外研版（2019）必修 第二册Unit 2 Let's celebrate!单元完整教案

新外研社（19）高中英语必修二
Unit2Let's celebrate-Understanding ideas教案
Teaching objectives：
1.Enable students to have a preliminary understanding of different types of festivals and understand different festival cultures.
2.Guide students to master the application of some key words and sentence patterns.
3.Teach students to share the information about Tolkien.
4.Lead students to train the reading skills in global comprehension.
5.Help students to discuss about the most special gifts and share the ideas to train the ability to use language in your real lives and express your ideas in a logical way.
Evaluation objectives:
1.Ask students to talk about the reasons why people celebrate these festivals.
2.Ask students to share the information about Tolkien.
3.Ask students to summarize the main idea to train the reading skills in global comprehension.
4.Ask students to discuss about the most special gifts and share the ideas to train the ability to use language in their real lives and express their ideas in a logical way.
Teaching key points:
1.Understand the festivals related to the reasons and their cultural characteristics.
2.Understand the content and language points of the text.
3.Understand the spirit of giving in the book Letters from Father Christmas and deepen their understanding of the meaning of the holiday.
Teaching difficult points:
1.Understand the reasons to celebrate these festivals.
2.Master the application of some key words and sentence patterns.
3.Learn to introduce the main activities and cultural characteristics of festivals in different seasons with the vocabulary and sentence patterns learnt.
Teaching methods:
Cooperative Teaching Method, Task-based Approach, Communicative Approach
Teaching procedures:
StepⅠWarming up
The teacher asks the students to read the questions in Activity 1 .
Activity 1
Watch the video and answer the questions.
1.What festivals are mentioned in the video
_______________________________________________________
Why do people celebrate these festivals
_______________________________________________________
Suggested answers:
1.The festivals mentioned in the video are “hanami”, the Rose Festival, the Mid-Autumn Day, the Harbin International Ice and Snow Festival, and the New Year.
2.Because people want to celebrate the changing seasons and express their appreciation of nature.
Step 2:Group Work
1.Activity 2
Read the four festival descriptions on Page 13 and complete the sentences.
　　　　　　　　 is to celebrate the harvest.
　　　　　　　　 is to celebrate a season.
　　　　　　　　 is to honour an event.
　　　　　　　　 is to honour a person.
Suggested answers:Thanksgiving;May Day;Freedom Day;The Dragon Boat Festival
2.Work in groups.Talk about:
—other festivals of each type
—other reasons to celebrate a festival
Harvest:　　　　　　　Season:　　　　　　
Event:　　　　　 Person:　　　　　
Suggested answers:
Harvest:Maple Sugar Festival
Season:Carnival
Event:Independence Day
Person: St.Valentine’s Day
Step 3:
Activity 3
Questions:
1.Why do people celebrate Christmas
___________________________________________________________
2.What do you know about Santa Claus
____________________________________________________________
Step 4:Before reading
Activity 4
Read the introduction of Tolkien and answer the questions.
1.Have you ever read any of Tolkien’s books or seen any of the films based on them What do you think of them
_____________________________________________________________
2.What else do you know about Tolkien Find out more about him and share your research with the class.
_____________________________________________________________
Step 5:While reading
Activity 5
Read the passage quickly and find out what Letters from Father Christmas is about and why Tolkien wrote these letters.
What is Letters from Father Christmas about
Suggested answer:
Letters from Father Christmas is a collection of Tolkien’s letters to his four children at Christmas. The letters told wonderful stories about Father Christmas’s life and adventures at the North Pole.
Why did Tolkien write these letters
Suggested answer:
Tolkien wrote these letters because he wanted to keep Father Christmas alive for his four children.
Step 6:Language in use
1.honour v.______________
n.______________________
短语:
(1)in honour of 　　　　　　　
(2)do sb.an honour/do sb.the honour (of doing sth.)　　　　　　　　
(3)do the honours 　　　　　　　
例:Would you do the honours and draw the winning ticket
___________________________________________________________
(4)have the honour of sth./of doing sth.
(5)on your honour
1)________________　2)　　　　　　　　
(6)a point of honour 　　　　　　　
2.poet n.　　　　　　　
同根词:
(1)poetic　adj. 　　　　　　　　n.　　　　　　　　
(2)poetess　n.　　　　　　　
(3)poem　n.　　　　　　　
(4)poetry　n.　　　　　　　
3.participate v.　　　　　　　
短语:participate in　　　　　　　
同根词:participant　n.　　　　　　　　　
adj.　　　　　　　　　
4.vote n.　　　　　　　　 v.　　　　　　　　
短语:
(1)vote in 　　　　　　　
(2)vote out 　　　　　　　
(3)vote sb./sth.down 　　　　　　　
(4)vote sb.in=vote sb.into/onto sth.　　　　　　　
(5)vote sth.through 　　　　　　　
5.regardless　adv.　　　　　　　
短语:regardless of
同根词:
(1)regardful adj.
(2)regard n.　　　　　　　
v.　　　　　　　　
6.Freedom Day is held every year on 27 April to celebrate South Africa s first fully-participated elections in 1994,in which everyone was allowed to vote regardless of skin colour.
分析:本句为复合句。“Freedom...April”为主句,“to celebrate...1994”为不定式作　　　　　　　　　,“in which...colour”为　　　　　从句。
翻译:___________________________________________________________
Suggested answers:
1.v.向……表示敬意;尊敬,尊重(某人);给予表扬;信守,执行(承诺)
n.尊敬;尊重;崇敬;荣幸;光荣;正义感;道义;节操
短语:
(1)为纪念;为庆祝
(2)使增光;赏光;给……带来荣誉
(3)履行社交责任;执行仪式
例:能劳驾为我们抽出获奖的票吗
(4)得到某殊荣;有幸做某事
(5)1)用人格担保;以名誉担保　2)受到信任;被信赖
(6)事关名誉的大事
2.n.诗人
同根词:
(1)adj.诗的,诗歌的;诗意的;诗人的　n.诗学,诗论
(2)n.女诗人
(3)n.诗
(4)n. 诗;诗意;诗歌艺术,诗的总称
3.v.参加;分享
短语:参加;参与
同根词:n. 参与者,参加者 adj. 参与的
4.n. 投票,选举;选票;得票数
v. 提议,使投票;投票决定;公认;选举,投票
短语:
(1)投票选出;投票使当选
(2)投票免去……的职务
(3)投票否决;投票击败
(4)投票选出……任职
(5)投票通过(计划等)
5.adv.不顾;不加理会
短语:不顾,不管
同根词:(1)adj.留心的;表示敬意的;深切注意的;关心的
(2)n. 注意;尊重;问候;凝视;v.注重,考虑;看待;尊敬;把……看作;与……有关
6.目的状语;定语;
自由日是在每年的4月27日举行的,以庆祝南非在1994年第一次全民参与的选举,在这次选举中,不论肤色,每个人都可以投票。
教学反思：
学生能了解不同季节的节日特点和庆祝节日的原因。
学生能进一步发展语言意识和英语语感掌握英语语言知识并在语境中整合性运用所学知识。
学生能理解文章“The Real Father Christmas”的真正涵义；形成正确的价值观念和道德情感。
学生能培养分析，判断信息的逻辑关系；正确评判各种思想观点，理性表达自己的观点；理性表达自己的观点，具备初步用英语进行多元思维的能力。
学生能基于课文内容联系生活实际，运用与话题相关的语言知识，辩证地认识西方文化中圣诞节的内涵。
学生能了解圣诞节的内涵，理性思考圣诞节礼物的特殊意义所在。提高批判性思维，创新思维能力和综合语言运用能力。
新外研社（19)高中英语必修二
Unit2 Let's celebrate-Presenting ideas教案
Teaching objectives:
Lead students to analyze the specific information and creative reasons of World healthy Day, World Book Day and World Smile Day, and summarise the reasons for the creation of new festivals.
Create a new festival, and explain the reasons to exercise the ability of creative thinking.
Lead students to monitor, evaluate, reflect on and adjust the learning content and progress through self-reflection.
Evaluation objectives:
Ask students to do research on the special days and find out the reasons for the creation of these days.
Ask students to create a special day and organise ideas.
Ask students to present their special days in the class and vote for the best suggestion to practise skills in giving a presentation, and learn from each other.
Teaching key and difficult points:
Enable students to think about the reasons for the creation of festivals.
Lead students to understand how to make reasonable evaluations of their learning behaviors and effects during and at the end of this unit from aspects of language ability and thinking quality.
Learn to create a new festival based on the analysis of the reasons for the festival, and introduce the festival to the class.
Learn to develop the habit of self-evaluation.
Teaching methods:
Cooperative Teaching method, Task-based Approach, Communicative Approach
Teaching procedures:
Step 1:Lead-in
Activity 1
Look at the pictures and answer the questions.
1.Do you know any of these days
___________________________________________________
2.Why do you think people create these days
___________________________________________________
Step 2:Activity 2
Think of a special day you would like to plete the table to help organise your ideas.
Name:_______________________________________________
Date:________________________________________________
Reasons to create it:____________________________________
Activities:_____________________________________________
Step 3:Activity 3
Work in groups.Talk about your ideas following the steps below.
1.Say what day you would like to create and when it is.
_____________________________________________________
2.State why you would like to create it.
_____________________________________________________
3.Talk about special activities to celebrate it.
_____________________________________________________
Step 4:Activity 4
Present your special day to the class.
Use the following expressions to help you.
Our day is called...
It celebrates...
It could be held on...
Everyone would...
The activities include...
Step 5:Reflection
1.After completing this unit,I can rate my performance 1(excellent),2(good) or 3(in need of improvement).
□give details about the Lantern Festival celebrations
□extend and accept an invitation
□write a letter to express ideas
□observe and compare cultural phenomena and changes of traditions
□cherish Chinese culture and traditions　　2.I’ve learnt to make use of the following words and expressions:
3.I still need to improve:
Project
Step 1:Investigate
Choose a festival that interests you.It can be a festival in China or elsewhere in the world.
Share with your group members the festival information you have investigated before class.
Step 2:
Research information about the chosen festival,including its origins,history,celebrations,etc.
______________________________________________________________
Step 3:Plan
1.What information should be included in your poster
2.Organise the information into categories for your poster.Consider the following:
(1)Why is the festival celebrated
(2)When and how often is it celebrated
(3)What are its origins and history
(4)How has it changed over time
Add more categories if necessary.
Step 4:Create
1.Write a short paragraph about each piece of information.
________________________________________________________
2.Find some pictures and add them to the poster.
________________________________________________________
Step 5:Present
1.Present your poster to the class and find out if it makes them interested in this festival.
_________________________________________________________
2.Develop all your posters into a web page and upload them to the Internet.
_________________________________________________________
新外研社（19）高中英语必修二
Unit2Let's celebrate-Developing ideas教案
Teaching objectives:
Students can understand the two different viewpoints on where to eat the New Year’s Eve dinner, sort out and summarize the reasons through skimming and detailed reading.
Students can understand the different values embodied by different viewpoints and increase the understanding of cultural connotation.
Students can make their own evaluation and judgement on different viewpoints and improve their critical thinking ability.
Evaluation objectives:
Ask students to talk about Chinese Spring Festival traditions to activate their knowledge of Chinese culture.
Ask students to think about the reasons why the Spring Festival family dinner means so much to us Chinese.
Show students the criteria of a good composition and ask them to write their own letters.
Teaching key and difficult points:
Enable students to understand the passage and analyze the cause of the two different viewpoints.
Lead students to make their own comments on different points of vew.
Based on the understanding of the article, students should discuss the reason why Chinese festivals go to the world in the form of letters and express their own views.
Teaching methods:
Cooperative Teaching Method, Task-based Approach, Communicative Approach
Teaching objectives:
Step 1:Lead-in
Look at the pictures in Activity 1 and talk about Chinese Spring Festival traditions.
Step 2:Reading
Read the passage quickly and find out each person’s point of view in Activity 2.
Step 3:Activity 3
1.Read“Learning to learn”in Activity 3 and write down what a fact is and what an opinion is.
Fact:______________________________________________
Opinion:___________________________________________
2.Read the sentences from the passage and decide if they’re facts(F)or opinions(O).
(1)Eating out is a good choice and it has nothing to do with loss of traditions.　　　　
(2)...what or where we eat on Spring Festival Eve really doesn’t matter.　　　　
(3)...it just won’t feel like Spring Festival having the dinner out.　　　　
(4)I’d get under my mother’s feet in the kitchen,watching her make dumplings.　　　　
(5) She’d put tokens in some dumplings...　　　　
Suggested answers:
Step 3:1.略　2.(1)O　(2)O　(3)O　(4)F　(5)F
Step 4:Think & share
1.What do you think the retired teacher means by “To me,the process is even more important than the dinner itself”
________________________________________________________
2.Which of the two opinions do you agree with Why
________________________________________________________
3.How would you describe a Spring Festival family dinner to a friend from overseas
________________________________________________________
4.Can you think of any other Chinese festival traditions Share them with the class.
___________________________________________________________
Suggested answers:
1.For him, the sweet memories of having the whole family getting together and preparing for the dinner are more important than the delicious food itself.
2.略　3.略　4.略
Step 5:Group work
Work in groups and talk about the importance of the Spring Festival family dinner to Chinese people.
1.Think about why Chinese people value the Spring Festival family dinner and make notes.Write down the reasons.
Reasons:________________________________________________
2.Organise your talk following the steps below.
·State the importance of the Spring Festival family dinner for Chinese people.
·Explain why it is important.
·Share your personal experience about the family dinner.
·End by summarising the main points in your talk.
3.Finally give your talk to the class.
Suggested answers:
Step 5:1.①It just won’t feel like Spring Festival having the dinner out.
②It was not only for the delicious food that we seldom got to eat, but for the opportunity to have our whole family gathered together.
③We toasted each other, we laughed, and the simple, homemade dishes tasted more delicious than anything cooked by a top chef.
④The process is even more important than the dinner itself.
Step 6:Writing a letter to express ideas
1.Read the editorial on Page 23 and answer the questions in Activity 5.
(1) Which countries are mentioned and how do they celebrate Chinese Spring Festival
________________________________________________________
(2) Which event would you most like to attend Why
_________________________________________________________
(3) Why do you think Chinese Spring Festival is “going global”
__________________________________________________________
2.Complete the notes to help organise your idea.
What the phenomenon is:
What reasons lie behind it:
How you feel about it:
3.Writing and showing
Now write a letter to the editor to express your ideas.Use the expressions in the box to help you,and then show it to the class.
Useful expressions:
·In my opinion/For me...
·I (don’t) think...
·It’s not only...,but...
·I hope...
Suggested answers:
1.(1)Russia,Ghana and the United States.
Russia: The 2017 Grand Chinese New Year Concert was held in St.Petersburg, with its tickets sold out and 90% of the audience local Russians.
Ghana:Over 1,000 Ghanaian junior high school students got up on stage to perform Chinese songs and dances to celebrate the 2017 Spring Festival.
The United States: Students in New York City have since 2016 been able to enjoy an official day’s holiday for Chinese Spring Festival.
(2)略　(3)略
2.略
3.Dear editor,
These days, a growing number of people overseas are celebrating Chinese Spring Festival, an important traditional festival that features hope, reunion and happiness. Various Chinese cultural activities, such as gala performances,film shows, temple fairs and other forms of celebrations, are held overseas.There are several reasons accounting for this phenomenon.
To start with, the spread of Chinese Spring Festival is partly due to the increasing overseas Chinese population. What’s more, more and more countries have noticed or benefited from China’s growing economic and political influence, so they are also embracing our culture and traditions. Also, many overseas stores and recreational venues are taking the opportunity to profit from the celebration. Last but not least,the Chinese government and various institutions have made great efforts to help the festival go global.
I think it’s not only a good opportunity for foreigners to know about China, but a sign of China’s growing influence in the world. I hope everyone can do his or her part to bring more Chinese traditions worldwide, and more people around the globe will embrace the diversity of culture.
×××, senior high school student
Step 7:Language in use
1.We have eaten out for the Spring Festival family dinner for the last three years,and we have enjoyed it no less than eating at home.
最近三年,我家都是在外面吃年夜饭的,和在家吃比起来,在外面吃一样开心。
no less than “不少于,多达”“与……一样”
【归纳拓展】
no more than 　　　　　　　
not more than 　　　　　　　
not less than 　　　　　　　
(1)她只有3顶帽子。She has 　　　　three hats.
(2)他至少有4个女儿。He has 　　　　four daughters.
(3)她至多有3顶帽子。She has 　　　　three hats.
2.I really don’t think it’s worth the effort of spending so much time preparing for a single meal,and then another hour cleaning up the mess after it’s over.
我真的认为,单单一顿饭就要花那么多时间准备,结束后,还要花一个小时来收拾残羹剩饭,这种做法是不值得的。
It’s worth...after it’s over是主句中谓语动词think后接的宾语从句。
【归纳拓展】
worth n.　　　　　　　　　adj.　　　　　　　　
be worth sth.　　　　　　　　
be worth doing sth.　　　　　　　
(1)这幅画值 100元。The painting 　　　　￥100.
(2)这辆自行车简直不值得修理。The bike is hardly 　　　　.
3.It was not only for the delicious food that we seldom got to eat,but for the opportunity to have our whole family gathered together.
不仅可以吃到平时难以吃到的美食,而且全家人能有机会团聚在一起。
(1)not only...but (also)...“不仅……而且……”在句中用于连接两个表示并列关系的成分,also可以省略。
(2)若连接两个句子,且not only位于句首时,not only后面的句子要用部分倒装。
(3)当连接两个主语时,谓语动词的数遵循“就近原则”。
①Not only 　　　　they offer us joy and excitement,but also they can encourage us to think critically.
它们不仅能给我们带来快乐和兴奋,而且还能鼓励我们进行批判性的思考。
②Not only the students but also their teacher 　　　　(like) playing football.
不仅是学生,老师也喜欢踢足球。
(4)“have sth.done”意为“让某人做某事,或某物遭受了……”,其中sth.与done之间是被动关系。done为过去分词作宾语补足语。
have sb./sth.doing sth.　　　　　　　
have sb.do sth.　　　　　　　
have sth.done 　　　　　　　
have sth.to do 　　　　　　　
①I can’t have you speaking to your mother in a rude manner.You must apologize to her immediately.
翻译:________________________________________________
②He had his car repaired yesterday.
翻译:________________________________________________
③Sorry,but I have an important meeting 　　　　(attend).
对不起,我有个重要的会议要参加。
④They are having their houses 　　　　(mend) now.
现在他们正在修理房子。
4.I would run around the house,listening to the adults chatting about their year.
listening在本句中为现在分词作 　　　　　　　　,表示与谓语动词run around的动作同时发生,而chatting是现在分词作 　　　　　　　　。
翻译:___________________________________________________
5.It seems that Chinese Spring Festival is becoming a global celebration of joy and love.
看起来中国的春节正逐渐变成一场全球的欢乐和爱的庆典。
It seems that+从句　　　　　　　　
It matters that+从句　　　　　　　　　
It appears that+从句　　　　　　　　　
(1)It doesn’t matter whether he will come to attend the meeting or not.
翻译:____________________________________________________
(2)It appears that they 　　　　　　　　(make) the same mistake.
似乎他们犯了同样的错误。
Suggested answers:
1.仅仅,只有;不超过,不到,至多;至少,不少于
(1)no more than;(2)not less than;(3)not more than
2.价值,财富;值得的,值钱的;值得;值得做……
(1)is worth;(2)worth repairing
3.(3)①can　②likes
(4)让某人做某事/让某事发生(动作持续)(肯定句);让某人做某事;完成某事;有事情要做(不定式作定语)
①我不允许你用那种粗鲁的方式跟你的母亲说话。你必须立刻向她道歉。
②他昨天请人修车了。
③to attend　④mended
4.伴随状语;宾语补足语;
我常常在屋子里跑来跑去,倾听大人们聊聊他们的那一年。
5.看起来像……;某事很重要;似乎……
(1)他是否来参加本次会议不重要。
(2)have made
新外研社（19）高中英语必修二
Unit 2 Let's celebrate-Using Language教案
Teaching objectives:
1.Enable students to master the basic usage of modal verbs to express speculation,and be able to correctly use modal verbs in the real context.
2.Guide students to understand “Black Friday” and broaden your knowledge.
3.Lead students to summarize the expressions of various celebrations during the festival,and learn to describe the festival.
4.Help students to send and accept invitations politely.
Evaluation objectives:
1.Ask students to read the passage again and find out more sentences with modals and figure out the usage of these modals and figure out the levels of possibility indicated by different modals.
2.Ask students to make sentences to describe the picture by using modals.
Teaching key and difficult points:
1.Master the basic usage of modal verbs to express speculation, and be able to correctly use modal verbs in the real context.
2.Let students understand“Black Friday”and broaden their knowledge.
3.Ask students to summarize the expressions of various celebrations during the festival and learn to describe the festival.
4.Let students learn to send and accept invitations politely.
Teaching methods:
Cooperative Teaching Method, Task-based Approach, Communicative Approach
Teaching procedures:
Step1Lead-in
Activity 1
1.Look at the sentences from the reading passage and answer the questions.
a That is why Letters from Father Christmas could be the perfect book...
b The children must have been very excited as they opened it.
c ...they might not receive their presents if they were not good.
(1) What do the words in bold indicate: an order,a request,ability or possibility
(2) Will the meaning of sentence (a) change if we replace “could” with “must” or “might”
(3) What happens if we change “must” and “might” in sentences (b) and (c) into “could”
(1) possibility
(2)If we replace “could” with “must”, the meaning of sentence (a) will change. It means the speaker is quite sure about the statement. If we replace “could” with “might”, the meaning of sentence (a) will remain more or less the same. “could” and “might” in affirmative sentences have a similar meaning when indicating possibility.
(3)If we change “must” in sentence (b) into “could”, it means the speaker is not sure about the statement, and it’s only a possibility. If we change “might” in sentence (c) into “could”, it means it’s impossible for the children to receive their presents.
2.Look for more sentences with modals in the reading passage.
①The children must have been very excited as they opened it.
②...they might not receive their presents if they were not good.
...
3.Explanation
本单元所学的情态动词表示推测的具体用法如下。
情态动词 对现在和 未来的推测 对过去的推测 使用句型
must must + 动词原形 must have done 肯定句
may/might may/might + 动词原形 may/might have done 肯定句、否定句
can/could can/could+动词原形 can/could have done 否定句、疑问句(could可用于肯定句)
should 用来表示一种估计的情况“按理会/估计会”should+do/be should have done 肯定句、否定句、疑问句
例句:
(1)It must have rained last night.
(2)She may not be at home.= It is possible that she is not at home.
(3)She can’t be at home.= It is impossible that she is at home.
(4)They should be there right now.
表推测时,英语中只使用must,may,might,may not和can’t。这五个表达的语气依次递减:
must:一定(语气肯定)
may:也许(不很肯定)
might:或许(比may语气更弱)
may not:也许不(表否定)
can’t:一定不(must的反义)
Step 2:Practice
1.Whose earrings are these They 　　　　be Mary’s.She wears earrings sometimes.
2.Carls 　　　　come to the party tonight,but I’m not sure.
3.The telephone is ringing,but nobody answers it,he 　　　　be at home.
4.—Is this Lan Qiang’s boxing glove
—Yes,it 　　　　be his.This is his name on the back.
5.You’d better take an umbrella.It 　　　　rain this afternoon.
6.It’s the library! So you 　　　　know shouting is not allowed here.
7.—Have you decided where to spend your summer holiday
—Not yet.We 　　　　go to Qingdao.
8.—Is Jessica giving us a speech this evening
—No,it 　　　　be her.She has gone to Japan.
9.—What will the weather be like tomorrow
—It 　　　　be rainy,cloudy or sunny.Who knows
10.You 　　　　be tired after playing sports for a long time without a rest.
Step 3:Activity 2 and 3
1.Rewrite the underlined sentences in the conversation using can/could ,may/might and must.
(At a fancy dress party.)
Chris:I spent ages putting up all the balloons and flowers last night.
Jean:I expect you are feeling tired now!
Chris:Yes,I am.Look,that guy is dressed as Batman.Is that Mike
Jean:It’s possibly him. Check out that girl over there.I’m sure that’s Lucy.
Chris:No,I don’t think that’s Lucy.Lucy isn’t that tall.
Jean:Look at those two guys dressed as chickens!Oh,they’re waving at us!Maybe they’re from our school.
Chris:Let’s go and find out.
2.Look at the picture and make as many sentences as possible using can/could,may/might and must.
Step 4:
Activity 4:Lantern Festival celebrations
Underline the words and expressions about celebrations during the Lantern Festival in the speech bubbles and complete the mind map.
Step 5:
Activity 5:Practice
1.Draw a mind map to collect expressions about a festival celebration.
2.Describe the festival celebration based on the mind map.
Step 6:A festival invitation
1.If you receive a written invitation for formal events,which of the following would be the appropriate reply 　　　　　　　　　　　　
A.Making a phone call.
B.Sending a text.
C.Writing a letter.
2.Which of the following behaviors is most likely to be inappropriate when you visit somebody
A.Arriving on time.
B.Arriving half an hour earlier.
C.Arriving twenty minutes late.
Step 7:
Activity 6:Listening
Listen to the conversation and complete the sentences with the correct ending.
1.Tony would like to 　　　　.
2.Hugo wants to find out 　　　　.
3.On that day they will 　　　　.
a.go to Hugo’s apartment to give thanks
b.invite Hugo to his apartment to celebrate Thanksgiving
c.what he needs to bring to the party
d.what he should say at the party
e.go shopping together and watch the parade
f.watch an American football game on TV
Step 8:
Activity 7:Listening
Listen again and complete the notes.
Occasion: a 1.　　　　　　　　 party
When: the fourth 2.　　　　　　 in 3.　　　　　　
Where: Tony’s 4.　　　　　　　
What to eat: a 5.　　　　　　　　 with all the side dishes and homemade 6.　　　　　　　　
What to bring: some flowers or 7.　　　　　　　
What to wear: 8.　　　　　　　
Step 9:
Listen again and talk about what the speakers say to extend and accept an invitation.
Step 10:
Work in pairs.Act out the conversation about extending and accepting an invitation.
·Student A: Turn to Page 81.
·Student B: Turn to Page 85.
·Work in pairs.Think about a similar situation and have a conversation.
Suggested answers:
Step2:1.may/could/might　2.may/could/might　3.can’t　4.must　5.may/could/might　6.must　7.may 8.can’t　9.might　10.must
Step 3:1.You must be tired now!
It may/might be him.
That must be Lucy.
That can’t be Lucy.
They may/might be from our school.
Step 4:
Step 5:略
Step 6:1.C　2.C
Step 7:1.b　2.c　3.f
Step 8:1.Thanksgiving　2.Thursday　3.November　4.apartment　5.big turkey　6.apple pie　7.candies　8.anything you like
教学反思：
学生能进一步发展语言意识和英语语感；掌握英语语言知识并在语境中整合性运用所学知识。
学生能掌握情态动词表示推测的基本用法，能够在真实语境中正确运用情态动词。
学生能运用相关表达描述节日，并表达自己的观点，具备初步用英语进行多元思维的能力。
学生能基于课文内容联系生活实际，运用与话题相关的语言知识，礼貌得体地发出邀请和接受邀请。