人教版八年级上册Unit 10 If you go to the party,you'll have a great time！SectionA 1a-2d 教案（表格式）

Unit 10 If you go to the party, you’ll have a great time!
Section A 1a-1c
Teaching objectives（教学目标）
1. Knowledge objectives
a). All the students can learn to use simple future tense and present progressive as future. For example, I think I will(am) going to ....
b). Most of students can understand and use Present Real Conditionals. For example, If you do, you will....
2. Ability objectives
a). To make decisions about going to parties(what, who, how)
b). Use Present Real Conditional to talk about consequences
3. Emotional attitudes and moral values
a).To improve the quality of the students' thinking and make good decisions.
b).To encourage students to try hard and make New Year’s resolutions work.
Teaching important and difficult points（教学重难点）
a). “be going to”and “will” to talk about decisions and resolutions
b). Present Real Contional
The analysis of students（学情分析）
Students have learned simple future tense and present progressive as futures in Unit 6 and Unit 7. So they should have no difficulty using them to talk about decisions. But they aren’t familiar with the topic about going to parties.
And in Unit 6, students can classify the New Year’s resolutions into four aspects, that is health, study, self-improvement and relationship improvement. They can talk about their resolutions, while Present Real Contional is new to them. Although they may make some mistkates, they are still interested in talking about consequence if they make resolutions work.
Part II.Teaching procedures （教学过程）
步骤 教学过程 设计意图
Step 1：Lead-in 1. Look and say:What kinds of parties do you like 2. Listen to music and guess: We will have a party tomorrow night.-- What kind of parties is it -- Christmas Party Review different kinds of parties Students learned in Unit 9 and lead in the topic. Use music to stimulate students’ interest and establish situation.
Step 2: Listening 3. listen and fill in the blanks.1) What will Li Miao and Pan Jie wear Li Miao will wear_____ to the party.Pan Jie will wear _____ to the party.2) If they do, what will happen If you ________ to the party, you will _________.If you__________, the teacher won’t let you _____. Use listening to be the means to input. Also they can apperceive the target language.Students talk about what they will wear to the party. It is also the apperceive stage.
Step 3: Presentaion Talk about going to the party 4. Who will you go to the party with I will go to the party with my friends.Will you go with your parents Why not 5. How will you go to the party I think I will take the bus. Students talk about who they will go to the party with and how they will go to the party. In this way, they can apperceive the simple future tense and present progressive as future.
Step 4:Practice 6. Look and read I think I will(am going to)_________.7. Quick eyes I think I will(am going to)_________.8. Match the statements with the pictures [a-d]. Use games to stimualte students’ interests and these activities help them memorize and use simple future tense and present progressive as future.
Step5:Listening practice 8. Listen and fill in the blanks.If you do, what will happen 9. After listening, use pictures to recall the messages.What will you wear I think I will_______.If you do, the teacher _________. ....How will you go to the party ....If you do, you ________.Who will you go with to the party ....If you do, you ________. Help students recognize the target language in natural speech.
Step6: 9. Pairwork Help students use the target language in natural speech.
Step 7:Task(chain game) 10. Pre-task:1).Watch a video about Angry Bird’s Resolutions.2).Talk about Angry Bird’s resolutions.3).Classify the resolutions.4).Give an example of the chain game. Use the target language—“ If I.., I will...”If I learn Japanese, I will travel to Japan.If I travel to Japan, I will meet many interesting people.If I meet a lot of interesting people, I will make some friends.11. While-task:1). Ask students work in a group. They can choose one kind of resolutions, write a chain story and present their stories. Then act the story out in a group.2). Encourage students to be creative through an example. If I get more exercise,... If I ..., I will be fatter.3). Give evaluation standards.4). Group work. Students discuss and write down the chain story.12. Post-task:1). Hand in the paper.2). Ask two groups to act out the stories.3). Evaluate students’ work together. Firstly, using the video is a good way to activate background knowledge. Students have already known how to talk about their New Year’s Resolutions. Through the interesting video, they can remember the knowledge quickly. It’s also fun to wach this video.Secondly, exmples can show students how to do the task clearly. The first example is about personal improvement. Meanwhile, using language scaffolding can make the task easier and acceptable for students.Thirdly, the second example is about health. Why more exercise can lead to be fatter This unbelievable result can make students think more creatively.Finally, use evaluation standards to encourage students to be more active and creative.
Step 8:Summary Summarize what students learned in this period.Encourage them to keep their New Year’s resolution in mind and try to make them come true. To cultivate students learn to persevere.
Blackboard Design:
Statements Responses Group Competition
wear a dress/ jeans If you do, you will ________.
go with my friends If you do, you will have a good time.
take a bus/taxi If you do, you will be late/on time.