Unit 9 Can you come to my party全单元表格教案 共5课时

中小学教育资源及组卷应用平台
Unit
9
Can
you
come
to
my
party?
课型：听说课
授课时间：
年
月
日
一、学习内容：第一课时　Section
A
(1a～2d)
二、学习目标
1．知识与技能：
1)
能掌握以下单词：prepare,
prepare
for,
exam,
flu,
available,
another
time,
until,
hang,
hang
out,
catch
2)
能掌握以下句型：
①
—
Can
you
come
to
my
party
on
Saturday
afternoon?
—
Sure,
I’d
love
to.
②
—
Can
you
go
to
the
movies
on
Saturday?
—
I’m
sorry,
I’m
not
available.
I
have
too
much
homework
this
weekend.
③
That’s
too
bad.
Maybe
another
time.
④
Sure.
Thanks
for
asking.
⑤
Sam
isn’t
leaving
until
next
Wednesday.
2.
过程与方法：用情态动词can来表达邀请,
学会对邀请进行恰当的答复或拒绝。
3.
情感态度价值观：学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。
三．学习重点
1)
运用所学提出邀请，接受邀请和拒绝邀请。
2)
正确使用can,
might,
must
等情态动词。
四．学习难点
扎实掌握重点词汇和表示邀请的句型并能灵活运用。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习环节
教师活动
学生活动
预设效果
设计意图
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
复习导入师问生答
在大屏幕上向学生展示一张邀请函。T:
Hello,
everyone!
Yesterday
I
received
an
invitation
letter
from
my
dear
friend;
she
invited
me
to
go
to
her
Halloween
party.
But
I
have
something
important
to
do.
I’m
studying
for
a
test.
I
don’t
know
what
to
do.
What
should
I
say?
Can
you
help
me?
…
Ss
try
to
answer
the
questions.
...
学生可以说出很多
了解学习内容
出现新知学生词完成1a核对答案
1.引导学生们看大屏幕上邀请及两个答语。2.
用汉语向学生说明回答别人邀请时，所作的两种类型的答复。T：Can
you
come
to
my
party?
1aMake
a
model
to
the
Ss:
e.g.
S1:
Can
you
go
shopping
with
me?
S2:
Sorry,
I
can’t.
I
have
to
prepare
for
the
math
exam.
…
Look
at
the
expressions
on
the
screen:
“Sure,
I’d
love
to.”
“I’m
sorry,
I
have
to…”.
Read
the
expressions.
2.
S1：
Give
“yes
answers”
and
S2：
Give
“no
answers”
then
plus
a
reason.
Ask
students
to
give
their
own
reasons.3.
学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。Ss
work
in
pairs
and
answer
the
questions.
几乎所有的学生可以理解，组内的优等生教读、教说。
切入话题为后面的听说训练作铺垫
师播放听力生听核答案
1b
Listening
T:
Now
listen
to
the
recording
and
write
the
names
next
to
the
correct
students
in
the
picture.
Play
the
recording
for
the
first
time.
Play
the
recording
a
second
time.
3.
Play
the
recording
again.
Check
the
answers
with
the
Ss.
Students
only
listen.
2.Write
the
name
of
each
person
next
to
his
or
her
picture.3.Check
the
answers
by
listening.
用边听边按暂停键的方法,学生都能听懂。
以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。
小组活动
1cHelp
students
form
groups
of
four.
Say,
one
of
you
is
student
A.
2.
Have
the
students
work
in
groups.
1.
Student
A
invites
the
other
three
students
to
your
party.
The
other
students
say
“yes”
or
“no”.
Remember
to
give
a
reason.2.
Some
groups
ask
and
answer
about
their
conversations.
教师，优等生示范指导。
师播放听力生标核对答案
Work
on
2a:
Read
the
sentences
in
2a.
Tell
Ss
they
will
listen
to
some
sentences.
Play
the
recording
for
the
Ss
to
listen
and
circle
the
words.
Play
the
recording
again
to
check
the
answers.
Listen
and
circle
the
words
“can”
or
“can’t”
in
the
bracket.
Check
the
answers.
大多数学生能回答出来。
师播放听力生圈核对答案
Work
on
2b:
1.
Let
Ss
read
the
chart
below.
Tell
Ss,
this
time
they
must
write
the
reasons
in
the
chart.
Play
the
recording.
2.Play
the
recording
again
to
check
the
answers.
1.
Listen
and
write
the
reasons
in
the
chart.2.Check
the
answers.
进行听力指导：抓关键词，让学生多关注重点词汇。
师示范生练习生展示师生评价
Pair
work
2c1.
Tell
Ss
to
look
at
the
reasons
in
the
chart
in
2b.
Then
write
some
more.
2.
Let
Ss
read
conversations
in
2c.
3.Ss
practice
the
conversations
using
the
reasons
in
the
chart
on
the
right.
4.
Ask
some
pairs
to
act
out
their
conversations.
1.
Look
at
the
reasons
in
the
chart
in
2b.
Then
write
some
more.
2.
Ss
read
conversations
in
2c.
3.
Practice
the
conversations.4.
Act
out
their
conversations.
多数学生都会积极参与其中，借助语言支架。教师巡视指导。学生互教。
将1c和2c内容融合，在对话中运用、输出重难点知识，使语言知识运用到实际交流中。
2d
Read
the
conversations
and
answer
the
questions:
2.
Explain
some
new
words
and
main
points
in
the
conversation.
3.
Practice
the
conversation
with
their
partner.
Then
let
some
pairs
act
out
the
conversation.
Answer.What
did
they
do
last
fall?
2)
What
does
Nick
have
to
do
on
Saturday?
3)
When
will
they
hang
out?
2.
until,
not…until,
hang
out,
catchRead
the
conversation
after
the
teacher.
3.
Practice
and
act
out
the
conversation.
大多学生都能听懂
提升口语技能，学习语言知识点。
归纳小结
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业布置
1.
Recite
the
conversation
in
2d
after
school.
2.
假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚会，但有几名同学因故不能来，请你将与他们的对话用英语编写出来。
板书设计
单词：prepare,
prepare
for,
exam,
flu,
available,
another
time,
until,
hang,
hang
out,
catch
句型：①
—
Can
you
come
to
my
party
on
Saturday
afternoon?
—
Sure,
I’d
love
to.
②
—
Can
you
go
to
the
movies
on
Saturday?
—
I’m
sorry,
I’m
not
available.
I
have
too
much
homework
this
weekend.
③
That’s
too
bad.
Maybe
another
time.
④
Sure.
Thanks
for
asking.
⑤
Sam
isn’t
leaving
until
next
Wednesday.
课后反思
第二课时
课型：综合型活动课
授课时间：
年
月
日
一、学习内容：Section
A
(Grammar
Focus～3c)
二、学习目标：
1．知识与技能：
1)
学习掌握下列词汇：invite,
accept,
refuse
2）进行一步复习巩固运用Section
A
部分所学的生词和词组。
3）掌握情态动词can,
must,
have
to,
might的用法。
2．过程与方法：如何回答别人对自己的邀请，以及学会如何有礼貌地拒绝他人的邀请，并陈述理由,
进一步学习运用所学的知识来表达邀请。
3.情感态度价值观：学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。
三、学习重点
1)
进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己的邀请。
2)
掌握情态动词can来表达邀请；运用情态动词have
to,
must,
might等有礼貌地说明拒绝他人邀请的理由。四、学习难点
1)
能熟练进行邀请及应答。
2)
运用情态动词have
to,
must,
might等有礼貌地说明拒绝他人邀请的理由。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习环节
教师活动
学生活动
预设效果
设计意图
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
师导入语生模仿回答
Warming-
up
and
revision
1.
Ask
some
Ss
to
invite
some
Ss
to
his/her
party.
The
partners
give
some
answers.
2.Role-play
the
conversation
in
2d.
S1:
Can
you
come
to
my
party?S2：Sure.
I’d
love
to.
S3:
Sorry,
I
can’t.
I
have
to
look
after
my
sister
at
home.S4:
…
Role-play.
通过与学生用重点句型问答互动，复习。
用紧扣本课时重点学习内容的话题导入，自然进入新课。
学习对话句型
Grammar
Focus.
出示练习题。①
─星期六你能来我的聚会吗？
─当然，我乐意来。─对不起，我必须为数学考试而学习。
②
─
明天晚上你能去看影剧院吗？
─当然可以，听起来很棒。
─
恐怕不行，我得了流感。
③
─
他能去聚会吗？
─
不能。他必须帮助他的父母亲。
④
─
她能参加棒球比赛吗？
─
不，她没有空。她必须去看医生。
⑤
─
他们能去看电影吗？
─
不，他们没有空。他们可能必须去见朋友。
1.
学生阅读Grammar
Focus中的句子，然后做填空练习。根据记忆，看大屏幕来完成填空练习。
①─____
you
_____
to
my
party
on
Saturday?--Sure.
____
_____
_____.
--Sorry,
I
_____
_____
_____
a
math
test.
②─
_____
you
____
to
the
movie
___________
night?
─
______,
that
_______
________.─
I’m
______
not.
I
have
the
______.
③─
_____
he
______
to
the
party？
─
No,
he
____.
He
_____
to
help
his
parents.
④
─
____
she
go
to
the
baseball
_______?─
No,
she’s
_______
________.
She
______
to
____
to
the
______.
⑤
─
_____
they____
to
the
_______？
─
No,
they’re
not
__________.
They
_____
______
____
meet
their
________.
完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
大部分的学生可以对重点词汇句型理解透彻，部分人可能会对重点句型读不准确。组内的优等生教读、教说。
这一环节通过学生的学习，对知识的理解得到提升；及时地巩固强化了重要的知识点。
师出示例子生练习生展示
Work
on
3a:
1.
Tell
Ss
to
read
the
conversation
in
3a
and
try
to
complete
the
answers
with
might
and
one
of
the
phrases
in
the
box.
方法指导：首先，应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来的某个时间可以有做的事情。然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语境结合所给的词组，选择一个恰当的事情来回答。注意，一定要用上情态动词might。
结构：might
+
动词词组
3.
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
Try
to
complete
the
answers
with
might
and
one
of
the
phrases
in
the
box.
3.学生们阅读这些对话，并与伙伴一起练习这组小对话。
教读难点词汇。借助板书指导。
以练习的方式输入重点语法，在情景中练习理解重点，并辅以笔头练习，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
师导生读师生练习
Work
on
3b:
告诉学生们本题的要求：2.
让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。3.
让学生们互相检查自己所写的小对话，发现并改正错误。
4.
让部分学生与自己的伙伴说一说自己所写的小对话。
1.根据括号中所给的提示词来补全问句，并做出恰当地答复。2.看答复提示中的要求。如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。3.
发现并改正错误。
4.大家一起改正句子中的错误。
学生问题不大，个别辅导,能做对话。
完成任务分享答案
Group
work
出示活动要求和步奏1.
小组中的同学们每个人都填写一张表格（见3c中表格）来明确自己近期要做的事情，选择一个恰当的时间来开一个聚会。2.
先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员，根据自己表格上的安排来确定是否参加这个聚会。3.
然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根据自己表格上的安排来确定是否参加这个聚会。4.
最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。
按要求完成任务，小组活动。
大多数学生能完成，教师巡视指导。
总结归纳
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
1.
复习Grammar
Focus
中的内容。2.
你的朋友邀请你去看电影，请根据在3c中所填写的信息编写一个与你朋友的对话。
A:
Can
you
go
to
the
movie
on
Saturday
evening?
B:
Sorry,
I
can’t.
I
have
to…
板书设计
3a:
1.
watch
TV;
2.
I
might
practice
the
violin.
3.
I
might
finish
it
on
the
weekend.
4.
I
might
go
with
my
cousin.
5.
I’m
afraid
not.
I
might
visit
my
grandparents.
3b:
1.
Can
you
play
tennis
with
us?
Sure.
I’d
love
to.
2.
Would
you
like
to
go
to
the
movies?
I’m
afraid
I
can’t.
I
might
have
to
prepare
for
the
math
exam.
3.
Can
you
hang
out
with
us
tonight?
Sorry.
I
can’t.
I
must
help
my
mom
at
home.
4.
Would
you
like
to
come
to
my
birthday
party?
Sure.
I’d
love
to.
课后反思
第三课时
课型：听说课
授课时间：
年
月
日
一、学习内容：Section
B
1a-1e
二、学习目标
1．知识与技能：
1)
能掌握以下单词：the
day
before
yesterday,
the
day
after
tomorrow,
weekday,
look
after,
invitation,
reply,
forward,
delete,
print,
sad,
goodbye,
take
a
trip.
2)
能掌握以下句型：
①
—
What’s
today？
—
It’s
Monday.
②
—
Can
you
play
tennis
with
me?
—
Sorry,
I
can’t.
I
…
3)
能综合运用can来表达邀请。
2.
过程与方法：通过听说训练，学习更多的沟通常识。
3.
情感态度价值观：学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。
三、
学习重点：
1)
掌握本课时出现的生词及表达方式。
2)
进行听力训练，提高综合听说能力。
四、学习难点：听力训练。
五、教法：情景教学法、多媒体辅助教学、对话练习、结对合作。
六、学法：自主、合作、交流、展示。
七、学习过程：
学习环节
教师活动
学生活动
预设效果
设计意图
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
师导生听生模仿1a
Warming-
up
and
revision
1.
Daily
greeting.
2.
复习表达请求与应答请求。
3.
复习一些常用的委婉地表达拒绝的方式。
4.
让学生们谈谈自己未来两天（tomorrow及the
day
after
tomorrow
）的活动打算。
1.
Daily
greeting.
2.
复习表达请求与应答请求。
3.
复习一些常用的委婉地表达拒绝的方式。
4.
谈谈自己未来两天（tomorrow及the
day
after
tomorrow
）的活动打算。
通过与学生用重点句型问答互动，让学生完成学习任务。
用紧扣本课时重点学习内容的话题导入，自然进入新课。
1.
Ask
Ss
some
questions:
T:
What
day
is
today/
tomorrow/
the
day
after
tomorrow?
Then
sing
a
song
like
the
song
of
ABC.1a3.
T:
What
was/is
the
date
yesterday/the
day
before
yesterday/
today/tomorrow/the
day
after
tomorrow?
4.
Show
the
days
of
the
week
in
a
large
monthly
calendar.Point
out
the
days
of
the
week
at
the
top
of
the
calendar
and
ask
a
student
to
read
these
words
aloud.
Ask
a
student
to
point
out
today’s
date,
tomorrow’s
date,
the
day
after
tomorrow’s
date
and
yesterday’s
date.
Complete
activity
1a,
check
the
answers.
Ask
students
to
write
the
words
today,
tomorrow,
yesterday
and
the
day
after
tomorrow
in
the
correct
spaces
on
the
calendars
in
their
books.
S:
It’s
Tuesday/
Wednesday/
Thursday.Sing
a
song
like
the
song
of
ABC.
Sunday/
Monday
/
Tuesday/...3.
S:
13th/14th/15th….
Let
the
students
ask
these
questions
one
by
one.
4.
Read
these
words
aloud.
Complete
activity
1a,
check
the
answers.
Write
the
words
today,
tomorrow,
yesterday
and
the
day
after
tomorrow
in
the
correct
spaces
on
the
calendars
.
出现新知学习生词句型
1cWork
with
your
partners.
Look
at
the
chart
in
1a.
Then
ask
and
answer
with
a
partner.
S1:
What’s
today?
S2:
It’s
Monday,
the
14th.
Ask
and
answer
with
a
partner.
S1:
What’s
today?
S2:
It’s
Monday,
the
14th.
组内的优等生教读、教说。
把重点词汇融入重点句型中学习。
听说训练师指导生听
Work
on
1d:
1.
Tell
Ss
to
listen
to
Vince
and
Andy’s
conversation.
Then
circle
Yes
or
No.
2.
Play
the
recording
for
the
Ss.
Play
the
recording
again
and
circle.
3.
Play
the
recording
and
check
the
answers
with
the
Ss.
Listen
and
circle
Yes
or
No.
2.Ss
just
listen
for
the
first
time
and
circle.
3.Check
the
answers.
部分学生对重点词汇发音不准。教读难点词汇。
以听说为主的方式输入重点句型，在情景中练习理解重点，为输出做准备。同时，学生在感知、理解、运用的基础上，突破难点。
师播放听力生听核对答案
Work
on
1e1.
T:
Now
please
read
Vince’s
activities
in
1d.
Tell
Ss
they'll
listen
to
the
tape
again.
Then
try
to
match
Vince’s
activities
with
the
days
in
1d.
2.
Play
the
recording
again
and
check
the
answers
with
the
class.
Match
Vince’s
activities.
听力指导：
通过事先读表格中的内容，可以看出，本听力重点要求我们听清每个活动的时间安排，因此我们在听时应重点听句子中的活动及其时间。并将时间与活动内容相连。Check
the
answers.
边听边按暂停键的方法。
口语练习
Work
on
1fGive
a
sample.A:
Hi,
Vince.
Can
you
play
tennis
with
me?B:
When?A:
Today.B:
Sorry,
I
can’t.
I...
Pair
work
like
the
sample
and
then
act
out
in
class.
大多数学生能听懂并填空。
归纳小结
引导学生完成本课归纳小结。
生归纳
借助板书，学生能够总结出来。
回顾本课知识，进行再一次梳理。
作业
1．听教材会话录音并进行模仿朗读。2．与一位朋友交流，仿照1f中的对话，用1d和1e内容编对话练习。
板书设计
单词：the
day
before
yesterday,
the
day
after
tomorrow,
weekday,
look
after,
invitation,
reply,
forward,
delete,
print,
sad,
goodbye①
—What’s
today？
—It’s
Monday
the
14th.
②
—Can
you
play
tennis
with
me?
—Sorry,
I
can’t.
I
…
课后反思
第四课时
课型：综合型阅读课
授课时间：
年
月
日
一、学习内容：Section
B
2a-2e
二、学习目标
1．知识与技能：
1)能掌握以下单词：glad,
preparation,
glue,
without,
surprised,
look
forward
to.
2)
能掌握以下句型：
I
look
forward
to
hearing
from
you
all.
Bring
Ms.
Green
to
the
party
without
telling
her
so
that
she
can
be
surprised.
通过阅读邀请函来掌握必要的信息。
阅读短文，获得相关信息，提高学生们的综合阅读能力。
过程与方法：阅读2b部分的短文并完成相关要求。
3.情感态度价值观：通过本节课的学习，通过阅读训练，让学生了解发出、拒绝和接受邀请。
三、学习重点：通过阅读训练，让学生了解发出、拒绝和接受邀请。
四、学习难点：通过阅读训练，让学生了解发出、拒绝和接受邀请。
五、教法：情景教学法、多媒体辅助教学、阅读训练、结对合作。
六、学法：自主、合作、交流、展示。
七、教学流程：
学习环节
教师活动
学生活动
预设效果
设计意图
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
导入
Work
in
pairs.
2.
Ask
some
pairs
to
read
the
conversation
first.
3.
Ask
Ss
to
practice
the
conversations
in
pairs.
4.
Ask
some
pairs
act
out
their
conversation.
1.One
is
Andy
and
the
other
is
Vince.
Andy,
invite
Vince
to
play
tennis.2.
Read
the
conversation.3.Practice
the
conversations
in
pairs.
4.Act
out
their
conversation.
教师多引导，示范。
课前预热
师导入生听
Work
on
2a:　Make
a
list
of
kinds
of
parties
people
have.
Ss
discuss
the
parties
they
know.
And
write
them
down
on
their
books.
进入话题
引出本节课的学习内容。
理解文章大意。师指导生展示
Work
on
2b:1.
T:
Did
you
have
a
surprise
party
for
sb.?
Who
is
it?
Why
do
you
have
a
party
for
him/her?
2.
Let
Ss
read
the
passage
quickly.
Why
did
the
people
write
them?
Match
the
reason
with
each
message
below.
3.
Check
the
answers
with
the
Ss.
Answer.
Match
the
reason
with
each
message
below.
Check
the
answers.
学生通过阅读，找出文章中的重点句型，短语。学生能明白文章的大意。学生几乎能跟着教师的节奏。结对合作。小组合作。
以阅读训练方式训练学生快速阅读并提取有效信息的能力。学生在练习、巩固、运用的基础上，突破难点。
师要求师指导生展示
Work
on
2c1.
T:
Now
let’s
work
on
2c.
This
time
you
should
read
the
passage
a
little
more
carefully.
Then
answer
the
questions.
方法指导：首先，阅读试题的内容，明确问题的意思，然后，带着这五个问题再次认真阅读短文的内容，并在相关段落中认真查找相关问题的答案。根据相关提示完成问题。2.
Check
the
answers
with
the
class.
Ss
read
carefully
and
try
to
answer
the
questions.
2.
Check
the
answers.
师要求师指导生展示
Work
on
2d.
1.
T:
Nowadays,
it’s
very
popular
to
have
a
house
warming
party
when
someone
moves
into
his/her
new
house.
The
passage
below
is
a
invitation
of
a
housewarming
party.
Read
the
invitation
and
complete
the
blanks
with
the
words
and
phrases
from
the
message
on
Page
69.
2.
Check
the
answers
with
the
Ss.
1.Ss
write
their
answers
on
the
blackboard.
方法指导：首先，通读全文可知，短文是邀请朋友来参加聚会。
通读本段文字，掌握大意。重点把握有空格句子的意思，分析空格处的意思。
然后，根据记忆用2b短文中的词汇来填空，补全这篇短文。
最后，再阅读一遍短文，并检查所填内容的正确性。2.
Check
the
answers
师要求师指导生展示
Work
on
2e:
1.
T:
Imagine
one
of
your
favorite
teachers
is
leaving.
Plan
a
party
for
him/her.
Answer
the
questions
with
a
partner.
2.
Let
some
pairs
answer
the
questions.
3.
Correct
the
mistakes
they
made.
1.
Ss
discuss
the
questions
with
a
partner.
Then
answer
the
questions.
2.
Ss
think
and
answer
the
questions.
3.
Correct
the
mistakes.
板书设计
重点单词Take
a
trip,
glad,
preparation,
glad,
without,
surprised,
look
forward
to常用表达
I
look
forward
to
hearing
from
you
all.
Bring
Ms.
Green
to
the
party
without
telling
her
so
that
she
can
be
surprised.
家庭作业
1.
课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。2.
写一篇50字左右邀请朋友来参加聚会的短文。
课后反思
第五课时
课型：综合写作课
授课时间：
年
月
日
一、学习内容：Section
B
3a-Self
Check
3
二、学习目标
1．知识与技能：
1)
掌握下列生词:
daytime,
concert,
headmaster,
event,
guest,
calendar
2)
通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
3）复习本单元所学的重难点内容，及时巩固提高。
2.
过程与方法：综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。
3.
情感态度价值观：学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。
三、
学习重点：
1）能够综合运用所掌握的知识并根据相关提示来完成写一个简单的邀请信的任务。
2）复习本单元所学的重点知识点，并完成相关复习任务。
四、学习难点：通过写一个邀请信及答复伙伴的邀请信，达到综合运用所学知识的目的。
五、教法：情景教学法、多媒体辅助教学、写作训练、结对合作。
六、学法：自主、合作、交流、展示。
学习环节
教师活动
学生活动
预设效果
设计意图
师生问好
师生问好。?
认真倾听,并做相应互动。
学生能与老师交流。
亲近学生
师导入生听
Warming-
up
and
revision1.Review
the
main
phrases
learned
yesterday.
Lead-in
2.
Ask
Ss
what
an
opening
party
is.
And
ask
them
if
they
have
come
to
an
opening
party.
1.(1)
将……带到……
(2)
去旅行
/...S1:
I
know.
When
a
building
is
put
into
use,
people
often
have
a
ceremony
to
celebrate
it.
It’s
an
opening.
Last
year,
our
new
school
is
put
into
use.
We
had
a
great
opening.
讲解，讨论，加深理解。
巩固重点词汇和句型。
师指导生讨论
Work
on
3aA
new
school
library
is
put
into
use.
They’ll
have
a
great
opening.
The
headmaster
writes
many
invitations
to
the
parents
of
their
school.
Now
read
the
invitations
below
and
answer
the
questions.
2.
Check
the
answers
with
the
Ss.
Ss
try
to
read
the
article
and
try
to
fill
in
the
blanks.
阅读指导：首先，快速阅读短文，整体把握短文大意。
其次，阅读后面的七个问题，明确问题的意思。带着这七个问题再去仔细阅读邀请信，在短文的相关位置找到这些问题的答案依据，并写出正确的答案。最后，再通读一遍短文，结合短文内容看所回答的问题有无错误或不周全的地方。
2.
Ss
try
to
read
the
article
and
try
to
fill
in
the
blanks.
Check
the
answers.
借助词汇表，教师的指导完成。
以写作训练方式训练学生由简到难，逐步进入文本写作训练，从局部到整体，层层推进。
师指导生配对核对答案
Work
on
3b:
Think
about
a
party
or
any
other
event
you
know.
Let
some
Ss
read
the
information
in
the
chart.
Ss
try
to
think
about
their
parities
or
events.
Exchange
your
invitations
with
a
partner.
Ss
try
to
write
down
their
invitations.
5.
Let
some
Ss
read
their
passage
to
the
class.
Write
an
invitation
to
your
friends
to
come
to
your
party
or
event.
Ss
read
the
information
in
the
chart.
Write
an
invitation
using
the
information
in
the
chart.
Read
their
invitations
and
check
if
there
are
mistakes.
4.Then
write
a
reply
to
his
or
her
invitation.
If
you
can’t
come
to
his/her
invitation,
you
should
write
some
proper
reasons.
5.Ss
read
their
passage
to
the
class.
学生几乎所有人都能说出一些
由对话到句型到篇章，层层递进，最终达到写作层面。
师导生补充生展
Work
on
41.
Read
the
calendar
in
4.
Make
sure
Ss
know
the
activities
in
each
day.
2.
Tell
Ss
how
to
do
it.
Make
a
model
to
the
Ss:
Sa:
Can
you
go
shopping
with
me
next
week?Sb:
Sure.
I’d
love
to.
When?Sa:
Well,
what
are
you
going
to
do
on
Monday
evening?Sb:
I
must
study
for
the
English
test.
What
about
Tuesday
evening.
3.
At
last,
let
some
Ss
ask
and
answer
questions.
Listen
and
look
at
your
calendar
on
the
right.
Look
at
Page
81.
Find
a
time
they
can
both
go
shopping.
Ss
ask
and
answer
the
activities
they
will
in
each
day.
Then
make
a
decision
when
to
go
shopping
together.
Ss
ask
and
answer
questions.
学生能完成练习，教师提供一定的语言帮助。并且核查答案。
学生在练习、巩固、写作的基础上，突破重难点。
师引导生写展示
Work
on
Self
Check
1:
1.
Fill
in
the
blanks
in
the
conversation.
Let
Ss
read
the
conversation
first
and
try
fill
in
the
blanks.
2.
引导学生们复习如何写邀请信及如何答复邀请。3.
Check
the
answers
with
the
Ss.
Explain
how
to
do
it.
e.g.
1.
Can;
2.
on;
1.Ss
read
the
conversation
first
and
try
fill
in
the
blanks.
复习如何写邀请信及如何答复邀请。Listen
and
check
the
answers.
学生都能完整的写出来。个别组内辅导。
提高学生的综合表达能力，巩固知识。
Work
on
Self
check
2
1.
Tell
Ss
how
to
do
this
task.
T:
You
get
these
invitations
but
you
can’t
go.
2.
Do
the
first
one
for
the
Ss
as
a
model:
(1.
I’m
afraid
I
can’t.
I
have
to
prepare
for
the
math
exam.)
3.
Check
the
answers
with
the
class.
Write
a
refusal
and
a
reason.
Ss
try
to
make
their
own
sentences
and
check
the
answers.
Ss
try
to
complete
the
conversations
and
check
the
answers.
作业
1.
Review
Section
B.
2.根据第4
部分中表格中的内容，编写一个邀请你的朋友参加你的一个聚会的对话。
板书设计
Self
check
1:
Can;
on;
I’d;
you;
can’t;
have;
Can;
might;
I’ll
Self
check
2:
1)
I’m
afraid
I
can’t.
I
have
to
prepare
for
the
math
exam.2)
Sorry,
I
can’t.
I
have
to
look
after
my
sister
at
home.3)
I’d
love
to.
But
I’m
not
available.
I’ll
visit
my
grandparents
with
my
family.4)
I’m
afraid
not.
I
have
to
go
to
the
dentist.
课后反思
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