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八年级英语上册Unit 1—4单元集体备课
Unit 1 Will people have robots ?
本单元作为八年级的第一个单元，具有衔接和导入的作用。本单元以学生喜爱的激起人为话题，通过对一百年后人类生活的话题，使学生学会使用will + v. 表述自己的推理和猜想，学生通过学习会了解以前并不被看好而现在实现了的推理。 题材内本单元以介绍机器人为导入，学生通过对自己和他人的预测，全面掌握容 一般将来时的运用，复习巩固可数名词和不可数名词的知识。 功 发挥想象，准确地表达自己对将来的预测。 能 用助动词will 来表达将来时，并能熟练运用there be 句型的将来语 语 言 时；明确区分可数名次和补课属名词；正确使用more , less , 法 知 识 fewer . 目 标 robot, paper use ,credit card, leisure time, pollution 词 astronaut, apartment, rocket, space station, moon, Mars , 汇 fall , probably 听 能听懂对将来的推测和打算的对话。 能用将来时准确表达自己及他人的计划预测； 说 能准确选择more , less , fewer 来修饰名次 读 能正确用将来时叙述的各类短文，分清时间、特征并加以推理。 能用will + V 结构表达预测； 写 能熟练运用there will be 句型及其一般疑问句和其回答；能准确 适用more , less , fewer 的定语结构 语 言 技 能 演目 标 示与能结合过去和现在介绍自己及社会的发展情况 表达 自学策略 学习策略 合作学习策略 情感态度 任 务 培养合理运用推理、概括的能力 通过介绍机器人，了解未来的科技发展趋势，进一步了解未来的生活方式，认识到人类与自然之间的和谐发展的重要性。 正确面对现实，努力学习，爱护自然，激发科学探索的兴趣。 能够用将来时介绍、推测和猜测事务的特性和功能。 1. 我的未来不是梦：总结过去，计划将来2. 讨论对未来世界的设想 3. 如果我是市长：请学生规划自己未来的家乡并提出合理建议。（挑战性活动）4．要求学生画一幅虚拟的未来城市的图画，然后向同学们进行描述。 任务设计参考 Teaching goals:
1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc . 2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答. 3. There be 句型的一般将来时. 4. more , less , fewer 的用法.
5. 学习一般将来时态的相关知识，学会对未来进行预测.
6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣. 7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.
Important and difficult points :
1. will构成一般将来时态的句式。 2. There be 句型的一般将来时态。 3. more , fewer , less 的用法。 4. How to make predictions .
The first period
Teaching steps
Step 1 On the blackboard write a simple time line showing four dates: today‟ date ; a date exactly one year now; a date five years from now; and a date ten years from now.
now in 1 year in 5 years In ten years
|________|________________|___________________|
Step 2 Point to the date “in 1 year” and ask the students What will be different in your life one year from now? Will you be at this school in a year?
Will you live in the same house in a year? Will you be in my class in a year?
Repeat the same procedure with the dates 5 years and 10 years in the future. Ask other questions to help students think ahead Will you live in this town five years from now? Will you be in college?
Will you have a college five from now? What job will you have ten years from now? Will you have children ten years from now?
After the students‟ predictions, Underline the word “will” in each one.
Step 3 Introduce the key vocabulary and the idea of making predictions Then say, in this activity we‟re going to talk about more than five years or ten years in the future we‟re going to talk about 100 years in the future.
Step 4 Let students practise in understanding the target language in spoken conversation
Step 5 Play the recording the first time. Students only listen then listen to the conversation again people are making predictions about the future. Circle the predictions they‟re talking about on the recording and correct the answer.
Writing design on the blackboard
now in 1 year in 5 years In ten years
|________|________________|___________________|
What will be different in your life one year from now? Will you be at this school in a year?
Will you live in the same house in a year? Will you be in my class in a year?
Will you live in this town five years from now? Will you be in college?
Will you have a college five from now? What job will you have ten years from now? Will you have children ten years from now? 3)Homework 1 .Recite the new words
2. Practise the conversation made in class.
4)Summary afte teaching: The students have learned to make prediction
The second period
1) Teaching steps
Step 1 Revise the words and expressions and ask some students to make predictions in the future.
Step 2 In 2a point out the list of predictions and ask different students to read the predictions to the class. Read the predictions and point the sample answer
Step 3 Play the recording . Students circle the word they hear on the recording in each sentence : more, less, fewer. Then check the answer. Then the students listen to the recording again and check the predictions they hear and check the answers
Step 4 Grammer focus : ask the students to say the statements and reponses. Review the concept of countable and uncountable nouns by writing the two words on the blackboard and asking different students to come to the board and write example of each under the heading. Countable nouns uncountable nouns eggs water cookies milk
apples orange juice bananas meat
Step 5 Point to the three pictures and say, this is Sally. This is Sally five years ago, this is Sally now, and this Sally five years in the future. Read the instructions and ask the students to complete the work on their own. Check the answers by calling on different students to make predictions about Sally.
2) Writing design on the blackboard
Countable nouns uncountable nouns eggs water cookies milk
apples orange juice bananas meat 3) Homework recite 3a
4)Summary afte teaching: The students have learned to make prediction
The third period
1) Teaching steps
Step 1 Review making predictions about the future.
Step 2 Teach: rocket ,astronaut , space station, computure programmer,
crazy, live, moon, transportation, pet
Ask the students to say in their own words what each heading means. And write these words on the blackboard and using a simple drawing or a brief explanationto describe each one.
Step 3 Listen to the recording of 2a. Students will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures. Play the recording a second time ,students number the pictures. Step 4 Listen and write using the target language. Write the correct words from the box on the blank lines. Step 5 Reading and writing (3a)
First point to the paragraph and say: First read Li Ming‟s answer. Then write down any questions you would like to ask about the story. We‟ll answer these questions together. Ask students to complete the chart on their own and check the answers: Job: report
Pets: parrot, many others Sports: skating swimming
Place: Shanghai, Hong Kong, Australia
Clothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 2) Writing design on the blackboard Job: report
Pets: parrot, many others Sports: skating swimming
Place: Shanghai, Hong Kong, Australia
Clothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend) 3) Homework recite 3a
4)Summary afte teaching: The students have learned to make prediction
The fourth period
1) Teaching steps
Step 1 for self check Ask students to fill in the blanks on their ownand check the answers.
Step 2 Task1: Teacher: you all have your childhood. What did you do when you were young? Now you „re middle school students, what do you often do in your school or at home? In some years you‟ll leave school, what will you do in the future? name past now future yourself Sally Work in groups eg: I was a little boy……years ago I am a middle school student now. I‟ll be a teacher….in ….years. Classmates: He was…….
He is a……. He‟ll be……
Task 2
2008年奥运会时的我 Fill in an application form
APPLICATION FORM First name:_________________________ photo Last name: _________________________ Age : _____________________________ Sek : _____________________________ What do you like to do: _______________________________ Language : _________________________________________ Tel : ______________________________________________ E-mail : ___________________________________________ Address: ___________________________________________
Step 3 reading and comprehension: Reading strategy:
1. Look at the title and picture and predict what you‟ll read about. 2. This helps you get ready to acquire new information.
Find exmples of the following structures in the reading. Then make your own sentensces:
….the same as….. ….make…do…
….to take…time to do sth ….to help do…. ….to help with..
2) writing design on the blackboard
Work in groups eg: I was a little boy……years ago I am a middle school student now. I‟ll be a teacher….in ….years. Classmates: He was…….
He is a……. He‟ll be……
3) Homework: 1. Write a composition to intreduce yourself.
2.To fill in the form“2008年奥运会时的我”
4)Summary afte teaching: The students have learned to make prediction
Unit2 What should I do ?（预习课暨集体备课）
单元教材分析
学会should ,Why don‟t you和 could在英语中的习惯用法。使用这些习惯用法，就自己生活、学习中存在的某些实际问题提出建议；拒绝、接受别人的建议。在学习贴近学生生活实际的语言知识的同时，特别关注学生生活和学习中的真实困难和烦恼。进一步引导学生对自我和周围世界进行比较客观的认识、评价，发展学生主动解决问题的自我意识和行为能力。发展学生与人和谐交往的能力；培养在学生交流中寻求帮助。既坚持自己观点、又听取别人建议。 单元预习目标
1知识目标：
学会使用情态动词should、could，学习并使用新单词
1. The students will learn to talk about problems. 2. The students can help people in trouble and how to give advice.3. Practice the sentences with “could, couldn‟t, shouldn‟t”.
4. To learn the words and expressions about reading passage. 2能力目标：
（1）能够谈论自己的麻烦和问题。（2）能够为他人的问题找到合理的解决办法，提出相应的建议。 （3）能够从他人的建议中为自己的问题找到解决办法。 3情感目标：
通过共同探讨、解决各种烦恼和困惑，学会反思自己，体谅他人，树立合作精神，培养积极乐观的情感态度。
单元预习重难点一览 重点 难点 1．词汇：serious, stereo, loud, argue, could, argument, either, 1．语法：could, bake, teen, family, tutor, original, trendy, haircut, caller, except, upset, should的用法。 lose, aunty, fight 2．句型：Why don‟t 2．词汇： out of style, keep out, call up, pay for, ask for, the same as, at you…? school, leave out, get on well with, look for, want sb to do sth, argue with, 3. I don‟t know write sb a letter, a ticket to a ball game, have a bake sale, get a tutor, find what to do. out, invite sb to do sth, leave… at home, be angry with, give sb some advice 3．句型： What‟s wrong? My parents want me to stay at home every night. My brother plays his stereo too loud. What should I do? Why don’t you talk to him about it? You could give him a ticket to a ball game. I think you should ask your parents for some money. My friend wears the same clothes and has the same haircut as I do. 预习策略：以学生自学为主。 课时安排： 第一课时 Section A 1a-1c
第二课时 Section A 2a-Grammer Focus 第三课时 Section A 3a-4 第四课时 Section B 1a-2c 第五课时 Section B 3a-4b 第六课时 Self-check 第七课时 Reading 第八课时 讲评课 预习步骤Section A:
一、话题导入
1．教师列出表格，分为Problem栏和平共处advice栏，然后提出若干与学生生活密切相关的问题，如I want to buy a new guitar but I don‟t have enough money.,引导学生提出自己的观点，并写下学生的建议。
2．教师导出Ia部分的五个问题，再依据个人的观点，把问题按严重性的程度进行排序。这个内容实际上已在引导学生发表自己个人观点。
二、课堂结对活动
1．播放录音，引导学生一边看彩色插图，一边听录音，要求学生指出图中女孩存在的问题。（1，2，5） 2．播放2a部分的录音，引导学生写下Nari的问题。教师将录音中出现的生词写在黑板上，并领读。 3．重新播放录音两遍，要求学生将2b中的Advice栏和Reasons栏进行连线。
4．引导学生模拟1c中的对话，进行课堂结对活动。针对1a部分的五个问题分别提出个人建议，进行课堂口语交际。 三、表达个人观点
1．朗诵3a中的对话，让学生听，并在方框中标出个人观点good idea、okay idea、bad idea. 2．标出新词汇，教学新词汇。
3．引导学生进行结对稍大动，让学生发表个人观点，展开课堂讨论。
4．引导学生针对Geoffey学普通话一事来提出一些合理性的建议，让大家相互交换观点，并请一些同学读给大家听，最后教师总结出若干最佳建议。
Section B: 一、生词呈现
1．请学生朗读1a中的6个句子，引导学生发表意见分为 not important、important、very important。 2．播放2部分的录音。
3．老师将1a句中的生词和2a录音部分中的生词呈现在黑板上，教读。 二、发表建议
1．引导学生针对Erin的问题，提出个人的建议，模仿2C部分的对话展开双人交际。 2．老师朗读3a部分的信件，要求学生找出Left Out的问题所在。 3．要求学生给Left Out是出书面的建议。
4．要求学生以口头形式提出自己目前存在的某个问题，讲给大家听，让其他同学提建议，该同学须作笔录。
5．要求学生随意性地进行口语交际，谈论P14的第4部分的某个问题，相互交换建议，然后老师将一些合理的建议写在黑板上。 ◆ Reading教学突破
引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练
习来检测学生猜测生词的准确率。
一、阅读前的准备活动
1．要求学生完成第一部分中的表格。
2．要求学生看该部分短文的标题，圈出方框中可能出现在短文中的词汇。 二、短文精读
1．要求学生快速阅读短文，注意了解短文内容，完成随堂练习。
2．教学生词，圈出重点的短语，讲解其含意。
3．要求学生再次精读短文，完成第三第四部分的检测题，再核对答案。 三、小组讨论活动
引导学生自由结对、分组活动，完成第三、第四部分的检测题，再核对答案。
分课时备课 第一课时 Section A 1a-1c（听说课案例）
教学目标:
知识与能力
1. Knowledge aims: Words and expressions; How to use should, could, shouldn‟t；
2. Ability aims: Express the good ideas to solve the problems；Help others when they are in trouble. 过程与方法
首先谈论生活中严肃或不严肃的事情；通过听力训练和口语表达学会如何表达自己的困难，如何给别人提建议等；通过谈论表达自己对有些困难的理解，提出个人不同的建议。 情感态度价值观
通过合作学习，发展学生人际交往的能力；开阔思路，寻求帮助。通过与别人交流思想，达到互相学习和拓展知识的目的。
教学重、难点与教学突破
通过对话训练和模仿训练，解决实际中的问题，既巩固所学知识， 又通过实践活动，培养学生的实际运用语言的能力，调动学生的情感态度，兴趣等非智力因素。 教学准备
制作幻灯片和巩固练习
一、复习、导入新课 师生活动 补充 1. To learn some key vocabulary. Explain the usage of the words. Describe the serious, stereo, loud, argue, could, argument, out of style, keep out, call up advice. Try to 2.Write a problem, make a group work to describe the advice. use different For example: I want to buy a new guitar but I don‟t have enough money. ways. For 1) Wait until next year. example: Wait 2) Don‟t buy a guitar. until next year.= 3) Borrow one from your friends. Why don‟t you 4) Buy a used guitar. wait until next 5) Get a part –time job to save some money. year? 6) Join the music club. 3．Look at the pictures and guess what is the matter. Have a discussion to solve one of them.
二、知识点讲解 师生活动 补充 1.My parents want me to stay at home every night.我的父母让我每天晚上都1.write sb a 呆在家里。want sb. to do sth.让某人做某事 letter 妈妈让她每天早上喝牛奶。 Mother wants her 2.clothes作主语to drink milk every morning. 时，谓语动词用父母想让我们打扫自己的房间。 Parents want us 复数，但前面有to clean our own rooms. suit， pair时，后2.I don‟t have enough money.我没有足够的钱。 面谓语动词用单enough 足够的 修饰名词：enough +n. 数。 修饰形容词或副词：adj /adv + enough 他时间不够了，不能马上回来。 He didn‟t have enough time. He couldn‟t come back at once. 这间房间够大,能容纳一百人。 This room is big enough to hold 100 people. 3.He doesn‟t have any money, either.他也没有钱。either 也(用于否定句) too：也(用于肯定句或疑问句) 你也喜欢住在北京吗? Do you like living in Beijing, too? 他没有钱。 我也没有钱。 He doesn‟t have any money. I don‟t, either. 4．argue with sb.about sth 与某人争论某事 5．i advice是不可数名词,可用some,any, much, a little, a piece of等修饰。 advice后接on引出对某个方面内容的建议。 6.I don‟t want to surprise him. 我不想使他感到吃惊。 surprise是动词，“使…感到吃惊“，做名词时，表示”一件奇怪或吃惊的事“ That was a surprise!真是奇怪！ We were surprised at what he said.我们对他的话感到惊奇。 surprised 和surprising是形容词，surprised与人连用，指人“对…感到惊奇”。而surprising与物连用，表示“令人感到惊奇”。 What she said was surprising. 他的话令人吃惊。 7．You could give him a ticket to a ball game.你可以给他一张球票。 a ticket to a ball game中to表所属关系。表示所属关系一般用of，但有几个用to， 如：the answer to the question这个问题的答案， the key to the door门上的钥匙， the way to the station到车站的路 8．I don‟t want to talk about it on the phone.我不想在电话中谈这事。 talk about谈论…内容；talk with与…交谈 ；talk to对…说 Let‟s talk about the picture.让我们看图说话吧。 My father is talking with my headteacher. 我爸爸正在跟我的班主任交谈。 on the phone”通过电话，打电话”, 而表示“给某人打电话”用call/ring sb up, give sb a call, phone sb, give sb a call 9．maybe 与may be maybe 是副词，一般作状语，“很可能，大概“相当于perhaps。而may be是情态动词加动词原形，共同做谓语。 Maybe you are right. = You may be right. 或许你是对的。 10． could 与should的用法 could用于过去时或表示委婉的说法，还可以表示可能性和许可。在表示许可时，may比较正式。 should是助动词shall的过去式，也相当于一个情态动词，没有人称和数的变化，用以表示劝告或推荐,译为“应该”，shouldn‟t “ 不应该”， 后面直接跟动词原形。 He should stop smoking. You shouldn‟t drink too much. 三、活动设计 师生活动 补充 1.Read the problems in 1a and talk about whether it is 1. Talk about the advice, what do you serious or not. Please try to give your reasons. like or you don‟t. 2.Listen to the conversation in 1b, circle the problems 2. Make a survey and try to report with I, he, she, we, they and so on. the students hear. Then listen again, and repeat, try to make the similar conversations with the pictures on Page 49. 3.Look at the picture on Page 50, and answer what they are doing. Then have a discussion about how to solve the problem. Last listen to the conversation and write down the problem, listen again and match the advice and the reason why Nari doesn‟t like. 4.Role play to give advice about classmates‟ problems. 本课总结
通过基础知识的训练，让学生更好的掌握目标语言，并运用目标语言完成任务，锻炼学生的思维能力，鼓励他们用英语表达自己的思想；培养学生主动解决问题的能力。
板书设计
Unit 2 What should I do? Section A 1a-2c 1. want sb to do sth 2. enough +n; adj/adv+ enough 3. argue with sb about sth 4. out of style 5. call up/ giave sb a call/ phone sb 6.a ticket to a ball game 7.What‟s wrong? 8. Maybe you should buy some new clothes. 随堂练习设计 一、翻译词组
1.leave out _____ 6.课外活动小组 _____ 2.get on _____ 7.习惯于做„„ _____ 3.out of style _____ 8.与„„相同 _____ 4.keep out _____ 9.索要,要求 _____
5.call up _____ 10.为„„做准备 _____ 二、选择最佳答案
1.—What are you going to _____?
—_____ how we should learn spoken English well.
A.talk about;About B.talk;Talk about C.say about;About D.say;Say about 2.—Could you tell me _____ we‟re going to be _____? —About a month.
A.how many times;away B.how long;away C.how much time;left D.how often;left 3.I want to find information ____ Hainan Island on the internet. But I don‟t know ___. A.of;how B.about;how C.on;where D.to;why
4.—Could you teach me _____ the internet? —_____.
A.search;OK B.find;Certainly C.how to search;Sure D.look for;All right
第二课时 Section A 2a-Grammer Focus（听说课案例）
教学目标: 1. 知识目标: 词汇及短语
call sb. up, ticket, surprise, on the phone, What‟s the matter? 结构与句型：
You could go to his house.
You could give him a ticket to a ball game. What should I /he/they do ?
2. 能力目标: To train students‟ ability of telling a story. 3. 情感目标: To be interested in communicating in English. 教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习 教学步骤:
Activity 1. Revision
Task1. Check the homework. Ask and answer. Task2. Revise the vocabulary. Activity 2. Listening and circling .
Task1.Read the instructions. Learn the key vocabulary. Read and repeat the phrases.
Task2.You will hear a conversation between Nari and a friend.
Play the recording twice and students circle the word ,Nari‟s friend uses to give advice. Then check the answers. Activity 3.Listening
Task 1. Read the instructions. Show students the example match. Task 2. Play the recording again and check the answers. Activity 4. Groupwork
Task 1.Read the instructions for the activity.
Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.
Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then 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 Focus
Review the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn‟t are used to give advice. Could is a less serious word than should. Pay attention to the questions and answers, ask and answer loudly. Homework
1. Review the conversation and the vocabulary. 2. Write your own conversations on giving advice.
第三课时 Section A 3-4（交际课案例）
教学目标: I. 1. 知识目标: 词汇及短语
pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea 结构与句型： What should I do ?
Then I think you should get a part- time job.
2. 能力目标: To train students‟ ability of telling a story. 3. 情感目标: To be interested in communicating in English. 教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习 教学步骤:
Activity 1. Revision
Task 1.Revise the vocabulary and the key structures. Task 2.Dictation.
Activity 2. Reading and writing
Task 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used. Task 2. Ask four students to read the conversation to the class. Ask the students to fill in the blank. Then ask and answer in groups. Activity 3. Pairwork
Task 1. Read the instructions.And then ask two students to read the sample conversationn. Task2.Ask the students to say some ways to get money that aren‟t in the book.
Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class. Activity 4. Pairwork
This activity provides an opportunity for students to use the language of the unit to give advice. Task 1. Read the instructions. Then ask two students to read the dialogue.
Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news. Homework
1.Review the vocabulary and target language.
2.Write your own conversations about problems and advice.
第四课时 Section B 1a-2c（听说课案例）
I. Teaching aims and demands :
Students practice using the target language. II. Teaching key and difficult points: A. Vocabulary
original , the same as, in style, nicer, haircut, inexpensive, comfortable B. Target language
I think Erin should tell her friend to get different clothes. Friends shouldn‟t wear the same clothes. They are the same as my friend‟s clothes. III. Teaching methods: Audio-lingual methods IV. Teaching aids: a tape recorder V. Teaching procedure Activity 1. Revision
This activity introduces the key vocabulary.
Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means. For example: T: What does original mean?
S1: Different from others. Not the same.
T: Correct. When something is original, it is not like all the others. Can you give an example?
S1:My watch doesn‟t have numbers on it. It has pictures of faces instead of numbers. My watch is original. T: Correct. It‟s not like all the others.
Task 2.Point out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important. Task 3. Talk about the answers with the class. Activity 2. Listening
Task 1. Read the instructions.
Point to the three items students will be listening for:
Say you will be listening to a radio advice program. People call in for help with a problem and other people call up with advice. They will
be talking about one of these problems. Please chech the problem they talk about. Task 2. Play the recording the first time. Students only listen.
Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer. Activity 3.Listening and writing
A. Listen carefully and fill in the chart with the advice that you hear .Then check the answers . B. Listen again and fill in the chart. Then check the answers. Activity 4. Pairwork
Task 1.Read the instructions.
Task 2.Ask two students to read the conversation to the class.
Task 3. Work with the partners and say what do you think Erin should do. Ask some pairs of students to say part of their conversation to the class. Homework
1.Review the vocabulary .
2.Write your own conversations about advice.
第五课时 Section B 3a-4a（阅读与写作课案例）
I.Teaching aims and demands :
Students practice the target language by reading and writing. II. Teaching key and difficult points: A.Vocabulary
except, upset, find out, do wrong, what to do, lonely, argue B.Target language What should I do ?
You could be more friendly. You should try to be funny.
Everyone else in my class was invited except me. I‟m very upset and don‟t know what to do.
I just found out that my friends were planning a birthday party for my best friend,… III. Teaching methods: Audio-lingual methods and Control-writing. IV. Teaching aids: a tape recorder V.Teaching procedure Step 1. Revision
Task1. Check the homework. Ask and answer. Task2.Revise the vocabulary. Step 2. Reading and writing Task 1.Teach these words:
except: Everyone has a bike except Jim. Everyone has a bike besides Jim.
find out: learn, Please find out where they live. I can‟t think what I did wrong. I don‟t know what to do.
Task 2. Ask the students to read the instructions.
Task 3. Ask the students to read the letter and underline the problem on their own. Correct the answers. Step 3. Writing
Task 1. Read the instructions.
Ask a student to say some of the advice they might give. Write the key words on the board. Task 2. Ask the students to write the letters on their own. Task 3. Ask some students to read their letters to the class. Step 4. Writing on your own. 1. read the instructions.
2. ask the students to say some problems they might write about. 3. ask some students to read their letters. Step 5. Groupwork
1. Ask the students to read the instructions. 2. Ask two students to read the dialogue.
3. Ask another pair of students to give their advice for one of the problems. 4. Ask students to complete the work in groups.
5. Ask a few students to share the sample conversations. Step 6.Self Check
1. Ask the students to do the exercises on their own .Then check the answers. 2. Read the letter and then write some advice.
3. Ask a few students to read their letters of advice.
4. Just for fun. Ask two students to read the conversation to the class. Homework
1.Review the vocabulary .
2.Finish off the writing exercises.
第六课时 Selfcheck（综合课案例）
一．重点单词：
1. play v. 播放 2. loud adj. 高声的；大声的 3. argue v. 争论，争吵 4. wrong adj. 错误的；有毛病的；不适合的 5. could v. can的过去式 6. ticket n. 票，入场券
7. surprise v. 使惊奇；使意外 8. other adj. 任一的；（两方中的）每一方的 9. except prep. 除；把......除外 10. fail v. 失败 11. football n. 足球 12. until prep. 到......为止 13. fit v. 适合，适应 14. include v. 包括；包含 15. send v. 发送，寄 16. themselves pron. 他们自己（反身代词）
二．重点词组：
1. keep out不让......进入
2. out of style不时髦的；过时的 3. call sb. up打电话给...... 4. pay for付款 5. ask for要求
6. the same as与......同样的 7. in style时髦的；流行的 8. get on相处；进展
9. as much as possible尽可能多 10. all kinds of各种；许多
11. on the one hand, ......（在）一方面，...... 12. on the other hand, ......另一方面，......
三．重点句型： 1. What should I do? 我应该怎么做？
2. You could write him a letter. 你可以写信给他。 3. What should he do? 他应该怎么做？
4. Maybe he should say he's sorry. 也许他应该说抱歉。 5. What should they do? 他们应该怎么做？ 6. They shouldn't argue. 他们不应该争吵。
四．重点语法：
情态动词should的用法
should是情态动词，它的基本用法是必须和其他动词一起构成谓语。情态动词没有人称和数的变化，意为\"应该......\"。 should（应当，应该）用于所有人称，表示劝告或建议。 eg. You should wait a little more. 你应该再多等一会儿。
--- I have a very bad cold.我感冒很厉害。
--- You should lie down and have a rest.你应该躺下，多喝水。
在这个单元中我们还学到用\"could\"表示建议，这时could不是can的过去式，而表示比should更加委婉的建议。 --- I need some money to pay for the summer camp.
---- You should/ could borrow some money from your brother.
五．提高与拓展
（sb.）pay（money）for sth.为......而付款
（sb.）spend（money）on sth在......上花多少钱 （sth.）cost sb.（money）什么东西值多少钱
这三个短语都是表示付款。但pay, spend指的是\"人\"，主语为人，而cost指的是\"物\"，主语为\"物\"。 例如说他昨天花10元买了一本书。用以上三个短语分别为： ①He paid 10 yuan for the book yesterday. ②He spent 10 yuan on the book yesterday. ③The book cost him 10 yuan yesterday. 注意以上三个动词的动词过去式为：
pay---paid spend ---- spent cost----cost 以上三个例句的翻译为：
①他昨天为这本书付了10元钱。
②他昨天花了10元钱（买）这本书。 ③这本书花了他10元钱。
检测练习：
一．选择填空：
1. I ________ home until I finish my homework. A. won‟t go B. will go C. go D. went
2. I don‟t know if she _________ tomorrow, if she _______, I‟ll call you. A. comes, comes B. will come, will come C. will come, comes D. comes, will come 3. There ________ more people in the next 5 years. A. is B. are C. will have D. will be
4. She tried _______ about her journey, but she found it difficult. A. didn‟t to worry B. to not worry C. not worrying D. not to worry
5. I think ________ food is fried chicken in the USA. A. more popular B. most popular C. the most popular D. popular
6. When you go to see your father, please ________ these books to him. A. bring B. take C. carry D. put 7. His backpack is the same ________ Tom‟s. A. at B. as C. from D. in
8. I argued ________ my good friends yesterday. What should I do? A. of B. with C. at D. to
9. Han Mei _________ a book from the library a week ago. A. lent B. returned C. borrowed D. wanted 10. --- What can I do for you, sir?
---I‟m ________ a book on history.
A. making out B. finding out C. looking for D. working out
二．用适当的词或词组填空：
more than get on well ask…for credit except get a part-time job
第七课时Reading
学习目标： A. 词汇及短语
until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,… B. 结构与句型：
What should you do to relax?
Parents should learn to give their kids a bit more time to themselves. 教学难点: 阅读文章，了解大意，培养阅读技能。 教学方法: 在任务的驱动下进行自主阅读
1. Are you ___________________ with your classmates?
2. There are _________________ three thousand students in our school. 3. He bought all these things on ____________.
4. Why don‟t you _________your parents _______ help? 5. Mike always _______________ to pay for his tuition.
三．连词成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________. 2. want, it, to, on, phone, I, talk, about, the
_________________________________________________________. 3. soccer, popular, is, very, the, world, all, over
_________________________________________________________. 4. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________? 5. pollution, will, there, less, the, in, future, be
_________________________________________________________.
教学步骤:
Task 1 .Read the instructions.
1. Encourage the students to think about life outside school hours. List them on the Bb.
2. Ask the students to use the list on the Bb to complete the two boxes labeled „I do‟, and „I don‟t do-„. They are free to add any ore
activities they do, or don‟t currently.
3. Ask a few students to share what they have written. Task 2.Teach the students about using a dictionary.
1. Explain that a dictionary can help students learn independently.They can learn new words, how to pronounce them, and how to use
them correctly.
2. Let the students to look up the words in the box. 3. Have a brief memory quiz on all the words.
4. Discuss the points made in the Reading Strategy about using a bilingual ,learner‟s and electronic dictionary. Activity 3. While You Reading
Task 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class. Task2.Ask the students to read the passage loudly . Homework
1.Review the vocabulary and target language.
2.Write your own conversations about problems and advice.
第八课时（ 讲评矫正课）
教学目标：
通过讲评，使学生掌握如何做好选择题，掌握做题方法，提高做题的准确率。通过讲评，切实帮助学生准确掌握和运用知识，使学生感到“考有所得、评有所获”避免出现“考过、讲过、评过”而学生一无所获或收效甚微的状况。 教学重点、难点：
选择题正答率比较低的，选择题1，7，9，题，连词成句 教学过程： 一
1．教师简介本次考试情况。
2．学生上课前已经自行纠错。提示学生注意分析失分原因，提高成绩。(这种分析有利于提高学生学习自信心并掌握好的学习方法。) 3．小组交流，纠正其他错题，小组有疑问的问题，写在黑板相应位置
4．对问题讲解进行分工，稍事准备后学生分头重点讲解，其中第2题没有学生愿意讲，由教师讲解，其他题目学生讲解，教师点拨。过程中提醒学生随时在试卷上改错、记录。 5．教师最后总结做题方法及技巧。 1) 审清题干、题肢，抓关键词语。 2) 选项本身错误的选项，首先要排除.
3) 题肢本身无错，但不符合题干者，亦排除。 4) 肢干双重者不选
5) 除非的确搞错，否则不要轻易改动。 二 讲解重点题。
连词成句：
1. you, should, maybe, parents, ask, help, for, your
_________________________________________________________. 3. soccer, popular, is, very, the, world, all, over
_________________________________________________________. 4. have, a, fight, your, with, did, classmate, yesterday, you
_________________________________________________________? 5. pollution, will, there, less, the, in, future, be
三． 让学生自己总结收获。 四．同步练习
一、翻译词组
1.leave out _____ 6.课外活动小组 _____2.get on _____ 3.out of style _____ 7.与„„相同 _____4.keep out _____ 8.索要,要求 _____5.call up _____ 9.为„„做准备 _____ 二、选择最佳答案
1.—What are you going to _____?
—_____ how we should learn spoken English well.
A.talk about;About B.talk;Talk about C.say about;About D.say;Say about 2.—Could you tell me _____ we‟re going to be _____? —About a month.
A.how many times;away B.how long;away C.how much time;left D.how often;left 3.I want to find information ____ Hainan Island on the internet. But I don‟t know ___. A.of;how B.about;how C.on;where D.to;why
4.—Could you teach me _____ the internet? —_____.
A.search;OK B.find;Certainly C.how to search;Sure D.look for;All right
教学反思
教是为了不教，“授人以鱼，不如授人以渔”，在学习中，我注重以下几点： （1）鼓励大胆开口，积极参与，克服羞涩、紧张、害怕、逃避等消极心理影响； （2）发展学习策略；
（3）倡导为用而学，用中学，学了就用，发挥主动性和创造性，把握课堂实践空间，并努力将这种实践延续到课后。
在语法方面 ，虽然目前英语教学淡化语法的地位，但在实际操作过程中，这一部分不可或缺。在本单元中，首次出现了过去进行
时态的用法，在口语运用方面，可以以模仿为主，可以通过日常对话在复习现在来描述日常活动同时,然后引入过去进行时态，通过口语练习来找出他们的联系和区别，效果非常好。
不足之处
在教学过程中，使用小组合作评价方式我收获很大，但也有许多不足，例如：
学生的参与度不均衡，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力、以及与他人的合作能力有很大的促进作用。而另有一些学生却习惯于当听众，被动地接受别人的观点。很少发表自己的个人意见
通过本单元的确良教学，教师引导学生大胆地、自由地用流利的英语来谈论问题并提出解决问题的建议，并让学生掌握一些谈论问题和提建议的常用词汇和句型。我们可以看出，一方面学生敢于开口说，克服了哑巴英语的现象，提高了口语交际的能力；另一方面，培养了学生团结协作、虚心接受他人意见的良好的个人品质。
Unit 3 What were you doing when the UFO arrived？（预习课案例）
教材分析：
本单元的主要内容是“谈论过去发生的事情”，语法重点是“过去进行时”。Section A通过“谈论飞碟来时正在做的事”，通过听力、对话练习、阅读等方式帮助学生掌握如何谈论过去发生的事（过去进行时和一般过去时）；Section B通过听力、阅读、对话等方式，帮助学生掌握如何叙述过去发生的事情；Self Check部分通过填空和造句帮助学生复习所学词汇，通过根据材料写作练习讲述过去发生的事，通过分辨不同类的单词复习词汇；阅读部分帮助学生巩固一般过去时和过去进行时。 这一单元的重点在于“谈论过去发生的事情”。 预习目标：
A．知识与技能目标
a. 能够认读单词，明确单词的意思：
bathroom, bedroom, kitchen, UFO, alien, barber‟s chair cutting hair, climbing, jumping land, get out of, take off, in front of scared
b. 掌握以when引导的时间状语从句；重点句型：What were you doing when ...? I was doing sth. when ...用正确的方式描述课本中的图片。 B． 能力目标
提高学生听、说、读、写综合运用知识的能力。 C．德育目标
发挥学生的潜能，回忆过去美好的时光，调动学生的积极性。 3. 预习重点和难点：
重点：以when为引导的时间状语从句
难点：过去进行时与现在进行时的对比区别 预习策略：以学生自学为主。
课时安排： 第一课时 Section A 1a-1c
第二课时 Section A 2a-Grammer Focus 第三课时 Section A 3a-4 第四课时 Section B 1a-2c 第五课时 Section B 3a-4b 第六课时 Self-check 第七课时 Reading 预习过程： 一、预习单词
1)借助音标，试读单词，圈出不会的单词；
bathroom, bedroom, kitchen, UFO, alien, barber‟s chair cutting hair, climbing, jumping land, get out of, take off, in front of scared 以小组为单位讨论圈出的不会的单词，互相帮扶学会读音。
2）听单词录音，进行单圈出不会的单词词正音，小组长播放录音，学生跟读，难词分析音节。 3)跟读单词，实践读音；
4)反复朗读单词，达到见词能读，听音写词。 Ex1：快速读出并说出汉语：
bathroom, bedroom, kitchen, UFO, alien, barber‟s chair cutting hair, climbing, jumping land, get out of, take off, in front of scared 二、明确目标
1、引导学生自读下列句子
What were you doing when the UFO arrived? I was sitting in the barber‟s chair. The barber was cutting my hair.
While he was buying souvenirs,a girl called the police.
2、小组合作，通读整个单元，找出2—3个有关重点的句子。 3、展示交流：大声朗读这些句子。 目标检测：连词成句：
1. was, while, walking, I, saw, to, I, a, in, cat, school, a, tree
_________________________________________________________.2. while, walking, was, car, the, exploded, past, I, it _________________________________________________________. 3. said, he, living, he, in, was, London
_________________________________________________________.4. I, speaking, to, you, you, the, were, while, saw, teacher _________________________________________________________. 5. I, at, TV, 8pm, was, yesterday, watching
_________________________________________________________. 三、突破难点
1.引导学生发现并理解重点、疑点、难点。
过去进行时表示过去某一时刻或者某段时间正在进行或发生的动作，常和表过去的时间状语连用，如： I was doing my homework at this time yesterday.昨天的这个时候我正在做作业。 They were waiting for you yesterday.他们昨天一直在等你。 过去进行时的构成：
肯定形式：主语+was/were+V-ing
否定形式：主语+was not (wasn't)/were not (weren't)+V-ing 疑问形式：Was/Were+主语+V-ing。 基本用法：
过去进行时表示过去某一段时间或某一时刻正在进行的动作。常与之连用的时间状语有，at that time/moment, (at) this time yesterday (last night/Sunday/week„), at+点钟+yesterday (last night / Sunday„)，when sb. did sth等时间状语从句，如： What were you doing at 7p.m. yesterday?昨天晚上七点你在干什么？
when后通常用表示暂短性动词，while后通常用表示持续性动词，因此它所引导的状语从句中，谓语动词常用进行时态，如： When the car exploded I was walking past it.= While I was walking past the car it exploded. 2、情态动词表示“应该”、“必须”
（shall, should, may, might, must, ought to） （1）shall 和 should 用于表示“必须”：
①. Each member shall wear a name card. (表示规定) 每一个会员必须配带名卡。
②. I should answer his letter as soon as possible. (表示应该) 我应该尽快给他回信。
③. You shouldn't judge a man always by the clothes. (shouldn't “不应该”含有劝告的意思) 你不应该总是以貌取人。
3、小组合作，查阅资料，问题整理，释疑解难。
目标检测：根据所给情况， 用should 或shouldn’t + 下列短语造句：
go away for a few days go to bed so late look for another jobput some pictures on the walls take a photograph use her car so much 四、诊断补偿。、
1、验收单词的认读、本单元的语言目标及重点、疑点、难点。 2、设计部分口语活动及书面练习，进行师生、生生互动检查。
第一课时 Section A 1a-1c（听说课案例）
教学目标:
1. 知识目标: A. 掌握食物名称的词, 如: UFO;cut hair;sleep late;get out of B. 学会用句型 What were you doing when the UFO arrived? I was standing in front of the library.
2. 能力目标: To train students‟ ability of telling a story. 3. 情感目标: To be interested in communicating in English. 教学重点：
词汇： banana, hamburger, tomato, broccoli, French fries, orange, ice, cream, salad, strawberry, pear 句式： What were you doing when the UFO arrived?I was standing in front of the library. Do you like „? Yes, I do. / No, I don‟t. 教学难点: 掌握词汇和句型
教学方法: 在任务的驱动下进行自主学习 教学步骤:
Step Ⅰ Greet the class and check the homework. Step Ⅱ Show the new words on the screen.
Teach the new words.Read the new words to students and ask students to repeat. Step Ⅲ Section A
Ask one student to leave the room and wait outside the door.Then ask different students to start doing different things.One student can walk around the room.Another can look out of the window.A third can stand on his or her chair.Ask all three students to continue doing what they are
doing without stopping and then ask the student outside the door to come in.
Ask the student outside the door to come in and sit down.Then ask the three students who were walking around the room,looking out of the window,and standing on a chair to sit down.
Ask the first student who was doing an action,What were you doing when (Student A) walked in?Help him or her to answer (supplying the whole answer if necessary),I was walking around the room when (Student A) walked in.Ask the class to repeat,He (She) was walking around the room when (Student A) walked in.
Repeat this with the second and third students who were doing actions:I was looking out the window when (Student A) walked in.Ask the class to repeat,He (She) was looking out the window when (Student A) walked in.The third student says,I was standing on a chair when (Student A) walked in.Ask the class to repeat,He(She) was standing on a chair when (Student A) walked in.
Ask some other students the question,What were you doing when (Student A) walked in?They may answer,I was sitting here when (Student A) walked in or I was talking to Carlos when (Student A) walked in. Step Ⅳ 1a
This activity introduces some key vocabulary First read each sentence to the class and ask students to repeat it. Then ask students to look at the picture.Point out the six people and read the letter next to each one.Get students to write the letter of each person in the write-on line in front of each sentence.
Correct the answers. Step Ⅴ 1b
This activity gives students practice to understand the target language in spoken conversation.In this activity first tell students that we‟re going to hear a recording of a reporter talking to some people.Then ask students look at the phrases after each letter in this activity.Get students to listen carefully and circle the phrase that tells what each person was doing.Ask students to pay attention to the sample answer.
Play the recording for the first time.This time students only listen.And then play it a second time.Students circle the correct phrases this time. Then check the answers. Step Ⅵ 1c Pairwork
Activity 1c provides guided oral practice using the target language.
Point out the example in the sample dialogue.Ask two students to read it to the class. Sa:What was he doing when the UFO arrived? Sb:He was sleeping late when it arrived.
T:Good.Sit down,please.Now work with your partner.Start by reading the conversation in the box with your partner.Then look at the other people in the picture and have conversations about these people.Use the words and phrases from Activity 1b. T:Understand?OK.Begin,please.
As students talk,move around the room checking their work.Offer language support.
At the end ask several pairs of students to say their conversations to the class.Give them little presents if they do their work better. Step Ⅶ An Activity Class Mural
Ask students to work together to draw or paint a class mural using markers or paints.Have the students draw a UFO landing in the middle of the picture.Then ask each student to draw him or himself doing something different.Students can be playing soccer,studying,singing,walking home,and so forth.Some students can begin the mural during one class and others can add to it when they have free time.Discuss the completed mural with the class,reviewing sentences such as Maria was playing soccer when the UFO landed. Step Ⅷ Summary and Homework
Today we‟ve learned some key vocabulary and structures.Continue to draw your class mural after class.Next class we‟ll discuss the completed mural.
Step Ⅸ Blackboard Design
Unit 3 What were you doing when the UFO arrived? Simple pictures to explain some phrases:
第二课时 Section A 2a-Grammer Focus（听说课案例）
教学目标: 1. 知识目标:
A. 掌握食物名称的词, 如: alien;flight;buy(bought) land v. while/when;take off B. 学会用句型 What was the girl doing when the UFO took off? While the girl was shopping,the alien got out.
When the UFO took off,the man was walking down the street. 2. 能力目标:
To train students‟ listening skill.
To train students‟ communicative cometence. 3. 情感目标:
To be interested in speaking in English.
To be able to help each other in communication. 教学重点、难点： 词汇和句式： 教学方法: 听说法，交际法 教学步骤: Step Ⅰ
Greet the class and check the homework.
Point to the completed mural and ask students to say something about it. Sa:She was playing soccer when the UFO landed.
Sb:He was studying in the library when the UFO landed. Sc:He was walking home when the UFO arrived. T:Oh,excellent.Thank you.
Step Ⅱ Show the new words on the screen. Read the new words to the class and ask them to repeat.Make sure every student can understand the meanings of the new words.
Step Ⅲ 2a
Show a picture on the screen and help students describe it.
Play the recording the first time.Students only listen.Then play it a second time.This time ask students to write the numbers in front of the correct phrases.
Then check the answers. Step Ⅳ 2b
Activity 2b provides listening and writing practice using the target language. Listen again.Complete the following sentences with “when” or “while”.
Then play the recording and ask students to write the word when or while on each line. Play the recording again and have students correct their answers. Step Ⅴ Grammar Note
Point out that the abbreviation UFO means Unidentified Flying Object—something that is flying through the air that is unknown (unidentified) here on earth.Say,Many abbreviations using two or three letters have a period after each letter.For example,N.Y. means New York and M.D. means Medical Doctor.But some abbreviations do not use periods.We usually write the abbreviation UFO without periods. Step Ⅵ 2c Groupwork
This activity provides guided oral practice using the target language.
In this activity first ask students to look at the picture and say what each person is doing.Then point to the example in the sample dialogue.Ask three students to read it to the class.Get students to make conversations like this about the people in the picture.Write the words or phrase students may use in the conversation on the board.
Get students to work in small groups.When they work,move around the room checking the progress of the groups and offering help as needed. In the end ask a group to say its conversation to the class. Step Ⅶ Grammar Focus
Review the grammar box first.Ask students to say the two forms of each statement.
Repeat the activities from the Language Goal section at the beginning of this unit using different students and different actions. Step Ⅷ Optional Activity
Describe an action that you did earlier in the day and that took only a moment to do and tell what time it happened.For example,I ate and listened to the news at 7:00 this morning.Then ask students to tell what they were doing at that time using the words when and while.Help the students make the first few students make sentences like these:I was sleeping when he/she listened to the news.or When he/she was listening to the radio,I was eating breakfast.Then describe similar actions at different times and ask students to make sentences using when and while. Step Ⅸ Summary and Homework
This class we‟ve done listening,speaking and writing practice using the adverbial clauses with when and while. Step Ⅹ Blackboard Design
Unit 3 What were you doing when the UFO arrived? eat ice cream ride bicycle watch film
第三课时 Section A 3-4（交际课案例）
教学目标: 1. 知识目标:
A. 掌握食物名称的词, 如: around;right;strange;surprised;call the police;kid v.&n. B. 学会用句型
—What were you doing at nine o‟clock last Sunday morning? —I was sleeping.How about you? —I was doing my homework. —You‟re kidding! 2. 能力目标:
To train students‟ reading skill. To train students‟ writing skill.
To train students‟ ability of communication.
3. 情感目标: To enable to ask for help when having difficulties in learning. 教学重点难点： 小组活动：
教学方法: Reading and writing methods.Oral practice method.Communicative competence.Survey method. 教学步骤: Step Ⅰ
Greet the class and check the homework.
Ask students to show their reports and have some of them read their reports to the class.Put students‟ reports up on the bulletin board so that students can discuss after class.
Step Ⅱ Show the new words on the screen.
Teach the new words and read the new words to students.And ask students to repeat the words. Step Ⅲ 3a
Activity 3a provides reading and grammar practice using the target language.Use a computer to show E-mail message on the screen and read the message to students.Then ask students to look at the pictures on their books and number the pictures in the correct order.Number is given.Get students to complete the work on their own. Check the answers.
Step Ⅳ 3b Pairwork
This activity presents an opportunity for students to measure their vocabulary production against their comprehension.Students may understand what they read,but it is also important that they be able to tell others what they understand.
In this activity first ask students to cover the story and then look at the pictures.Take turns to tell the story.Encourage students to use additional vocabulary they may have forgotten.Get students to complete the work in pairs.Remind students to use as many details as possible in their stories.Students may aslo add new details.
At the end ask some students to tell their stories to the class. Step Ⅴ 4 Groupwork
This activity encourages students to use times to discuss their own experiences. First ask two students to read the sample dialogue.
Then have students look at the survey table.Ask them to fill in the table.Then survey other two students. Ask students to complete the work in groups.Students list and discuss their different activities.
Get a few students to share their lists.And ask a few students to talk about their day in a conversation. Step Ⅵ Workbook Section A
1)Match the words with the pictures.
2)Number the sentences to make a conversation. 3)Circle the correct words in these sentences. Step Ⅶ Summary
This class we‟ve read an E-mail message and done a survey.Also we‟ve done some exercises of the workbook.It made us strengthen the target language we had learned in Section A. Step Ⅷ Homework
Preview the new words.Next class I‟ll have you read the new words first. Step Ⅸ Blackboard Design
Unit 3 What were you doing when the UFO arrived?
What were you doing at these times last Sunday? You I was.... Student 1 He was.... Student 2 She was....
第四课时 Section B 1a-2c（听说课案例）
教学目标: 1. 知识目标:
A. 掌握食物名称的词, scared;climb;jump down;shout;action;said(say);rode(ride);cat B. 学会用句型 While John was walking to school,he saw a cat in a street. 2. 能力目标:
To train students‟ listening skill.
To train students‟ ability of communication. 3. 情感目标:
To be able to help some people who are in trouble. To enable to practice English in daily life.
教学重点难点： Key vocabulary.Key structures.Listening practice. 教学方法:
Listening and speaking methods. Communicative competence. 教学步骤: Step Ⅰ
Greet the class as usual and check the homework.Ask students to show their reports and get some of them to read their reports to the class.Put some of the reports up on the bulletin board so that students can discuss it after class. Step Ⅱ Show the new words on the screen.
Read the new words to the class and ask them to repeat. Step Ⅲ Section B 1
Show some pictures on the screen and ask students to say something about the pictures.Provide key vocabulary words as needed.Write these words on the board.
Now ask students to match the sentences with the pictures.Have them finish the work on their own. Then check the answers. Step Ⅳ 2a
This activity gives students practice in understanding the target language in spoken conversation.Tell students they will hear a recording of two people talking.They will talk about some of these things.They will not talk about two of these things.Let students check the things they talk about.Point to the phrases in the chart and have students look at the sample answer.Then play the recording for students for the first time.Students only listen this time.And play the recording a second time.This time ask students to check the phrases they hear on the recording. Correct the answers. Step Ⅴ 2b
Activity 2b gives students practice in understanding the target language in spoken conversation.Ask students to listen again.Write the letter of who did each thing in the chart above.
Then play the recording for students and ask them to write the correct letter after the actions they checked in Activity 2a. Play the recording again if students don‟t finish the work.Correct the answers. Step Ⅵ 2c Pairwork
This activity provides guided oral practice using the target language.
First point to the example in the sample dialogue.Ask two students to read it to the class.Then ask students to work in pairs.While students work,move around the room checking progress and offering help as needed.At the end ask several pairs to say some of their sentences to the lass. Step Ⅶ Optional Activity
Some students may be ready to do a more advanced form of this activity.Ask these pairs of students to make up true sentences about their lives starting with the word while.For example,they can talk about what they were doing yesterday afternoon.One might say,while I was walking home yesterday afternoon....The other could say,while I was walking home yesterday afternoon,I saw a big dog. Step Ⅷ Summary
This class we‟ve learned some key vocabulary and done some listening,speaking and writing practice. Step Ⅸ Homework
Preview the new words on next page. Step Ⅹ Blackboard Design
Unit 3 What were you doing when the UFO arrived?
play football shout at dog,snake be afraid of
第五课时 Section B 3a-4a（阅读与写作课案例）
教学目标: 1. 知识目标: (1)Key vocabulary (2)A reading passage (3)Writing practice 2. 能力目标:
To train students‟ ability of comprehension.
To train students‟ ability of writing according to the pictures.
3. 情感目标: To be able to ask for help when having difficulties in learning. 教学重点： Key vocabulary. The reading passage. Writing practice.
教学难点: Pairwork.Oral practice.
教学方法: Reading and writing methods.Oral practice method. 教学步骤: Step Ⅰ
Greet the class and check the homework. Step Ⅱ
Show the new words on the screen and teach the new words.Read the new words to students and ask them to repeat. Step Ⅲ 3
This activity provides reading and writing practice using the target language.In this activity first ask students what they see in the picture. Ask five students to read the questions to the class and tell students to read the article.After students finish reading,tell students to write the answers.Ask a student to write his or her answers on the board. Then correct the answers. Step Ⅳ 4a
Activity 4a presents an opportunity for students to engage in open-ended writing.First show the pictures on the screen.Ask one or two students to explain what is happening in one of the pictures.Then get students to complete the work on their own.Remind them to use times in their stories.At the end,ask a few students to read their stories.
Ask if some students have different stories.If not,suggest different endings. Step Ⅴ 4b Pairwork
Role play.Student A was in the park last Sunday.Student B is a police officer.Talk about what was happening at these times.
First ask two students to read the conversation. Sa:Where were you at 11:00 a.m. last Sunday? Sb:I was in the park.
Sa:What were you doing there? Sb:I was walking along the river.
Then ask students to complete the work on their own.
As students work in pairs with two students at a time playing the role of police officer and bicycle thief,move around the room offering language support as needed.
Then ask a few students to show their role plays before the class.
Ask students to vote on the best role play.Give them presents to praise them for their work.(This activity let students practice their speaking and listening skills in role plays.) Step Ⅵ Culture Note
In some cultures,few people keep cats,dogs or other animals as house pets.In these cultures most people do not feel close to animals or express strong feelings for animals.Animals can be considered unclean and an unnecessary expense.Compare how your students feel about animals with how the characters in these stories feel about the animals.Do your students think the people in the stories are strange to worry so much about animals,or do they have pets of their own? Step Ⅶ Summary
This class we‟ve had a lot of reading,writing and speaking practice using the target language.In all the activities I hope you can learn to cooperate and make great progress together. Step Ⅷ Homework
Next class we‟ll have our Self check paper.Please preview the exercises to see if you have any difficulty in understanding. Step Ⅸ Blackboard Design
Unit 3 What were you doing when the UFO arrived? Students‟ answers:
第六课时 Selfcheck（综合课案例）
教学目标: 1. 知识目标: (1)New words (2)Writing practice (3)Just for Fun 2. 能力目标:
To train students‟ self check skill.
To train students‟ ability of reading and writing. To train students‟ the sense of humor.
3. 情感目标: To be interested in taking part in activities in an English class. 教学重点：New words. Exercises of the workbook.
教学难点: Pairwork.Oral practice.
教学方法: Self check method. Writing methods. 教学步骤: Step Ⅰ
Greet the class and check the homework. Step Ⅱ Shelf check 1 and 2
These two activities focus on vocabulary introduced in the unit.First ask students to do the activities on their own.Then check the answers.Write a number of students‟ answers on the board.Underline any mistakes and ask students to suggest how to correct the mistakes. Step Ⅲ 3
First learn two phrases. in hospital 住院 at the doctors 在诊所；在医院Read the phrases to students and ask them to repeat.Then ask students to look at Hai Yan‟s plan.And then get students to write what they were doing at these times.For example, While Hai Yan was at the doctor‟s,I was going to class. Ask students to complete the work on their own.
Ask a few students to share the answers with their partners and then the class. (This activity lets students practice using while and when in writing.) Step Ⅳ 4
Activity 4 focuses on the new vocabulary introduced in this unit.Show the box on the screen. 1.walk climb jump down alien
2.bathroom bedroom newspaper kitchen 3.barber UFO cut hair barber shop 4.when scared while how long
Then ask students to say the words that don‟t belong.Check the answers.This activity provides reading practice with the target language.Ask two students to read the conversation to the class. Sa:A UFO landed while I was sleeping last night. Sb:Were you scared? Sa:Not really.
T:Was the girl really scared?
How do you know she was scared? Step Ⅵ Exercises when or while.
1.While Margo was talking on the phone,her sister walked in. 2.__________I saw Carlos,he was wearing a green shirt. 3.__________Ali was cleaning his room,the phone rang.
4.__________ we were watching the movie,my sister left the theater. 5.__________Rita bought her new dog,it was wearing a little coat. 6.__________ we visited the school,the children were playing games.
6)Write about something interesting that happened to you or someone you know.Use the words when and while to talk about things that happend at the same time.
Step Ⅶ Summary
This class we‟ve reviewed words and phrases in the unit.And we‟ve done a writing exercise using while and when.Some exercises of the workbook can strengthen the target language presented in the unit. Step Ⅷ Homework
Next class we‟ll learn the reading passage.There are many new words and expressions.I hope hou can read the new words and learn them by heart.Next class I‟ll ask you to read the new words first. Step Ⅸ Blackboard Design
Unit 3 What were you doing when the UFO arrived? Students‟ sentences
试卷讲评课
教学目标：
通过讲评，使学生掌握如何做好选择题，掌握做题方法，提高做题的准确率。通过讲评，切实帮助学生准确掌握和运用知识，使学生感到“考有所得、评有所获”避免出现“考过、讲过、评过”而学生一无所获或收效甚微的状况。 教学重点、难点：
选择题正答率比较低的，选择题2.5.9.20题，书面表达 教学过程： 一
1．教师简介本次考试情况。
2．学生上课前已经自行纠错。提示学生注意分析失分原因，提高成绩。(这种分析有利于提高学生学习自信心并掌握好的学习方法。) 3．小组交流，纠正其他错题，小组有疑问的问题，写在黑板相应位置
4．对问题讲解进行分工，稍事准备后学生分头重点讲解，其中第2题没有学生愿意讲，由教师讲解，其他题目学生讲解，教师点拨。过程中提醒学生随时在试卷上改错、记录。 5．教师最后总结做题方法及技巧。 6) 审清题干、题肢，抓关键词语。 7) 选项本身错误的选项，首先要排除.
8) 题肢本身无错，但不符合题干者，亦排除。 9) 肢干双重者不选
10) 除非的确搞错，否则不要轻易改动。
11) 定语从句做题流程：先找先行词—分析句子结构—判断关系词 二 讲解重点题。
1. You must have _______ Beyonce, and she is a very famous singer who sang a song for the 77th Annual Academy Awards(第77届奥斯卡金像奖颁奖典礼).
A. heard from B. heard C. heard on D. heard about 2. When I arrived at his office, he ___ on the phone.
A. spoke B. was speaking C. had been speaking D. had spoken
when后通常用表示暂短性动词，while后通常用表示持续性动词，因此它所引导的状语从句中，谓语动词常用进行时态，when用作并列连词时，主句常用进行时态，从句则用一般过去时，表示主句动作发生的过程中，另一个意想不到的动作发生了。when作并列连词，表示“（这时）突然”之意时，第一个并列分句用过去进行时，when引导的并列分句用一般过去时。如 3. His computer is ____ expensive _____ Tom’s.
A. as; as B. so; as C. much; as D. as; than 四 让学生自己总结收获。 五 跟踪练习 连词成句：
1. was, while, walking, I, saw, to, I, a, in, cat, school, a, tree
_________________________________________________________. 2. while, walking, was, car, the, exploded, past, I, it
_________________________________________________________. 3. said, he, living, he, in, was, London
_________________________________________________________. 4. I, speaking, to, you, you, the, were, while, saw, teacher
_________________________________________________________. 5. I, at, TV, 8pm, was, yesterday, watching
_________________________________________________________. 根据所给情况， 用should 或shouldn’t + 下列短语造句：
go away for a few days go to bed so late look for another job
put some pictures on the walls take a photograph use her car so much
1. (Liz needs a change.) She ____________________________________________. 2. (My salary is very low.) You _________________________________________. 3. (Jack always has difficulty getting up.) He __________________________.
4. (What a beautiful view!) You _________________________________________. 5. (Bill’s room isn’t very interesting.) He ___________________________.
Unit 3 What were you doing when the UFO arrived ?（教学反思）
在完成《新目标英语》八年级下册第三单元的教学中，我是以新课程理念为依据进行教学设计和课堂活动的。通过对教材的理解我确立了以培养学生语言知识、应用能力、文化意识和学习策略为中心的教学目标，充分体现了为学生全面发展和终生发展和学习奠定基础的原则；目标层层递进，并贴近生活，具有可实践性。作为本单元的教学反思，我想谈谈自己在教学过程中比较满意的地方，以及自己的教学不足。在教学过程中，我采用了结队合作评价的教学手段，立足根本，从学生的实际出发，注重学生长远的发展。 一、 语法方面
虽然目前英语教学淡化语法的地位，但在实际操作过程中，这一部分不可或缺。在本单元中，首次出现了过去进行时态的用法，在口语运用方面，可以以模仿为主，可以通过日常对话在复习现在来描述日常活动同时,然后引入过去进行时态，通过口语练习来找出他们的联系和区别，效果非常好。 二 、 口语交际方面
在平时的教学中，我们应该重视听说训练，尝试让学生在口语运用中学会表达他们的个人意见，抒发个人情感。因此，在第三单元中，功能话题是的使用现在进行时来描述日常活动 。这与学生的个人生活息息相关，只要引导得当，极易激发学生的兴趣，开展关于这一话题的讨论。在准备上课时我主要重点从以下几个方面入手：
1. 让学生看课本封面的四幅画面 (一男学生在笑 ,一女学生在笑,两个女孩在打电话 ,一男生和一女生在看书 )然后向学生提问： （1） What ’s he doing ? （2） What ’s she doing ? （3） What ’re they doing ? 2. 引导学生到实际情况
问一男学生：请问你在做什么? → What are you doing ? 学生可能回答：我在听你说话。 → I am listening to you . 告诉全班同学 ：他在听我说话。 → He is listening to me .
和另一个女生重复操练这一个句型，然后尝试用现在进行时和全班一起操练不同的人称。有了良好的开端，课文的对话教学就顺畅了许多。
3 .在教学Section A 时，根据图片进行任务练习
任务1 : 谈论当飞碟到达的时候人们在做什么. 为了让工作更容易做,教师点着图中的剪头发的人问: 当飞碟到达的时候他在做什么。 任务2 : 学生小组操练上述的对话。并让一些学生来展示他们的对话过程。 任务3 : 学生尝试把他们所讲的句子在练习本上写出来。 三 、不足之处
在教学过程中，使用小组合作评价方式我收获很大，但也有许多不足，例如： 1、学生的参与度不均衡
一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，因此合作教学对提高学生实际的语言交流能力、以及与他人的合作能力有很大的促进作用。而另有一些学生却习惯于当听众，被动地接受别人的观点。很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，而这部分学生主要是学习困难生。 2、个别学生的合作不主动
教师在开展教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。因此作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。
3、没有给学生足够的时间进行分角色口语练习
新课改注重学生是课堂的主人，应该给学生足够的时间去交流，从而提高口语交际能力，以后在整堂课安排同时应该布局合理紧凑。 通过对本单元的教学反思，我从中领悟到了一种思想，一种理念，那就是优化课堂教学，提高课堂效果。我要以此作为我的教学思想，指导我下一步的教学工作。
过去进行时
1、过去进行时的定义
过去进行时常表示过去某一时刻或过去某一阶段内正在进行的动作。 2、过去进行时的构成
过去进行时是由“be动词的过去式was/were＋现在分词”构成。 3、过去进行时的基本句型 肯定式 疑问式 否定式 I was working Were you working? I was not working Was he / she / it working? He / She / it was working. Yes, he / she / it was. He / she / it was not working. No, he / she / it wasn‟t. We were working. You were working They were working Were we working? Were you working? Were they working? We were not working You were not working They were not working ４过去进行时的基本用法 a.过去进行时表示过去某一时间正在进行的动作，常和表过去的时间状语连用，如： I was doing my homework at this time yesterday.昨天的这个时候我正在做作业。 They were expecting you yesterday.他们昨天一直在等待。
b.过去进行时可与soon, the next moment, in minutes, minutes later等时间状语连用，表示一个新的动作刚刚开始。如： Soon the whole town was talking about it.不久镇上的人就都谈论起这种事了。 c.过去进行时可用来申述原因或用作借口，这种用法常用在口语中。如： -- Have you finished your homework, Mary? 玛丽，你作业做完了吗？
-- No, I was helping my mother is the kitchen all day yesterday.还没呢，我昨天一天都帮妈妈在厨房干活。 d.过去进行时可用来为一个后一系列动作的发生提供背景。如： I hurt my leg when I was riding a bike.我在骑车时把腿摔坏了。
e.过去进行时可表示过去未曾实现的愿望或打算，这时be动词was/were要重读。如：
I was writing him a letter this morning and forgot all about it .我本该今天早上给他写信的，后来全给忘了。 I was seeing her tomorrow. 我本来打算明天会见她。
He was watching the play yesterday, but he was too busy. 他昨天本来要看那场戏的，可是太忙了。 5 一般过去时和过去进行时的区别
（1）一般过去式常表示在过去某时发生的动作或存在的状态（包括过去习惯动作），常与一般过去时连用的时间状语有just now, a moment ago, yesterday, last week(month, year), the day before yesterday及表示过去的时间状语从句。如：
I was sixteen yesterday old last year.我去年16岁。
He worked in a factory in 1986.他1986年在一家工厂工作。
I met her in the street the day before yesterday.前天我在街上遇见了她。 He often swam in the river when he was young.他小时候常在河里游泳。
（2）过去进行时表示过去某一段时间或某一时刻正在进行的动作。常与之连用的时间状语有，at that time/moment, (at) this time yesterday (last night/Sunday/week…), at+点钟+yesterday (last night / Sunday…)，when sb. did sth等时间状语从句。
What were you doing at seven p.m. yesterday?昨天晚上七点你在干什么？
I first met Mary three years ago. She was working at a radio shop at the time.我第一次遇到玛丽是在三年前，当时她在一家无线电商店工作。
I was cooking when she knocked at the door.她敲门时我正在做饭。
（3）一般过去时往往表示某一动作已经完成，而过去进行时却表示动作在持续或未完成。如： I saw you while you were speaking to the teacher.你在和老师谈话时我看见了你。
注意：有的过去时间状语既可用于一般过去时，也可用于过去进行时，但含义不同。如： She wrote a letter to her friend last night.她昨晚给她的朋友写了封信。（信写完了）
She was writing a letter to her friend last night.她昨晚一直在给她的朋友写信。（信不一定写完） 一、过去进行时的时间状语
1.when 和while引导的状语从句中，强调某个动作正在进行的过程中时要用进行时态，while表示一段时间，因此它所引导的状语从句中，谓语动词常用进行时态，如：
When/While we were having supper, the light went out.我们正在吃饭时灯熄灭了。
2.when用作并列连词时，主句常用进行时态，从句则用一般过去时，表示主句动作发生的过程中，另一个意想不到的动作发生了。如：
I was walking in the street when someone called me.我正在街上走时突然有人喊我。 二、下面几种情况不用一般过去时而要用过去进行时： 1. 表示过去某一阶段暂时性的习惯动作时。如：
Tom was getting up at six o‟clock every day that week.汤姆那一周里每天都是六点钟起床。 2. 与always连用表示赞美，厌烦等感情色彩时。如： John was always coming to school late.约翰上学总是迟到。
Lei Feng was always doing good deeds for the people.雷锋总是为人民做好事。 3. 用来描写故事发生的情景时。如：
It was a dark night. The wind was blowing hard and the rain was falling heavily. A PLA man suddenly appeared on the river bank. He wanted to cross the river.那是一个漆黑的夜晚，风刮得很厉害，雨下得很大，一个解放军战士突然出现在河岸上，他想过河去。
4. when作并列连词，表示“（这时）突然”之意时，第一个并列分句用过去进行时，when引导的并列分句用一般过去时。如： I was taking a walk when I met him.我正在散步，突然遇见了他。
We were playing outside when it began to rain.我们正在外边玩，这时下起雨来了。 5go, come, leave, start, arrive等动词可用过去进行时表示过去将来的含义。如： I was leaving for Wuhan that day.那天我正要去武汉。 She was coming later.她随后就来。
三、过去进行时表示婉转语气（只限于want, hope, wonder 等动词），用以提出请求。如： I was wondering if you could help me. I was hoping you could send me home.
Unit 4 He said I was hard-workingUnit 【单元目标】
1．单词与短语
ever mad anymore snack message suppose hard-working nervous
semester worst true disappointing lucky copy hers decision start influence peace border danger
first of all 首先
pass on 传递
be supposed to 被期望或被要求... ... do better in 在......方面做得更好 be in good health 身体健康 report card 成绩单
get over 克服；恢复；原谅 open up 打开
care for 照料；照顾
have a party for sb. 为某人举行一次聚会 be mad at sb
2．目标句型： 转述他人话语What did sb. say? He said I „ She said she„ They said„
3．语法
直接引语和间接引语 【重难点分析】 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。
1.
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. He said,“These books are mine.” →He said that those books were his.
（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。 1.陈述句的间接引语
陈述句由直接引语变间接引语，通常由that引导，可以省略。 “I want the blue one.” he told us. “我想要兰色的。” 他说。 →He told us that he wanted the blue one.他说他想要兰色的。 She said to me, “You can’t settle anything now.”她对我说：“此刻你无法解决任何事情。” →She told me that I couldn’t settle anything then. 她对我说那时侯我无法解决任何事。 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。 如：
“Has he ever worked in Shanghai?”Jim asked. “他在上海工作过吗？”吉姆问。
→Jim asked whether/if he had ever worked in Shanghai. 吉姆问他是否在上海工作过。
“Can you tell me the way to the hospital?” The old man asked. 那个老人问：“你能告诉我去医院的路吗？
→The old man asked whether I could tell him the way to the hospital. 那个老人问我是否能告诉他去医院的路。
(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。 如：
“Which room do you live in?” He asked. “你住哪个房间？”他问我。
→He asked me which room I lived in. 他问我住哪个房间。
“What do you think of the film?” She asked. 她问“你怎么看这部电影？”
→She asked her friend what she thought of the film. 她问她的朋友怎么看这部电影。 (3). 选择疑问句由直接引语变为间接引语时，由whether/if „or引导。 如：
“Is it your bike or Tom’s? Mum asked. 妈妈问：“这是你的自行车还是汤姆的？” →Mum asked whether/if it was my bike or Tom’s. 妈妈问这是我的自行车还是汤姆的。
“Does your sister like blue dresses or green ones?” Kate asked. “你妹妹喜欢兰色的裙子还是绿色的？”凯特问。
→Kate asked whether/if my sister liked blue dresses or green ones. 凯特问我的妹妹喜欢兰色的裙子还是绿色的。 3. 祈使句的间接引语
当祈使句变为间接引语时，间接祈使句的引述动词常用tell，ask，order，beg，request，order等，而把直接祈使句变成带to的不定式短语。 如：
Jack said, “Please come to my house tomorrow, Mary. ”杰克说：“玛丽，明天请到我家来。” →Jack asked Mary to go to his house the next day. 杰克请玛丽第二天到他家去。 The teacher said to the students, ”Stop talking.”老师对学生们说：“不要讲话了。” →The teacher told the students to stop talking.老师让学生们不要说话了。 “Don’t touch anything.” He said.“不要碰任何东西。”他说。 →He told us not to touch anything.他对我们说不要碰任何东西。 4. 动词时态和代词等的变动
(1). 某些代词，限定词，表示时间或地点的副词和个别动词在间接引语中的变化规则如下： 直接引语 间接引语 today that day
now then, at that moment yesterday the day before the day before yesterday two days before
tomorrow the next day / the following day the day after tomorrow two days after, / in two days next week/ month etc the next week/month etc last week/ month etc the week / month etc. before here there this that these those come go bring take (2).
如果引述动词为现在时形式，则间接引语中的动词时态，代词，限定词和表示时间或地点的副词不用变化。而如果引述动词是过去时，以上内容就要有相应变化。变化情况如下：
现在时间推移到过去的时间，即一般现在时变为一般过去时； “I feel better today.” He said. “我今天感觉好多了。”他说。 →He said that he felt better that day. 他说他那天感觉好多了。 现在进行时变为过去进行时；
“Xiao Ming is doing some washing” Mum said. “小明正在洗衣服。”妈妈说。
→Mum said that Xiao Ming was doing some washing. 妈妈说小明正在洗衣服。
Unit 4 He said I was hard-working
（一）Language goal：语言目标 （1）Telling a story. 讲述故事
（2）Report what someone said. 讲别人说的话的内容 （二）Sentence structures：语言结构
（1）Reported speech 间接引语（2）simple past tense 一般过去时（3）can for ability “can”表示能力 （三）Target language：主要句型 （1）What did your math teacher say? （2）He said I was hard-working. （3）I can speak three languages. （4）What did she say?
（5）She said she could speak three languages. （6）He told me he would call me tomorrow. （7）She said she was having a party for me. （8）She said she would bring some drinks.
（9）She told everyone she wasn‟t going to have a party. （四）useful words and phrases. words：
1. message 消息，信息 2. response 回答，答复 3. suppose 假定，认为 4. hard-working 努力工作的 5. average 平常的，一般的 6. well 健康的，安好的 7. nervous 紧张的，神经质的 8. envelope 信封，封皮 9. semester 一学期 10. disappointing 令人失望的 phrases 词组：
1. surprise party 惊喜聚会 2. be mad at 对„非常愤怒、恼火 3. first of all 首先，第一 4. pass on 把„传给另一个；转移 5. be supposed to 认为必须，认为应该，认为„必要
6. do well in 在某方面做得好，擅长 7. in good health 健康的 8. end-of-year exam 年终考试 9. report card 成绩报告单 10. get mad 变疯、变得恼怒的 11. get over 恢复、克服 12. have a favor 劳驾；请您帮个忙 （五）重点、难点分析：
1. 本单元中我们主要学习直接引语如何变化成间接引语。
（1）当我们引用别人的话时，我们可以用别人的原话，也可以用自己的话把意思转述出来，如果是引用原话，被引用的部分就称为直接引语（Direct Speech），否则称为间接引语（Indirect Speech）
直接引语通常都用引号（“”）括起来，间接引语多数情况下都构成一个宾语从句。 （2）如果引用的句子原来是个陈述句，在间接引语中我们就要注意下面几点： 1）根据意思改变人称：
如：He said,“I go to the beach every Saturday.” 变成He said he went to the beach every Saturday.
2）如果主句的谓语动词said或told为过去时，由直接变为间接引语时，从句的时态要有变化。时态变化如下： eg: She said,“I am mad at Marcia.” 变为→She said she was mad at Marcia. eg: He said,“I am doing my homework.” 变为→He said he was doing his homework. He told me,“I will call you tomorrow.”
变为→He told me he would call me tomorrow. 2. I‟m mad at Marcia. 我对Marcia非常恼火。 be mad at ...表示对„非常恼火、愤怒。
3. Ben told Lana that Marcia was going to have a surprise party for her. 句中“was going to”表示过去将来时
“have a surprise party”举办一个惊喜聚会 我们在用“said”和“told”时有什么区别呢？ said一般可以直接跟说话的内容。
而told一般先加上“告诉谁”然后再说讲话的内容。 如：（1）He said he would call me tomorrow. 他说明天他将给我打电话。
（2）He told me he would call me tomorrow. 他告诉我他明天将给我打电话。
所以told后边要加上获取信息的人。
4. She said she was having a party for Lana on Friday night. “was having”在这里应该看做“过去进行时”表示
“过去将来”意思是说“她说她将在周五晚上给Lana举办聚会”。相当于“was going to have a party”，这一点我们曾经在第三册的学习中学到过用现在进行时表示将来时。如：
I‟m visiting my uncle this weekend. 这周我将看望我叔叔。
5. P28 3a. First of all表示“首先”→Then然后→Finally最后等，用来表示事物发生的前后顺序，也可以使文章上下衔接自然。 6. Lana told Ben that she wasn‟t mad at Marcia anymore. “not„anymore”表示“不再„„”
She didn‟t want to be my best friend anymore. 她不想再做我的最好朋友了。 7. P28 4. Student A.
You want B to pass the message to C： 你想让B给C传信。
“want sb to do sth.”想让某人做某事。 另一个词组是“pass„to”“pass sth to sb”将某物传给某人。
pass这个动词可以跟双宾语，除了上述的用法，我们还可以说：pass sb sth.
如：He passed a book to me. 他递给我一本书。
也可以说成：He passed me a book. student B.
A calls you with a message for C. 意思是说：“A给你打电话给C捎个信” pass on the message “把消息传过去”
Then give C‟s response to A. “然后将C的回答传给A”。注意response to sb.是给某人的回答，用介词“to”. 8. P30 3a. I hope that Grandpa is well now.
“be well”表示身体健康或身体好，是个形容词 well还有副词的作用，表示“好”，如： He studies English well. 他学英语学得好。 这时不能用“good”，因为good只能是形容词不是副词 well是形容词时一般指的是“身体好”。
如果说：他是个好学生，应该说He is a good student. 而不能用“well”. 9. I was sorry to hear that he had a cold last week. 我很抱歉听说他上周感冒了。
主句“was sorry”为过去时，从主“had a cold”也用过去时，这样保持主句和从句在时态上保持一致性。 10. I hope you are in good health. 我希望你身体健康。
“be in good health”意思是“健康”
11. I finished my end-of-year exams. 我考完年终考试。
end-of-year exam 为年终考试
12. I always get nervous. 我总是很紧张。 get nervous. “易激动的、紧张不安的” get为系动词，也可以说成：“be nervous.” 如：I was nervous about the exams. 我对考试感到很紧张。 也可以用“feel nervous” nervous 为形容词。
13. I wasn‟t surprised to find that ... 我发现„并不感到惊讶。
be surprised to do sth. 很惊讶地做„.
14. Another disappointing result was in history. 另一个令人失望的结果是历史。
disappointing是形容词，一般修饰“物”如“result”，表示“令人失望” disappointed也是形容词，一般指“人”表示“失望”。 如：I was disappointed when I saw the report card. 当我看到成绩单时，我感到很失望。
15. The good news is that my math teacher said I was hard-working. 好消息是我的数学老师说我学习努力。
“The good news”作主语，news为不可数名词，要以单数对待，因此用“is”而不是“are” that my math teacher .... working为表语从句，而“I was hard-working”为said的宾语从句。
16. That‟s all about the news I have for now. 至今为止，我所有的消息就是这些了。
That‟s all about ...“关于„就这些了”或“这就是所有关于„” for now. 至今为止，到现在
I have是句中news的定语从句，意思是“我有的消息” 17. P31 3. She didn‟t talk to me. “talk to”对„讲话，“to”为介词。
这篇短文在时态上主句和宾语从句中的谓语用的都是过去时态以保持一致。如下几句中划“______”的字。 （1）She asked me if she could copy my homework. （2）I said I didn‟t think it was a good idea.
（3）She wanted to know why I didn‟t think it was a good idea. （4）I said I would start a bad habit.
（5）She told me she was sorry she‟d gotten mad. 18. I have a favor to ask you. 表示我“有个忙求你帮助。”
have a favor to ask“求„帮个忙” 我们也经常说：“Would you please do me a favor?” 你能帮我个忙吗？
19. I was sure she‟d get over it. 我确信她会恢复的。
“get over”表示恢复、克服。
20. You were supposed to meet at the bus stop this morning. 你们应该今天早晨在公共汽车站相见。 “be supposed to”是“应该”“被期望”，“认为必须”
如：We are supposed to be here at seven. 我们应该七点到达这里。
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