Section B 1a—1f教学目标设计

Unit9 Can you come to my party? 李买红

邵东县九龙镇中学

(Section B 1a-1f )

I. Teaching aims 1.Knowledge and ability ①Master the new words and phrases. ②Improve Students’ listening and speaking skills. ③ Learn to talk about the invitation. 2. Process and method ①Do some listening practice. ②Let Students work in pairs or groups to learn the cooperation. 3.Emotion,attitude and value Lead Students to treasure their time. Enjoy every day and enjoy a colorful life II. Teaching important and difficult points Vocabulary: weekday

the day before yesterday

the day after tomorrow

look after Target language: What's today？It's Monday the 14th. Can you play tennis with me? III . Teaching procedures

教学活动设计

学生活动

Step1:Lead-in Enjoy a short video on the topic of “what day is it today?”

1.Students watch the video and try to answer two questions: Topic:What day is it today? Q1:What’s the boy’s answer in the video? Q2:What’s the girl’s answer in the video? 2.

Invite two students to give their answers. 3.

Students read the three sentences . 设计意图：通过有声动画歌曲激发学生的兴趣，导入当堂话题。

Step2:Pre- listening

1.Show the calendar of June and ask One student stands up and tells the students a question--What day is (it) answer. today?

And put a rainbow-flower magnet on the

day.

2.

Then ask “what day was yesterday?”

Choose one student to give the answer. And put a rainbow-flower magnet on

yesterday.

3.

Next ask “how about the day before Students speak out the answer together. yesterday?”and put another magnet on

that day.

4.

Summarize Students read the following new From Monday to Friday=five weekdays vocabulary together. ①the day before yesterday Saturday and Sunday=a weekend ②the day after tomorrow five weekdays and a weekend =a week 5.

Lead students to read the new ③weekday

vocabulary

6.

Presentation Students answer the questions under the What day is (it) today? guidance of the teacher based on the What’s the date today?

calendar. What’s today? Read the questions and answers.

设计意图：巧借七色日历，从旧知过渡到新知，创设情境进行词汇

、语句教学，让新授知识更加水到渠成，易于学生理解和掌握。教学环节后辅以总结归纳及阅读练习，加深印象。

Step3: While-listening 1.

Play each divided conversation respectively.(3 parts) Play each conversation once or twice if necessary. 2.

Discuss the question according to the information ----Can Vince play tennis with Andy? 3.

Analyze“look after”.

Students listen and fill in the blanks according to each conversation.

Check their answers.

Guess the meaning of “look after”

and read it.

设计意图：同课异构。本堂课书本听力部分设计较为简单，分为连线和画圈任务。根据实际情况异构为填空和讨论，转换侧重听选项的连线任务为侧重听短语的填空任务，加大难度有利于学生注意力更加集中，提高听的能力；而转换画圈任务为简单讨论则是在填空任务的基础上由已知推测出未知，更富有说服力，提高说的能力。

Step4: Post-listening

1.

Discussion--A happy weekend (Group Students work in groups and discuss their work ) plans to spend a happy weekend with Topic:What do you want to do with your friends. friends this weekend?

2.

Encourage some students to share their Students share their plans in front of the plans. class.

3.

Invite your friends(Pair work) Students work in pairs to practice how to

Can you come? Yes/Sorry? accept or refuse an invitation. 设计意图：制造学生感兴趣的相关话题，通过小组合作学习和结对子活动，激励学生更加积极主动地讨论话题，操练句型并分享内心想法。

Step5: Consolidation

1.

Show a family tree with photos of Look through the vocabulary from seven brothers who are a week family.

Sunday to Saturday in a week. (Each family member stands for a day of

a week )

2.

A game---Choose your lucky Choose a number. Accept or refuse the number(1-7). invitation based on each schedule.

Read the conversations together.

设计意图：以七色花、七色日历、七个葫芦娃为线贯穿始终，以大家熟悉的动画创设情境，活学活用，增加趣味性。

Step6:Emotional education Show a flower made of rainbow flowers and educate students if they enjoy every day ,their lives will be like a colorful rainbow flower. So enjoy every day, enjoy a colorful life. 设计意图：在学习文化知识的同时进行相关联的情感教育，引导孩子们珍惜时间，爱生活，过多彩人生。

Step7 Summary and homework 1. Invite your parents to spend this weekend with you. 2. Invite your friends to your birthday party next Saturday. 板书设计：

Unit 9 Can you come to my party? Section B (1a-1f) 1.--What day is (it) today/tomorrow/the day after tomorrow?

--It is......

--What day was (it) yesterday/the day before yesterday?

--It was....

2.--What is today/tomorrow/the day after tomorrow?

-- It’s.... --What was yesterday/the day before yesterday? --It was... 3.

look after My grandma is ill, so I have to look after her.