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第 5 课时 Section B (2a-3c)
一、教学目标
1.理解并掌握-er、-or、-th、-ment、-ship 等常见后缀的用法,通过添加后缀构成新词并正确运用。
2.熟练运用短语完成句子,并理解其在语境中的意义和用法。
3.能够运用所学知识,按照要求写出包含开头、结尾语句,说明演讲相关信息以及运用if条件状语从句阐述
参加原因的邀请函。
二、核心语言知识
1.核心词汇:
单词:
social;medium;trust;event;cost;benefit;reply;honour;sentence;date
短语:
social media;keep (…)away from…;take place;benefit…from…
2.核心句式:
(1)We would like to invite you to give a speech at our Education Talk event.
(2)If you can spare the time to give a speech on teenagers' communication skills,we are sure the students will
benefit a lot from you.
(3)We are looking forward to your reply.
(4)It would be a great honour to have you speak at our school.
3.教学重难点:
(1)构成名词的一些常见后缀。
(2)if引导的条件状语从句在实际生活中的使用。
(3)应用文体邀请函的格式。
三、教学过程
学习活动 效果评价
通过观察学生在游戏
中的参与活跃度、词
◆Step 1 Lead-in
Word Chain Game 汇联想与输出的准确
The rule is that each word must be related to communication,such as “greeting” 性和丰富度,以及后续
“chat”and “reply”.The teacher starts with a word and then selects students to continue 思考讨论时观点的多
the chain in turn.After the game,the teacher guides the students to think:“In daily 样性和深度,可评估学
communication,a rich vocabulary allows us to express ourselves more
生对与交流相关的词
accurately.Besides vocabulary,what other factors can make a conversation better?”
汇的掌握程度和思维
拓展能力。
设计意图:借助趣味的词语接龙游戏,激活学生已有的与交流相关的词汇储备,营造轻松的学习氛围,同时
通过引导思考,自然过渡到本节课词汇运用和邀请函中有效沟通的学习主题。
◆Step 2 Word-presentation 通过观察学生在听讲
1.Introduce in detail the meanings and usages of the suffixes -er,-or,-th,-ment,and-
时的专注度、回答问
ship.
题的准确性,以及在后
2.Provide examples of how to add these suffixes to words to form new words,such as
续练习中运用后缀和
“friend—friendship”“argue—argument”,etc.
3.Explain the meanings and usages of key phrases in 2b,using example sentences to 短语的熟练度与正确
help students understand. 率,给予针对性讲解。
设计意图:通过系统讲解后缀的含义、用法及构词示例,帮助学生理解词汇构成规律,掌握词汇及短语用
法,为语言运用奠定基础。
◆Step 3 Work alone 观察学生独立完成练习时答案的准确性,评
Work on 2a and 2b 估对词汇的理解和运
1.Let students independently complete exercises 2a and 2b. 用能力;依据小组合作
2.Invite several students to share their answers,and the teacher provides comments
完成2c时成员参与
and explanations,correcting mistakes and emphasizing key points.
度、短文词汇运用恰
3.Work in groups to complete Exercise 2c,using the correct forms of words to
当性及逻辑连贯性,以
complete the sentences and form a short passage.
4.Each group sends a representative to share their passage.The teacher provides 及代表分享时的表现,
evaluation and guidance,emphasizing the correct use of vocabulary and the logical 判断小组协作和语言
coherence of the passage. 组织能力,进而给予全
面鼓励和指导。
设计意图:通过独立练习、小组合作和分享反馈,巩固学生对词汇和语法的掌握,提升语言运用能力和逻辑
表达能力。
◆Step 4 Pre-reading
1.Show some pictures of invitation,reminding them to pay attention to key 观察学生能否掌握邀请
information such as the date,time,location and topic. 函的格式。
2.For complex sentences,the teacher provides explanations and analysis.
设计意图:为下一步的阅读扫清障碍。
◆Step 5 While-reading
Work on 3a 教师观察学生是否能利
1.Fast-reading 用引导性问题找到关键
Ask students to quickly read the invitation letter and find out the answer to the 信息。
question:What did Minghua Middle School invite Professor Jones to do?
设计意图:训练学生快速阅读的能力,让学生在短时间内获取邀请函的主要信息,培养学生把握文章主旨的
能力。
观察学生是否能够准确
2.Careful-reading 提取邀请函中的关键信
Have students read the invitation letter carefully again and answer the questions.
息(如时间、地点、主
(1)What is the purpose of this letter?
题等),并在小组讨论中
(2)At what time will the Education Talk event start?
积极参与,教师根据学生
(3)What will the school cover for Professor Jones?
(4)Who does the school expect to benefit from Professor Jones' speech? 的表现给予针对性指导,
(5)What should Professor Jones do if he has special needs? 确保学生理解邀请函的
结构和语言特点。
设计意图:通过引导学生阅读和分析邀请函,帮助他们掌握邀请函的基本结构和语言特点,强化学生对邀请
函格式和语言表达的理解,为后续独立写作任务奠定扎实基础。
◆Step 6 Post-reading
Work on 3b
观察学生能否辨别邀请
The teacher guides students to analyze the overall structure of an invitation
函的开头句和结尾句。
letter,including the greeting and invitation at the beginning,the event information in
the middle,and the expectation for a reply at the end.
设计意图:引导学生明确邀请函的结构。
◆Step 7 Writing
1.Explain in detail the writing requirements for 3c,emphasizing the need to include 观察学生是否能够按照
opening and closing sentences,the date,time,and topic of the event,and the use of if-
要求完成邀请函的写作,
clauses to explain the reasons for attending the speech.
教师根据学生的写作和
2.Students complete the writing of the invitation letter independently according to
讨论情况给予针对性指
the requirements,with the teacher circulating to provide guidance and assist
students who are having difficulties. 导,确保学生掌握邀请函
3.Students then share their invitation letters within their groups,read each other's 的写作技巧。
work,and offer suggestions for revisions.
设计意图:通过详细讲解写作要求,帮助学生明确邀请函的写作框架和语言特点,培养逻辑思维和语言组织能力。独立写作环节旨在锻炼学生的自主写作能力,教师巡视指导可及时解决学生的困难。小组互评活
动鼓励学生相互学习、取长补短,提升批判性思维和合作能力,同时通过反馈和修改进一步完善写作技能,
为实际应用奠定基础。
板书设计
Unit 8 Let's Communicate!
第5课时 Section B (2a-3c)
课堂评价
作业布置
必做:
1.Using the suffixes -er,-or,-th,-ment,and -ship learnt in this lesson,create three new words for each suffix and
make a sentence with each new word.
2.Based on the format of an invitation letter learnt in class,write an invitation letter to invite a celebrity or
expert to give a speech at your school.The content can be freely created,but it must include the
date,time,location,and topic of the speech.
选做:
Find a real invitation letter (it could be for a school event,community event,etc.),analyze its structure and
linguistic features,and write a brief reflection on what you have learnt from it.
教学反思
在本课时的教学中,导入环节的词语接龙游戏成功激发了学生兴趣,活跃了课堂氛围,有效激活了学生
与交流相关的词汇储备。然而,部分学生在思考除词汇外使对话更好的因素时反应较慢,建议增加情境化
引导,帮助学生更快进入深度思考。
