鲁教版七年级英语下册Unit5 教学设计

Unit5 教学设计
教学目标设计：用具体、明确、可操作的行为语言，描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。

一、语言知识目标
1）通过free talk，大多数学生能回忆有关周末活动的动词短语并谈论周末的计划和安排；
2）通过情景对话、表演等活动，大多数学生能使用正确的目标语言来邀请并接收或拒绝邀请。

目标语言如下：
---Can you come to my party?
---Sure, I’d love to. Thanks for asking.
---Can you come to my party?
---I’m sorry, I have to see a dentist.
--- That’s too bad. Maybe another time.
--- Sure, thanks for asking.
二、语言技能目标
1) 大部分学生能选择正确的表达方法以及语调来进行本课话题的交际交流。

2) 大多数学生能在教师和同伴的帮助下参与角色扮演活动。

3）部分学生能在本课话题的基础上，继续话题并进行几个回合的交谈。

三、情感态度目标
1）大多数学生能对party的话题感兴趣，并开口交流，参与交流；
2）大对数学生能在小组中有效合作，共同学习。

四、跨文化交际目标大多数同学能借助图片等，对派对有初步了解，并能借用英语来有礼貌的进行邀请、接收或拒绝。

五. 重点难点设计：本课的教学重点和教学难点及依据
根据本课的教学内容和学生的实际学习情况，本课的教学重点和教学如下：
（1）教学重点：有关邀请、接收、拒绝参加派对的交际用语以及恰当的语调。

（2）教学难点：由于跨文化交际的问题，学生可能对派对以及如何正确恰当地邀请、接收、拒绝参加派对的表达法以及语调产生困难。

六. 教学策略与手段：本课教学中所运用的教学模式、教学策略和教学手段，包括课前准备：（1）学生的学习准备；（2）教师的教学准备；（3）教学环境的设计与布置；（4）教学用具的设计和准备。

七. 教学过程：这是教学设计的主体部分。

分几个环节具体说明教学活动的安排，包括学生学习活动、教师指导活动、师生交互活动。

应采用文字叙述加点评的格式，不要采用表格或流程图的形式。

Stage 1 Warming Up
T：(Greet the students and have a free talk with them)
eg: What’s the date today?/ How’s the weather?/ How’s it going with you?/ What are you doing this weekend?
Ss: (have a free talk with teacher and talk about their weekend plans individually, using I am doing…. )
以谈话和问好的方式让学生慢慢感受英语并进入英语学习的状态。

并在交谈的过程中帮助学生回忆be doing 的形式谈论周末的安排，为后面打下语言准备。

Stage 2 Presentation
T：Do you know what am I doing this Sunday?
(show pictures on the screen)
On Sunday morning, I have to go to the dentist.
On Sunday afternoon, I have a piano lesson.
On Sunday evening, I am going to the concert.
Ss: (Look at the pictures and learn the new words: lesson, concert and the phrase “have to” to talk about obligations, repeat the new words after the teacher)
承接free talk的话题，通过教师自己的星期天的安排呈现新单词并呈现have to来表达周末安排和计划的表达法。

T: And on Saturday, my friends and I are going to hold a Halloween party. (Show pictures about the festival Halloween). We are going to ask more friends to join.
(Hold an invitation card and ask individuals, if Ss accept, send them the invitation card; if not, say: That’s too bad .Maybe another time.)
Can you come to my party on Saturday?
S1: Yes, I’d love to. Thanks for asking.
(If the student only says, “yes”, the teacher should guide Ss to get the proper response: Yes/ sure, I’d love to. Thanks for asking. Ask more students; make sure most of them can accept an invitation.)
S2: Sorry, I can’t. I have to/ am going to/ have …lesson.
T: That’s too bad. Maybe another time.
(If students don’t decline teacher’s invitation, show some pictures and guide students to declin e the invitation with
the given excuses. Practice declining according to the pictures. First practice between teacher and Ss, then between Ss.) 在此环节中，首先通过大量的万圣节派对的图片让学生感受派对，激起学生参加派对的愿望。

此刻教师邀请学生参加派对，从简单的接收派对邀请边学边练；然后在2a,2b记忆补充的图片的帮助下，创设情景让学生学习拒绝邀请，并且同时进行半机械性练习。

Stage 3 Listening
T: My friend Sun Ning is inviting more friends to our Halloween party. (Go through the names of the persons). Listen and find out “Can they come to the party?” If not, choose their reasons to decline.
A. have to study for the test
B. have to go to the doctor
C. have to help parents
D. have a piano lesson
E. have to visit my aunt
Te
d
can/ can’t C
Ca
rlos
can/ can’t
Ti
m
can/ can’t A
Wi
lson
can/ can’t B
An
na
can/ can’t E
Ka
y
can/ can’t D
听力在改编前是听人名，在图片边写人名，学生听的关键点是动词词组和人名。

在改编后，学生更关注的是交际功能，是交际的结果。

这样更有利于学生把听力作为交际用语的模板使用。

Stage 4 Repeating and acting
T: Let’s listen and repeat after the tape. Try to imitate their pronunciation and intonation. (Play the tape again; let students imitate the pronunciation and intonation, especially the inviting tone and the declining tone. Pause and emphasize on some of the sentences and pause to correct the mistakes if any.)
Ss: (Repeat after the tape. And try to mark some special tones.)
Then, students work in groups, practice reading the dialogue and try to act it out. Teacher walks around to offer help and check if Ss read with the proper pronunciation and intonation.
After that, ask students to act it out in class. Other students are to be the guide to see which group act best. They can judge from: pronunciation (5’), intonation(5’), voice(5’), influence(5’), cooperation(5’), gesture and feeling(5’).
听力是口语教学不可缺少的模板，因为在缺乏语言环境的情况下，录音是学生模仿交际用语以及语音语调的最好的工具，因此，本节课充分利用听力录音，模仿并让学生在模仿的过程中做重读、语调的记号，并且鼓励学生角色扮演，用模仿后的语调来表演。

Stage 5 Inviting friends for the party
T: (Ask students to invite friends to join in the Halloween party.) We want more friends to join the party. Can you help me to invite the friends in our class?
Let students hold the invitation cards and invite the friends around them. They should ask at least 5 friends in 3 minutes. Ask them to keep down the declining excuses.
Helpful dialogues are given to help them.
A: Can you come to the Halloween party on Saturday afternoon?
B. Sure, I’d love to. Thanks for asking.
Or: A: Can you come to the Halloween party on Saturday afternoon?
B: Sorry, I can’t. I have to/ am doing/ have…lesson.
A. That’s too bad. Maybe next time.
B. Sure, thanks for asking.
Teacher should go around to check if students use proper English versions to communicate and offer help if they need. Students should give a report to class about the people he/ she has invited, like: Benny and Jennet would love to come. But Susan can’t. She has to practice the piano at home.
在听力的机械模仿及训练下，这个环节提供给学生半开放的情景，让学生根据自己的实际情况，做口语交际练习。

教师在本环节需要注意对学生的指导和控制，要密切关注学生是否使用英语以及正确的语调进行口语训练。

Stage 6 Inviting friends to shop
Let students write down their obligations from Wednesday to Friday. Here is the example:
Afternoon evening
Wednesday Practice Free
soccer
Thursday Do homework Study for exam
Friday Free Visit
grandmother
T: We are having the party on Saturday. And we should buy some food for the party. Can you invite your partners to shop together before the party?
Then let students work in groups and make dialogues to invite friends to shop together. They should decide on the time and more.
Offer some hints:
Can you go to the mall with me on Saturday afternoon?
Sure, I’d love to. //Sorry, I …
What are you…? When are you…? Where are we…? How are we…?
Give them some minutes to practice and then act it out in class. Also choose the best actors from the content(5’), pronunciation(5’), intonation(5’), voice(5’), influence(5’), cooperation(5’), gesture and feeling(5’)最后的环节为开放式话题，让学生可以在本课的交际基础上，根据已有的语言知识对话题进行拓展，继续话题。

以小组为单位可以照顾个别学困生，使他们在小组的协作下参与交流。

开放性的话题也有助于学生发挥想象力和创新意识，在展现的时候可以比试各方面的实力。

Stage 7 Summarizing
Go through the sentence patterns on the blackboard, and help students get a summary of what they have learnt today.
这一环节帮学生对本课的教学内容有系统化的认识和回顾。

帮助学生从整体上把握本课的重点
八、板书设计
Unit5 Can you come to my party?
---Can you come to my party? ---Sure, I’d love to. Thanks for asking
---Can you come to my party ---I’m sorry, I have to see a dentist.
I am going to the concert.
I have a piano lesson.
--- That’s too bad. Maybe another time. --- Sure, thanks for asking.
九作业设计
1.跟着录音朗读1b并背诵。

（全班做）
2.使用英语邀请隔壁班级的同学来参加晚会，至少5人，并记录。

（全班）
3.上网查询有关万圣节晚会的信息，下节课用英语向全班口头介绍。

（使用尽可能多的句子）（A）
4.说说派对上你想吃的食物以及进行的活动。

（B）
十. 问题研讨：提出2-3个与本课设计相关的、值得反思和讨论的问题。

1.当听力的模板不能完全符合交际功能，需要删减或改编时，教师往往由于自身语言素质的限制无法提供标准的语音模板。

听力应该用到何种程度为适宜？
2.在本课时中，让学生邀请5位同学参加派对，却使用报告形式检查，可能会遗漏学生在交际过程中的错误或因为监控不力而导致学生浑水摸鱼。

3.在本课中，语言的准确性和连贯性哪个更重要一点？。