八上Unit9 第一课时教案公开课.docx

课题： Can you come to my party? (from Book eight Unit nine)上课教师：吴月文文本分析文本分析文本来自八上Unit 9 Can you come to my party?第一课口寸，话题是“invitation”，涉及的语 用功能有 umake invitaion"、uaccept invitation” 及 “decline invitaiton" o 作为听说课，文 本对话真实、完整，且语言丰富多样，如用m afraid not"、m not free/available"等不 同形式表达同一种语用udecline invitaiton"。此外，在udecline invitaiton”时，说明拒绝的 理由，文本引导学生表达真诚的情感。学情分析八年级学生已具备本课所需的语言基础，如“help my parents"、 umeet my friendn > “afraid”等。对于话题"invitation",学生有一定的生活经历体验，有话可说。“Party”也是学 生感兴趣的话题之一。这为本课的开展奠定了良好的情感基础。教学思想引导学生在情境中开展真实对话，习得语言并体验语言使用过程中的情感。教学目标一、知识目标：1 .词匚：prepare for an exam, have the flu, go to the doctor, another time, available2 .句型：Can you come to my party?Sure, I' d love to.Sorry, I can' t. / I' m afraid not./ I' m not free. / I' m not available.I have to/ must-Maybe next time. / Maybe another time.二、能力目标：1 .能在对话开展中学会“make invitaion”、“accept invitation” 及 adecline invitaiton”，了 解邀请对话的全过程 “greet+invite accept/deciine+reason feeling+suggestion show thanksask othersv及多样化的语言表达。2 .能通过跟读、试读、比拟等方法，体会说话时要注意语调及情感。3 .能掌握听前预测、听时先写首字母及关键词等听力技巧。4 .能借助评价表，对他人开展的对话进行点评。三、情感目标：L学会对话时要注意他人的感受，如拒绝他人邀请时，真诚地说明理由。5 .考虑到对家人、健康、学习等方面的责任或目标，有选择地参加活动。教学重难点重点学会 "make invitaion"、uaccept invitation” 及 udecline invitaiton”。难点语言表达的多样性、对话时的语调及情感。教学过程步骤教学活动教学指令 （教师用语）设计意图关键能力提升点Step 1Lead-in1.Ss guess what kind of message it is.2.Let Ss talk about the invitations they've received.I.The message is a/an.2.Did you receive any invitation?1.激发学生兴趣 并引入主题 “ invitation ”o2.结合学生自身 经历，感知邀请 类型及使用接受 邀请的语言。1 .感知invitation ” 的 概念。2 .练习对话A: Can youon?B: Sure, V d love to. It sounds great.两环节之间的衔接语：Why can, t you go? Whaf s the reason?Step 2Presentation1.Ss give the reasons why they can5t go.2.Ss classify the reasons.3.Memory challenge speak out the reason.I.Why can't you go? I have to/must.2.Put the reasons into the proper box.3.Speak out the reason as quickly as possible.1.头脑风暴，让 学生联系生活实 际，说出不能参 加的理由，并教 授目标语言 prepare for an exam 等。2,引导学生对这 些理由进行家 庭、学习、健 康、守诺这四方 面的归类，既巩 固语言，又为本 课最后呈现“各 方面责任”做铺 垫。3.进一步巩固语自。1 .产习及巩固目标 语言 prepare for an exam 等。2 .学生了解到邀请 其他学生时可用 What/Howaboutyou?代替 Can you come to my party?3 .锻炼归类思维。两环节之间的衔接语：This boy is my student Sun ning. Look at the paper in his hand. Guess what he is doing?Step 3 Listening1.Pre-listening:Ss talk about the pictures.2.While-listening: write the names next to the correct student.3.Post-listening: read the conversation with proper tones and feelings.I.From the picture, can you guess why they can't go.2.Listen and write the names (Tim, Kay, Anna and Wilson) next to the correct student.3.Read after the tape and pay attention to the rising tone and falling tone.4.How does Sun Ning feel when he said “Can you come to my party?v How does Ted feel when he said "I'm sorry, 1 can t.Who can read?1 .听前通过描述 图片预测听力内 容。2 .通过听力，巩 固目标语言。3 . 4.模仿语调及 引导学生读出感 情。L听力技巧：听前 读图预测，听时先 写首字母，后补 充。2.对话时，注意语 调和情感。两环节之间的衔接语：Let' s act out the conversation.Step 4Role-playStudent A invites three students.Student B, C and D give answers.Act out.Student A invites three students.Student B, C and D give answers. Remember to speak with练习对话A: Can you come to my party on Saturday afternoon?B:Sure,I' d love to. It sounds great.A: What / How about you?1.通过角色扮 演，学生感知发 出邀请及给与回 复的大概对话流 程，对 prepare for an exam, What / How about you? I' m sorry, too. /I can' t either.等目标语proper tones and feelings.C: Sorry, I can' t. I have to prepare for an exam.D: rmsorry,too./Ican' t either. I must go to the doctor.A:That'stoo bad. Maybe next time.言进行语境下的 运用。2.练习对话时要 表达语调和情 感。两环节之间的衔接语：This girl is Anna. She is also inviting some friends to her party.Step 5 Listening1.Ss listen and find out who can or can't go to Anna's party.2.Ss listen again and write down who can't go to the party and why.3.Ss find out the sentences with the same meaning.4. Summarizethe structure of the“invitation”Conversation.1 .Listen and circle can or cant2 .Listen again. Who can' t go to the party? Why? Complete the chart.3.Which sentence expresses the meaning as.4.IVs.1 .锻炼听力技能。2 ,巩固目标语言， 鼓励学生把它们 写下来。3 .引导学生发现多 样化的语言表 达。4 .引导学生分析“invitation” 对 话的句子，对其语 用进行归纳，并感 知整个对话流程。1 .听力技巧：听 前先写下信 息，减轻听力负 担；听时先写下 关键词，听完再 补齐。2 .用不同的语言 表达同一种意 思。3 .锻炼归纳思 维。两环节之间的衔接语：Now it' s your turn to make an invitation. Work in group of four.Step 6 Group work1.Ss work in groups to make an invitation and give replies.2.Comment.1.0ne makes invitation, the other three give replies.2.Make comment according to the checklist.1 .创造情境，综合 运用本课所学。2 .利用评价表，既 是提示小组合作时 要注意的点，也是 展示时，引导学生 要倾听，并最终点 评展示小组的表 现。1 .学生按会话流 程自编“make invitaion” 、“acceptinvitation 及 “declineinvitaiton” 的 完整对话。2 .依据评价表要 求去实现。两环节之间的衔接语：Do you remember the message I' ve received from my friend Jack?Step 7 Emotion.Ss listen to the teacher's reply to her friend Jack.Do you want to know how I replied to my friend Jack?教师最后的回复是 不能去参加朋友 Jack的聚会,理由 是要准备优质课比 赛，从而在情感上 引导学生，有时候 为了家庭、学习、 工作及健康等方面 的责任，我们要适 当舍弃一些活动。情感态度价值观 上，引导学生关 爱家人、照顾好 自己的身体及为 自己的梦想奋 斗。作业：Write down your conversation in the group work and make it better.设计意图：让学生把小组活动创造的对话写下来，实现对课堂知识的巩固。板书设计:/教学反思： 1. Did you receive （收至U） any invitation? Myinvited（邀请）me to.go to the moviescome to the party invitatlOH 90 shoppingplay sports.have dinnerCan you on ?A: Sure, rd love to. It sounds great.上课一开始如图的活动设计的略有难度，学生在将自己接受邀请的经历转化成两人对话A: Can you on ?B: Sure, I*d love to. It sounds great.时有困难。改进方法：教师邀请Can you on?学生只需给出回复。从而降低任务难度，但又到达给学生机会练习Sure, F d love t。的目标。2 .课堂教师用语有待精炼，应在课前花时间梳理。并做好活动与活动之间的过渡衔接。3 .要注意局部单词的发音，如right, find等，气和d的音要弱化，防止拖音。