八年级上册英语 Unit 9 Can you come to my party？Section A 1a-2d 教学设计 教案

Unit 9 Can you come to my party
Section A 1a-2d 教学设计
内容分析
本课是人教版八年级上册第九单元的教学内容，主要围绕“邀请”这一功能展开。Section A的主题图是呈现了接受或拒绝邀请的各种场面及与话题有关的词汇和短语以及以前学过的一些动词短语。这部分的核心是发出、接受或拒绝邀请的相关句型。要求学生能够听懂关于邀请的对话，并能按照对话中的相关信息作出判断、说明原因，重在模仿语言运用。 Section B是在此基础上，借助日历引出日历的表达方式，呈现相关词汇和句式，依据时间表对话活动安排进行细化。在形式上也从口头对话发出邀请、接受邀请和拒绝邀请，逐步过渡到邀请函的写作。邀请的内容也从聚会拓展到学生的日常生活中的其他常见活动。并能通过听说读写活动，进一步巩固和细化有关邀请话题的表达，学会用邀请函的方式礼貌地发出邀请、接受邀请或拒绝邀请。
本课是一节听说课，是本单元的导入部分，主要通过邀请别人参加聚会的图文及听力活动导入单元话题，通过丰富多彩而又层次分明的听力活动让学生体验学会用得体的语言发出、接受或拒绝别人的邀请，并能陈述自己的理由。
学情分析
发出邀请、接受或拒绝邀请，这是学生现实生活中经常遇到的生活场景。本单元之前，学生已经学过了情态动词can的几种用法，在本单元中用Can you ... 发出邀请对学生来说并不陌生，只是如何用英语来接受或拒绝邀请对学生而言有些困难。因此，教师在课堂设计时应注重设计不同的场景，让学生学会如何向别人发出邀请，如何接受邀请，拒绝邀请时理由是什么。
整体设计
【教学目标】：
1. 语言知识和能力目标：
1) 能掌握以下词汇：prepare, prepare for an exam, flu, available, have the flu etc.
2) 能掌握以下句型：
① — Can you come to my party on Saturday afternoon
— Sure, I’d love to.
② __ Sorry, I can’t / I’m not available. I have to ... / I must
③ That’s too bad. Maybe another time.
2) 能了解以下语法：
用情态动词can来表达邀请。
3）学会表达邀请，学会对邀请进行恰当的答复或拒绝。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人邀请的的方式。学会承担自己应尽的义务。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
【学重难点】
1. 教学重点：
1) 运用所学提出邀请，接受邀请和拒绝邀请。
2) 正确使用can, might, must 等情态动词。
2. 教学难点：
1） 扎实掌握重点词汇和表示邀请的句型并能灵活运用。
2）通过听力练习和小组合作，理解并能提出邀请并作肯定和否定回答。
【课时安排】 1 课时
【课前准备】1. 了解学生周末经常做的事情。 2.写出尽可能多的学生周末活动的动词词组。
【教学方法】情景教学法、情景交际法、归纳法、自主学习和合作学习相结合。
教学设计
教学过程设计
【新课导入】
Step 1: Lead-in
1.Have a free talk with students like this:
T: What do you usually do on weekends
S: I usually play basketball
S: I usually help my parents do some housework.
2.Guide students to think out as many verbal phrase as possible
(设计意图:通过教师和学生进行自由交谈既拉近了彼此之间的距离又能通过这种方式复习已经学过的一些动词短语，为后边话题的展开进行语言铺垫。）
【新知呈现】
Step 2: Presentation
1.Invite some students to do something ,and then make students know how to accept the invitation or decline the invitation.
T: This Saturday is my birthday, so I’m going to have a party this Saturday evening.Can you come to my party
S:Sure,I’d love to. /Sorry, I can’t
T: Why
S: Because I have to prepare for an exam./Sorry,I can’t. I must help my patents to do housework.
...
T: Can you play basketball with me after school
S: Sure,I’d love to.
...
2.Work on 1a.Match the phrases with the pictures a-e
（设计意图：通过这个活动，继续复习所学过的动词短语并引入本单元的话题。然后引导学生看自己的时间安排表决定是否接受邀请。接受邀请怎样表达，拒绝邀请又怎样表达。进行基本的语言输入。）
【新知学习】
Step 3: Listening to 1b
Before listening
1.Ask the students to talk about the picture like this:
What is the boy in picture a doing
What’s wrong with the girl in picture c
2.Ask students to read the four names in 1b and tell if they are boys or girls.
(设计意图：通过浏览信息，观察图片获取信息铺垫，能为获取准确的听力信息作准备。）
While listening
1. Ask students to listen for the first time and write the names next to the correct students in the picture.Then check the answers.
2. Listen for the second time and fill in the blanks.
Sun Mei is going to have a party on Saturday afternoon, so he invites some good friends to come.But Ted, Tim, Wilson,Anna and Kay can’t come to the party.Ted has to ______ _______ _______.Tim has to ______ ______ an exam.Wilson must ______
_______ _______ _______.Anna might have to ________ ________ ________.Kay_______
_______ _______ .
Listen and repeat to improve pronunciation and intonation.
(设计意图：通过听的方式输入本课功能句，学习句型，达到知识目标。在听的过程中设置了丰富的听力任务，能让学生获得具体的细节内容。听后跟读，能训练学生正确的发音语调，争取能说一口流利的英语。）
After listening
Step 4: Work on 1c
1. Work in groups of four.Students A,invite three students to his party.Students B,C and D Answer if they will accept or decline the invitation.If they can’t go, give the reason, Do it like this:
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.
Ask several groups to act out their conversations
(设计意图：引导学生运用合作学习的方法巩固所学的功能句，同时又能培养同学之间用英语交际的能力，拉近彼此之间的距离）。
Step 5: Listening to 2a &2b.
Guide students to look at the pictures in 2a and give them a situation: Anna is going to have a party tomorrow.She invites Jeff, Mary, Mei Ling and Paul to come to the party.Can they come Then let’s come to our listening.
Read the five sentences in 2a before listening,
Work on 2a.Listen and circle can or can’t.
Check the answers.
Work on 2b.Ask students to listen again and list the names of the persons who can’t come the party and their reasons.Ask students to take notes first, they should write down the key words or some important phrases, and then use them to make complete sentences
Ask students to check the answers with complete sentences.
Mei Ling can’t come to the party because she must study for a math test.
(设计意图：通过听力的方式进一步巩固本课所学的功能句，并对如何接受邀请和拒绝邀请的方式加以扩充和丰富，使交际更真实。听力活动的设置由间入繁，层次分明，能训练学生做听力笔记时抓住关键词或重点短语的速记策略。）
Step 6: Work on 2c
Work in pairs. Ask students A to invite his partner to do something.Students B says he can’t go and why .Use different ways to decline the invitations.
A: Hey,Daming.Can you go out to have dinner with us this evening
B: I’m sorry.I’m not available. I have too much homework this weekend.
A: That’s too bad. Maybe another time.
B: Sure,Joe.Thanks for asking.
(设计意图：本部分是对前面的进一步拓展和提升，从邀请别人参加聚会过渡到邀请别人做其他事情。回答方式也进一步丰富多样，引导学生用上刚学的I’m sorry.I am not available.鼓励学生大胆张口表达，培养学生用目标语言进行交际的能力。）
【重大突破】
Can you ... 表示客气地邀请某人做某事。Can为情态动词，可以和could互换，could比can更委婉，显得更有礼貌，而can比较随便。肯定回答常用Sure,I’d love/like to.或 Certainly./Of course；否定回答通常用I’m sorry. I can’t./I’d love/like to,but ...
观察与思考
本课学习了哪些如何向别人发出邀请的表达方式。
你能想出几种表示接受邀请的表达方式。
要拒绝邀请你能想出几种表达方式。
课堂小结
请你用英语向三个同学发出三个不同的邀请，并写出他们是否接受邀请，如果不接受，原因是什么？编成三段小对话，写作作业本上。
A : Lucy, can you play basketball with me after school
B : Sorry,I can’t /I’m not available. I have to go to for my piano lesion after school.
A : That’s a pity. Maybe another time.
B : Sure, Tom. Thanks for asking.
板书设计
Unit 9 Can you come to my party
Section A 1a-2c
Prepare for an exam, have the flu, help my parents, meet my friend
Go to the doctor, have a cold, practice the guitar, go to my piano lesion.
__ Can you come to my party /go to the movies with me on Saturday afternoon
__ Sure,I’d love to./Sure. That sounds great.
__ Sorry, I’m not available./I’m afraid not./I have to ... /I must ...
教学反思：
本节课的设计体现了任务型教学的设计理念，同时整个任务链的设计均围绕向某人发出邀请、接受邀请或拒绝邀请展开。教师为学生设计了丰富多彩的联系活动，由简到繁，层层递进，让学生在交际中体验学习英语的乐趣，不知不觉掌握了本课的功能句。并通过两个听力活动，训练了学生在听的过程中根据所给的任务抓住关键信息的能力。并培养学生做听力笔记、记住关键词或重点短语的阅读策略。
本课中也有存在以下有待改进的地方：
由于教师急于推进课堂教学导致了在学生活动时没有给学生足够的时间，有些活动没有做彻底。
对本节课的情感目标渗透的不够。