八年级英语上册unit7--unit10

Unit 7 Will people have robots?

Section A 1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part

2) 能掌握以下句型：

①What will the future be like?

Cities will be more polluted. And there will be fewer trees.

②Will people use money in 100 years?

③Will there be world peace?

④Kids will study at home on computers.

⑤They won’t go to school.

2) 能了解以下语法：

will + 动词原形来表达一般将来时态。

3）学会表达自己对未来的看法；学会谈论自己未来的打算。

2. 情感态度价值观目标：

通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更为科学，更具发展价值。

二、教学重难点

1. 教学重点：

1) 学习掌握一般将来时态的意义和结构。

2) 掌握There be句型的一般将来时态的结构。

2. 教学难点：

掌握more/fewer；more/less的用法。

情态动词will + 动词原形来表达一般将来时态。

三、教学过程

Ⅰ. Lead-in

1. 在大屏幕上向学生展示一些机器人的图片，让学生们说出谈论自己的未来的工作，对工作的打算等：What do you want to be when you grow up?

Ss: I want to be a scientist.

T: How are you going to do that?

Ss: I’m going to study science hard.

….

2. 学生们根据图片来引导出机器人这一话题。

Ⅱ. Presentation

1. 引导学生们看大屏幕上的图片，根据图示来理解will来表达一般将来时态。

用一句话来让学生们明白一般将来时态：

I’m thirteen years old now. And I will be fifteen years old in two years.

现在我十三岁，两年后我将是十五岁。

2. 让学生们看大屏幕上图片，并让学生学习will + 动词原形及won’t + 动词原形的用法。通过例句让学生们理解。

Ⅲ. Game

1. How will your future be like in 100 years? Can you see anything about it?

2. Ss discuss and think about their future. Then say some sentences.

e.g. People will have robots at their home.

There will be only one country.

People won’t use money in the future.

…

(同学们如果自己想象不出来，可以根据大屏幕的图片提示来说句子。)

4. How will the world be different 100 years from now? Read the predictions in 1a. Check A for agree or D for disagree.

Ss read the sentences discuss them and check A or D .

Ⅳ. Listening

1. T: Now listen to the recording and circle the predictions you hear in 1a.

2. Play the recording for the Ss to listen and circle the predictions.

3. Play the recording again. Check the answers with the Ss.

Ⅴ. Pair work

1. Let Ss read the first conversation in 1c after the teacher.

2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own conversation.

注意：如果将陈述句变为一般疑问句，应将情态动词will 提前到主语前便可。

3. Let some pairs ask and answer about their conversations.

Ⅵ. Listening

Work on 2a:

1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words in the bracket.

2. Play the recording for the Ss to listen and circle the words.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Play the recording for the Ss to check the predictions they hear.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss ask and answer questions about the predictions in 2a and 2b.

2. Let Ss read conversation in 2c first after the teacher.

3. Ss talk about the predictions with the information in 2a and 2b.

4. Ask some pairs to act their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the questions:

1) What will the future be like in the book?

2) What can people do?

2. Explain some new words and main points in the conversation.

be in great danger, move to other planets; play a part;

3. Read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Homework:

1. Recite the conversation in 2d after school.

2. 用下列词组来造句：

(1) be more crowded and polluted (2) be fewer trees

(3) be in great danger (4) on the earth

(5) less water (6) playa part

板书设计：

Section A2 (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：peace, sea, sky

2) 进行一步复习巩固运用Section A 部分所学的生词和词组。

3) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将来的预言。

4) 掌握情态动词will 来表达一般将来时态这一语法知识；

2. 情感态度价值观目标：

通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更为科学，更具发展价值。

二、教学重难点

1. 教学重点：

1) 进一步学习运用所学的知识来陈述自己对将来的看法；学会谈论自己的对将来的预言。

2) 掌握情态动词will 来表达一般将来时态这一语法知识；并运用所学的知识来表达将来的活动。

2. 教学难点：

掌握情态动词will 来表达一般将来时态这一语法知识；

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words learned in the last class.

2. Ask some Ss to give some predictions.

T: What ’s your prediction about the future?

S1: There will be less free time.

S2：There will be more pollution.

3. Role-play the conversation in 2d.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus 中的句子，然后做填空练习。

① 将来会是什么样子？

② What ______the ____ be _____?

城市污染将会更多。且树木将会更少。

Cities ____ ___ _____ polluted. And there ____ _____ _______.

③ 一百年后，人们会使用钱币吗？

____ people ____ money ___ 100 years?

④ 不会的。一切东西将会免费。

Section A1 (1a-2d) 单词： paper, pollution, prediction, future, pollute, environment, planet, earth, plant, part, play a part 句型： ① What will the future be like? Cities will be more polluted. And there will be fewer trees. ② Will people use money in 100 years? ③ Will there be world peace? ④ Kids will study at home on computers. ⑤ They won ’t go to school.

No, they ______. Everything ____ ___ _____.

⑤世界将会有和平吗？

______ ____ _____ world peace?

⑥是的，我希望如此。

Yes, I ______ _____.

⑦孩子们将会在家中在电脑上学习。

Kids _____ ______ at home _____ _______.

⑧他们将不会去上学？

They ______ _______ to school.

2. 学生们根据记忆，看大屏幕来完成填空练习。

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Ⅲ. Try to Find

一、一般将来时态

肯定式：主语+ will + 动词原形

Kids will study at home on computers.

孩子们将会在家里的电脑上学习。

否定式：主语+ won’t + 动词原形

People won’t use money in 100 years.

一百年后人们将不再使用钱币。

一般疑问句式：

Will + 主语+ 其他？

肯定回答：Yes , 主语+ will.

否定回答：No, 主语+ won’t.

人们将会有更多的空闲时间吗？

是的，会。/ 不，不会。

Will people have more free time?

Yes, they will. /No, they won’t.

二、There be 句型：

1. there be 句型表示客观存在的“有”（所有者不明确）。例如：

有湖边有很多树。

_____ _______ many trees near the lake.

be 动词有______ _______ 两种形式。

2. be 动词形式的确定要根据其后面的名词单复数形式来确定。

_____ _____ an apple tree in the park.

_____ ______ many people in the park today.

3. There be 句型的一般将来时结构：

肯定式：There + ________ + 其他

否定式：There + ___________ + 其他

一般疑问句：____________ + be + 其他?

答语：Yes, there will. / No, there won’t.

三、

可数名词

1. more +

不可数名词

2. less + 不可数名词

3. fewer + 可数名词

Ⅳ. Practice

Work on 3a:

1. Tell Ss to read the conversation in 3a and try to fill in the blanks with more/ less or fewer.

2. 方法指导：应通读整个对话，掌握对话大意；

然后，根据空格后的名词是可数名词还是不可数名词来确定是用more, less 还是fewer。

注意，有些名词前有形容词来修饰。

3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

4. 学生们阅读这些句子并试着记住这些句子。

Work on 3b:

1. 让学生们阅读句子的开头，明白每个句子的意思。

2. 让学生们思考一下针对这一情况，在将来会发生什么样的情况。

3. 让学生们互相检查自己所写的句子，发现并改正错误。

4. 让部分学生说一说自己所写的句子。大家一起改正句子中的错误。

Ⅴ. Group work

1. 小组中的同学们对未来的城市进行讨论。

2. 每个成员发表自己的想法，小组长进行记录，并进行汇总。

3. 最后，同学们根据小组成员的想法，然后，展开想象，试着每名同学们画一幅未来城市的画。

4. 最后，比较一下每个小组的画，看哪个小组画得较好。

5. 试着对自己小组里的情况用英语做成一个报告。

Ⅵ. Exercises

If time is enough, do some more exercises on big screen.

根据下列表格的内容完成后面的句子：

根据上面的表格用more, less, fewer 填空。

There will be __________ house

There will be __________ pollution

There will be __________ schools

There will be _________ people

There will be ___________ snow

There will be ________ movie theaters

Homework

1. 复习Grammar Focus 中的内容。

展开你想象的翅膀，想一下50年后，你的生活将会怎么样？并写六个句子来描述一下。

In fifty years, …

板书设计

Section B1 1a-2e

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, simple, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible

2) 能掌握以下句型：

① —Where do you live ？ —I live in an apartment.

② There are already robots working in factories.

③ It ’s easy for children to wake up and know where they are.

④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago.

3) 能综合运用will 表达一般将来时态。

2. 情感态度价值观目标：

通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，Garden City now In 100 years 600 houses 1000 houses A lot of pollution Almost no pollution Seven schools Two schools 2400 people 3500 people A lot of snow A little snow Six movie theaters Two movie theaters Section A2 Grammar Focus-3c 3a: 1. less; more 2. more; more 3. less; fewer 4. more, more 5. more, fewer 3b: 1. I will almost see the blue skies every day. 2. people will live to be 200 years old. 3. families will spend time together every day. 3c: Report: There will be more people in the future. Because people will live to be 200 years old. There will be more high buildings. The cities will be more crowed but less polluted. Because there will be less cars and there will be more buses and e-bikes. People will mostly work on the internet. There will be more robots working in the factory.

使学生的理想观和价值观更为科学，更具发展价值。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1. 听力训练

2. 阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ. Warming- up and revision

1. Daily greeting.

2. 复习情态动词will 构成的一般将来时态的构成。

3. 复习more, fewer, less 后面所跟名词的情况。

4. 让学生们谈谈自己所画的未来城市的前景情况。

Ⅱ. Lead in

1. Ask Ss some questions:

T: What will do in the future?

T: Where will you live?

T: How will you go to work?

Get some Ss think and answer the questions.

2. Present some new words on the big screen. e.g.

apartment, rocket, space, space station, human, servant, factory…

3. Explain some main words to the Ss . Give some examples on the big screen.

simple, over and over again, believe, hundreds of, disagree, shape, fall, fall down, look for, possible, impossible even, dangerous, already

4. Work on 1a. Write each word in the correct column below.

Ⅲ. Discussion

1. Work with your partners. Think of other words and write them in the chart in 1a.

2. Let Ss discuss the words and write them in the chart.

3. Let some Ss read the words.

Ⅳ. Listening

Work on 1c:

1. Tell Ss to listen to Alexis and Joe’s conversation. and Number the pictures 1-3.

2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and number the pictures.

3. Play the recording and check the answers with the Ss.

Work on 1d:

1. T: Now please read the sentences in 1d. Tell Ss they'll listen to the tape again. Then try to fill in the blanks with the words in the chart.

听力指导：通过事物读句子及空格中的单词，可以看出，本听力重点要求我们听清句子的时态，因此我们在听时应重点听句子的谓语动词，并明确其时态。如果不能快速写下来，可以先做标记，在听完后再写完整。

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

4. Tell Ss one is Alexis and the other is Joe. Talk about Joe’s life now, 10 years ago and 10 years from now.

Ⅴ. Discussion

1. Work in groups. Tell your partner what you know about robots. What do they look like and what can they do?

2. Ask some Ss describe the robots they know.

Ⅵ. Reading

1. T: Are you interested in robots? Do you want to have a robot?

2. Let Ss read the passage quickly and complete sentences below about what robots can do now.

3. Ss read the passage quickly and complete the three sentences.

4. Check the answers with the Ss.

Ⅶ. Reading

1. T: Now let’s work on 2c. This time you should read the passage a little more carefully. Then write three sentences about what robots will be able to do in the future.

2. 方法指导：明确我们这次阅读的任务，然后，带着这个任务再次认真阅读短文的内容，并在相关段落中认真查找未来机器人所能做的事情。并写出正确的答案。

3. Ss read carefully and try to write the three sentences.

4. Check the answers with the class.

Ⅷ. Reading

1. T: Read the passage again. This time you should read the passage and fill in the blanks in this paragraph with words in the article.

2. 方法指导：首先，阅读这个小短文，了解其大意；然后，在理解小短文意思的基础上，重点阅读有空格的句子，并在原文中找与之相关的段落或句子，并填写出正确的答案。

3. Let some Ss talk about their answers.

Homework

1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2. 完成2e中的任务，并将句子写在作业本。

板书设计：

Section B2 3a-Self check

一、教学目标：

1. 语言知识目标：

1) 掌握下列生词: probably, during, holiday, word

2) 复习用will 表达一般将来时态的用法。结合机器人这一话题表达自己的想法。

3） 能够综合运用所掌握的知识来描述自己未来生活的情况。

3) 通过自己描述自己未来生活的情况来达到熟练运用所学知识的目的。

2. 情感态度价值观目标：

通过引导学生展望未来，及对未来生活的设计，来达到前景教育的目的，同时也通过对前景的设想，让学生在潜移默化中反省自己的现状，使之对目前的学习、生活习惯作适当的调整，并不断的改善自己的现状，使学生的理想观和价值观更为科学，更具发展价值。

二、教学重难点

1. 教学重点：

1) 能运用所学的知识及提示来阅读相关个人未来生活预测，并能完成相关任务。

2）能运用所学的知识与句型表达方式来描绘一下自己未来的生活。

3） 复习要单元所学的重点知识点，并完成相关复习任务。

2. 教学难点：

能运用所学的知识与句型表达方式来描绘一下自己未来的生活。

三、教学过程

Ⅰ. Warming- up and revision

1. Have a dictation of the new words and expressions.

2. Review the main phrases learned yesterday.

(1) 在工厂 __________ (2) 帮助做某事________

(3) 感到乏味 _________________

(4) 在将来 ______________

(5) 试着做某事___________________

(6) 能够 ________________

(7) 倒塌 _______________

(8) 似乎可能/不可能 _____________

(9) 许多；大量__________

3. Talking about the robots:

(1) What can a robot do now?

(2) What will the robots do in the future?

Ⅱ. Lead in

1. Ask some Ss what their life will be in the future.

T: What will you life be in the future?

S1: First, I will go to college. I will study computer science. Then I’ll work in Beijing. I will be a computer programmer in a famous company. Next, I will make a lot of money. I will have my own company like Bill Gates. I will buy a big house and live with my family in Beijing.

S2: I will be an artist. First, I will study art at an art school. Then, I will move to Paris. I will find a part-time job there and save some money. At the same time, I will study French. Next, I will hold art exhibitions. I will become famous. Then I’ll have a lot of money. I will tour around the world then.

Ⅲ. Reading

1. Read the article about Jill ’s life in the future. Fill in the blanks with the words in the box.

2. 阅读指导：

首先，阅读短文，整体把握短文大意。

其次，分析有空格的每个句子，看空格处的意思，联系所给单词的意思，进行综合分析，确定空格处应填的单词。例如：第一空，由下文“在那座城市里有更多的工作”，可知本空填live “居住”一词。

最后，再通读一遍短文，看是否通顺合理。

3. Ss try to read the article and try to fill in the blanks.

4. Check the answers with the Ss.

Ⅳ. Writing

Work on 3b:

1. Think about your life 20 years from now. Write down some notes in the chart below.

You can add more items.

2. Give some examples to the Ss.

3. Ss try to think about their lives 20 years from now. Write notes for their own reviews.

4. Try to fill in the blanks.

Work on 3c

Section B1 1a-2e 单词：apartment, rocket, space, space station, even, human, servant, dangerous, already, factory, over and over again, believe, hundreds of, inside, disagree, shape, fall, fall down, look for, possible, impossible 句型： ① —Where do you live ？ —I live in an apartment. ② There are already robots working in factories. ③ It ’s easy for children to wake up and know where they are. ④ That may not seem possible now, but computers and rockets seemed impossible 100 years ago.

1. Write about your life 20 years from now using the notes in 3b.

2. 写作指导： 本文为写自己未来20年后的生活情况。

因此，时态应用一般将来时态（will + 动词原形）；

首先，可根据在3b 中的提示，介绍一下自己打算的工作、及生活的地点、自己的业余活动等情况。 然后再展开自己想象的翅膀，对自己的生活环境及其他方面大胆想象，并写出来。

最后，通读一遍短文，重点检查一下各句子的时态及语句是否通顺。

3. 学生们根据写作提示，及上面表格中的提示来写作这篇文章。

4. Let some Ss read their passage to the class.

Ⅴ. Discussion

1. Discuss how a robot will hel p students with schoolwork in the future. Write down your group’s ideas and draw a picture of your robot.

2. Give Ss an example:

I think students won’t need write words on the paper because robots will write down everything you think .

3. Ss discuss with their partners and try to draw the robots they think about.

4. At last, let some Ss talk about their robots and pictures of the robots.

Ⅵ. Self check

Work on Self check 1:

1. Put the words in the correct columns in the chart.

2. Make sure Ss know what they should.

3. 引导学生们复习more/fewer/less 的用法：

more 后面可跟可数名词或不可数名词；

fewer 后面跟可数名词；

less 后面跟不可数名词；

4. 学生将以上单词分类，并校对答案。

5. 学生们可以试着多增加一些单词，并将它们填写在方框中。

Work o n Self check 2

1. Tell Ss to read the conversation below. Then Fill in the blanks in the conversation.

2. Do the first one for the Ss as a model:

(1. be; like 在本句中是介词，意为“像”，因此本句中缺少be 动词，句中有情态动词will ，故应用be 动词的原形。)

3. Ss try to fill in the blanks with the right words.

4. Check the answers with the class.

Homework

1. Review Section B.

2. 根据第4 部分中同学们对学习机器人的想象，来写一篇60字左右的小短文来描述一下你所想象的机器人的形状、大小及他在学习方面提供哪些帮助。

板书设计：

Unit 8 How do you make a banana milk shake? Section A 1 (1a-2d) 一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词： shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt

能掌握以下句型：

① ─How do you make a banana milk shake?

─First, peel the bananas …

② ─How many bananas do we need?

─We need three bananas.

③ ─How much yogurt do we need?

─We need one cup of yogurt.

2) 能了解以下语法：

掌握用how much 和how many 对事物的数量提问。

3) 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。

2. 情感态度价值观目标：

Section B2 3a-Self check 3a ： live; more; fewer; less; keep; wear; look; work, take 3c: one possible version: In 20 y ears, I think I’ll be a pilot. I’ll work in Beijing, because my parents work in Beijing. I want to live with them. I’ll live in a large apartment. As a pilot, I can have a few days off very month. I think I’ll keep some plants in my apartment. There’ll be a park near my home. I’ll take a walk after supper. I like chess, so I can also play chess with my friends in the park. Self check 1: more/fewer: job, people, robot ， planet, car, city, building, tree more/less: pollution, fresh water, paper, clean air, free time, money Self check 2: 1. be; 2. like 3. will, will 4. will 5. there, be 6. will

1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。

2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。

二、教学重难点

1. 教学重点：

1) 用how much 与how man y 来对数量提问。

2) 动词词组；描述过程的顺序词。

2. 教学难点：

能恰当地使用祈使句表达食物的制作过程。

三、教学过程

I . Warming up

1. T: What’s your favorite fruit?

S: apple, orange, strawberry, banana, pear, watermelon.

2. T ：What’s your favorite drink?

S: Cola/ milk/ juice/ tea/milk shake …

II. Lead-in

T: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How many bananas do we need? How much milk do we need?

S: ….

Teacher shows the pictures to students, and makes students know the process of making milk shake. Then write down the key words on the blackboard.

2. Do 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Then check the answers.

3. Teach the names of all items. Point to the pictures of the items and ask students to repeat.

Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following:

peel the bananas, cut up the bananas, put the bananas and the , milk in the blender, pour the milk in the blender, Turn on the blender; drink the milk shake.

4. Point out the actions in the picture and the list of actions in activity 1b .

Play the recording and check the answers. Ask students to recite the conversation at once.

Ⅲ. Listening

1b Listen and put the instructions in order.

Ⅳ. Game

1. Show some pictures in the big screen.

2. Let Ss tell what they can see.

3. Let Ss try their best to say how to make a banana milk shake.

Ⅴ. Pair work

Work on 1c:

1. Let Ss read the model with a partner.

2. Use the information in 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the chart.

Ⅵ. Listening

Work on 2a:

1. Let Ss look at the pictures below. Let one student read the words in the pictures if necessary.

2. Play the recording for the Ss to listen and complete the chart.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart.

2. Play the recording for the Ss to write the correct answers in the chart.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss to ask and answer questions about how to make fruit salad.

2. Give a model to the Ss.

3. Ss work in pairs. Try to ask and answer about how to make fruit salad.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and fill in the chart below.

one

cabbage one

How much How many wash first One box of 2 bananas peel then cut up next put …into blender after that turn on … last pour

three

four

five

some

2. Explain some new words and main points in the conversation.

① one more thing 另外一件事情

another ten minutes 再多十分钟 “数字+ more + 物品” 指“另外的……”

“another + 数字 + 物品” 指“另外的……”

当数字为one 时，常与more 连用或只用another

Give me two more hamburgers, please. 请再给我两个汉堡。

The boys rode another two hours.

那些男孩子们又骑了两个小时。

Do you want one more cup of tea?

Do you want another cup of tea?

你想再来杯茶吗？

② forget to do sth. 忘记（去）做某事

Don’t forget to close the windows.

不要忘记关上窗户。

3. Let Ss read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs to act out the conversation.

Homework:

做自己喜欢的水果奶昔，并简要说明过程。

可以用下列表示过程的词汇来让你描述更加清晰明了。

first, next, then, … finally…

板书设计：

Section A 2 (Grammar focus-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：sugar, cheese, popcorn , corn, machine, dig, hole

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）掌握正确用how much 和how many 对事物的数量进行提问。

4) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。

2.情感态度价值观目标：

1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅

历, 培养实践操作能力和动手能力。

2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能

浪费食物, 珍惜他人的劳动成果。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 掌握正确用how much 和how many 对事物的数量进行提问。

2. 教学难点：

1) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。

2) 能够分清可数名词与不可数名词，会用数量词来计量一些不可数名词。

三、教学过程

Ⅰ. Warming- up and revision

1. Game: How do you make a banana milk shake?

Let some Ss describe how to make a banana milk shake.

Attention to use “first, next, then, finally ” correctly.

Section A 1 (1a-2d)

Words:

shake, milk shake, blender, turn on, peel, pour, yogurt, honey,

watermelon, spoon, pot, add, finally, salt

Sentence structure: ① ─How do you make a banana milk shake?

─First, peel the bananas … ② ─How many bananas do we need?

─We need three bananas. ③ ─How much yogurt do we need? ─We need one cup of yogurt.

2. How do you make a Russian soup?

Attention to use “first, next, then, finally” correctly.

Ⅱ. Grammar Focus.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。

①你怎样做香蕉奶昔？

_____ do you _____ banana milk shake?

②首先，将香蕉剥皮。

______，_____ the bananas.

③接下来，将香蕉放入果汁机中。

____, _____ the bananas in the blender.

④然后，将牛奶倒进果汁机中。

_____, _____ the milk ____ the blender

⑤最后，打开果汁机。

______, _______ ___ the blender.

⑥我们需要多少香蕉？

______ _______ bananas do we need?

⑦我们需要三只香蕉。

We ______ three _________.

⑧我们需要多少酸奶？

_____ _______ yogurt do we need?

⑨我们需要一茶杯。

We need ___ _____ ____ yogurt.

2. 学生们根据记忆，看大屏幕来完成填空练习。

3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

Ⅲ. Try to Find

一、如何问答名词的数量：

1.询问不可数名词的数量：

_________ +不可数名词……？

2. 回答不可数名词的数量：

___________ + 不可数名词

一杯________; 一碗________

3. 询问可数名词的数量：

__________ + 可数名词……？

练一练：句型转换：

①We need three cups of sugar. (提问)

_________ _______ sugar do we need?

②They need ten tomatoes for the soup. (提问)

_____ ______ tomatoes do they need?

③The T-shirt is twenty dollars. (提问)

______ ______ is the T-shirt?

④We have five six bottles of juice. (提问)

_____ ______ bottles of juice do you have?

Ⅳ. Practice

Work on 3a:

1. Circle the correct word in each question:

① 1. How (much/many) bananas do we need?

②How (much/many) sugar do we need?

③How (much/many) bread do we need?

④How (much/many) tomatoes do we need?

⑤How (much/many) cheese do we need?

2. 方法指导：指导：应根据括号后面的名词是可数名词还是不可数名词来确定。

比如，第一句中bananas是可数名词的复数形式，故用how many。其他类似。

3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

V. Work on 3b:

1. 让学生们阅读对话，整体把握对话的意思。

2. 然后仔细读制作爆米花的过程，根据图片及上下文意及时态来确定空格处所应填的词。

第一句话中句子的主语、谓语、宾语都有，故应用副词how来构成疑问句。

在第二句话中，空格后有名词corn，故前面应用how much来对其数量提问。

第三句中的主语、谓语有，但没有宾语，故应用what 来对接下来做“什么事情”进行询问。

在第四句中，空格后有名词salt，故前面应用how much来提问数量。

3. 和学生们一起校对答案。

4. 让学生们朗读并表演这个对话。

ⅤI. Group work

1. 让学生们看表格中的四个活动项目，让学生们根据自己的生活阅历来选择一个较为熟悉的话题，并与自己的小组成员进行讨论如何做此事。

2. 将做这个事情的过程例一个较为清晰的单子，并用英语描述一下。

3. 与一位同学一起用英语讨论一下，如何做这个活动。

4. 听一听其他同学们擅长的项目，并表达自己的想法或问题。

(最后，可以经学生们评议来推举谁是最会做事情的同学）

VII. Exercises

If time is enough, do some more exercises on big screen.

重排下列句子，成为一段完整的对话。

A. First, put the water into the pot

B. Next, put the noodles into the pot and cook for ten minutes.

C. How many noodles do we need?

D. How much water do we need?

E. How do we make egg noodles?

F. What do we do next?

G . Five bowls.

H. Half a kilo.

I. Finally, put the egg into the pot and cook for another five minutes.

___, ___, ____, ____, ___, ___, ___, ____

Homework

1. 复习Grammar Focus 中的内容。

2. 从3c 中选择一个活动项目，用英语将其过程描写出来。注意正确运用表示顺序

的词汇：

fist, next, then, after that, finally 。

板书设计

Section B 1 1a-2e

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature

2) 能掌握以下句式结构：

① ─Do you like lettuce in a sandwich?

─Yes, I do./ No, I don ’t.

② It ’s a time to give thanks for food in the autumn.

③ Cut the turkey into thin pieces.

2. 情感态度价值观目标：

1）在活动中渗透中西方餐饮文化，了解西餐的制作方法在语言的运用中感受中西方饮食文化的不同。

2）通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的生词及表达方式。

2) 进行听力训练，提高综合听说能力。

3）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1). 听力训练

2). 阅读2b 部分的短文并完成相关要求。

三、教学过程

Ⅰ. Warming- up and revision

1. Daily greeting. Check the homework.

2. 头脑风暴： 将下列名词分为可数名词与不可数名词。

1） milk 2） tomato 3）teaspoon

4） popcorn 5） yogurt 6）salt

7） apple 8） onion 9）dumpling

10） shake 11） juice 12）meat

13） cup 14）porridge 15）watermelon 16）mutton

学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）

3. 让学们复述如何做爆米花。

S1：First, put half a cup of corn into the popcorn machine.

S2：Next, turn on the machine ．

S3: Then, pour the popcorn into a bowl.

S4: Finally, put some salt. You can eat it.

４. 让部分学生复述如何植树或其他项目。

Ss try to retell how to plant a tree or other things they can do.

Ⅱ. Presentation

1. Ask Ss that what ingredients they need. Ask two students to say and write the ingredients on the Bb.

Ⅲ. Talking

Section A 2 Grammar Focus-3c 3a: 1. many 2. much 3. much 4. many 5. much 3b: 1. How 2. How much 3. What 4. How much b. First d. turn, next 答语： 1. b 2. a 3. d 4. e 5. c 3c: A: Do you know how to plant a tree? B: Yes. First, dig a hole. And put the tree in the hole. A: What do we do next? B: Next, put the soil back into the hole. A: Is that all right? B: No, finally we should water the tree.

1. Talk about the ingredients they like in the sandwich.

2. S1: Do you like lettuce in a sandwich?

S2: Yes, I do.

S1: Do you like tomatoes?

S2: No, I don’t. What about you?

S1: …

3. Let Ss ask and answer in pairs.

Ⅳ. Listening

Work on 1c:

1. Tell Ss to listen and circle the words they hear in 1a.

3. Play the recording for the Ss to listen and circle.

4. Check the answers:

Work on 1d:

1. T: Now please look at the chart in 1d. Tell Ss to listen again and write the ingredients in the order they hear them. 听力指导：本题要求同学们听清在做三明治时，每个步骤中所需要的原料；因此，同学们在听的时候应将注意力放在“每个步骤中的原料”上；第一遍仅听，努力记住这些原料；第二遍的时候再写出来。

2. Ss listen to the recording carefully and try to fill in the blanks.

3. Play the recording again and check the answers with the class.

Ⅴ. Group work

1. Work in groups. Discuss the traditional food people eat on special holidays in China. Then make a list.

2. Ask some Ss to read their lists to the class.

3. Ask some other Ss add more.

Ⅵ. Reading

1. T: Look at the article and the pictures. Can you guess what the passage is mainly about?

Let some Ss try to guess the meaning of the passage.

(It’s about the turkey dishes in Thanksgiving in the United States.)

2. Let Ss read the passage quickly and number the pictures [1-5].

3. Ss read the passage quickly and number the pictures [1-5].

4. Check the answers with the Ss.

5. Show the new words on the big screen and teach Ss the new words in the passage.

Ⅶ. Reading

1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and try to answer the questions.

2. 方法指导：首先，应读懂五个问题的意思；然后，带着这五个问题再次认真阅读短文的内容，特别是认真阅读短文中与某问题相关的部分，以便根据上下文意及整个段落的意思来确定如何回答这个问题。综合上下文的意思，确定最贴切的答案。

3. Ss read carefully and try to find the answers to the questions.

4. Check the answers with the class.

Ⅷ. Reading

1. T: Now let’s read the short passage in 2d. It’s the instructions for making a turkey dinner written in different way. Put them in order. Write First, Next, Then and finally in the blanks.

Read the passage again. Then answer the questions with short sentences.

2. 方法指导：首先，通读这五个句子的意思；然后，根据上次读短文时的印象，将制作火鸡宴的过程排为正确的顺序；如果没有记住制作火鸡宴的过程，还应再去2b的短文中有关制件火鸡的部分去读一下。并最终排成正确的顺序。

3. Ss try to answer put the sentences in order. Check the answers.

Ⅸ.Discussion

1. T: Show some special days in China on the big screen. Ask: What do you think is the most special day in China? Then Let Ss say the special food in the special days.

2. Ask the questions in 2e. Ss think and answer the questions.

3. Let some Ss say their answers.

Homework

1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。

2. 课下再根据2e部分的内容；选择自己认为重要的节日，并写出你较为熟悉的食物的制作过程。

板书设计：

Section B 1 1a-2e

New words:

sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature

Sentence Structures:

①─Do you like lettuce in a sandwich?

─Yes, I do./ No, I don’t.

②It’s a time to give thanks for food in the autumn.

③Cut the turkey into thin dishes.

Section B 2 3a-Self check

一、教学目标：

1. 语言知识目标：

1) 复习如何制作火鸡宴，以及其他学生们熟悉的传统食物的制作过程。

2)能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。

3) 能够综合运用所学的知识来学习写作自己所熟悉的食物的制作过程以及所需的原料。

4）通过完成Self check的中练习题来全面复习how much和how many的用法。

2. 情感态度价值观目标：

1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。

2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。

二、教学重难点

1. 教学重点：

1) 能够综合运用所学的知识以及根据所给的提示词来完成阅读填空的任务。

2) 能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。

2. 教学难点：

能够综合运用所学的知识来学习写作自己较为熟悉的食物的制作过程。

三、教学过程

Ⅰ. Warming- up and revision

1. Fill in the blanks of the main idea of the passage in 2b: (On the big screen)

Thanksgiving is a s_______ holiday in the U.S.A. It always on the f______ Thursday in November. There are many r______ for this special day. For some people, it is a time to give thanks for food in the a______. At this time people also remember the first t_______ from E______ about 500 years ago. These days most Americans still have a big meal at home to c________ it. The main dish of this meal is almost always t________.

How to make a turkey dinner?

First, m____ together some bread pieces, onions, salt and pepper. F___the turkey with this bread mix.

Next, put the turkey in a hot oven and c____ it for a few hours. Then, place the turkey on a large plate and

c_______ it with gravy.

F_____, serve it to your friends with some other food.

2. Check the answers with the Ss.

3.Ask your partner his/her most special day in China.

Ⅱ. Lead-in

1. Ask Ss about what special food in the town (city) they live?

e.g. Mapo toufu, Gongbaojiding, dumplings, …

T: Well, my favourite food is Y unnan Rice Noodles.

Do you know how to make it?

Now, let’s read the passage in 3a and find how to make it.

2. Show some pictures of Yunnan Rice Noodles on the big screen.

Let Ss discuss the ingredients in this special food.

Ⅲ. Reading

1. Tell Ss to work on 3a. First, read the words in the box. Try to make sure the meaning of each words.

2. 写作指导：

首先，阅读方框中的词汇，掌握其意思，然后阅读短文，整体把握短文大意。

其次，分析有空格的每个句子，根据上下文意及句子结构确定空格处应填哪一个词。

最后，将单词填在空格上，并完整的读一遍短文，看是否通顺。

3. Ss try to read the article and try to fill in the blanks.

4. Check the answers with the Ss.

①have; 由括号中的句子“Of course, you can also have other things… 当然你可也可以准备其他的东西……”，可知空格处应为have一词。

②First; 通过读下文及关键词then，可知下面是在叙述制作云南米线的过程。这是第一步。

③wash；句意“将生菜洗净并切碎。”

④Next；读短文可知，在第一步完成后，这是接一下的一个步骤，故空格处用next。

⑤cut; 句意“将鸡肉切成碎片。”

⑥put; 由后面的介词in，可知这是put…in词组。句意“将鸡蛋、肉及生菜等逐个放入热汤中”。

⑦Finally；读短文可知这是制作的最后一个步骤，故应填finally一词。句意“最后，将米线放入汤中”

⑧enjoy；句意“现在是该享受米线的时候了。”。

Ⅳ. Writing

Work on 3b:

1. Read the headings below. Think about your own favorite food in your hometown.

2. Then make a list of the ingredients of the food.

(If you don’t have any ideas, you may look at the food in P62. )

3. Ss try to think about the ingredients of the food and try to write them down.

4. Check the answers with your partners.

Work on 3c:

1. Tell Ss to use the notes in 3b and write a recipe for your favorite food.

(Write about the ingredients you need and how to make it).

2. 写作指导：

本文为写自己所喜欢的食物的食谱。

因此，时态应用一般现在时态；

应先根据3b 中的所列的原料清单，说明做此食物所需的原料。

然后，描述一下制作此食物的过程。同学应注意使用first, next, then, finally 等表示做事情的次序的副词来使你的描述更加清晰与明确。

3. 学生们根据写作提示，及指导的内容来试着写自己的食谱。

4. Let some Ss read their passage to the class. Give any help if necessary.

Ⅴ. Group work

1. Make up a crazy recipe with your partner.

(You may first make a list of the ingredients and the produce.)

2. Tell another pair of students how to make this crazy food. The other pair will have to draw it.

3. Give Ss some examples: First, put some yogurt on a piece of bread. Then, cut up one apple, and an onion and

put them on the yogurt …

4. Ss try to write about their own crazy recipe in pairs. Then tell another group.

5. See which recipe is the craziest and which group draws the best.

Ⅵ. Self check

Work o n Self check 1

1. Tell Ss the sentences below is about how to make tomato and egg soup.

They are not in the right order. Please read the sentences and put them in the right order first. Then complete the instructions with the words in the box.

2. Ss work by themselves the try to number the instructions first.

3. Then put the words first, next, then, finally in the blanks.

4. Check the answers and explain some main points.

理解句意：

将所有的东西搅合在一起然后可以吃了。

煮五分钟后放入两个鸡蛋。

将三个西红柿切碎，并将其放入锅内。

加入一些水、糖和盐。

5. 学生们试着复述制作西红柿鸡蛋汤的过程。

Work o n Self check 2

1. Tell Ss to write questions and answers using the words in brackets below.

2. Give Ss some directions: 根据要求可知第一句为疑问句，特殊疑问句的结构为“特殊疑问词+ 一般疑问句？”故应先看其有

没特殊疑问词。

如没有特殊疑问词，则为一般疑问句，则应根据句子的谓语动词来确定将 be 动词还是助动词放在句

首。

3. Let some Ss try to make their own sentences and check the answers.

VII. Homework

想一想，你在家里最喜欢吃的一道菜。了解一下它的做法，用英语将做这个菜所需的材料以及简单的过程用英语描述出来。

板书设计：

Unit 9 Can you come to my party?

Period 1 Section A (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

Prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch.

能掌握以下句型：

① —Can you come to my party on Saturday afternoon?

—Sure, I ’d love to. \Sorry, I can ’t. I have to ...\I ’m sorry ,too. I must …

② —That ’s too bad.

③ —Maybe another time.

__ Thanks for asking.

2) 能了解以下语法：情态动词can 的用法

2. 情感态度价值观目标：

Section B 2 3a-Self check 3a ： have, First, wash, Next, cut, put, Finally, enjoy 3c: one possible version: ◆ We need some pieces of Beijing Duck, sauce and green onion, some lettuce and some pancake. ◆ First, put the green onion and some sauce on the pancake. ◆ Next, put some pieces of duck on it. ◆ Then role the pancake and eat it.

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点

1. 教学重点：

情态动词can引导的一般疑问句表达邀请之意时的礼貌作答。

2. 教学难点：

情态动词can的构成和使用。

三、教学过程

Step 1. Leading in

Play the song: Happy birthday.

Say ,Today is Meimei’s birthday. She wants to invite you to he birthday party. Can you tell me what she should say.

Ask students to say.

Step 2 Pre-task

Page 65,1a &1b

1.Ask, Can you come to my party?

Ask some students to answer. Ask the students who can’t come to tell the reasons.

1.Call attention to the words in activity 1a. Read together.

Say, Look at the pictures and ask students to tell what they see in each sence.

2.Match the words with the pictures and check the answers.

Say, Now listen to the recording. Write the name of each person next to his or her picture.

3.Play the recording. Ask students to complete the activity individually.

Step 3 While-task

Page 65 1c

1.Point to the example in the box. Ask students to do a practice with partners.

2.Ask some groups to act.

3.Game: One student invite some students to his \her party. The other students answer.

Page 66, 1c

1.Point to five sentences.

Say, Listen to each conversation and then circle the word that makes the sentences correct.

2.Play the recording.

3.Check the answers.

Page 66 , 2b

1.Call attention to the five sentences in activity 2a, ask a student to read the sentences to the class saying the

correct word “can”\”can’t”.

2.Say, Now listen to the recording again. Write the names who can’t go to the party and the reasons.

3.Play the recording. Write down these answers.

4.Check the answers.

Step 4 Post-task

Page 66,2c.

1.Call attention to the points listed in activity 2b.

2.Ask students to make their own conversation like the example. As students work, move around the room and

monitor.

3.Ask students to present their conversations.

Page 66, 2d.

1.Have students scan the conversation in 2d.

2.Lead students to practice reading the conversation.

3.Make students role-play the conversation. In this part, student A will be Jeff. Student B will be Nick. As they

work, move round to monitor their work.

4.Ask a pair of students to present the conversation to the class.

Step 5 Homework

1.Practice: Invite your friends to come to your home for dinner. Write down their answers.

2.Do the exercises on Page 60 in Students’ book.

Period 2 Section A (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

Invite, accept, refuse, study for a math test, watch TV , on the weekend, practice the violin 能掌握以下句型：

1. —Can you come to my party on Saturday afternoon?

—Sure, I’d love to. \Sorry, I can’t. I have to ...\I’m sorry ,too. I must …

2.—Can she go to the ball game?

__ No, she is not available. She must go to the doctor.

3.Can they go to the movies?

No, they’re not free. They might have to meet their friends.

2. 情感态度价值观目标：

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点

1. 教学重点：

Can you come to my party? When is it? Next week, on Thursday night. I have to study for a math

test.

2. 教学难点：

Learn to make , accept and decline invitations politely.

三、教学过程

Step 1. Leading in

Ask: How many students did you invite yesterday? What did they say?

Ask one student to show his or her answers.

Step 2 Pre-task

Page67,Grammar Focus

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

2.Talk about the two ways people give reasons for saying no to a invitation.

3.Call attention to “must” and “have to”.

Step 3 While-task

Page 67,3a

1.Call attention to 3a,. Read the instructions to the class.

2.Ask students to read the phrases in the box and the five conversations quickly.

3.Ask students to complete the answers following the instructions.

4.Ask two students to act out the conversations they have just completed.

Page 67 , 3b

1.Call attention to3b.

2.Students complete the sentences with the words in brackets on their own.

3.Ask some pairs of students to present the conversations to the class.

Step 4 Post-task

Page 67,3c.

1.Read .the instructions for this activity to the class.

2.Ask students to read the sample conversation.

3.Students complete the chart on the right.

4.Then invite classmates to your party. Make conversations following the sample in the box.

Step 5 Homework

1.Review the grammar box.

2.Do the exercises on Page 61 in Students’ book.

Period 3 Section B (1a-1f)

一、教学目标：

1. 语言知识目标：

能掌握以下单词：

Weekday, weekend, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday , the

day before yesterday, the day after tomorrow, play soccer, play tennis, study for a test, have a

piano lesson, look after.

能掌握以下句型：

1. What’s today? It’s Monday the 14th.

2. Can you play tennis with me?

2. 情感态度价值观目标：

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点

教学重点：

1. What’s today? It’s Monday the 14th.

2. Can you play tennis with me?

2. 教学难点：

Train students’ communicative skills of making, accepting and declining invitations.

三、教学过程

Step 1. Leading in

Ask the student who is on duty to say something to the class.

Step 2 Pre-task

Page 68,1a &1b

1.Show the days of the week in a large monthly calendar.

2.Point out the days of the week at the top of the calendar and ask a student to read these words

aloud.

3.Ask a student to point out today’s date, tomorrow’s date, the day after tomorrow’s date and

the day before yesterday’s date.

https://www.360docs.net/doc/1d6927419.html,plete Activity 1a, the check the answers.

5.Ask students to write the words today, tomorrow, yesterday and the day after tomorrow in the

correct space on the calendars in their books.

Step 3 While-task

Page 68, 1c

1.Call attention to the example in the box. Ask two students to read it to the class.

2.Ask students to work in pairs.

Ask: What do you want to do on Monday, Tuesday…?

Write down your answers.

3.Make some conversations with your partner.

4.Ask some students to present their conversations.

Page 68, 1d&1e

1.Point to the picture.

2.Listen to the conversation .Can Vince play tennis with Andy? Circle “yes” or “no”.

4.Play the recording. Ask, What can Vince do today? Pay attention to the list of five activities , and the three

lettered words.

5.Point out the sample answer, say ,Number1 is b, that means Vince is playing soccer tomorrow.

6.Play the recording.

7.Check the answers.

Step 4 Post-task

Page 68,1f..

1.Help students find partners. Say, One student is Andy , the other is Vince.

2.Ask the pairs to practice for a few minutes like the sample.

3.Ask students to present their conversations.

Step 5 Homework

1.Make a calendar next week.

3.Do the exercise on Page 62 in Students’ book.

Period 4 Section B(2a-2e)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

Invitation, reply, forward, delete ,print, sad, goodbye, glad, preparation, glue, without,

surprised, housewarming

Turn down, take a trip, at the end of, have a surprise party for sb, think of, look forward to,

accept an invitation, make an invitation, turn down an invitation.

能掌握以下句型：

1.I’m sad to see her go, and this party is the best way to say “Thank you and goodbye.”

2.To show how much we’re going to miss her, let’s have a surprise party for her next Friday the 28th.

3.Can you come to the party? If so, can you help with any of these things?

2. 情感态度价值观目标：

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点

1. 教学重点：

Can you come to the party? If so, can you help with any of these things?

Turn down, take a trip, at the end of, have a surprise party for sb, think of, look forward to, accept an invitation, make an invitation, turn down an invitation

2. 教学难点：

Learn to make, accept and turn down an invitation.

三、教学过程

Step 1. Leading in

1.Greetings.

2.Check the homework.

There are all kids of parties, formal or informal. For formal ones, invitations are usually sent to those who are invited from hosts. The mainly tell the receivers the kind of the party, when and where it will be.

Step 2 Pre-task

Page 69,2a

1.Call attention to 2a.

2.Ask students to write as many kinds of parties as possible.

3.Ask students to show his or her list to the class. Then the others add more items on the basis of the list

presented.

4.Write down all the parties. Students think of on the board.

Page 69,2b

1.Project some cards in and out of our country. Talk about them with students.

2.Project these new words on the screen or write them on the board to teach the new words. Ask

the students to repeat them over and over again. Make sure everyone knows their meanings.

3.Read the instructions to the class. Give students 5minutes to read the messages. Ask students

to put a mark in the contents that are unfamiliar to them. 5minutes later, ask a student to answer the question: Why did people write them? Then lead students to read the message. Explain the new words during the procedure. Pay attention to the key words and phrases.

4.Students match the reason with the message.

5.Check the answers.

6.Practice reading.

Step 3 While-task

Page 70 2c&2d

1.Make students read the messages again quickly. Before that, students scan the five questions in 2c and the

invitation in 2d.

2.Students complete the tasks in 2c and 2d on their own.

3.Ask 3 or 4 students to present their answers.

4.Check the answers.

5.Further activity: Focus on Activity 2d. Ask the students the following questions:

(1)What kind of party is it ?

(2)When and where will the party be?

(3)Can guests bring their friends or family members to the party?

(4)Should guests reply to the invitation, and when?

Step 4 Post-task

Page 70, 2e

1.Read the instructions to the class. Make sure students know the task in Activity 2e.

2.Students read the 9 questions quickly.

3.Pairwork. Ask and answer the questions with your partner. As students work, move around the room monitoring

their work.

4.Ask a pair of students to present the conversation to the class.

Step 5 Homework

1.Review the messages on Page 69 to see how to make , accept and turn down an invitation in a polite way.

2.Do the exercises on Page 63 in Students’ book.

Period 5 Section B(3a-Self Check)

一、教学目标：

1. 语言知识目标：

能掌握以下单词：

Opening, concert, event, guest, calendar, daytime, reply to an invitation, would like to 能掌握以下句型：

1.I would like to invite you to the opening of our new library at No.9 High School.

2.Please reply in writing to this invitation by Friday, December 20th.

2. 情感态度价值观目标：

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点

1. 教学重点：

Opening, concert, event, guest, calendar, daytime, reply to an invitation, would like to

I would like to invite you to the opening of our new library at No.9 High School.

Please reply in writing to this invitation by Friday, December 20th.

2. 教学难点：

Write an invitation or reply to an invitation to a party or any other event.

三、教学过程

Step 1. Leading in

Show a message to the class. Say, This is an invitation. Call attention to the invitation. Read the message together with students.

Step 2 Pre-task

Page 71,3a

Say, There is another invitation from Larry Smith, headmaster of No.9 High School.

1.Ask a student to read it to the class.

2Call attention to the six questions. Ask students to read the invitation on their own quickly.

3Students write their answers to these questions on the lines.

4Ask students to present their answers.

5Check their answers.

Step 3 While-task

Page 71,3b

1.Call attention to 3b. read the instructions to the class.

2.Focus on the left box. Tell students an invitation usually includes the five pieces of information.

3.Writing practice. Students write an invitation to a party or any other event using the words and phrases in the

right box.

4.Ask 2 or 3 students to present their writing.

5.Correct the mistakes if there are some in their writing. Make short coments.

Step 4 Post-task

Page72,Part 4

1.Read the instructions for this activity to the class.

2.Read the conversation with a student.

3.Point out student A’s calendar on Page 72 and your calendar on Page 81.

4.Ask students to make their own conversation like the example. As students work, move around the room and

monitor.

5.Discuss the answer with the class.

Step 5 Exercise

Page 72, Self Check

1.Students complete the tasks on their own.

2.Then ask some students to present their answers.

3.Check the answers.

Step6 Homework

1.Make your own calendar.

2.Make an invitation.

3.Do the exercises on Page 64 in Students’ book.

Unit 10 If you go to the party, you’ll have a great time!

Section A1 (1a-2d)

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词： meeting, video, organize, potato chips, chocolate, upset, taxi, advice 能掌握以下句型：

① ─I think I’ll go to the party with Karen and Anna.

─If you go to the party, you’ll have a great time!

② ─What will happen if they have the party today?

─Half the class won’t come.

2) 能了解以下语法：

掌握含if条件状语从句的主从复合句的用法。

3) 能用if 引导的条件状语从句作出假设，用will谈论结果。

2. 情感态度价值观目标：

学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。

二、教学重难点

1. 教学重点、难点：

（1）重点句型：—I think I’m going to go to the party with Karen and Ann.

—If you do, you’ll have a great time.

（2）正确使用if 引导的条件状语从句

三、教学过程

Ⅰ. Lead-in

Ask some questions.

T: If you are happy, what will you do?

S: If I am happy, I will smile.

T: If you become sad, what will you do?

S: If I become sad, I will cry.

T: What will happen if you are going to do too much work?

S: If I am going to do too much work, I will get tired.

Ⅱ. Presentation

1．Show some pictures to present new structure:

If it is sunny this Sunday, I’ll go fishing.

Ask several students:

What will you do if it is sunny this Sunday?

If I have much money, I will buy a big house.

What will you do if you have much money?

Practice with the students:

2．Show some pictures to present the following:

(1) I think I’m going to stay at home.

If you do, you’ll be bored.

(2) I think I’m going to work until night.

If you do, you’ll be tired.

(3) I think I’m goin g to exercise.

If you do, you’ll be healthy.

(4) If you go to the party, you’ll have a great time.

(5) If you watch TV every night, your parents will be mad at you.

3. Work on 1a, match the statements with the pictures [a-d].

Ⅲ. Game

1. Show some pictures in the big screen. Let Ss ask and answer like this:

A: What are you going to do …?

B: I think I’m going to….

A: If you do, you’ll be …

Ⅳ. Listening

Work on 1c:

1. Point out the statements and the responses in activity 1a. Tell Ss to listen to the recordings and complete the responses.

2. Play the recording for the first time, Ss only listen.

3. Play the recording again the try to complete the responses.

4. Check the answers.

Ⅴ. Pair work

1. Let Ss read the model with a partner.

2. Look at the pictures above. Use the information in 1b. Ask and answer with a partner.

3. Let some pairs ask and answer about the pictures.

Ⅵ. Listening

Work on 2a:

1. Let Ss read the two sentences below. Make sure they know what to do.

2. Play the recording for the Ss to listen and circle the right answers.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the phrases and questions below. Tell Ss that they should answer the questions with the proper phrases.

2. Play the recording for the Ss to write the correct answers.

3. Play the recording again to check the answers.

Ⅶ. Pair work

1. Tell Ss role-play a conversation between Nelly and Mark.

2. Give a model to the Ss.

3. Ss work in pairs and practice the conversation.

4. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversations and answer the questions below.

(1) What will happen if we ask people to bring food?

___________________________________

(2) What will happen if we give people some small gifts if they win?

____________________________________

2. Explain some new words and main points in the conversation.

3. Let Ss read the conversation after the teacher.

4. Practice the conversation with their partner. Then let some pairs to act out the conversation. Homework:

1. Recite the conversation in 2d after school.

2. 用括号里所给词的适当形式补全句子。

(1) If she stops smoking, _______________. (be more healthy)

(2) If it rains, ____________. (stay at home)

(3) If I go on a diet, ___________. (lose weight)

(4) If we get up early, ________________. (go out for the day)

(5) If he gets a job, _____________. (earn lots of money)

板书设计：

Section A (1a-2d)

New Words:

meeting, video, organize, potato chips, chocolate, upset, taxi, advice

能掌握以下句型：

①─I think I’ll go to the party with Karen and Anna.

─If you go to the party, you’ll have a great time!

②─What will happen if they have the party today?

─Half the class won’t come.

Section A2 (Grammar Focus-3c)

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：upset, taxi, advice

2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）掌握正确用含if条件状语从句的主从句。

4) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。

2. 情感态度价值观目标：

学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的

情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与

英语实践活动。

二、教学重难点

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。

2. 教学难点：

1) 掌握正确用含if条件状语从句的主从句。

2) 能够熟练运用所学的知识，用if来表达条件，用will来表达结果。

三、教学过程

Ⅰ. Warming - up and revision