Unit 9 Can you come to my party? Section B (2a-2e) 教学设计 2024-2025学年人教版八年级英语上册

Unit 9 Can you come to my party? Section B (2a-2e) 教学设计 泸州老窖天府中学 诸蓉 教学背景 Analysis of teaching content: 本单元,学生主要学习如何发出邀请,接受邀请和婉拒邀请。了解国外社交聚会的基本知识,以及出席此类聚会的基本常识。了解有关聚会邀请的礼仪,并指导如何接受邀请或委婉拒绝邀请。并能结合自己的实际,有计划地策划活动和聚会,并发出合适的邀请以及进行合理的回复。培养学生解决问题的能力和交际能力。引导学生要礼貌对人,乐于帮助他人。通过多种形式的学习活动,巩固所学知识和学习新知识的同时,培养学生的创新精神和实践能力。 Analysis of students: 该年级段的学生有一定的英语基础,学生在Section A部分已经学过发出邀请,接受邀请和拒绝邀请的基本句型,对这些句型也有了基本的了解。需要学生进一步把掌握的语法知识服务于阅读,并将阅读策略用于今后的英语学习中。因此教师要给学生表现的机会,指导他们积极主动地阅读,并将阅读过程中学到的知识运用到写作中,真正做到知识的输入和输出的闭环。 教学目标 Knowledge Objectives: 1、掌握发出邀请,接受邀请和拒绝邀请的基本句型。 2、掌握新词汇: invitation, reply, sad, goodbye, glad, preparation, glue, without, surprised, opening, concert, headmaster, guest. Ability Objectives:Get students learn the reading strategies: 1、让学生学会通过supporting details找出段落的main idea。 2、让学生学会根据关键信息,总结和归纳文章内容,并挖掘文章的深层次含义。 3、让学生学会在阅读中通过对比分析等手段分析和解决问题,抓住文章重要信息。 4、让学生学会根据不同的对象,写出合适的邀请函。 Emotional Objectives: 通过对邀请函以及其两种回复的仔细分析,提取出邀请函及其回复会用到的基本句子结构。了解国外社交聚会的基本知识,以及出席此类聚会的基本常识。了解有关聚会邀请的礼仪,并指导如何接受邀请或委婉拒绝邀请。培养学生解决问题的能力和交际能力。 教学重难点 Teaching Key Points: 1、 让学生掌握重点词汇: invitation, reply, sad, goodbye, glad, preparation, glue, without, surprised, opening, concert, headmaster, guest. 2、训练学生的阅读技巧: ①让学生学会通过supporting details找出段落的main idea。 ②让学生学会根据关键信息,总结和归纳文章内容,并挖掘文章的深层次含义。 ③让学生学会在阅读中通过对比分析等手段分析和解决问题,抓住文章重要信息。 ④让学生学会根据不同的对象,写出合适的邀请函。 Teaching Difficult Points: 1、怎样让学生学会在阅读中通过对比分析等手段分析和解决问题,抓住文章重要信息。 教学方法 任务型教学法、交际教学法、合作教学法 教学步骤 Teaching Period Teaching Content Students’ Activities Teachers’ Activities Designing Purpose Warming up(1min) Show some cards of different kinds of parties. Share the kinds of parties with the whole class according to the cards . Ask students to take out the cards in their drawers and share the kinds of parties. 课前老师放置的小卡片对学生来说是惊喜,也是对本堂课的铺垫。激起了学生的好奇心和求知欲,拉近了师生之间的距离。 Step 1: Lead in (2 mins) Show pictures of the 110th anniversary of Luzhou Tianfu Middle School . Answer some questions. After listening, ask students some questions: ①How did we invite the schoolmates? ②What are the teachers doing? ③How to make a proper(合适的) invitation? 给出与课文内容相关的图片,增加和激活学生的相关图式,丰富学生的相关背景知识,让其掌握必要的语言知识,为阅读的开展扫清障碍。同时引起学生的兴趣,引出本课主要话题。 Step 2: Pre- Reading (1 min) Prediction (picture) Look at the picture and make a prediction. Ask students to answer two questions according to the picture. ①Who is the boy in the picture? ② How does David make the invitation? 引起学生的阅读兴趣,培养学生的阅读技巧。 Step 3: While- Reading (15mins) Fast Reading (3 mins) Match the reason with each message. Ask students to pay attention to the key words or sentences of each paragraph to get the reason.Ask the students to answer three questions according to the messages:①How many messages can you see? ②Who wrote the messages? ③Why did they write them? 通过速读,让学生对文章的内容有初步了解,理清文章的结构,培养学生的阅读技巧。 Further Thinking(2mins) Finish a mind map after thinking. Ask students to think: “If you get David’s invitation, what information do you want to know from it?” 通过问题的设置,引导学生思考,培养学生的逆向思维。 Careful Reading Message 3 (6mins) ①Read message 3 and finish the mind map. ②Check if all the information of an invitation is included in the mind map. ③Underline the sentences David uses to ask the classmates to come/ to help/ to reply? ①Ask students to read message3, and finish the mind map. ②Ask students to check if all the information of an invitation is included in the mind map.Ask students to find out the key information. ③Ask the students to read message 3 and underline the sentences David uses to ask the classmates to come/ to help/ to reply? 让学生根据之前完成的的思维导图,找出message 3 的邀请函中包含的相应信息,然后看看message3的邀请函是否包含了思维导图中的所有信息。随后,让学生总结David在邀请函中用到的对应句子。培养学生获取文段关键信息的能力。培养学生的对比,归纳和总结能力。 Message 1&2 (4 mins) ①Read message 1(He Wei’s reply ) and fill in the blanks . ②Read message 2 (Jake’s reply )and fill in the blanks . ①Ask students to read message 1(He Wei’s reply ) and fill in the blanks . ②Ask students to read message 2 (Jake’s reply )and fill in the blanks . 引导学生细读message 1&message 2然后填空。 引导学生抓住文段主要信息,让学生感知邀请函的两种不同回复的异同。诣在培养学生获取关键信息的能力,为接下来的写作环节打下基础。 Step 4: Further Thinking (3 mins) Further thinking and discussion Think, discuss in groups and answer questions. Ask students to discuss and answer two questions: ①Jake turns down the invitation. Do you think David will be angry? ②Why? 在知晓邀请函的两种回复的基础上,对学生进行追问Do you think David will be angry? Why?激发学生在了解完文段内容的基础上进行深层次的思考。培养学生的思考能力。 Step 5: Post reading (4 mins) Brainstorming Think and answer. Ask students to think: Who else can David invite to the party? 读后的问题起到了承上启下的作用,培养学生的发展性思维,为下一步的教学活动做了铺垫,引导学生在文本理解的基础上,过渡到写作。 Thinking Write 3 sentences. Think about questions. ①Ask students to write 3 sentences to help David to ask the headmaster to come, help, and reply. ②Show a student’s sentences on the screen. ③Ask students to think and answer a question: Do you think these questions are polite/proper? 引导学生进行辩证的思考,把学生带入了新的问题情境,让学生深入探索交际语言的得体性,激发学生的探索精神。 Step 6: Further reading (4 mins) Discussion and thinking ①Read the passage on P71 and underline the sentences. ②Compare the two invitations. ①Ask students to read the passage on P71 and underline the sentences the headmaster uses to ask the parents to come/ to help/ to reply? ②Show the sentences of the student that were shown just now. Ask the students to discuss and answer: Are these sentences you wrote proper? ③Ask students to compare David’s invitation and the headmaster’s invitation and answer: Which invitation is more polite? 培养学生的对比分析能力,通过对比分析得出结论,为后面写作部分做好了铺垫。 Step 7: Writing (10 mins) Making a proper invitation Make a proper invitation. Show the invitations to classmates. ①Ask students to help David to make a proper invitation to the headmaster. ②Ask students to show the invitations to classmates. ③Ask students to check if the invitation is proper according to the key information and the proper language. 在前面大量输入的基础上,引导学生进行知识的有效输出,真正将所学知识转化为长期记忆,做到了知识的巩固和迁移。 Home- work (1 min) (Must do): Task 1: Finish 2e on page 70. Task 2:Finish the invitation card to David’s teachers. Send your invitations according to the QR code below. (Choose to do): Task 3:Reply to the invitation. (turn down & accept). 可加深学生对课文的理解,通过写出邀请函并发送的方式,增加学生的参与性。因为之前有了邀请函的结构和词句铺垫,学生既有话可写,言之有物,又能语句流畅,表达清楚。具有极强的可检测性。 课后反思:通过本节课的学习,学生应对邀请函及其回复有较全面的了解,并且能运用本堂课所学内容进行简单交际。本节课充分体现了快节奏、高密度的原则,既有语言知识的学习,又有学法指导,同时结合学校110周年校庆对学生进行情感教育。教学步骤及环节设计精心,安排合理,水到渠成。教师对学生的的引导自然且娓娓道来。任务设计贴近学生生活,实在而不生硬。学生接受能力较强,能凭借已有知识和老师的引导进行归纳总结,并有效输出所学知识。本堂课的各环节虽然环环相扣,紧密相连,但在各个环节的时间安排上尚有需要改进之处。 学科网(北京)股份有限公司 $$