《He said I was hard-working》教案

《He said I was hard-working》教案

　　在教学工作者实际的教学活动中，很有必要精心设计一份教案，借助教案可以让教学工作更科学化。那么问题来了，教案应该怎么写？以下是小编为大家收集的《He said I was hard-working》教案，欢迎阅读，希望大家能够喜欢。

　　I. Teaching aims/objects/goals:

　　(1) To learn the new words and phrases: mad, surprise, soap operas, be mad at sb.

　　(2) To learn the structure reported speech and learn to report what someone said: --- What did she/he say?---He/She said....

　　(3) Through listening activities, students can get the main ideas of simple materials, tell their topics, and get some useful information.

　　(4) To improve the confidence of learning English and speaking English.

　　II. Teaching important points:

　　(1) To master the new words and phrases such as mad, surprise, soap operas.

　　(2) To report what someone said.

　　III. Teaching difficult point:

　　How to change direct speech into reported speech and pay attention to its tense at the same time.

　　IV. Teaching procedure:

　　Step 1: Warming-up

　　Play a video of soap operas and ask students to talk about them and lead in the topic.

　　(Justification: To lead in the content, at the same time, to stimulate students’ interest.)

　　Step 2: Pre-listening

　　(1) The teacher will teach the students the new words and phrases by showing the pictures:mad, surprise, soap operas, be mad at sb.

　　(2) Read the four questions in 1a and have a discussion.

　　(3) Before listening, the teacher can ask several students questions and write them on the blackboard.

　　T: What are you going to do after class?

　　S1 (Lucy): I’m going to supermarket.

　　T: OK. And what are you going to do when you grow up?

　　S2: I’m going to be a teacher.

　　...

　　T: What did Lucy say?(Ask the other students)

　　S5: She said, “I’m going to supermarket.”

　　T: Correct. But when we tell someone else these words we sometimes say it in this way: She said she was going to supermarket. Repeat it please. (Circle the words that have changed)

　　Repeat this process with the sentences of several other students.

　　(4) Point out the TV screens in the picture and ask students to look at each picture and tell what is happening.

　　(Justification: Through discussion and looking at pictures, students can make preparation for what they will be heard, and thus can lower the difficulty in listening.)

　　Step 3: While-listening

　　(1) First round: Listen the tape only.

　　(2) Second round: Write the numbers in front of the pictures according to the order they hear.

　　(3) Third round: Check the answers.

　　(Justification: By listening to the tape three times, students can get the main idea and order the pictures correctly and gradually. )

　　Step 4: Post-listening

　　(1) Ask students to read the conversation and ask and answer questions about each picture in 1a and invite some pairs to have a show the class.

　　(2) Present some characters in Peppa Pig and do pair work like this:

　　A: What did George say?

　　B: He said...

　　...

　　(3) Show some moving pictures and continue to do the pair work:

　　A: What is he doing?

　　B: He is...

　　A: What did he say?

　　B: He said he was...

　　...

　　(Justification: Through pair work, students can consolidate what they have learnt in this class step by step.)

　　Step 5: Summary and Homework

　　Summary: Ask students to make a summary and teacher helps if necessary.

　　Homework: Write a composition by quoting what a famous person say by using He/She said...

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