英语八年级(上册)第9单元SectionA的教案

Unit 9 can you come to my party?

Section A

教学设计

Unit 9 can you come to my party?

Section A

一、教材分析：本单元教学以发出邀请、接受邀请、拒绝邀请为话题，主要应掌握会句型：Can you…?,Sure ,I’d love to, I’m sorry,Ican’t.I have to…学习情态动词can can’t的用法。这个话题与学生实际生活有关，贴近学生的实际生活。

二、教学目标：

1.知识目标：掌握本课词汇和情态动词can及can’t的用法。

2.能力目标：1）能听懂与聚会有关的项目话题的简单会话。

2）能用can或can‘t表述能不能参加聚会的项目会话。

3.文化意识：了解国内外常见的聚会形式，以及聚会时应注意的礼貌问题。

4.学习策略：培养学生发现，归纳学习重点，掌握本单元重点学习内容。

三、教学内容：1.词汇: prepare , another time ,prepare for, exam, flu ,available , until , hang, hang out ,catch, invite ,accept , refuse ,can ,can’t , have to ,come to , go to the movies , I’d love to .

2.句型Can you come to my party?

Yes ,I’d love to /sorry,I’can’t.I have to----/sure,I’d love./I’d love to ,but I have to---

四、教学重点：用情态动词can和can’t表示能不能参加聚会的句子

五、教学手段：多媒体。

六、教学步骤：

教学第一个环节：创设情景，导入新课

1.将有关表示聚会的图片向学生们展示，从而引出can can’t的用法。

2.把1a中的图片和单词卡片给学生（4人一组）把词与图联系起来。(

4. 学习新单词

prepare , another time ,prepare for, exam, flu ,available , until , hang, hang out ,catch, invite ,accept , refuse ,can ,can’t , have to ,come to , go to the movies , I’d love to .

5. 检查单词

1）个人或集体朗读单词。

2）通过ppt 图片展示本课句型：Can you come to my party? 通过开心的表情符号和不开心的表情符号来代表同意邀请和委婉拒绝邀请。

设计意图：教材中教学内容生词量较大，平时又很少遇到，学习起来比较枯燥，难以记住。用图片能更直观体现.学生看着图片，在不知不觉中学习了单词，并自然而然地让学生融于英语学习的情境中，大大激发了他们的学习兴趣，又以ppt的形式检查单词和短语，通过有趣的画面，加深了他们对单词的印象。为后面的学习内容打下了基础

在这个教学环境中，学生是活动的主体，教师只充当了引导的角色。

第二个环节：师生互动，学习探究

1.看图片，将表示活动的短语和对应的图片搭配。

2.听录音完成1b的练习（巩固所学单词）

3．结对活动或者小组活动，练习发出邀请，同意或拒绝的句型。

4.听录音完成2a的练习。

5.让学生朗读2b和2c中的句子。学生通过观察，讨论，总结，归纳can的用法。设计意图：听的环节是“输入”的过程，带着问题听，让学生在听的过程中有效捕捉自己所感知到的信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。这种让学生在具体的语境中发现新句型的教学方法，能有效地提高学生分析问题和解决问题的能力，调动学生学校的主动性和积极性。让所有的学生都参与到讨论的过程中来，这既体现了以学生为本的教育思想，又调动了学生的积极性与创造性。这样让学生们自己发现的规律要比老师讲解所学到的规律在脑海中的印象深刻得多，而且学生今后还容易运用所学习到的知识来解决问题。

第三个环节：合作交流，巩固提高

1．看图说话（I can / can’t…He can / can’t… They… We…）

设计意图：在这个环节中，我向学生提供了具有直观性的图画，让学生觉得有内容说，新学的句型在这一活动中得充分运用和巩固。（学生练习时的情景）

2．做链接游戏2人一组。

(1) 第一个同学说I can swim.

第二个同学说I can’t swim, but I can play soccer

(2) 第一个同学说：I can’t play the piano, but I can play the guitar

第二个同学说：I can’t play the baseball game ,but I can do my

homework

设计意图：变换语境可以进一步启发学生的思维，对语言运用的能力要求又有所提高，有利于开发学生的创新能力和求异思维能力，这样的活动增

加了英语课堂教学的趣味性，使学生学习的环境轻松愉快。

3．采访同学看谁能做：要求用句型Can you …提问，用I can…回答根据我课前调查我写了以下词组

play basketball，sing well dance well, play the piano,

go to the concert play soccer another time

学生们可以下位子采访，谁先找到这五位同学，谁得第一，并给与奖励。

我又让能唱能跳的学生在班上即兴表演，又一次掀起了高潮。

设计意图：新课程标准倡导主动参与，乐于探索，勤于思考，培养学生收集和处理语言信息的能力。通过这一环节的练习，不但学生的语言技能得到了提高，而且他们的情感态度和学习能力都得到了培养，同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与学习的主动性和积极性，激发学生的求知欲。

4.教学2d分角色朗读对话。

设计意图：让学生在学习中体验不同的角色，参与实践活动，主动与同伴合作交流，从而提高语言的表达能力。让所有学生全面参与学习过程，使学生的思维一直处于活跃的状态，提高课堂教学效率。

教学反思：

新课标要求课堂教学要培养学生的情感因素，着力培养学生的学习兴趣，激发学生的学习动机和培养他们热爱生活的品质。在英语教学中适当运用游戏教学可使学生在玩中学，变无意注意为有意注意，使学生在游戏之中实实在在地进行语言的运用和交流，避免了枯燥无味的死记硬背，这样的教学能激发学生的学习兴趣，使学生学习英语的信心和决心得到增强，同时学生学习英语心理素质在游戏之中得到培养。新课程标准要求我们广大教师必须加强学习，不断丰富我们的知识、提高我们诸方面的能力。因为只有教师的综合素质得到提高，我们才有能力教好我们的学生。我作为一名英语老师，我要及时转换自己的角色和观念，组织好每一项课堂活动，把表演的机会给学生，让学生成为真正的“主角”，让

学生时刻处在体验，实践，参与，合作与交流的活动中，努力建立平等和睦的师生关系，让学生喜欢自己的英语课。不断提高他们的学习能力，培养学生积极的情感态度，丰富学生学习生活，使学生的文化意识、生活意识等素养都得到全面发展和提高

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