Unit 5 If you go to the party教案
八年级下册unit5 If you go to the party, you'll have a great time. 重点知识点讲解与练习
课题Unit 5 If you go to the party，you’ll have a great time!教学目标Decision Makin g重点、难点1、if 条件句2、be doing, be going to 和will 的区别考点及考试要求1、if 条件句——主将从现2、表示建议的表达教学内容知识框架第一部分本单元短语1.at the party 在晚会上2.ask sb. to do sth. 请某人做某事3.stay at home 呆在家4.half the class/students 一半学生5.get injured 受伤6.have a great time 玩得高兴7.take …away运走，取走8.all the time=always一直，始终9.make a living谋生10.in order to do…为了做某事11.have a party 举行聚会12.go to college上大学13.be famous for… 因……而著称14.make money 挣钱15.in fact事实上ugh at… 嘲笑17.too much…太多(修饰不可数名词)18.too many…太多(修饰可数名词复数)19.much too+形容词/副词太……20.get exercise 锻炼注意:（exercise当“锻炼”是不可数名词；而当“操”“练习”是可数名词）21.travel around the world 周游世界22.work hard 努力工作23.wear jeans 穿牛仔裤24.let ... in允许……进入，嵌入25.get an education获得教育26.take… away拿开，拿走由make组成的词组：make noise 发出噪音make friends 交朋友make tea 沏茶make a fire 生火make a living 谋生make trouble 制造麻烦make a sentence 造句make the bed 铺床make a decision 决定make a speech 演讲make room for 让出空间make a mistake 犯错误第二部分本单元目标句型1. If you do, you’ll…2. I’m going to …3. You should…4. Don’t you want to …?5. Don’t you think ….?①如果许老师去参加晚会，我们将会玩得非常高兴。
八年级英语 unit5 If you go to the party,you'll have a great time.教案 人教版
Unit 5 If you go to the party,you’ll have a great time. Period 1 Section A 1a,1b,2a&2b教学指导思想和理论依据：一任务型的教学。
它是一种以人为本的，能体现语言价值的、先进的、有效的教学途径；任务型教学就是以具体的任务为学习目的，以完成任务的过程为学习过程，以应用为动力，以应用为目的，以应用为核心的教学途径。
我把任务型语言教学理论应用于英语教学，并依据课程的总体目标，创造性地设计了许多贴近学生实际的任务型教学活动，贯穿于英语教学的各个环节，既深化课文、活化教材，又使英语课堂生动有趣，学生通过亲身体验、实践、合作与探究等方式学习和使用英语，学习效果特别明显。
在整个课程中，我遵循任务教学的几大原则。
做到：（一）以学生为主体原则。
创造性地设计贴近学生生活、学习经历和社会实际的任务活动，能引起学生的共鸣和兴趣，激发全体学生积极参与的欲望。
（二）言语、情景真实性原则。
语言情景、语言形式等要符合交际的功能和规律，反映学生的现实生活。
使学生在一种自然、真实或模拟真实的情景中体会语言、掌握语言的应用。
（三）阶梯型任务链原则。
任务的设计应由简到繁，又易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环。
在语言技能方面，应当先输入后输出，遵循先听、读、后说、写的设计顺序，使教学阶梯式地层层递进。
二反馈控制原理。
只有对教学过程进行有效控制，才能使系统有序，保证其组织性，及时纠正学习出现的偏差，采取补救的措施，直至达到预期的教学目标。
教学过程系统的控制主要通过教师与学生之间的信息联系，并以反馈为基本方式来实现的，是根据过去的运作情况调整将来的行为的一种方法。
根据此原理，我在本节课中，安排了造句比赛和句子接龙。
请学生通过小组合作的方式完成并用书面形式表达出来。
既训练学生的口语表达和沟通合作能力。
又训练了书面表达的能力。
初中英语《Unit 5 If you go to the party, you will have a great time》单元教学设计以及思维导图
I am going to the school party.
You should wear your cool pants.
3. Talk about consequence.
2.如何在语言学习中去运用if引导的条件状语从句表假设的用法？
3.扩展：如何区分if的两种不同用法？
专题划分
专题一：谈论if引导的条件状语从句的结构和if的用法（1课时）
专题二：运用与表达—运用所学内容完成课文的阅读与学习，并展开想象，假设在不同的情境下会怎样（If I…,I’ll….）
其中，专题一作为研究性学习
3.本专题学习的重点：
语言技能方面：通过听录音，运用抓关键词的听力学习策略获取有效信息。通过观看PPT呈现的图片及题目预测文章的大意。学会比较事物之间的不同，以为不同的人选合适的宠物为话题进行口头交流
难点：正确使用if引导的条件状语从句本专题侧重本单元话题的语言知识学习。
4.学习策略：通过听录音，运用抓关键词的听力学习策略获取有效信息。通过观看PPT呈现的图片，预测听力的相关话题。采用激趣法，直观演示法，口语交际法，视听法，听说法，运用多媒体，积极参与，共同交流与合作。难点：对所学知识的运用；听录音抓关键词。
主题单元规划思维导图
主题单元学习目标
知识与技能：
1.学习并掌握本单元出现的单词和短语。
2.学会并运用以下句型:
If you go to the party, you will have a great time.
If you do, you will be late.
八年级英语下unit5教案
八年级英语下unit5教案英语教案是中学英语教师日常备课的产物,其代表着教师对课堂的假设与预想。
下面是店铺为大家整编的八年级英语下unit5教案，感谢欣赏。
八年级英语下unit5教案(一)Unit 5 If you go to the party , you’ll have a great time !Teaching goals:1. Words and expressions in this unit .2. Target language :Are you going to the party ?Yes , I am . I’m going to wear my jeans .If you do , you’ll have a great time .You should wear your cool pants .3. 掌握现在进行时态表示将来(Present progressive as future ).4. 学习条件状语从句: if + will .5. 进一步了解情态动词should的用法.6. 学习谈论因果关系.7. 做出决定是否做某事.Important and difficult points :1. 学习运用be going to 和will构成的一般将来时。
2. if 引导的条件状语从句。
Teaching aids : teaching cards , a tape recorder .八年级英语下unit5教案(二)Period 1Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,grammar focus .Teaching procedures :Step 1 Leading inDraw two pictures on the Bb ,in the first picture a boy isgetting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with Ss and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,Ss repeat .Repeat with other sets of pictures .Step 2 Pre-taskSB Page 34 , 1a .1. Point out the pictures and ask Ss to tell what they see .2. Ask some students to read the statements and responses .3. Have Ss match the statements and responses on their own .Step 3 While-taskSB Page 34 , 1b .1. Play the tape and get Ss to check their answers to activity 1a .2. Talk about the answers together .SB Page 34 , 1c .1. Ask two Ss to read the example in the sample in activity 1c.2. In pairs , get Ss to talk about what happened in the pictures .3. Ask some pairs to present their conversations to the class .SB Page 35 , 2a & 2b .1. Read the instructions .Make sure the students know what to do .2. Play the recording .Ss listen and write down their answers .3. Correct the answers .Step 4 Post-taskSB Page 35 , 2c .1. Ask two students to read the sample dialogue .2. In pairs ,get the students to role play the conversation between Andrea and her friend .3. Ask a few pairs of students to practice their conversations for the class .Step 5 Grammar FocusSB Page 35 , Grammar Focus .1. Review the grammar focus .Ask Ss to say the statements and responses .2. Ask Ss to work in small groups .Ask each group to write down as many sentences like those in the grammar focus as they can.3. Ask some groups to share their sentences with the class .Homework :Have Ss write their sentences on their exercise books.教学后记:八年级英语下unit5教案(三)Period 2Teaching contents: SectionA 3a,3b,4,SectionB 1,2a,2b,2c.Teaching procedures:Step 1 Leading inAsk some students to make sentences with if .Step 2 Pre-taskSB Page 36 , 3a .1. First ,let Ss read the notice from the principal .2. Read the dialogue to the class saying bland when come toa blank line .3. Get Ss read the notice again and fill in the blanks .4. Correct the answers .Step 3 While-taskSB Page 36 , 3b .1. Ask some students to read out the sample dialogue and the words in the box .2. In pairs , let Ss have a conversation about the rules .3. Get some pairs to say their conversations to the class .SB Page 36 , Part 4 .1. Read the instructions and ask Ss to complete the work in pairs .2. Ask a few students to share their conversations .Step 4 Post-taskSB Page 37 , Part 1 .Ask students to complete the work on their own .Then do a quick check to see which things are most important to students in the class .SB Page 37 , 2a & 2b .1. Read the instructions and play the recording .2. Ss listen and write down their answers .3. Correct the answers .SB Page 37 , 2c .In pairs , get Ss to role play a conversation according to the information in activity 2b .Homework:Have Ss write their conversations on their exercise books.教学后记:。
Unit 5 If you go to the party
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初中英语Unit5 If you go to the party , you’ll have agreat time单元教学设计及思维导图
Unit5 If you go to the party , you’ll have agreat time所需教学环境和教学资源教材，拓展资料，Flash动画：《If ｙｏｕareｈａｐｐｙ》多媒体，录音机。
学习活动设计第一课时：活动一：“歌吧”里：放飞歌声（Presentation and Practice）1.学生听Flash动画歌曲：<<If ｙｏｕare ｈａｐｐｙ>>，进入情境，充满乐趣去学习。
2. Sing:唱一唱，做一做.句型Ifyou ….,you’ll……感知if条件状语从句。
3. Practice: A:If you are happy,what will you do?B:If I am happy,I will…设计意图：This activity provides the song and let students get interested in this class.温馨提示：全体学生动起来，一起唱，一起说，一起练。
激发他们的参与热情和学习的积极性，教学中真正实现面向“全体学生”。
活动二：“听吧”里：你行我也行（Listening comprehension and practice）1.Listenthe first time and number the phrase.设计意图(This activity encourages students to listen for key words)2.Listenthe second time and answer the questions.设计意图(This activity provides practice in listening for specific information)3.Listenthe third time and follow the tape.设计意图：(模仿语音语调)2.观察与思考：观察含有if的条件状语从句，总结其特点，并把他们翻译成汉语。
新目标英语八年级下册第五单元教案
新目标英语八年级下册第五单元教案Unit 5If you go to the party, you’ll have a great time!GuidetoUnit 5在生活和学习过程中，许多事情和情况都得由我们自己来做出判断和形成自己的主观意向。
本单元所呈现的知识内容就是这一方面，要求学生能根据具体的学习和生活情景，进行正确的判断，作出决定。
具体要求掌握以下几个方面的内容：1. V ocabulary:late, sorry, have a great time, travel around the world, work hard, wear jeans,let in, take the bus, go to college, stay at home, ride my bike, ice cream, etc.2.Targetlanguage:I’m going to the dance with Karen and Ann.If you do, you’ll have a great time.Are you going to the party? Yes, I am. I’m going to wear my new jeans.You should wear your cool pants.3.Grammar:1. 条件状语从句的运用(if 引导的条件状语从句，主句是将来时，则从句要用一般现在时表示将来。
)2. 短暂性动词的进行时态表示将来时的应用3. 情态动词should的运用4.TeachingDifficulty:运用所学知识，结合具体情景，掌握和运用条件状语从句、情态动词等相关语法知识，学会如何应用英语知识，来谈论事件之间的因果关系，分析问题并作出判断和决定，或给出解决的意见。
从而培养听力，口语交际及逻辑判断的能力等。
5. LearningMethods:Listening, speaking, readingandwriting.Pairwork and Groupwork.Makingasurvey.6. TeachingAidsAtaperecording.Somepictures.7. TeachingTime:Fourperiods.The first period:Section A 1a ---- grammar focusThe second period: Section A 3a ---- 4The third period:Section B 1---- 2cThe fourth period:Section B 3a ---- 4Thefirstperiod1. 课情分析：本课的主要内容是引导学生注意条件状语从句中的一般将来时的运用并且学会劝告他人如果做某件事的可能的后果。
Unit5 If you go to the party, you'll have a great time!教案 Periond 5
4.如果没有水，我们就不能生存。If there ___ ___ water,we ___ ___.
5..你如果愿意可以留在这儿。You ___ ___ here if you ___.
6.如果你有任何问题请给我打电话。Please ___ ___ ___ if you ___ any questions.
If it stops raining, we can go out.
If you want to lose weight, you must eat more vegetables
(4)若主句是祈使句，或主句中有情态动词，或主句中谓语动词是一般将来时，那么从句用一般现在时表示一般将来时．
Put up your hands if you have any questions to ask
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SHale Waihona Puke ep3 Sum upIf引导的条件状语从句
用法：(1)引导条件状语从句最常用的连词是if,常见的if条件状语从句表示在某条件下，某事可能发生，条件是可能存在的，主句中某种情况发生的概率也是很高的．如：
If you ask him, he will help you
If it rains, I will stay at home.
Unit 5 If you go to the party
Unit 5 If you go to the party, you’ll have a great time!Period 1 (1a –1c)教学内容分析教学内容: Section A 1a,1b,1c教学目标: 了解并初步运用if引导的条件状语从句.a) vocabularyb) Target sentences: If you go to the party, you’ll have a great time!教学方法:多媒体教学.教学步骤:Step 1 Revision and leading inWhat are you going to be when you grow up?Do you like to be a teacher? Why or why not?If you are a teacher, what will you do?If you are a teacher, what won’t you do?Help students to say it like this:If I am a teacher, I will....If I am a teacher, I won’t …..If you have a chance, what job will you choose? Why?Give Ss more examples:Teacher/doctor/nurse/singer/actor/actress/host/hostess/bankclerk/policeman/reporter/.coach/astronaut/professional athlete/lawy er…. Help students to say like this:If I’m a/an…,I will/won’t…Step2 Sing a song:“If you are happy…”Step3 Pair work:A: If you are happy, what will you do?B:I f I am happy, I will…..A: If you are sad, what will you do?B: If I am sad, I will…..Step 4 PresentationNext Sunday is Wu Hao’s birthday; he wants to organize a birthday party.--What will you do if you go to Wu Hao’s party?--I am going to buy a gift for him.--If you do, he will be very happy.--I am going to wear jeans to his party.--If you do, you will be relaxed.--I am going to take the bus to his party.--If you do, you won’t be late.Step 5 Pair workA: What will you do if you go to Wu Hao’s party?B:I think I am going to organize the party/sing/dance/wear jeans/buy a A: If you do, you’ll have a great time.He will be happy/excited/sad…The party will be interesting/boring…Step 6 Practice: (Activity 1a)Look at the picture. Then match the statements with responses below. Step 7 Listening (Activity 1b)Listen and check their answers.Step 8 CompetitionGive Ss more examples and get them to try to finish the sentences in pairs.(A)e.g.: A: I think I’m going to visit the New York City.B: If you do, you will see some very tall buildings.(B)What’s the result if I do so ?1, if I get up late tomorrow.2, if I don’t finish my homework,3, if I eat too much lunch,4, if I don’t get enough exercise,5, If I am a good cook.,6, if I watch too much TV,7, if I don’t help others,Step 9 Homework1)Copy the new words in Period 1.2)Finish the exercises in this period.马召中学侯平利。
八年级英语unit 5 if you go to the party, you will have a great time. 人教新目标版知识精讲
初二英语Unit 5 If you go to the party, you will have a greattime. 人教新目标版【本讲教育信息】一. 教学内容：Unit 5 If you go to the party, you will have a great time.二. 教学目标：本单元以“参加聚会”为话题，引入因果关系的表述方法，使同学们学会条件状语从句的表达方法，并学会祈使句的用法。
三. 教学重点：if引导的条件状语从句四. 重点词组：make money （挣钱），make a living（谋生），all the time（一直，总是），around the world （世界各地），take away（拿走）五. 语法：if引导的条件状语从句；祈使句；［教学过程］一、语言知识精讲1. I think I’m going to go to the party with Karen and Ann.此句中的be going to ＋V原，表示将要发生的事或计划、打算要做的事。
（1）Ann准备干什么？What is Ann going to do?（2）我打算在家里呆着。
I’m going to stay at home.2. If you do, the teacher won’t let you in.（＝will not）句中的let (…) in 意为“允许进入”。
let 为使役动词，后面跟动词原形。
（1）Please open the window and let in some fresh air.（2）Could you please let me in your party? （允许参加）let in 的反义词是let out，意为“放出……，释放，泄漏”We should let the bird out（of the cage）.3. Don’t wear jeans. Please bring your ID card.这两句是祈使句的否定形式和肯定形式。
Unit 5 If you go to the party
U n i t5I f y o u g o t o t h e p a r t y,y o u'l l h a v e a g r e a t t i m e泽林中学陈小芬 2009.3.13教学内容:SectionA 1a,1b,1c,2a,2b,2c,grammar focus .教学过程:一、导入 Leading inDraw two pictures on the Bb ,in the first picture a boy is getting up late ,and in the second picture the boy can’t catch the early bus .Then talk about the pictures with students and write down the sentence “If you get up late , you will not catch the early bus .”Read the sentences ,students repeat .Repeat with other sets of pictures .二、Pre-task使用其中SectionA内容Page 34 , 1a .Point out the pictures and ask Ss to tell what they see .Ask some students to read the statements and responses .Have students match the statements and responses on their own .三、 While-task使用其中SectionA内容（一）Page 34 , 1b .Play the tape and get students to check their answers to activity 1a .Talk about the answers together .（二）Page 34 , 1c .Ask two students to read the example in the sample in activity 1c.In pairs , get students to talk about what happened in the pictures .Ask some pairs to present their conversations to the class .（三）Page 35 , 2a & 2b .Read the instructions .Make sure the students know what to do .Play the recording .Students listen and write down their answers .Correct the answers .四、 Post-task Page 35 , 2c .Ask two students to read the sample dialogue .In pairs ,get the students to role play the conversation between Andrea and her friend .Ask a few pairs of students to practice their conversations for the class .五、Grammar Focus Page 35 , Grammar Focus .Review the grammar focus .Ask students to say the statements and responses .Ask students to work in small groups .Ask each group to write down as many sentences like those in the grammar focus asthey can.Ask some groups to share their sentences with the class .六、Homework :Have students write their sentences on their exercise books.。
Unit5 If you go to the party, you'll have a great time!教案Periond 3
2011—2012学年第二学期第____周星期____第____节总第课时
备课组：八年级科目：英语教师：叶拓
单元课题
P3 Unit 5Section B 1-2c 3b
课时安排
1
备课札记
教学目标
（知识与能力、过程与方法、情感态度与价值观）
Topic: Talk about the consequence.
Mr. Brown. Decide if he joined the Lions or not.
Step 6Exercise
Fill in the blanks with the words given.
1.The students will go to the Summer Palace if it _______ (not rain) tomorrow.
8.If I _____(have) much money in the future, I willtravel all over the world.
Step7 Homework
Finish the exercise on Ex. Book.
教
学
反
思
教法
Presentation Practice
教辅
PPT
课
前
思
考
本课时教学内容不多．围绕本课重难点，前几个步骤都是为听力中会出现的词汇作铺垫．紧接着根据听力内容，设计一个辩论赛．强化提高学生的口头表达能力．
教学过程
Step1Lead-in
--What is the most important to you in your life?
Vocabulary: make a lot of money, get an education,
Unit5 If you go to the party, you'll have a great time!教案Periond 1
T: Why don’t you go to the party? I’ll organize a party
教学过程
备课札记
S: Yeah, that’s good. I’ll go to the party.
T: If you do, you’ll have a great time.=If you go to the party, you will have a great time
B: If they do, ….
Let Ss discuss in paris.
Step4Listening
T: OK, Andrea is talking about the party with her friend, Mark. let’s listen to the recording , finish 2a.
B: If they do, ….
A: I think they are going to have the party at school/outside/ in a park….
B: If they do, ….
A: I think they are going to watch a video/sing and dance/play party games. …
T: Andrea is going to organize a class party. Can you guess when and where is she going to organize the party? What activities will they have?
A: I think they are going to have the party today/tomorrow/on Saturday morning….
Unit5Ifyougototheparty
Unit5If you go to the party, you’ll have a great time!The first period(1a-2c)Ⅰ.Teaching Aims and Demands(Ⅰ)Aims of basic knowledgeKey vocabulary: jeans, organizeKey structures:(1)I think I’ll ride my bike. If you do,you’ll be late.(2) I think I’m going to stay at home. If you do, you’ll be sorry.(Ⅱ)Aims of abilities(1)Learn to use the first conditional to talk about the consequences.(2)Be able to listen for the information of consequences in the listening materials.(Ⅲ)Aims of emotion and evaluationThrough the activities designed, help the students to adjust their plans to get the satisfying consequences.Ⅱ.Teaching MethodsAudio-lingual methods; Task-based approachⅢ.Teaching AidsA tape-recorderⅣ.Teaching key points and difficulties1. Present indefinite as future.2. Present continuous as futureⅤ. Teaching ProceduresStep 1.Warming up1. The teacher and the students greet each other.2. Have conversations with the students on the topic we have learned, and ask the students the questions like this:-Hello! How do you feel these days?-OK, thanks. And how are you?-I’m very well, These days I was watching a very nice Chinese soap opera named Farewell Vancouver.-What do you think of it?-It’s so moving. The hero and heroine in the opera play very well. What were you doing these days?-My teachers asked me to work hard at my study. So I did. -That’s great. I wish you are top at your study. (Students can make similar conversations in pairs.)Step 2.Lead in1. Get the students to look at the pictures carefully, make sure most of the students know what is happening in the pictures.2. Do activity 1a.Ask the students to read the sentences andmatch the statements with the responses. First get one student to read aloud these sentences and then get them to match. Have the students discuss first. Then get the students to match them in the box.Step 3. Listening(Activity 1b.)Listen. Check your answers if they were right. Check the sentences from 1a below fit your answers.Ask one of the students to read aloud the sentences. Say like this: Now I will play a recording about the sentences list on the book. Check your answers if they are right.Play the recording the first time. Students only listen. Play again. Students check the sentences they hear.Check the answers with the whole class.Step 4. Pairwork (Activity 1c)1.Read the instructions to the class.2.Ask two students to read the sample conversation.3.Students work in pairs, then present their conversations tothe class.Step 5.Listening (Activity 2a,Activity 2b)1. Activity 2aPoint out the requests of the listening task. Then ask a student to read them to the class.Play the recording the first time. Students listen and number the words they hear.Play again. This time students number the words they hear. And then check the answers with the class.2. Activity 2bListen again and fill in the blanks. Then check the answers with the whole class.Step 6. Speaking Practice (Activity 2c)Get the students to practice the conversations in pairs, they may follow the model list on the book. Give the students several minutes to practice in advance, then ask some pairs to act out them in front of the class.Step 7.Summing-upSum up what the students have learned in this period.Step 8.Homework1.Get the students to practice the conversations inactivities1a-2c.2. Learn by heart the sentences in activity 1a.3. Preview Activity 3a-4.Bb designedUnit5If you go to the party, you’ll have a great time! Key vocabulary: jeans, organizeKey structures:(1)I think I’ll ride my bike. If you do,you’ll be late.(2) I think I’m going to stay at home. If you do, you’ll be sorry.。
If you go to the party youll have a great time
If you go to the party youll have agreat timeUnit5Ifyougototheparty,you’llhaveagreattime!.TeachingAimsandDemandsknowledgeobjectInthisunitstudentslearntotalkaboutconsequences.AbilityobjectsTotrainstudents’abilityoflistening,speaking,readingandwritingskills.Totrainstudents’abilityofcommunication.SensibilityandValueToraisethelearninginterestofstudents.Toenabletotakeanactivepartinallkindsofactivitiesina nEnglishclass.TobeabletoexpresstheirfeelingsinsimpleEnglish.2.TeachingkeyPointTomasterthekeyvocabularyandthetargetlanguageinthisu nit.3.TeachingDifficultiesTotrainstudents’abilityofreadingandwriting.Totrainstudents’integratingskills.4.StudyingwaysToteachstudentshowtoscan.Toteachstudentshowtodeduce.nguageFunctionTalkaboutconsequences.6.TargetLanguage—I’mgoingtothedancewithkarenandAnn.—Ifyoudo,you’llhaveagreattime.—Areyougoingtotheparty?—yes,Iam.I’mgoingtowearmynewjeans.—youshouldwearyourcoolpants.7.StructuresFirstconditionalif+will.Presentprogressiveasfuture.modalshould.8.Vocabularylate;sorry;haveagreattime;travelaroundtheworld;work hard;wearjeans;letin;takeaway9.Recyclingtakethebus;gotocollege;stayathome;ridemybike;snacks ;icecream;happy;famous0.LearningStrategiesScanning.Deducing.1.TeachingTimeSixperiods.TheFirstPeriodⅠ.TeachingAimsandDemands.knowledgeobjectskeyvocabularyconsequence,jeans,letinTargetlanguage—IthinkI’mgoingtogotothepartywithkarenandAnn.—Ifyoudo,you’llhaveagreattime.ListeningpracticePairwork2.AbilityobjectsTotrainstudents’abilityoflisteningandspeaking.Totrainstudents’abilityofunderstanding.3.SensibilityandValueTobeabletogivehelpwhensomeoneneeds.Ⅱ.TeachingkeyPointskeyvocabulary.Targetlanguage.Ⅲ.TeachingDifficulties Listeningpractice.Pairwork.Ⅳ.Teachingmethods Listeningandspeakingmethods. Practicingmethod.observingmethod.Ⅴ.TeachingAidsAprojector.Arecorder.Ⅵ.TeachingProceduresInstructionalDesignmodificationandRemarksStepⅠGreettheclassasusualandcheckthehomework. StepⅡTeachthenewwords.Showthewordsonthescreen.consequencen.结果；后果；因果关系jeansn.牛仔裤letin允许进入；允许参加Forthefirstone,tellstudentsinthisunitwe’lllearntotalkaboutconsequences.Readtheothertwototheclassandaskthemtorepeat.StepⅢSectionADrawsomesimplebeforeandafterpicturesontheboardandas kstudentstotalkaboutwhattheyseeinthepictures.Forexa mple,drawapairofpicturesshowingateenageboy.Inthefir stpicturetheboyiswalkingdownthestreetwhileotherstud entsaregettingonaschoolbus.Inthesecondpicture,thebo yiswalkingintoaclassroomwherealltheotherstudentsare sittingdown.Aspeechbubbleabovetheteacher’sheadsays,you’relate!Askstudentstotalkaboutthepictures.［T=Teacher,S=Student］T:whatistheboydoinginthefirstpicture.S1:walking.T:That’scorrect.He’swalkingtoschool.whataretheotherstudentsdoing?S2:They’retakingthebustoschool.T:what’shappeninginthesecondpicture?S3:He’slate.T:That’scorrect.Theboyislate.T:I’mgoingtotalktothisboy.Andy,youshouldtakethebus.yous houldn’twalktoschool.Ifyouwalktoschool,you’llbelate.classrepeat,Ifyouwalktoschool,you’llbelate.Ss:Ifyouwalktoschool,you’llbelate.Repeattheactivitywithanothersetofpictures.Forexampl e,usepicturesthatshowagirlstudyingatadeskandthenthe samegirlholdingapaperwithabigAatthetop.Askstudentst orepeatthesentence,Ifyoustudy,you’llgetanA.StepⅣ1aActivity1aintroduceskeyvocabularyandprovidesreading practiceusingthetargetlanguage.Firstpaintoutthefourpicturesandgetstudentstotellwhattheysee.Thenasktwostudentstoreadtheconversationinthespeechb ubblesinthefirstpicture.Sa:IthinkI’mgoingtogotothepartywithkarenandAnn.Sb:Ifyoudo,you’llhaveagreattime.Thenhavestudentslookat1a.Askthemtomatchthestatement sandresponses.checktheanswers.Answers.d2.a3.b4.cStepⅤ1bThisactivityprovideslisteningpracticeusingthetarget language.T:Listentothetape.you’llhearfourconversations.Eachconversationwillgiveyou thematchingresponseforoneofthefourstatements.Playtherecording.Studentslisten.StepⅥ1cPairworkThisactivityprovidesguidedspeakingandlisteningpract iceusingthetargetlanguage.Firstaskstudentstolookatthepicturesandthenmakeconve rsations.Thenhavetwostudentsreadthesampledialogue.Sa:IthinkI’mgoingtostayathome.Sb:Ifyoudo,you’llbesorry.T:workwithyourpartner,please.makeaconversationusing thethingsthatarehappeninginthepictures.Attheendaskoneortwopairsofstudentstosaytheirconvers ationstotheclass.StepⅦAnActivitywhatdoyouthink?Askstudentstointerviewclassmatesandpeopleoutsidethe class.Havethestudentssaythatheorsheisthinkingaboutdoingsomethingunusualandgetotherpeople’sreactions.Askthestudentstophrasetheanswersassenten cesbeginningwithIfyoudo...,forexample,thestudentmig htsay,I’mthinkingaboutgettingapetelephant.Thestudentasksoth erpeoplewhatwillhappenifheorshedoesthis.Answersmigh tbe:you’llspendalotonfood.youwon’thaveanyplacetokeepit.Askstudentstosaytheresponsest otherestoftheclass.StepⅧcultureNoteInsomecultures,manyparentsdonotallowboysandgirlstog otopartiestogether.Theseparentsfeelthatitisbetterfo rtheirchildrentowaituntiltheyareoldertostartspendin gtimewiththeoppositesex.Askstudentstothinkaboutwhat therulesarelikeintheirculture.whataretheirparents’rules?PointoutthatintheUnitedStatesmostteenagersare freetogotopartiesstartingataboutage12or13.Askthestu dentstotalkaboutthegoodandbadpointsofthiskindoffree dom.StepⅨSummaryTodaywe’velearnttotalkaboutconsequences.we’velearntthesentence:Ifyou...,you’ll....Doyouliketogotoaparty?Doyouliketohaveapartyin yourhouse?Ifnobodycomestoyourparty,you’llbesorry,Right?ok.Today’shomework.StepⅩHomeworkPracticethetargetlanguageandpreviewthenextpage.StepⅪBlackboardDesignTheSecondPeriodⅠ.TeachingAimsandDemands.knowledgeobjectskeyvocabularyorganize,bike,you’ll=youwillTargetlanguageIfwehaveittoday,halftheclasswon’tcome.IthinkI’llridemybike.Ifyoudo,you’llbelate.ListeningpracticePairworkGrammarfocus2.AbilityobjectsTotrainstudents’abilityofspeakingandlistening.Totrainstudents’abilityofcommunicative.3.SensibilityandValue Toenabletohelpeachotherincommunication. Ⅱ.TeachingkeyPointskeyvocabulary.Targetlanguage.Ⅲ.TeachingDifficultiesPairwork.Grammarfocus.Ⅳ.Teachingmethods Listeningandspeakingmethods. communicativeapproach.Ⅴ.TeachingAidsAprojector.Arecorder.Ⅵ.TeachingProceduresInstructionalDesignmodificationandRemarksStepⅠGreettheclassandcheckthehomework.StepⅡLearnthenewwords.Showthethreenewwordsonthescreen.Readthewordstoclassandaskthemtorepeat.StepⅢ2aActivity2aencouragesstudentsforkeywordsinanexchange.Readtheinstructions.Playtherecording,askingstudentstocompletethetask.checktheanswers,playingthetapeagain.Stopattheanswer s.Answersa.3b.1c.2d.6e.4f.5TapescriptAndrea:Hi,mark.Iwanttohaveaclassparty.willyouhelpmeorganizeit?mark:Sure,Andrea.Icanhelpyou.Sowhenshallwehavethepa rty?Andrea:Let’shaveittodayafterclass.mark:No,todayistooearly.Ifwehaveittoday,halftheclas swon’tcome.Andrea:okay,let’shaveittomorrow.mark:Hmm...There’satesttomorrow.Studentswillleaveearlytostudyforthei rtests.Let’shaveitontheweekend.Andrea:okay,let’shaveitonSaturdayafternoon.wecanallmeetandwatchavid eo.mark:No,Idon’tthinkweshouldwatchavideo.Somestudentswillbebored.L et’splaypartygames.Andrea:okay,goodidea.canyouorganizethepartygames?mark:Sure,Icandothat.Andcanyoumakesomefoodforus?Andrea:yes,that’snoproblem.StepⅣ2bThisactivityprovidespracticeinlisteningforspecifici nformation.Readtheinstructions.Askbetterstudentstoanswersomeof thequestionsfrommemory.Thenplaythetapeagain.Askstudentstocompletethetaskontheirown.checktheanswers.Encouragestudentstogivetheiranswers infullsentences.AnswersHalftheclasswon’tcome.Studentswillleaveearlytostudyfortheirtests.Somestudentswillbebored.markisgoingtoorganizethepartygames.Andreaisgoingtomakesomefood.StepⅤ2cPairworkThisactivitygivesstudentsachancetousepromptstorolep laytheconversation.Firstasktwostudentstoreadthesampledialogue.Sa:ok,whenisagoodtimetohavetheparty?Sb:Let’shaveittoday.Sa:Ifwehaveittoday,halftheclasswon’tcome.T:Good.Thankyou.Nowworkwithyourpartner.Lookatthecha rtaboveandroleplaytheconversationbetweenAndreaandhe rfriend.Afterawhile,askafewpairsofstudentstopracticetheirco nversationsfortheclass.StepⅥGrammarFocusReviewthegrammarbox.Askstudentstosaythestatementsan dtheresponse.Tellstudentswhentheytalkaboutconsequences,theycanus ethewordwilltoshowwhatisgoingtohappen.StepⅦoptionalactivityAskstudentstoworkinsmallgroups.Askeachgrouptowrited ownasmanysentenceslikethoseintheGrammarFocusastheycan.Seewhichgroupcanthinkofthemostsentences.counthow manyeachgrouphas.Havethegroupsreadtheirsentencestot heclass.writeoriginalsentencesontheboardanddiscusst hesentenceswiththeclass.StepⅧSummaryThisclasswelearntthetargetlanguage.Andwedidalotofli steningandwritingpractice.StepⅨHomeworkPreviewthenewwordsonthenextpage.StepⅩBlackboardDesignTheThirdPeriodⅠ.TeachingAimsandDemands.knowledgeobjectskeyvocabularyremind;takeaway;charity;event;folk;visit;flower Targetlanguage—whatwillyoudoifyougototheoldfolks’homevisit?—IfIgotothatone,I’llbringthemsomeflowers.writingpracticeoralpractice2.AbilityobjectsTotrainstudents’abilityofreadingandwriting. Totrainstudents’abilityofcommunication.3.SensibilityandValue TobeinterestedinspeakingEnglish.Ⅱ.TeachingkeyPointskeyvocabulary.Targetlanguage.Ⅲ.TeachingDifficultieswritingpractice.oralpractice.Ⅳ.Teachingmethods Readingandwritingmethods. communicativeapproach.Ⅴ.TeachingAidsThemulti-media.Aprojector.Ⅵ.TeachingProceduresInstructionalDesignmodificationandRemarksStepⅠGreettheclassandcheckthehomework.StepⅡLearnthenewwords.Showthenewwordsonthescreen.Askstudentstoreadthewordsfirstandthencorrectthepron unciation.Readthewordstoclassandaskthemtorepeat.StepⅢ3aActivity3aprovidesreadingandwritingpracticeusingthe targetlanguage.Forthisactivityfirstshowthenoticeonthescreen.Askdif ferentstudentstoreadthesentences.Thentellstudentsth enoticeisaboutaschoolparty.Thengetstudentstolookatthedialogue.Readthedialoguet otheclass,sayingblankeachtimewhencomingtoablankline.Nowhavestudentsreadthenoticeagainandfillintheblanks. Asstudentswork,movearoundtheroomofferinghelpwhereneeded.Thencorrecttheanswers.Answers.theschoolparty2.I’mgoingto3.Theteacherswon’tletyouin.StepⅣ3bPairworkThisactivityprovidesguidedspeakingandlisteningpract iceusingthetargetlanguage.T:NowlookattheActivity3b.FirstI’llasktwostudentstoreadthesampledialogue.whowouldlik etoreadittotheclass?ok.youtwo,please.Sa:I’mgoingtotheschoolparty.Sb:SoamI.Let’sbringsomesnacks.Sa:oh,wecan’tdothat.Sb:Really?whynot?Sa:Ifwebringsnacks,theteacherswilltakethemaway.T:Verygood!Thankyou.Nowworkwithyourpartnerandusethe wordsintheboxandthenoticeonthescreentomakeyourconve rsations.clear?Ss:yeah.T:ok.Nowlet’sbegin.Asstudentswork,movearoundtheroomofferinghelpwherene eded.Attheendaskseveralpairsofstudentstosaytheirconversa tionstotheclass.StepⅤ4PairworkThisactivityprovideslistening,speaking,readingandwr itingpracticeusingthetargetlanguage.Firstreadtheinstructions.Asktwostudentstoreadthesampledialogue.Sa:whatwillyoudoifyougototheoldfolks’homevisit?Sb:IfIgotothatone,I’llbringthemsomeflowers.Askanotheroneortwostudentstosuggestothercharityeven ts.Tellthemtheycanpickatopicofcurrentinterestinthen ews.Askstudentstocompletethetaskinpairs.Studentsdiscusstheeventsandthinkofneweventsandactivities.Getafewstudentstosharesampleconversations.Listtheot hereventsontheboard.StepⅥworkbookSectionA)Fillinthemissinglettersinthesewords..wearjeans2.g___toc___l______ge3.taketheb______4.haveagr_________time5.l______youin6.ro______st______2)matchthesentences.Drawaline.3)Numberthesentencestomakeaconversation.B:maybeyoucouldplaybasketballatthegym.A:IthinkI’mgoingtoridemybike.B:Ifyoudo,you’lluncomfortable.It’sraining.youshouldstayathome.B:That’sright.AndthenIcanplay,too.A:IfIdo,I’llwatchTV.AndIhateTV!B:Right!Icouldplaybasketball.IfIdo,I’llprobablyhaveagreattime.Readtherules.Thencompletethesentenceaftereachrule.U sethephrasesfromthebox.keytoworkbookStepⅦSummaryThisclasswehadsomelistening,speaking,readingandwrit ingpracticeusingthetargetlanguage.welearnttousethes entence:“Ifwe...,we’ll...”and“Ifyou...,you’ll...”.StepⅧHomeworkPreviewthenewwordsonnextpage.TheFourthPeriodⅠ.TeachingAimsandDemands.knowledgeobjectskeyvocabularyagent;makemoney;travel;hard;playerTargetlanguage—Ithinkyoushouldgotocollege.—ButifIgotocollege,I’llneverbecomeagreatsoccerplayer.ListeningpracticePairwork2.AbilityobjectsTotrainstudents’abilityoflisteningandspeaking.Totrainstudents’abilityofcommunication.3.SensibilityandValueTobeinterestedintakingactivepartinactivitiesinanEng lishclass.Ⅱ.TeachingkeyPointskeyvocabulary.Targetlanguage.Ⅲ.TeachingDifficultyoralpractice.Ⅳ.TeachingmethodsListeningandspeakingmethods.oralpracticingmethod.Ⅴ.TeachingAidsAprojector.Arecorder.Ⅵ.TeachingProceduresInstructionalDesignmodificationandRemarksStepⅠGreettheclassandcheckthehomework.StepⅡLearnthenewwords.Showthewordsonthescreen.Getastudenttoreadthenewwordstoclassandaskthemtorepe at.StepⅢSectionBThisactivityreviewsearliervocabularyandintroducesso menewwords.Firstaskstudentstoreadthephrases.Thenhavestudentsci rclethethreethingsthataremostimportanttothem.Getstudentstocompletetheworkontheirown.Thendoaquickchecktoseewhichthingsaremostimportantto studentsintheclass.Askastudenttowritethefivephrases ontheboard.Thenasktheclass,Howmanystudentscircledarehappy?Howmanystudentscircledgotocollege?writethere sultsaftereachphraseontheboard.StepⅣ2aActivity2agivesstudentspracticeinunderstandingtheta rgetlanguageinspokenconversation.Playconversation1andconversation2thefirsttime.Stude ntsonlylisten.Thenplayitasecondtime.Thistimeaskstudentstowritethe letterAandPinfrontofthecorrectphrases.correcttheanswers.StepⅤ2bThisactivitygivesstudentsadditionallisteningpractic e.Askstudentstolistenagainandcompletethesentences.Thecolumnsontheleftarestarters.Thecolumnsontheright areendings.Forexample,IfyoujointheLions,you’llbecomeagreatsoccerplayer.Playtherecordingagain.Askstudentstowritethelettersi nthecorrectblanks.Thencorrecttheanswers.Answers.c2.e3.a4.d5.bStepⅥ2cPairworkThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Readtheinstructionsfortheactivity.Pointtotheexampleinthesampledialogue.Asktwostudents toreadthequestionsandanswerstotheclass.PointoutthesentencestartersinActivity2b.Say,youcans tartwiththesephrasesasyouhaveyourconversations.Thentrytouseyourownideas.Thenhavestudentsworkinpairs.Astheyaskandanswerthequ estions,movearoundtheroomcheckingtheirwork.callondifferentpairstosaytheirconversationsforthecl ass.StepⅦSummaryandHomeworkThisclasswehavelearntsomenewwordsandthetargetlangua ge.whatjobdoyouwanttodointhefuture?Doyouwanttobefam ous?Doyouliketomakealotofmoney?Goondiscussingafterc lass.StepⅧBlackboardDesignTheFifthPeriodⅠ.TeachingAimsandDemands.knowledgeobjectskeyvocabularytoplayornottoplay;realize;choose;hurt;champion;make aliving;billionsof;allthetime;lookupto;beableto;lawyerReadingpassagewritingpracticeoralpractice2.AbilityobjectsTotrainreadingabilityofstudents.Totrainwritingabilityofstudents.Totrainstudents’abilityofcommunication.3.SensibilityandValueToraisestudents’interestoflearningEnglish.Ⅱ.TeachingkeyPointskeyvocabulary.Readingpassage.Ⅲ.TeachingDifficultieswritingpractice.oralpractice.Ⅳ.TeachingmethodsReadingandwritingmethods.communicativeapproach.Ⅴ.TeachingAidsAprojector.Piecesofpaper.Ⅵ.TeachingProceduresInstructionalDesignmodificationandRemarksStepⅠGreettheclassasusualandcheckthehomework.StepⅡTeachthenewwords.Showthewordsonthescreen.Readthenewwordstotheclassandaskthemtorepeat.Givethe mafewminutestorememberthewords.StepⅢ3aThisactivityprovidesreadingpracticeusingthetargetla nguage.Firstaskstudentstolookatthereadingpassage.Andcomple tethechartandthecircledsentence.Tellstudents.StepⅣ3bActivity3bprovideswritingpracticeusingthetargetlanguage.Readtheinstructions.AskstudentstolookbackatActivity 2aandActivity2btogetideasfortheletter.ThearticleinA ctivity3aalsocontainssomeideasthatcanbeusedinthelet ter.Getstudentstocompletetheletterontheirown.Thenasksomestudentstoreadtheircompletedletterstothe class.StepⅤ3cThisactivityprovidesfurtherwritingpracticeusingthet argetlanguage.T:Now,forthisactivitywriteaboutyourownplansusingsen tenceswith“if”and“will”.Pleaselookattheexample.I’llasktwostudentstoread.whowouldliketohaveatry?ok.yo utwo,please.Sa:maybeI’llbecomeateacher.IfIbecomeateacher,I’llworkwithchildren.Ilovechildren,soI’llbehappy.Iwillalsobeabletoworkoutsidesometimes.ButIwon’tbefamous.Sb:maybeI’llbealawyer.IfIbecomealawyer.I’llbeabletohelppeople.ButIwon’tbeabletoworkoutsideandIwon’tbeabletoworkwithchildren.IthinkI’llbeateacher!T:Thankyouverymuch.Nowwriteaboutyourownplans.Trytot ellthetruth.Asstudentswork,movearoundtheroomofferinglanguagesup portasneeded.Attheendaskseveralstudentstoreadtheirsentencestothe class.Encouragestudentstoreadtheirsentencesbeforetheclass .Givethemlittlepresentstopraisethemfortheircourage.StepⅥ4GroupworkThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage.Firstgiveeachstudentapieceofpaper.Thenshowsomesente ncesonthescreenandmakesureeverystudentunderstandswh attodo.Getstudentstoworkingroupsoffour.whentheyfinish,askseveralgroupstosaytheirstoriestot heclass.StepⅦSummaryThisclasswehadsomereadingandwritingpracticeusingthe targetlanguage.Havemorepractice,andyou’llfindEnglishisn’tverydifficult.StepⅧHomeworkwritethestoryofyourgroupdowninyourexerciseb ooks.......TheSixthPeriodⅠ.TeachingAimsandDemands.knowledgeobjectsSelfcheckexercises.writingpractice.justforFun!2.AbilityobjectsTotrainstudents’abilityofselfcheck.Totrainstudents’abilityofwriting.3.SensibilityandValueTobeabletoaskforhelpwhenhavingdifficultiesinlearnin g.Ⅱ.TeachingkeyPointSelfcheckexercises.Ⅲ.TeachingDifficultywritingpractice.Ⅳ.TeachingmethodsSelfcheckmethod.writingmethod.Ⅴ.TeachingAidTheblackboard.Ⅵ.TeachingProceduresInstructionalDesignmodificationandRemarksStepⅠGreettheclassandcheckthehomework.Askstudentstoshowtheirwrittenwork.StepⅡSelfcheck1Thisactivityfocusesonvocabularyintroducedintheunit.Askstudentstofillintheblankswiththewordgiven.Askstudentstomakefivesentences.Getthemtowriteontheirown.Havefivestudentswritetheirsentencesontheboard.corre ctthemistakesontheboard.StepⅢ2Thisactivityprovidesopenwritingpracticeusingthetarg etlanguage.Firstaskstudentstolookatthepictures.Askthemtotellwh attheyseeinthepictures.Thenhavestudentscompletethes entencesusingtheirownideas.Astheywork,walkaroundtheroomofferinghelpasneeded.whentheyfinish,askeachstudenttoreadhis/hersentencet otheclass.StepⅣjustforFun!justforfunprovidesreadingpracticewiththetargetlangu age.Havetwostudentsreadtheconversationtotheclass.Sa:IthinkI’llgobacktomars.Sb:Ifyoudo,they’lllaughatyou.Sa:why?Sb:Howmanymartiansdyetheirhairbrown?Sa:oh,yeah.you’reright.T:Thankyou.whatiswrongwithbrownhaironmars?StepⅤworkbookSectionB)Readtheconversation.Thencompletethecrosswordpu zzle.A:Afterhighschool,I’mgoingtogoto.Iwanttoplaytennisincollege.B:Aftercollegewillyougetajobnearhome?A:No,Iwanttobeatennisplayer.B:Thenyouwillneedan.A:Iknow.AndI’llneeda,too.B:Doyouwanttobe?A:Notreally.Idon’twantalotofwatchingmeallthetime.2)Readtheletter.Then“True”or“False”foreachstatement..Garywantstogetanewjob.False2.Thenewjobwouldprobablypaymorethan$7.00anhour.TrueFalse3.AhmetwantsGarytochangehisjob.TrueFalse4.NowGaryworksafterschoolandonweekends.TrueFalse5.AhmetwillvisitGarytomorrow.TrueFalse3)Thinkofadecisionafriendismakingormightbemaking.wr ethestructureifyou..., you’ll...liketheoneintheexample.Example:Ifyougotocollege,you’lldoverywell.keytoworkbookSectionB)DowN:1.college2.famousAcRoSS:3.professionalwyer5.agent6.fans2)2.False3.False4.True5.False3)Answerswillvary.StepⅥSummaryThisclasswecheckedthevocabularywe’velearntinthisunit.Andwehadsomewritingparcticeusing thetargetlanguage.Nextclasswe’llhavearevision.StepⅦHomeworkPreviewthewordsinnextpage.Finishofftheworkbookexercises.StepⅧBlackboardDesignUnit5Ifyougototheparty,you’llhaveagreattime!Thesentencesofstudents....2....3....4....5....ActivityandProbeⅠReadingalinegraphStudythelinegraphbelowandanswerthequestions.Twentyyearsago,veryfewAmericanhighschoolshadsoccert eams.moststudentswereinterestedinbaseball,basketbal l,andAmericanfootball.However,soccerisquicklybecomi ngthemostpopularsportinmanyhighschools.Thelinegraph belowshowsthegrowthininterestinsocceramongboysandgi rlsinoneAmericanhighschool..Inwhichyearwerethere50girlsontheNewtownHighsoccerteam?19982.Inwhichyearwerethere50boysontheNewtownHighsoccert eam?__________3.Howmanyboyswereontheteamin1994?__________4.Howmanygirlswereontheteamin1994?__________5.whichteamhadthesamenumberofmembersforthreeyearson end?__________6.whatwasthetotalnumberofboysandgirlsontheteamsin19 99?__________ActivityandProbeⅡGoal:Reviewhowtotalkaboutconsequences.materials:Picturescutfrommagazinesordrawnbytheteach er.Procedure:Beforeclassprepareasetofeightortenpictureslargeenou ghforallstudentstosee.Eachpictureshouldshowanactivi tyorevent.Forexample,youmightshowapictureofapersongoingtothemovies,apersonplayingwithadog,andapersonea tinginarestaurant.Displaythepictureswhereallstudentscanseethem.makeas amplestatementabouteachonestartingwiththewords,Ithi nkI’mgoingto....Thesentencesfortheexampleslistedabovemi ghtbe,IthinkI’mgoingtogotothemovies.IthinkI’mgoingtobuyadog.IthinkI’mgoingtoeatdinnernow.Askstudentstochooseonepictureandmakestatementsabout itstartingwiththewords,Ifyoudo....Possiblesentences forthefirstpicturemightbe:Ifyoudo,you’llhaveagoodtime.Ifyoudo,I’llgowithyou.Ifyoudo,you’llgethomelate.Askstudentstochooseoneofthepicturesandwriteasentenc eaboutitstartingwithIthinkI’mgoingto....Askstudentstofollowthatsentencewithseve ralothersentencesstartingwiththewords,Ifyoudo....Allowtenminutesforstudentstowrite.Askstudentstopointtoapictureandreadthesentencestheyhavewrittentothec lass.。
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Unit 5 If you go to the party, you’ll have a great time. Teaching content: Period 1 Section A 1a, 1b, 2a&2c
Teaching Aims:
Knowledge Goals:
1. The usage of “if ” conditional attributive clause;
2. Get students master the new words and useful expressions : let sb in, have a great time;
3. Organize party games.
Ability Goals:
1. Use “if ” conditional attributive clause to talk about something and write something;
2. Help the students improve listening skills.
Moral Goals:
S tudents will understand it’s impo rtant to spend time with friends together. Friendship is very important for a person.
Teaching Important Points
The usage of “if”conditional attributive clause: if引导的条件状语从句用一般现在时表将来。
Teaching Difficult Points
How to guide students find the rules of “if” conditional attributive clause. get students use “if” conditional attributive clause correctly.
Teaching Methods:
Listening, conversation, competition and groupwork.
Teaching Aids: PPT, tape recorder.
Teaching Procedures
Step 1: W arming-up and Lead-in
Listen to the music If I am happy and guide the topic to “happy”. Then talk about “happy ”.
T：If I am happy, I will sing.
If I am happy, I will dance.What about you?
S：If I am happy, I will …. (出示图片)
Step 2 : presentation
1. Guessing Game. get students look at the screen ,ask students some questions like this :If he is happy, he will ….(show pictures).
2. G uide students to talk about “party”.
Ask students some questions ,at the same time ,give them some ideas : make some food, buy some drinks and snacks, organize party games, play party games…
Have them do the pair work :If you go to her party what will you do? (出示图片).
Check the results.
Step3 listening practice
1. Get students open the book and finish 1a
2. Listening practice .get students listen to the tape and finish 2a.2b ,then correct the answers
3. Play games. Choose a number that students like, and try to finish the tasks and have students have a competition
4. Give some explanations about grammar focus
Step4. Practice
1. Give students some exercises to do.
2. Check the answers and correct the answers.
Step5.Homework
Get students write something using the knowledge we have learned today (show the pictures) .S pring is coming Some birds are singing. Make a spring outgoing plan in four students Use :If you go for a spring outgoing
___ Where will you go ?
___ How will you go there?
___ When will you go ?
___ What will you take?
___ What shoes will you wear?
Blackboard design:
Unit 5 If you go to the party, you’ll have a great time.
If I am happy, I will sing.
If he/she is happy, he/she will dance.
If you go to her party, what will you do? Teaching-back:。