Section B 1a—1f教学设计一等奖

八年级上册英语Unit 9 Can you come to my party?

主备人：蔡立群

Section B

1a-1f

P68

Teaching Aims：

1.

By learning the words and phrases, I will help my students how to study; 2.

By making conversation about giving invitations and how to response, I will help students to get on well with their friends.

3.

By making conversation about giving invitations and how to response, I will help students to form good habits and become a polite person.

Teaching Important And Difficult Points: By making conversations, I will help students improve their listening and speaking skills.

导学流程及学习内容

教学行为提示

一、目标导学：

教学行为提示一：

Free talk It is Wang Junkai’s birthday, and he is going to have a party. Can his friends come to his party? Is that ...speaking? Yes, speaking. What are you doing now?I’m ...(1a中的活动)ing ... Can you come to my party?Sure, I’d love to.

Sorry, I can’t. I have to...

（二）揭示课题，明确目标。

目标解读：老师解读学习目标，引导学生理解目标，理清知识脉络等。

T：自制一个有王俊凯头像的面具。

假设今天是王俊凯同学的生日，请他打电话给他的两个朋友看看他们此刻正在做什么。并邀请他们参加聚会，看他们能否参加。

教学行为提示二：

小老师朗读目标，带读词汇。

二、新知探究：

（一）自学自研：

1. 写出下列单词、词组．

1）exam________

2）available________

3）prepare for __________

4）another time _________

5）

study for a test ________

6）have a piano lesson__________

7）come to one’s party _________

8)on

Saturday afternoon ________

9）prepare for an exam__________

10）meet my friends

__________

11）go to the/a doctor

__________ 12）go to the movies_________ 13）have too much homework__________ 14）have the flu _____________

15）I’d love to. _______________

16）help my parents ________

2朗诵下列对话，背诵，然后编新对话：

1

自学行为提示：

要求学生先读好本课的新单词，在课本中标注好后再独立完成自学自研。

自学结束后，将课文读3遍，朗读时需注意语音语调。

教学行为提示三：

教师通过课件提示，总结表邀请的句型及应答技巧。然后继续询问同学们能否参加王俊凯的聚会。完成对1a的学习。

教学行为提示四：

(1)

. 1b的听力练习。抢答。

(2)

Listen again and finish the chart.

A:Can you come to my party on Saturday afternoon? B:Sure, I’d love to.

C:Sorry, I can’t. I have to prepare for an exam.

D:I’m sorry, too. I must go to the doctor.

4.

完成听力1b. Name

Ted Can /can’t

Jenny

Tim Wilson Ann

Reason

（二）合作共研

A: Can Ted come to Sun Ning’s party? 1、合作探究以下句式结构。

B: Yes, he can./No, he can’t. He has

--Jenny, can you come to my party on Saturday to….

afternoon? （3）Fill in the blanks and retell the --Sure, I’d love to.

can 用于表示“能，会”，如：汤姆会骑马。information. Sun Ning is going to have a party on

___________________ _______ ________. But Ted, Tim, Can you…? 表达

“邀请或建议”，

答语：接受邀请时用

Sure,I’d love to. 拒绝邀请时，用

Wilson, Anna and Kay ____go. Ted __ __ help his parents. Tim has to ______ Sorry,I can’t .I...或

I’m afraid not.

I have to …

for an exam. Wilson is going to see the 如：恐怕不行，我要去探望我的姑姑。

______. Anna is ______ her friend. And __________________________________ Kay has the ____ now. Only Jenny

would ____ to come. So ____ a small （三）合作展示

party!

Task：Make conversations to make invitations. （教师需要重点关注What a small (运用所学知识利用下列句型发出邀请并做回答。)

party!这个感叹句并适当操练。）

A: Can you come to my party on Saturday afternoon?

B: Sure, I’d love to. 教学行为提示五：

A: Hey, Dave. Can you go to the movies on Saturday? 小组合作学习。在合作学习中，教师需B: I’m sorry, I’m not available. I have too

much 指导学生合作探究编写表示各种情况homework this weekend.

的邀请的对话，使学生能灵活运用该句型。指导学生如何根据采访内容进行报告。

①

对话表演（提问）

②

对话表演（提问）

③

采访

④

报告

三、巩固提升

完成下面的句子

1---Hi , Jeff. Can you come to my party on Saturday? ---- I’m sorry ,I can’t . I ____ ____ ____ ____ ____ (得去看我的阿姨)on Saturday . 2 --- Hello, Marry. Can you come to my party on Saturday? ----_____ _____ ______（我愿意）

2 教学行为提示六：

总结各个小组的得分情况。设计练习——反败为胜。

3 ---May Lee ,can you come to my party tomorrow? --- I’m sorry I_______ _______ ______ ________

_______（得帮我妈妈）

4 --- Claudia, can you come to my party on Saturday? ---- I’m sorry ,I____ ____ ____ ____ ____ (要去看电影) 5.---Hey, Paul._____ _____ ____ to my party____ ____?(周六你能来参加我的聚会吗？) ---- I’d love to .

四、学后反思

What did we learn this class?

五、课后达标

Oral:

邀请十名同学今天晚上和你一起回家做作业。

教学行为提示七：

根据学生程度进行口语和书面作业的布置，同时结合了课堂学习的内容，并落实了学生从口头到书面的语言应用能力。

Written: 以书面形式总结，在课堂上你对伙伴发出的邀

请中，有哪些人接受了，

哪些人没有接受及其理由。

教学反思

1. Warm-up （课堂热身）

A guessing game T: Can you guess who he is? 1. He’s a student from a_____ school.

2. He’s kind of smart but very lazy.

3. He likes sleeping and eating. 4. His favorite food is grass cake.

（教师通过给出一定的线索，引出懒羊羊这个学生感兴趣的任务，符合学生的特点，同时容易集中学生的注意力并关注了重点词another的渗透。）

2. Presentation（呈现关键句型）

（1）Read and fill in the blanks.

T: Look at Lazy Goat’s calendar

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Oct.11

Thurs.

I have to _________________ on Monday, _______________ on Tuesday, ____________ on Wednesday, ______________ on Thursday, and I am going to ____________ on Friday. I’m have a boring, tiring and busy week next week.

（通过懒羊羊繁忙的日程安排，形成了人物反差，同时有意识地渗透了部分关键词组，达到了温故知新，同时联系实际的特点）

(2)

Ask and answer. T: Can you come to my dinner party next weekend? S: Sure. Thanks for asking. S: Sorry, I can’t. I have to do lots of homework next weekend.

S: Sure, I’d love to. Thanks for asking.

T: That’s too bad. Maybe another time./Great! （通过懒羊羊发出邀请的问答过程，自然地渗透关键句型。）

(3)

Group work A: …, can you come to my dinner party next Saturday evening?

B: Sure, I’d love to. Thank you for asking.

A: What about you, …?

C: Sorry, I can’t. I have to….

A: That’s too bad. Maybe another time.

A: Can you come to my dinner party next Saturday evening, …?

D: Sorry, I can’t. I have to….Maybe next time.

（通过前面的情况预设和信息提示，学生能够模仿着进行语言操练获得练***台。）

3. Work on 1a T: Match the phrases with the pictures [ a-e]. （教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发挥peer assessment的作用）

4. Work on 1b （1) Listen and write T: Listen and write the names (Tim, Kay, Anna and Wilson) next to the correct students in the

picture. (教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案) T: Do you remember?

Ted has to help his parents.

Tim...

Wilson...

Anna...

Kay...

(通过复述，可以有效利用听力材料，同时循序渐进地帮助学生消化知识，获得学习信心。)

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(2)

Listen and fill in the information T: Listen again and finish the chart. Name

Ted Jenny Tim Wilson Anna Kay Can

/can’t

Reason

A: Can Ted come to Sun Ning’s party?

B: Yes, he can./No, he can’t. He has to….

（进一步实现从听到说到操练的过渡，自然掌握重点句形。）

（4）Fill in the blanks and retell the information. Sun Ning is going to have a party on

_______ ________. But Ted, Tim, Wilson, Anna and Kay ____go. Ted __ __ help his parents. Tim has to ______ for an exam. Wilson is going to see the ______. Anna is ______ her friend. And Kay has the ____ now. Only Jenny would ____ to come. So ____ a small party! （教师需要重点关注What a small party!这个感叹句并适当操练。）

5. Work on 1c T: You are the students in the picture. Student A, invite three students to your party. Student B, C and D, give answers.

(通过小组活动，能实现同伴互助，帮助薄弱学生获得学习信心。)

6.

Finding something important. T: Can you help him to say “No.”? （教师预设一个场景，帮助学生总结回顾接受和拒绝邀请的表达方式）

Accept （接受

）

Yes, I’d love/like to.

Thank you/Thanks for asking.

Certainly, I’d love/like to.

Sure, I’d love/like to.

Decline（拒绝）

I’m sorry, I can’t. I have to…

(prepare for an exam…)

I’d love to, but I have to…

(go to the doctor…)

（如何发出邀请和接受或者拒绝邀请是重点，教师要引导学生自己发现重点，然后适当地补充和总结，为了提高学生积极性可以采用小组比赛的形式进行总结。另外，教师适当地点一下中西文化差异）

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7. Further practice T: Now let’s make a new dialogue. A: Excuse me, are you free this weekend? B: Yes. What’s up? A: Can you…

with me? B: …, I’d love to. When shall we meet? A: Let’s meet at…. B: Where shall we meet? A: Let’s meet at…. B: How can we get there? A: By bike./…. B: OK. See you then. A: …. （对话操练为后面的调查活动进行了语言渗透。）

8. Group work T: Please invite your friends to do something with you. Name

（通过调查活动，实现了语言的交际交流功能，给学生发挥的平台。）

9.

Exercise T: Please translate these sentences into English.

...

10. Homework Oral:

邀请十名同学今天晚上和你一起回家做作业。

Written: 以书面形式总结，在课堂上你对伙伴发出的邀请中，有哪些人接受了，

哪些人没

有接受及其理由。

（根据学生程度进行口语和书面作业的布置，同时结合了课堂学习的内容，并落实了学生从口头到书面的语言应用能力。）

can/can’t

why

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