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視頻課題：人教版新目標英語八年級上冊Unit 9 Can you come to my party SectionB(1a-1f)貴州省優課
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人教版新目標英語八年級上冊Unit 9 Can you come to my party SectionB(1a-1f)貴州省優課
Unit9 Can you come to my party?
SectionB(1a-1f)教學設計
一．課程標準
1. 能聽懂接近自然語速、熟悉話題的簡單語段，識別主題，獲取主要信息。 2. 能聽懂簡單故事的情節發展，理解其中主要人物和事件。 3. 能聽懂連續的指令并據此完成任務。
4. 能聽懂廣播、電視等媒體中的初級英語教學節目。 二．整體設計思路、指導依據說明
新課標理念突出“以人為本”，重視學生英語核心素養的培養，強調外語不僅要注重培養學生的語言技能，更要重視學生的思維品質的發展。因此，在本節課的聽力部分我對文本設計了多個任務，并采取了不同的組織方式，旨在從學生語言能力，文化品格，思維品質和學習能力四個維度去培養學生的英語核心素養。 三．教學背景分析 教學內容分析：
本單元圍繞著對于提出邀請及如何回復來展開。本課時為SectionB(1a-1f)主要內容是學習對于前天，后天等遠一些的時間概念的敘述，同時禮貌的發出邀請并進行回復（包括接受和拒絕）并適當的討論自己已有的計劃和安排。 學生情況分析：
本節課課程內容并不是太復雜，學生同時在SectionA已經有所接受這樣的學習，能較完整的進行對話表演，輕松的語言環境，相信學生定能感受到英語學習的樂趣。 四．教學目標分析
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．教學重點、難點分析
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．教學過程及設計
Step1. Sing a song “ What day is it today?” 設計意圖：英語歌曲引出話題，增加氣氛。
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.
設計意圖：用日歷直觀呈現日期，教授新詞，并且通過問答反復使用新詞，可以讓學生從接觸到掌握并學著使用新學的詞匯。
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...
設計意圖：新舊知識的銜接和操練，即活動與時間相結合，并讓學生成為主體，生生對話，讓更多的學生參與。在此過程中，讓學生把不能來參加打網球
的原因短語寫在黑板上，幫助學生尋找關鍵詞，并進一步為下面的聽力做鋪墊，降低聽力的難度。
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.
設計意圖：再次對如何在聽力中抓關鍵詞的聽力技巧詳盡講解和體驗。
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.
設計意圖：《新課程標準》提出聽說讀寫看的多模態教學模式，因此，我首先采用讀圖的方式去對聽力內容進行預測，然后播放第一遍讓學生了解故事大概和結果，再播放第二遍，讓學生關注細節。最后聽第三遍并填空，充分利用聽力材料，把其改編成短文形式，達到聽和寫雙項功能。核對答案方式采用句子形式回答，目的是讓學生有完整表達語意和訓練學生正確發音的習慣。
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.
設計意圖：這是課堂的最后一個環節，我希望能有更多的學生參與進來，因此，我先播放錄音讓學生跟讀，幫助學生糾正他們的發音，以便后面的pair-work能順利展開。考慮到有些學生的基礎稍弱，所以在pair-work環節，我讓學生二選一的方式完成，可以模仿聽力文本，也可以幾個學生為一組進行group work, 這也充分體現了以學生為主體的新理念。
Step6. Summary
Let students discuss what they have learned from this class and then show it in front of the class.
設計意圖：用討論方式對本節課的內容進行總結和梳理，讓學生相互補充，查缺補漏，真正掌握所學知識。
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....________________________ _________________________________________________________ _________________________________________________________
設計意圖：家庭作業是課堂教育的延續，深化和補充，以作業的形式，將學習任務延伸到課外，訓練學生自主學習的能力。
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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