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初中人教新目标 (Go for it) 版Section A教学设计
展开Teaching aims(教学目标)
1. 熟练使用不同人称下CCan ”, 并用“Yes, I'd lve t. ”和 “Srry/N, ...”进行回答。
2. 熟练使用have t /has t 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 pints(语言点)
1.要求掌握以下词汇:
1) 名词 n. reasn
2) 动词 v. hang , catch,invite, accept,refuse
3) 形容词 adj. available, free
4) 连词cnj.,介词 prep until
5) 词组anther time, hang ut , g 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 yu cme t my party n Saturday afternn?
Sure, I'd lve t . Srry, I must study fr a math test.
Can he g t the party?
N, he can't. He has t help his parents.
Can they g t the mvies? N, they're nt free. They might have t 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: D yu want t cme t my party?
S:Sure, I’d lve t. / Srry, I can’t. I have t… [prvide a reasn]
(教师自然地在学生中走动问答,并可以引导学生回答)
Presentatin(呈现关键句型中can/can’t 的用法)
(1) Wrk n 2a Listen and circle can r can't.
T: Jeff, Mary, May, Mei Ling and Paul all want t g t 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。)
Wrk n 2b
T: Listen again. Wh can't g t the party? Why? Cmplete 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))
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)
Fill in the blanks.
T: Nw, let’s cmplete Anna’s diary.
S: Saturday is my _________. I’m________a birthday party. I asked sme f my friends t my party. Mary and Paul wuld lve___ __, but Jeff _____ ___ __meet his friend. May can’t cme,____. She has the _______. Mei Ling is nt_______ . She ____ study fr 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)
Ask and answer
T: Please make cnversatins accrding t the chart.
S: A: Can … g t the party?
B: Yes, he/she can.
N, he/she can’t. He/She has t…
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)
Wrk n Grammar fcus
(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)
Wrk n 2c
(1) Write and ask
T: Lk at the reasns in the chart in 2b. Write sme mre. Then, Student A, invite yur partner t d smething. Student B, say yu can't g 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。)
Pairwrk
T: Nw, wrk in pairs and make sme cnversatins.
S: A: Hey, Dave, Can yu g t the mvies n Saturday?
B: I’m srry, I'm nt available.
I have t much hmewrk this weekend.
A: That’s t bad. Maybe anther time (下次).
B: Sure, Je. Thanks fr 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)
Grup wrk
T: Please invite (邀请) yur friends t yur party.
S: A: Can yu cme t my party n…?
B: Sure, I’d lve t.
C: Srry, I can’t. I…
D: I’m srry, t. I have t…/ I have...
/I’m (ding)……
(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)
Dr. Knw 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)
Wrk n 2d
Read and answer
T: Read the dialgue and then answer questins.
Wh is cming t Jeff's huse n 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。)
T r 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。)
Rle-play
S:Jeff: Hey, Nick, can My cusin Sam ...
Nick: Oh, Sam! I remember ...
Jeff: Yes, that's right.
Nick: I'd lve t cme, but I'm afraid I can't. I ...
Jeff: That's...! Oh, but Sam isn't leaving... Can yu
Nick: Sure! ... n Mnday!
Learn t invite
Shw an invitatin
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)
Respnd t the invitatin
T:Lisa als invites yu t her birthday party,but yu…
Yu shuld say…
Thank yu fr yur invitatin. I am srry I can’t g t yur birthday party because I am really busy then.
On…, I’m… On…, I have t….
Wrk n 3b
T: Cmplete the sentences belw. Use the wrds in brackets t help yu.
(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)
Wrk n 3a
T: Cmplete the answers with might and ne f the phrases in the bx.
(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)
Survey and reprt
T: Write dwn everything yu have t d next week. Chse a day and time t have a party.
Then invite classmates t yur party.
A: Can yu cme t my party?
B: When is it?
A: Next week, n Thursday night.
B: I'm srry. I have t study fr a math test.
S: Next week, I’m having a party. ….can cme t my party. …… can’t cme t my party.
He/She has t … And …can’t cme, 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)
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)
Hmewrk
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。)
Names
Reasns
Jeff
I’d lve t.
Mary
I’m afraid nt.
May
Sure. It sunds great.
Mei Ling
I’m srry. I’m nt free.
Paul
Srry, but I’m nt available.
Can
Can’t
Reasns
Jeff
Mary
May
Mei Ling
Paul
Can yu cme t my party n Saturday?
Sure, I'd lve t.
Srry, I must study fr a math test.
Can yu g t the mvies tmrrw night?
Sure. That sunds great.
I'm afraid nt. I have the flu.
Can he g t the party?
N, he can't. He has t help his parents.
Can she g t the baseball game?
N, she's nt available. She must g t the dctr.
Can they g t the mvies?
N, they're nt free. They might have t meet their friends.
动词短语
1. have t__________________________
2. have ___________________________
3. be + ding_________________________
4. thers (其他)_____________________
We’re having a birthday party!
Fr whm: Lisa
Time: June 30, at fur thirty
Place: Lisa’s huse, N. 27, 15th Street
Cme and have fun with us!
Lisa: Hi, Simn, _______ yu cme
t my _____________ ?
Simn: ___________ is it?
Lisa: It’s _______________ at _____________.
Simn: Great! I’d lve t.
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