人教版英语八年级上册教案：Unit9 SectionA（1a-2d）.doc

1、Unit9 SectionA（1a-2d） 教案【教材版本与册数】新目标人教版八年级上册 【单元名称】Unit 9 Can you come to my party?【课时】Section A 1a-2d （第1课时）【课型】Listening and Speaking（听说课）教材分析本单元围绕“Invitations”这一话题，展开形式多样的听、说、读、写学习活动。主要学习发出、接受或者拒绝邀请的表达；能正确使用can引导的句子来发出邀请，并能表达接受或拒绝邀请。本单元Section A主要是复习、巩固学生日常生活常见活动内容的动词短语学习，运用Can you come to ?句式进行问

2、答，学生能发出、接受或拒绝邀请。Section B 进一步拓展了此话题，借助日历引出日期的表达方式呈现相关的词汇和短语，依据时间表对活动进行细化。在形式上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，按照“听力输入阅读训练由读促写” 的过程逐层递进。通过本单元的学习，在语言技能上，使学生学会用得体的语言发接受或拒绝别人的邀请，并能陈述自己的理由，监控交际语言运用的得体行。在文化意识上，了解有关聚会邀请的礼仪，并知道如何接受邀请或委婉拒绝邀请。通过本单元的学习，在语言技能上能发出、接受或拒绝邀请，能使用have to, must来谈论职责和义务。在文化意识上了解国外社交聚会的基

3、本知识，以及出席此类聚会的基本常识。了解有关聚会邀请的礼仪，并知道如何接受邀请或委婉拒绝邀请。在情感态度上在日常生活中合理安排自己的活动并有礼貌地拒绝他人的邀请。1a-1c为本单元的导入部分，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，要求学生掌握prepare for an exam, have the flu, help my parents, go to the doctor, meet my friends, hang out with us等短语，学会Can you come to ?Sure, Id love to./Sorry, I cant. I have to /m

4、ust等句型进行交际。2a-2c部分是听说教学。本部分的听力材料巩固和拓展了1a-1c的语言输出，增加了Im not free./Im not available,/Im afraid not.等委婉拒绝对方的表达，拓展了关于邀请的内容，是交际更实际。2d部分呈现了真实的语言环境中有关邀请的对话范例，丰富了地道的口语表达，如：Catch you on Monday.供学生参照模仿。教学目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型 exam, flu, weekday, invitation

5、, preparation, opening, concert, event, guest, calendar, daytime, prepare, hang, catch, hang out, prepare for, look after, look forward to, another time A: Can you come to my party on Saturday?B: Sorry，I cant. I have to prepare for the exam./Sure, Id love to.学习能力：2. 通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略。3.

6、通过听后深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达观点，发展了口语技能。 情感态度价值观目标：通过教师引导下和学生在活动中的感悟总结，学生能用得体的语言发出、接受或拒绝别人的邀请，并陈述自己的理由，可以增进同学之间的了解和友情并培养学生文明的交际习惯。文化素养目标：通过学习，学生了解国外社交聚会的基本知识，以及出席此类聚会的基本常识，知道如何接受邀请或委婉拒绝邀请。教学重难点教学重点：1.复习、巩固学生日常生活中常见活动内容的动词短语学习。2.运用Can you come to ?句式进行问答，学生能发出、接受或拒绝邀请。3.能使用have to, must来谈论职责和

7、义务。教学难点：1. 能够在真实的交际中，做到得体发出、接受或拒绝邀请，能够展开较为真实的交谈。2能使用have to, must来谈论职责和义务。建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ： P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）P-运用（语言输出）设置情景意义操练 , 如：A: Can you come to my party on Saturday?B: Sure, Id love to.C:Sorry ,I cant. I have to prepare for the exam.D:Im sorry ,too. I must go to the

8、doctor.设计听后活动任务，先模仿再迁移,如：A: Can you ?B: Sure, Id love to.C:Sorry ,I cant. I have to .总结，听后设置任务提升学生语言运用能力。教学流程（详见相应教学活动设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。附：教学活动步骤过程教师活动与学生活动 目的 持续性评价1预备与激活先期知识Step 1Greet

9、ing and Leading in ( 3mins )1.T:Check the answers that Ss have done through the “IIQEE strategies”. S: Ss prepare and review and finish something. 2.T :leads in the topic of this class by making invitations. S: Ss learn some new words by answering the questions .S: Can you come to my party on Saturd

10、ay ?T: Sure, Id love to.T: How about you ? Can you come to my party ?S: Sorry ,I cant. I must study for a math test. New sentences learning by pictures:prepare for an exam, go to the doctor, have the flu利用IQEE策略利用旧的词汇来与本堂课的话题词汇建立起记忆连接。简单有效的激活学生与此话题相关的背景知识激活学生的前期知识，培养学生良好的预习习惯。真实情景式导入话题，激发学生的学习兴趣通过课前

11、的预习，培养学生的“IIQEE”学习策略学生利用老师提供的信息对老师进行提问2获取新知识Step2Pre-listening（听前） (5 mins)Step 3While-listening（听中）(10 mins)1.T: T shows five pictures to students. S: Ss match the phrases with the pictures.Teacher gives the answers.Answers:1a,2e,3d,4b,5c2. T: T asks Ss to practice in pairs by using the target sent

12、ence patterns . S: Ss ask and answer in pairs .A: Can you come to my party on Saturday?B: Sorry ,I cant. I have to./Sure, Id love to. A: Can you on Saturday?C: Sorry ,I cant. I must 1. T: T lets Ss pay attention to the contents of the title and the main questions, and then plays the listening practi

13、ce 1b.S: Ss do the listening part 1b.A:Can you come to my party ? B:Sure, Id love to.C:Sorry ,I cant. I have to Answers to 1b:a-Kay, b-Anna.c-Tim,d-Wilson,e-Ted2. T lets Ss pay attention to the details such as the key words and phrases, then plays the listening practice 2aS: Ss do the listening part

14、 2a,circle cant or can.Answers to 2a:1.cant, 2.can, 3.cant, 4.cant, 5.can3.T plays the listening practice 2b.Ss write names and reasons quickly.Answers to 2b: Jeff: Im not free.May: I have flu.Meiling: Im not available. I have to study for a math test.呈现五个主题活动图片，并匹配短语。引导学生关注信息，表达自己观点操练句式，为后续听力活动做铺垫。

15、prepare for an exam, go to the doctor, have the flu, help my parents, meet my friends复习巩固目标句型 Can you come to my party on Saturday? 为后续听力做准备和铺垫培养学生听前预测和聚焦关键信息和关注细节问题的听力策略能逐步掌握利用听中聚焦关键信息和关注细节的策略，容易地完成听力任务学生能运用短语，仿照句式进行操练。学生两人一组能利用目标句型进行对话展示部分学生应该能利用此策略获取有效信息.3深度加工知识Step 4After-listening（听后） (17mins).

16、1.T: T leads Ss to look at reasons in the chart in 2b . S: Ss write some more. Then, Student A invites his partner to do something. Student B says he cant go and why.1. too much homework2. _3. _4. _Ss practice like this: A: Hey, Dave. Can you go to the movies on Saturday? B:Im sorry, Im not availabl

17、e. I have too much homework this weekend.A:Thats too bad. Maybe another time.B:Sure, Joe. Thanks for asking.2. Read 2d and answer:1) Can Nick come to my party?2) Is he free on Saturday?3) When will Jeff and Nick meet?(How do you know that? Ss: Catch you on Monday.)3. Let Ss to act the conversation,

18、and help the students in need.进一步巩固听力内容，拓展学生思维通过阅读，引导学生使用礼貌的日常用语Can you hang out. , Catch you on Monday.发出邀请、接受或拒绝邀请。能够在表演2d的基础上，还能拓展对话。部分学生能在老师的引导下进行复述，应该有少部分学生能给对话中的人物提出建议。不部分学生能表演对话，部分学生能拓展对话。4评价学生学习Step 5Free Talk（5 mins）1. T: T lets Ss make a conversation about how to communicate with others po

19、litely.S: Ss act the dialogues Like this:A: Can you on Saturday?B: Sorry ,I cant. I have to./Sure, Id love to. A: Can you on Saturday?C: Sorry ,I cant. I must 2.Summary1).单词、短语prepare, exam, flu, available, until, hang, catch, hang out, prepare for, look after, another time2）句型 Can you come to my pa

20、rty on Saturday afternoon? Sure, Id love to. Sorry, I cant. I have to Im sorry. Im not available. Can you hang out with us on Monday night? Catch you Monday! 3. Homework 1）. Make an invitation card for your friend.2）. Write a conversation about invitation. 逐步引导学生礼貌地发出邀请，接受或拒绝邀请, 培养学生学会总结归纳并形成善于交际的品质

21、。通过对话形式能让大多数学生清晰回顾本堂课的知识结构，通过课后对话交流，发出邀请，检测学生是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。Exercise单项选择1. I have _ homework to do. A. too many B. too much C. much too D. a few2. He _ stay at home, because his mother was ill.A. has to B. have to C. had D. had to3. I went to the mountain _. A. next week B. the day aft

22、er tomorrow C. yesterday D. tomorrow4. _ Friday morning, I like to go to the movie _ friends.A. In, on B. On, with C. On, and D. At, with5. Would you please _me _ the housework?A. help, in B. to help, with C. help, doing D. help, do6. Are you _ football this weekend? A. playing B. play C. play a D. Plays7. I have to go to my guitar lesson _ 19:00_20:00 _ the evening. A. from, to, on B. in, at , on C. from, to, in D. at, at, on