Unit 10 If you go to the party, you’ll have a great time!
The Fifth Period Section B (2d–Self Check)
Teaching aims（教学目标）
1. 熟练掌握if+will(主将出现)的句式给别人提合理建议。
2. 关心他人，了解别人的困扰并给予帮助。
3. 掌握情态助动词should/could 用法。
4. 培养学生书面写作能力。
Language points（语言点）
1．要求掌握以下词汇：
1)名词 n. expert, experience, advice
2) 动词 v. advise,solve, discuss, believe, bring
3) 形容词 adj. normal, afraid
4) 副词 adv. certainly, halfway, else
5）连词 conj. unless
6）词组 in half, lose one's wallet, be afraid to, remember to, share with, in the future, old people's home visit, school clean-up, children's hospital visit
（本课时的生词和词组不多，但是鉴于前面一个课时的单词和词组比较多，而且与本课时内容关联，所以通过读写任务进行强化，让学生尽量掌握。）
2. 要求掌握以下句式: I think he/she should...
If he/she..., he/she will...
My friend also has two other problems.
What will you do if you visit an old people's home
If I do that, I'll bring the old people some flowers.
Difficulties（难点）：熟练掌握if+will(主将出现)的句式给别人提合理建议。
Teaching steps（教学步骤）
Warm-up（课前热身和复习）
Ask and answer.
T: I want to buy a guitar. But I don’t have enough money. What should I do
S: …
T: Maybe you should borrow some money from your parents. (向……借)
T: I argued with my best friend. What should I do
S: You should say you are sorry.
You could write a letter to her.
Maybe you could go to her house and say sorry.
…
T: The worst thing is to do nothing. It is best not to run away from your problems.
（通过简单的问答并给出建议，引出本课时的关键内容，同时又对前面一个课时的重点句子进行了复习和巩固。）
Free talk
Show growing pains slide.
（教师通过形象的图片引导学生谈论成长的烦恼。）
Live talk
T: Do you have any problems in your life
S: …
T: Let’s ask a radio talk show host for help.
Thanks for listening to our show.Tell us about one of your problems.Maybe you could/should…….Why don’t you………
T: When you have problems, please remember: Sharing a problem is like cutting it in half.
（教师引入爱情公寓人物主持人曾小贤的角色，调节课堂的兴奋点，然后给学生一定的准备时间后，请学生上台应用目标语言扮演主持人角色，解决“听众”的困扰，给出合理建议。教师及时点评，应用前面课时的重点句子进行巩固和情感渗透。）
Work on 2d
T: Fill in the blanks with the phrases in the box.
S: Students have a lot of problems and worries. Laura Mills thinks the worst thing is______
______. She thinks you'll feel worse if you don't _______________ about your problems.
Laura remembers that she once lost her wallet and was afraid to _____________ about it. Now she believes you cannot feel better ______________ to someone. She says she will
always ______________ in the future. Robert Hunt agrees with Larua. He thinks you should not ______________ your problems, but you should try to solve them. If you cannot talk to an expert like Robert, you can _________________ with your parents because they have a lot of experience.
（教师领学生读重点词组后，请学生根据语境完成练习。同时，这个也是对上个课时的有效复习，同时教师要注意培养学生缩写课文，提炼课文重点信息的能力。）
Work on 2e
T: Ask three students the following questions. Take notes of their answers.
S:
1. What problems do you have with schoolwork 2. Who do you talk to about these problems and why 3. Who else can you get advice from 4. Do you always tell your parents about your problems Why or why not 5. Do you ever give advice to your friends about their problems What advice do you give
（教师安排学生以四人为一个小组，进行讨论和交流并记录重点信息，教师四处走动，给学生指导。）
Work on 3a
T: Talk to someone you know. Find out his/er three biggest worries.
Try to think of some solutions to the problems and write them down.
S:
Problems Possible solutions
（学生在教室里自由活动，进行采访和记录，并交流后给出建议，教师要提示学生可以应用3a中采集的信息，并注意比较思考谁给出的建议更合理，教师在请学生进行汇报的时候，要注意引导学生点评和总结。）
Work on 3b
T: Write about your friend's first problem and the possible solution.
Use the structures below to help you plan your writing.
S: My friend _______________ has a problem.
He/She __________________________________________________________________________.
I think he/she should ______________________________________.
If he/she_________________________________,
he/she will____________________
（教师给出一定的范本给学生作模板，同时四出走动，指导学生应用前面采集的信息，结合目标语言结构完成写作任务。给学生充分时间完成后，请学生互相交流，并集体展示部分学生作品，达到peer assessment的目的。）
Work on 3c
（教师在前面环节的铺垫下，给学生更多写作练习的机会。同时体现了写作素材的真实性，要帮助学生处理好语言组织上存在的问题。及时进行个别或者全班指导，也可以请完成的优秀的学生担任教师角色进行点评。）
We Can Help project
Look and answer
（教师在点评学生写作情况的时候，适时地引导学生养成积极的人生态度，正确面对自己的困扰，然后展示一些贫困学生的图片，诱导学生回答：What’s the matter with these children /What could they do /What should we do 然后顺利引出后面的group work
Group work
T: Your school is taking part in the project “We Can Help!” Add more items to the poster. Then talk about what you will do if you take part in this project.
We Can Help!old people's home visitschool clean-upchildren's hospital visit
S: A: What will you do if you visit an old people's home
B: If I do that, I'll bring the old people some flowers.
（教师将主题扩大，引导学生积极思考帮助别人，同时培养学生合作和交流能力，如果时间来得及，可以请学生先进行对话，再进行提纲，最后制作海报和汇报小组合作结果。）
Homework
Oral: 调查其他组同学所完成的“We Can Help” project，并交流What will do if you take part in the project
Written: 完成self check部分内容
（根据学生程度和课堂教学任务进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。）Unit 10 If you go to the party, you’ll have a great time!
The Third Period Section B (1a–1d)
Teaching aims（教学目标）
1. 能熟练运用条件状语从句。
2. 能谈论因果关系。
3. 能做出决定是否改做某事。
4. 能学会与他人一起分担自己的问题并争取表达自己的观点。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. agent, teenager,pain, college,education,advice
2) 动词 v. debate
3) 形容词 adj. important
4) 词组 be famous, go to college, travel around the world, make a lot of money, get an education
（本节课的重点生词较少，但是重点词组的熟练应用要在学生熟练操练句型中巩固。）
2. 要求掌握以下句式: If you join the Lions, you'll become a great soccer player.
What do you think I should do
Can you give me some advice
I don't think so.
I can't agree with you.
Difficulties（难点）：掌握if+will(主将出现)的句式并合理表达自己的观点。
Teaching steps（教学步骤）
Warm-up and revision（课堂热身和复习）
(1) Look and say
T: Is she happy
S: She looks worried!
（通过图片，引出关键词，主题明确。）
Ask and answer
T: Tip 1: If you have problems, you can ask others for help.
What will happen if I become a soccer player
S: I will be happy/rich… .
T: What will happen if I don’t become a soccer player
S:…
（通过学生感兴趣的生动图片问答，切合主题，同时导出关键词，演练目标句型，同时出现正反观点，为后面的辩论埋下伏笔。）
Work on 1a
T: Which of the things below are the most important to you Circle three things.
S:…
T: Tip 2: Decide what things are the most important to you and talk to your parents about them.
（问答后，教师给学生的启示增加了学习的层次，引发学生的思考。）
Work on 1b
T: Listen. Look at the list in 1a. Write A before each thing the soccer agent talks about and P before each thing Michael's parents talk about.
S:…
（教师将双方的观点分层次展示，为后面的辩论环节服务。）
Work on 1c
Listen and complete.
T: Listen again. Complete the sentences
S:
1. If you join the Lions, ____2. If you become a Lion, ____3. And if you work really hard, _____4. If you become a soccer player, _____5. But if I don't do this now, _______ a. you'll be famous.b. I'll never do it.c. you'll become a great soccer player.d. you'll never go to college.e. you'll travel around the world.
（此处听力不会很难，但是教师要引导学生问答并诵读，自然掌握其中的逻辑关系。）
Listen again and finish the sentences.
T: Listen again and finish the sentences.
S: The agent wants Michael to_______________.
Michael’s parents want Michael to__________________.
If you join the Lion, you’ll become ____________.
If you become a Lion, you’ll_________________.
And if you work really hard, you’ll____________.
If you become a ___________soccer player, you’ll _________________.
But if I don’t do this now, I’ll_____________.
（教师先呈现双方观点，再引导学生表达给出的理据，为后面的辩论进一步铺垫。）
Work on 1d
T: Student A is Michael. Student B is his friend. Student B, give Student A advice.
S: A: What do you think I should do Can you give me some advice
B: I think you should go to college.
A: But if I go to college, I'll nver become a great soccer player.
Debate
T: Debating rules:
You ONLY have 100 seconds! One idea can get one point for your group!
You need to use sentences with “if…, he…”.
S:
Positive side(正方): Give reasons for becoming a/an … Negative side（反方）:Give reasons against becoming a/an...
T: Tip 3: If you try your best, the future will be in your hands!
(作为展示的高潮,，要给学生充分的时间进行准备，教师对于这个环节要给学生明确的指导,要四处在学生中进行个别指导,引导学生以小组形式互相合作,集思广益,同时最后的建议和图片展示,对学生有情感引导和教育的作用。）
7. Homework
Oral: 回家做个调查，对于你的家人而言，
What is the most important
并做一个综合报告。
Written: 假设你就是Michael, 写一封信给父母，表达自己的想法。
（根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。）Unit 10 If you go to the party, you’ll have a great time!
The First Period Section A (1a–1c)
Teaching aims（教学目标）
1. 掌握if + will (主将出现)的句式。
2. 能运用if + will谈论因果关系。
3. 学会合理的安排事情。
4. 思考自己的梦想并为之努力。
Language points（语言点）
1．要求掌握以下词汇：
1)名词 n. jeans
2) 动词 v. wear
3) 形容词 adj. famous,usual
4) 词组 wear jeans, take the bus to, have a great time, be sorry, be late, stay at home, give up
（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难，可以鼓励学生当堂掌握。）
2. 要求掌握以下句式: I think I'll wear jeans to the party.
If you do, the teachers won't let you in.
Are you going to the party tomorrow night
Who will you go with
What’s your dream
My dream is to be a reporter.
Difficulties（难点）：掌握if+will(主将出现)的句式
Teaching steps（教学步骤）
1. Warm-up and revision（课堂热身）
Brainstorm and talk about parties, e.g., types of parties, when to have them, whom to invite, what to bring, food and drinks, types of music, games/activities.
2. Presentation（呈现if+will(主将出现)的句式）
(1) Ask and answer
T: What will you do if it rains tomorrow/your friend is late/you lose your watch/your teacher gives you more homework
S: I will… if it rains tomorrow/my friend is late/I lose my watch/my teacher gives me more homework .
（教师从前面的歌曲自然导入目标句型，让学生自然地根据提示熟悉并应用句型）
Find rules
T: What will you do if it rains tomorrow/your friend is late/you lose your watch/your teacher gives you more homework
S: I will call him/her if my friend is late.
主句 从句
（教师结合前面的歌曲，自然问答后引入关键句型。）
T: Let’s find the rules!
S:
If I ______ (go) to the party , I ________ (have) a great time.If I ________ (have) a lot of money, I _________ (help) others.If she_______ (open ) the box, she _______ (find) a teddy bear.
T: If 引导的条状语从句中，当主句_________________时，从句用_____________, if 解释为“_____________”这就是 主将从现规律。
（教师引导学生总结规律，并简化要点，帮助学生从练习中提炼要点，并回到练习当中去。）
Read some typical sentences.
T: Read together!
S: If I get up at 9:00, I will be late.
If I am late, my friend will be angry with me.
If my friend is angry with me, I will be sad.
If you go, you will have a good time.
If you do, you will be happy.
（充满韵律的诵唱，可以提高学生语言学习的兴趣。）
Exercise
T: Make sentences using if.
S:…
（教师分解难度，突出重点，引导学生自己总结目标句型的特点，把学习的主动权给学生，让学生在使用该句型的时候有了理论的支持，同时再应用到实践中去。）
3. Work on 1a
(1) Lead in by asking and answering.
T: Write these words in the blanks in the picture above.
（教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发挥peer assessment的作用）
Work on 1b
T: Look, they are having a party.
Interview them!
S: What will you wear if you go to the party
How will you go there if you go to the party
If you go to the party, who will you go with
Ss:…
(教师将社会热点结合到教学中，自然地引导学生以采访中国好声音四位导师的形式，渗透了1a中的目标语言，为1a做了良好的铺垫，同时是对前面一个环节的巩固，并降低学习的难度。)
Match.
T: Match the statements with the pictures [a-d]
S:
1. ______ I think I’ll wear jeans to the party.2. ______ I think I'll stay at home.3. ______ I think I'll take the bus to the party.4. ______ I think I’ll go to the party with Karen and Anna.
Work on 1b
Listen and complete the responses in 1a.
T: Read the sentence in pairs together.
Statements1. I think I’ll wear jeans to the party.2. I think I'll stay at home.3. I think I'll take the bus to the party.4.I think I’ll go to the party with Karen and Anna. Responses1. If you do, the teachers won't___.2. If you do, you'll________.3. If you do, you'll_____________. 4. If you do, you'll______________.
(此处听力部分的内容，同时也是本课时目标语言的集中体现，所以，在完成后，教师可以带领学生朗读巩固。)
Read
T: Read the sentences in 2 teams.
S: A: I think I’ll wear jeans to the party.
B: If you do, the teachers won’t let you in.
A: I think I’ll stay at home.
B: If you do, you’ll be sorry.
A: I think I’ll take the bus to the party.
B: If you do, you’ll be late.
A: I think I’llgo to the party with Karen and Ann.
B: If you do, you’ll have a great time.
（听力的内容相对比较长，根据新课程标准，教师有必要对于教材进行适当的编辑采选，所以，此处将听力部分中体现目标语言的内容进行了整和，同时，简单地渗透了be going to =will，体现了分层的特点，可以要求程度好的学生掌握。）
Work on 1c
（turn up等词组的使用是个难点，此处适当进行解释和强化）
Work on 3b
T: look at the pictures above and make conversations.
S: A: Are you going to the party tomorrow night
B Yes, I am.
A: Who will you go with
B: I think I'll go with Karen and Anna.
A: If you do, you'll have a great time.
（根据新课程标准，教师要尽量搭建学生使用英语的平台，所以看图对话则很好地使用了教材资源，让学生进行巩固和peer assessment。）
Work on your dream
(1) Guessing game
（通过线索的逐步呈现，让学生猜测出王宝强，符合学生的兴趣特点，并有机结合了本课时主题和梦想。同时对学生也有情感教育的作用。）
Pairwork
T: Do you have any dreams
S: A: What's your dream
B: My dream is to be a reporter.
A: Can you make it
B: Of course, I think I will make iot
A: If you do, you will meet many interesting people.
（教师为学生创设了合理的情景，引导学生在主题指引下对于目标句型进行操练。）
Summary and exercise
（教师在学生使用目标语言后，再引导学生重复目标语言的特点，实现了语言的循环性，起到了巩固效果，而简单的练习更帮助学生进行诊断和自我反馈)
Homework
Oral: 熟读p. 104 Section A 1b听力部分四个对话并背诵其中一个对话。
Written:用if 引导的条件句至少造句五句。
（根据学生程度进行口语和书面作业的布置，不体现在难度上，而是为了把目标语言的知识进行更好的巩固。）Unit 10 If you go to the party, you’ll have a great time!
The Fourth Period Section B (2a–2c)
Teaching aims（教学目标）
1. 熟练掌握if+will(主将出现)的句式。
2. 能够正确面对挫折和困难，寻求积极的解决方法和态度。
3. 培养学生提高阅读能力与提升阅读策略应用。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. teenager, wallet, mile, step, experience
2) 动词 v. advise,solve, trust,
3) 形容词 adj. normal, angry,understanding,careless
4) 副词 adv. certainly,halfway,else
5）连词 conj. unless
6）词组 in half, lose one's wallet, be afraid to, keep thinking, in the end,
make careless mistakes, ask...to be more careful, remember to, share with,
in the future
（本节课的生词和词组相对较多，重点单词的拼写对于学生而言有一定难度，鉴于本课时的重点在阅读上，所以教师通过与阅读内容相关的一定的练习帮助学生尽量掌握。）
2. 要求掌握以下句式: Some people the worst thing is to do nothing.
I think talking to people helps a lot.
Unless we talk to someone, we'll certainly feel worse.
She just kept thinking.
It is best not to run away from our problems.
This person doesn't need to be an expert like himself.
Sharing a problem is like cutting it in half.
So you're halfway to solving a problem just by talking to someone
about it.
Difficulties（难点）：应用if+will(主将出现)的句式，并顺利就阅读材料内容表达
自己的观点。
Teaching steps（教学步骤）
Before reading
Free talk
T: What kinds of things do you worry about
S: I worry about my…
T: What can you do if you have some problems
S: …
T: Face the problems in a positive way. Try to solve them.
（作为半开放式的问题，教师要注意引导学生的回到进入到后面的教学步骤的需要中去，所以，必要的建议和总结是很重要的.）
Guessing activity.
T: If I am worried about something, what will I do Guess!
S: I think you will…
T: I’ll talk with my friends online.
（通过简单的问答，引导学生关注到和后面阅读内容相关的主题，并点出面对困扰的积极态度是面对和沟通，而猜测形式，符合学生的兴趣特点，同时又自然导入后面内容）
While reading
Work on 2b
T: Look at the statements and then read the passage quickly.
Which statement expresses the main idea of the passage
（教师先呈现statements请学生朗读熟悉内容，再给学生时间快速应用skim策略找出正确的statement, 然后再请学生整体阅读，为后面的fast reading做铺垫。）
Fast reading
T: Read the main ideas of each paragraph and tell me the facts supporting these ideas.
S: Para 1 “ But I think talking to someone helps a lot. Unless we talk to someone, we'll
certainly feel worse.”
Para 2 “I will always remember to share my problems in the future. ” Laura says.
Para 3 In English, we say that sharing a problem is like cutting it in half. So you're halfway to
solving a problem just by talking to someone about it!
T: Match the paragraphs (段落) with their main ideas.
S:…
（进一步培养学生skim和scan的能力，抓住关键句子，作为对前面statement的支撑。同时马上进行文章大意配对的练习，帮助学生提高信息提炼和总结能力。）
Work on 2c
T: Read the passage again and answer the questions. Discuss your answers with a partner
What is the worst thing to do if you have a problem
Why didn't Laura want to tell her parents about her lost wallet
What is the first thing you should do when you want to solve a problem
Why can our parents give us good advice about our problems
S:…
(问题的回答可以帮助学生进一步掌握文本信息。)
Careful reading
T: Read Para 1 and fill the blanks.
S: Students these days often have a lot of ________. Sometimes they ___________________ their schoolwork, and sometimes ______ their friends. What can they do _____ this Some people believe __________________________. Laura Mills, a teenager from London, agrees. “Problems and worries are _________ in life,” says Laura. “But I think _________ to people ______ a lot. _______ we talk to someone, we'll certainly feel _______ ."
T: Try to retell Laura's experience with the help of these phrases.
丢钱包不敢不断思考最后犯粗心的错要求某人更加仔细记得要......和......分享在将来 lose one's walletbe afraid tokeep thinkingin the end make careless mistakesask...to be more carefulremember to share within the future
S:…
T: Discuss problems with your classmates.
S: A: What will do if you lose your wallet
B: I will tell my parents, because...
A: I don’t agree / I agree.
T: Read Paragraph 3 and correct the mistakes.
Robert Hunt advises students about special problems.He doesn't feel the same way as Laura.It is worst not to run away from our problems. We should always try to solve them.He thinks the first step is to find someone you trust to talk to.The person needs to be an expert like himself.Students often remember that their parents have more experience, and are always there to help them.In English, we say that sharing a problem is like cutting it in half.So you're on the way to solving a problem just by talking to someone about it!
（教师给学生充分时间分段细读三段文章，并以填词，翻译词组，改错的形式帮助学生进一步了解阅读文本的内容，并自然呈现教学中的难点，把难点在语境中进行渗透。同时，来采用了整体阅读，故事复述，专题讨论的形式，引导学生应用阅读文本中的信息和内容。注意考虑了学生的兴趣。）
Post reading
T: Tell your own story.
S: A: Do you agree with the expert
B: I agree/disagree with him.
Here is my story.
...
（教师通过讨论和讲故事的形式，引导学生将文章的内容联系到自己的生活实际，从而进一步达到情感教育的目的，并促进了学生的交流和互动。）
4. Homework
Oral: 调查10个同学，当他们有困扰的时候，是怎样做的？
Written: 写一篇作文
If people have problems, they should not keep them to themselves...
（根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。）Unit 10 If you go to the party, you’ll have a great time!
The Second Period Section A (2a–3c )
Teaching aims（教学目标）
1. 掌握if + will(主将出现)的句式 。
2. 掌握运用if+will谈论因果关系。
3. “没有规矩不能成方圆” 学会遵守规定具有公德心。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词n. meeting, video, chocolate, taxi, advice
2) 动词v. organize, win, happen
3) 形容词 adj. upset
4) 词组 potato chips, half the class, watch a video, too...to...
（本节课的生词较少，但是重点单词的拼写对于学生而言有一定难度，另外词组的掌握，对于薄弱的学生也有一定的困难，教师要注意在课堂教学中多给学生操练的机会。）
2. 要求掌握以下句式: What will happen if they have the party today
...because they are too lazy to cook.
I'm not sure how to go to the party.
If I go to the movies, I won't finish my homework.
Difficulties（难点）：掌握if+will(主将出现)的句式
Teaching steps（教学步骤）
Warm-up and revision（课堂热身和复习）
Guessing game
T: If he goes to the party, he will…
If he goes to the party, he will play the guitar/listen to music. If she goes to the party, she will have some pizza. If they go to the party, they will dance.
S:…
T: If they go to the party, they will have a great time. If you go to the party, you will have a great time, too.
（通过隐藏部分信息，让学生应用目标语言进行猜测，同时呈现的关键词又与后面要出现的party相关联。）
Work on 2a
T: Listen and circle the correct answers to complete the sentences.
1. The students are talking about when to have (a class party/ a class meeting/ a birthday party).2. They plan to have it on (Friday evening/Saturday afternoon/Saturday evening).
S:
Work on 2b
T: Listen again. Choose the correct short answer in the box to answer each question.
S:
What will happen if they have the party today
What will happen if they have the party tomorrow
What will happen if they watch a video at the party
What will Mark organize
What will Nelly do
（教师可以多放一次听力材料，在学生回答的时候可以先出现重点信息，然后在组织完整的答案，从而渗透学生提高听力技巧。）
Work on 2c
T: Role-play a conversation between Nelly and Mark.
S: A: OK, when is a good time to have the party
B: Let's have it today.
A: Hmm. If we have it today, half the class won't come.
Work on 2d
(1) Read in pairs.
(2) Ask and answer
T: Jeff and Ben want to organize a party next week.
What will happen if they ask people to bring food
S: If they do so, people will just bring potato chips and chocolate.
T: What will happen if they give people some small gifts if they win
S: If they do so, more people will want to play the games.
（教师提炼对话中的重点信息，在引导学生回答的时候，自然呈现需要强化的目标语言，同时更好地帮助学生理解文本信息，为后面的操练做铺垫。）
Role-play
T: Role-play the conversation
S: Jeff: Hey, Ben. For the party..., should we...
Ben: No, Let's order ... from..., If..., they'll... because...too...to....
Jeff: OK. For the..., do you think we should...if...
Ben: I think...! If..., more people will...
Jeff: Yes, the games will be...
（information missing形式的对话，既给了学生一定提示，同时也是对学生掌握程度的检测和反馈。）
Organize a party
Ask and answer
T: How should we organize a party
S:…
（用五W和H形式提问，是帮助学生提高阅读和写作思路的一个技巧，需要培养学生这个方面的能力和习惯）
Rules for an end of year party.
End of Year PartyDon’t wear jeans! If you wear jeans, we won’t let you in.Don’t bring food to the party. If you do, the teachers will take it away.Don’t bring friends from other schools. If you do, the teachers will ask them to leave.Don’t leave the gym during the party. If you do, the teachers will call your parents.Don’t run or shout at the party. If you do, you’ll have to leave.Please bring your ID card . If you don’t have your ID card, you cannot come to the party.
（通过呈现rules,再让学生填充复述，强化了目标语言，又为后面内容进行了铺垫。）
Pairwork
T: Use the food and drink words to make the conversations.
S: A: I’m going to the school party.
B: Me, too. Let’s bring some snacks.
A: Oh, we can’t do that.
B: Really Why not
A: If we bring snacks, the teachers will not let us in.
（通过情景对话，输入学生no rules, no games 的概念，对学生进行情感教育。）
Work on 3a
Fill in the blanks with correct forms of the verbs in brackets.
T: Read and fill in the blanks. Why does Tina worry about going to the party
S:…
（为了强化，正确使用first ,then, next, now, finally表述食物制作过程，把3b部分调整到此处。）
Correct and write
（教师根据前面内容，以Tina身份就party的相关内容给Mike进行邀请回复，同时出现一定的错误让学生更正，以达到自然强化目标语言的目的。）
Grammar focus
(1) Learn the grammar focus
（通过简单的朗读和速问速答，帮助学生，特别是薄弱学生熟悉目标语言。）
Match
（通过主从句的搭配，考验了学生的语境能力。）
9. Work on 3b
（通过前面的铺垫，为学生完成此部分的开放性内容做了铺垫，而学生可以通过peer assessment和展示来强化目标语言。）
Work on 3c
Show an example.
A: If it is sunny tomorrow, I will go to the party.
B: If I go to the party, I will give her a present.
C: If I give her a present, she will open the box.
D: If she opens the box, she will get a teddy bear.
E: If she gets a teddy bear, she will be happy.
F: If she is happy, she will sing and dance.
Group work
T: Write a story with your group on a piece of paper. The first person begins with “I think I
will...” The others add sentences with “if”. Pass the paper around twice. Then read the story.
S: I think I will go to the movies tonight. If I go to the movies, I won't finish my homework. If I don't finish my homework...
...
11. Homework
Oral: 做个调查Ask three students:
What will you do if we have no lessons tomorrow？
Then make a report like this:
If we have no lessons tomorrow,…
Li Yan will go to the movies,...
Written: 写一个故事：
If I have a lot of money, I ...
（根据学生程度进行口语和书面作业的布置，符合学生的生活实际，同时拓展了课堂学习内容的应用。）
