Section B 1a—1f优秀完整教案

Unit 9 Can you come to my party? Period Four

Section B ( 1a-1f) 宁夏银川市贺兰县第四中学

教师：

李彩玲

一

教学目标

1 语言知识目标

1）理解并运用以下短语：the day before yesterday, the day after tomorrow,weekday, weekend, look after. 2）能理解并运用以下句型：

--What’s today? --It’s Monday the 14th. --Can you play tennis with me?

--Sorry, I’m afraid not, I have to... 2 能力目标

1)

学会有礼貌地发出邀请，接受邀请或拒绝邀请。

2)

能够听懂有关邀请的对话，并且使用目标语言进行真实的

情景交际, 使听说能力得到训练和提高。

3 情感目标: 学会有礼貌地邀请别人或接受邀请，并在不伤

害别人的前提下委婉地拒绝邀请。

二

教学重点

1)

扎实掌握本课出现的重点词汇。

2)

能够运用所学知识礼貌地提出邀请，接受邀请或拒绝邀. 三

教学难点

1）能够听懂有关提出邀请和作出应答的对话，并捕捉关键信息。

2）通过小组合作活动，能够灵活地运用目标进行情景对话表演。

四

教学方法：

小组合作

任务型教学法

情景交际

五

教学过程

Step I: Show the learning objectives At the end of the class, you will be able to: First, Use the words and phrases, such as

weekday,

the day before yesterday, the day after tomorrow, look after sb…

Second,

Use the sentence structures:

—What’s today?

—It’s Monday the 14th. —Can you play tennis with me? Third, Make invitations, accept and refuse the invitations politely. 设计意图：

教师带领学生了解学习目标，

使学生明白本节课的主要目标及重难点知识。

Step II: Lead in: Speech Time The teacher invites a student to make a speech in front of the whole class as usual and give some questions about the speech. The rest of students must listen carefully and answer these questions. 设计意图：每天课前三分钟的演讲主要是为了提高学生的口语表达能力及听力理解能力。

本节课的课前三分钟日常汇报主要是为下一环节的内容做铺垫，引出有关星期的重点单词。

Step III: Presentation:

1 New Words Teaching:

Show the calendar to teach students the new

words, such as today, yesterday, the day before yesterday, tomorrow, the day after tomorrow, weekday, weekend. 2 Pair work:

A: What’s today?

B: It’s Wednesday the 19th.

A: What’s yesterday?

B: It’s Tuesday the 18th. A: What’s tomorrow?

B: It’s Thursday the 20th. 设计意图：通过多媒体图片的提示，学习新单词。并且通过对话练习对重点句型进行操练，学习关于对日期和星期提问的重点句型。

3 Watch and Remember The teacher show some photos about her life and ask students to take notes about “what” and “ when” when they watch these photos. 设计意图：

教师通过展示自己的日常生活的照片，介绍自己近几天的活动和计划，并请学生认真观察图片回答问题。将英语知识与生活联系，拉近了课堂和生活的距离，同时也为下一环节的活动做铺垫。

4 Task 1: Ask students to fill in the chart with the activities and then make a report about their life these days by using the important words such as today, yesterday, the day before yesterday, tomorrow, the day after tomorrow. 设计意图：

通过任务1，

引导学生学会使用today, yesterday, the day before yesterday, tomorrow, the day after tomorrow.这几个重点单词描述自己的日常生活及计划，达到学以致用的目的。

Step IV

Listening

1 Before-listening The teacher will show the conversation between her friend and her on WeChat. ( Her friend invited her play tennis) 设计意图：

教师呈现自己和朋友在微信上的聊天记录，使学生倍感亲切，同时也引出了听力练习中的主人公Andy 以及听力中的重点句型，帮助学生扫除听力障碍。

2 While-listening First, ask students to finish the Task 2: Listen and match the activities with the days. The teacher must ask individual student to

read the words first to make sure the students can understand them. Then ask students to finish the Task 3: Listen again and fill in the blanks with the words and phrases. 设计意图：通过活动2，学生听取相关听力材料，提取关键信息。通过活动3，检测学生对于听力材料的综合理解能力以及单词的拼写能力。

3 Post-listening Task 4: Ask students to role-play the conversation. Andy: Hi, Vince? Vince: Yeah, hi, Andy! Andy: Vince, can you play tennis with me? Vince: Uh, when? Andy: Today.

Vince: Uh, no, sorry, I can’t. I have to go to the doctor and study for a

test

today. Andy: How about tomorrow? Vince: Sorry, tomorrow I have to play soccer and I have a piano lesson. Andy: Oh, Well, what are you doing the day after tomorrow. Vince: I may have to look after my little sister. Andy: Oh, I see. Vince: I’m sorry, Andy. I’m really busy this week! 设计意图：

通过角色扮演，朗读听力材料，培养学生的语感，使学生进一步学生有关邀请的对话，达到对听力材料的深度理解和学习，也为后面的拓展活动做铺垫。

Step V: Group work 1 Make invitations one: Students work in group of four to make a conversation. Student A make an invitation, Student B,C,D try to accept and refuse the invitations politely. 2

Make invitations two:

Each student try to invite four classmates to do something interesting by using the target language, the make a report according to their answers. Emotional Education：It’s normal to accept or refuse the invitation in our daily life, but remember to say “No” politely. 设计意图：

通过此活动引导学生学会使用目标语言礼貌地发出邀请，接受邀请并委婉地拒绝邀请，将所学语言运用到真实的情景交际中，

达到语言输出的目的。

Step VI: Summary Ask students to summarize the knowledge they have learned in this class according to the mind-map.

重点短语

提出邀请

接受邀请

拒绝邀请

询问日期

邀请

Summary

设计意图：通过思维导图引导学生总结本节课的重点内容，帮助学生再一次梳理本节课的主要内容，使知识更加的逻辑化和系统化。

Step VII

Homework 1.Make a beautiful

invitation card. 2.Write down the conversations you have made today.