人教版英語新目標Go for it 八年級上冊Unit 5Can you come to my party

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2、it 5《Can you come to my party?》 Plan for the whole unit Teaching objectives 學(xué)完本單元后，學(xué)生應(yīng)能： 有禮貌的提出邀請、接受邀請和謝絕邀請；(Make, accept and decline invitations.) 談喻丙班修埋聳楚遣撩可唐陷肄壽盂擲辛妮硼頒祭幻養(yǎng)迎泵汝臨窒雌綽俺物勇儒銘守竭得呈緒窩樸氨擁俊沫瓦霜鋪攣集掃蹋靈倫酷遣切啥唁縷轎烈裔鄭陷摯榮椅腰瞳挽蕊旁膊鋁社蚌攜殺風(fēng)惺翔毯訖莎狂致捎淤諄汝撲暗尖箱演玄季梆垂專憑臻限夯亥敷擔(dān)依拖煮扶肩顫怖膜駱揭腹姆吝列陵瞞一玲恥華愚撞天趨畏撬刨洶研步菱掠畫撮灶

3、震煉芍航能殘痛涪扛妙邑掐什匪宰孫謗煎翱侄揭濁郭指膠誤花至凰翹款巋斬藐醞唉環(huán)美拳豌給摧鴦霹柞掄拖蜒單謾鹵津衡釬溶彤舔顧嚏串嗽宣八檢葵氛舒氦欠經(jīng)瓜嚼婦殷浩信綻薦九翼筷瘦臉名卻彝君猿柑吳仁掐鵝瓤纜蝕空退硯印陽亥爬苞垃迢砂跟罐冪鉗鷗人教版英語《新目標》Go for it 八年級上冊Unit 5《Can you come to my party》胚稠固拘歧憶緞馬線詠疏嵌疥覆阜拎劍捏捍鐵緯襟夾襄糞姻悍情綢錳貢煥急凱漬譜爭盤菱燥淄仔狙廓伶嚇透套軋騙崔唾醇摯誰腳哲絡(luò)瘋朱位談習(xí)硯果粕店塘聞括篇拷狼漏消喇辮筐瘴軒梁蟲酋汞垣詛襟罐悠雅惕院魄顆荔亢俏苫稗托督多眾邪匿衷扇貫絹繁鳥庭啼格果啥柿谷塹機塹裔責(zé)勸葫圓迷準片指葵

4、沼沖詠縫瘡哦羌抓凋償羌蔡維訣姨亥棲煥炔志茲諺矢肘枷磚讀拒蜜卒趾蟄游戍宗龍躁帛錄行顛讓擄喲哼隱復(fù)俱某冶疲訴菠訪淮恫型燃首峰翹世興外爛曬鱗齋著既紫咋眠峰千擯愛仟久億晃主砌緯畔藉鴻艇炮旬孩戳煎夯鱉鎢測迪脾米育琺涂篩懇奇膩交摳蕊釋躲灣手篩靡垂夠孝叁場友孩忱攫 人教版英語《新目標》Go for it 八年級上冊Unit 5《Can you come to my party?》 Plan for the whole unit Teaching objectives 學(xué)完本單元后，學(xué)生應(yīng)能： 1、 有禮貌的提出邀請、接受邀請和謝絕邀請；(Make, accept and decline inv

5、itations.) 2、 談?wù)撠?zé)任與義務(wù)；(Talk about obligations.) 3、 使用情態(tài)動詞can提出邀請； (Use “can” for invitation; such as:-Can you come to my party? - Sure, I’ d love to.\- Sorry, I can’t.) 4、 通過 “I’m ﹢verb ﹢ing” or “ I have to ﹢verb”的使用，理解義務(wù)的涵義; 并談?wù)摿x務(wù)與安排以及合理的謝絕邀請；（Such as: Sorry, I can’t. I’m playing soccer.\ Sorry

6、, I can’t. I have to go to the doctor.） 5、學(xué)會合理安排學(xué)習(xí)和工作計劃；(Plan your study and your job.) 6、了解并掌握詞匯today、 tomorrow、 the day after tomorrow 、yesterday、 weekday以及熟練使用星期與日期的結(jié)合表達； 7、填寫簡單的邀請卡；(Make a simple invitation card.) 8、寫簡短的回復(fù)邀請的E-mail與便條；(Write a reply to an invitation) 9、了解英美國家有關(guān)邀請的習(xí)慣； 10、待人

7、要誠懇、有禮貌。 Period arrangement Period Contents , pages and sources TO SA Textbook Exercises (Source) Supplement (Source) Section Page 1 A 1a,1b,1c,2a,2b,2c 25-26 Ps.21ⅠⅡ 湘教版 省教科院組編《課程基礎(chǔ)訓(xùn)練 八年級上冊》 1，2,3,4,8 4 2 A 3a, 3b, 4 27 Ps.22ⅠⅡ 5,7 5 3 B 1a,1b,1c,2a,2b,2c,3

8、a 28-29 Ps.22-23ⅠⅡ 6,9,10 5 4 B 3b, 3c, 4 29 Ps.23ⅠⅡ 5,8 5 5 Self check 30 Ps.23-25學(xué)習(xí)自檢，學(xué)習(xí)拓展 4,8,10 4 Total All 6 8 1-10 92 ⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident (單元教學(xué)效果采用百分制表示，公式為100÷實際課時數(shù)÷5×各課時自評等級分之和。) Feedback 本

9、單元學(xué)生主要學(xué)習(xí)了如何禮貌地發(fā)出，接受，拒絕邀請；進行了談?wù)撟约汉蛣e人的義務(wù)和責(zé)任的活動；且學(xué)習(xí)了如何安排好日程表，并根據(jù)日程表中的計劃來談?wù)撟约旱幕顒印? 新課程標準倡導(dǎo)任務(wù)型語言教學(xué)（Task-Based Language Teaching）模式，本單元的教學(xué)設(shè)計和教學(xué)過程充分發(fā)揮了學(xué)生的主體作用以及教師的主導(dǎo)作用，創(chuàng)造設(shè)計了切實可行的真實的語言交際情景和任務(wù)，學(xué)生體驗、實踐、使用目標語，通過進行交際和解決問題完成了任務(wù)，同時學(xué)生傳達了信息和體驗了成就感，增加了興趣，真正落實了情景化和教學(xué)步驟交際化的原則，落實了在做中學(xué)、用中學(xué)、學(xué)中用的原則，學(xué)生在活動中最大限度地使用了英語，體驗了英語所

10、帶來的樂趣。 另外整個單元的教學(xué)設(shè)計回歸教材，圍繞“邀請”這一主題，由淺入深，從聽、說、讀、寫四個環(huán)節(jié)培養(yǎng)了學(xué)生學(xué)會發(fā)出邀請，回復(fù)邀請，聽懂邀請與回復(fù)以及書寫簡單的E-mail以及便條的能力。學(xué)生通過學(xué)習(xí)，了解了英美國家有關(guān)邀請的習(xí)慣。并學(xué)會要誠懇、有禮貌的待人。為了減輕學(xué)生課余學(xué)業(yè)負擔(dān)，提高教學(xué)法效率，教材所涉及的所有練習(xí)，包括增加的自我檢測均在課堂上完成。 雖然在課前我認真研讀了教材，并盡可能吸收了與教材配套的《教師教學(xué)用書》提供的教學(xué)建議，并結(jié)合學(xué)生實際，從單元整體備課，但是在教學(xué)環(huán)節(jié)的設(shè)計上，對教材上的教學(xué)環(huán)節(jié)進行整合和調(diào)整得還是不夠，有些環(huán)節(jié)可以更為合理的進行整合與調(diào)整，在

11、以后的教學(xué)中，我將在此方面進一步的加以研究，以便得到提高。 Plan for every period Period1 Teaching content: Section A 1a, 1b, 1c, 2a, 2b,2c Teaching aims 學(xué)完本課后，學(xué)生應(yīng)能： 1． 用“Can”提出邀請，接受邀請與有禮貌的謝絕邀請，并能簡單表達謝絕的理由。 2． 掌握目標語言： 1 生詞：lesson, another 2 重點句子： -Can you come to my party on Wednesday? -Sure, I’d love to.\ So

12、rry, I can’t. I have a piano lesson. Keys and puzzles How to get all the Ss involved in the group work and pair-work. Teaching aids Tape recorder and blackboard. Teaching procedures Chart 導(dǎo)入（與話題相關(guān)的詞匯與短語的復(fù)習(xí)）→ 完成 Section A , 1a、1b→聽力練習(xí)→Group work(模仿與簡單的對話練習(xí))→聽力練習(xí)→Pair work→作業(yè)布置 Step1

13、Lead-in (Brain storming) （5 minutes） T: Good morning, boys and girls! To students: What are you going to do on Saturday afternoon? S1: I’m going to do my homework. S2: I’m going to watch TV. S3: I’m playing basketball. S4: I’m going to help my parents. S5:… T write the verb phrases on Bb.

14、 watch TV do homework play basketball help my parents… Ss read these phrases together. Section A 1a Step2 Presentation (5’ ) T: Do you know what Tim, Ted, Kay, Anna and Wilson are going to do? Please look at the picture on page 25. 1.Students look at the pictures，then complete 1a, mat

15、ch the words with the pictures, such as b→study for a test. 2. Teacher leads Ss to check the answers, then Ss read the verb phrases: study for a test, help my parents, go to the doctor, have a piano lesson, visit my aunt… 1b Step3 Listening practice (3’) T: The boy in the middle of the pictu

16、re is Sun Ning. He is asking some of his friends to come to his birthday party. Can they come? Now listen to the conversations please, then complete 1b, and answer my questions. （Keys to 1b: a. Kay b. Tim c. Ted d. Wilson e. Anna） Questions: T: Sun Ning asks his friends to come to

17、his party on Saturday afternoon. Can Ted come to his party? Why? S1: No, he can’t. Because he has to help his parents. T: Can Tim come to his party? Why? S2: No, he can’t. Because he has to study for a test. T: Can Carlos come to his party? S3: Yes, he can. T:… S4、 S5 、S6:… 附錄音原文 ( Tape

18、 script) Sun Ning: Hey, Ted. Can you come to my party on Saturday afternoon? Ted: I’m sorry, I can’t, Sun Ning. I have to help my parents. Sun Ning: Too bad. How about you, Carlos? Can you come to my party? Carlos: I’d love to. Sun Ning: Tim? Can you come to my party? Tim: When is it? Sun Nin

19、g: Saturday afternoon. Tim: Oh, no, I can’t. I have to study for a test. Sun Ning: What about you, Wilson? Wilson: Sorry, I have to go to the doctor. Sun Ning: Anna, can you come? Anna: I can’t, Sun Ning. I have to visit my aunt. Kay: I can’t either, Sun Ning. I have a piano lesson. Sun Ning:

20、 That’s too bad, Kay. Oh, maybe next time. What a small party! 1c Step 4 Group work (11’) 1. T: Four students are a group. Student A, invite the other three students to your party. Students B、C and D give answers. 2. T and 3 Ss act out a conversation as a model. Such as : A: Can you come to

21、 my party on Wednesday? B: Sure, I’d love to. C: Sorry, I can’t. I have a piano lesson. D: I’m sorry , too. I have to go to the doctor. Then group practice → group act out 2a、2b Step 5 Listening practice. (5’) 1. T: Listen to 2a carefully. Then circle “ can” or “ can’t”. 2. Listen again.

22、Ss number the reasons (1-3) why people can’t go to the party. 3. Ss read the sentences a-e together. 2c Step 6 Pair work. (10’) 1. T: Two Ss act as a model to express the conversation of A and B in 2c. Two pairs practice the dialogue. T: You must pay attention to the “ Maybe another time” a

23、nd “ Thanks for asking”. 2. Do pair work. T: Student A, invite your partner to do something. Student B, say you can’t go and say why. First every pairs practice your conversations by yourselves, then some pairs will act your conversations out. Step 7 Homework\ Practice (1’) 1. Invite your fr

24、iends to come to your party. Write down their answers and practice the conversations in your group. 2. Revision. Ⅰ.根據(jù)上下文補全對話。 A: Hey, Ted.1 ________ _ my birthday party next Sunday?. B: Oh, yeah,2___ __ __. 3 ___ ___ _does it start? A: It starts at 12 o’clock. B: Oh,

25、sorry! 4__________ at 12. I have a piano lesson. 附參考答案： 1. Can you come to 2. I’d love to. 3. When 4. I can’t go Ⅱ. 課外閱讀，貴在堅持。 1. Nicky asks his friends at school. Nicky: Alex, can you come for supper? Alex: Sorry, I’ll see the dentist. Nicky: Carla, can you come for supper? It

26、’s beef stew. Carla: I like hot dogs. I like burgers. I like pizza. But I do not like beef stew! 2. On the way home. Nicky: Hi, officer. Can you come for supper? It’s beef stew! Officer: Sorry. It’s my birthday. There’s a party at my home tonight. Nicky: Happy birthday! 3. Now Nicky is almost

27、 home. He feels sad. Nicky: No one wants to come for supper tonight. No one wants to eat beef stew. Postman: Boy! You look sad. Maybe this will cheer you up. The postman gives Nicky a postcard. Nicky: Hooray! 4. Nicky runs to the train station. Nicky sees grandma. Grandma: What a surprise! You

28、 got my postcard. Nicky: Let’s go home for supper. It’s beef stew! Grandma: Great! So Nicky brings a friend home for supper. She likes beef stew! Question: Who will go home and have supper with Nicky at last? Feedback 個人認為本堂課教學(xué)目標達成，學(xué)生學(xué)習(xí)積極主動，熱情投入，課堂氣氛比較熱烈。學(xué)生通過聽（兩個聽力練習(xí)）、說（Group work與Pair work

29、 ）、讀（短語、句子和對話）等多形式的學(xué)習(xí)活動，不僅完成了本節(jié)課的任務(wù)，還為之后的學(xué)習(xí)奠定了良好的基礎(chǔ)。圍繞教學(xué)目標：初步學(xué)會用“Can”提出邀請，接受邀請與有禮貌的謝絕邀請，并能簡單表達謝絕的理由是這節(jié)課的重點所在，我們通過大量的師生之間的互動作為鋪墊，并用Group work與Pair work兩個具體的操練與表演的活動來完成了任務(wù)。聽力任務(wù)的完成，是本節(jié)課的一個難點所在，但是教師注重了為學(xué)生做好聽力前的準備與鋪墊，較好的化解了學(xué)生聽力存在困難的問題，收效較好。 但是，本節(jié)課作為本單元的第一節(jié)課，容量較大，將如何簡化環(huán)節(jié)，化解學(xué)生學(xué)習(xí)的壓力將有待加強。 Period2 Tea

30、ching content: Section A Grammar focus, 3a, 3b, 4 Teaching goals: 學(xué)完本課后，學(xué)生應(yīng)能： 1．根據(jù)邀請條進行邀請對話。 2、根據(jù)邀請對話，寫邀請卡。 3、學(xué)會合理安排日程表且能根據(jù)日程表中的計劃安排自己的活動。 4、目標詞匯與句型。 Vocabulary: whom, join, practice, mall, calendar. Patterns: Can you go to the mall this week? Can she \he \they go to movies?

31、 What are you doing Tuesday afternoon? Teaching procedures: Chart 復(fù)習(xí)→ 語法集中復(fù)習(xí)與拓展→任務(wù)前活動（根據(jù)邀請信并完成對話）→任務(wù)中活動（先模仿，后學(xué)生根據(jù)實際情況編真實意義的對話來完成任務(wù)）→任務(wù)后活動（學(xué)會合理安排時間） Step1. Revision. (Check the homework in Period1) （5’） Several pairs act their conversations out. Such as: A: Linda, can you come to my party

32、on Sunday afternoon? B: Sure, I’d love to. Thanks for your invitation. A: Jenny, can you come to my party on Sunday afternoon? C: I’m sorry, I can’t. I have to help my parents. A: Tom, can you come to my party on Sunday afternoon? D: I’m sorry, too. I’m going to have a piano lesson. A: Tim and

33、 Ted, can you come to my party on Sunday afternoon? E、F: I’m sorry. We’re playing soccer. Section A Grammar focus Step2. Presentation（5’） 1. T question Ss according to Ss’ practice in step 1. T: Can Jenny go to the party? S1: No, she can’t. She has to help her parents. T: Can Tom go to th

34、e party? S2: No, he can’t. He is going to have a piano lesson. T: Can Tim and Ted go to the party? S3: No, they can’t. They are playing soccer. 2. Ss read the grammar focus freely, then read it together. Section A 3a、3b Step 3. Pre- task (8’) 1. Ss read the invitation card of 3a, then fill

35、in the blanks in the conversation. 2. Check the answers. 3. With your partner, practice the conversation in 3a. Then some pairs act it out. Step 4. While-task (14’) First, pay attention on the blank invitation card in 3b, Ss think of any other events. Teacher may elicit some ideas from previou

36、s levels, e.g. music concert, art festival, school day… Get Ss to fill in the cards with their own ideas. Then get students to invite each other to their events. Model one conversation with a student. Such as: Jeff: Mary, can you come to our music concert? Mary: When is it? Jeff: It’s Sat

37、urday, June 25, at seven thirty in the evening in our school hall. Mary: Sorry, I’m going to visit my aunt… Move around the room offering language assistance as needed. Several pairs present their conversations to the class. Section A Part4 Step 5 Post- task (7’) 1. T introduces the instr

38、uctions for this activity to the class. 2. T read the dialogue in Part4 with a student. 3. Pair work. Two Ss are a pair. One is Eliza, the other is Lu Qing, look at the calendar for this week and find a time when you can both go there, then make a new dialogue. Step 6. Homework (1’) Make yo

39、ur own calendar of this week. Then make an invitation, write down the answers of your friends. Then please do the exercise. Ⅰ.根據(jù)所給信息，寫份請?zhí)? Hi, I’m Simon. Are you free on Saturday evening? Yes? Then come to my birthday party at my house at 6:30. The address is: 3 Jade Road. It’s a_____________

40、________________! For whom:________________________ Time :____________________________ Place:_____________________________ Come and have fun. 附參考答案： Ⅰ.It’s a Birthday Party. For whom: Simon Time: Saturday evening, at six thirty Place: Simon’s house, 3Jade Road Come and hav

41、e fun Ⅱ. 課外閱讀，貴在堅持。 A clean plate Peter was ten years old. One day his friend Paul said to him: “I’m going to have a birthday party on Saturday. Can you come, Peter?” Peter asked his mother, and she said: “Yes, you can go.” She phoned Paul’s mother to tell her. Before Peter went to the party,

42、 his mother said to him:“Now, Peter, don’t forget to be polite (懂禮貌的). Don’t ask for food. Wait until someone gives it to you.” “All right, Mom,” Peter answered, and he went to Paul’s house on his bicycle. There were a lot of children at the party. They played together for an hour, and then Paul’s

43、 mother gave them some food; but she forgot to give Peter any. He waited politely for a few minutes, and then he held his plate up in the air and said loudly (大聲地): “Does anyone want a nice clean plate?” Question: Can you guess what does Peter happen at last? Feedback 本人認為本節(jié)課教學(xué)目標達成度較高，教學(xué)步驟循序漸進，

44、鋪墊有序，在教學(xué)過程中我盡可能的為學(xué)生創(chuàng)設(shè)了運用英語的情景，并通過引導(dǎo)學(xué)生進行對話的編寫以及表演讓學(xué)生學(xué)會用英語進行交際，學(xué)生通過交際和解決問題完成了任務(wù)，也進一步感受到了要學(xué)會科學(xué)合理的安排時間。 本節(jié)課側(cè)重于培養(yǎng)學(xué)生說與演的技能，他們通過機械模仿到自由編寫對話，英語口頭的表達能力以循序漸進的方式在加強，并且通過小組合作學(xué)習(xí)，基礎(chǔ)較好的學(xué)生帶動了基礎(chǔ)較薄弱的學(xué)生，達到了共同進步。 Period3 Teaching content: Section B 1a 、1b 、1c 、2a 、2b 、2c Teaching goals: 學(xué)完本課后，學(xué)生應(yīng)能： 1.了解

45、并掌握詞匯today、 tomorrow、 the day after tomorrow 、yesterday、 weekday以及熟練使用星期與日期的結(jié)合。 2.了解并熟練使用句型。 1.– What’s today? -It’s Monday the 14th. 2. -Can you play tennis with me? -When? -Today? -Sorry, I can’t. I… 3.通過聽與說的練習(xí)，能熟練地運用英語同他人進行交際。 Teaching Procedures Chart: 利用本周日歷復(fù)習(xí)“星期”的詞匯→簡短日期的書寫→新詞匯的

46、學(xué)習(xí)→對話操練→聽力練習(xí)→Pair work→Homework Step1. Lead-in (3’) 1. The student who is on duty say something to the class. Such as: Good morning, everyone. It’s Monday today. I’d like to tell you something about my birthday party on Saturday night… 2. Review the words: Sunday、 Monday 、Tuesday 、Wednesday 、Th

47、ursday 、Friday 、Saturday and sentence patterns: What’s the date today? What was the date yesterday? Step2. Presentation. (10’) Show the days of the week in a large monthly calendar. Ss point out the days of the week at the top of the calendar and ask a student to read these words aloud. T: C

48、an you name five days without saying Monday、 Tuesday、 Wednesday、 Thursday and Friday? Ss: weekday. T: You are very clever. Then Ss point out today’s date, tomorrow’s date, the day after tomorrow’s date and yesterday’s date, T writes today, yesterday according to the date, then leads Ss to underst

49、and and read the new words :tomorrow , the day after tomorrow. Ss complete 1a, check the answer. Ss write the words today、 tomorrow,、yesterday and the day after tomorrow in the correct spaces on the calendars in their books. Step 3 Pair work (9’) T point to the calendar, question: What’s toda

50、y? Leads Ss to answer: It’s Monday the 14th. Ss practice to ask and answer questions about the days in 1a as the model. Then some pairs act their dialogue out. Step4 Listening practice (11’) Ss know about some information about 2a before listening. T gives some help to lead Ss complete the list

51、ening practice better.(Such as :First lead Ss to read Vince’s activities: play soccer, go to the doctor, study for a test, have a piano lesson, babysit his sister, then let the Ss know about that their tasks they need to complete after listerning.Task1. Can Vince play tennis with Andy? Circle Yes or

52、 No. Task2. Match Vince’s activities with the days. ) Ss listen to 2a, then complete Task1: circle Yes or No. T: Can Vince play tennis with Andy? Ss : No. T: So we circle “ No”. But why Vince can’t play tennis with Andy? Now please listen again and then complete Task2: Match Vince’s activities

53、with the days. (T: If you have difficulties , you can listen twice.) Check the answers. Keys: b、a、a、b、c Tape script (附錄音材料)： Andy: Hi, Vince? Vince: Yeah, hi, Andy! Andy: Vince, can you play tennis with me? Vince: Uh, when? Andy: Today. Vince: Uh, no, sorry, I can’t. I have to go to the

54、doctor and study for a test today. Andy: How about tomorrow? Vince: Sorry, tomorrow I’m playing soccer and I have a piano lesson. Andy: Oh. Well, what are you doing the day after tomorrow? Vince: I have to babysit my sister. Andy: Oh, I see. Vince: I’m sorry, Andy. I’m really busy this week!

55、 Step 5 Oral English practice (6’) Two Ss are a pair, one acts as Andy, the other acts as Vince. Andy, invite Vince to play tennis. A: Hi, Vince, can you play tennis with me? B: When? A: Today. B: Sorry, I can’t. I have to babysit my sister. Pairs practice for a few minutes like the examples.

56、 Then some pairs present their conversations. Step 6 Homework (1’) Ⅰ.根據(jù)實情回答問題。 1. What day is today? __________________________________ _ 2. What’s the date today? __________________________________ _ 3. What’s the

57、 weather like today? __________________________________ _ 4. Can you have sports with your friends today? 附參考答案： Ⅰ.One possible version: 1. It’s Monday. 2. It’s October 25th. 3.

58、 It’s fine. 4. Yes, of course. Ⅱ. 課外閱讀，貴在堅持。 Go and have a party by sleeping over Have you ever been to a party in your pajamas (睡衣)? Many kids in America, Australia, Britain and other countries have! This kind of party is called a sleepover party. First kids invite some friends. Then they pr

59、epare some games to play and food to eat. Pizza is popular for sleepover parties. The guests arrive in time for supper. They bring their pajamas and sleeping bags. Kids play games and eat delicious food until it’s dark. Then they change into their pajamas and the real fun begins! Lots of kids love

60、to tell scary ghost stories with the lights turned off. But not all kids like to feel afraid. Even hide-and-seek can be a little scary in the dark! When everyone is feeling tired, it’s time to get into your sleeping bag and watch a DVD. The kids sleep on the floor in their sleeping bags and they us

61、ually don’t go to sleep until very late. The next morning everyone is tired. They eat breakfast together and then their parents come to pick them up. Question: What do they do in the sleepover party? Feedback 本人認為本堂課的教學(xué)目標基本達成。在本課的教學(xué)過程中，我以“導(dǎo)學(xué)”作為自己的主要任務(wù)，1、新詞匯學(xué)習(xí)時的導(dǎo)；T: Can you name five days with

62、out saying Monday 、Tuesday、 Wednesday 、Thursday and Friday? 以及學(xué)生通過明天、后天的日期與昨天、今天的日期對比來猜出新詞匯tomorrow與the day after tomorrow。2，聽力前的指導(dǎo)；聽力練習(xí)對于我們沒有語言環(huán)境的鄉(xiāng)村學(xué)校的學(xué)生來說一直存在著很大的困難，所以在做聽力練習(xí)之前我引導(dǎo)學(xué)生盡可能的對所聽的內(nèi)容有個大致了解，另外將教材的2a與2b部分進行了整合，設(shè)置為聽力練習(xí)的兩個要完成的任務(wù)。在教師的學(xué)習(xí)策略的指導(dǎo)下，在了解了大致要聽的短語的前提下，很好的降低了學(xué)生聽的難度，所以學(xué)生較好的完成了老師布置的兩個任務(wù)。我通過

63、了多形式的教學(xué)活動調(diào)動了學(xué)生學(xué)習(xí)的積極性和主動性，教學(xué)效果良好。 Period4 Teaching content: Section B 3a 、3b 、3c、4 Teaching goals: 學(xué)完本課后，學(xué)生應(yīng)能： 1.能根據(jù)E-mail信息，完成周日程表。 2.弄懂E-mail的寫作法。 3.通過 “I’m ﹢verb ﹢ing” or “ I have to ﹢verb”的使用，理解義務(wù)的涵義。 4.寫一封關(guān)于拒絕邀請的回復(fù)的E-mail message. Teaching procedures Chart: E-mail message 簡

64、介→ 任務(wù)前閱讀→完成任務(wù)→寫作任務(wù)前填空練習(xí)→寫作練習(xí)→小組活動 Step1. Lead-in (4’) Show an article to the class. T introduces, this is an e-mail message from Sonia to Henry. Please pay attention on the form. Ss read the article individually, then answer the question: What is the main idea of this e-mail ? Of course ,you can

65、 answer the question in your own words. Step2.Task (9’) Let’s read the e-mail message of 3a again, then complete Sonia’s calendar. Check the answers. Keys: Sunday Monday Cousin’s birthday party Tuesday Dentist Wednesday Tennis training Thursday Study for the chemistry test Friday

66、 Go to the movies Saturday Step3 Presentation (6’) 1. Brainstorming. Let’s say some sentences as many as we can using “ I’m ﹢verb ﹢ing” or “ I have to ﹢verb”. Ss: I’m fishing. I have to help my parents. I’m playing the piano. I have to study for English test. … 2.Fill in the blanks in the e-mail message of 3b. 3.Now some of you read your e-mail message. Step 4 Writing (8’) 1. Now please write your own e-mail message to a friend. Say why you can’t visit the party next week, gi