山东省枣庄市峄城区吴林街道中学八年级英语下册Unit4《HesaidIwashard-working》（第四课时）教案人教新目标版LearningGoalsTalkaboutreportcardwithsuchpatterns“hard-working,dowellin,HesaidIcoulddobetter.HesaidIwasgoodatspeaking.ShesaidIwaslazy.”（用一段话表述了本节课的知识、能力和情感目标。）Preview一、Lookatp29,putthefollowingintoEnglishorally,thenwritethemdownwithoutlookingatthetext.1.在……方面做的好2.擅长说3.比起听我更擅长读。4.在数学方面我能做得更好。5.他说我能做的更好。6.他说我很努力。7.他说我很懒惰。8.他说我擅长说。(通过检查预习，让学生快速说出短语和句型，了解学生对课本知识的掌握情况，为下一步的教学做铺垫。)Warmingupandleadingin热身导入T：Whataboutyourstudy?S1：I’mhard-working.T：Whataboutyourstudy?S2：I’mgoodatspeaking.T：Whataboutyourstudy?S3：I’mlazy.T：Talkaboutyouranswerslikethis:A:I’mnothard-working.B:Really?Ithinkyouareveryhard-working.（Askstudentstoworkinpairstodiscusstheirstudy.）T：Scottisagoodboy.Doyouwanttoknowhowhisstudyis?Ss:Yes.T:Let’scometo2a.（导入联系所学的内容，使学生自然而然地进入新课的学习。）Listeningforthegeneralidea听取大意2a1Listenandchoosethemainideaoftheconversation.Themainideaoftheconversationistotalkabout.A.Scott’sreportcardB.Scott’smother’squestionsC.Scottishard-working.Listeningforthespecificideas听取细节Listenagain.WhichisScott’sreportcard?1)Name:_______________.Class:_______________.Math—hard-workingSpanish—goodatlisteningHistory—candobetterScience—lazystudent2)Name:_______________.Class:_______________.Math—hard-workingSpanish—goodatspeakingHistory—candobetterScience—goodstudent3)Name:_______________.Class:_______________.Math—hard-workingSpanish—goodatspeakingHistory—candobetterScience—lazystudent4)Name:_______________.Class:_______________.Math—hard-workingSpanish—goodatspeakingHistory—shoulddobetterScience—lazystudent2a2ListenandfillintheblanksMother:Didyougetyourtoday,Scott?Scott:Uh-huh.Mother:So,didyoudo?Scott:IdidOKsome.Dad:Whatdidyourteachersay?Scott:HesaidIcoulddo.Dad:That’snotsogood.Howabout?Scott:OhMendozasaidIwas.Mother:That’s.Scott:AndMrRicardosaidIwas.Dad:Whatheteach?Scott:He’smyteacher.Dad:That’s.Howabout?Scott:Ohwell,scienceisvery.Dad:Yes,butwhatdidyourteachersay?Scott:Umm…she…shesaidIwas.Mother:Oh,Scott!You’llhavetoscience.Listenandrepeat（听力理解一般要先听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平。）Post-listeningactivities听后活动PairworkName:_______________.Class:_______________.Chinese—hard-workingHistory—candobetter.PE—lazystudentEnglish—goodatspeakingMath—careless(Askstudentstoworkinpairstodiscusstheirstudylikethis).A:Whatdidyourmathteachersay?B:HesaidIwascareless.（听后活动是接近实际生活的各种情境，语言实践活动要循序渐进，主要培养学生用英语做事情的能力，在做事情的过程中发展语言能力、思维能力及交流与合作的能力，形成语感，以便在具体情境下开展有效交流。）Inquiryintoknowledgebytranslation一、观察并翻译下面的句子，体会本课语法。1.InEnglish,I’mbetteratreadingthanlistening..1.inEnglish在此意为“”，这个短语的另一个意思是“”2.begoodat意思是“”，同义短语为，反义短语为。如：Heisgoodatmath.他擅长数学。3.Maryisweakinlongjump.（引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略。教师不再直接告诉而是在学生还不会的地方进行精讲，落实了以学定教。）Theend-ofclasstest当堂检测一、根据句意和首字母或汉语提示...
