Section B 1a—1f优秀说课稿

课题

Unit9 Can you come to my party?Section A(1a-2d)

总课时

5

第

1

课时

教材分析

本单元以Invitation为核心话题，围绕重点句型：Can you …? Sure, I’d love to./ I’m sorry, I can’t. I have to…/I’d love to, but I must…来展开学习。通过本课学习，学生能够得体地发出邀请、接受邀请或拒绝邀请。本课时是本单元的第一课时，谈论的话题贴近学生实际生活，学生在学习过程中容易引起共鸣。

学情分析

大部分初二学生已经具备了一定的英语知识运用和表达能力，乐于运用所学知识来和同伴在较为真实的语境中进行交流。

三维

教学

目标

知识与技能

1.能听懂并运用prepare for/exam/flu/until/hang out/catch等词汇来完成会话 练习。

2．能听懂并运用句型：Can you …? Sure, I’d love to. / I’m sorry, I can’t. I have to… /I’d love to, but I must…来发出邀请、接受邀请、拒绝邀请并阐明理由。

过程与方法

1．

在学习中善于利用图画等非语言信息理解主题。

2．

善于抓住用英语交际的机会。

3．学会听前预知、听中抓关键信息、听后归纳总结的学习策略。

情感态度

通过活动的开展，能在教师指导下学会用英语礼貌得体地提出邀请, 营造积极乐观的人际氛围，表达自己的意愿,培养良好的人际关系和较高的文化修养。

重点、

难点

教学方法及正确运用目标词汇和句型来发出邀请、接受邀请、拒绝邀请。

多媒体及小组竞赛制；

丰富课堂教学内容，调动学生的学习积极性。

设计意图

教

学

过

程

设计意图及目标

达成预测

（设计意图：通过一个热身活动，在拉近师生距离、了解学生学情的同时，导入到本节课的课题。）

（教学环节、教师活动、学生活动）

Step1. Warming-up

Play a game named hot potato. Ask students to pass on a ball. The ball is made of several pieces of paper. Play a piece of music. When music stops, the students with the ball peels the paper, read the task on the paper and finish it. On the last piece of paper, there’s something about the topic of this class—party. Today, let’s learn something more about party. Step2. Lead-in

(设计意图：通过听导出本节课生词短语，让学1.New year’s Day is coming. Many people are planning a party. So am I. 生在熟读生词短语后，But I can’t have a party myself. Can you come to my party? Ask some 利用图画来帮助学生逐students come to my party. If some students answer “Yes, I can.” Or 步掌握发出邀请、接受“No, I can’t”, I will tell them they can answer my question more politely: 和拒绝邀请的对话，并“Sure, I’d love to.”

Or “ Sorry, I can’t..” If some of them answer: 为后面的环节做好铺“ Sorry, I can’t.”, I’ll ask them why.

垫。)

2.My friend Mike is going to have a party, too. Can his friend come to the party? First, ask students to ask the boy/girl in the picture: “ Can you come to my party?” Next, play the tape and ask students to tell the verb phrase of each picture like: help my parents/go to the doctor/have the flu/prepare for an exam. Lead students to read the new words and phrases. Then, ask students to make up conversations with the help of the pictures and structures. Finally, ask students to work in pairs to practice the conversations. After a while, ask some pairs to show their conversations.

Step3. Ear training

（设计意图：借助1.Anna is having a party, too. Can her friends come to the party? Let’s 2a&2b两段听力训练及listen to the tape and try to find the answer. Before listening, ask students 听后的对话训练，来提to read the names of her friends. And tell the students that if they hear 高学生对所听内容进行“ sure” or “ I’d love to”, they should circle “can”. And if they hear 分析、运用的能力。）

“ Sorry” or “ not”, they should circle

“can’t”. After listening, check their

answers by reading the whole sentences. Check how many students’

answers are right by asking them to put up their hands.

2.We know that Jeff, May and Mei Ling can’t go to the party. But why

can’t they come to the party? Let’s listen to the tape again and complete

the chart with reasons. After listening, check the students’ answers . And

3.Ask students to make up conversations with the information in the

chart of 2b. They can ask and answer like:

A: Hey, Jeff. Can you go to the movies on Saturday?

B: I’m sorry. I’m not available. I have to meet my friend this weekend.

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

B: Sure, Joe. Thanks for asking.

First, lead students to read the conversation and ask them to pay attention

to the new words: available/another time.

Next, ask students to make up conversations by themselves with the

information in 2b.

Finally, ask some pairs to show their jobs.

(设计意图：通过第1步Step4. Role-playing the conversation.

的阅读练习，帮助学生 Jeff is going to have a party, too. Can his friend Nick go to his 初步握对话的基本内party？ And why? 容。第2步的领读练习，First, ask students to read the conversation as quickly as they can and try 帮助学生注意对话中的语音语调，并在领读的to get the answer. 过程中，解决其中的生Next, Ask students to read after the tape loudly and pay attention to the 词。第三步在分角色表pronunciation and intonation. After reading, explain the new words in the 演对话的过程中，训练conversation: until/catch. 本节课的目标语言。)

ask students if their answers are right. Finally, ask students to role-play the conversation with the help of some words on the screen.

Step5. Group work

New Year’s Day is coming. What do you want to do on New Year’s Day? I plan to…

Student who can Students who can’t Reasons go with you go with you

（设计意图：通过小组活动，让学生在较为真实的语境中，综合运用本节课所学知识与能力，来完成一个相对真实的任务。）

Show students the following chart: 1. Ask students to make their own plans first. 2. Ask students to invite their friends in their groups. A: New Year’s Day is coming. Can you... with me on New Year’s Day? B:.. C: … D: … E: …

3. Ask some groups to show their conversations. Step6.Summary

Ask students what we have learned this class. Step7.Homework

Ask students to invite more friends in their class to spend New Year’s Day with him/her. （设计意图：利用课后作业对学生所学内容进行进一步巩固和训练，深化学习目标的达成。）

板书设计

Unit9 Can you come to my party?Section A(1a-2d)

Can you …?

Sure, I’d love to.

I’m sorry, I can’t. I have to…

I’d love to, but I must…

教学反思

本堂课的设计亮点主要体现在把知识运用于生活，让学生“学中用，用中学”。在设计中，我把知识链和任务链用一条线索贯穿，让课堂既有知识的操练又有任务的落实，让其更有逻辑性，教学的过渡自然合理，我从本节课总结出的经验：1.可以根据问题的内在联系把多个教学内容整合成一个问题情境，突出教学的整体性，如在听力练习环节，可以把两部分内容整合成一个内容去完成，既节省时间，又使内容更加连贯，降低难度。2.问题情境的创设要注意趣味性，如根据所学句型适当提出任务让学生自编小对话。