Unit 10 If you go to the party, you’ll have a great time! 单元表格式教案 （4课时）

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Unit 10　If you go to the party, you’ll have a great time!
课　题 Unit 10　If you go to the party, you’ll have a great time! 课时 第一课时Section A (1a—2d)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
meeting, video, organize, chocolate, have a great time, talk about
2. 掌握以下句型:
(1)—If you go to the party, you’ll have a great time!
(2) When is a good time to have the party?
(3) They’ll be too lazy to cook.
能力目标 能够运用所学的if条件状语从句谈论某种结果。
情感目标 学习因果关系的表达和做出合理的建议。
教学重点 1. Talk about consequences.
2. if引导的条件状语从句。
教学难点 正确使用if引导的条件状语从句。
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm
up and
work on
1a 1. Ask students some questions:
(1)If you are happy, what will you do?
(2)If you become sad, what will you do?
(3)What will happen if you are going to do too much work?
2. Let students work on 1a. 1. Students answer the questions:
(1)Students:If I am happy, I will smile.
(2)Students:If I become sad, I will cry.
(3)Students:If I am going to do too much work, I will get tired.
Review words:
party, wear, happen, bring, gift, have a great time etc.
2. Then work on 1a: Match the statements with the pictures [a—d]. 利用学生感兴趣的问题, 复习学过的描述聚会相关的词汇, 为谈论某种假设出现的后果作铺垫; 并通过问题激发学生的求知欲。
Step 2 Listening
(1b) 1. Let students read these statements in 1a.
2. Then play the tape of 1b. 1. Students read these statements on 1a.
2. Students listen to the tape in 1b and circle they hear in 1a. 在真实语境中呈现和导入目标语言, 便于学生进行某种后果的假设。
Step 3 Oral Practice
(1c) 1. Ask students to look at the pictures above and make conversations in 1a.
2. Let several pairs of students role play the conversation in front of the class. 1. Students look at the pictures above and make conversations in 1a.
2. Several pairs of students role play the conversation in front of the class. 通过两人问答练习, 让学生从听对话到模仿对话, 练习if条件从句的运用。
教学环节 教师活动 学生活动 备课札记
Step 4 Listening
(2a&2b) 1. Let students read the sentences in 2a.
2. Play the tape of 2a.
3. Play the tape of 2b. 1. Students read the sentences in 2a.
2. Listen to the tape and circle the correct answers to complete the sentences in 2a.
3. Listen to the tape again and choose the correct short answer in the box to answer each question in 2b. 通过听力练习和圈词选句, 在语境中体会if条件状语从句的运用。
Step 5 Oral Practice
(2c) Let Students role-play a conversation between Nelly and Mark. Students role-play a conversation between Nelly and Mark. 通过角色扮演进行口语结对活动, 在交流信息过程中, 进行实际交际活动。
Step 6 Role-Play
(2d) 1. Let students look at the pictures in 2d and guess what will happen.
2. Let students read the conversations together.
3. Explain the difficulties.
4. Let students read in pairs.
5. Let several pairs of students role play the conversation in front of the class. 1. Students look at the pictures in 2d and guess what will happen.
2. Students read the conversations together , then in pairs.
3. Role-play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7 Summarize Guide the students to summarize the sentence structure with “if. . . ”. Summarize the sentence structure with “if. . . ”. 培养学生探究、归纳总结能力。
Step 8 Consolidation 教师设置巩固检测练习:
完成句子
1. 如果你来, 我将非常高兴。
If you come, I’ll be very happy.
2. 如果明天下雨, 我们将不去公园了。
We won’t go to the park if it rains tomorrow.
3. 如果我今天举行聚会, 将会发生什么?
What will happen if I have a party today?
4. 她太小而不能自己穿衣。
She is too young to wear herself.
5. 如果他获胜, 我将给他什么呢?
What will I give him if he wins? 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
教学环节 教师活动 学生活动 备课札记
Step 9 Homework 1. Recite new words and phrases.
2. Talk about what will happen if they have a lot of money?
板书设计 Section A (1a—2d)
1. New words:meeting, video, organize, chocolate, have a great time, talk about
2. Structures:
(1)—If you go to the party, you’ll have a great time!
(2) When is a good time to have the party?
(3) They’ll be too lazy to cook.
教学反思 在本节课的教学活动设计, 通过大量的听说训练, 为学生创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
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课　题 Unit 10　If you go to the party, you’ll have a great time! 课时 第二课时Section A (Grammar Focus—3c)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
upset, taxi, advice
2. 掌握以下句型:
(1)If you do, you’ll be late.
(2)Shall we ask people to bring food?
(3)If I go to the movies, I won’t finish my homework.
能力目标 能够运用所学的含有if条件状语从句的复合句表达条件和结果。
情感目标 谈论自己的感受, 同时使学生在英语交流中注意并观察他人的情感。
教学重点 Use “if” to talk about consequences.
教学难点 The tense of “含有if条件从句的复合句”
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up Let students play a game:
用if 条件句接龙(句子最多的小组获胜)
提示词:
study hard, get good grades, go to university, make a lot of money, travel around the world, have a great time. . . Students play the game. 利用学生感兴趣的接龙游戏, 进一步复习学过的if条件从句, 为谈论条件和结果做铺垫; 并通过游戏激发学生的学习兴趣。
Step 2 Grammar
Focus 语法探究
1. if引导的条件状语从句
2. 时态:
主句
从句
主句为一般将来时
一般
现在时
主句是祈使句
主句的谓语含有情态动词
主句的谓语动词是hope, wish, want等
例句:
He will come here on time if it doesn’t rain. 如果天不下雨, 他会按时到达这儿。
Please stay at home if it rains tomorrow.
如果明天下雨, 请待在家里。
If you like, you can stay here for the weekend.
你如果愿意, 留在这里过周末。
I want to go there if the rain stops.
如果雨停了, 我想去那儿。 Students take notes and understand the use of “if引导的条件状语从句” . 总结if条件从句的结构以及时态, 使学生对条件状语从句有一个完整的感知。
Step 3 Practice 用if合并句子
1. It doesn’t snow. We’ll go to the park.
2. You’re not free tomorrow. Don’t go shopping with me.
3. You’ll be late. You don’t get up early. Students do the exercises, then check the answers with each other.
答案:1. We’ll go to the park if it doesn’t snow.
2. Don’t go shopping with me if you’re not free tomorrow.
3. You’ll be late if you don’t get up early. 通过学生做练习, 进一步掌握if条件从句的用法。
Step 4 Practice
(3a) 1. Let students fill in the blanks with the correct forms of the verbs in brackets.
2. Let students read the passage again. 1. Students fill in the blanks with correct forms of the verbs in brackets.
2. Students read the passage again. 通过动词适当形式填空练习, 在真实语境中体会和掌握含有if条件从句的主从复合句的时态。
Step 5 Practice
(3b) Let students complete the sentences with their own ideas. Students complete the sentences with their own ideas in 3b. 通过根据提供的条件进行造句活动, 在交流信息过程中, 对知识进行真实的运用。
Step 6 Group Work
(3c) 1. Let students write a story with their group.
2. Let students read the story. 1. Students write a story with their group.
2. Students read the story. 在对if的条件从句感知的基础上, 进行句子接龙活动, 开展有实际意义且生动的交际运用活动。
Step 7 Summarize Guide the students to summarize the use of “含if条件从句的复合句”. Summarize the use of “含if条件从句的复合句”. 培养学生探究、归纳、总结能力。
教学环节 教师活动 学生活动 备课札记
Step 8 Consolidation 教师设置巩固检测练习:
完成句子
1. 如果你步行去上学的话, 你将迟到。
You’ll be late if you walk to school.
2. 如果我完不成作业, 我的老师会生气。
If I don’t finish my homework, my teacher will be angry.
3. 请你给我一些建议好吗?
Can you give me some advice, please?
4. 如果他明天来的话, 请给我打电话。
Please call me if he comes tomorrow. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9 Homework 1. Recite new words and phrases.
2. Grasp “含if条件从句的复合句”.
板书设计 Section A (Grammar Focus—3c)
1. New words:upset, taxi, advice
2. Structures:
(1)If you do, you’ll be late.
(2)Shall we ask people to bring food?
(3)If I go to the movies, I won’t finish my homework.
教学反思 在本节课的教学活动设计, 主要以讲解语法和练习为主, 通过设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生感知、理解一般将来时态, 重视“预习—展示—练习—反馈”的学习过程。
课　题 Unit 10　If you go to the party, you’ll have a great time! 课时 第三课时Section B (1a—1d)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
travel, agent, around the world, go to college
2. 掌握以下句型:
(1)—What do you think I should do? Can you give me some advice?
—I think you should go to college.
(2)If I go to college, I’ll never become a great soccer player.
能力目标 学习因果关系的表达和做出合理的建议。
情感目标 通过谈论因果关系, 使学生学会割舍, 做出正确选择。
教学重点 Talk about “What will happen if. . . ?”
教学难点 Decision making.
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm
up and
work on
1a Show a picture and talk about what you will do if you have much money.
1. Students look at the pictures and talk about what you will do if you have much money.
2. Review words:
education, famous, should, advice, go to college etc.
3. Then work on 1a: Circle three things that are the most important to them in 1a.
4. Read them. 利用学生感到惊讶的图片, 引出话题, 复习学过的描述与钱相关的词汇, 为谈论因果关系做铺垫; 并通过图片和话题激发学生的学习积极性。
Step 2 Listening
(1b) 1. First let students look at the list in 1a.
2. Play the tape of 1c. 1. Students look at the list in 1a first.
2. Students listen to the tape and write A before each thing the soccer agent talks about and P before each thing Michael’s parents talk about in 1a. 通过听力练习, 在语境中体会if从句在谈论未来的因果关系中的运用。
Step 3 Listening
(1c) 1. Let students read the sentences first.
2. Play the tape of 1c.
3. Then ask students to read these sentences. 1. Students read the words in the box first.
2. Listen to the tape in 1c and complete the sentences.
3. Students read these sentences. 通过听力练习和句子配对练习, 在语境中运用if条件从句。
教学环节 教师活动 学生活动 备课札记
Step 4 Role-play
(1d) Let students role-play Michael and his friend. Ss role-play Michael and his friend. (give some advice) 通过角色扮演等交流活动, 在真实情景中练习运用if条件从句并体验助人为乐的快感和做出正确选择。
Step 5 Summarize Guide the students to learn to give advice and make a right decision. Students learn to give advice and make a right decision. 培养学生探究、归纳、总结能力。
Step 6 Consolidation 教师设置巩固检测练习:
句子配对
1. If you are late, _______
2. If he walks to work, _______
3. If you study hard, _______
4. If it doesn’t rain, _______
A. he’ll be late.
B. you’ll go to college.
C. we’ll go to the zoo.
D. your teacher will be angry.
答案:1～4. DABC 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework Recite new words and phrases.
Write a short passage about what you should do if you argue with your good friend.
板书设计 Section B (1a—1d)
1. New words:travel, agent, around the world, go to college
2. Structures:
(1)—What do you think I should do? Can you give me some advice?
—I think you should go to college.
(2) If I go to college, I’ll never become a great soccer player.
教学反思 在本节课的教学活动设计, 主要通过听说训练, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
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课　题 Unit 10　If you go to the party, you’ll have a great time! 课时 第四课时Section B (2a—Self Check)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
expert, teenager, normal, unless, wallet, certainly, mile, angry, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience, halfway, else, keep. . . to oneself, make mistakes, in the end, in half
2. 掌握以下句型:
(1)Some people believe the worst thing is to do nothing.
(2)Unless we talk to someone, we’ll certainly feel worse.
(3)Sharing a problem is like cutting it in half.
(4)So you’re halfway to solving a problem just by talking to someone about it!
能力目标 能够运用所学内容描述生活中所遇到的烦恼及解决方式, 并提高阅读理解能力。
情感目标 通过谈论烦恼以及解决方式, 使学生学会宽容他人。
教学重点 Talk about their worries.
教学难点 How to describe their own worries and how to solve them.
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm
up and
work on
2a 1. Ask students to answer the question:
I don’t have many friends. What do you think I should do? Can you give me some advice?
Let some students give you some advice.
2. Show some pictures of different kinds of “problem”.
1. Students give the teacher some advice.
2. Look at the pictures of problems and give some advice.
Review words:
worry, problem, teenager, feel, unless, etc.
Then tell their partner what kinds of things they worry about and who they usually go to for help. 利用学生亲身经历的烦恼, 复习学过的描述烦恼和问题的词汇, 为进一步诉说烦恼并解决此类问题做铺垫; 并通过提建议等话题导入激发学生的学习积极性。
Step 2 Reading
(2b, 2c) 1. Let students read the passage quickly and choose the main idea of the passage in 2b.
2. Let students read the passage carefully again and answer the questions. Then discuss their answers with their partner.
3. Explain the difficulties. 1. Students read the passage quickly and choose the main idea of the passage in 2b.
2. Students read the passage carefully again and answer the questions. Then discuss their answers with their partner in 2c. 在阅读中呈现和导入目标语言, 通过略读、精读, 反复读, 增强学生的语言感知和阅读理解能力。
教学环节 教师活动 学生活动 备课札记
Step 3 Practice
(2d) 1. Let students fill in the blanks with the phrases in the box.
2. Ask students to read the passage. 1. Students fill in the blanks with the phrases in the box.
2. Students read the passage. 通过填空练习, 提高学生综合运用以及阅读理解的能力。
Step 4 Practice
(2e) Let students answer the following questions and take notes of their answers in 2e. Students answer the following questions and take notes of their answers in 2e. 通过问答练习, 进一步提升学生的语言表达能力。
Step 5 Writing
(3a、3b、3c) 1. Let students talk to their partner and find out their three biggest worries and think of some solutions to the problems and write them down.
2. Let students write about their friend’s first problem and the possible solutions in 3b.
3. Let students write their advice for their friend’s second and third problems in 3c. 1. Students talk to their partner and find out their three biggest worries and think of some solutions to the problems and write them down in 3a.
2. Students write about their friend’s first problem and the possible solutions in 3b.
3. Students write their advice for their friend’s second and third problems in 3c. 通过书面表达出烦恼或问题以及解决问题的建议等一系列活动, 进行真实有效的交际活动。
Step 6 Practice
(4) 1. Let students add more items to the poster.
2. Let students talk about what they will do if they take part in the project. 1. Students add more items to the poster.
2. Students talk about what they will do if they take part in the project. 在书面练习的基础上, 进行有针对性的训练, 开展有实际意义的交际运用活动。
Step 7 Summarize Guide the students to give some
advice. Students can give some advice. 培养学生探究、归纳总结能力。
Step 8 Consolidation 教师设置巩固检测练习:
完成句子
1. 除非你努力学习, 否则你会不及格。
You will fail the exam unless you work hard.
2. 最好不要逃避我们的问题。
It’s best not to run away from our problems.
3. 如果她告诉父母, 她的父母会生气的。
Her parents will be angry if she tells her parents.
4. 老师让我认真做作业。
Our teacher asks me to do my homework carefully.
5. 如果你不认真, 你将会犯同样的错误。
If you’re not careful, you’ll make the same mistakes. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9 Homework Recite new words and phrases.
Finish Self Check.
板书设计 Section B (2a—Self Check)
1. New words:expert, teenager, normal, unless, wallet, certainly, mile, angry, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience, halfway, else, keep. . . to oneself, make mistakes, in the end, in half
2. Structures:
(1)Some people believe the worst thing is to do nothing.
(2)Unless we talk to someone, we’ll certainly feel worse.
(3)Sharing a problem is like cutting it in half.
(4)So you’re halfway to solving a problem just by talking to someone about it!
教学反思 在本节课的教学活动设计, 通过大量阅读和写作训练, 创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习反馈”的学习过程。