高一英语外研版必修二Unit 2 Let’s celebrate!(3)-教学设计
2019新外研版高中英语必修二 Unit 2 Let's celebrate! ：Part Ⅲ Developing ideas
My son reserved a table at the best restaurant in town during Spring Festival，
1.____w_h_i_c_h____ made me very upset.I would rather eat meals at home with my family than
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①book a table预订餐桌 ②a bit 一点儿；有一点儿 ③be unhappy about因……而感到不高兴 ④feel like 想要 ⑤have the dinner out在外面吃饭 ⑥on the eve of Spring Festival在除夕 ⑦look forward to 盼望；期待 ⑧not only...but (also)...不但……而且…… ⑨the opportunity to do sth做某事的机会 ⑩run around到处跑
○21 process n.过程 ○22 retired adj.退休的
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Step Ⅰ Factual reading Read the text carefully and choose the best answer. 1.Why is the author upset about what his son did?
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⑪adult n.成年人 ⑫chat about闲聊 ⑬make dumplings包饺子 ⑭in the evening在晚上 ⑮all of us 我们所有人 ⑯sit around the table围着桌子坐 ⑰more...than...比……更…… ⑱taste delicious味道鲜美 ⑲value our memories of 珍惜我们的记忆 ⑳prepare the dinner准备晚餐
Unit2Let'sCelebrate单元分析教案高中英语外研版
Unit 2 Let's celebrate!单元分析教材分析本单元主题语境是“人与社会”，涉及的主题语境内容是中外不同民族文化习俗与传统节日。
本单元从介绍世界各地的不同节日引入话题。
第一篇课文通过呈现与圣诞节有关的文学作品，引导学生正确理解圣诞节的真正内涵。
第二篇课文通过讨论春节团圆饭在外面吃还是在家吃这一话题，引导学生理解中国春节的意义、关注中国传统文化的继承和发展。
本单元还涉及了其他中外传统节日的庆祝活动以及世界各地庆祝中国的春节等话题，旨在增强学生的文化传播意识和国家认同感。
学情分析1．高一学生，在经过第一册的学习后，对教材模式基本熟悉，与老师的交流愿望有所提高。
学生注意力的深度、广度和持久性相对有所提高。
2．本单元内容涉及世界各地的节日话题包括西方的圣诞节和中国的春节。
需要学生掌握有关的话题并学会表达对某种节日现象的观点，辨析不同节日的意义和内涵。
学生对于圣诞节并不陌生，但是对于圣诞节的起源等更深层次的话题却了解较少。
对于中国传统节日学生具备很好的知识储备。
通过本章的学习，学生可以更好地增强文化认同感，主动弘扬和传播中华优秀文化。
3．鉴于不同学生的学习能力各不相同，教学任务的设计要从深度、难度和广度上进行有针对性的调整。
采取因材施教、灵活变通的教学策略。
4．根据学生学习风格的不同，课堂问题的设置要充分考虑学生的思维活跃程度和反应速度。
教师需要结合教学经验和课堂观察，适时调整问题，让学生能够在学习过程中加强合作，学习其他同学的优点，弥补自己的缺点。
单元目标1．语言能力目标学生能够围绕本单元的主题语境内容，基于单元提供的专栏文章、漫画、口头邀请等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并谈论与节日有关的话题，深入理解不同国家的节日文化，使用新语言谈论节日的庆祝方式，恰当使用情态动词表示推测，能够书面表达自己对某种节日现象的观点，深化对单元主题意义的理解。
2．文化意识目标学生能够运用单元所学辨析不同节日的意义和内涵，通过了解中国传统节日走向世界的事实，增强国家认同感，主动弘扬和传播中华优秀文化，增强社会责任感。
外研社英语高一必修2《Unit 2 Let’s celebrate! 》课件
【要义详析】 一、情态动词can与could的用法 1. 表示能力: can用来表示现在的能力, could表示过去 的能力。
I can play basketball now, but I couldn’t when I was young. 现在我会打篮球了, 但小时候我不会。 2. 表示请求和许可: could语气比can委婉, 但回答时只 能用can。 Can/Could you lend me a hand? 你能帮我一下吗?
【易错精点】 can, be able to表示“能力”时的区别:
can be able to
用于指现在, 常表示自身具有的能力
用于各种时态, 表示经过努力后所具 有的能力
Babies can swim when they were born. 婴儿们刚生下来时会游泳。(自身具有的能力)
Without his hard work, he was not able to get good grades. 如果没有他的努力工作, 他是不可能取得好成 绩的。(经过努力)
2. 表示十分肯定的推测, 意为“一定; 准是”。 Betty must be in the next room. I can hear her talking there. 贝蒂肯定在隔壁房间。我能听见她在那儿讲话。
3. 表示说话人的一种态度, 意为“偏要; 硬要; 偏偏”。 Why must he go out in the bad weather? 为什么他偏要在这种坏天气出门? 4. must not表示禁止, 意思是“不许”“不准”“不可 以”等。
3. may用于祈使句, 表示祝愿。 May you succeed! 祝你成功! 4. “may/might as well+动词原形”表示“不妨, 还不 如”。
高中英语外研版(2019)必修第二册-Unit 2 Let's celebrate!-Understanding ideas-教案
Unit 2 Let’s celebrateUnderstanding ideas【教学目标】1. 掌握本课的重要词汇与句式；2. 带领学生通过略读，快速把握课文内容，准确理解和阐释标题的含义；3. 引导学生了解书评类文章的特点，获取文中介绍作品的关键信息；4. 引导学生通过了解《圣诞老人的来信》一书所赞颂的给予和奉献精神，加深对节日意义的理解。
【教学重难点】1. 本课重要词汇与句式的灵活运用；2. 了解书评类文章的特点，获取文中介绍作品的关键信息。
【教学过程】Step 1 Warming upQuestions:1. What do you think the significance of festivals is?2. How do you like the traditional festivals both in west and east?3. Why do people enjoy celebrating the festivals from ancient to modern times?Ask some Ss to share their views about the questions and then teacher presents more information about festival.Step 2 Before readingActivity 1Read the introduction to Tolkien and answer the questions.1. Have you ever read any of Tolkien’s books or seen any of the films based on them? What do you think of them?2. What else do you know about Tolkien? Find out more about him and share your research with the class.And then share their views in whole class.Step 3 While readingActivity 21. Have the Ss read the passage and find out what Letters from Father Christmas is about and why Tolkien wrote these letters.(1) Ask the Ss to go through the passage and then discuss the questions with their partners.(2) Have several Ss share their views in whole class.2. Pay attention to the language points during reading.(1) It was addressed to Tolkien’s children.教师应提醒学生注意address作为动词的用法。
高一英语 外研版必修二 Unit 2.3 Let's Celebrate! 第三课时
Book 2 Unit 2 Let's Celebrate!主题语境: 人与社会—民族文化与传统节日第三课时Ⅰ.Using language—Listening and speaking自主学习词汇回顾与含义自测阅读教材P18 Lantern Festival celebrations并完成以下活动。
话题词块—传统节日1.在文章中将描述传统节日的词划线并将它们填入下列表格中。
答案：desserts rice dish；flower scarf red envelope；fireworks; balloon poster riddle2.翻译以下介绍节日的句型：(1)We would like to introduce...(2)It’s a festival celebrated in/on...(3)The idea was coined by...(4)On that day, people will...(5)It’s originated from...(6)It is a day devoted to ...(7)Over the years, it has been changed into...Part 2：阅读教材P19 A festival invitation并完成以下活动。
话题词块—节日的介绍1.翻译以下句子并思考划线部分(1)For more informal events, however, spoken invitations are morecommon.(2)Depending on regional customs, it may be acceptable to be 15 to 30minutes late.(3)Traditionally, people send written invitations for formal events suchas wedding.(4)It is not advisable to be early, as the host may not be ready.2.阅读下面短文，划出介绍节日的句子并总结。
Unit2Let'sCelebrate!UsinglanguageModalverbs课件-高一英语
e.g. You mustn’t do that, because you must keep your word. 你不能那么做, 因为你得遵守诺言。 表示肯定的推测时： 情态动词语气从弱到强依次为 might → may → could → can → must；
二、情态动词may与might的用法 表示征求对方的同意或许可 2.或允许对方做某事(不用 might) 。 e.g.—May/Might I play the computer games after supper
—Yes, you may. /No, you mustn’t/can’t. (否定句 用mustn’t或can’t) ——晚饭后我可以玩电脑游戏吗 ——是的, 可以。/不, 不行。
情态动词+ have done”表示虚拟语气的用法:
could have done表示本来能够做某事但没做 (用于肯定句中) should/ought to have done 表示本应该做某事但没做,其否定式 表示本不该做但却做了 might have done表示本可以做某事但没做 needn’t have done表示本没有必要做某事但做了
根据推测语气的强弱，选择情态动词。
1. 在肯定句中表推测: must语气最强， 表示“肯定，一定”； could, may, might语气依次减弱，表示“可能， 也许”。
(1) You must tell me all about your new friend. 你必须告诉我有关你新朋友的一切。 (非常肯定) (2) He could be at home. （很可能）
Let's+Celebrate!+Using+language+教学设计-高一英语外研版(2019)
外研版（2019）必修第二册Unit 2 Let's Celebrate!Using language教材分析：《外研版（2019）必修第二册Unit 2 Let's Celebrate! Using language》是一本高一英语教材中的一节课，主要讲解了有关庆祝活动的课题。
课文中介绍了不同庆祝活动的起源、方式和意义。
教学目标：1. 知识目标：让学生了解不同庆祝活动的背景知识，并学习相关词汇和短语。
2. 能力目标：培养学生的阅读理解能力，掌握提取文章关键信息的技巧。
3. 情感目标：通过学习庆祝活动的意义，培养学生的文化意识和跨文化交流的能力。
教学重点：1. 学习相关词汇和短语，并能够正确运用于课文阅读中。
2. 学会通过阅读提取文章关键信息，理解不同庆祝活动的起源和意义。
教学难点：1. 阅读理解难点：学会通过文章中的关键信息理解庆祝活动的起源和意义。
2. 词汇和短语的掌握难点：学生可能会遇到一些生词和短语，需要根据上下文来推测词义。
学情分析：学生是高一的学生，对于英语的词汇量和阅读能力有一定的基础。
但由于课文涉及到一些具体的庆祝活动，可能会存在一些生词和文化背景的理解困难。
教学策略：1. 激发学生的兴趣：通过展示一些具有代表性的庆祝活动照片或视频，激发学生对庆祝活动的兴趣，提高学习积极性。
2. 合作学习：在课堂中引入小组活动，让学生合作阅读和讨论，帮助彼此理解和掌握课文内容。
3. 提供足够的练习：通过阅读理解题目和词汇填空题目等练习，帮助学生巩固所学的词汇和阅读技巧。
教学方法：1. 预习导入：通过展示照片或视频的方式引导学生思考，预测庆祝活动的内容，激发学生的兴趣。
2. 教师讲解：教师通过课件或黑板，对课文进行有针对性的讲解，引导学生掌握关键信息和重点词汇。
3. 小组讨论：学生分成小组，互相讨论和分享自己的观点，提高对庆祝活动的理解和运用能力。
4. 练习训练：教师通过练习题目，检查学生对庆祝活动的理解和所学词汇的掌握程度。
高中英语外研版(2019)必修第二册-Unit 2 Let's celebrate!-Developing ideas-教案
Unit 2 Let’s celebrateDeveloping ideas【教材分析】本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。
课文由两封读者来信构成，针对在哪里吃年夜饭表达了不同的观点，引发学生思考传统习俗是否应该改变。
读写部分的范文是一篇报刊社论，简单介绍了中国春节走向世界这一现象，要求学生给编辑写信，谈谈自己对这一现象的看法。
通过这一板块的学习，学生能够深入思考传统节日的变迁，了解中国文化逐渐走向世界这一趋势，并且初步掌握书信的文体特点和写法。
【教学目标】1. 掌握本课的重要词汇与句式；2. 引导学生通过快速阅读，获取课文中不同人物的观点，并对不同的观点做出评价。
【教学重难点】1. 重点：本课时的重要词汇与句式；2. 难点：通过快速阅读，获取课文中不同人物的观点，并对不同的观点做出评价。
【教学过程】Step 1 Lead inHave the Ss look at the pictures and talk about Chinese Spring Festival traditions in Activity 1. And discuss the way of celebration and share their view in groups. Then ask several Ss to share their idea in class.Teacher is supposed to support some words or expressions that are related with Spring Festival, such as let off fireworks/firecrackers, thoroughly clean the house, pay a New Yearvisit, paste Spring Festival couplets, hang red lanterns, paste the character “fu” to the door, go to the temple fair, give and receive a red envelope, watch a lion dance and so on。
外研版(2019)高中英语必修第二册Unit2 Let′s celebrate单元考点解析
外研版（2019）高中英语必修第二册Unit2 Let′s celebrate单元考点解析【核心词汇短语】admitted_taking/having_taken umbrella by mistake.她向我道歉并承认错拿了我的伞。
②Whatever your opinion of the man, you have to admit him to_be clever.不管你对这个人看法如何，你不得不承认他很聪明。
③He admitted_to_me that he had stolen the purse.他向我承认他偷了钱包。
④She was_admitted_to/into Beijing University, which made her parents very happy.她被北大录取了，这使她父母非常高兴。
语境串记Finally, the boy who had been_admitted_into a key university admitted that the doorman admitted him into the cinema which can admit 800 people.最终，这个已经被一所重点大学录取的男孩承认看门人准许他进入了这个能容纳800人的电影院。
attracted_me_to life.她离奇的人生经历最先吸引了我。
②I tried to attract_his_attention,_but he was still lost in thought. 我试图吸引他的注意力，但是他仍然陷入沉思。
③China is_attractive_to tourists for its beautiful scenery and historic sites.中国的风景名胜和历史古迹对旅游者很有吸引力。
④Could you recommend some tourist attractions here?你能推荐一些本地的风景区吗？①Runners from many countries are competing_with/against each other for the first gold medal in Olympic Games.来自许多国家的赛跑运动员正在为获得奥运会的第一枚金牌而彼此竞争。
Let's+Celebrate!+Understanding+ideas+教学设计 高一英语外研版
外研版（2019）必修第二册Unit 2 Let's Celebrate!Understanding ideas本节课的教材分析：本节课所使用的教材为外研版（2019）必修第二册Unit 2 Let's Celebrate! Understanding ideas。
课本内容主要介绍了世界各地的不同节日和庆祝活动，以及这些节日的文化背景和庆祝方式。
教材通过图片、对话、文章等形式呈现，生动有趣，能够激发学生的学习兴趣。
教学目标：1. 语言目标：学生能够使用正确的词汇和结构描述不同节日和庆祝活动；能够理解并能正确运用文章中的关键信息；2. 情感目标：培养学生对不同文化的尊重和包容心态，培养学生的跨文化交流能力；3. 学习策略目标：让学生了解并学会运用学习策略，培养学生的自主学习能力。
教学重点：1. 学习并正确运用与节日和庆祝活动相关的词汇和句型；2. 理解并能正确运用文章中的关键信息。
教学难点：1. 学生对于某些节日和庆祝活动的文化背景和庆祝方式的理解；2. 学生对于课文中一些较为复杂的句子结构的理解和运用。
学情分析：学生是高一年级的学生，英语水平较为基础，对于节日和庆祝活动的知识掌握较少。
大多数学生对于外国节日和庆祝活动的文化背景和庆祝方式并不了解。
学生对于英语阅读理解能力相对较弱，还需要提高对于课文关键信息的理解能力。
学生存在一定的学习策略意识，但自主学习能力还需要进一步培养。
教学策略：1. 激发学生的学习兴趣：通过引入一些有趣的图片和视频，让学生产生对节日和庆祝活动的好奇心。
2. 拓展学生的相关背景知识：通过讨论和分享，了解学生在家庭、社会等方面的节日和庆祝活动经历。
3. 设计多样化的任务：通过小组合作、听力练习、阅读理解等多种任务形式，增加学生参与度，培养学生的合作意识和解决问题能力。
4. 引导学生学习策略：在课堂上引导学生使用不同的学习策略，提醒学生通过联系上下文理解词汇、查阅词典解决语言问题等。
新外研社高中英语必修二Unit2Let's celebrate-Developing ideas教案
新外研社（19）高中英语必修二Unit2Let's celebrate-Developing ideas公开课教案Teaching objectives:1.Students can understand the two different viewpoints on where to eat the New Year’s Eve dinner, sort out and summarize the reasons through skimming and detailed reading.2.Students can understand the different values embodied by different viewpoints and increase the understanding of cultural connotation.3.Students can make their own evaluation and judgement on different viewpoints and improve their critical thinking ability.Evaluation objectives:1.Ask students to talk about Chinese Spring Festival traditions to activate their knowledge of Chinese culture.2.Ask students to think about the reasons why the Spring Festival family dinner means so much to us Chinese.3.Show students the criteria of a good composition and ask them to write their own letters.Teaching key and difficult points:1.Enable students to understand the passage and analyze the cause of the two different viewpoints.2.Lead students to make their own comments on different points of vew.3.Based on the understanding of the article, students should discuss the reason why Chinese festivals go to the world in the form of letters and express their own views.Teaching methods:Cooperative Teaching Method, Task-based Approach, Communicative Approach Teaching objectives:Step 1:Lead-inLook at the pictures in Activity 1 and talk about Chinese Spring Festivaltraditions.Step 2:ReadingRead the passage quickly and find out each person’s point of view in Activity 2.Step 3:Activity 31.Read“Learning to learn”in Activity 3 and write down what a fact is and what an opinion is.Fact:______________________________________________Opinion:___________________________________________2.Read the sentences from the passage and decide if they’re facts(F)or opinions(O).(1)Eating out is a good choice and it has nothing to do with loss of traditions.(2)...what or where we eat on Spring Festival Eve really doesn’t matter.(3)...it just won’t feel like Spring Festival having the dinner out.(4)I’d get under my mother’s feet in the kitchen,watching her make dumplings.(5) She’d put tokens in some dumplings...Suggested answers:Step 3:1.略 2.(1)O(2)O(3)O(4)F(5)FStep 4:Think & share1.What do you think the retired teacher means by “To me,the process is even more important than the dinner itself”?________________________________________________________2.Which of the two opinions do you agree with? Why?________________________________________________________3.How would you describe a Spring Festival family dinner to a friend from overseas?________________________________________________________4.Can you think of any other Chinese festival traditions? Share them with theclass.___________________________________________________________Suggested answers:1.For him, the sweet memories of having the whole family getting together and preparing for the dinner are more important than the delicious food itself.2.略3.略4.略Step 5:Group workWork in groups and talk about the importance of the Spring Festival family dinner to Chinese people.1.Think about why Chinese people value the Spring Festival family dinner and make notes.Write down the reasons.Reasons:________________________________________________anise your talk following the steps below.·State the importance of the Spring Festival family dinner for Chinese people.·Explain why it is important.·Share your personal experience about the family dinner.·End by summarising the main points in your talk.3.Finally give your talk to the class.Suggested answers:Step 5:1.①It just won’t feel like Spring Festival having the dinner out.②It was not only for the delicious food that we seldom got to eat, but for the opportunity to have our whole family gathered together.③We toasted each other, we laughed, and the simple, homemade dishes tasted more delicious than anything cooked by a top chef.④The process is even more important than the dinner itself.Step 6:Writing a letter to express ideas1.Read the editorial on Page 23 and answer the questions in Activity 5.(1) Which countries are mentioned and how do they celebrate Chinese Spring Festival?________________________________________________________(2) Which event would you most like to attend? Why?_________________________________________________________(3) Why do you think Chinese Spring Festival is “going global”?__________________________________________________________plete the notes to help organise your idea.3.Writing and showingNow write a letter to the editor to express your e the expressions in the box to help you,and then show it to the class.Suggested answers:1.(1)Russia,Ghana and the United States.Russia: The 2017 Grand Chinese New Year Concert was held in St.Petersburg, with its tickets sold out and 90% of the audience local Russians.Ghana:Over 1,000 Ghanaian junior high school students got up on stage to perform Chinese songs and dances to celebrate the 2017 Spring Festival.The United States: Students in New York City have since 2016 been able to enjoy an official day’s holiday for Chinese Spring Festival.(2)略(3)略2.略3.Dear editor,These days, a growing number of people overseas are celebrating ChineseSpring Festival, an important traditional festival that features hope, reunion and happiness. Various Chinese cultural activities, such as gala performances,film shows, temple fairs and other forms of celebrations, are held overseas.There are several reasons accounting for this phenomenon.To start with, the spread of Chinese Spring Festival is partly due to the increasing overseas Chinese population. What’s more, more and more countries have noticed or benefited from China’s growing economic and political influence, so they are also embracing our culture and traditions. Also, many overseas stores and recreational venues are taking the opportunity to profit from the celebration. Last but not least,the Chinese government and various institutions have made great efforts to help the festival go global.I think it’s not only a good opportunity for foreigners to know about China, but a sign of China’s growing influence in the world. I hope everyone can do his or her part to bring more Chinese traditions worldwide, and more people around the globe will embrace the diversity of culture.×××, senior high school student Step 7:Language in use1.We have eaten out for the Spring Festival family dinner for the last three years,and we have enjoyed it no less than eating at home.最近三年,我家都是在外面吃年夜饭的,和在家吃比起来,在外面吃一样开心。
Unit 2 Let's celebrate!Writing教案-高一英语外研版必修第二册
高一英语组教学设计备课人员Teaching topic Unit 2 Let's celebrate！Continuation Writing （2）Teachingperiod 11教学设计Core Qualities Learning objectives1.To use related vocabulary to write personal views and feelings on certain cultural phenomenon.2.To enhance a sense of national identity, and learn to spread Chinese culture.3.To analyze the reasons behind certain cultural phenomenon.4.To learn to evaluate, edit and improve their writing.课程思政元素：To develop the interest in learning English and form the correct view on certain cultural phenomenon.Teaching points Import points: Language Competence：to write personal views and feelings on certain cultural phenomenon.Difficult points:Thinking Quality：To analyze the reasons behind certain cultural phenomenonTeachingmethodCommunicative teaching method, and Task-based teaching methodTeaching Procedures集体备课意见上课改动建议课前预习思考：怎样完成故事类的读后续写？其具体要求、基本步骤、原则方法、高分攻略分别是什么呢？课内探究Step 1.Pre-Writing写作指导“三大原则”1.原文一致原则--内容要前后衔接，上下连贯语言表达风格一致。
Unit 2 Let's celebrate课件第三课时-高一英语外研版(2019)必修第二册
fill the table.
Name of the person
Liu Yonghui
，retired teacher
opinions Prefer to eat at （home）
evidence
The dinner on the eve of Spring Festival was
not only for the delicious food that we
Unit 2 Let’s celebrate!
Developing ideas Time for a Change？
Learning Objectives
1.To know Chinese Spring Festival traditions and nderstand the importance of the Spring Festival family dinner for Chinese. 2.To understand why Chinese people value the Spring Festival family reunion dinner. 3.To tell the difference between fact and opinion.
token toast value process
_不__少__于__；__多__达_______
_欣__然__接__受__；__乐__意__采__纳_ _拒__绝__做__某__事_________ _和__…__…__无__关_________ _场__合__；__时__刻_________
__象__征__；__标__志_ _干__杯________ _重__视________ __过__程_______
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课例编号
学科
英语
年级
高一
学期
上
课题
高一【英语（外研)038】必修二Unit 2 Let’s celebrate (3)
教科书
书名：《普通高中教科书 英语必修 第二册》
出版社： 外语教学与研究出版社 出版日期：2019年 7月
教学人员
姓名
单位Learning Objectives
Key Point
Take down the key information of extending and acceptinganinvitation
Difficult Point
Act out the conversation about extending and accepting an invitationaccording to the
2. T presents the checklist.
3. T encourages Ss to act out the conversation.
4. T asks Ss to assess the performance.
5. T asks Ss to think a similar situation and have a conversation.
situation given
教学过程
时间
教学环节
主要师生活动
5
Lead-in
T asks Ss to read“Did you know?”and talk about extending or accepting invitations in western country.
10
Listen for main idea
3.T asks Ss to share their answers to the class.
10
Listen for specific information
1. T asks Ss to read the notes themselves and predict the answers.
2. T asks Ss to listen again and complete the notes.
12
Speak
1.T divides Ss into 2 groups (Group A and Group B) and asks Group A to read requirements on Page 81 and Group B to read requirements on Page 85.Then Ss work in pairs andpracticethe conversation about extending and accepting an invitation.
3. act out the conversation about extending and accepting an invitationaccording to the situation given
4. have a similar conversationaboutextending and accepting an invitationina situation oftheir life
At the end of the class, students will be able to:
1. get the main idea of the conversation by listening
2. take down thespecificinformation of extending and acceptinganinvitation
6. T asks Ss to act out the conversation and assess their performances.
2
Summarize
T encourages Ss to summarize what is learned.
1
Homework
Option 1 Practice the conversation about extending and accepting an invitation.
3. T asks Ss to listen for a third time and check the answers.
5
Preparefor speaking
1. T encourages Ss to retell theconversationaccording to the notes.
2. T asks Ss todiscuss in pairs and talk about what Tony says to extend an invitation and what Hugo says to accept an invitation.
Option 2 Think about another situation and have a conversation.
Option 3 Write an invitation to invite your friend to take part in your birthday party.
1. T asks Ss to read the statements a-f and predict the answers to questions 1-3.
2. T asks Ss to listen to the conversation and complete the sentences with correct ending.