Unit 9 Can you come to my party?
Section A 1a—2d 说课稿
一．教材分析
教材是教学的载体和根本，透彻地分析钻研教材是教学的首要前提，教材分析包括以下两方面：
1.本单元的特点：本单元以Can you come to my party?”为中心话题，围绕“发出，接受，拒绝邀请”展开，学习礼貌用语的表达和人际交往的基本常识，分为SectionA, SectionB, Self Check三个部分。本单元内容与实际生活息息相关，是学生感兴趣的话题，是对情态动词can引导的一般疑问句的进一步学习,又是对谈论已有的计划或安排的巩固。
2.本课时的特点：我要说的Section A 1a—2d是本单元新授课，是本单元知识的导入课，同时也包括了旧知识的学习。本课时作为整个单元的开始部分，对学生提出了高要求，体现了“在用中学，在学中用，学了就用”的新课标理念，在教材中占有重要地位和作用。可以说，本课时是本单元的一个极其重要的课时。
二．学情分析
学生是学习的主体，对学生情况的分析是教学工作的关键环节，学情分析也包括了两个方面：
1. 学生的特点：八年级学生经过一年多系统的英语学习，具备了一定的基础和听说能力，正逐步向读，写过渡，通过一年多新课程理念的熏陶和实践，有了初步自主合作， 分析归纳的能力。并处于知识积累，前后知识衔接，培养良好的学习习惯的关键时期。这个班女生较多，学习英语的热情比较高，但是由于基础不太好，所以有部分学生学起来很吃力，大部分学生对英语有一定兴趣，但由于知识的安排由浅入深，有少数学生对这门学科产生了厌恶心理，消除学生厌学情绪，激发学习兴趣显得至关重要。
三．教学目标
依据新课标要求和本单元、本课时的特点，制定以下教学目标：
1. 知识目标
1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch
2) 能掌握以下句型：
① — Can you come to my party on Saturday afternoon? — Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this weekend.
③ That’s too bad. Maybe another time. ④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
2. 能力目标
培养语言表达能力，合作沟通能力，归纳概括能力，分析解决问题能力。
3. 情感目标
培养学生使用礼貌用语的能力，营造积极乐观的人际氛围，增进人与人之间的友谊。并激励学生语言上，行为上都要争当“文明之星”。
4. 教学重点难点
1) 运用所学提出邀请，接受邀请和拒绝邀请。
2) 正确使用can, might, must 等情态动词。
四．实现教学目标的策略与方法
要在有限的45分钟，实现教学效果最优化，必须要有严密的教学组织形式和科学的教学方法和学习方法。
1.教法：新课标倡导教师地位转变，是课程的引导者和参与者。灵活运用情境创设法，任务型教学法，问答法，比较法，合作学习法，诵读法，以旧代新法，评价法，鼓励鞭策法等多种方法逐步引导，层层深入，尽可能多挖掘学生潜力，使师生，生生极好配合。
2.学法：学生以自主合作交流，讨论总结，归纳判断为主，形成共识。
五．教学过程设计
教学过程设计是课堂教学的重中之重，本课时分为八个教学步骤：
Step 1. Warming-up
Let the students say some verb phrases as quickly as possible. Teacher says a phrase beginning with “go”.
设计思路：这部分的设计采用的是兴趣型的教学策略。旨在上课初吸引同学们的注意力，提起他们的学习兴趣。同时，对于动词短语的表达进行了复习，为下面有关婉言拒绝别人的邀请以及谈论自己的计划安排的教授做好了铺垫和准备。
Step 2. Lead-in
1. 在大屏幕上向学生展示一张邀请函，同时播放歌曲：HAPP BRITHDAY
T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she invited me to go to her birthday party. But I have something important to do. I’m studying for a test. I don’t know what to do. What should I say? Can you help me? …
2. Ss try to answer the questions.
设计思路：情景导入，激发学生的学习兴趣，把学生快速带入课堂，提出问题，让学生思考，进而引出本课的主题。
Ⅱ. Presentation
1. 引导学生们看大屏幕上邀请及两个答语。
Look at the expressions on the screen: “Sure, I’d love to.” “I’m sorry, I have to…”. Read the expressions to the class and the students repeat each one.
Say, can you come to my party? Have the S1 give “yes answers” and S2 give “no answers” then plus a reason. Ask students to give their own reasons. If necessary, I can give a reason and have the students repeat it.
2. 用汉语向学生说明回答别人邀请时，所作的两种类型的答复。
Ⅲ. Game
1. 学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。
2. Make a model to the Ss:
e.g. S1: Can you go shopping with me?
S2: Sorry, I can’t. I have to prepare for the math exam. …
3. Ss work in pairs and answer the questions.
设计思路：通过游戏操练本节课的重点巨型，趣味性比较大，学生容易接受，也能够很好地激发学生的兴趣。
Ⅳ. Listening
1. T: Now listen to the recording and write the names next to the correct students in the picture.
2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Group work
1. Help students form four groups. Say, one of you is student A. Student A invites the other three students to your party. The other students say “yes” or “no”. Remember to give a reason.
2. Have the students work in groups.
3. Let some groups ask and answer about their conversations.
Ⅵ. Listening
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “can’t” in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do.
2. Play the recording for the Ss to write the reasons in the chart.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss to look at the reasons in the chart in 2b. Then write some more.
2. Let Ss read conversations in 2c.
3. Ss practice the conversations using the reasons in the chart on the right.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the questions:
1) What did they do last fall? _____________________________________
2) What does Nick have to do on Saturday? _____________________________
3) When will they hang out? _____________________________
2. Explain some new words and main points in the conversation.
until, not…until, hang out, catch
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs act out the conversation.
Homework:
1. Recite the conversation in 2d after school.
2. 假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚会，但有几名同学因故不能来，请你将与他们的对话用英语编写出来。
板书设计：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch
① — Can you come to my party on Saturday afternoon? — Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this weekend.
③ That’s too bad. Maybe another time. ④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
教学反思
本堂课的设计主要是体现把知识运用于生活，让学生“学中玩，玩中学”。在设计中，我把知识链和任务链，用一条线索贯穿，让课堂既有知识的操练又有任务的落实，让其更有逻辑性，教学的过渡自认合理。
总之，本节课我结合教材重点、难点及英语学科特点，利用多媒体辅助教学，以学生为主体，以任务为中心，整合处理教材，从听、说等方面使学生得到锻炼，符合学生认知规律、年龄特点，并且贴近生活，课堂上关注学生学情，帮助学困生，我相信一定能给学生留下深刻的印象；从教学效果上看，我认为知识目标、技能目标和情感目标都能实现。
