中小学教育资源及组卷应用平台
Unit 10 If you go to the party , you’ll have a great time !单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，本单元以 “作决定”为话题，围绕参加派对和青少年生活中的问题展开，集中呈现了有管假设或推论的词汇和句型，巩固复习动词短语以及be going to 和will表达将来时的用法，进一步拓展谈论对事情结果的预测，本单元主题在《义务教育英语课程标准》中对应是功能意念项目第10条“逻辑关系”中的“原因和结果”，旨在让学生通过预测来分析可能产生的结果所带来的影响，引导学生通过假设和对结果的预测从而做出正确的决定。
单元教学目标 通过本单元的学习，学生能够： 目标a：能够带着问题听懂对话主旨大意及细节信息，分层次把握对话内容。 目标b：能够模仿输入的愿意你，围绕假设与推论，尝试作简单的语言输出和讨论。 目标c：能够运用阅读策略概括文章大意，把握语篇细节，加深对文章内容的理解。 目标d：能够使用所学语言与if条件句给朋友提出建议，写出一篇语言流畅，内容充实的短文。 与核心素养的关系： 语言能力方面：语言能力的发展是语言学习的重要目标，Section A以听说为主，提升学生的表达技能，Section B以读写为主，务实学生的理解技能。学生通过技能转向训练和综合语言实践活动，形成综合语言运用能力，为真实适的语言交际打基础；文化意识方面：本单元学习中涉及的外国文化知识与学生的学习和生活密切相关，学生了解了西方社交聚会的知识和中西方青少年生活常见问题以及解心理咨询机构如何提供有效帮助，这有益于学生对英语的理解和使用，加深对中华民族优秀传统文化的认识与热爱，也有益于学生接受属于劝人列现金文化的熏陶，培养他们的国际意识；学习能力方面：本单元的话题非常贴近学生的生活，学习实际，将教学与学生的实际生活紧密关联来引起学生的学习兴趣。思维品质方面：在本单元的教学中，创设问题情景，让学生的思维即使调整到预测信息的模式，通过校规版规的思维导入，引领学生将预测范围拓展到其他领域，如家规，未来人生规划，激发学生的主动思维意识。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级上册的第十单元。本单元为Section A 和Section B两个部分，结合听、说、读和写等愿意你技能训练活动开展课时教学。Section A围绕“派对”话题展开，通过对班级聚会的讨论，要求学生听懂对话主旨大意及细节信息，并能够模仿输入的语言，围绕假设与推论，尝试作简单的愿意你输出，为Section B部分对假设与建议的讨论奠定语言基础。角色扮演2d部分为学生呈现了一个更加真实的派对前准备工作对话范例，补充了情态动词should的使用范例。为Section B部分使用should给他人提出建议作铺垫。 Section B在Section A基础上，围绕青少年生活的问题，进一步谈论对事情结果的预测。 2.纵向知识关联： 功能：能简单谈论事情的结果。 话题： 作决定。 语言知识： 能掌握以下单词：meeting ,chocolate ,advice ,teenager agent ,expert ,halfway etc. 能掌握下列常用表达potato chips, keep ..to oneself ,in half 。 能正确使用第一条件句谈论事情的结果。 能在朗读中正确把握句子重音，能朗读小段落，综合使用连读、重读、停顿等朗读技巧。 3.横向知识关联： （1 ）复习七年级下册的相关短语； （2 ）本单元出先if引导条件状语从句，为八下的从句学习打下基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2c 听说课 第一课时 初步了解if...will..第一条件句，并尝试运用其进行控制型的愿意你表达；引导学生带着问题听并获取关键信息，为听后输出作铺垫。 当堂让学生对所提供句型进行选择填空，通过观察得分情况，判断学生是否掌握各形容词副词比较级的用法，并对错误较多的习题进行实时反馈。
Section A 2d-3c 语法课 第二课时 归纳、梳理使用第一条件if...will...谈论事情结果的句式，复习一般将来时和一般现在时的用法。 通过小组合作的讨论及最后的展示，检测学生阶段性学习成果，让学生自行总结归纳，并做最后的汇报展示，由其他成员进行补充质疑和互评，左后再由教师进行整体评价。
Section B 1a-1e 听说课 第三课时 导入青少年面临的选择未来职业的话题，通过听说活动，继续巩固if..will..条件句的使用，拓展相关语言表达。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第四课时 能综合使用连读、重读、语调、停顿等技巧朗读语篇。通过阅读策略阅读语篇，探讨青少年如何解决生活中的问题，基于课文语境进行语言训练。 激励性评价贯穿始末，考虑到学生的心里特征以及英语这门学科的特殊性，只要学生参与课堂活动中来并进行认证的反馈，教师均应给出鼓励性评价，以此来提高学生学习的积极性。
Section B 3a-Self check 写作课 第五课时 能够合理的布局谋篇，正确使用所学语言谈论朋友遇到的问题，并用if条件句给朋友提出建议，写出一篇语言流畅、内容充实的短文。 作文当堂互评，再分析作文的框架和参考词汇后，让学生进行小组互评，最后小组展示最佳作文，通过白板展示，供全班学生赏析，学生互评的方式可以让学生通过取长补短，共同进步。
第5课时 教学设计
课题 Can you come to my party Section B 3a-Self Check
课型 听说课口 语法课口 阅读课口 写作课√ 其它课__________
教材（语篇）分析： 【what】 本节课是一节写作复习课，在听、说、读的基础上，是一个过程性写作训练板块。 【why】 复习部分主要通过提供给学生真实的语境，让学生使用本单元的目标语言完成一系列的任务，引导学生思考、总结单元知识，培养学生的自主学习能力。 【how】 活动3a-3c一步一步地为写作任务搭建框架。3a让学生讨论朋友遇到的问题并给出建议， 通过填表整理信息.3b给出了段落的框架，让学生用前面的信息填空，完成文章的第一段。3c让学生仿照第一段的框架继续完成文章的第二段和第三段，活动4为学生创设了新的话题，让他们综合运用所学语言，谈论自己参与志愿者活动的计划。
学情分析： 自然情况 通过前面的学习，学生对if..will..句型已经有了很好的理解。 （二）已有基础 学习英语的积极性比较高，特别是经过前面的听、说、读等学习活动后，学生对单元的话题比较熟悉。
（三）存在问题
写作上面学生在细节方面还有出错的地方。 （四）解决措施 加以必要的练习，才能达到较好的效果。
教学目标： 通过本课学习，学生能够： 引导学生充分阅读文本材料，丰富学生的语言输入。（学习理解） 目标语言: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. 能运用本单元的if从句和第四课时reading中的信息和原因呢进行写作。 （应用实践） 复习本单元的重点词汇和语法项目。 （迁移创新）
教学重难点 重点： 运用本单元的If从句。 难点： 运用第四课时reading的信息和语言进行写作。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Have a free talk with students using the following sentences. What are you biggest worries If you ...you will .. ... 学生活动1 Ask and answer 活动意图说明： 通过和学生展开讨论，为引导课文做铺垫。 环节二：Activity 2 教师活动2 Work on 3a Make a survey in groups and find out his /her there biggest worries . Try to think of some solutions to the problems and write them down . 学生活动2 Answer the questions . 活动意图说明： 小组讨论能充分激活学生的思维和兴趣。 环节三：Activity 3 教的活动3 Work on 3b Ask students to write the other two problems of their friends and give advice . At the same time , the teacher should remind students to pay attention to the structure of 3 b. After writing , ask some students to read the articles and the teacher can comment on the articles . Ask students to correct their articles with the help of their partners in groups . 学的活动3 Work on 3b Check the answers 活动意图说明： 通过学生展示，教师要及时作出点评，指出文章的亮点和存在的问题，并指导学生把3b和3c用恰当的语言过渡和衔接，合理布局谋篇，进一步完善作文。 环节四：Activity 4教的活动 Work on 4 Brainstorm about volunteer work by asking the following questions . What activities need volunteers Which activity would you like to take part in What will you if you .. Add more items to the poster.. 学的活动 Discussion . Act out the conversations . 活动意图说明 通过头脑风暴，打开学生的思维，促进学生更多语言的生成。同时，引导学生思考志愿者工作的意义，鼓励学生积极参与到社会实践中，为社会文明和进步贡献自己的力量。 环节五：Activity 教的活动：work on Self Check Ask students to fill in the blanks . Ask a student to read the sentences to check the answers . Ask students to read the whole conversation first. Ask students to complete the conversation with the words in the box. Ask students to role-play the conversation with their partners. Ask students to complete each question . Ask students to write down the answer to the questions . 学的活动： Discuss Work in pairs 活动意图说明: 通过以上步骤，不仅可以巩固if条件句，还可以激活学生的创造了，同时，教师还要提醒学生注意对事情的推测需合乎逻辑。
板书设计 Unit 10 If you go to the party , you’ll have a great time ! Period 5 Section B 3a-Self Check Old people’s home visit bring some flowers sing for the old people read newspapers for the old people play games with them
分层作业设计 基础巩固 Review Section B 设计意图：熟记本课重点单词和短语。 能力提升： Write a passage . 设计意图：复习巩固本单元中重点用法。
教学反思与改进 本节课体现了任务型教学的设计理念，同时写作任务的设计均围绕如何帮助别人解决问题进行，学生参与广泛，学生的写作技能得到训练，思维也得到训练，情感目标也得以实现。
21世纪教育网(www.21cnjy.com)(共18张PPT)
Unit 10
If you go to the party，you’ll have a great time!
Section B 3a-self check
Learning aims:
Ss can develope their interests of
speaking and writing English.
Learning aims
Learning aims
Learning aims
Ss can know how to write an article to
talk about problems their friends are
facing and give solutions accordingly.
Ss can improve their writing skills.
Learning aims
Lead in
I don’t have many friends. What do you think I should do Can you give me some advice
If you join a sports/chess/singing/dancing club, you’ll know many new friends.
I think you should try to play sports with your classmates.
I think you shouldn't be shy.
You'd better be more out-going.
Pre-writing
Talk to someone you know. Find out his/her three biggest worries. Try to think of some solutions to the problems and write them down.
3a
Problems Solutions
Problems Solutions
too heavy
always be late for school
physics is difficult
eat less junk food and eat more vegetables, do more exercise
don’t stay up late, buy an alarm clock, ride your bike to go to school
take notes in class, do more exercises, ask the teacher for help
Problems Solutions Results
(If he/she..., he/she will...)
too heavy eat less junk food and eat more vegetables, do more exercise
always be late for school
physics is difficult take notes in class, do more exercises, ask the teacher for help
don’t stay up late, buy an alarm clock, ride your bike to go to school
If he does that, he will become healthier and thinner than before.
If he does that, he will get up on time and won't be late anymore.
If he does that, he will improve his physics quickly and get good grades in the final exam.
Write about your friend’s first problem and the possible solutions. Use the structures below to help you plan your writing.
3b
My friend _______ has a problem.
He/She ____________________.
I think he/she should ________.
If he/she __________________,
he/she will ________________.
Part 1: who
Part 2: worries/ problems
Part 3:
your ideas/ advice
Part 4: results
Sample
My friend Jenny has a problem. She is too heavy. I think she should eat less junk food and eat more vegetables and fruit. I think she also should get more exercise. If she eats more vegetables and fruit, she will eat less junk food. If she gets more exercise, she’ll be much thinner soon.
Now write your advice for your friend’s second and third problem. Use the structures in 3b to help you.
3a
My friend also has two other problems. _________________________________
________________________________________________________________________________________________________________________.
Sample
She is always late for school. I think she shouldn’t stay up late on weekdays. She should get an alarm clock. She should ride her bike to school. If she has an alarm clock, she will get up early.If she rides her bike to school, it will take her less time to go to school.
She thinks physics is too difficult for her. I think she should take notes in class. She should also do more exercises. She should ask the teacher for help after class. If she does that, she'll improve her physics soon.
Self Check
1
1. If my family travels to a new country this summer, I’ll send you a letter about my ____________.
2. Will you watch the __________ with me if you’re free this weekend
3. If the __________ stay out too late, their parents will worry about them.
4. I’ll go to the _________ if it ends by 5:00 p.m.
experience
video
teenagers
meeting
2
Complete the conversation with the words in the box. Some words are used more than once.
A: Hi, Sally. _______ you _______
to the party tomorrow
B: I _______ to, but I can’t.
if
are
will
fight
want
sorry
going
want
Are going
A: Oh! But _______ you don’t go to the party,
you _______ miss all the fun!
B: I know, but I got into a _______ with my
parents.
A: Hmm … then you should just say _______
to your parents.
B: I guess you’re right. I _______ talk to them
tonight.
if
will
fight
sorry
will
3
Use your imagination! What will you do if ...
1. it rains all weekend
_______________________________________
2. there’s an English test tomorrow
_______________________________________
3. your cousin decides to come and visit from another town
_______________________________________
Homework:
According to part 4 on Page 80, answer the following questions and then write a passage.
As a volunteer, what activity do you want to take part in
Why do you want to take part in this activity
What will you do if you take part in the activity
谢谢
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