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视频标签：my party
所属栏目：初中英语优质课视频
视频课题：人教版新目标英语八年级上册Unit 9 Can you come to my party SectionB(1a-1f)贵州省优课
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人教版新目标英语八年级上册Unit 9 Can you come to my party SectionB(1a-1f)贵州省优课
Unit9 Can you come to my party?
SectionB(1a-1f)教学设计
一．课程标准
1. 能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主要信息。 2. 能听懂简单故事的情节发展，理解其中主要人物和事件。 3. 能听懂连续的指令并据此完成任务。
4. 能听懂广播、电视等媒体中的初级英语教学节目。 二．整体设计思路、指导依据说明
新课标理念突出“以人为本”，重视学生英语核心素养的培养，强调外语不仅要注重培养学生的语言技能，更要重视学生的思维品质的发展。因此，在本节课的听力部分我对文本设计了多个任务，并采取了不同的组织方式，旨在从学生语言能力，文化品格，思维品质和学习能力四个维度去培养学生的英语核心素养。 三．教学背景分析 教学内容分析：
本单元围绕着对于提出邀请及如何回复来展开。本课时为SectionB(1a-1f)主要内容是学习对于前天，后天等远一些的时间概念的叙述，同时礼貌的发出邀请并进行回复（包括接受和拒绝）并适当的讨论自己已有的计划和安排。 学生情况分析：
本节课课程内容并不是太复杂，学生同时在SectionA已经有所接受这样的学习，能较完整的进行对话表演，轻松的语言环境，相信学生定能感受到英语学习的乐趣。 四．教学目标分析
Teaching Aims 1) Knowledge objects:
A. Words and phrases: The day before yesterday, the day after tomorrow, weekday, study for a test, have a piano lesson, look after
B.Key sentences
-A:What’s today/ What day is it today ? B: It’s Thursday 24th. -A:Can you play tennis with me? B: Sorry, I can’t. I have to... 2)Ability objects:
A: Get students to know how to make ,accept and decline invitations. B: Listening Strategies: The students should be able to understand what the key words are and catch them and write them down while listening. 3)Moral object:
It’s polite to refuse one’s invitation if you can’t go.
五．教学重点、难点分析
Teaching important points:
What’s today/What day is it today?---- It’s Thursday 24th. Can you play tennis with me?---- Sorry, I can’t. I have to... Teaching difficult points:
How to understand what the key words are and catch them and write them down while listening.
六．教学过程及设计
Step1. Sing a song “ What day is it today?” 设计意图：英语歌曲引出话题，增加气氛。
Step2. Show a December calendar and a week Calendar to present new phrases : the day before yesterday, the day after tomorrow,weekday. What day is it today? It’s Thursday 24th.
Ss learn the days in the same way.
设计意图：用日历直观呈现日期，教授新词，并且通过问答反复使用新词，可以让学生从接触到掌握并学着使用新学的词汇。
Step3. Before listening(Review invitation)
1) T: I like playing tennis very much. Do you want to play tennis with me? Ss: When?
T: The day after tomorrow. Ss: Sure, I’d love to.
Sorry, I can’t./ I’m not free. I have to... T: That’s too bad. Maybe another time. Ss:Ok, thanks for asking.
2)T: Can you help me invite more students to play tennis with me, Amy? Amy asks: Can you play tennis with Miss Li?
S1: I’d love to. But I have to study for an English test. S2: Sorry. I have to have a piano lesson. S3: Sorry, I can’t. I have to see a doctor. S4:... S5:...
The students who answer the questions need write his reason on the blackboard. Eg: have a piano lesson, see a doctor...
设计意图：新旧知识的衔接和操练，即活动与时间相结合，并让学生成为主体，生生对话，让更多的学生参与。在此过程中，让学生把不能来参加打网球
的原因短语写在黑板上，帮助学生寻找关键词，并进一步为下面的听力做铺垫，降低听力的难度。
3)Learning the listening strategy.(listening key works) Show Jenny’s photo.
T: What about Jenny? Can she play tennis with us? What is she going to do the day after tomorrow?
What words are the most important in this question? Here are three pictures for you. We’re going to listen to a short We-chat conversation and choose the true one. (After listening the coversation) Ss: Picture 1
T: Her mother is ill. She has to look after her mother. “Look after” shows the main idea to us. So it is the key word.
Talk about the other two pictures and decide the key words. So you see, these words are very important.We can call them “key words”. If we can catch the key words, it’s easy to choose the right answer while listening.
设计意图：再次对如何在听力中抓关键词的听力技巧详尽讲解和体验。
Step4.While Listening 1)Finish 1d.
T: We know Jenny is busy. What about Vince? Please look at the picture in 1d. What can you see in his room?
Ss: Soccer, and his photo. And in this photo, he is playing soccer.
T: So ,what kind of activities does he like? Ss: Maybe football.
T: What’s he doing now? Who is calling him? Why is calling Vince? Can he play tennis? Can he play tennis with his friend? Ok, listen and circle Yes or No. 2)Finish 1e
T: We know, he will be busy from today to the day after tomorrow. Now, listen again. Match Vince’s activities with the days in 1d. Then check the answer with sentences.
3)Listen the third time, and fill in the blanks.
Vince can’t play tennis with Andy. He has to go to the doctor and study for a test today. Tomorrow, he has to play soccer. After that, he has a piano lesson. And he may have to look after his little sister the day after tomorrow. He is really busy this week.
设计意图：《新课程标准》提出听说读写看的多模态教学模式，因此，我首先采用读图的方式去对听力内容进行预测，然后播放第一遍让学生了解故事大概和结果，再播放第二遍，让学生关注细节。最后听第三遍并填空，充分利用听力材料，把其改编成短文形式，达到听和写双项功能。核对答案方式采用句子形式回答，目的是让学生有完整表达语意和训练学生正确发音的习惯。
Step5. After listening
1)Show the listening material and read following the tape. We should pay more attention to the key words, the pronunciation and the stress while reading.
2)Imitate the conversation between Vince and Andy or make a new coversation.( The background: Weekend is coming. Suppose you’re planning to invite your friends to do something the day after tomorrow. ) Eg:A: Hi, ｘｘｘ, can you... with me? B: When?
A: The day after tomorrow.
B: Sorry, I’m afraid I can’t. I have to... A: That’s too bad. Maybe another time. How about you, ｘｘｘ?
C: Sure, I’d love to./Sorry, I’m not free. I may have to... ......
D: Thanks for asking.
设计意图：这是课堂的最后一个环节，我希望能有更多的学生参与进来，因此，我先播放录音让学生跟读，帮助学生纠正他们的发音，以便后面的pair-work能顺利展开。考虑到有些学生的基础稍弱，所以在pair-work环节，我让学生二选一的方式完成，可以模仿听力文本，也可以几个学生为一组进行group work, 这也充分体现了以学生为主体的新理念。
Step6. Summary
Let students discuss what they have learned from this class and then show it in front of the class.
设计意图：用讨论方式对本节课的内容进行总结和梳理，让学生相互补充，查缺补漏，真正掌握所学知识。
Step7. Homework
Level1: Make up a new conversation like listening material.
Level2: Make a plan for your weekend and invite some of your friends to do it with you. Then make a report.
Activity Name
Yes/No
Reason
I’m planing to...on Sunday. So I invite....________________________ _________________________________________________________ _________________________________________________________
设计意图：家庭作业是课堂教育的延续，深化和补充，以作业的形式，将学习任务延伸到课外，训练学生自主学习的能力。
Blackboard design Days
the day after tomorrow the day before yesterday weekday Activities look after study for a test have a piano lesson
Key sentences: —What day is it today? —It is Thursday the 24th. —Can you...?
—Sure, I’d love to./Sorry, I’m afraid I can’t. I have to...
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