初中英语人教版八年级上册can you come to my party.doc

教学设计与反思模板聚焦教学重难点的教学设计与反思课题名称：Can you cometo my party?姓名：谢树兰工作单位：团结中学学科年级： 八年级教材版本：新目标go for it一、教学内容分析本单元围绕“邀请别人参加某项活动”这个话题展开语言交际活动。让学生学习怎样提出邀请，接受邀请和拒绝邀请：谈论已有的计划和安排：同时巩固can 和have to 的用法.学习阅读关于邀请卡的信息，并能够制作自己的邀请卡，并通过这个邀请卡来向他人提出邀请，学习如何合理的安排自己下一周的活动。二、教学目标1. 语言知识目标：1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch 2) 能掌握以下句型： Can you come to my party on Saturday afternoon? Sure, Id love to. Can you go to the movies on Saturday? Im sorry, Im not available. I have too much homework this weekend. Thats too bad. Maybe another time. Sure. Thanks for asking. Sam isnt leaving until next Wednesday. 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的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。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。 三、学习者特征分析学生是学习的主体，经过目前的学习，具备了一定的基础和听力能力。正逐步向读写过渡，有了初步自主合作，分析归纳的能力，并处于知识积累，前后知识衔接，培养良好的学习习惯的关键时期，由于少数学生对英语产生厌学情绪，激发学生学习兴趣至关重要。四、教学策略选择与设计1. 任务型教学 2.听说教学1.体验式学习 2.合作式学习五、教学重点及难点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回答。六、教学过程教师活动预设学生活动设计意图在大屏幕上向学生展示一张邀请函T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she invited me to go to her Halloween party. But I have something important to do. Im studying for a test. I dont know what to do. What should I say? Can you help me? Ss try to answer the questions.通过活动活跃课堂气氛；并为下面的教学活动做铺垫引导学生们看大屏幕上邀请及两个答语。 Look at the expressions on the screen: “Sure, Id love to.” “Im sorry, I have to”. Read the expressions to the class and the students repeat each one. Say, can you come to my party? 用汉语向学生说明回答别人邀请时，所作的两种类型的答复。Have the S1 give “yes answers” and S2 give “no answers” then plus a reason. Ask students to give their own reasons. If necessary, I can give a reason and have the students repeat it. 通过活动活跃课堂气氛；并为下面的教学活动做铺垫学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。 Make a model to the Ss: e.g. S1: Can you go shopping with me? S2: Sorry, I cant. I have to prepare for the math exam. Ss work in pairs and answer the questions. 通过活动活跃课堂气氛；并为下面的教学活动做铺垫T: Now listen to the recording and write the names next to the correct students in the picture. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture. Play the recording again. Check the answers with the Ss. 训练听力，提高听力水平，掌握语言目标。1. Help students form groups of four. Say, one of you is student A. Student A invites the other three students to your party. The other students say “yes” or “no”. Remember to give a reason.Have the students work in groups. Let some groups ask and answer about their conversations. 运用所学，巩固语言目标，开拓学生思维,养学生综合运用语言的能力。Work on 2a: Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “cant” in the bracket. Play the recording for the Ss to listen and circle the words. Play the recording again to check the answers. Work on 2b: Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do. Play the recording for the Ss to write the reasons in the chart. Play the recording again to check the answers. 运用所学，巩固语言目标，开拓学生思维,养学生综合运用语言的能力。Tell Ss to look at the reasons in the chart in 2b. Then write some more. Let Ss read conversations in 2c. Ss practice the conversations using the reasons in the chart on the right. Ask some pairs to act out their conversations. 运用所学，巩固语言目标，开拓学生思维,养学生综合运用语言的能力。 Read the conversations and answer the questions: Explain some new words and main points in the conversation. until, notuntil, hang out, catch Read the conversation after the teacher. Practice the conversation with their partner. Then let some pairs act out the conversation. 1) What did they do last fall? _2) What does Nick have to do on Saturday? _3) When will they hang out? _运用所学，巩固语言目标，开拓学生思维,养学生综合运用语言的能力。七、教学评价设计评价标准（10分） 口语表达准确无误（3分） 表演形象生动（3分） 队员配合默契（2分） 积极参与（2分） 表演小组一 表演小组二 表演小组三 报告评价表 评价标准（10分） 表达准确 （3分） 行文流畅 （3分） 口语流利 （2分） 书写工整 （2分）报告1 报告2 报告3 课后 学习效果 目标达成度 不同学生的学习需求得到满足了吗？ 课中哪些证据（发言/练习/展示）证明学习目标的达成？ 课后哪些证据（作业/抽测/谈话）证明学习目标的达成？ 在课后，对本课进行有关阅读能力方面的测试，采用了邀请函、回函和感谢信的方式，用来了解大多数学生是否达到教学目标所预期的效果。八、板书设计 单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch 句型： Can you come to my party on Saturday afternoon? Sure, Id love to. Can you go to the movies on Saturday? Im sorry, Im not available. I have too much homework this weekend. Thats too bad. Maybe another time. Sure. Thanks for asking. Sam isnt leaving until next Wednesday.九、实践反思这节课正是由于把现代教育技术与英语课紧密的融合在了一起，才能让整节课犹如虎添翼一般，让学生在学习时，学习的速度更快、掌握的内容更加准确、得到的知识更加全面系统。同时又以其生动、形象、新颖、直观的特点，大大优化了英语课堂教学，给学生提供了更多的语言实践机会，这对于培养和发展学生的英语运用水平至关重要。 大多数学生都有自己的生活经历和经验，但语言知识却有所不同，利用音频和图片，使教学内容变得形象、生动和具体，教学效果就大不一样。在课堂活动中，本节课学生遇到了许多知识的关键处，我利用现代教育技术的优势，把与课本内容相关的图文相应的呈现出来，在利用媒体创设良好的情景，从而发挥多媒体的最佳功能。对于发出邀请的方式，课本上的方式既单一又局限，考虑到英美文化实际生活中总类繁多的方式，我归纳总结了Can/Would/ Could you?以及Lets等发出邀请的方式，