人教版八年级上册 Unit 9 Can you come to my party？Section B 教案

Unit9 Can you come to my party Section B (1a-1f)
教学设计
一、分析
（一）学习目标分析
本节课，学生需学习tomorrow, the day after tomorrow, the day before yesterday等相关词汇，掌握对日期提问的句型及其回答，听懂含目标语的对话，并通过模拟情境进一步巩固目标语的运用，实现语言的交际功能。
（二）教材分析
本单元主要围绕“邀请”这一交际功能展开，在情景教学中让学习者学会用得体的语言发出、接受或拒绝别人的邀请，表达自己的职责和义务。SectionB(1a-1f)是在Section A的基础上，借助日历引出日期的表达方式，呈现相关词汇和句式，依据时间表对活动安排进行细化，通过听说练习，进一步巩固对目标语的运用，培养学生养成合理安排日常活动的意识，同时渗透了运用思维导图记忆单词和对知识点进行总结的学习策略。
（三）学情分析
1、学生在Section A的学习过程中已经掌握了如何发出、接受和拒绝邀请，如何表达自己的职责和义务，如何用句型What’s the date It’s…。对日期进行提问和回答，部分学生不能熟练读出日期中的序数词。
2、八年级的学生能够掌握一些抽象概念，能对信息进行识别和转换、并具备了一定的推理判断能力和小组合作意识。
3、学生能听懂老师的上课指令，并积极思考，即使有及时给予积极的口头反馈，也不会影响老师的判断。
（四）设计
1、教学目标
（1）能够识别、准确认读和运用本节课的新词汇: tomorrow, the day before yesterday, the day after tomorrow, weekday, look after.
（2）能够正确使用句型What’s today It’s…。来对日期进行提问和回答。
（3）能够完成听力检测，运用本单元的目标语并结合日期、活动等相关信息邀请他人参加某项活动、展开调查：
Can you…tomorrow, the day after tomorrow….
Yes/Sure, I’d love to./ I can. That sounds great.
Sorry, I can’t. / I’m afraid not. I have to/must…
2、教学策略
（1）根据教学内容，采用PWP(pre-listening, while-listening, post-listening)教学模式；
（2）以学生为主体，采用情境教学方式和归纳式教学方式相结合；
3、教学过程 (Teaching procedures)
Step1 Greeting & Revision
1. Greet the whole class.
T: Good morning, everyone! How are you today / What’s the weather like today
Ss: I’m fine/OK/happy…/ It’s sunny/windy/rainy…
2. Revision
Use the information on the screen to make sentences. Review how to make,
accept and decline invitations.
设计意图：通过运用所给信息便对话，复习在SectionA中所学的内容，激活图式，同时为本课创设了情境，主题鲜明。
Step2 New lesson
Pre-listening
1. T shows a calendar of 2019 to teach the new word ‘calendar’ and help the students to review the 12 months in a year.
2. Use a mind map to present the seven days in a week and teach the new word ‘weekday’. Then practice reading the ordinal numbers.
设计意图：通过呈现日历的图片，形象直观，运用思维导图复习相关内容，启发学生思考，培养发散思维，同时渗透了分类记忆单词的策略。
3. Play a game called Bomb Game to practice reading the ordinal numbers from ‘first’ to ‘thirty-first’.
设计意图：通过“快速反应”，在轻松又不失活跃的氛围里巩固了对序
数词的辨识和拼读,为接下来表达日期奠定基础。
4. T shows the calendar of May, then present two sentence structures:
A: What’s the date A: What’s today
B: It’s _____________. B: It was ______________.
5. Pair work. The students work in pairs to practice the new sentence structure ‘What’s today It’s _____________.’ Then T invites some pairs to show their conversations.
设计意图：通过同伴对话帮助学生掌握如何询问日期和回答，进一步增强了在日期的表达中要用序数词的意识，巩固了日期中序数词的读法。
6. 1a Write the dates for this week on the calendar and check the answers. Then Ss read the dates on the calendar together.
7. T teaches the words in 1b. (tomorrow, the day after tomorrow, the day before yesterday…). Then the students write the words below the correct dates on the calendar in 1a.
Extending: --- What’s today/tomorrow/the day after tomorrow？
--- It’s _______________.
--- What was yesterday/the day before yesterday
--- It was _____________.
Play a game (Pass the dice) to practice the conversations. Then make a summary together.
While- listening
1. 1d T uses the picture to introduce Andy and asks Ss to guess what Andy
wants to do. Then, the students listen to the audio and Answer the questions in 1d.
设计意图：通过利用白板的涂层功能，留存悬念，激发学生思考。
2. 1e Go through the activities in the chart. Listen again. Match Vince’s
activities with the days in 1d. Then check the answers. Then use the information in 1e to make sentences. (eg. Vince has to play soccer tomorrow.)
设计意图：通过转述，检测学生是否从整体上理解听力内容，培养学生
养成说一个完整句子的习惯。
Extending: Listen to the conversation and fill in the blanks. Then listen and check the answers.
设计意图：将听力理解活动进行分层设计，从信息识别，到信息转换，
再到听力输出，循序渐进，有效达到了听力训练的目标。
Post-listening
1. Pair work (make a plan)
(1) T invites some volunteers to introduce their plans.
(2) T invites some Ss to show their conversations.
设计意图：让学生介绍自己制订的活动计划，并通过模拟打电话的场景
邀请他人参加某项活动，充分实现了语言的输出。
2. Emotional attitude and values
T shows a picture and says, “There are only three days in one’s life. Yesterday,
today and tomorrow. We can’t go back to yesterday and we don’t know what
will happen tomorrow. So what we should do is to grasp today.”
设计意图：引导学生认识到时间的宝贵，养成惜时如金的好习惯。
Step3 Homework
1. Remember the words about days and draw a mind map about the content we learned during this class.
2. Make a survey and write a report to introduce whether your teammates can come to the party or not according to the survey you made in class.
Sample:
Hello, everyone, my name’s …. In our group, _____ can come to the party. But
_____ cannot. Because she has to…….
4、教具
Paper, CAI, a dice
5、教学活动
(1) Two games
a. Bomb Game. Practice reading the ordinal numbers.
b. Pass the dice and read the conversations about the days.
(2) Pair work
a. Ss work in pairs and ask and answer the questions about the days.
b. Make a phone call to invite someone to join an activity.
6、教学反思
通过本节课的教学，学生能正确识读calendar, tomorrow, the day after
tomorrow等新词汇，能运用What’s/ was… 来询问日期并回答；听懂涉及活动、日期和邀请的对话，完成相应的听力训练；能独立制定和介绍自己的活动计划，完成相应的口语练习。
本课亮点：（1）听前准备活动充分。教师通过复习+新授两个环节，激活了相关图式，同时处理了生词和句型，并进行了相应的拓展。（2）课堂活动丰富。本节课设计了同伴对话、击鼓传花和情景模拟等活动，达到寓教于乐的目的。（3）充分体现了信息技术与课堂教学的融合。本节课，我利用了希沃白板5中的文本拖拽、蒙层、英汉字典和课堂活动的功能。此外，我还利用了希沃授课助手中的文件传输功能，有效促进了师生、生生之间的互动。（4）课堂实现了有效生成。学生能在听后活动中运用所学知识，成功模拟打电话邀约他人参加某项活动的任务。
本课不足：本节课容量设计较大，听前活动耗时较长，导致听后活动时间紧，学生展示时间短，没有实现面向全体学生，也没有时间引导学生通过绘制思维导图来复习总结课堂内容,只能将其作为家庭作业。简单的游戏已经不适合这种年龄阶段的学生的心理特点了。
改进措施：在课前布置相应的预习任务，让学生以小组为单位复习月份、星期和日期中序数词的读法。