2019-2020学年八年级英语上册 Unit 9 Can you come to my party Period 2教案 人教新目标版 doc

2019-2020学年八年级英语上册 Unit 9 Can you come to my party Period 2教案 人教新目标版

Teaching aims（教学目标）

1. 熟练使用不同人称下CCan ...?”， 并用“Yes, I'd love to. ”和 “Sorry/No, ...”进行回答。

2. 熟练使用have to /has to 来谈论职责和义务。

3. 熟练掌握礼貌发出邀请和对邀请应答的方式。

4. 熟练使用might的相关用法。

Language points（语言点）

1．要求掌握以下词汇：

1) 名词 n. reason

2) 动词 v. hang , catch,invite, accept,refuse

3) 形容词 adj. available, free

4) 连词conj.，介词 prep until

5) 词组another time, hang out , go bike riding

（本节课的生词较少，大部分是前面内容的复现，而且单词的拼写大豆比较简单，所以学生学起来不会感到困难，重点还是放在通过操练帮助学生掌握句型的用法。）

2. 要求掌握以下句式:

Can you come to my party on Saturday afternoon?

Sure, I'd love to . Sorry, I must study for a math test.

Can he go to the party?

No, he can't. He has to help his parents.

Can they go to the movies? No, they're not free. They might have to meet their friends.

Sam isn't leaving until next Wednesday.

Difficulties（难点）：正确使用can句型进行问答。对于邀请注意礼貌方式，并

给出合理的理由。流畅使用might回答各种句型。

Teaching steps（教学步骤）

1. Warm-up （课堂热身）

Ask and answer

T: Do you want to come to my party?

S: Sure, I’d love to. / Sorry, I can’t. I have to… [provide a reason]

（教师自然地在学生中走动问答，并可以引导学生回答）

2. Presentation（呈现关键句型中can/can’t 的用法）

（1） Work on 2a Listen and circle can or can't.

T: Jeff, Mary, May, Mei Ling and Paul all want to go to the party. Can they?

（教师分层次呈现can 和can’t的句子，既清晰强化了用法，又为后面的活动进行铺垫。）

(2) Work on 2b

T: Listen again. Who can't go to the party? Why? Complete the chart.

（引导学生听关键词，在给出理由的时候，就着关键词帮助学生完整回答。这里也是听力策略的渗透））

(3) Listen again and match.

（通过前面的分层，综合地进行听力训练，同时引导学生抓关键信息的能力）

（4）Fill in the blanks.

T: Now, let’s complete Anna’s diary.

S: Saturday is my _________. I’m________a birthday party. I asked some of my friends to my party. Mary and Paul would love___ __, but Jeff _____ ___ __meet his friend. May can’t come,____. She has the _______. Mei Ling is not_______ . She ____ study for a ____ test. What a small party! But I’m sure we will _____ ____ _____ ____.

（通过充分利用听力文本，进行逻辑化的编辑采用，强化学生整体应用的能力，循环使用目标语言，同时也是对前面知识的巩固和复习）

3. Ask and answer

T: Please make conversations according to the chart.

S: A: Can … go to the party?

B: Yes, he/she can.

No, he/she can’t. He/She has to…

might/must

（教师可以四处走动，以帮助学生正确使用目标句型与不同人称结合的使用，也可以让学生发挥peer assessment的作用）

4. Work on Grammar focus

（在前面的对话操练的基础上，对于此部分内容，可以采用诵读，快速记忆后快问快答的形式，很好地巩固目标语言）

5. Work on 2c

(1) Write and ask

T: Look at the reasons in the chart in 2b. Write some more. Then, Student A, invite your partner to do something. Student B, say you can't go and why.

(机械操练后的意义操练，通过学生互动，能实现同伴互助，帮助薄弱学生获得学习信心。)

(2) Pairwork

T: Now, work in pairs and make some conversations.

S: A: Hey, Dave, Can you go to the movies on Saturday?

B: I’m sorry, I'm not available.

I have too much homework this weekend.

A: That’s too bad. Maybe another time （下次）.

B: Sure, Joe. Thanks for asking.

(教师适当地指导，突出重点，能让学生更好地应用目标语言，并及时突出了语言操练中可以替换的部分，降低了学习难度）

(3) Group work

T: Please invite (邀请) your friends to your party.

S: A: Can you come to my party on…?

B: Sure, I’d love to.

C: Sorry, I can’t. I…

D: I’m sorry, too. I have to…/ I have...

/I’m (doing)……

（给学生一定的场景，在帮助学生获得学习信心后，扩大语言的交流面以及开放度，给了学生充分的平台应用语言）

（4) Dr. Know time

（一定的语法总结是非常必要的，但是教师要引导学生自主归纳和总结）

6. Work on 2d

(1) Read and answer

T: Read the dialogue and then answer questions.

Who is coming to Jeff's house on Saturday?

S: Sam!

（教师要有意识培养学生在阅读中提高skim的能力获取关键信息。）

(2) T or F

（本段文本中有一定的难点，但是通过让学会判断信息正误的形式，自然地解决了难点，同时又帮助学生更好地理解了文本的信息，为后面的教学环节做了铺垫。）

(3) Role-play

S: Jeff: Hey, Nick, can you...? My cousin Sam ...

Nick: Oh, Sam! I remember ...

Jeff: Yes, that's right.

Nick: I'd love to come, but I'm afraid I can't. I ...

Jeff: That's...! Oh, but Sam isn't leaving... Can you ...?

Nick: Sure! ... on Monday!

7. Learn to invite

(1) Show an invitation

(2) Read and fill in the blanks

（此处培养学生语言与知识转化的能力并很好地联系了实际，体现了语言学习的实用性）

(3) Respond to the invitation

T：Lisa also invites you to her birthday party,but you…

You should say…

Thank you for your invitation. I am sorry I can’t go to your birthday party because I am really busy then.

On…, I’m… On…, I have to….

(4) Work on 3b

T: Complete the sentences below. Use the words in brackets to help you.

（教师引导学生逐步从看邀请函，就邀请函进行目标语言操练，到以书面形式回复邀请，再落实到课文上相关部分的重点操练，有意识地将目标语言进行了强化和拓展）

8. Work on 3a

T: Complete the answers with might and one of the phrases in the box.

（教师可以在学生中走动，并通过peer assessment形式帮助学生掌握might的正确使用）

9. Survey and report

T: Write down everything you have to do next week. Choose a day and time to have a party.

Then invite classmates to your party.

A: Can you come to my party?

B: When is it?

A: Next week, on Thursday night.

B: I'm sorry. I have to study for a math test.

S: Next week, I’m having a party. ….can come to my party. …… can’t come to my party.

He/She has to … And …can’t come, either. He/She is v-ing…

（教学来自于生活，真实的语境设置能提高学生的学习兴趣。此处学生对于语言的操练由口语落实到书面的表达，提升了语言的整体性与应用性）

10. Summary

（学生是学习的主题，引导学生学会自己总结也是一个重要的教学环节）

11. Homework

Oral: 总结发出邀请以及接受和拒绝邀请会用到表达方式，与同伴互相演练。

Written: 制作一份邀请函，请朋友参加你家的圣诞晚会。

（根据学生程度进行口语和书面作业的布置，同时结合了课堂学习的内容，并落实了学生从口头到书面的语言应用能力。）

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