資源簡介

Unit 4 It’s a nice party：Grammar focus
（教學設計）
一、教材分析
1．教學內(nèi)容
本課為教材中Language in use中的Grammar focus部分，具體內(nèi)容是：人稱代詞和物主代詞的用法。教材上內(nèi)容并不多，教師需要根據(jù)學情進行適當?shù)难a充講解和練習，側(cè)重于訓練學生能正確運用語法知識點并能較為靈活的予以運用。
2．教學重點、難點
⑴教學重點
理解人稱代詞和物主代詞；
⑵教學難點
在實際運用中能區(qū)分并正確運用人稱代詞和物主代詞；
二、教學目標
1. 知識目標
學生能理解并掌握人稱代詞和物主代詞的用法；
2. 能力目標
學生能區(qū)分人稱代詞和物主代詞，并在日常交流中正確使用；
3. 情感目標
學生能基本學會在學習后反思自己的學習方法和分析學習結(jié)果；
三、教學步驟
Step One Lead-in
Let’s act it out!
Teacher puts up two pictures on the blackboard, in which people are talking happily at a party. Students look at it, think about what they are talking, and add dialogues for the people with group members together.
Then students act the dialogue out in groups. After 3 minutes’ preparation, they perform it on the stage. The best performer is praised by teacher orally.
（設計意圖: 該步驟有助于學生對本單元知識進行回顧和復習，并在真實情景中運用。圖片教學的導入形式新鮮有趣。模擬畫面中人物的對話有難度，但前三個課時的學習為學生完成任務奠定了基礎。教師及時引導全班學生共同從語音、語調(diào)、配合、表現(xiàn)力等各方面對臺上同學的表演進行評價。）
Teacher asks some questions according to the pictures.
e.g. --- What’s this
It’s a cake.
--- What is the boy doing
He is dancing.
--- Where are they
They are at home.
（設計意圖: 再次使用上個環(huán)節(jié)所使用的圖片，通過問答的方式引導學生使用人稱代詞來回答問題，自然地過渡到本課時語法知識的學習。）
Step Two Grammar focus
Grammar analysis: sentence-cycle
（1）Firstly teacher shows the form on the blackboard and makes sentences about the usage of each pronoun.
人稱代詞 物主代詞
單數(shù) 復數(shù) 單數(shù) 復數(shù)
I we my our
you you your your
he they his their
she her
it its
Then teacher asks students to make sentences with the pronoun one by one. The sentence-cycle game must go quickly and go among all students, so that they will pay full attention to the grammar.
（2）Read the sentences in the Grammar Focus together/ in groups.
(設計意圖:該步驟有助于學生回顧在初中階段已經(jīng)學習過的人稱代詞和物主代詞的含義和用法。接龍造句的形式賦予活動適當?shù)木o張度，更能抓住學生的注意力。)
Activity 13. Read and choose.
Firstly students choose the correct answer to fill in the blanks individually.
Then they discuss the answers with their partners.
Next teacher checks answers and offers feedback.
Finally students read the dialogues with partners and teachers checks it.
（設計意圖:該步驟有助于學生區(qū)分使用物主代詞和人稱代詞，在練習過程中，教師更容易發(fā)現(xiàn)學生關于該知識點存在的問題并予以糾正。）
Activity 14. Read and complete.
Complete the dialogue.
Activity 15. Read and complete.
Complete the sentences.
Step Three Drill
說明：教材原有的Grammar focus部分內(nèi)容較少，為了讓學生更深入的了解人稱代詞和物主代詞的用法，并且能正確的予以區(qū)分使用，教師可以在課前利用網(wǎng)絡資源搜集相關的學習視頻、動畫在上課時播放，以提高學生學習興趣。在課堂上可根據(jù)學生實際情況適當增加操練內(nèi)容，在形式上可以采取小組合作、競賽等方式。
建議拓展活動：猜猜看
Students put something in their schoolbags, then the partners guess the stuff with each other in the following way:
A: Whose pencil is it / Whose pencil are they
B: It’s my pencil. / They’re their pencils.
2）A: Is it your cellphone /Are these their cellphones
B: Yes, it’s my cellphone./ Yes, they are their cellphones.
Students do the exercises with group members.
Every student arouses questions to others with the models, and other three students answer the questions in turn.
Then another student asks questions and others answer until all students have tried the role of questioner.
Finally teacher invites some groups to give their play on the stage.
（設計意圖:該步驟有助于學生進一步熟悉人稱代詞和物主代詞的用法及其提問方式，并在語言運用中根據(jù)真實情況提問和回答。）
Step Four Summary
Let’s sum up what we’ve learned today.
人稱代詞 物主代詞
單數(shù) 復數(shù) 單數(shù) 復數(shù)
I we my our
you you your your
he they his their
she her
it its
（設計意圖：對本課時所學語法知識點進行小結(jié)，讓學生明確本節(jié)課學習目標。）
Step Five Homework
拓展練習題, 建議教師在作業(yè)中給學生進行人稱代詞和物主代詞的專項練習，例如：
Fill in the blanks
Look at the cat. _______ is washing _______paws.
Wei Fang always says ________ should do her best to help others.
略。
Complete the part “multiple choice” in the workbook.
（設計意圖:該步驟有助于學生進一步鞏固語法知識。）
四、板書設計
Unit 1 人稱代詞和物主代詞
人稱代詞物主代詞單數(shù)復數(shù)單數(shù)復數(shù)I wemyouryouyouyouryourhetheyhistheirsheheritits Read and choose.Read and complete.Guess！
As you make your bed so you must lie on it.
4 / 4Unit 4 It’s a nice party!
Lead in + Listening and speaking（教學設計）
一、教材分析
1．教學內(nèi)容
本課時包括Lead in 和 Listening and speaking兩部分，具體內(nèi)容為：關于聚會類型、天氣狀況、飲料的詞匯；聚會上關于主人招待客人、客人回應主人的對話，聚會時主賓之間合適的交流話題（如談論天氣等）及對應的句型結(jié)構(gòu)。
這些內(nèi)容為整個單元的學習活動做語言和知識的準備，也為學生語言表達活動進行語言鋪墊。
2．教學重點、難點
⑴教學重點
掌握關于聚會類型和天氣的詞匯、短語；
在聚會情景中能招待客人、回應主人；并談論天氣等話題；
⑵教學難點
了解并合理運用聽力策略；
找出適合聚會中交流的有趣話題；
二、教學目標
知識目標
掌握聚會類型和天氣狀況的詞匯、短語，如:
dancing party，Christmas party，dinner party，welcome party，garden party，birthday party；weather，snowy，rainy，windy，sunny，cloudy，foggy; cappuccino, latte.
掌握在聚會上招呼客人及作為客人予以恰當回應、談論天氣等話題的句型，如：
Welcome to my party!
What a nice party!
What’s the weather like in …
It’s ….
Would you like some something to drink
Here you are.
Make yourself at home.
能力目標
能聽懂聚會中的簡單對話，以及關于天氣的簡單表述；
能在模擬的聚會場景中迎接客人并恰當回應；
能運用所學語言在恰當場合談論天氣;
情感目標
能找出適合聚會中交流的有趣話題，并了解我們應在跨文化交流時尊重他人的風俗習慣。
三、教學步驟
Step One Lead-in
1. Teacher shows a picture of a birthday party on the screen, then asks,
Who are they
What are they doing？
What can you see on the picture
What’s the weather like
（設計意圖: 教師在課前可收集本班師生參加如生日聚會、婚宴、新年聚會的照片，在本次課用圖片導入新的單元話題，有助于從一開始就抓住學生的興趣。在教師的提問中，幫助學生了解本單元的學習話題，同時也完成對部分天氣詞匯的復習。）
Step Two Presentation
Activity 1. Look and match.
Classroom Activity: So many kinds of parties!
Teacher shows the pictures about the kinds of parties on the screen, with the English expression of each item beside each picture: dancing party，Christmas party，dinner party. welcome party，garden party，birthday party.
T: In fact, birthday is not the only case that we can hold a party. There are so many different kinds of parties. In Unit 4, let’s talk about party. It must be very interesting.
Could you please tell us more kinds of parties Let’s search it online after this class.
（設計意圖: 該步驟主要是呈現(xiàn)和學習新的詞匯，對聚會類型的談論有利于學生繼續(xù)保持對本課話題的興趣。如果學生對詞匯不夠熟悉，教師可以解釋并領讀。如果學生表現(xiàn)出對聚會類型的較高興趣，可要求其在課后利用網(wǎng)絡資源搜集查找更多的聚會類型，這個要求是對下次課閱讀環(huán)節(jié)學習進行知識準備。）
Activity 2. Write down the words about weather according to the pictures.
The teacher asks the students to think about the factors of holding a garden party.
T: If we’re planning to hold a garden party, what factors do you take into consideration
（date, place, guest, food, beverage, weather, etc.）
To fill in the blanks according to the pictures.
（設計意圖: 在該步驟可以先引導學生思考舉辦一次花園派對應考慮的要素，既是為了自然過渡到對天氣類單詞的學習，也有助于下次課閱讀部分的學習；學生在初中階段學過關于天氣的單詞，總體掌握情況良好，因此該練習可讓他們自己填寫，邀請部分學生到黑板上寫下單詞，教師檢查有無拼寫錯誤，通過舉手的方式再邀請部分學生領讀單詞，參與課堂活動。）
（建議：關于單詞的學習，教師可適當開展一些小游戲，比如頭腦風暴、填字游戲、拼圖游戲、砸金蛋等，以競賽、加分等方式開展，盡量避免單一枯燥的跟讀。）
e.g.. Teacher shows some words about weather with related pictures on the screen for only three seconds. Then students tell out what the words are. The number of the words on the screen is different each time, from 4 to 10. The class is divided into several groups, and there is a competition among them. Each group will be given 10 scores at first, then a right answer brings one more score, and a wrong answer will make them lose one score. The student who hands up first answers the question for his groups.
（設計意圖:該步驟的游戲有助于掃除學生在聽力活動中的障礙。因為詞匯和圖片記憶的時間只有三秒鐘，學生不得不聚精會神地投入其中，各組之間的競賽將使活動更加刺激。）
Step Three Listening
1. Activity 3. Listen and choose.
Students listen to the tape and finish the activity individually.
2. Activity 4. Listen and choose.
Listen to the tape carefully, after which, students check the answers with their partner. Students are asked to make sure what the listening questions are before listening.
Students finish the activity according to the teacher’s instruction, and then teacher offers feedback. If they cannot catch the answers in the first listening, repeat the dialogues again.
(設計意圖:該步驟以inferring的聽力策略，增加了活動的趣味性和針對性，播放聽力前提醒學生分析聽力任務，這將使學生更加專注于聽力材料、尋找聽力材料中的關鍵句或關鍵詞。)
3. Activity 5 Listen and fill.
Before listening, teacher share the listening skills (note-taking) with the students.
T: Sometimes we can take notes to help us get a full understanding about the listening material. Here is the case. You will listen to the dialogue again. Please write down these words to fill in the blanks. Listen carefully and try to get the correct answer with the help of note-taking, then check answers with your partner together.
（設計意圖:教師在播放對話前，灌輸給學生note-taking的聽力策略，有助于學生良好聽力習慣的培養(yǎng)。同桌一起核對答案，有助于提高學生的分析判斷能力。學生中存在能聽和說單詞，但是卻無法完整拼寫的情況，結(jié)合本環(huán)節(jié)的題型，可以讓學生認識到背誦單詞的重要性。）
Step Four Speaking
1. Activity 6. Listen and repeat
（1）Students read the dialogue in Activity 4 individually and underline the unknown words. Then listen to the tape and follow. Pay attention to pronunciation and intonation.
(設計意圖：跟讀錄音之前，鼓勵學生自己先朗讀對話，遇到不會拼讀的單詞可以用符號標注，在接下來的跟讀錄音時予以注意。跟讀對話時，提示學生注意模仿標準的語音、語調(diào)。)
（2）Read the dialogue.
Students read the dialogue together. (e.g. in groups, in pairs)
2. Key sentences and expressions.
Students underline the important sentences about serving guests and responding in the party. Teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the useful sentences on the blackboard.
e.g. Welcome to my party.
What a nice party!
Would you like some something to drink
Here you are.
Make yourself at home.
（設計意圖:學生通過聽和讀，獨立找出對話中關于招呼客人和回應主人的關鍵句型并不難。教師可以請兩三名學生給出答案，進行核對比較后予以板書，這能讓學生對本次課關鍵句型的印象更加深刻。）
Activity 7. Practice and act.
Activity 8. Complete and speak.
Students play in roles according to activity 7. If they can, the teacher might encourage them to add more sentences and words according to the topic.
（設計意圖: 鼓勵學生為聚會上招呼客人、回應主人補充更多可用的句型，或者是補充與酒水飲料相關的詞匯，分組或者同桌之間進行對話練習和展示，教師進行及時評價。）
4. Students are divided into different groups. They discuss the questions and play one of the topics.
e.g. What other topics do you usually talk about at the party
How do you talk about it
Then teacher invites some groups to show their plays， then writes down the topics （e.g. travel experience, joke, sport, movie，etc.）on the blackboard as a reminder of the next activity.
（設計意圖:該步驟有助于激發(fā)學生的思考，擴展課堂知識。學生可能不愿意上臺表演。教師可以參與其中一組作為示范和引導。另外，教師鼓勵性的話語和同學們的掌聲都能增加學生的自信和勇氣。）
Step Five Production
Classroom activity: Welcome to the new year party!
T: We enjoy ourselves in the new year party every year. Suppose we will have a new year party at school. You are divided into different groups. Please find a host/hostess in your group. He/She invites the group members to the party. All invited guests prepare some gifts, such as a book, a pen or any others. Friends have a pleasant talk in the party.
Students prepare the performance. Then teacher invites as much groups to show it as possible.
（設計意圖:該步驟的活動與助于學生把掌握的語言輸出應用到真實的語境中，訓練學生在相對真實的情景下運用所學語言參與聚會活動。每個小組還可以在活動中加入自己的創(chuàng)意，成員之間必須要互相協(xié)作才能共同完成該任務，展示時不只是優(yōu)生的獨角戲，每個成員必須參與其中，承擔不同的任務，這有利于訓練學生的團隊和合作意識。）
Step Six Summary
Students make a summary of of what they have learned today.
1. Useful words and sentences
(1)Different kinds of parties:
dancing party，Christmas party，dinner party, welcome party, garden party, birthday party
(2)Weather:
snowy，rainy，windy，cloudy, foggy, windy
(3)Welcome to my party.
What a nice party!
Would you like some something to drink
Here you are.
Make yourself at home.
2. Topics at the party
travel experience, joke, sport, movie，singer…
（設計意圖: 引導學生總結(jié)梳理本次課所學知識，理清學習重點。）
Step Seven Homework
1. Copy and recite the words and expressions.
2. Act out the dialogue in pairs.
3. Search more kinds of parties online.
4. Complete the parts “Language application” and “Complete the dialogue” in the workbook .
四、板書設計
Unit 4. It’s a nice party!
I. Useful words and sentences 1.different kinds of partiesdancing party，Christmas party，…2.weather snowy，rainy，windy，…3.Welcome to my party. What a nice party! Would you like some something to drink Here you are. Make yourself at home. II. Topics at the party travel experience,joke, sport,movie， singer…
Speech is silver, silence is gold.
PAGE
6 / 6Unit 4 It’s a nice party!
（Reading and Writing 教學設計）
一、教材分析
1．教學內(nèi)容
本課為教材中Reading and Writing部分，具體內(nèi)容包括：通過閱讀邀請函，填寫備忘錄信息；精讀以籌備派對為主題的段落，并從中獲取對應信息完成邀請函的讀寫訓練。
經(jīng)過上一課時基礎詞匯和短語的積累，學生對單元學習主題已經(jīng)形成比較清晰的認識，在本次課，學生不僅需要完成基本的讀寫任務，而且還能了解舉辦聚會的籌備工作，為今后在工作和生活中參加或組織派對做好初步準備，這是對本單元讀寫部分的拓展和深化。
2．教學重點、難點
⑴教學重點
準確地提取邀請函信息，并根據(jù)信息填寫聚會備忘錄；
根據(jù)閱讀文段提供的信息，完成邀請函的協(xié)作；
⑵教學難點
快速查找閱讀材料的細節(jié)信息并靈活使用信息來填寫備忘錄和邀請函；
初步了解籌備派對的基本準備工作；
二、教學目標
知識目標
學生了解邀請函的基本格式和要素；
能力目標
學生能讀懂邀請函和如何籌備聚會的描述；
⑵ 學生能根據(jù)不同目的來確定不同的閱讀方式；
(3) 學生能重新組織語言在備忘錄和邀請函中轉(zhuǎn)述相關信息。
情感目標
學生了解聚會的設計和實施，學會團隊合作；
三、教學步驟
Step One Lead in
The teacher shows some different invitations to students, including wedding invitation, birthday invitation, etc.
Students sum up the information on the invitations. Then teacher draws a spider map on the blackboard and stimulates the students to have an active thinking. Students may discuss the question with partners, then they offer ideas together. Teacher writes down the tips on the blackboard as a reminder for the next activity.
（設計意圖: 該步驟先通過觀察生活中常見的請柬這一物品，自然地導入本課的教學內(nèi)容即邀請函的閱讀和寫作，之后引導學生分析概括請柬上所包含的主要項目，以蜘蛛圖的形式呈現(xiàn)能吸引學生的注意力，活動為學生理解本課閱讀材料的內(nèi)容做鋪墊。）
Step Two Reading and writing
1. Activity 9. Read and complete.
(1) Students are asked to complete the spider map.
T: We are sure what must be included in the invitation. There is a party invitation. I want you to use the information to complete the spider map.
Fill in the blanks in the memo.
(設計意圖:再次使用板書中的蜘蛛圖，讓學生閱讀Activity 9獲取信息進一步完善蜘蛛圖，可邀請學生上臺填寫圖中信息。該環(huán)節(jié)既是完成閱讀任務，也是幫助學生再次記憶邀請函所包括的主要項目。)
2.Activity 10. Read, circle and underline.
Comprehensive questions
Teacher writes down these three comprehensive questions on the blackboard. Students read the e-mail individually, then they find the answers to the questions.
e.g. Who is the party planner
What kind of the party is
What’s the date of the party
(設計意圖: 在教材原有的閱讀任務上增加幾個較簡單的理解問題，幫助學生對閱讀材料形成初步了解。)
（2）Circle and underline.
Students circle and underline how to prepare the party.
First of all… secondly… thirdly… finally…
Before teacher offers feedback, students explain how the find the answers.
Activity 11. Read and choose.
After finishing the Activity 9 and 10, teacher makes a conclusion about an important reading strategy----Reading for specific information. With this strategy, students just find out related information and ignore others.
（設計意圖:該步驟能培養(yǎng)學生運用閱讀策略搜索信息的能力。教師有意識的策略引導，有助于學生根據(jù)不同目的采取不同的閱讀方式，提高學習效率。）
Step Three Writing
Activity 11. Think and write.
Students read the article in Activity 10 again carefully by themselves. Then they use the information and sentence structures to write the invitation.
Next students discuss and check the answers in pairs.
Then teacher asks some students to write down their answers on the blackboard, after which teacher checks the answers and analyzes the key words and sentences in the article.
（設計意圖:該步驟有助于鍛煉學生通過閱讀，有重點地獲取相關細節(jié)信息，并重新組織語言來完成邀請函的寫作訓練，從而提高其表述信息的能力。）
Drill
Students work in groups of 5. Every group completes the Memo together and each member writes one item in the memo.
Students use the information in the memo to write an invitation.
Each group presents one of their invitation on the blackboard.
(設計意圖:該步驟有助于學生運用本課所學語言完成一個真實的任務，即在團隊合作中設計、組織一個聚會并訓練寫作能力，學生將有機會將所學英語運用在實際生活中。）
Step Four Summary
Make a short summary of what we’ve learned today.
The information on the invitations：
date，place，host, guest, etc.
How to prepare the party.
first of all… secondly… thirdly… finally…
On the memo
date, type of the party, place, activities, host:
（設計意圖: 對本課時所學集體做個小結(jié)，讓學生明確本節(jié)課學習目標。）
Step Five Homework
Suppose the new year is coming, and you’d like to invite some friends to the new year party. Please complete your invitation.
Complete the part “Reading” in the workbook
（設計意圖:該步驟有助于學生鞏固本課所學知識，鍛煉學生的書面表達能力。）
四、板書設計
Unit 4. It’s a nice party!
Many hands make light work.
Invitation






Memo
Date:
Type of the party:
Place:
Activities:
Host:
Invitation





Memo
Date:
Type of the party:
Place:
Activities:
Host:
PAGE
4Unit 4 It’s a nice party!
（Vocabulary practice 教學設計）
一、教材分析
教學內(nèi)容
本課內(nèi)容包括Vocabulary practice 和 Supplementary reading兩部分，具體內(nèi)容為：詞匯練習和拓展閱讀。
2．教學重點、難點
⑴教學重點
對本單元重點詞匯、短語的理解和正確使用；
對閱讀文段的學習和理解；
⑵教學難點
對文段的理解性學習；
二、教學目標
知識目標
掌握本單元關于天氣、與聚會相關的詞匯、短語；
理解、讀懂閱讀文段；
能力目標
學生能較靈活地使用關于聚會、天氣的詞匯、短語；
能根據(jù)要求從文段獲取相關信息；
情感目標
學生能初步認識美國的派對種類，并認識到派對等社交活動對個人工作、生活的重要性；
三、教學步驟
Step One Lead in
Group Competition
The teacher asks the English learning groups (4-5 students in every group) to finish the first task. “Can you read the key words in this unit ” Several groups will be eliminated.
After the first round, six groups are asked to finish the second task.“Please translate the words into Chinese/ English.” For example, Group A read a word in Chinese, Group B should translate the word into English as soon as possible. At last, the teacher and students choose the best group in this step.
(設計意圖：采取小組競賽的方式幫助學生復習本單元單詞，教師可先要求每組學生齊讀單詞，師生共同選出在第一輪朗讀環(huán)節(jié)中的優(yōu)勝小組；第二輪安排翻譯任務，但是考官不是教師，而是采用A組出題B組快速回答的方式，能提高學生的參與興趣。最終決出優(yōu)勝小組可以予以獎勵，能增加學生的團隊榮譽感。 對單元詞匯的復習也是為了下個教學環(huán)節(jié)的開展進行鋪墊。)
Guess!
Every group chooses one word/phrase to explain or describe in English. And they may use body language if it’s necessary. If other groups and the teacher can guess the word, the groups will pass it.
(設計意圖：每個小組選擇一個單詞或短語來進行描述，必要時可以配合身體動作，其他小組和老師猜詞。該活動可以引導學生進一步學會通過英英互譯學習和鞏固單詞、提高單詞量，輔以身體語言的使用可以增加本活動的趣味性。)
Step Two Vocabulary practice
Activity 16. Read and match.
Ask students to match these words to the translation. The teacher may ask the students to write down more words and the translation if the students want.
e.g. invite: If you ask someone to something such as a party or a meal, you ask them to come to it.
share: any one of a number of individual efforts in a common endeavor.
list: things such as names or addresses is a set of them which all belong to a particular category, written down one below the other.
(設計意圖：如果學生已經(jīng)掌握活動16中的詞匯并能較容易的完成，教師可以適當增加練習量，或者結(jié)合教學步驟一當中學生所給出的較為完善的闡述予以歸納。)
Activity 17. Read and match.
Ask student to match the phrases and use the phrases to make sentences as many as possible. Then encourage students to make new phrases according to the words.
e.g. share interesting stories, tell stories, retell stories, cut a long story short…
(設計意圖：本活動中短語連線的任務相對簡單，可引導學生使用短語進行造句練習，或者讓學生通過頭腦風暴的方式積累更多的相關短語。)
Activity 18. Read and choose.
Ask students to choose the words to complete the sentences. Then the students talk about “I like … days because….” The teacher gives an example before students’ discussion.
(設計意圖: 在學生完成活動18后，可以適當進行活動拓展，如談論我喜歡的天氣以及原因，提高口語表達能力。)
Step Three Supplementary Reading
The teacher introduces the three reading skills to students before reading.
* 快速泛讀（fast extensive reading）
* 計時閱讀 (timed reading)
* 略讀 (skimming)
* 尋讀 (Scanning)
(設計意圖：給學生介紹基本的閱讀技巧能幫助其根據(jù)閱讀任務的不同來確定不同的閱讀方式，從而提高閱讀的質(zhì)量。)
（2）Task 1. How many different types of parties can you find in the article
Before reading, the teacher asks students which reading skill is suitable to this task. (scanning.)
Answer: welcome party, Christmas party, graduation party, picnic party,
block party, baby shower, tailgate party, birthday party.
Task 2. Read and decide.
Task 3. Read and answer.
(設計意圖: 引導學生運用閱讀技巧來完成三個層次的閱讀任務，最終形成對文段的全面了解。)
(3)Discussion
If we are invited to an American party, what should we get ready for the party
(設計意圖：討論被邀請參加聚會前的準備事項，學生可以進一步認識掌握一定得社交禮儀、禮節(jié)的重要性，在學科教學中滲透情感教育。)
Step Four Summary
Make a short summary of what we have learned today.
* 快速泛讀（fast extensive reading）
* 計時閱讀 (timed reading)
* 略讀 (skimming)
* 尋讀 (Scanning)
2. There are so many parties in the USA.
welcome party, Christmas party, graduation party, picnic party,
block party, baby shower, tailgate party, birthday party.
(設計意圖：歸納本次課所學知識。)
Step Five Homework
1. Copy and recite the key words and patterns in the Supplementary Reading.
2. Complete the part “Translation” in the workbook.
四、板書設計
Unit 4
Vocabulary practiceActivity 16. Read and match.Activity 17. Read and match.Activity 18. Read and choose. Supplementary ReadingTask 1Task 2Task 3
I am a slow walker, but I never walk backwards.
PAGE
3 / 3

展開更多......

收起↑