1、 1 Teaching Plan Teaching Material: Go For It Students Book 8 Unit 9 Can you come to my party ? Section B 2a-2e Teaching Time : Teaching Aims: 1.Students can get the key information by finishing tasks using reading skills. 2.Students can make . accept or turn down an invitation in the daily life. Te
2、aching Key and Difficulty Points: 1. Remember the key points. 2. Be able to make an invitation. Teaching Method: Multimedia teaching, situational teaching Teaching Aids: Computer , blackboard , textbook Teaching Processes： Step I Free talk T: Our physics teacher, Mr. Cheng, is going to the No. 17 Mi
3、ddle School to teach for three years, What can you do ? ” Ss: I can make a card /have a party / send a gift / write a letterfor him. T: Another teacher, Ms. Steen , is also leaving soon to go back to the US. What can her students do ? Lets learn together. (结合学生们的物理成老师即将要到第十七中学交流的事实引入，能 让学生很快融入到这个话题当
4、中，同时对于导出本课的话题做好了 一定的铺垫。) Step II Showing the aims (出示本节课目标，使学生清楚这节课要学会什么知识) Step III Learning Scanning: Students should scan and match the reason with each message 1. accept an invitation 2. make an invitation 3. turn down an invitation Message 1: _ 2 Message 2: _ Message 3: _ Reading skill: Only fi
5、nd the key sentences. （培养学生通过快速阅读，获取简单信息的能力。同时，给学生提供阅读技巧， 可以降低阅读难度，并且教会学生通过寻找关键句来获取每段的重要信息。） Intensive Reading: Task1: Read Davids message loudly and carefully and then answer some questions orally . Q1: Who is the party for? Q2: When is the party? Q3: Why does David want to have this party? Q4: Who
6、 did David invite to the party? Q5: What can people do at the party? Q6: What kind of party is it ? （学生在速读的基础上，对文章进行精读，可以培养学生从文章中挖掘细节 内容的能力；而且在阅读之后才呈现出问题，可以培养学生自己寻找问题 的能力。） Key points .Please tell me by this Friday. by = before .without “没有” without doing sth. a. We cant live without water or air. b
7、. He left the room without _(say) a word. .so that：“以便；为了” He gets up early so that he can catch the early bus. .surprised “吃惊的” ；surprising “令人吃惊的” ed 结尾的形容词修饰 ；ing 结尾的形容词修饰 。 a. He is very _(excite) when he watches the games. b. Its a _(relax) movie. .look forward to doing sth “期盼做某事” a. I look fo
8、rward to your reply. b. He is looking forward to _(go) there again. 3 .hear from sb.“收到某人的来信” Im glad to hear from him. Lets have a test! 1. You cant leave here without (tell) me. 2. Im looking forward to _ (take) a trip soon. 3. He feels _(relax) while listening to music. 4. 我希望明天能收到你的来信。 I hope to
9、 _ tomorrow. Task2: Read He Weis message together and answer two questions. Q1:What can He Wei do at the party？ Q2:What does the word “that” refer to(指代) in the last sentence? (在 Task2 中， 通过设置第二个问题， 可以培养学生的根据上下文猜词的能力， 这也是课标中要求学生达到的一种能力。) Task3: Read Jakes message together and answer the questions. Q
10、1:Why cant Jake go to the party？ Q2:What can he help to do ？ Q3: Imagine(假设) you are Jake，how will you plan the games？ (在 Task3 中， 通过设置第三个问题， 可以培养学生善于挖掘文本信息的能力， 同时也可以活跃课堂气氛。) Step IV Summary (通过思维导图来进行梳理小结，可以让学生更形象、直观地对本课重点进行 考和记忆，同时思维导图使用关键字，可以有力地激发学生的联想，培养学生 的发散性思维) Step V After reading 1. Sharing
11、 The reason The kind When Where People to come Things to do An invitationn 4 As you know, your physics teacher, Mr. Cheng ,is going to No. 17 Middle School to teach for three years. Can you plan a party for him? Students can speak like this: Dear classmates, As we all know, our physics teacher, Mr.
12、Cheng, is leaving soon to go to No. 17 Middle School to teach for three years. We are very sad because .To show how much were going to miss him, lets have a farewell party (欢送会) for him in next ! We are serving and . We can . We can also at the party. Can you come to the party? Please tell me by thi
13、s Friday. I look forward to hearing from you all. xxx (这一环节主要是运用本课所学到的如何发出邀请，同时结合成老师要去 17 中交流的这一事实，让学生能在真实情景中学以致用。) 2. Students sing an English song You Raise Me Uptogether to express their thanks to their teachers. (这一环节的设计主要是想让学生通过本课的学习，通过给成老师的欢送聚 会，来激发学生对老师的尊敬，对老师给予他们的帮助致谢。) 3. Homework Write an
14、invitation to have a farewell party for Mr. Cheng. 课后反思：课后反思： 1. 本节课的目标设定合理，而且贯穿课堂始终，既有基础知识和基本技能的 目标，也有情感态度的目标，而且目标的达成率还不错。 2. 在课堂设计上：首先，从导课开始，结合学生们的物理老师成老师要去十 七中交流的这一事实导入，更能激发起学生的真情实感，而且很快就可以 把学生吸引到课堂中来，同时为引出本课的话题又做好了一定的铺垫。其 次，在文本的处理上，通过一定阅读技巧的指导，能合理引导学生去通过 完成一系列的任务，以达到理解文本大意的效果。再次，任务的设计既有 基础的回答问题，
15、又有对文本的深层次的挖掘。比如：猜测“that”的词意； 假设你是 Jake，你怎么来设计聚会上的游戏等。也符合 课标对学生考 察的阅读能力。 3. 梳理小结环节也是一个亮点，让学生通过对本课的学习，能更形象、直观 地掌握本课的关键。同时以思维导图为切入点，引导学生说出如何发出邀 5 请，为下一环节的学生为成老师举办一个欢送聚会而发出邀请，做好了铺 垫。起到了承上启下的作用。 4. 临近本课结束时，通过学生一起唱英文歌曲You Raise Me Up同时欣赏 着一张张老师给学生提供帮助的照片，引导学生要学会感恩，达到了本节 课的高潮。 5. 值得深思的是; 、对于这种阅读课的处理上，如何能通过多种方式的阅 读，让学生从每一次的阅读中，都能有一定的收获，而且这对于后面任务 的完成也是起着至关重要的作用，学生只有在读透文章后，才能很顺利的 完成后面的任务，可是由于时间的关系，又不可能进行多遍的阅读，这也 是一直困扰的一个问题。、本节课中阅读任务的设计大多是，教师提供 问题，然后学生找答案。我觉得在平时的教学中，要多训练学生自己挖掘 文本的重要信息，自己学会提问题，这是很重要的，也只有学生自己能发 现问题、进而解决问题，才能真正达到阅读的效果，同时能真正培养学生 的阅读能力和阅读素养。如果平时对学生没有这样的训练，紧靠一节课肯 定达不到预期的效果，这也是今后教学中我要努力的一个方向。
