8A_Unit 9_4.doc

Unit 9 Can you come to my party? The Fourth Period Section B (2a2c)Teaching aims（教学目标） 1. 能礼貌地发出、接受、拒绝邀请。 2. 培养学生礼貌待人的品质，学会交际技巧。 3. 学会判断文本的写作意图并根据需要制作邀请函，回复邀请或婉拒邀请。Language points（语言点）1要求掌握以下词汇： 1) 名词 n. invitation, goodbye, preparation, glue 2) 动词 v. reply, forward, delete, print 3) 形容词 adj. sad, glad, surprised 4) 介词 prep. without 5) 词组turn down, look forward to, take a trip, hear from（本节课的生词较多，文本中包含的需要掌握的词组也比较多，所以学生学起来会有点困难，由于本课时的重点还是放在写作上，所以对于单词和词组的部分，需要教师通过引导学生读，课后背诵和练习的辅助来掌握词组的用法。）2. 要求掌握以下句式:Can you.? Thanks for asking. Thanks so much for planning this. Im sorry, . I look forward to hearing from you all.Difficulties（难点）：根据文本写作的目的，合理地写作和邀请相关的内容，并 注意礼貌。Teaching steps（教学步骤）1. Warm-up （课堂热身和复习）(1) Group work: Ask and answer questions according to the pictures.(2) Summary（教师要求学生总结目标语言的重点，从而达到复习和铺垫的效果。）(3) Ask and answer questions(学生根据图片提示，代替羊羊们回复灰太狼的邀请，符合学生的兴趣，很好地达到了预热的目的，同时半开放式的形式，考验了学生对于目标语言的掌握程度，给了教师反馈。）2. Presentation（呈现invitation）(1）Look and say T: What kind of parties do you know about? Lets look and say.S:.(2) Brainstorm and writeT: Can you name more? Make a list of the kinds of parties people have on your books.(3) Ask and answerT: To invite people to my party, I have to _.S: Make an invitation.T: When I get an invitation to a party, I have to decide_ .S: Id love to. (accept an invitation) Sorry, I cant. (turn down an invitation)（给学生一个清晰的目标，理清思路，为下面一个环节的进行直接铺陈。）3. Work on 2bT: Read the messages quickly. Why did the people write them? Match the reason with each message.（教师要培养学生在阅读中skim的能力，不需要通读，找出关键信息就能进行判断。）4. Work on 2cT: Read the message again and answer the questions.1. What kind of party is it?2. Who is the party for?3. When is the party?4. Who did David invite to the party?5. What can people do at the party?(这里，同样也不需要学生完整地阅读，还是要培养学会抓重点信息的能力。然后，再有意识地通过各种形式让学生精读，细读三段文章。)5. Make an invitationT: Read the last passage and fill in the invitation.This is an invitation _From:_Time:_Can you come to the party?Please answer by_We have a lot to do: Buy _ Think of _ Prepare _ Bring _I look forward to hearing from you all.David (通过列项的形式帮助学生有个框架式的模式抓住文本的关键信息，同时为后面的写作输出做了铺垫。)6. Learn to write.(1) DivideT: Divide the e-mail message into three parts: Beginning（开头）, Body（主体）, Ending（结尾）（进一步引导学生培养文本框架意识，为后面学生的模仿写作提供样本。）(2) How to beginT: Answer the invitation.David: Can you come to the surprise party next Friday? Jake: I cant come.S: Thanks for asking.Thanks for your invitation. Thanks for inviting me. Im _, I cant come.（注意教师要给学生自主总结的空间。）T: What can we write for a beginning?（通过问题引领，教师有意识地简化目标语言，帮助学生掌握写作的开始部分。）(3) How to endT: What should we write for an ending?（教师引导学生总结可能的结尾部分。）(4）How to make an outlineEmailBeginning: Thanks for Im sorry IBody (reasons)Ending:（给学生一个完整的框架，能方便学生，特别是薄弱学生掌握写作的基础要素。）(5) PracticeT: Write an e-mail to your friend Lucy. Tell her that you cannot go shopping with her this weekend.(6) Assessment 自我评价同伴互评 Beginning 正确使用Thanks for句型表达感谢（2分）正确使用Im sorry, I cant句型表达歉意（2分）Body正确使用Be + verb + ing have to + verb 两种结构表达理由（6分）能根据自己的日程表来写出理由（2分）Ending(结尾)结尾恰当得体，与上文衔接自然（3分）（学生的自我评价可以提高学生的学习内动力，而peer assessment则促进了学生的交流和