Unit 10 If you go to the party, you’ll have a great time!
Section B（2a-2e）阅读课 P.77
Teaching and Learning Goals:
功能：巩固if 引导的第一条件句。
词汇和常用表达:学会使用下列词汇和短语: ( http: / / www.21cnjy.com ) expert, keep to oneself, teenager, normal, certainly, wallet, mile, angry, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience, in half, halfway
学习策略：指导学生掌握阅读技巧（skimming and scanning）。
文化知识：引导学生正视困难，学会与人沟通，寻求帮助，解决问题。
Teaching and learning steps:
Step 1 warming up and leading in 热身导入
T: Do you have problems in your everyday life
S: Yes.
T: What are your problems
S: ……
T: OK. First, let’s t ( http: / / www.21cnjy.com )alk about some pictures. What problems do they have
( http: / / www.21cnjy.com ) ( http: / / www.21cnjy.com )
He has problems with _______________________.
( http: / / www.21cnjy.com ) ( http: / / www.21cnjy.com )
They have problems with _______________________.
Problems are normal ( http: / / www.21cnjy.com )in life. Do you know how to solve these problems
( http: / / www.21cnjy.com ) If I have problems, I should _________________________.
( http: / / www.21cnjy.com ) If I have problems, I should _________________________.
( http: / / www.21cnjy.com ) If I have problems, I should _________________________.
( http: / / www.21cnjy.com ) If I have problems, I should _________________________.
( http: / / www.21cnjy.com ) If I have problems, I should _________________________.
I think talking to someone helps a lot. Do you think so
[设计意图]导入贴近学生的 ( http: / / www.21cnjy.com )生活、简洁明了，能激发学生的学习热情。同时引入本课的核心词汇problem。通过讨论，发散了学生的思维，激活学生了的背景知识，为后面的阅读活动做了充分的准备。
Step 2 Fasting-Reading
Talking to someone about our problems helps us to solve them.
Now look at the picture and think about the following questions:
What are they doing
Can you predict the general idea of the passage
1. Read 2b fast and silently to find the general idea. （读取大意）
（1） Prediction: 让学生 ( http: / / www.21cnjy.com )关注2b中的图片，预测本篇文章的大意。(Tip: The picture can help you predict what you will read about. This helps us get ready to acquire(获得) new information.)
( http: / / www.21cnjy.com )
[设计意图] 这个任务旨在调动学生 ( http: / / www.21cnjy.com )阅读的积极性和主动性，让他们带着期待去阅读，并在阅读中不断修正自己的预测，这种交互性的阅读能 促进学生对文章内容的深刻理解。
（2）Skim the passage and judge your prediction.
(当你找寻大意时，每段的前三句可以帮助你。)
[设计意图] 这个任务引导学生速 ( http: / / www.21cnjy.com )读课文，训练学生的略读技巧，旨在获取文章的大意。学生要回答这个问题，必须运用跳读的技巧捕捉有用的信息。这种任务设计帮助学生从整体上把握大意，激发中下水平学生学习英语的信心。
Step 3 While-Reading （阅读短文，理解短文）
T: Look at this girl. She is unhappy. What’s wrong with her
( http: / / www.21cnjy.com )
S: Maybe she has problems.
T: Do you want to help her
S: Yes.
T: Let’s read the pass ( http: / / www.21cnjy.com )age carefully and find out the problems and their possible solutions.
Reading strat ( http: / / www.21cnjy.com )egy (阅读策略）:We can scan(寻读) the paragraph to find the key words（关键词）for the details. Give the students three tasks.
Task 1: Read ( http: / / www.21cnjy.com ) the first paragraph carefully and silently and finish the chart.
What can students do about their problems problems have problems with ___________, _______________
How to solve problems 1. the worst thing is _________________________2. __________________ helps a lot.
( http: / / www.21cnjy.com )
Task 2: Read the second paragraph carefully and finish the chart.
Laura ProblemShe once _____ her wallet. At first 1. _________ for days 2. ___________ to tell her parents.3. walked __________ to school
At last 1. She ____________ her parents and they were ____________.2. They ________ her a new _____ and ask her to be more ________
Opinion Talking to someone helps a lot.
( http: / / www.21cnjy.com )
Task 3: Read the third paragraph carefully and finish the chart.
Robert Hunt opinion He feels _____ same _____ ______ Laura.
advices It is best not ____ _____ ____ ____ our problems. We should always try ___ ____ them.
( http: / / www.21cnjy.com )
[设计意图] 该步骤的目的是培养学 ( http: / / www.21cnjy.com )生寻读的策略。寻读一般要求搜索一些特殊的细节信息。根据文章的特点， 在阅读中采用了分段阅读各个击破的方法。使用表格的形式一目了然，思维导图形象生动，帮助学生更好的理解课文，为下面的复述做准备。同时也极大的提高了学生的学习兴趣。
Step4 情感体验
Now look at this ( http: / / www.21cnjy.com )girl again. She is very happy, because she is not afraid of problems with your help.
( http: / / www.21cnjy.com )
So problems are not ( http: / / www.21cnjy.com )problems. The most important thing is how to solve them.
Don’t worry about your problems. Just enjoy them!
Step 5 Survey 调查 （2e）
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 t ( http: / / www.21cnjy.com )ell your parents about your problems Why or why not
5. Do you ever give ( http: / / www.21cnjy.com ) advice to your friends about their problems What advice do you give
Names Question 1 Question 2 Question 3 Question 4 Question 5
[操作提示] 四人一组调查，一位学生负责采访，其他学生回答。将调查的结果记录在表格中，每组选择一位学生汇报调查结果。
范例：
In our group, w ( http: / / www.21cnjy.com )e have different kinds of problems with our schoolwork.
I think math is too difficult. ……thinks ……./ …… has problems with……
I often talk to …… ( http: / / www.21cnjy.com )about these problems. But … doesn’t like to talk with…..
I can get advice from …… But ……would like to get advice from……
I always tell my pare ( http: / / www.21cnjy.com )nts about my problems. Because…… (much experience/knowledge/ understanding……)
However, …… doesn’t tell her/his parents, because……
I like to help ( http: / / www.21cnjy.com ) my friends, so I often give advice about their problems. .…… (ask the teacher for help/take notes in class……)
…… never/seldom give gives advice to his/her friends. Because……
[设计意图] 让学生讨论自己生活中的问题，扩展了文章的主题。基于课文语境进行语言训练，让学生将课文内容与生活相关联。
Step6 Expand and sublimation（拓展和升华）
1. 仿读录音
（1）跟着录音读。 （2）自己模仿录音大声朗读。
2. Retell the passa ( http: / / www.21cnjy.com )ge according to the mind-map and outline in front of the class.
( http: / / www.21cnjy.com )
Students these days often have a lot of ______. Sometimes they have _______ with their schoolwork, and sometimes with their friends. What can they do about this Some people believe the worst thing is ______ nothing. Laura Mills, a _______ from London, agrees. “Problems and worries are _______ in life,” says Laura. “But I think talking to someone ______ a lot. ______ we talk to someone，we'll _________ feel worse.”
Laura once lost her ( http: / / www.21cnjy.com ) ______, and for days. She was afraid __________ her parents about it. She even walked three miles to school each day because she ___________ any money. She just kept __________, “If I ______ my parents, they ________(be) angry!” In the end, she talked to her parents and they were really ____________. Her dad said he sometimes made _________ mistakes himself. They got her a new wallet and asked her to be _________. “I will always remember __________ my problems in the future!” Laura says.
Robot Hunt ________ students about ______ problems. He feels the same ways as Laura. “It is best not _______ from our problems. We should always try _____ them.” He thinks the first step is to find someone you trust to talk to. This person doesn’t need to be an ______ like himself. Students often forget that their parents have more _________ than them, and are always there_____ them. In English, we say that sharing a problem _____ like cutting it______. So you’re_______ to solve a problem just by ______ to someone about it!
[设计意图]读后主要采用了仿读录音和课文复 ( http: / / www.21cnjy.com )述的方法。课文复述采用了思维导图和课文提纲相结合的方式。思维导图简单明了，便于学生形象记忆。课文提纲能进一步巩固前面所学的知识，达到学以致用。
Step7 Inquiry into knowledge by translation（翻译探究）
根据文章中的句型，探究下列知识点的用法。
1. Unless we talk to someone, we’ll certainly feel worse.
unless意为______________，引导条件状语从句，相当于________________。
If引导的条件状语从句，用____________ 时态代替___________时，即所谓的“主_____ 从______”。
如果你不出示通行证，我就不让你进去。
I _____ let you in _______ you show me your pass.
= I ______ let let you in _______ you show me your pass.
2. It is best to run away from our problems.
（1）It is best to d ( http: / / www.21cnjy.com )o sth 表示“_____________”，It 是形式主语，________________________ 是句子的真正主语。
（2） 你最好不要在街上踢球。_________________________.
[设计意图] “翻译探究”的主要目的 ( http: / / www.21cnjy.com )是变老师讲解语言知识为学生自学语言知识。学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，也帮助教师实施“先学后教，以学定教”。
Step8 Homework 布置作业
You have to do
Read the text after the tape and try to retell the text.
You may do
完成助学P118 当堂检测。( ★★)
[设计意图]作业的布置是对整节课的一个总结。学生在了解文章的基础上，锻炼他们的思维能力、口头和书面表达能力
Step 9 Test yourself 当堂检测
I. 汉译英。
1. 问题和困惑时生活中的正常现象。
Problems and _______ are __________ in life.
2.如果我们不与别人交谈，我们一定会感觉更糟糕。
_______ we talk _______ someone, we’ll ___________ feel worse.
3. 最好不要逃避我们的问题。
It is best ____ ________ __________ ___________ our problems.
4. 在英语中，我们说分享问题就像把它砍掉一半。
In English we say th ( http: / / www.21cnjy.com )at _________ a problem _____ like cutting it _____ _________.
5. 因此你只是通过和别人谈论，就已经解决了一半问题了。
So you ‘re ________ to solving a problem ______ ________ ________ someone about it.
II. 用所给单词的适当形式填空
1. Remember _________ (close) the window if you leave the room.
2. Keep ______ (think), and you’ll get a good idea.
3. The worst thing is _________ (do) nothing.
4. The more ______ (care) you are, the fewer mistakes you will make.
当堂检测答案：
I. 1. worries, nor ( http: / / www.21cnjy.com )mal 2.unless, to, certainly 3.to run away from 4. sharing, is, in half 5. halfway, by talking to
II. 1. to close 2. thinking 3. to do 4. careful
教学反思
这节Unit10 Section B的 ( http: / / www.21cnjy.com )阅读课，主要采用读前、读中、读后的设计思路。遵循了“语境导入-语篇输入-阅读理解-语言内化-口语输出”的过程。下面我从几个方面说一说这节课的亮点：
一、导入新颖，激活大脑。
导入通过谈论学生生活中的问题和解决方式， 激活学生的背景知识，帮助他们熟悉阅读的主题。为下面的阅读做好充分的准备。
二、学习策略运用恰当
阅读前先让学生读图预测，调动 ( http: / / www.21cnjy.com )学生阅读的积极性和主动性。让他们带着期待去阅读，并在阅读中不断修正自己的预测。在阅读中注重阅读技巧（skimming和scanning）的训练，使学生形成有效的学习策略，提高阅读信息的能力。读后活动的设计，兼顾了课程标准要求的英语教学的工具性和人文性，引导学生通过采访感受英语的实用性。
不足之处
一节课难以充分表现我对英语 ( http: / / www.21cnjy.com )教学的理解和感悟，我的课堂还存在着口语失误、操控失当、包办代替的现象，在今后的教学和感悟中我定会克服缺点，使自己的课堂教学日臻成熟！
The main idea of the article is that ______
A. if people have problems, they should get advice from an expert.
B. if people have problems, they should talk to other people.
C. if people have problems, they should try to keep them to themselves.
C. How to eat a chicken sandwich
The main idea of the article is that ______
A. if people have problems, they should get advice from an expert.
B. if people have problems, they should talk to other people.
C. if people have problems, they should try to keep them to themselves.
C. How to eat a chicken sandwich Unit 10 If you go to the party, you’ll have a great time!
Section B (3a—self check) (79-80)
Teaching and Learning Goals:
一、语言知识：mistake, solve, advice, advise, have problems with, be halfway to
二、语言功能：运用if引导的条件状语从句描述青少年在学业、生活等方面遇到的问题和困惑，并指出正确的解决办法。
三、学习策略：通过练习题让学生自主归纳if引导的条件状语从句的用法；通过正反对比告诉学生如何处理学习和生活中遇到的问题。
四、情感态度： 可以利用老师提出的各种方法处理学生实际生活中遇到的问题和担忧。
Teaching and Learning Steps:
Pre-writing activities写前活动
StepⅠ: Check your review.
1. Review the adverbial clauses of condition introduced by if
接龙游戏：Get the students to look at the pictures and make up sentences using “If I… I will …”
Inquiry into knowledge by translation (翻译探究)
If you go to the party, you’ll have a great time.
该句是一个 ________ 引导的 _____________ 从句。当主句是 _______________，if 引导的从句用 ____________________ 来表示将来可能发生的动作或存在的状态。
构成 条件从句 主句
时态 If + ( ) 时态 主语 + shall / will + ________________
例句 If he comes， he’ll take us to the zoo
如果明天不下雨，我们就去公园。
_______________________________________________________________________________
（Answers: 如果你参加聚会，你将会玩得很开心。if，条件状语，一般将来时，一般现在时。一般现在时，动词原形。If it doesn’t rain, we will go to the park tomorrow.）
2. Translate the following Chinese into English.
1). 在……方面有问题 ___________________________
2). 与某人交谈 _________________________________
3). 害怕做某事 _________________________________
4). 犯一些粗心的错误 ____________________________
5). 分享我的问题 _______________________________
6). 逃避问题 ___________________________________
7). 将……分成两半______________________________
8). 保守秘密_____________________________________
9). 有经验 ______________________________________
10). 给某人些建议 _______________________________
（Answers: have problems with, talk to someone, be afraid to, make careless mistakes, share my problems, run away from, cut…in half, keep…to oneself, have experience, give somebody some advice.）
（设计意图：复习检测学生对if引导的条件状语从句的使用情况和对课本重点单词、短语的掌握情况，也为下面的写作学习做好知识上的铺垫。）
StepⅡ: Warming up and leading in
1. Teacher: Class, do you have problems or worries in your lifves What are they
2. Teacher: I don’t have many friends. What do you think I should do Can you give me some advice
3. T：If I have problems with my friends, what should I do Can I do all of the following things
（设计意图：引导学生积极思考面对所遇到的问题应该怎么处理，尽可能多得给学生提供写作素材，为学生下面的写作做好内容铺垫。）
While-writing activities写中活动
Step Ⅲ: 3a Finding
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.
（设计意图：让学生他们思考熟悉的某个人遇到的三个问题，以及应该如何解决这三个问题，并把相关信息纪录在表格中，进一步为下一步的写作文做铺垫）
Step Ⅳ: 3b Writing 1:
Write about your friend’s first problem and the possible solutions. Use the structures below to help you plan your writing.
My friend _______ has a problem. He/She _____________________________. I think he/she should ___________________. If he/she _________________________, he/she will __________________________.
In 3b, get the students to write the first problem and solution. To have the students use the target language in writing, the students need assistance visualizing how they should use the structures to plan their writing. In this case, the teacher may want to model the activity for the class to facilitate understanding.
写作指导：
分析3b中的作文提纲，可以看出：我们需写三个方面的内容就能轻松完成一篇小作文。
首先，写清楚朋友的名字及其现在存在的问题或困难。
然后，写出自己给他的建议。并用if从句来进一步说明自己建议将会起到的作用。
最后，复读一遍作文来检查有没有错误。
(Answer: My friend Jenny has a problem. She has too much homework and she doesn’t know how to plan her time well. I think she should make a plan for doing her homework every day. If she can use some free time between classes and if she works on her homework as soon as she gets home, I think she will be able to deal with her heavy homework load..)
（设计意图： 提示学生关注3b的框架并仿照3b的框架和3a表格中所填的信息写一段话，谈论朋友的第一个问题和建议。）
Step Ⅴ: 3c Writing 2
Now write your advice for your friend’s second and third problem. Use the structures in 3b to help you.
My friend also has two other problems._____________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
（Answers: My friend also has two other problems. To begin with, her parents are very busy and they are always too tired to spend time with her. I think she should try to help out at home more. If she does some of the housework and cooking, her parents will not be so tired. If her parents are not so tired, they will spend more time with her, and everyone will be happy.
The other problem is she quarreled with her best friend a few days ago. Since it was a misunderstanding, I think she should have a talk with her best friend and try to work things out. If they can get over their quarrel, they will not ba angry with each other anymore.)
（设计意图：让学生关注3c中给出的段落开头，并理解这句话的承上启下的作用，即：从这段开始写朋友的第二、三个问题及相关建议。让学生模仿3b的框架，把3a表格中记录的第二、三行信息表述出来。）
Post-writing activities写后活动
Step Ⅵ: 4 Practice
Your school is taking part in the project “We Can Help!” Add more items to the poster. Then talk about what you will take part in the project.
（设计意图：教师导入活动主题，即：志愿者活动，让学生通过头脑风暴列举生活中哪些地方需要志愿者，在学生的帮助下完善教材中列举的活动项目。然后让学生分组讨论，询问彼此参加什么活动，并鼓励学生进一步拓展师范对话，最后请几组学生展示对话，全班学生进行交流。）
Step Ⅶ: Self Check
1. Fill in the blanks with the words in the box.
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.
(Answers: experience, video, teenagers, meeting.)
(通过补全单句的练习让学生回顾if从句的结构和语义功能。)
2. Complete the conversation with 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.
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.
(Answers: Are, going, want, if, will, fight, sorry, will.)
(给出更完整的对话语境，让学生在更丰富的语境中理解和使用if从句，并根据上下文补全对话中的其他成分。)
写作指导：
首先通过对话，了解对话的大意。
然后，明确对话中A同学邀请的事由，以及B同学不能参加的原因及解决办法。
最后，结合所给选项逐句推敲选择。
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
_____________________________________________________________________________
(Answers will vary, here are some examples:
1. If it rains all weekend, I’ll chat with my friends online and play computer games.
2. If there’s an English test tomorrow, I’ll go over my books and notes.
3. If my cousin decides to come and visit from another town, I’ll have a party for him. And I’ll invite a lot of good friends to the party.)
(要求学生在预设的情景下发挥想象力，进行if条件状语从句的创作，以达到熟练运用该句型的目的。)
Step Ⅷ: Chicken soup
Teacher: In our life, we often encounter(遇到)some problems and triuble.If you have problems, what will you do
listen to the music travel around the country
talk to the parents or good friend
Teacher: If you have problems, you should never run away from them. We should always try to look for help and solve them. Please don’t forget that our parents have more experience than us, and are always there to help us.
Step Ⅸ: Sumarry if 引导的条件状语从句
a.含义
If 意为 “如果”,可用来引导条件状语从句,带有条件状语的句子属于复合句,从句表示主句动作发生的前提或条件。
b.结构
从句：if + 陈述句，+ 主句：主语+ 谓语 = 主句：主语+谓语 + 从句： if+陈述句
如：If you study hard, you will go to university .
= You will go to university, if you study hard.
如果你努力学习，你会去上大学。
If he doesn’t get up now, he will be late for school.
= He will be late for school if he doesn’t get up now.
如果他现在还不起床，他就会上学迟到。.
c. 用法
If 引导条件状语从句时， 如果主句用一般将来时，从句则用一般现在时.。
我们可以概括为“主将从现” 如：
If it rains, they won’t climb the hill tomorrow .
如果明天下雨,他们就不去爬山.
注意： if 还可以引导宾语从句，意为 “是否” ,相当于whether , 宾语从句的时态要根据语境确定. 如:
I don’t know if it will rain tomorrow If it rains, I will stay at home.
我不知道明天是否会下雨。如果下雨，我就呆在家里。
Step Ⅸ: Exercises
一、用括号内所给词的正确形式填空
1. You ___________ (not get) nervous if you _____ (do) enough exercise.
2. If she ____ (be) kind to me, I _____________ (not argue) with her.
3. If it _____ (be) sunny, they ____________( go) there by air.
4. He’ll get better grades if he ________ (study ) hard.
5. If you work really hard, you ________ (be) famous and rich.
二、根据汉语意思, 完成下列句子
1. 如果你去北京度假，你会玩得很愉快。
_____________________________________________________________
2. 父母总会为自己的孩子担心。
______________________________________________________________
3. 如果我们有问题，我们应该尽量解决它。
______________________________________________________________
4. 我们不应该逃避问题。
______________________________________________________________
5. 你可以和你的父母讨论你的问题，因为他们有许多经验。
_______________________________________________________________
(Answers: 一、1. won’t get, do 2. is, won’t 3. is, will go 4. studies 5. will be
二、1. If you go to Beijing on vacation, you will have a great time.
2. Parents always worry about their children.
3. If we have problems, we should try to solve them.
4. We shouldn’t run away from problems.
5. You can discuss your problems with your parents, because they have a lot of experience.)
Step Ⅺ: Homework
Your friend wants to invite you to his birthday party, please write a letter to your friend., and tell him if you go to the party, what will happen If you don’t go to the party, what will happen
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
教学反思：
本节课是第十单元的第六课时Section B3a-Selfcheck，所以本课也就自然分成两部分，第一部分Section B3a-4是写作课，主要是根据本单元所学话题，尤其是Section B 2b的这篇课文，引导学生运用本单元所学单词和短语，进行一系列有浅到深、由易到难、逐层深入的写作练习，内容主要是针对学生们在实际生活中遇到的学习及社交等各个方面的问题，教会学生如何正确处理这些问题。在此部分教学中，我主要是通过向学生提出两个问题（一，我没有朋友，我该怎么办？二，我在和朋友相处中遇到了问题，我该怎么办？）让学生思考自身是否也存在这样的问题，同时也为学生的写作提供大量的写作素材，帮助他们让自己的作文更加充实，做到有话可说。并且在3b和3c的写作过程中加入写作指导，指导学生以后遇到类似的作文，知道该从哪些方面去审题，该写哪些内容。而第二部分Selfcheck则主要是复习本单元的语法项目即if 引导的条件状语从句的用法，以及以其为中心的对话练习。
亮点：
1， 开始复习条件状语从句时采用了翻译探究这种形式，变老师讲学生被动接受为学生通过例子自主总结归纳。
2， 在学生真正提笔写作文之前做了大量的铺垫，其中即包括单词、短语方面的知识铺垫，又包括应该写哪方面问题的内容铺垫，确保学生在写作文时可以有大量的知识输出，避免了学生写英语作文无话可说的现象。
3， 在学生写作文的同时，老师加强了写作指导，让学生在写前明确这篇作文具体该写哪些内容，也清楚该先写什么后写什么，做到逻辑调理内容丰富。
4， 在学生写作的过程中和写作后适时渗透情感教育，教会学生遇到问题该如何解决，并教会学生如何与朋友、父母相处。
不足之处：
本节课主要以学生的说为主，包括作文写完之后，也主要是通过他们口头读出与老师和其他同学分享，若能给学生进行分组，并留出充分时间让学生独立写完并让学生之间互相批改作文，同时老师每组收取部分学生作文进行批改，学生的写作水平会提高的更快。
使用建议:
1， if引导的条件状语从句是本单元的重点，也是本节课写作中所使用的重点句型，因此在开始上课时要利用翻译探究将其用法讲透练透，才能确保学生在后来的写作中不出现大的语法错误。
2， 本教案中提供了大量图片，其中包括解决学生遇到问题的正确或不正确的一些方法，因此要将本教案中的各种正面、反面的图片运用好。
3， 教师在每步写作训练中都给出了范文，要利用好范文，让学生不能不动脑只知道抄写范文，又要让学生在范文中学到东西，来使自己的作文更加充实。
If I get up at 9:00, I will be late.
If I am late, my teacher will be angry with me.
If my teacher is angry with me, I will be upset.
If I am upset, I will cry.
If I cry, I will …...
problems
and
worries
feel
lonely
play
competer
games
have no
friends
wear
jeans
too much
homework
quarreled
with
parents
like
junk
food
If you join a sports team, you’ll know many new friends.
I think you should try to play games with your classmates.
I think you should join a club.
Problems Possible solutions
make a plan for doing homewok and use some free time between classes
have too much
homework
help out at home, do some housework and cooking
her parents are too busy
to spend time with her
talk to her friend, get over the quarrel
quarreled with her best friend
old people’s home visit
school clean-up
children’s hospital visit
_________________
What will you do if you visit
an old people’s home
If I do that,
I’ll bring the old people some flowers.
meeting, teenagers, video, experience
if, are, will, fight, want, sorry, going
PAGE
1八年级Unit 10 If you go to the party, you’ll have a great time!
Section B 1a-1d (Period four)
Teaching and learning Goals:
一、功能：Talk about consequences.
二、词汇和常用表达：Learn to use phrases and sentences: travel, agent, get an education, go to college, travel around the world, If you join the Lions, you’ll become a great soccer player. What do you think I should do I think you should go to college. If I go to college, I’ll never become a great soccer player.
三、学习策略：Sum up the patterns and useful expressions in the conversations. Get some listening information from the pictures on P76. Role-play the conversations with the partner.
四、文化知识：Let students realize that everyone should has a reasonable life plan and no matter what they want to do, having lots of knowledge is very important.
Pre-listening activities
Review
Make a survey.
Ask your classmates the question: What will you do if you finish college Then fill in the chart. Last give a report in front of the class. (Give every student a chart.)
Names What will you do if you finish college
Report like this:
×× will ____________ if he / she finish college. ×× will ____________ if he / she finish college. ×× will ____________ if he / she finish college. ……
（设计意图：学生喜欢搞个调查活动，这样可以激发学生的学习兴趣。同时通过填表格和作报告活动全面复习了Section A中所学的目标语言，为接下来的综合听说训练奠定了基础。）
Preview and check
一. Look at P76 and put the following into English orally. Then write them down without looking at your book.
1. Put the phrases into English.
(1) 接受教育____________ (2) 出名_____________ (3) 赚许多钱___________
(4) 幸福 ______________ (5) 环游世界_____________ (6) 上大学___________
2. Put the sentences into English.
(1) 如果你加入狮子队，你将会成为一名很好的球员？
______________________________________________________
(2) 你认为我应该怎么做？
___________________________
(3) 我认为你应该上大学。
_____________________________
(4) 如果我去上大学，我将不会成为一名很好的足球运动员。
__________________________________________________________
二. Check the preview.
T: Boys and girls! Let me check your preview. If you know the answers, you can translate them. Please stand up without putting up your hand. Then I’ll give you one mark. Let’s see which group is the best.
（设计意图：师生可以做到心中有数，教师可以更有针对性地教，学生可以更有针对性地学。）
Warm up and lead in
1. Show the picture to students and ask them to discuss the following question.
What will you do if you make a lot of money
（设计意图：这是一个让学生感兴趣的话题，通过讨论可以激发学生的学习热情，使他们快速进入学习状态。）
2. Ask and answer.
T: What will you do if you make a lot of money
S1: If I make a lot of money, I’ll buy a big house for my parents.
S2: If I make a lot of money, I’ll ____________________________.
S3: S2: If I make a lot of money, I’ll ____________________________.
……
T: Yes. If you make a lot of money, you’ll do many things. But money isn’t everything. Now let’s come to 1a. Which of the things below are the most important to you Circle three things.
（设计意图：通过生生讨论、师生对话自然导入新课，同时再次回顾了If…… will……句型，为下面的听力训练做铺垫。）
While-listening activities
1. Prepare for listening
(1)Ask students to look at the pictures and discuss the following questions.
①How many people are there in the pictures Who are they
②Can you guess the meaning of “THE LIONS” in the first picture
(2) Check the answers.
（设计意图：通过让学生讨论与图片有关的问题，帮助学生从图片中获取部分听力信息，同时也缓解了听前常有的焦虑和紧张。）
2. Listening for the general idea.
T: Class! Please look at the pictures on page 76 again. We all know “THE LIONS” is a soccer team. Can you guess what are they talking about
Ss: ……
T: Right Now let’s listen to the tape and get the general idea of the conversation.
（设计意图：利用问题设置悬念，激发学生听的欲望。）
The general idea of the conversations is about _______.
A. giving some advice about Michael’s party
B. giving some advice about Michael’s homework
C. giving some advice about Michael’s future
（设计意图：让学生在听之前仔细审题，找出需要听的关键词，即用下划线标注的词，这样能提高学生的听力效能。）
3. Listening for the specific ideas.
T: We all know the general idea of the conversations is about giving some advice about Michael’s future. Now listen carefully and complete the following tasks.
(1) 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.
(2) Listen. Complete the sentence.
① If you join the Lions, _______. a. you’ll be famous.
② If you become a Lion, ________. b. I’ll never do it.
③ And if you work really hard, ______. c. you’ll become a great soccer player.
④ If you become a soccer player, ______. d. you’ll never go to college.
⑤ But if I don’t do this now, ______. e. you’ll travel around the world.
(3) T: Class, go through the blanks please. Then listen and complete the conversations according to the tape.
Conversation 1
Agent: The Lions are a great soccer team, you know!
Michael: Oh, I know.
Agent: If you _______ the Lions, you ______ become a great soccer player.
Michael: I’m sure I will. Will I _______ much
Agent: Sure! If you _______ a Lion, you’ll travel around the world.
Michael: Sounds great.
Agent: It is. And if you work really hard, you’ll be _______.
Michael: Well, I don’t know.
Conversation 2
Father: You ________ join the Lions right now.
Michael: Why not
Mother: If you ________ a soccer player, you’ll never go to college.
Michael: But I really want to play soccer. I want a job I love. I want to be _______.
Father: Of course you ________ to be happy, but there are many other interesting jobs out there.
Michael: But it’s my dream to play soccer with the Lions! This is really exciting!
(4) Check the answers.
（设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,所以先帮助学生听出对话的大意再去完成后面对应的细节题。）
Post-listening activities
1. Listen to the tape and repeat. Then read and recite the conversations individually.
2. Ask some students to role-play the conversations in front of the class.
3. Student A is Michael. Student B is his friend. Student B, give Student A advice.
For example:
A: What do you think I ________ do Can you give me some _______
B: I think you should ____________.
A: But if I __________, I’ll never become a great ____________.
If some students have difficulties, they can look at the sentences in 1c.
4. Let students fill in the blanks in the rewriting passage. First give students some time to practice it by themselves. Then let students retell the passage with the teacher. Last choose several students to retell the rewriting passage individually.
Michael wants to join the Lions. The agent thinks if he ______ the Lions, he _______ become a great soccer player, if he _______ a Lion, he’ll travel ________ and if he ______ really hard, he’ll be ______. His father thinks he _______ join the Lions right now, because there are many other interesting jobs out there. His mother thinks if he becomes a soccer player, he’ll never ______.
（设计说明：本部分的内容重在培养学生们口头表达的能力，通过仿读、背诵、表演对话和复述由对话改写的短文引导学生更好地内化语言知识。）
Summary
1. T: Boys and girls, what have you learned in this lesson Please fill in the chart. (Give everyone a chart.)
Names Opinions
Michael
Agent
Michael’s father
Michael’s mother
2. Ask some students to read their charts in front of the class.
（设计意图：通过表格让学生知道从哪些方面进行总结，这对部分后进生来说是很有必要的。如果学生能顺利完成表格说明他们对本课内容掌握的还不错。）
Teacher’s words
T: Boys and girls! Do you think Michael should join the Lions
S1: ……
S2: ……
T: What do you want to do when you finish high school
S3: ……
S4: ……
T: Knowledge is very important. No matter what you want to do, please finish college at first.
（设计意图：此环节为情感教育，让学生结合迈克尔的情况来思考自己在中学结束后打算干什么，让学生意识到无论将来打算干什么，在大学中获取丰富的知识是很重要的。）
Inquiry into knowledge by translation
Ask students to look at the following sentences and try to summarize the language rules. Then fill in the blanks. The students can help each other and have a discussion after doing the following by themselves.
一、If you join the Lions, you’ll travel around the world. ________________________________
around the world 意为“________”，相当于________或________。around在此处为_______词，意为“在……附近，在……范围内，环绕”。如：我们每天早上都绕着操场跑步。_________________________
around还有______词词性，意为“大约；周围”。如：他大约是五点钟到的。 _________________
二、I think you should go to college. ________________________________
go to college意为“_______”（注意该搭配中不需要冠词）。如：我爸爸想让我上大学。____________________
拓展：去上学_____________ 去上班_______________ 上床睡觉_________________
三、If you work really hard, you’ll be famous. _____________________________________
famous的同义词是____________。
1. be famous for意为“_______”。如：法国以精美的食物和葡萄酒而著名。_________________
2. be famous as意为“_______”。如：她是位著名的作家。_______________________
（设计意图：让学生先独立思考，然后小组讨论，接着让学生展示自己的成果。鼓励学生在讲台前板书讲解。再次鼓励后进生讲解，运用多元评价进行鼓励学生，采取小组加分的形式，让他们体会学习的乐趣。不再向学生灌输知识，训练了学生自主探究学习的能力。）
The end-of class test
一、用所给单词的适当形式填空。
1. Can you give me some __________ (advice) on how to study English
2. My parents want me __________ (be) a doctor.
3. He is old enough to take good care of ___________ (he).
4. Would you like _____________ (join) the Lions
5. Emma is not sure how ___________ (go) to the park this afternoon.
二、翻译下列句子。
1. 我叔叔想环游世界。
___________________________
2. 如果你真地努力，你将会上大学。
_____________________________________
3. 我想挣更多的钱。
_______________________________
4. 我们国家让每个孩子都受到教育。
______________________________________
5. 如果你把照片发到网上，你将会变得出名。
_______________________________________________
（设计意图：学生先独立完成，然后小组内互相批阅、打分并登记。认识自我，发现不足，以学评教。）
Assessment
T: Boys and girls, please assess your partner and yourself.
The content of assessment评价内容 Self-assessment学生自评 Partner-assessment同伴互评
Participate in the activities参与课堂活动
The spirit of co-operation合作精神
Pronunciation, intonation, fluency语音、语调及流畅程度
Accomplish the tasks完成任务情况
等级：A-Excellent(优秀) B-Good(良好) C-Average(一般) D-Need Improvement (有待提高)
（设计意图：通过学生自评和同伴互评可以对表现好的同学予以肯定，对表现欠佳的学生起到促进作用。）
Homework
You must:
1. Remember the phrase in 1a.
2. Make a conversation using the information in 1c.
If you can:
3. Do you think Michael should join the Lions or not Write a letter to him.
本节课亮点：
1. 新课开始，让学生搞个调查活动，这样可以激发学生的学习兴趣。同时通过填表格和作报告活动全面复习了Section A中所学的目标语言，为接下来的综合听说训练奠定了基础。接着让学生讨论What will you do if you make a lot of money ，这是一个让学生感兴趣的话题，通过讨论可以激发学生的学习热情，使他们快速进入学习状态。最后通过师生对话自然导入新课，同时再次回顾了If…… will……句型，为下面的听力训练做铺垫。
2. 听力部分，精心设置的听前准备活动，通过让学生讨论与图片有关的问题，帮助学生从图片中获取部分听力信息，同时也缓解了听前常有的焦虑和紧张。听取大意时，利用问题设置悬念，激发学生听的欲望；让学生在听之前仔细审题，找出需要听的关键词，即用下划线标注的词，这样提高了学生的听力效能。在听后活动中，通过让学生仿读对话、表演对话、复述由对话改写后的短文等活动来培养学生的口头表达能力，注重内化和输出相结合，引导学生更好地内化语言知识。
3. 让学生自己总结本节课所学内容时，通过一个表格为学生指明了方向，这对后进生来说是很有必要的。通过学生自评和同伴互评可以对表现好的同学予以肯定，对表现欠佳的学生起到促进作用。
4. 翻译探究环节，让学生先自主探究本节课的难点。自己思索之后，再以小组为单位解决自己的疑难问题，小组间解决不了的，可以向班内同学求助，老师适时给予点拨。在学习语言知识的同时渗透情感教育，让学生结合迈克尔的情况来思考自己在中学结束后打算干什么，让学生意识到无论将来打算干什么，在大学中获取丰富的知识是很重要的。
不足之处：
1. 本节课说的内容较多，对后进生的引导不是太好，耽误了时间。
2. 翻译探究环节，在小组讨论时部分后进生只是一种形式。对于这部分同学，下一步我将给他们指定具体而简单的问题。
使用注意事项：
根据学生实际情况，在各个环节，要充分预料后进生的参与情况和用时多少。听后活动可以考虑分层次设置，以满足不同层次学生的需要。
答案：
预习检测：
1. (1) get an education (2) be famous (3) make a lot of money (4) be happy (5) travel around the world (6) go to college 2. (1) If you join the Lions, you’ll become a great soccer player. (2) What do you think I should do (3) I think you should go to college. (4) If I go to college, I’ll never become a great soccer player.
翻译探究：
一、如果你参加了狮子队，你将环游世界。在世界各地；all over the world；throughout the world；介；We run around the playground every morning. 副；He arrived around five o’clock. 二、我觉得你应该上大学。上大学；My father wants me to go to college. go to school；go to work；go to bed 三、如果你非常努力工作，你就会出名。well-known 1. 以……而著名；She is famous as a writer
当堂检测：
一、1. advice 2. to be 3. himself 4. to join 5. to go 二、1. My uncle wants to travel around the world. 2. If you really work hard, you’ll go to college. 3. I want to make more money. 4. Our country lets every children get an education. 5. If you send your photos to the Internet, you’ll become famous.
______________ be happy ______________ travel around the world
______________ go to college ______________ make a lot of money
______________ be famous ______________ get an education
______________ be happy ______________ travel around the world
______________ go to college ______________ make a lot of money
______________ be famous ______________ get an education
PAGE
5Unit 10If you go to the party, you’ll have a great time!
第一课时： New words and phrases
Teaching and Learning Goals：
一、语言知识和语言功能
1.争取学会使用下列词语：
meeting，video，organize，chocolate，upset，taxi，advice，travel，teenager，
normal，unless，certainly，wallet，mile，angry，understanding，careless，
mistake，himself，careful，advise，solve，step，trust，experience，else
2.争取学会使用下列短语:
potato chips keep… to oneself in half
3.能认读下列词汇:
agent expert halfway
4.理解、翻译并复述运用本节课所学的新词编写的故事
二、学习策略
1.依据图片理解和记忆新学的词汇
2.在语境中理解和记忆词汇
3.依据读音规则、构词规律理解和记忆词汇
三、情感态度
人的一生中，快乐和烦恼是并存的。如果把快乐与人分享，那么快乐会翻倍。如果与人分担一个烦恼，就像把它分成两半。因此，青少年们请敞开心扉，让你的父母和你信任的朋友陪伴你一起成长吧！
Teaching and learning steps
Step1 Learn to read the new words on P130-131
Ask students to try to read the words in this unit according to the phonetics by themselves and mark the difficult words. (the difficult words: organize, expert, certainly, experience)
(首先让学生根据音标试读新单词，把难读的或者自己读不出来的单词标注出来。这样做的目的是为了培养学生自主学习的能力。)
For the difficult words, give a few minutes, have students work in groups.
(对于学生自己读不出来的单词，可以给几分钟，让他们前后位四人一小组讨论，培养学生合作学习的能力。)
Get one or two middle-level students to read all the words. Ask the good students to correct the wrong pronunciations. If necessary, the teacher corrects them.
（找一两个中等水平的学生读全部的单词，其他学生听。再叫好学生给纠正错误的发音，如果好学生也发音不准，教师就要给出正确的读音。目的是了解学生掌握单词读音的情况。）
4. Get the students to read the words three times after the tape. Then give them a few more minutes to read all the words quickly to consolidate the pronunciation. The teacher walks around to see whether students have any questions.
（边听边跟读，再自己读，然后分组读。让好学生当师傅，教会学友，目的是培养学生的自主合作学习的精神。）
Step 2: Remember the words by looking at the pictures.
Have the students look at the pictures, and learn the new words.
meeting 会议；集会 video 录像带；录像
They are having a meeting. What is this This is a video.
potato chips 炸土豆片；炸薯条 chocolate 巧克力
Do you like potato chips We shouldn’t eat too much chocolate.
It’s bad for us.
taxi 出租汽车；的士 teenagers（13~19岁的）青少年
She’ll take a taxi to school. The teenagers won the game, they were very excited.
wallet 钱包 organize 组织；筹备
Last Sunday I lost my wallet. Let’s organize a football team.
（利用直观的图片和简单的句子，能够让学生更容易理解和记住新学的单词，降低学习的难度，）
Step3 Remember the words by conversion(转换),complex words（合成），derivative（派生）and comparison（对比）
1.Conversion（转换）：一个单词（或短语）由一种词类用作另一种词类
He traveled the whole country on foot. After that, he wrote a book about his travels.
v.旅行 n. 旅行
2. Compound （合成）: 将两个或两个以上的单词合成在一起而构成的新词
up + set →upset adj.难过
half + way →halfway adj.＆adv. 在途中;部分地做（或达到）
him + self → himself pron. 他自己
3. Derivative（派生）: 在词根上加前缀或后缀构成另一个与原意略有变化或截然相反的词
certain (肯定的)adj. + 副词后缀-ly →certainly adv.肯定；当然
care (关心) n. + 形容词后缀-less → careless adj. 粗心的；不小心的
care (关心) n. + 形容词后缀-ful → careful adj. 小心的；细致的
organize（组织）v.+ 名词-tion → organization n.组织
travel (旅行) n. + 名词后缀-re → traveler n. 旅行者
4.comparison（对比）：是指在词义上相同，但词性相反的词
upset adj.难过的→ happy adj. 高兴的
careless adj.粗心的→ careful adj. 细致的
normal adj.正常的→ abnormal adj. 反常的
（利用词的转换、合成、派生和对比等构词规则，可以让学生系统地去学习新单词。）
Step4 Remember the phase by matching itself with its meaning.
take a taxi 环游世界
give me some advice 赚很多钱
travel around the world 保守秘密
make a lot of money 犯粗心的错误
keep --- to oneself 乘出租车
make careless mistakes 给我一些建议
the first step 把它分成两半
cut it in half 第一步
（设计意图：语块记忆即关注前后的英汉搭配是一种有效的记忆短语的方式。让学生交叉连线，避免了把答案直接告诉学生，培养他们多动脑的习惯。）
Step5 Remember the words according to their similar pronunciation.
/a I / organize advice mile advise
/ / taxi travel angry understanding
/e / unless himself step else upset
/ i : / meeting teenager
(设计意图：让学生利用单词的发音规律来记单词，能够使学生更系统地记住单词。)
Step6 Consolidate the words and phrases
Ask the students to review the words and phrases by themselves. Ask them to look at the Chinese and say the English while covering the English words and phrases.
Ask the Ss to write down the words and phrase they haven’t grasped on their notebook for reviewing after the class.
（设计意图：让学生在课堂上自测一下自己究竟掌握了多少单词，还有多少没掌握住，课后再去重点记忆。）
Step7 Learn how to use the new words and phrases in a story
Problems and worries are normal in life.
Students often have a lot of problems and worries. Sometimes they have problems with their schoolwork, and sometimes with their friends. What can they do about this Laura Mills, a teenager from London thinks the worst thing is to do nothing.
Laura once lost her wallet. She was afraid to tell her parents about it. She even walked three miles to school each day because she didn’t have any money. She thought her parents would be angry. In the end, she talked to her parents and they were really understanding. Her dad said he sometimes made careless mistakes himself. They got her a new wallet and asked her to be more careful.
Unless we talk to someone, we’ll certainly feel worse. Robert Hunt is an expert. He advises students about common problems. He says, “It’s best not to run away from our problems. We should always try to solve them.” The first step is to find someone you trust to talk to. You should ask your parents for help. Because they have more experience. We say that sharing a problem is like cutting it in half. Do you agree with me
问题和担忧在生活中是常见的。
学生们经常有许多的问题和担忧。有时候他们在学校作业方面有问题，有时候与朋友有矛盾。就此他们能做什么呢？劳拉·米尔斯来自伦敦的青少年，认为最糟糕的事情是什么都不做。
劳拉曾经丢失了她的钱包。她害怕把这件事情告诉父母。她甚至每天走三英里去上学，因为她没有钱了。她认为她的父母会生气。最后，她告诉了她的父母，她的父母很善解人意。她的爸爸说他自己有时也犯粗心的错误。他们给她买了一个新钱包，并且要求她要更细心些。
除非我们给别人谈谈，否则我们将肯定会感到更不舒服。罗伯特·亨特是位专家。他建议学生一些常见的问题。他说：“最好不要逃避我们的问题。我们应当总是尽力去解决他们。”第一步是找你相信的人谈谈。你应当向你的父母寻求帮助。因为他们有更多的经验。我们说与人分担一个烦恼就像把麻烦分成两半。
1. Ask the Ss to read the story and try to get the main idea.
A. If students have problems, they shouldn’t do anything.
B. If students have problems, they should talk to other people.
C. If students have problems, they should keep them to themselves.
2. Ask the students to translate the story into Chinese in pairs. If you have enough time, you can ask some students to translate.
3. Let the Ss read the story aloud by themselves and prepare for retelling.
4. Help the Ss to retell the story according to the mind maps.
（设计意图：本部分意在引导学生在具体的语境中加强对词汇的理解，同时引导学生学会把握篇章大意和篇章结构，并在知识树的帮助下复述故事，从而强化对新词汇的记忆。）
Step8 Exercises: the end-of- class test
一、Write the right word according to the first given letter
1. Can you o the party games
2. My parents hardly take the t to the work, because it’s too expensive.
3. Could you please give me some a on how to learn English well
4. My friend thinks I should t to Qingdao.
5. You should be c when you cross the street.
二、用所给词的适当形式填空。
1. The students will go to the beach, if it (not rain) this weekend.
2. The teacher (not let) you in if you wear jeans to the party.
3. I did well in the exam this term, I made only few (mistake).
4. I don’t know how to (solve) this problem.
5. What will happen if they watch a (video) at the party.
Step9 Homework
1. Ask the Ss to review the words and phrases, especially the words and phrases they haven’t grasped on their notebook.
2. Retell the story with the help of the mind map.
3. Prepare for Section A.
本节课亮点：
先利用一些图片复习旧知识，然后导入新课，让学生对本单元的内容有个初步了解，引起学生学习的兴趣。
让学生先自学新单词，然后分组学习，再找中等学生读单词，好学生纠正错误发音，有必要时教师再纠正。
利用图片识词，构词法识词，读音规则识词和记忆词块识词等多种方法帮助学生去学习新单词，引导学生使用多种方法去记忆单词，激发学生学习英语的兴趣。
把新学的词汇编写成故事，做到了词不离句，句不离段，段不离篇。让学生在具体的语言环境中去理解掌握单词。在思维导图的帮助下，复述故事，培养学生的语感。
最后，使用当堂检测题来进一步落实本堂课的所学的知识。让学生堂堂清，扎实地打好基础。布置家庭作业的目的是让学生复习当天所学的知识，同时还要预习下一节课的新内容。
本节课的不足：
本单元的单词的量倒是适中，但是长单词较多，就是一个单词包含的字母多，给学生记单词增加了难度。另外，本堂课设计的环节多，教学时间有些紧张，部分程度差的学生可能掌握落实的不好，需要课后再加强辅导。
使用注意事项：
本节课的容量较大，根据自己的实际情况合理使用，可以把一些环节做合理调整。
本节课的重点是让全体学生先会读新单词，然后再根据不同层次的学生，给出不同的要求，做到分层教学。单词默写的检查，可以安排在以后的每堂课前五分钟进行，大约十单词左右。
参考答案：
Step5 Remember the phase by matching itself with its meaning.
take a taxi 环游世界
give me some advice 赚很多钱
travel around the world 保守秘密
make a lot of money 犯粗心的错误
keep --- to oneself 乘出租车
make careless mistakes 给我一些建议
the first step 把它分成两半
cut it in half 第一步
Step8 Learn how to use the new words and phrases in a story
1. Ask the Ss to read the story and try to get the main idea. B
Step9 Exercises: the end-of- class test
一、1. organize 2. taxi 3. advice 4. travel 5. careful
二、1. doesn’t rain 2. won’t let 3. mistakes 4. solve 5. videoUnit 10 If you go to the party, you’ll have a great time
Section A (Grammar Focus-3c)
第三课时 语法课
Teaching and learning goals:
一、功能：能简单谈论事情的结果。
A: I think I’ll take the bus to the party.
B: If you do, you’ll be late.
A: I think I’ll stay at home.
B: If you do, you’ll be sorry.
二、语法：1. 能正确使用第一条件句谈论事情的结果。
A: What will happen if they have the party today
B: If they have the party today, half the class won’t come.
2. 能正确使用情态动词should提出建议。
Should we ask people to bring food
三、词汇和常用表达：1. 能正确使用以下词汇：upset, taxi, advice.
2. 能正确使用下列常用表达：potato chips.
四、语音：能在朗读中正确把握句子重音。
五、学习策略：能通过推理演绎，判断if条件句引出的对事情结果的预测。
Teaching and learning steps:
Step 1 Preview
一．Look at the Grammar Focus on P75. Read them aloud.
二．Look at P75, put them into English orally, then write them down without looking at the books.
1.我认为我将乘公交车去晚会。
_________________________________________________________________
2.如果你那样做的话，你将会迟到。
________________________________________________________________
3.我认为我将待在家里。
_________________________________________________________________
4.如果你那样做，你将会抱歉。
_________________________________________________________________
5.如果他们今天开晚会，将会发生什么？
_________________________________________________________________
6.如果他们今天开，将会有一半的学生不能来。
_________________________________________________________________
7.我们应该让人们带食物来吗？
_________________________________________________________________
8.如果我们让人们带食品，他们将只带薯条和巧克力。
_________________________________________________________________
Step 2 Warming up
Let’s chant!
(课前热身：在同学们chant的同时,既复习了if引导的条件状语从句又活跃了课堂气氛，为下面的教学埋下了伏笔。)
Step 3 Lead in
T: Just now, we act a lot in the chant. Are you happy
S: Yes.
T: Well, as a teacher, I hope that you could study hard at school and be happy every day, OK
S: OK.
T: Now, I have a question for you.
If you have a robot, what will you do
You can answer like this: If I have a robot, I will let it…
(Ask students to discuss with their partners.)
T: Now, I’ll choose several students to answer my questions.
S1: If I have a robot, I will let it help with the housework.
S2: If I have a robot, I will let it look after my little sister.
S3: If I have a robot, I will let it wake me up in the morning.
S4: If I have a robot, I will let it help me with English after school.
T: Well done, boys and girls, I think all of you are really smart.
（设计意图：以第七单元的话题-机器人作为导入内容，学生有话可说，他们乐于发表自己的意见，同时有复习，又有新授，温故而知新。）
Step4 Finding out the rules
If you go to the party with Karen and Anna, you’ll have a good time.
If you wear jeans to the party, the teachers won’t let you in.
If you take the bus to the party, you’ll be late.
If you don’t go to the party, you will be sorry.
T：There are four pictures and sentences here. Now, please look at these sentences carefully and try to find out the rules.
（设计意图：让学生通过观察例句，自己总结规律，只有自己总结出来if引导的条件状语从句的规律，才能让学生把目标语言内化为自己的知识，加深印象。）
认真观察后，试着填写下面的内容：
（设计意图：对主句为祈使句或含有情态动词的情形进行补充。）
T: Now, please try your best to finish the following exercises.
（设计意图：趁热打铁，巩固if引导的条件状语从句，学以致用。）
Step5 Fill in the blanks.
T: Now, boys and girls, please open your books and turn to page 75, and fill in the blanks in 3a with the correct forms of the verbs in brackets.
Step6 Complete the sentences using your own ideas.
T: Please complete the sentences in 3b, pay attention to “if” and the tenses.
（设计意图：对所学语法知识进行及时的巩固。）
Step 7 Group work
T: Please write a story with your group on a piece of paper. The first person begins the story with “I think I will…” The others add some sentences with “if”. Pass the paper around twice. Then read the story.
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…
T: I’ll show you an example.
If I don’t finish my homework, I won’t pass my test. If I don’t pass my test, my parents will be upset.
T: Please practice with your partners, you may use these pictures as help if necessary.
(具体操作方法：以小组为单位讨论最想看的电视节目，由组长给出最后的答案，然后统计各组长的讨论结果，评出最好的游戏节目，并授予本班的金鸡奖。这一部分是3b 的一种变式练习)
（设计意图：接龙游戏，评选最佳小组，并设立奖项激发学生的学习兴趣，学生在口头表达的同时充分运用所学语法内容。）
Step 8 Offer your help
T: If your best friend is a little heavy, try to think of some resolutions to the problem and write them down.
Example:
If she eats more vegetables and fruit, she will be healthier. If she gets more exercise, she’ll be much thinner soon.
（设计意图：学习语言的最终目的是应用，设置情景，让学生帮助解决实际生活中遇到的问题并提出建议。）
Step 9 Summary
T: Could you sum up what we have learned in this class
（设计意图：让学生们根据记忆口诀，回顾和总结本节课所学语法内容。）
Step10 Homework
1. Read Grammar Focus and try to recite them. (★)
2. Write a short passage about other solutions you give to your best friend. (★★)
教学反思：
本节课亮点：
1.课前热身：在同学们chant的同时，既复习了if引导的条件状语从句又活跃了课堂气氛，调动了学生参与的积极性。
2.提供帮助：在本环节中，注意培养学生用目标语言解决实际问题的能力，学以致用。
不足之处：
有些地方课堂语言组织的不够灵活，不够恰当。
使用建议:在教学过程中，不能由于慌乱而忽略一些教学语言的使用，教学语言对学生来说十分重要，它可以为学生指明学习的任务，引导学生更好地完成学习任务。
主将从现Unit 10 If you go to the party, you’ll have a great
time!
Section A (1a-2d)
Learning Goals:
一、语言知识(常用词汇、短语和表达)
meeting, video, organize, potato chips, chocolate，have a great time
二、语言功能
学会谈论“如果---，将会----”，学会运用if条件状语从句来描述如果出现某一条件，将会出现怎样的结果。强化和巩固will的用法，学习情态动词should的用法。通过Pair work和Group work,增进学生之间的交流和协作，锻炼口语交际能力。
三、学习策略
1.课堂引入可采用图片教学，PPT教学相结合的策略，引用学生学会谈论“如果---，将会---”。2.采用Group work和Pair work的方式来展开讨论，提高口语交际能力。
四、情感态度
引导学生了解和学习西方的文化，了解英语使用国家的大致信息，培养学生在学习外语时 应有的文化意识。培养学生积极乐观，乐于与人交往的生活态度。
（目标引领，用一段话表述了本节课的知识、能力和情感目标。）
Preview
一、Look at p73--74, put the following into English orally, then write them down without looking at the textbook.
1.去参加聚会 2呆在家里
3.玩得高兴，过得愉快 4.看录像带
5.乘公共汽车去聚会
6.你将和谁一起去？
7.什么时间举行聚会好？
班内会有半数人不参加。
9.因为他们懒得做饭。
10.游戏也将会令人更加兴奋。
二、Put the following into Chinese.
1. If you go to the party, you’ll have a great time.
_____________________________________
2.When is a good time to have the party
_____________________________________
3. Because they’ll be too lazy to cook.
_____________________________________
4. What will happen if they watch a video at the party
_____________________________________
Let’s order food from a restaurant.
_____________________________________
（预习体现了以学生为中心的思想，强调学生的参与、体验、感知、实践和交流，以学定教。）
Warming up and leading in热身导入
T: What are you going to do this Sunday
S1: I’m going to stay at home.
S2: I’m going to have a rest.
S3: I’m going to play basketball.
---
T: Do you like to take part in a party
Ss: Yes.
T: What will you do if you go to a party
S1: If I go to a party, I’ll meet many friends.
S2: If I go to a party, I’ll wear jeans.
T: OK! Now some students are talking about the party .
Please look at the picture in 1a. What are they going to do if they go to the party
1a Match the statements with the pictures(a---d).
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.
Check the answers.
(设计意图：通过一段有关学生们谈论下个周日要做的事情的视频，进而让学生明白我们要谈论的话题，然后让学生讨论自己周末想干的事，如何将中文讨论变成英语讨论。为下文做好铺垫。)
Listening for the general idea听取大意（1b）
Just now we talked about the pictures .Four students are talking about something.Let’s listen what they are talking about .
1. Listen for the general idea of 1b
The main idea of the conversations is about ____________.
A. a meeting
B. a party
C. a trip
2. Listening for the specific ideas听取细节
T: Let’s listen again. Complete the responses in 1a.
Listen again and fill in the blanks.
Conversation1
Peter:Hi,John. What will you _______ to the party
John: I ______ I’ll wear jeans to the party.
Peter: That’ not a good _______. If you do , the _______ _______ let you ________.
John: _________
Peter: Yes.
John: _______ I’ll wear my ________ _________.
Peter: Good idea.
Conversation2
Mary: Hi, Sam. _________ you go to the party
Sam: No, I think I’ll ________ at home.
Mary: Oh, why If you do, you’ll ______ ________.
Sam: Yes, I _______. But my friends _______ go.
Mary: Well, I’ll go. You can _____ ______ me.
Sam: OK.
Conversation3
Mark: Hey, Alice. Will you ______ a ______ to the party
Alice: Hi, Mark. No, I think I’ll _______ the ______ to the party.
Mark: The ______ If you do, you’ll _______ _________.
Alice: Yes, I know. But a taxi is __________.
Mark: Well. We ______ take a taxi ___________. That’ll be __________.
Alice: OK. That’s a _______ idea.
Conversation4
Brenda: Hi, Alison. ______ are you
Alison: Good,thanks, Brenda. Will you go to the party
Brenda: Yes. _____ _______ you
Alison: ______ too. And I think I’ll go to the party _______ Karen and Anna.
Brenda: That’s good. If you do, you’ll ________ ______ _______ _______.
Alison: _______ will you go ________
Brenda: I don’t know.
Alison: You can ______ _______ us if you _______.
Brenda: OK, thanks.
Listen and repeat（听力理解一般要先听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平。）
Post-listening activities听后活动
Groupwork
Divide the Ss into groups of four.
A student will invite her three friends to go to the party,
now let’s make a dialogue about it.
Eg: A: I want to have a party, 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.
B: If I go, my mother will be angry because I have to
study for a test.
C: If I do, ....
D: If I do, ....
Listening for the general idea听取大意（2a）
T: If you are planning a class party now,what will you do List some important things.
Ss: The time, the place ...
T: OK, let’s come to 2a.
1. Listen for the general idea of 2a. The main idea of the conversation is about __________ .
A. a party’s time
B. a party’s place
C. a meeting’s time
Listening for the specific ideas听取细节
T: Listen again . 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).
3. Listen a third time . Choose the correct short answer in the box to answer each question.
half the class won’t come; some students will be bored;
make some food; students will leave early; the party games
1). What will happen if they have the party today
______________________________
2). What will happen if they have the party tomorrow
_________________________________
3). What will happen if they watch a video at the party
__________________________________
4). What will Mark organize
_________________________________
5). What will Nelly do
_________________________________
4. Read the sentences in 2b.Listen to the tape carefully .
1) Nelly wants to ________________.
2) Mark thinks she can ___________ .
3) Nelly thinks if they have it today, ___________ won’t come.
4) Mark doesn’t think they should __________. Some students will _______.
T: Let’s check the answers.
Listen again and fill in the blanks.
Listen and repeat（听力理解一般要先听大意，然后再听细节，初步用听的技能获取、处理和传递所需信息。理解文段后，进行听力模仿，感知英语发音特点，提高口语表达水平。）
Post-listening activities听后活动
Nelly: Hi, Mark. I want to have a class party. Will you help me
Mark: Sure, Nelly. I can help you. So when _______ we have the party
Nelly: Let’s have it today ______ class .
Mark: No, today is too early. If we have it today, _________ the class won’t come.
Nelly: OK, let’s have it tomorrow then.
Mark: Hmm... There’s a _______ the day after tomorrow. Students will _______ early to
study for the test. Why not have it on the weekend
Nelly: OK, let’s have it ______ Saturday afternoon. We can all meet and watch a video.
Mark: No, I don’t think we should watch a video. Some students will be bored. Let’s play
party games
Nelly: OK, good idea. Can you _______ the party games
Mark: _______, I can do that. And can you _______ some food for us
Nelly: Yes, no _________.
Groupwork.
If you want to have a party ,now discuss the party
preparations with your friends .And tell us the
responses .
1. Pairwork.
Role-play a conversation between Nelly and Mark.
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.
B: ....
Role-play the conversation.
Jeff: Hey, Ben. For the party next week, should we ask
Ben: No, let’s order food from a restaurant.
If we ask people to bring food, they’ll just
bring potato chips and chocolate because
they’ll be too lazy to cook.
Jeff: OK. For the games, do you think we should
give people some small gifts if they win
Ben: I think that’s a great idea! If we do that, more
people will want to play the games.
Jeff: Yes, the games will be more exciting, too.
T: Let a few students act it out in front of the class.
（听后活动是接近实际生活的各种情境，语言实践活动要循序渐进，主要培养学生用英语做事情的能力，在做事情的过程中发展语言能力、思维能力及交流与合作的能力，形成语感，以便在具体情境下开展有效交流。）
Inquiry into knowledge by translation
观察并翻译下面的句子，体会本课语法。
一、If you go to the party, you’ll have a great time.
__________________________________________
该句是一个____________引导的___________从句。当主句是_________, if 引导的从句用
___________________来表示将来可能发生的动作或存在的状态。
Eg:如果明天不下雨，我们就去公园。
____________________________________________
2. have a great time 的意思是 “_________________”, 同义词组有____________________,
____________________________
二. When is a good time to have the party
__________________________________________
It’s time to do sth. 的意思是_________________
It’s a good / bad time to do sth.的意思是______________________________________.
此句型相当于 “____________________________________”.
Eg: 1) It’s time for breakfast.= _____________________________________________
______________(到时间）for the kids to go to bed.
Morning is a good time ________________________(记忆英语单词）。
三. …because they’ll be too lazy to cook.
_________________________________________________
too ...to...意为“_____________________”,其构成形式是 “too+________+ to
+____________”.
Eg: 水太烫，不能喝。
_________________________________________________
2. too ...to...还可以与________________ 和 ______________互换。
Eg: 他太小而不能上学。
He is too young to go to school.
=_______________________________________________
=________________________________________________
（引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略。教师不再直接告诉，而是在学生还不会的地方进行精讲，落实了以学定教。）
The end-of class test 当堂检测
一．用所给单词的适当形式填空(5分)。
1. The students will go to the beach if it (rain) this weekend.
2. If he (have) a basketball, he (play) it everyday.
3. I don’t know if Gina (like) apples.
4. The teacher (not let) you in if you (wear) jeans to the party.
5. I think I (take) the bus to school tomorrow.
二．单选题。（2分）
1. I’m waiting for my friend.________, I’ll go swimming alone.
A. If he doesn’t come B. If he won’t come
C. If he will come D. If he is coming
You won’t solve the problem you talk to someone about it.
A. if B. unless C. Though
3. We go to climb mountains if it rain tomorrow.
A. don’t; isn’t B. don’t; is C. will; doesn’t D. aren’t; doesn’t
4. I don’t know if she next month. If she , let me know.
A. comes; comes B. will come; comes
C. comes; will come D. will come; will come
翻译（3分）
你将和谁一起去？
如果你去参加聚会，你会过的开心。
游戏也将会令人更加兴奋。
__________________________________________________________________________
（以学评教、强化落实。）
教后反思：
本节课属于听说课，话题也是学生们比较熟悉和感兴趣的，在教学过程中，我比较注重情境教学，以一首生日歌开始，给学生创设一个情景，让学生在情境中感受语言，从而更好地学习语言；同时，我也关注学生在课堂教学中的参与情况，让尽可能多的学生有发言和说的机会。
存在的问题：
本节课容量较大，有两个听力内容，又因学生个体差异，导致后面的调查进程略慢，剩余时间不足，做得较仓促。
各个环节之间的衔接也不太自然、具体，整节课缺少让人眼前一亮的闪光的地方，今后还要多加学习。
附参考答案：
一、 1. rains 2.has ,will play 3.likes 4.won’t let, wear 5.will take
ABCB
1. Who will you go with
2. If you go to the party, you’ll have a great time.
3. The games will be more exciting, too.
If you do, the teachers won’t ________
If you do, you’ll ________________
If you do, you’ll ____________________
If you do, you’ll ____________________
half the class won’t come; some students will be bored;
make some food; students will leave early; the party games
Hey, Ben. For the party next week, should we ask people to bring food
No, let’s order food from a restaurant…
…
