资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 8 Let's Communicate!-Section A（2a-2e）
教学目标
Master the key vocabulary: invite, accept, refuse, prepare for, an exam, go to the doctor, have the flu, meet friends, hang out, catch you on Monday Master the key sentence structures: — Can you come to my party on Saturday — Sure, I'd love to. / Sorry, I can't. I have to prepare for an exam. — Can he go to the party — No, he can't. He has to go to the doctor. Understand the listening materials about inviting and responding, and accurately capture specific information (who, why can't go, reasons). Read the conversation between Lucy, Lily and Mike fluently, and grasp the main idea and details of the conversation. Use the target language to make invitations, accept or refuse invitations with proper reasons in real communication situations.
重难点
Master the key vocabulary and sentence structures related to inviting and responding. Be able to listen for specific information about invitations and responses. Be able to use the target language to make, accept or refuse invitations in simple situations.
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Greeting and Daily Talk (1 minute) T: Good morning, class! Ss: Good morning, teacher! T: How are you today Ss: I'm fine, thank you. And you T: I'm great. Did you have a good weekend Ss: Yes, I did. / No, I didn't. T: What did you do last weekend Invite 2-3 students to share their weekend activities. Lead-in with a Picture (4 minutes) Show a picture of a birthday party on the PPT. T: Look at this picture. What's happening here Ss: It's a party. / A birthday party. T: Yes! It's a birthday party. If your friend has a birthday party, what will he/she do Ss: He/She will invite friends. T: Great! "Invite" is a new word. Please read after me: invite / n va t/. (Write the word on the blackboard and mark the phonetic symbol.) T: When you are invited to a party, what will you say if you want to go Guide students to say: I want to go. / I'd like to go. T: Very good. We can also say "Sure, I'd love to." (Write the sentence on the blackboard.) T: What if you can't go What will you say Guide students to say: Sorry, I can't. T: Why can't you go Maybe you have other things to do. For example, you have to study for an exam. (Write "prepare for an exam" on the blackboard and explain the meaning with a picture of a student studying.) Show more pictures of activities (go to the doctor, have the flu, meet friends) and teach the corresponding vocabulary: go to the doctor, have the flu, meet friends, hang out (Write them on the blackboard and let students read after the teacher.) Design Intent The daily talk helps to create a relaxed classroom atmosphere and review the past tense, which is connected with the new lesson. Using a vivid picture to lead in the topic of "party" can arouse students' interest. Teaching vocabulary through pictures makes the meaning of words more intuitive, which helps students master the vocabulary quickly and lays a foundation for the following learning.
Step 2: Presentation of Prepositions of Place and Target Sentences (7 minutes) Pre-listening: Predict (2 minutes) Show the pictures of 2a on the PPT. T: Look at these pictures. What are the people doing Ss: Picture 1: He is studying. Picture 2: She is having a flu. Picture 3: He is going to the doctor. Picture 4: They are meeting friends. T: Now, we will listen to a conversation. Lucy is inviting some friends to her party. But some friends can't go. Please guess: Why can't they go Match the names with the reasons in 2a. You can write your guess first. While-listening: 2a & 2b (6 minutes) T: Now, listen to the tape carefully. First, finish 2a: Match the names with the reasons. (Play the tape for the first time.) After playing, ask students to show their answers. Then check the answers together: 1-d, 2-a, 3-b, 4-c. T: Good job! Now, listen again. This time, finish 2b: Fill in the blanks with the words you hear. (Play the tape for the second time.) Pause the tape at key points if necessary. After playing, ask students to share their answers. Then check the answers: 1. prepare for an exam 2. go to the doctor 3. have the flu 4. meet friends T: Let's read the sentences in 2b together. Pay attention to the key structures: "Can you... Sure, I'd love to. / Sorry, I can't. I have to..." (Lead students to read the sentences twice.) Post-listening: Drill (2 minutes) Use the flashcards of the vocabulary to drill the sentence structures. T: (Hold up the "prepare for an exam" flashcard.) Can you come to my party Ss: Sorry, I can't. I have to prepare for an exam. T: (Hold up the "meet friends" flashcard.) Can she come to my party Ss: Sorry, she can't. She has to meet friends. Do this drill 3-4 times with different vocabulary and subjects. Design Intent The pre-listening prediction activity can activate students' prior knowledge and improve their listening efficiency. Listening twice with different tasks (matching and filling in blanks) helps students grasp the information step by step: first get the general idea (who can't go and reasons), then catch the specific words. This conforms to the law of listening comprehension. The post-listening drill helps students consolidate the key sentence structures and practice the conversion of subjects (I, he, she), which lays a foundation for the subsequent oral practice.
Step 3: Pre-reading Activities Pre-reading: Predict the Content (2 minutes) Show the picture of 2d on the PPT. T: Look at the picture. Who are they What are they talking about Ss: They are Lucy, Lily and Mike. They are talking about a party. T: Yes! Lucy is inviting Mike to her party. Will Mike accept the invitation Let's read the conversation to find out. While-reading: Understand the Conversation (6 minutes) T: First, read the conversation silently by yourselves. Then answer two questions: What is Lucy going to do on Saturday Can Mike go to Lucy's party Why Give students 2 minutes to read. Then ask students to answer the questions. Answers: 1. She is going to have a party. 2. No, he can't. Because he has to help his parents. T: Now, let's read the conversation together. (Play the audio and let students follow along.) T: Pay attention to these sentences: "Thanks for asking." "Maybe another time." "Catch you on Monday!" What do they mean Explain: "Thanks for asking." is a polite way to thank someone for inviting you, even if you can't go. "Maybe another time." means you want to go to the party another time. "Catch you on Monday!" is an informal way to say "See you on Monday!" T: Now, work in pairs. Read the conversation in roles. (Give students 3 minutes to practice.) Invite 2-3 pairs to perform the conversation in front of the class. Give them positive feedback, e.g., "You read very fluently!" "Your pronunciation is good!" Post-reading: Analyze the Language Points (4 minutes) Write the key language points on the blackboard and explain them. invite sb. to sth.: invite someone to a place or an activity. E.g., She invited me to her birthday party. have to vs. must: "have to" means it's necessary to do something because of rules or situations (you don't have a choice). "must" means you think it's necessary to do something (your own idea). E.g., I have to go to school on weekdays. (Rule) I must study hard. (My idea) Thanks for doing sth.: Thank someone for doing something. E.g., Thanks for helping me. Ask students to make 1 sentence for each language point. Check their sentences. Design Intent Pre-reading prediction can arouse students' curiosity and motivate them to read. Silent reading with questions helps students focus on the key information and improve their reading comprehension ability. Following the audio can help students correct their pronunciation and intonation. Role-play makes students feel the real communication scene and deepen their understanding of the conversation. Analyzing the language points helps students master the usage of key phrases and structures, which is conducive to their accurate application of the language in the future. Making sentences by themselves can test whether students have mastered the language points.
Step 4: While-reading Activities Pair Work: Make and Respond to Invitations (5 minutes) T: Now, work in pairs. One student is A, the other is B. A will invite B to do something (e.g., a party, a movie, a picnic) this weekend. B can accept or refuse the invitation with a reason. Use the structures we learned: A: Can you ______ with me this weekend B: Sure, I'd love to. / Sorry, I can't. I have to ______. Show some examples on the PPT: A: Can you go to the movies with me this Saturday B: Sure, I'd love to. When shall we meet A: Can you have a picnic with me this Sunday B: Sorry, I can't. I have to go to the doctor. Give students 3 minutes to prepare. Then invite 2-3 pairs to show their ment on their performance, e.g., "Your reason is very reasonable!" "You are very polite!" Group Work: Role-play a Party Invitation (8 minutes) Divide students into groups of 3-4. Give each group a situation card. Situation Cards: Card 1: You are having a birthday party next Friday. Invite your two friends. One friend accepts, the other refuses with a reason. Card 2: You want to go shopping with your classmates this Saturday. Invite two classmates. One accepts, the other refuses with a reason. Card 3: You are going to watch a football match this Sunday. Invite two friends. One accepts, the other refuses with a reason. T: Each group has 5 minutes to prepare a short dialogue. Then, each group will perform it in front of the class. Remember to be polite. After preparation, invite 2-3 groups to perform. Give each group a score based on fluency, politeness and use of target language. Design Intent Pair work is a basic oral practice, which allows every student to participate and practice the target language in a simple situation. Group work with situation cards provides more complex and real communication situations. Students need to cooperate with each other to create dialogues, which can improve their teamwork ability and flexible application of language. The scoring system can arouse students' competitive awareness and enthusiasm.
Step 5: Summary & Homework (6 minutes) Summary (2 minutes) T: Today, we learned some new words about activities, such as "invite, prepare for an exam, have the flu". We also learned how to make invitations and respond to them. Who can tell me how to accept an invitation Ss: Sure, I'd love to. T: How to refuse an invitation politely Ss: Sorry, I can't. I have to... T: Very good! Remember to be polite when communicating with others. Homework (3 minutes) Level 1 (Basic): Copy the key words and sentences 3 times. Read the conversation 2d aloud 5 times. Level 2 (Improvement): Write a short dialogue (6-8 sentences) about inviting a friend to a concert. The friend refuses with a reason. Level 3 (Challenge): Invite one of your family members to do something this weekend. Write down your dialogue and share it with the class next time. Design Intent The summary helps students sort out the key content of the lesson and consolidate their learning. Assigning hierarchical homework takes into account the differences of students' learning levels. Basic homework helps students consolidate the knowledge; improvement homework trains students' writing ability; challenge homework connects the classroom with real life, which is conducive to improving students' practical ability of language.

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