Section B 1a—1f课件配套优秀公开课教案设计

Unit 9

Can you come to my party?

Language Goals Topic Functions Structures ◆

Invitations ◆Make, accept and decline invitations

◆Talk about obligations

◆Can for invitations ◆

Modal have to

◆Present progressive as future for planned actions

Target Language

Vocabulary

Recycling ◆Can you com to my birthday party?

Yes, I'd love to.

Sorry, I can't. I have to study for a test. ◆I'm sorry. I'm playing soccer on Saturday. ◆When is the party?

It's at seven thirty.

◆tody, tomorrow, the day after tomorrow

◆concert, calendar, project, match, chemistry,

◆lesson, invitation, training ◆whole, over, free, another

◆calendar, whom, weekday ◆subway, help, paly, visit, test, piano, party ◆Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday ◆morning, afternoon, evening, parents, brother, sister, doctor, dentist, mom, aunt,

◆have to

Learning Strategies Periods Division ◆Inducing ◆Cooperating Period 1: Section A: 1a----1c Period 2: Section A: 2a----Grammar Focus Period 3: Section A: 3----4 Period 4: Section B: 1a----2c Period 5: Section B: 3a----4 Period 6: Self Check and additional exercises Period 7: Check on the unit

Period One Steps

Lead-in Tasks and activities Objectives 1.

Greetings 1.

Warm-up 2.

Talk about weekend activities. 2.

Lead students into 3.

Ask about students' birthday and how they usually the new lesson. celebrate their birthdays ◆

Write these expressions on the board: Sure, I'd love to.

And I'm sorry. I have to ..... After the first expression, write the word YES and circle it. After the second expression write

the word NO and circle it. Read the expressions to the class and ask the students to repeat each one. ◆

A game: Ask students to count 1-2-1-2 around the room and remember their numbers. Then go around the room making invitations to individual students. Say, Can you come to my party?

Have the number 1s give YES answers and number 2s give NO answers plus a reason. Ask students to give their own reasons.

◆

Section A, Activity 1a:

1. Focus attention on the picture. Ask students to tell what they see in each scene. Name each activity and ask students to repeat:

helping his parents, studying for a test, going to the doctor, visiting her aunt, and having a piano lesson 2. Ask students to write the letter of the correct picture in the blank and then check the answers. ◆

Section A, Activity 1b: 1.

Students pay attention to each thought bubble and tell what the person is doing. 2.

Students listen to the recording twice and write the name of each person next to his or her picture.

3.

Check the answers. 4.

Students listen and repeat and then practice the conversation in groups.

1.

To get the students prepared for the new lesson 2.

To introduce key vocabulary.

Presentation

Listening Practice To provide practice in understanding the target language in spoken conversation. Speaking Practice To provide guided oral ◆

Section A, Activity 1c: 1.

Point out the sample conversation in the box. Get four practice using the students to read it to the class. target language. 2.

Students work in groups of four. Student A invite the other three students to his/her party. The other three students say if he/she can come or not. If not, he/she should give reasons.

3.

Get a few groups to act out their conversations. Homework:

1.

Go on practice Activity 1c after class. 2.

Write your conversation down in the exercise books. More practice on the target language after class. Project

Period Two: Steps

Lead-in Tasks and activities 1.

Greetings. 2.

Revision:

1) Check the homework: Get some groups to act out their conversation in front of the class.

2) A game: Ask student pairs to practice some invitations and refusals. Then make tape recordings of several paris of students. Play the recordings for the class and have students ask about any words or sentences they can't understand. Repeat each unclear sentence clearly and ask the students to repeat it. ◆

Section A, Activity 2a: 1.

Point to the five sentences. Get two students to read each one to the class. The first student says can and the second student say can't.

2.

Explain that there are five conversations numbered 1 through 5. In each conversation the person says that they can or they can't come to the party. Students listen to each conversation and then circle the word that makes the sentence correct. 3.

Students listen to the recording twice and complete the activity individually and then check the answers. ◆

Section A, Activity 2b: 1.

Get a student to read the five sentences to the class saying the correct word, can or can't.

2.

Point out the five sentences in Activity 2b saying why people can't go to the party.

3.

Students listen to the recording and number the reasons (1--3) and check the answers. Objectives

1. Warm-up

2. Revision.

Listening Practice 1.To provide practice in understanding the target language in spoken conversation.

2. Listening practice

Pair work Guided oral practice. ◆

Section A, Activity 2c: 1.

Ask a pair of students to read the sample conversation to the class. 2.

Students work in pairs. Student A asks student B to do something with him/her. Students says I can't do it and gives a reason.

◆

Section A, Grammar Focus: 1.

Review the grammar box. Ask students to say the Conclusion questions and answers 2.

Talk about the two ways people give reasons for saying no to an invitation. Homework: Go on with your conversation after class and

write down one conversation in the exercise book. Grammar Focus Project

Period Three: Steps

Lead-in Tasks and activities Objectives 1.

Greetings. 1.

Warm-up 2.

Revision:

2.

Revision

1) Get some pairs of students to act out their conversations they did in the last period.

2) Get some students to write down as many kinds of reasons for refusals of an invitation as possible.

To introduce and ◆

Section A, Activity 3a: 1.

Focus attention on the invitation. Ask questions about it, reviews vocabulary e.g. What kind of invitation is it? Who is having a birthday items. party? 2.

Focus attention on the conversation. Ask a pair of students to read it to the class, saying blank each time they come to a blank line. 3.

Students fill in the blanks using the invitation for information. Point out the sample answer.

4.

Check the answers. To provide oral practic ◆

Section A, Activity 3b: 1.

Students work with partners, practicing the conversation using the target they just completed. They should each have a turn being language. Simon. 2.

Focus attention on the blank invitation card and ask students to think of any other events.

3.

Students fill in the card with details of an event. Call your classmate to invite him or her to the event. e.g. music concert, art festival, school day, English speech contest, chess club match......

4.

Get students to invite each other to their events and get a few pairs to present their conversations to the class. ◆

Section A, Activity 4: 1.

Read the instructions to the class. Then ask questions about how to do the activity and explain the activity.

2.

Say, Who looks at this page? (Eliza) What page does Lu Qing look at? (page 82) What do they both do? (they both read their calendars) Who asks the first question? (Eliza. She invites Lu Qing to go to the mall.) 3.

Get two students to read the sample conversation. 4.

Students work in pairs and then get a few pairs to present their conversations to the class. ◆Homework: Write down your conversations in the exercise books.

More oral and writing practice using the target language. Presentation

Pair work Project

Period Four: Steps

Lead-in Tasks and activities Objectives 1.

Greetings. 1.

Warm-up 2.

Revision: Get some students to read out their 2.

Revision conversations in the exercise books.

◆

Section B, Activity 1a: Get the students to draw the 1.

To introduce the calendar like this: key vocabulary

Sun.

Mon Tues Wed Thu. Fri. Sat;

2. To provide oral

practice. ◆Section B, Activity 1b: 1. Write these words below the correct dates on the calendar:

Today, tomorrow, yesterday, the day after tomorrow, the day before yesterday 2. Get the students to fill the form of with the activities they did or they are going to do in the week. ◆Section B, Activity 1c: 1.

Focus attention on the sample conversation in the box. 2.

Students work in pairs, asking and answering questions like this: What’s today? It’s Friday the 12th.

3.

Get some pairs to act out their conversations. ◆Section B, Activity 2a: 1.

Point to the picture. Get the students to tell what the boy is doing. 2.

Play the recording twice for the students to listen and complete the activity individually. 3.

Check the answers. ◆Section B, Activity 2b: 1.

Point out the list of five activities and focus attention on the three lettered words. 2.

Play the recording for the students to listen and match Vince’s activities with the days. 3.

Check the answers. ◆Section B, Activity 2c: 1.

Role play: Student work in pairs. 2.

Ask a few pairs to present their conversations to the class. To provide practice in spoken conversation

Presentation

Practice Pair work Project To provide practice oral Homework: Go on practicing the conversation and write

down one in the exercise books.

Period Five: Steps

Lead-in Tasks and activities Objectives 1.

Greetings. 1.

Warm-up 2.

Revision: 2.

Revision.

Check the homework: Get some students to act out their conversations they practiced in the last period. ◆Section B, Activity 3a: Read the e-mail message and To provide reading complete Sonia’s calendar. practice. 1.

Point out the e-mail message. Ask a student to read it aloud. 2.

Focus attention on the blank calendar. Get the students to complete Sonia’s calendar. 3.

Check the answers ◆Section B, Activity 3b: 1.

Point out the email message. Ask a student to read it aloud. 1.

Point out the sample answer and ask students to use imagination to complete the email.Use “I’m+ verb+in” or “I have to +verb”. 2.

Answers will vary. 3.

Ask a few students to read theirs to the class. To provide writing ◆Section B, Activity 3c: 2.

Tell the students that it’s time for them to write their own practice. e-mail message to a friend, telling why you can’t visit next week. Say no and give any reasons. 3.

Ask students to give a few sample answers. For example, I can’t visit you next week. I have to go to school on Monday. I’m playing soccer on Tuesday. On Wednesday, I’m going on vacation.

4. Ask a few students to read their messages to the class. ◆

Section B, Activity 4: Plan a Party!

Write everything you have to do next week on the calendar on page 84. Choose a day and time to have a party. Then invite classmates to your party. 1.

Read the instructions to the class and point out the calendar on page 84. Students go around the class, asking friends if they can come to your party. 2.

Ask a few students to tell when their party is and read information from their calendars to the class.

Homework: Go on with Group work after class.

To provide listening, speaking, reading and writing practice with the target language.

Reading

Practice

Writing

Practice Group work Project

Period Six: Steps

Lead-in

Self Check

Tasks and activities 1.

Greetings 2.

Revision: Check the homework:

◆

Activity 1 1.

Students fill in the blanks on their own. 2.

Check the answers. 3.

Students make their own sentences with the words, preferably sentences that are meaningful. 4.

Get some students to read their sentences to the class.

◆

Activity 2. Imagine you are Maria. Read the invitations and look at your schedule. Write replies to the invitations. 1.

Ask students to read the invitations. After each invitation, ask the class, Can Maria play tennis, etc? If the answer is no, ask, Why not? What is Rose doing? 2.

Ask students to write replies to the invitations. 3.

Get some students to read their replies to the class. Additional exercises(循序渐进短文填空）

Fill in the blanks with the right word forms. Objectives Warm-up Focus on the vocabulary introduced in the unit.

Writing Practice

To provide reading and writing practice.

Additional Check ideas, way, make, nothing else, mean,

year, time, something important. Do you like drinking tea? Tea is a very popular drink all around the world. But tea doesn't ________ the same thing to everybody. In different countries, people have different ______ about drinking tea.

In China, people always have tea together with their friends. They may drink tea at any time of the ____. They only put tea leaves in their cups. They put ________ _____ in it. Then they pour boiled water(开水) into the cup, cover(盖上) the cup. After a few minutes, they can enjoy the tea.

Japanese also drink tea everyday. But they have it in a ____ different from that in China. In the USA, people drink tea at breakfast or after meals. They usually use tea bags to ______ their tea. Making tea bags is faster than making it with tea leaves in teapots. . Review this unit and get ready for the test.

More practice on the target language. Project