八年级下册英语第四单元教案

1、要改直为间，先把句型辨。找准引导词，万事它为先。陈述句that，而且它可省，一般疑问句，记住if 或whether，特殊疑问句，引导词照旧。疑问语序改陈述，还要注意人称和时态。一人称，主句主。二人称，主句宾。主句一般现在时，从句不用改时态。主句一般过去时，从句则改相应过去时。如果说的是真理，继续一般现在时。祈使句，较特别，要找tell, ask 和order。其他事项慢慢记，记住再就不用愁。八年级下册英语第四单元教案(一) 单项选择（ ）1. Can you _ some music CDs to the party?A. take B. bring C. carry D. borrow（ ）

2、2. She _ she _ a party for her sister the next day.A. says; were having B. said; had C. says; had D .said; was having（ ）3.The accidents happened _ a cold winter morning.A. in B. on C .at D. of（ ）4. We are supposed _ there before seven. So we must hurry up.A. get B. to get C. getting D. not to get(二)

3、 将下面的句子变成间接引语1.My mother said：“I am going to make dumplings”.2.She said：“I do homework every day.”3.He said：“I will play basketball this night.”（用所给词的适当形式填空）1. _ (luck),she caught the last bus.2. Dont worry about me. Please tell me the _(true)3. It is _ (report) that the new supermarket will be open

4、 next week.4. This is the _(bad) day I have ever had.5. He didnt answer the question. So it made him _(disappoint)（单项选择）（ ）1. In English, she is _ writing in her class.A. better at B. good at C. the best at D. the best in（ ）2. I _ him to stay here for one more week.A. think B. make C. want D. hope（

5、）3. It is _ nice of you to say so.A. truly B. true C. really D. real（ ）4. I found _ to make everyone please with me.A. that difficult B. it difficult C. that be difficult D. it be difficultA 将直接引语改为间接引语。(1)He said , “I am very tired .” He said (2)She said ,“I can swim in the river” She said (3)They

6、said ,“we are interested in math and physics” They said (4)Jim said ,“I ride a like to school every day” Jim said B用所给词的适当形式填空 She said she (be)mad to what you (say)My brother told me I (can) use (he)bikeHe said he (will)go to see his parents this weekendThe little girl told the visitors they (have)

7、 a birthday party thenShe is good at (speak)EnglishA将下列句子改为间接引语He said , “Mother ,the boy is eleven years old now”He told me ,“I have left my book in your room”“Can you speak French ?”he asked me“When will he lome?”she asked“Do you know her name ?”my friend Jack asked meB单项选择she said she flying to s

8、hanghai next weekend A.will be B.wasC.isD.areShe said she to the cinema every Saturday A.goesB.wentC.is goingD.had wentMy couin got mad me last Wednesday A.on B.to C.aboutD.atHe got two important from his classmates A.newsB.messagesC.informationsD.newdesNo one to smoke in the reaking room A.is suppo

9、sed B.shouldC.supposesD.can suppose将下列句子由直接改为间接引语或由间接引语改为直接引语Tom said to me ,“you must leave a message for your mother”He asked Li Ying ,“were you watching TV at this time yesterday?”“Where is the nearest hospital?”John asked“Make good use of your time”Mr Li advised us “Dont look out of the window w

10、hen you have classes.”our teacher told usBetty asked me if I had been at home the day before. Betty asked me ,“ at home ?”She said that she had told him all about it three weeks before. She said,“ ”The teacher told her not to be late any more. The teacher her ,“ ”1、但是上个星期我们在学校大吵了一架，并且她不理我了。But last

11、week in school we _ a _ _, and she didnt _ _ me .2、我说我认为抄袭作业不好。I _ I didnt think it was a _ _for her to _ my homework.3、她应当自己做作业。 She should _ _ _ _.4、她说如果她自己做作业会更好。She said it was _ _ if she did her own work.1). Im sure youll soon _ the difficulty. A. get up B. get out of C. get over2). I feel a li

12、ttle tired, _, I can hold on(坚持). A. however B. and C. but3). Its _ cold that I have to put on my coat. A. very B.such C. so2、根据汉语完成句子。1、阅读能打开学生的视野，给予他们良好的开端。 Reading can _ the students view and _ them a good _.2、对你来讲每天早晨锻炼身体是一个好主意。Its a _ _ for you to exercise _ _.1、她说帮助别人改变了她的人生。She said helping o

13、thers _ _ _.2、到甘肃省一个贫困的山村教中学生，听起来你也许不会感兴趣。_ high school students in a poor mountain village in Gansu Province may not _ _ _ _ you.3、当一年期满时，她说在完成学业以后她将回到这个地方。When her year _ _, she said that she _ _ _ the area _ _ her studies.4、她的妈妈赞成她的意见。Her mother _ _ her daughters _.5、我可以天阔学生的眼界，让他们看看外边的世界。I can _

14、 _ my students eyes to the _ _.用所给词的适当形式填空。The teachers words made Tom _ (change)his mind.Theres no _ (different)between A and B.The lost child is in _ (dangerous)now.He told me it_ (do,not)matter.She said she _ (can)do a good job as a volunteer.同义句转换：28. Im good at speaking Japanese. I can _ _ _ sp

15、eaking Japanese.29. He is very well. He is _ _ _.30. Dont be angry with your son. I think he can do better next time. Dont _ _ _ your son. I think he can do better next time.31. Lana said to us, “ Im happy to see you again.” Lana _ us _ _ happy to see _ again.32. “You are like elder brothers or sist

16、ers to us.” they said to us. They said to us _ _ like elder brothers or sisters to _.33. “Can I copy your homework?” he asked me. He asked me _ _ _ copy _ homework.34. Mary asked Ann, “ Why are you so excited?” Mary asked Ann _ _ _ so excited.35. My sister said to me “Im going to help you. ”（同义句）My

17、sister _ me that _ _ going to help _.36. He said I was hard-working. （划线提问）What _ _ _?Unit 4 Reading:She said helping others changed her life.Period I Teaching aimsAims of basic knowledge:1.Key vocabulary: poor, village, Peking University, graduate, volunteer, the Ministry of Education. Chinese Youn

18、g Pioneer, rural, area, meter, sea level, thin, ate, fortunately, decision, husband, dormitory, senior, open up, start, influence, return, hometown, Greenpeace, care for, border, UNICEF, WWF, danger 2. Phrases: high school student, sound like, agree with sb., senior high school, love doing sth., ope

19、n up, care for, work as.Aims of abilities: 1. Learn to understand the meaning of a word you dont know from the context. 2. To train students ability of reading.Aims of emotion and evaluation: Help those people who need help.Teaching difficult points: Learn to understand the meaning of a word you don

20、t know from the context.Teaching methods: 1. Guided reading 2. Communicative method.Teaching tools: A tape recorder Teaching Procedures:Step 1. Warming up 1. Greetings 2. Duty report. 3. Revision Ask and answer with students about Alans report card. What did her math teacher say? What did her histor

21、y teacher say?Step 2. Presentation 1. Free-talking. Ask and answer with students, like:Do you often help old people?What do you do for them?Choose some students to say their ideas. 2. Lead in the new lesson: This class, we are going to learn an article: She said helping others changed her life. 3. T

22、each the new words, make sure they can read and understand well.Step 3. Practice 1. Think of people who need help. Write some ideas in the box below on page 32.People who need helpSomething we can do for themold peopleWe can clean their home. 2. Get the students to look at their charts, then discuss

23、 them with their partners. At last, choose some students to say their own opinions. 3. Read this passage by themselves, try to put these words into the correct space, then check the answers. 4. Read this passage again, and then try to finish the exercises form 3a to 3c. Blackboard design：Reading:She

24、 said helping others changed her life New words： Phrases: poor high school studentvillage sound likePeking University agree with sb.,graduate senior high school Unit 4 He said I was hard-working.Section A (period I)Teaching aims:Aims of basic knowledge:1. Key vocabulary:mad, ever, anymore, snack, di

25、rect, speech, reported speech 2.Key structures:(1) What did Marcia say? -She said she was having a surprise party for Lana on Friday night.(2) Lana said she would go to Marcias house on Friday night.Aims of abilities:1. To train students listening and speaking abilities.2. To train communicative com

26、petence of students.Aims of emotion and evaluation:1. To be interested in communicating in English.2. To be ready to help others.Teaching important points: 1. Master the new words: mad, ever, anymore, snack, etc 2. Master the direct speech and reported speech.Teaching difficult points:1. Master the

27、sentences in Grammar Focus.2. Report what others say correctly. Teaching methods: 1. Situation simulating method. 2. Communicative method.Teaching tools: A tape recorderTeaching procedures:Step 1. Warming up1. Greetings.2. Duty report.Step 2. Presentation1.Ask one student questions like this:T: What

28、 are you doing now?S1: I am having an English class.T: What are you going to do after class?S2: I am going to play basketball.Teacher pretends not to hear what the students are saying.T: Sorry, I cant hear you. Who can tell me what they said?S3: He said, “I am having an English class.” Then write wh

29、at he said and what she said on the blackboard.T: Oh, thanks for telling me. When we tell someone else those words, we can also say in this way: He said he was having an English class. (Write this sentence on the blackboard.)T: What did S2 say?S4: She said she was going to play basketball.(Also writ

30、e it on the blackboard.)T: (Pointing to the blackboard and saying) In this unit were going to learn to use words like this to report what others said. 2. Teach the new words. Make sure they can read and understand. Step 3. Practice1. Ask students to read the four questions in the box in 1a. Then hel

31、p the students form small groups. Students begin to talk about the questions.2. Choose some groups to act. 3. Ask students to look at 1b. Play the tape, listen and number the statements (1-4) in the pictures. Check the answers.Step 4. Consolidation1. First ask some students to read these sentences,

32、make sure they can understand.2. Play the tape, ask students to listen and circle true or false for each statements.3. Listen again. What did the people on TV say? Circle the correct answers.4. Listen and repeat, then practice in pairs. At last, choose some students to act, then ask them to read it

33、out together.Step 5. Homework 1. Recite the sentences in Grammar Focus. 2. Preview 3a-4.Blackboard design:Unit 4 He said I was hard-working.Section A (period I)New words: He said, “”mad She said, “”anymore He said that he was having an English class.direct speech She said that she was going to play

34、basketballreported speech Direct speech Reported speecham/is wasare werewill wouldcan couldUnit 4 He said I was hard-working.Section A (period = 2 * ROMAN II)Teaching aims:Aims of basic knowledge:1. Key vocabulary:first of all, pass on, be supposed to2. Key structures:First of all, Marcia told Ben s

35、he was having a surprise party for Lana. 3. Writing practiceAims of abilities:1. To train students ability of reading and writing.2. To train students ability of communication.Aims of emotion and evaluation:To enable students to ask for help when having difficulties in learning.Teaching important po

36、ints: 1. Key vocabulary: first of all, pass on, be supposed to 2. Have a conversation using the target language.Teaching difficult points:Finish the newspaper article to improve the writing skills.Teaching methods: 1. Task-based approach 2. Communicative methodTeaching tools: A tape recorderTeaching

37、 procedures:Step 1. Warming up1. Greetings2. Duty report.3. Revision Last class, we have learned a conversation about last nights episode of “Young Lives”. Can you tell me what happened on “Young Lives” last night? Choose some students to say their answers use reported speech.Step 2. Presentation1.

38、Tell students: Today, lets learn a newspaper story about “Young Lives”2. Teach the new words: first of all, message, pass on, suppose, be supposed to doMake sure they can read and understand.Step 3. Reading1. First, ask students to read this story by themselves, and fill in the blanks in 3a.2. Check

39、 the answers. Answers: (1) was (2) thought (3) told (4) was (5) wasnt (6) going (7) wasnt (8) would (9) told (10) wasnt 3. Explain the main words “said” and “told”. 4. Play the tape, listen and repeat. Then ask students to read it by themselves. At last, ask them to read it out together.Step 4. Cons

40、olidation1. Ask students to imagine the next episode of “Young Lives”. Finish the newspaper article.2. Choose some students to read out their own article in class. Then ask others to help correct their mistakes in their articles.3. Ask students to look at activity 4, ask them to work in groups of th

41、ree. Use the role play cards to have a conversation. Then change roles and practice again.4. Choose some students to act.Step 5. Workbook Preview Section B, 1a to 2c on page 29.Blackboard design:Unit 4 He said I was hard-working.Section A (period II)New words: 3afirst of all Answers:message (1) was

42、(2) thought (3) toldpass on (4) was (5) wasnt (6) goingsuppose (7) wasnt (8) would (9) toldbe supposed to (10 wasnUnit 4 He said I was hard-working.Section B (period = 2 * ROMAN I)Teaching aims:Aims of basic knowledge:1. Key vocabulary:hard working, do well in, lucky2. Key structures:How was your re

43、port?Well, my math teacher said that I was hard-working.Aims of abilities:To train students ability of listening and speaking.Aims of emotion and evaluation:To enable students to understand the feelings of others in communication.Teaching important points: 1. Key vocabulary: hard working, do well in

44、, lucky 2. Understand the passage better.Teaching difficult points:To understand the feelings of others in communication Teaching methods: 1. Task-based approach 2. Communicative methodTeaching tools: A tape recorderTeaching procedures:Step 1. Warming up1. Greetings2. Duty report.3. Revision Ask and

45、 answer with students, like:What do you look like?What does he / she look like?What is he / she good at?What do you think of him / her?Talk about someones personality and behave in daily life.Step 2. Presentation1. Ask students to look at 1a. First, ask some students to read out these sentences in c

46、lass.2. Teach the new words, make sure they can read and understand.3. Ask students to check the sentences that are true for them. Then choose some students to talk about their answers.Step 3. Practice.1. Ask students to look at 2a. Play the tape, listen and fill in the speech bubbles.2. Listen agai

47、n, and then check the answers.Step 4. Consolidation1. Play the tape, ask students to listen again and finish 2b. Which is Scotts report card?2. Check the answers. Then ask students to listen and repeat.3. Role play. Student A is a parent. Student B is a teenager. Student A asks questions about Stude

48、nt Bs report card. Student B chooses a report card from activity 2b and answers Student As questions.4. Choose some students to act.Step 5. Workbook Preview 3a to Self Check.Blackboard design:Unit 4 He said I was hard-working.Section B 2aNew words: = 1 * GB3 You are hard-working.hard-working = 2 * G

49、B3 You are good at speaking.do well in A: What did you math teacher say?do better in B: He said I was hard-working.Unit 4 He said I was hard-working.Section B (period = 2 * ROMAN II) Teaching aims:Aims of basic knowledge:1. Key vocabulary:grandpa, be good health, report, true, worst, card, nervous,

50、envelope, disappointing, luckily, semester, copy get over, own, hers2. Key structures:I was sorry to hear that he had a cold last week.I hope you are in good health.Aims of abilities:To train students ability of reading and writing.Aims of emotion and evaluation:Have classmates form a good habit.Tea

51、ching important points: 1. Key vocabulary: grandpa, be good health, report, true, worst, card, nervous, envelope, disappointing, luckily, semester, copy get over, own, hers 2. Understand the passage better.Teaching difficult points:1. Write a letter about oneself and the report cards.2. Make correct

52、 sentences.Teaching methods: 1. Task-based approach 2. Communicative methodTeaching tools: A tape recorderTeaching procedures:Step 1. Warming up1. Greetings2. Duty report.3. Revision Last class, we have learned a conversation about Scott. Please answer my questions: What did Scotts history teacher s

53、ay? What did Scotts science teacher say?Choose some students to answer.Step 2. Presentation1. Teach the new words: in good health, report card, nervous, envelope, semester, true, disappointing, lucky, copy, own, get over.Make sure they can read and understand.2. Tell students: This class, lets learn

54、 how to write a letter to talk about your report card.Step 3. Reading.1. First ask students to read Alans letter to his grandmother by themselves. Then find Alans report card in activity 2b on page 29.2. Read again, ask students to try to translate this article with their partner.3. Explain the main

55、 sentences and structures.4. Play the tape, listen and repeat. Then ask students to read it out together.Step 4. Practice.1. Pretend to be Scott. Use the information from activity 2b. Write a letter to a relative or a friend about report card. Then choose some students to read out their own letters.

56、2. Ask students to write their own report card. Then write a letter.3.Pairwork:Imagine your teachers are writing your report card. Write what they should say. Then tell your partner what your teachers said.Step 5. Self check1. First, ask students to finish these exercises on page 31 by themselves.2.

57、 Check the answers and explain the main ideas.Step 6. Workbook Preview 33Blackboard design:Unit 4 He said I was hard-working.Section B New words: Notes:grandpa 1.be sorry to hear that be good health 2.hope v.希望report I hope you are in good health.Unit 4 Reading:She said helping others changed her li

58、fe.Period = 2 * ROMAN II Teaching aimsAims of basic knowledge: 1. Key vocabulary: poor, village, Peking University, graduate, volunteer, the Ministry of Education. Chinese Young Pioneer, rural, area, meter, sea level, thin, ate, fortunately, decision, husband, dormitory, senior, open up, start, influence, return, hometown, Greenpeace, care for, border, UNICEF, WWF, danger 2. Key structures: high school student, sound like, agree with sb., senior high school, love doing sth., op