Section B 1a—1f教学设计实例

Unit 9 Can you come to my party? Section A教学设计Period 1 1a-1c 教材分析

本课是一节听说课，是本单元的导入部分。主要通过邀请别人参加聚会的图文及听力活动导入单元话题。要求学生掌握一些动词短语，学会用Can you come to...? Sure, I’d love to./ Sorry, I can’t. I have to/must...等句型进行有效交际。这些语言是整个单元话题展开的基础。接下来通过丰富多彩而又层次分明的听力活动让学生通过体验学会用得体的语言发出，接受或拒绝别人的邀请，并能陈述自己的理由。本节课在本单元中的位置举足轻重。

教学目标

1．重点词汇：prepare, exam, flu, prepare for an exam, have the flu

2．目标语言：

- Can you come to my party on Saturday afternoon?- Sure, I’d love to. - Sorry, I can’t. /I’m not available. I have to...／I must. 3．情感态度：学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人邀请的方式。学会承担自己应尽的义务。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。

教学重难点

重点:1. 运用所学提出邀请、接受邀请和拒绝邀请；2. 正确使用

can must等情态动词。

难点：1. 扎实掌握重点词汇和表示邀请的句型并能灵活运用；

2. 通过听力练习和小组合作，理解并能提出邀请并作肯定和否定回答。

课前准备1. 了解学生周末经常做的事情；2. 写出尽可能多的学生周末活动的动词词组（不少于10个）。

教学过程

Step l：Lead-in 1. Have a free talk with students like this: T: What do you usually do on weekends? S: I usually play basketball.

S: I usually help my parents do some housework. S: I usually study at home. 2. Guide students to think out as many verbal phrases as possible. 【设计意图】

通过教师和学生进行自由交谈既拉近了彼此之间的距离又能通过这种方式复习已学过的一些动词短语，为后边话题的展开进行语言铺垫。

Step 2：Presentation 1. Invite some students to do something, and then make students know how to accept the invitation or decline the invitation T: This Saturday is my birthday, so I’m going to have a party this Saturday evening. Can you come to my party?

S: Sure, I’d love to. /Sorry, I can’t. T: Why? S: Because I have to prepare for an exam. / Sorry, I can’t. I must help my parents to do housework. T: Can you play basketball with me after school? S: Sure, I’d love to.

2. Work on la. Match the phrases with the pictures a-e. 【设计意图】

通过这个活动，继续复习所学过的动词短语并引入本单元的话题。然后引导学生看自己的时间安排表决定是否接受邀请。接受邀请怎样表达，拒绝邀请又怎样表达。进行基本的语言输入。

Step 3: Listening to lb Before listening 1. Ask students to talk about the picture like this: What is the boy in Picture a doing?

What’s wrong with the girl in Picture c?

2. Ask students to read the four names in lb and tell what they would do if they are these boys or girls. 【设计意图】

通过浏览信息，观察图片获取信息铺垫，能为获取准确的听力信息准备

While listening 1. Ask students to listen for the first time and write the names next to the correct students in the picture. Then check the answers. 2. Listen for the second time and fill in the blanks. 3. Listen and repeat to improve pronunciation and intonation. 【设计意图】

通过听的方式输入本课功能句，学习句型，达到知识目标。在听的过程中设置了丰富的听力任务，能让学生获得具体的细节内容。听后跟读，能训练学生正确的语音语调，争取能说一口流利的英语。

After listening Step 4: Work on 1c 1. Work in groups of four. Student A, invite three students to his party. Students B, C and D answer if they will accept or decline the invitation. If they can’t go, give the reason. Do it like this:

A: Can you come to my party on Saturday afternoon?

B: Sure, I’d love to.

C: Sorry, I can’t. I have to prepare for an exam.

D: I’m sorry, too. I must go to the doctor.

2. Ask several groups to act out their conversations. 【设计意图】

引导学生运用合作学习的方法巩固所学的功能句，同时又能培养同学之间用英语进行交际的能力，拉近彼此之间的距离。

教学反思

本节课的设计体现了任务型教学的设计理念，同时整个任务链的设计均围绕向某个人发出邀请、接受

邀请或拒绝邀请展开。教师为学生设计了丰富多彩的练习活动，由简入难，层层递进，让学生在交际中体验学习英语的乐趣，不知不觉掌握了本课的功能句。并通过听力活动，来反复复习巩固了功能句型。本节课中也存在以下几个有待改进的地方：

1．由于教师急于推进课堂导致了在学生活动时没有给学生足够的时间，有些活动没有做彻底。2．对本节课的情感目标渗透得不够。

Section A教学设计Period 2 2a-2d 教材分析

本节课是本单元Section A的第二课时，仍然是一节听说课。首先，教师引导学生复习本单元的功能句型：Can you come to ...? Sure, I’d love to./ Sorry, I can’t. I have to/must... 在这语境中，引入相关短语。并让学生学会用得体的语言发出，接受或拒绝别人的邀请。因为这是本单元第二课时，对其基础地位和铺垫作用应予以高度重视，课堂任务应该追求语言学习的实践和应用能力的提升

教学目标

1. 学生能学会重点单词、短语以及目标语言。

重点单词及短语：prepare for an exam, have the flu, available, another time 目标语言：Can you come to...?

Sure, I’d love to/ Sorry, I can’t. I have to/must.....

2. 学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人邀请的方式。

教学重难点

重点：1. 学生流利礼貌地发出邀请，接受邀请，或拒绝邀请。2. 正确使用can, must等情态动词

难点：

通过听力练习和小组合作，理解并能提出邀请并作肯定和否定回答。

课前准备

准备好录音机和多媒体课件

教学过程

Step 1

Review & Lead in（复习和导入）

Teacher guides students review the knowledge they’ve learned last class.

T: This Monday is my birthday, so I’m going to have a party this Saturday evening. Can you come to my party?

S: Sure, I’d love to./ Sorry, I can’t.

T: Why? S: Because I have to prepare for an exam./ Sorry, I can’t. I must help my parents to do housework.

【设计意图】

以老师邀请学生去参加party，讨论本单元的重点句型，复习旧知，又为下面的听力活动作铺垫。

Step 2：Listening (Work on 2a & 2b) 1. Guide students to look at the pictures in 2a and give them a situation: Anna is going to have a party tomorrow. 2. Read the five sentences in 2a before listening.

3. Work on 2a. Listen and circle can or can’t.

4. Check the answers. 5. Work on 2b. Ask students to listen again and list the names of the persons who can’t come to the party and their reasons. Ask students to take notes first, they should write down the key words or some important phrases, and then use them to make complete sentences. 6. Ask students to check the answers with complete sentences. Mei Ling can’t come to the party because she must study for a math test. 【设计意图】

通过听的方式进一步巩固本课所学的功能句，并对如何接受邀请和拒绝邀请的方式加以扩充和丰富，使交际更真实。听力活动的设置由简入难层次分明，能训练学生做听力笔记时抓关键词或重点短语的速记策略。

Step 3: Work on 2c Work in pairs. Ask student A to invite his partner to do something. Student B says he can’t go and why. Use different ways to decline the invitations. A: Hey, Daming. Can you go out to have dinner with us this evening? B: I’m sorry. I’m not available. I have too much homework this weekend.

A: That’s too bad. Maybe another time.

B: Sure, Joe. Thanks for asking. 【设计意图】本部分是对前边的进一步拓展和提升，从邀请别人参加聚会过渡到邀请别人做其他事情。回答方式也进一步丰富多样，引导学生用上刚学的I’m sorry. I am not available.鼓励学生大胆张口表达，培养学生用目标语言进行交际的能力。

Step 4：Work on 2d 1. Ask students to read the conversation and answer these questions:·

Why is Jeff having the party? Is his friend Nick coming to the party? Why or why not? When will they meet?

What are they going to do? 2. Ask students to listen to the tape and fill in the blanks according to the text. 3. Ask students to listen and repeat. Pay attention to the pronunciation and intonation. 4. Ask students to work in pairs. Role-play the conversation. They can also make their own dialogues.

【设计意图】通过默读、回答问题、听并填空、跟读并模仿以及分角色演绎对话几个环节，学生扎实而有效地掌握了对话内容。进一步巩固了前面所学的语言知识，又使学生在语境中进行了相对综合的语言输出，为随后的Grammar focus 的教学打下了基础。

教学反思

本课时激发学生多说的兴趣，高效、最大限度的让每位同学都参与其中，并通过两个听力活动，训练了学生在听的过程中根据所给任务抓关键信息的能力，也培养了学生做听力笔记，记关键词或重点短语的阅读策略。

Section A教学设计Period 3 3a- 3c 教材分析

本节课是一节综合技能课，Grammar focus 部分以表格形式汇总了发出、接受和拒绝邀请的句型。此外，表格中还列举了can用于打听第三方能否参加某项活动以及发出、接受和拒绝邀请的句型。此外，表格中

还列举了can用于打听第三方能否参加某项活动以及might表示可能性的句型。3a-3c部分是针对Grammar focus 的语法练习。本部分归纳，梳理了本单元的重要句式结构，并通过一系列层层递进的活动，引导学生自主地进行探究性的语法学习，巩固本单元的主要语法知识。

教学目标

1. 熟练掌握以下词汇：hang out, catch, invite, accept, refuse 2. 熟练掌握下列句子：

My cousin Sam from Xi’an is going to be here.

I remember we went bike riding together last fall when he visited you. Oh, but Sam isn’t leaving until next Wednesday.

Can you hang out with us on Monday night?

Catch you on Monday! 3. 情感态度：学会合理安排自己的日常活动并做出相应的计划，培养学生独立做出相应的计划，培养学生独立自主生活的能力。

教学重难点

重点：1．掌握本课中的重点词汇和句子。

2. 教会学生归纳、梳理情态动词can的各种用法。

难点：1. 使学生明白情态动词can的各种用法并灵活运用。

2. 使学生明白并且会用英语中一些地道的口语句子。

课前准备

1. 布置学生为自己准备一周的日程安排表。

2. 让学生提前想一想，如果你要举行一个party，应该如何作准备呢？选好朋友，并给他们发出邀请，以便他人事先安排好自己的事情。如果你要给朋友发出邀请，你会怎样发出你的邀请呢？

3. 准备好录音机，制作多媒体课件和学案。

教学过程

Step1：Lead-in Play a game. Let the turntable turn, and find where it stops. Then working in pairs, one invites the other to do the thing that the needle points at. The other student can accept the invitation or turn down the invitation. If he turns down the invitation, he should give the reason. A: Hi, Xiaoming! Can you ...?

B: I’d love to.

A: Hi, ..., Can you？

B: Sorry, I can’t / I’m not available. I must / have to.

A: That’s too bad. Maybe another time.

B: Sure, Xiaoli. Thanks for asking. 【设计意图】

通过这个活动，复习上节课所学的一些动词短语以及如何发出、接受或拒绝邀请的功能句，还能复习情态动词can的其他用法。为新课的学习奠定强有力的基础。

Step 2: Work on Grammar Focus l. Ask students to read Grammar Focus aloud. 2. Work in groups of four to discuss how to make, accept or decline invitations. 3. Work in groups of four to discuss the different usages of the modal verb “can”.

4. What does the word “might” mean in the sentence” They might have to meet their friends.

【设计意图】

让学生自己找出grammar focus中的语法规律，有助于他们更好的记住语法知识。

Step 3: Work on 3a＆3b 1. Read the phrases in the box in 3a. And then ask students to complete the answers with might and one of the phrases in the box.

2. Check the answers in pairs.. 3. Guide students to understand that we can use “might” to make inferences.

4. Read the title and the prompt in the brackets in 3b. Give students an example. 5. Ask students to complete the sentences by themselves, using the words in brackets to help them.

6. Ask some pairs to read the the conversations to check the answers. 【设计意图】

本部分归纳、梳理了本单元的重要句式结构，引导学生自主地进行探究性的语法学习，巩固本单元的主要语法知识。然后通过3a, 3b的练习让学生在真实的语境中巩固目标句型和语法。

Step 4: Work on 3c 1. To make Activity 3c more interesting, ask students to make the following chart, block out 10 0f the 21 time periods and provide reasons for being busy during those blocked-out periods. 2. Choose a day and time to have a party. Ask each student to invite five friends to come to the party. A: Can you come to my party?

B: When is it? A: Next week, on Thursday evening.

B: I’m sorry. I have to study for a math test.

3. Distribute a slip of paper to each student, and fill in the chart. Record who can come and who can’t come. If someone can’t come, what’s the reason.

4. Ask some students to report their results of the invitations like this: I’m having a party on.... I’m glad...is／are going to my party, but... can’t come because he/she/they..．

【设计意图】

让学生自信从容的用目标语言交流。

教学反思

本节为语法部分，主要让学生能主动思考，自己归纳梳理所学语法，并通过练习来巩固所学语法。本节课也存在以下几个有待改进的地方：

1. 学生参与广度不够。

2. 在3c活动的邀请环节，学生所用语言太单一。

Unit 9 Can you come to my party? Section B教学设计Period 1 1a-1f 教材分析

本课是一节听说课，通过听说活动拓展单元话题，巩固目标语言的运用。活动la要求写出一周相对应的日期。活动1b复习并拓展了表达时间的词汇。活动1c借用la和1b的信息操练对日期提问的句型What’s today? It’s...。活动ld-le是结合日期等相关信息进行的听力检测。活动1f是听力的延续，让学生将听到的信息用角色扮演的方式进行语言输出。

教学目标

1. 初步了解描述将来的计划或行动的方法。2. 情感态度：培养学生独立自主生活的能力。

教学重难点

重点：1. 熟练掌握本课功能句型和词汇

2. 用情态动词might描述将来的计划。

难点：用本课的功能词汇、句型和语法进行语言输出。

课前准备：

1．让学生准备本周日历。2．复习周一至周日的词汇。

3．复习一月至十二月的词汇。

4．课前准备好录音机，制作多媒体课件和学案。

教学过程

Step1：Lead-in

Show the calendar of this month, ask and answer questions about today with students according to the calendar.

T: What day is it today?

S: It’s Thursday.

T: Can you spell Thursday?

S: Yes. T-H-U-R-S-D-A-Y. T: What’s the date today?

S: It’s November 19th.

T: What’s today?

S: It’s Thursday November 19th.

【设计意图】

通过本活动复习以前所学的月份和一周七天的词汇，并能复习如何提问日期，日期的表达法和如何提问星期几等几方面的句型，为本节课的后续环节打下基础。

Step 2

Presentation

1. Talk more about the calendar with students. T: You know today is Thursday, November 19th. Then what day was it yesterday?

S: It was Wednesday. T: What was the date yesterday?

S: It was November 18th. T: What was the day before yesterday?

S: It was Tuesday, November 17th. 2. Work on la. Fill in the chart below. Write down the dates, and divide the days into weekdays and weekends. November

【设计意图】

从谈论今天的日期、周几过渡到昨天、明天再学习新的时间表达词汇前天、后天、工作日及周末。继续谈论前天、后天的日期和周几，并让学生分清哪几天是工作日，哪几天是周末。

Step 3: Listening to ld & le Before listening Talk about the picture in ld with students. T: Look at this picture. Do you know the boy? His name is Vince. What sport does he like, do you know?

S: I think he likes playing soccer. T: What’s he doing now?

S: He is talking on the phone. T: Yes, he is talking with Andy now. Andy is inviting Vince to play tennis with Andy? Then let’s listen to the tape and get the answer. 【设计意图】

听前先谈论图片能让学生尽可能地获取与听力有关的内容，为获取准确的听力信息作准备。

While listening 1. Ask students to listen for the first time to find the answer to the question “Can Vince play tennis with Andy?” circle Yes or No 2. Ask students to listen again and match Vince’s activities with the days in ld. 3. Ask students to check the answers in pairs. Ask and answer like this: A: What is Vince going to do tomorrow? B: He is going to play soccer and he is going to have a piano lesson. 4. Listen for the third time. Complete the listening text. Vince ______ play tennis with Andy. He _____ go to the doctor and study for a test today. __________, he __________ soccer. After that, he has a piano ______. And he is _____ to babysit his sister _____________________. He is really _____ this week. 5. Listen and repeat. Pay attention to the pronunciation and intonation. 【设计意图】

通过听的方式巩固本课功能句型。达到知识目标，先听后读，培养学生学习英语的良好习惯，同时学习正确的语音语调，争取能说一口标准流利的英语。

Step 4: Work on 1f After listening Working in pairs, make a new conversation. Student A is Andy and student B is Vince. Andy invites Vince to play tennis. 1. Students practice giving and refusing invitations. 2. In a real life situation, if a student wants to accept an invitation but cannot do so, it is important to propose an alternative time.

【设计意图】

Ask students to work in pairs. Take turns to ask and answer questions about the days in la.

引导学生运用合作学习的方法或者更为灵活的方法巩固所学的功能句型。鼓励学生张口大胆模仿表达。培养较好的语言表达习惯，培养学生运用目标语言进行交际的能力。

教学反思

本节课是一节听说课。在听前先复习了表达一周七天的词汇和一年十二个月份的词汇。复习了1—30的序数词的表达方式以及日期的表达法。听力部分对学生来说不成问题，只是在最后分组活动时学生参与广度不够。

Section B教学设计Period 2 2a-2e 教材分析

2a-2e为本单元阅读板块。读前活动2a从学生的已有认知出发，要求列出各种已知聚会名称，为2b的阅读活动作准备。2b以电子邮件的形式，为即将回美国的Ms.Steen举办惊喜聚会一事，提供发出邀请，决绝邀请，和接受邀请的阅读文本。在语言基础上，阅读文本扩展了一些常用词汇和短语，不仅是对单元语言目标的进一步拓展，更为后面的书面表达提供了参考词汇。2c部分通过问题的形式加深对文本的理解和巩固。活动2d是语篇阅读知识的迁移和延伸，需要学生运用阅读语篇中的词汇完成一个聚会的邀请函。2e是读后拓展活动，是对阅读信息的迁移运用。让学生假设自己喜爱的老师即将离开，为此策划一个送别会的活动。学生需要通过回答问题、思考并运用所学知识表达自己的观点。

教学目标

1. 熟练掌握以下词汇：invitation, reply, forward, delete, print, sad, goodbye, glad preparation, glue, without, surprised, housewarming, turn down, take a trip, look forward to, hear from 2. 熟练掌握以下句型：

What a great idea!

She helped me to improve my English so much. I’m sad /glad to...

Thanks so much for.

I look forward to hearing from you all. 3. 初步了解用书面形式向他人发出邀请、接受邀请或拒绝邀请。

4. 情感态度：学会合理安排筹划活动、聚会，加强学生间人际关系交往。

教学重难点

重点：1. 熟练掌握本课功能句型和词汇。

2. 初步了解用书面形式向他人发出邀请、接受邀请或拒绝邀请. 难点：初步了解用书面形式向他人发出邀请、接受邀请或拒绝邀请。

课前准备

1. 课前收集有关的主题活动、聚会，并列出来，如：birthday party. 2. 用本单元学过的语言来接受或拒绝邀请，并想出至少五条理由。

Thank you for your invitation I’m sorry, I can’t go to the concert with you.

On Saturday evening, I’m going to the movies with some friends.

I’m going to visit my aunt.

I have to study for a test. 教学过程

Step1. Lead-in Let students think out as many kinds of parties as possible according to their experiences, such as

birthday party, New Years party, wedding party, housewarming party 【设计意图】

开展头脑风暴，让学生想出尽可能多的聚会名称，为本课的欢送会作铺垫。

Step 2. Presentation 1. Ask questions about parties: If we have a party at home, what preparations do we have to make? Do we need to make invitations?

2. Continue to ask something about the party:

We need to make invitations if we want to have a party. Do you know how to make an invitation?

How to accept an invitation? How to turn down an invitation politely? 【设计意图】

提出前两个问题，主要用于读前引出2b中的重要词汇，如prepare... for，preparation，invitation等，并为2b的教学作铺垫。教师继续追问发起聚会的相关内容，引出阅读任务。

Step 3. Work on 2b and 2c 1. Read the messages quickly. Why did the people write them?

Match the reason with each message. Underline the sentences that support your idea. 2. Read the messages quickly and answer the questions in 2c.

What kind of party is it?

who is the party for?

when is the party? Who did David invite to the party?

what can people do at the party? 3. Ask students to read the invitation carefully again, and guide them to pay attention to the structure of making an invitation. Dear sir/madam, Who/why/event/when/where/how

Yours sincerely

... 4. Explain some new words in the text to students, such as print, reply and delete. The teacher can let students have a look at his own mailbox and say: “We get messages every day. Some of them are important and we may need to print them or reply at once. However, some are unimportant and then we can delete them.”

【设计意图】

让学生迅速熟悉课文。

Step 4. Work on 2d Complete the invitation with words and phrases from the message on page 69. We are planning a housewarming

at our new house this Saturday. Can you

? Our house is at 2 London Road. We are serving

and

from 7:30 p.m. Please

your friends and family. A party is more

more people! Please let us

by Wednesday

you can come to the party. Hope you can make it! Work in pairs. Discuss the answers in pairs first, and then fill in the blanks. Ask students to ask and answer questions according to the passage. Share some good ones with the whole class. 【设计意图】

进一步熟悉课文，完成任务，学习到阅读策略。

Step 5. Work on 2e

The teacher may want to have students first try to plan the party without looking at the questions in the textbook. ·

In groups, get students to consider whom the party is for and then list things they need to do to make sure the party is successful. ·

Compare students’ questions with the questions in 2e.

. Try to make an invitation according to the questions in 2e. 【设计意图】

让学生带着具体的任务进行快速阅读和细读，能迅速有效地让学生抓住并掌握文本内容。通过阅读课文，让学生了解如何写邀请函以及如何用书面形式接受或拒绝邀请，为下节课的写作进行充分的铺垫。

教学反思

本节课我们主要学习了用书面形式向他人发出邀请、接受邀请或拒绝邀请。重点是让学生带着具体任务进

行快速阅读和细读，以达到掌握本篇课文的主要内容的目的。然后引导学生学习邀请涵的写作格式和内容，为下一节课的写作进行强有力的铺垫，本篇课文生词量适中，内容简单，对于大部分同学来说不成问题。只是在上课的过程中学生参与度不够，进行讨论时热情不高。

SectionB教学设计Period 3 3a- self check 教材分析

3a-Self-Check部分是一个模仿性写作模块，让学生在听、说、读的基础上，尝试简单的语言输出。3a是一个写作练习模块，该活动通过回答问题，让学生整体把握邀请函的格式、内容等，并复习相关短语，为后面的写作准备。3b重点训练邀请函的书写格式，以及礼貌地接受邀请或拒绝邀请。

教学目标

1. 引导学生充分阅读文本材料，丰富学生的语言输入。

2. 给学生提供必要的写作支架，降低写作难度。

3. 引导学生运用本单元目标语言并发挥想象，完成写作任务。

教学重难点

重点：给学生提供必要的写作支架。

难点：引导学生运用本单元目标语言完成写作任务。

课前准备

课本、多媒体课件、制作学案。

教学过程：

Step1. Lead-in show a picture of an opening, and then talk about the opening with students. T: What kind of event is it, do you know?

S: It’s an opening ceremony.

T: When do we usually have an opening? Do you know? S1:When a restaurant is open, we usually have an opening. S2: We usually have an opening before Olympic Games start. 【设计意图】

通过和学生对于开幕式展开讨论，为引出课文里的开幕式作铺垫。

Step 2. Presentation 1. Work on 3a. Read the invitation quickly and answer the questions: ①

Who is making the invitation?

②

What’s the invitation for? ③

Should guests reply to the invitation? 2. Read the passage carefully and try to fill in the blanks. ·

kind of event ________________________________ ·

when ___________________________________ ·where____________________________________ ·what guests should bring

_____________________ . What guests can do after the opening ______________________________________ ·when and how guests should reply _______________ 3. Listen and repeat. Pay attentin to the pronunciation and intonation. 4. Give students several minutes to read the text, and then try to retell the text according to the following information. Kind of event: the opening of our new library When: on the morning o f Wednesday, January 8th at 9:00 Where: at No.9 High school What guests should bring: one book as a gift for the library. What guests can do after the opening: enjoy our school concert. When and how guests should reply: reply in writing by Friday, December 20th.

【设计意图】

通过快速阅读和仔细阅读，能让学生掌握本邀请函的几个要素：典礼性质、时间、地点、宾，物品、典礼之后的活动以及如何回复邀请等，并根据这几个要素复述课文，为下一步写作积累素材。

Step 3. Writing Work on 3b 1. Write an invitation to a party or any other event. The invitation must include the following information:

kind of event ________________________________ ·

when ___________________________________ ·where____________________________________ ·what guests should bring

_____________________ . What guests can do after the opening ______________________________________ ·when and how guests should reply _______________ 2. They can use the following words and phrases: would like to...will be...After this...please. .reply 3. Then exchange the invitation with the partner,and reply to the invitation.If you turn down invitation,give a good reason. 4. Work in pairs. A reads his invitation,and B reads his reply. Then B reads his invitation,and A reads his reply

Step 4. After writing Work on 4 1. Give students several minutes, and make a new conversation according to the example. When they are asking and answering questions, they should look at the calendar on page 72. 2. Ask several pairs to act out their conversations. 3. Ask students to make their own calendar of a week. 4. Ask two pairs to make an invitation and reply to the invitation according to the calendar they make Just now. Step 5. Work on Self Check 1. Work on Activity 1 Ask students to fill in the blanks in the conversation. Ask a pair of students to read the conversation to check the answer. Work in pairs,and act out the conversation. 2. Work on Activity 2 Ask students to fill in the the blanks separately. Ask several students to come to the blackboard to write down their answers. See who has done the best job. 【设计意图】

先读后写，能让学生积累足够的写作素材，让学生知道写邀请函的几个要素，不知不觉中建立起了强有力的写作支架。写作时给学生提供了必要的句型结构和可能用到的词组，降低了写作难度，使学生有话可写。邀请函写完后，同桌交换，对同伴的邀请再写一封回复，让学生练习如何用书面方式接受或拒绝邀请，是对本单元目标知识和语法的巩固和提升。

教学反思

本节课是一节写作课，要求学生写一篇邀请函，然后同伴呼唤，再就同伴的邀请信写一封回信，可以接受邀请也可以拒绝邀请，拒绝邀请的话要给出一个合适的理由。本节课先读后写，3a给学生提供了一个非常好的范文，让学生了解邀请函写作的格式和几个要素，所以学生在进行写作的时候感觉有话可说，写得十分迅速，效果也十分理想。只是有些学生对于时间的表达法不太熟练，出现了不少错误，所以在这方面还要加强。