时，要关注学生的学习方法和技巧，引导孩子养成良好的学习习惯。
4.教师在批改作业时，要关注学生的个体差异，给予积极的评价和鼓励，激发学生的学习兴趣。
2.根据本节课所学词汇和短语，编写一个关于过去发生的事情的小故事，要求使用一般过去时态进行描述。学生可以充分发挥想象力，将所学知识融入故事中，提高写作能力。
3.学生分组进行课后口语练习，每组根据本节课所学的对话场景，创编一个新的对话并进行表演。要求学生在练习中注意时态的正确运用，以及词汇和短语的灵活运用。
二、学情分析
八年级的学生已经具备了一定的英语基础，对英语学习有了一定的认识和兴趣。在此基础上，他们对本节课的学习内容有一定的期待。然而，学生在英语学习过程中，仍存在以下问题：
1.词汇量有限，对一些生活化的词汇和短语掌握不足，影响听说读写的综合运用。
2.对一般过去时的掌握不够熟练，容易与现在时混淆，需要教师在教学中进行针对性指导。
4.教师通过示例和练习，帮助学生掌握本节课所学的词汇和短语，并引导学生运用这些词汇和短语进行句子创编。
（三）学生小组讨论（500字）
1.教师将学生分成小组，每组根据教材中的对话和所学词汇，创编一个新的对话场景。
2.学生在小组内讨论、分配角色，并练习对话。
3.教师巡回指导，关注各小组的讨论和练习情况，给予建议和鼓励。
4.布置课后作业，要求学生在课后继续巩固所学知识，并进行适当的拓展练习。
5.教师以鼓励性的语言结束本节课，激发学生对下一节课的期待。
五、作业布置
为了巩固本节课所学的一般过去时态以及词汇和短语，特布置以下作业：
英语人教版八年级下册unit 4 section A (3a-3c)教学设计
Unit 4 Why don’t you talk to your parents?Section A 3a-3c【教学分析】一、教材分析：本课例是新目标Go for it 八年级下unit four Why don't you talk to your parents? Section A短篇阅读部分，此部分的阅读材料为学生提供了丰富了语境，让学生在阅读中体会目标语言的表意功能。
本单元的文本主题贴近学生的生活实际，高度关注青少年的心理健康和情感教育。
本节课的话题(Topic)是人与人之间的交流(interpersonal communication), 功能(Function)是谈论难题(Talk about problems )和给出相应的建议(Give advice)。
在初中三年整个英语教材中，共有二十四个功能话题，其中第八个话题是：人际关系（Interpersonal relationships）包括以下三块内容：（1）People （parent, brother, sister, other family members, friend, neighbor, teacher, etc. ）;（2）Social behaviors （greeting, introducing, giving thanks, asking for permission, asking for help, solving problems, dealing with conflicts, etc. ）;（3）Getting together （making plans / arrangements, time, date, place, event, etc. ）。
本节的话题是人与人之间的交流(interpersonal communication)，正是这个话题，其中文章涉及到作者和父母和哥哥的关系处理问题，以及社会行为中的solving problems。
八年级英语下册Unit4Whydon’tyoutalktoyourparents第4课时SectionB1a_2e教案新版人教新目标版
Unit 4 Why don’t you talk to your parents课题Section B 1 (1a-2e)课型新授课教学目标1. 语言知识目标：1) 能掌握以下单词：member, pressure, compete, opinion, skill, typical, football, cut out, continue, compare, compare…with, crazy, push, de velopment, cause, usual2) 能掌握以下句型：① I think Wei Ming should…② Although you may be…, you should talk to them.③ Life shouldn’t just be about …④ Why don’t they just let their kids be kids?⑤ Al though it’s normal to want successful children, it’s even more important to ha ve happy children.2. 情感态度价值观目标：了解中国及一些其他国家中学生们普通存在的生活及学习上问题，了解别人的生活现状及他们苦恼，知道学习知识是很重要的事情，但它并不是生活的全部。
重点 1) 掌握本课时出现的生词及用法。
2) 进行听力训练，提高综合听说能力。
3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。
难点1. 听力训练2. 阅读2b部分的短文并完成相关要求。
教学用具多媒体教学环节说明二次备课复习新课导入课程讲授Step 1 Revision1. Daily greeting.2. 复习提建议的表达方式，并完成相关任务。
3. Check the homework. Let some Ss give advice.Step 2 Warming up1. T: Show a picture of student.—What’s wrong with the girl?—She’s too stressed out.—What should she do? Can you give her some advice?2. Ss discuss the problem and give some advices:e.g.S1: Why not hang out with her friends.S2: She could play sports.S3: She could play computer games.S4: She should listen t o music and read some books.Step 3 WritingWork on 1b1. Ask one student read the sentences in 1a. Explain some main sentences.2. What activities do you like to help lower your stress? Orderthem from 1-8 with being the most favorite thing you do to lower stress.3. Ss discuss with their desk mates then order them.4. Let some Ss say their answersStep 4 TalkingLet some Ss talk about their answers.S1: I always hang out with my friends to lower stress.S2: I like to listen to music to lower stress best.Step 5 ListeningWork on 1c:1. Tell Ss to read the sentences 1c first.2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and check the problems Wei Ming talks about.3. Check the answers:Work on 1d:1. Let Ss read the sentences in 1d first. Tell Ss to listen again and fill in the blanks.2. Play the recording again for the Ss to listen and write.3. Ss listen to the recording carefully and try to write the words in the blan ks.4. Check the answers with the class.Step 6 Pair work1. Work in pairs. Suppose your partner is Wei Ming. You try totell her some advice and say why.2. Let two students make a model for the Ss.3. Ss practice their conversations4. Teacher can walk around the classroom, and give some help to the Ss.Step 7 Thinking1. T: There are some after-school activities. What activities doyou and your classmates usually do? Check them.2. Ss check the activities they usually do.3. Ask some Ss say their choices.Step 8 ReadingWarming upWhat did you do after school?Do you have stress in your life?How do you relax yourself?Fast Reading1. T: Now let’s work on 2b. First, let’s read the questions andmake sure we know the mea nings of all the questions. Thenread the passage quickly and find the answers to thequestions.1) What is the common problem for Chinese and American families?2) Who gives their opinions about the problems?2. Ss read the letter quickly and try to find the answers to the two questions.3. Check the answers wit h the class.Careful Reading1. T: Now let’s read these sentences about the letter. Read thepassage again. Judge if the sentences are True or False.Please underline under the main sentences.1) Chinese children have to take so many after-school classeson weekends these days.2) Cathy Taylor really wants her three children to besuccessful, so she believes these after-school activitiesare important for them.3) Linda Miller thinks parents should send their small kids toall kinds of classes.4) Linda thinks some parents push their kids too much.5) Alice thinks kids shouldn’t have time to relax and think for themselves2. Ss read the letter again and judge the sentences.3. Check the answers with the class.Post readingWork on 2c1. Now look at the words in bold in the article. Can you guesstheir meanings? Try to match them with the meaning below.2. Let Ss read and try to match the words.3. Give Ss some advice on how to do it.4. Check the answers with the Ss.5. Give some explanation about the difficult words.Work on 2d1. Tell Ss to read the passage again and answer these questionsbelow.1) Does Cathy Taylor think it’s important for kids to join afterschool activities?2) Does Linda Miller agree with Cathy? What’s her opinion?3) Does Dr. Green agree with Cathy or Linda? What does she say?2. Ss work by themselves.3. Check the answers toge ther.小结Summary作业布置Homework1. Read the article again after school.2. Write a short passage about Cath y’s daily life and her opinionsabout the education of the kids.板书设计课后反思Unit 10 I’ve had this bike for three years课题Unit 10 I’ve had this bike for three years. 课型新授课Section A1 (1a-2d)教学目标一、知识与技能1.掌握本课单词和短语：search am ong，crayon，shame，regard…as count，century，according to，opposite，especially，memory，consider，hold2. 能从阅读中获得自己周围的事物变化的相关信息。
新目标八年级英语下册Unit4教案
2014版新目标八年级英语下册Unit4教案Unit 4 Why don’t you talk to your parents? Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：allow, wrong, guess, deal, work out 能掌握以下句型：① ―What’s wrong? ―I’m really tried because I studied until midnight last night. ② You could give him a ticket to a ball game. ③ I think you should ask your parents for some money. ④ Why don’t you talk to him about it? 2) 能了解以下语法： (1）能够运用所学知识谈论问题和困难、提出建议并做出选择；（2）能根据对方所提出的问题，给出一些合理的建议。
2. 情感态度价值观目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
二、教学重难点 1. 教学重点：1) Talk about the problems. 2) Learn the new language points.2. 教学难点：能根据对方所提出的问题，给出一些合理的建议。
学会表达建议的一些方式。
三、教学过程 Step 1 Warming up 1. 导入学生们平时在学校和生活中存在的问题。
T: What’s the matter/ What’s wrong? S: He has too much homework to do. T: Do he like to do it? S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes. … Step 2 Talking 1. Look at these problems. Do you think they are serious or not? Ss discuss with their partners and give some advice. ① I have to study too much so I don’t get enough sleep.② I have too much homework so I don’t have any free time to do things I like. ③ My parents don’t allow me to hang out with my friends. ④ I have too many after-school classes. ⑤ I got into a fight with my best friend. Step 3 Listening 1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences. 2. Play the recording for the Ss to listen and circle the problems you hear in 1a. 3. Play the recording again. Check the answers with the Ss. Step 4 Pair work1. Let Ss read the conversation in the box.2. Use the information in 1a to make other conversations.3. Let some pairs act out their conversations. e.g. A: What’s wrong? B: I’m really tied because I studied until midn ight last night. A: Why don’t you go to sleep earlier this evening?4. Language points 1) allow v. 允许；准许allow sb. （not）to do sth. (不)允许某人做某事 e.g. My parents don’t allow me to stay up late. 我父母不允许我熬夜。
新目标英语八年级下册Unit 4教案
新目标英语八年级下册Unit 4教案Unit 4 He said I was hard-working.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. V ocabularyever, mad, anymore, message, hard-working, surprise party, report card, first of all ,lazy, soap opera, house, snacks, beach, history, science, Spanish,B. Target languageWhat did your math teacher say?He said I was hard-working.I can speak three languages.What did she say?She said she could speak three languages.C. StructuresReported speechSimple past tenseCan for abilityIII. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into eight periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to report what someone said.II. Teaching key and difficult points:A. V ocabularysoap opera, surprise party, be mad at, on Friday night,B. Target languageWhat did she say? She said she was having a surprise party for Lana on Friday night.Did you ever watch soap opera?What are some things happened on soap opera?III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about the past progressive.Activity 2. PresentationThis activity introduces some new vocabulary and provide oral practice using the target language.Task 1 . 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 going to do after school?The students will give different answers, then ask a good student to report what they said.I am going to e 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.Say In this unit we are going to learn to use words like to report what someone said.Task 2. Read the instructions. Then ask a student to read the four questions. And write the words on the Bb. Explain what soap opera is.Task 3. Ask the students to Look at the pictures, point out the TV screens in the picture. Ask one girl to read what Marcia said.What did Marcia say? She said She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.Activity3. Listen and number the pictures in activity 1a.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Activity 4. PairworkAsk the students to ask and answer about what the people in the soap opera said.Homework1. Make up your own conversations.2. Write down the sentences in 1a.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to report what someone said.II. Teaching key and difficult points:A. V ocabularya surprise party, be mad at, not… anymore, bring …to , happen (on), Direct Speech, Indirect Speech.B. Target languageBen told Lana that Marcia was going to have a surprise party for her.She said she was mad at Marcia.He told me he would call me tomorrow / the next day.She said she could speak three languages.III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.I am a student.What did he say?-----He said he was a student.I can swim.What did she say ?------She said she could swim.I will ring you up tomorrow.What did she say?She told me she would ring me up.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Task2.Point to the five sentences and ask different students to read them to the class. Then say:You will hear a conversation between two people who are talking about a soap opera on TV.Circle True or false after each statement.Play the recording twice and students circle their answers. Then check the answers.Activity 3.ListeningTask 1. Read the instructions.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the pictures in activity 2b.Ask the students to use the words and pictures as they have their conversations.Task 3. Have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class. Activity 5. Grammar FocusReview the grammar box.ask the students to say the statements.Pay attention to the following:Direct speech Indirect 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.Homework1. Review the conversation and the vocabulary.2. Write the sentences in grammar focus.。