1、Unit 9 Can you come to my party?First period Section A (1a1c)Teaching aims（教学目标）1. 学会使用“Can you.?“， 并用”Yes, Id love to.“和 “Sorry, I.”进行回答。2. 学会使用 have to /has to 来谈论职责和义务。3. 掌握简单邀请的方式以及接受和拒绝邀请的表达方式并关注中西文化差异。Language points（语言点）1要求掌握以下词汇： 1) 名词 n. exam, flu 2) 动词 v. prepare, meet 3) 形容词 adj. another,
2、 useless, free 4) 词组 prepare for an exam, go to the doctor, have the flu， help my parents, meet my friend（本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困难重点还是放在通过操练帮助学生掌握词组的用法。 ）2. 要求掌握以下句式: Can you come to my party on Saturday afternoon?Sure, Id love to.Sorry, I cant. I have to prepare for an exam.Im sorry, too.
3、 I must go to the doctor.Maybe another time.What a small party.Difficulties（难点）：如何用 can 提出邀请以及对于接受和拒绝邀请的正确表达。另外，What 引导的感叹句也有出现。Teaching steps（教学步骤）1. Warm-up （课堂热身）A guessing gameT: Can you guess who he is?1. Hes a student from a_ school.2. Hes kind of smart but very lazy.3. He likes sleeping and e
4、ating.4. His favorite food is grass cake.（教师通过给出一定的线索，引出懒羊羊这个学生感兴趣的任务，符合学生的特点，同时容易集中学生的注意力并关注了重点词 another 的渗透。 ）2. Presentation（呈现关键句型）（1）Read and fill in the blanks.T: Look at Lazy Goats calendarOct.11 Thurs. I have to _ on Monday, _ on Tuesday, _ on Wednesday, _ on Thursday, and I am going to _ on
5、 Friday. Im have a boring, tiring and busy week next week.（通过懒羊羊繁忙的日程安排，形成了人物反差，同时有意识地渗透了部分关键词组，达到了温故知新，同时联系实际的特点）(2) Ask and answer.T: Can you come to my dinner party next weekend?S: Sure. Thanks for asking.S: Sorry, I cant. I have to do lots of homework next weekend.S: Sure, Id love to. Thanks for
6、 asking.T: Thats too bad. Maybe another time./Great!（通过懒羊羊发出邀请的问答过程，自然地渗透关键句型。 ）(3) Group workA: , can you come to my dinner party next Saturday evening?B: Sure, Id love to. Thank you for asking.A: What about you, ?C: Sorry, I cant. I have to.A: Thats too bad. Maybe another time. A: Can you come to
7、my dinner party next Saturday evening, ?D: Sorry, I cant. I have to.Maybe next time.（通过前面的情况预设和信息提示，学生能够模仿着进行语言操练获得练习的平台。 ）3. Work on 1aT: Match the phrases with the pictures a-e.（教师可以四处走动，以帮助学生将动词正确搭配在相关词组中，也可以让学生发挥 peer assessment 的作用）4. Work on 1b（1) Listen and writeT: Listen and write the names
8、(Tim, Kay, Anna and Wilson) next to the correct students in the picture.(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)T: Do you remember?Ted has to help his parents.Tim.Wilson. Anna.Kay.(通过复述，可以有效利用听力材料，同时循序渐进地帮助学生消化知识，获得学习信心。)(2) Listen and fill in the informationT: Listen again and finish the chart.Name Ted Jen
9、ny Tim Wilson Anna KayCan/cantReasonA: Can Ted come to Sun Nings party?B: Yes, he can./No, he cant. He has to.（进一步实现从听到说到操练的过渡，自然掌握重点句形。 ）（3）Fill in the blanks and retell the information.Sun Ning is going to have a party on _ _. But Ted, Tim, Wilson, Anna and Kay _go. Ted _ _ help his parents. Tim h
10、as to _ for an exam. Wilson is going to see the _. Anna is _ her friend. And Kay has the _ now. Only Jenny would _ to come. So _ a small party!（教师需要重点关注 What a small party!这个感叹句并适当操练。 ）5. Work on 1cT: You are the students in the picture. Student A, invite three students to your party. Student B, C a
11、nd D, give answers. (通过小组活动，能实现同伴互助，帮助薄弱学生获得学习信心。)6. Finding something important.T: Can you help him to say “No.”?（教师预设一个场景，帮助学生总结回顾接受和拒绝邀请的表达方式）（如何发出邀请和接受或者拒绝邀请是重点，教师要引导学生自己发现重点，然后适当地补充和总结，为了提高学生积极性可以采用小组比赛的形式进行总结。另外，教师适当地点一下中西文化差异）Accept （接受 ）Yes, Id love/like to.Thank you/Thanks for asking.Certai
12、nly, Id love/like to.Sure, Id love/like to. Decline（拒绝）Im sorry, I cant. I have to(prepare for an exam)Id love to, but I have to(go to the doctor)7. Further practiceT: Now lets make a new dialogue.A: Excuse me, are you free this weekend?B: Yes. Whats up?A: Can you with me?B: , Id love to. When shall
13、 we meet?A: Lets meet at.B: Where shall we meet?A: Lets meet at.B: How can we get there?A: By bike./.B: OK. See you then.A: .（对话操练为后面的调查活动进行了语言渗透。 ）8. Group workT: Please invite your friends to do something with you.Name can/cant why（通过调查活动，实现了语言的交际交流功能，给学生发挥的平台。 ）9. ExerciseT: Please translate these sentences into English.10. HomeworkOral: 邀请十名同学今天晚上和你一起回家做作业。Written: 以书面形式总结，在课堂上你对伙伴发出的邀请中，有哪些人接受了， 哪些人没有接受及其理由。（根据学生程度进行口语和书面作业的布置，同时结合了课堂学习的内容，并落实了学生从口头到书面的语言应用能力。 ）
