Unit5Canyoucometomyparty-(SectionA1a-1c)教学设计.doc

Unit 5 Can you come to my party? (Section A 1a-1c)教学设计成都市龙泉外国语实验学校初中部 胡玲一、教材分析1本单元内容分析及在教材中的地位与作用本单元主要学习如何运用情态动词can提出邀请、怎样接受或婉言拒绝别人的邀请，学会谈论自己的计划安排。它跟七(上)Unit10情态动词表能力，七（下）Unit8 would you like to句型的肯定回答，和九年级Unit11情态动词表请求有密切联系，在教材中起着承上启下的作用。本单元也是初中交际教学中的一个重点。它将话题，功能和交际巧妙地融合在一起，用循序渐进的生活化的学习程序引导学生把所学的语言知识和实际运用结合起来。2课程标准对本节的目标要求而本节课是本单元的第一课时，它要求学生熟练掌握邀请，接受邀请，拒绝邀请及原因陈述的方法。3本节编者意图以及我的把握编者围绕“邀请和回答”这一话题，循序渐进地设计了一系列任务型活动（如：can 肯、否定回答。拒绝原因分别用have、 have to表达），逐步实现教学。我认为针对学生学情，教材内容相对简单。既然是开篇学习，那么基本句型就应操练到位，落实基础，突出重点，突破难点，它不仅要求做到口头练习，同时听力训练不容忽视，更要笔头落实进行检测。并且在难度的把握上应该面向全体学生。通过生活进入课本，通过课本又运用于生活。因此我以我要举办晚会为线索，引出新课，并以此贯穿知识链和任务链。同时我编辑了导学案【见附表】，让学生在学案和老师的共同指导下完成学习任务，从口头、笔头上生成技能，提高处理生活问题的能力，这样逻辑性强，与现实生活更为贴近。二、学情分析1学生特点这次是全区的比赛课，要借班上课。因此学生情况比较生疏，那么要上好这堂课，就得事先多费功夫向他们的任课老师，班主任请教，了解这个班的年龄、学的特点和他们的风格，同时也需要了解其老师的教学风格。我了解到学生的情况是：他们以中、优生为主，从年龄、生理、心理特点来看：好奇心强，求知欲旺，对英语普遍感兴趣，课堂上很活泼。他们偏重于形象思维，对刺激记忆手段多的知识，记忆深刻，喜欢贴近生活的学习；其老师比较幽默，但不失严谨。针对这些特点：一方面要运用形式多样的教学方法和学生能广泛参与的学习方式，激发学生兴趣，培养学生能力，促进学生的个性发展；另一方面通过小组合作学习，降低学习难度，让学困生也有更多机会参与到活动中来，发挥他们学习的主动性。2学生知识储备初二上期的学生经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实践的能力。拥有英语基本的听、说能力，并逐渐向读、写过渡。 单元知识储备：学生已掌握can表能力，have to及would love to的用法。本课教学内容与学生的实际生密切相关，易于引发学生运用简单的英语进行交际和交流。但是如何礼貌回答邀请，还有待强调。三、教学目标鉴于学生的这些特点，结合英语课程标准要求，英语教学培养学生运用语言交际的能力，为用而学，在用中学，在学中用的原则，及对本单元的具体要求，联系本节课的教材内容及其在教材中的作用，我把教学目标定为以下几个方面：知识目标、技能目标和情感态度目标。1.知识目标:单词: 四会：lesson; 两会：Ted, Kay.句型: Can you come to my party? Sure, Id love to. (Using)Sorry, I cant. I have a piano lesson.Im sorry. I cant. I have to 2. 技能目标: 能够听懂别人的邀请，获取有用信息；能使用所学语言自如地进行 “发出、接受、拒绝邀请”的活动。3情感态度目标: 学会有礼貌地“发出、接受、拒绝邀请”，养成用礼貌语的习惯。 根据以上分析我确定重、难点：重点：运用can进行邀请及其回答。难点：用have和have to拒绝邀请的表达方式。四、教学方法 1. 教法分析根据本节课的教材、学生情况，其教师情况，以及我个人的风格，我以任务型教学法为主，情景引入法、交际功能法、启发式教学法为辅组织教学。通过课前准备,倡导参与，完成任务逐渐生成知识、形成技能、达到课堂活动目的。通过集体讨论、分组讨论等交际练习提高综合能力；通过多媒体使用进行情景引入；通过分解难点、突出重点进行启发式教学；通过总结规律，模仿操练进行语法教学。把重要知识反复呈现，加强学生感知。起到教师“设计者、研究者、促进者、协调者”的作用。2.学法指导：我所采用的以上教法有助于指导学生掌握：小组合作学习法、活动学习法归纳法。通过相互探讨、相互合作，获得知识、技能和情感体验；通过创设情景和有意义的任务活动，激发学生的学习热情，培养他们的归纳能力，发挥他们的主观能动性，变被动学习为主动学习。帮助学生理解重点，解决难点，完成学习任务。3.教学器材：多媒体、导学案，宴会图片等五、教学环节根据任务型教学理念，以交际为目的的原则，学生为本的思想，我的设计以我要举办晚会为主线，设计了知识链和任务链。以下是我的教学步骤：课前准备：教师准备:课件、录像视频，导学案，学生情况调查。学生准备：以大组为单位准备宴会图片。完成学案上学习准备。【见导学案】目的：老师的课前准备便于了解学情，进行更好的设计教学。学生的学习准备可以让学生对已学知识巩固，便于学习新知识，提高课堂效率；学生图片准配便于老师课堂教学，激励学生主动参与课堂。教学过程如下：时间教学环节教师活动学生活动设计思路5Step I Lead in 创设情境以旧引新1. Greeting.2. What day is it today?I dont like Tuesday. I like Saturday and Sunday. So I like weekends. Do you like weekends?3.-What do you usually do on weekends?-I help my parents/watch TV4. Can you guess what I usually do on weekends? 5. Lead the phases by my photos.6. Read the phases together; read in groups; ask a group read together. 7. Ask Ss to remember in groups. Check.8. The other people like to do the same things as me. Lets deal with 1a.1.Greeting2. Listen and answer.3. Learn words and phrases from the teacher and the CAI.4. Read them.5. Remember them.6. Then deal with1a.这个引入的设计是检测学生的学习准备做得是否充分，同时简单明了，便于对本节目标词汇、短语的引入，有利于学生上口。以旧引新自然过渡。同时课件图片利用到位，让课堂更真实。让学生通过小组合作，提高课堂效率和记忆效率，而课堂及时检测，便于查漏补缺，为下一环节的学习打下基础。11Step II Presenta-tion逐一呈现突破难点1. You know I usually do these things on weekends. But this weekend I want to do something different.T: Look at the picture. Where am I?Ss: You are in a supermarket.T: What am I doing? Ss: You are buying some food.T: Can you guess what Im going to do this weekend?Ss: have a party/ I dont know.T: I will have a party on Saturday.Would you like to come to my party? Ss: Yes, Id love to.We can also say: -Can you come to my party?-Sure, Id love to.2. Teach to read3. Ask Ss to drill and act out in big groups .or boys ask girls answer.4. A student invites the teacher. S: Can you come to my party?T: Sorry, I cant. I have a piano lesson.5. Drill and act out.6. Teach another way to refuse. -Can you come to my party?-Im sorry. I have to go to the doctor7. Drill and act out.1. Learn the target language from the teacher and the CAI, then drill and act out.2. Ss listen and answer. 3. Follow to read.4. Drill 5. Act out. 通过旧知识引出新句型。让学生更容易理解新知识。并且这样引入逻辑型很强，以我要举办晚会为主线，贯穿了知识链和任务链。我把对邀请的回答分成3种练习方式：肯答；用have表达；用have to表达。这样把本节难点逐一突破，让学生掌握更好。便于后面教学的拓展。4StepIII. 听力训练强化新知1. Ill have a party on Saturday and my friend Sun Ning is having a party, too. He asks some friends to come. This is the name list. Can you read them? Try to read it by yourself.2. Teach to read the new names.3. But some can come, the others cant come. Lets look at the picture in page 25. Lets read the dialogue.T: Who can come to Sun Nings party?Ss: Jenny.T: Who cant come?Ss: TedT: How about the others? Do you know?Ss: No.4. So lets look at 1b. Listen Deal with 1b Write the names next to the correct students in the picture above.5. Check the answer.1Listen to the teacher.2Read the names.3Listen to the tape.4Do 1b.5Check the answer.目标句型掌握好后，又回到教材。此处很容易忽略教材图片的对话，让学生朗读，获取信息，只能得知其中2位的情况，因此需要通过1b听力的训练才能获知引出Sun Ning其他朋友的情况，这样过渡自然，并引导学生求知。能够更明确的进行听力训练。学生先读名字，是让老师明白哪些学生容易弄错。而且听力中必须要写出名字，在读的过程中也在示范，降低了听力的难度。3Step IV听力深入重现新知 1Ask the Ss to look at the paper, listen again and fill in the blanks.2Check the answer.3Read the conversation1 Listen again and fill in the blanks【见导学案】IV2 Check.3 Read it together这段听力内容包含了本节所有目标句型，因此我做了听力填空和朗读训练。让新知识反复呈现，加深学生印象。便于让学生在后面的环节脱离课本回到生活。4StepV. 听力拓展扩展新知1. I will have a party. So I want to ask some students to come to my party. I invite these students to come. Can you read their names? Ask Ss to read.2. Watch the video for the first time then tell us who can come? 3. Watch again and match the reasons why they cant come. 4. Read the sentences together.1. Read the names.2. Watch the video for the first time find out who can come.3. Watch again and match the reasons why they cant come. 【见导学案】V4. Read together.为了强调学生知识的转移和在生活中的应用，我设计观看视频录像，看谁能参加宴会谁不能，为什么。对本课知识进行巩固和拓展。并且为下一环节学生操练进行示范。而这段视频的其中一个对话我有意没有说出被邀请人的名字，增加了学生听的难度，目的却是要训练学生的理解能力和知识转移和分析能力。并且设计到了has to。 不但复习了旧知识，还为下节课can she/he做了铺垫。7StepVI. Practic act out口语交流运用新知Ask the students to Practice and act out: If you will have a birthday party, dancing party, singing party, or basketball party on Sunday. And you want your friends to come, so you invite your friends like this：Example:A: Can you come to my party on Sunday afternoon?B. Sorry. I cant. I have a piano lesson. Thanks for asking.A: What/How about you, Tim?C: Oh, no, I cant. I have to study for a test.D: A: Thats too bad. Maybe next time. What a small/big/ party!Practice and act out. They can use the picture they drew.口语输出练习是让同学们进行大量的操练，检测学习情况。让所学知识能够在生活中学会运用。学生用事先准备好的各种晚会图片作为背景，让邀请更真实化，学生参与更积极。5StepVII Summaryexercise总结规律落实知识1Ask Ss to sum up.2. Ask Ss to do exercise orally.3. Ask Ss Write down. And 2 Ss write on the blackboard.4. Check.1Summary（总结）:邀请：_肯定：_否定：_新单词：_ 新名字：_ _短语： _ _ _ _ 2口头齐做。3快速记忆，然后做导学案，并且2个学生做在黑板上。4学生校正答案。让学生自己总结本节学习内容，进行检测反思,培养学生归纳能力。当堂检测学生掌握情况，便于及时补救。学生板书，相互改错。让学生能自我评价。1Homework课后练习检测新知完成学案上的课后练习，记忆本节重点。完成家庭作业【见导学案】课后检测让本节知识更落实。六、板书设计Unit 5 Can you come to my party?(Section A 1a-1c)-Can you come to my party? -Sure, Id love to. - Sorry, I cant. I have a piano lesson. （学生板书）study for a test-Sorry, I cant. I have to go to the doctorhelp my parentsvisit my aunt板书设计思想：彩色标注新词汇, 重点一目了然，回答邀请的句型对齐并彩色笔标注，让学生更清楚了解回答方式。黑板右方留给学生作文便于展示，方便及时纠错，让学生知道错误原因，起到检测的作用，同时给学困生起示范作用。七、教学评价、反思 本堂课的设计主要是体现把知识运用于生活，让学生“学中用，用中学”。在设计中，我把知识链和任务链，用一条线索贯穿，让课堂既有知识的操练又有任务的落实，让其更有逻辑性，教学的过渡自认合理。而课堂检测中的题是本节的基础知识，让学生能够很好检测本节学习效果。课后检测中的题都是把前面单元学过的重要短语和本课知识相结合出的题，目的是想新旧知识结合，加深学生印象，同时给学生做对知识灵活运用的示范。而我设计的导学案利于学生自学、自查，变被动学习为主动学习。总之，本节课我结合教材重点、难点及英语学科特点，利用多媒体辅助教学，以学生为主体，以任务为中心，整合处理教材，从听、说等方面使学生得到锻炼，符合学生认知规律、年龄特点，并且贴近生活，课堂上关注学生学情，帮助学困生，我相信一定能给学生留下深刻的印象；从教学效果上看，我认为知识目标、技能目标和情感目标都能实现。八、学生导学案 【见后】Unit 5 Can you come to my party? (1a-1c)导学案学习内容: Section A: 1a, 1b, 1c.学习目标:1. 知识目标:单词: 四会：lesson; 两会：Ted, Kay.句型: Can you come to my party? Sure, Id love to. （运用） Sorry, I cant. I have a piano lesson.Sorry, I cant. I have to 2.能力目标: 能够使用所学语言自如地进行 “发出、接受、拒绝邀请”的活动。3.情感目标: 学会有礼貌地“发出、接受、拒绝邀请”，养成用礼貌语的习惯。重难点：重点：运用can进行邀请及其回答。难点：用have和have to拒绝邀请的表达方式。学习方法:：小组合作，自主探究学习。帮助手段: 磁带, 课件，学案。Learning Plan学习准备I用英文写出你周末经常做的活动1.帮助我的父母_ 2. 拜访我的阿姨_3. 看医生_4. 为考试做准备_ 5. 上一节英语课_6. 看电视_7.去骑车_ 8. 散步_9. 租碟子_10. 去钓鱼_ 11.上网_12.去踩滑板_其他活动：_ _ _II回忆can，would like to的用法，用它完成下列句子 1._ play the guitar? Yes, I _.No, I _.2. _ you like to drink hot tea with honey? Sure, Id _ _. No, thanks.3. The boy _ ride a bike, so he often goes to school by bike.4. They _like to go hiking with Tim for vacation.5. She is good at French and she _ help you with your French. III阅读词汇解析lesson n.课程，功课 do ones lesson 做功课 go to the doctor: see the doctor have a piano lesson: take a piano class 上钢琴课on: 在之上，在具体某天（早上中午晚上）on Wednesday, on Tuesday morning can:表能力，能够; 表请求。学习过程I. Learn words and phrases from the teacher and the CAI, then deal with1a.（通过老师教和课件的引入学习单词短语，然后处理1a。）II. Learn target language from the teacher and the CAI, then drill and act out. （通过老师教和课件的引入学习目标句型，然后口语练习。）III. Listen and finish 1b. IV. Listen again and fill in the blanks，then read together.（听磁带完成1b，再听一遍，完成听力材料的填空，然后齐读。）S: Hey, Ted. Can you _ to my party _Saturday afternoon?Ted: Im sorry, I cant, Sun Ning. I have to _ my parents.S: Too bad. How about you, Carlos? Can you come to my party?Carlos: _ love to.S: Tim? Can you come to my party?Tim: When is it?S: Saturday afternoon.Tim: Oh, no, I cant. I have to_ for a test.S: What about you, Wilson?Wilson: Sorry, I have to _to the doctor.S: Can you come?Anna: Sorry, I have to_ my aunt.Kay: I cant either, Sun Ning. I have a piano _.S: Thats too bad, Kay. Oh, maybe _ time. What a _ party!V. Watch the video，then tell us who can come? Watch again and match the reasons why they cant come. （观看录像，第一遍找出谁能参加宴会；看第二遍，找到不能去的原因）Milly has to study for a testAlice has to help my parentsCindy has an English lessonTonyVI. Practice and act out. （仿照录像进行口语练习并表演）If you will have a birthday party, dancing party, singing party, or basketball party on Sunday. And you want your friends to come, so you invite your friends like this：（邀请朋友参加聚会）Example: （例如：）A: Can you come to my party on Sund