1、Unit 9 Can you come to my party？Section B 2a-2e单元Unit 9课时第4课时教学目标语言知识：1 掌握本课时出现的生词句型及表达方式；2 进一步掌握发送邀请，接受或拒绝邀请的目标语言。学习能力：1 通过语篇阅读，初步了解Email的基本格式和语篇功能；2 学习合理安排筹划活动，聚会；3 能完成半开放式的邀请函并表达自己观点；4 阅读短文，获得相关信息，提高学生们的综合阅读能力。文化意识：1. 珍惜师生之间、朋友之间的友情；2. 进一步增强集体活动的责任感；3. 通过surprised party树立生活仪式感。思维品质：1. 提高特定情境下的交际能
2、力；2. 引导礼仪交往。教学重难点1. 掌握本课时出现的生词及表达方式。2. 阅读短文，获得相关信息，提高学生们的综合阅读能力。3. 阅读2b部分的短文并完成相关任务。教学工具IWB, PPT教学方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1. Greeting.2. T says: There are all kinds of parties. What kind of parties do you know? Then plays a video and asks: What kind of party is this?3.
3、Brain Storm. T says: What kind of parties do you know?看视频展开头脑风暴，积极讨论。通过视频和趣味问答导入本课时主题各种party。鼓励学生积极讨论，有效地激活学生与此话题相关的背景知识，培养良好的预习习惯。Step 2Pre-reading1. Go through 2a. T let Ss write as many kinds of parties as possible. T may write down all the parties Ss think of on the board.2. Culture Focus. T say
4、s: What is a surprise party? Do you know it? Then makes Ss learn more about it.3. Predict. T asks Ss to look at the title and the picture. says: Now, David wants to invite his classmates to have a surprise party for his teacher Ms.Steen. What should he do first? Ss discuss the question with partner.
5、 T may list the items on the board. Then T asks: How to make an invitation? 4. T says: Now, David is writing an e-mail on the computer to make an invitation. Lets learn more about it.积极讨论，被选中的学生大胆说出所知的party。完成2a任务单.科普surprise party.通过讨论举办party所需事项。预测2b内容。带着问题，跟着老师节奏进入阅读环节。通过抛出问题，鼓励学生说出各种party。激发学生阅读
6、的兴趣，进一步活动课堂气氛。Step 3While- reading1. T leads Ss to scan the article，then answer the question：Who wrote the messages?2. T asks Ss to read the messages quickly. and find out why did the people write them? 3. Ss match the reason with each message. Then check the answers.4. Careful-reading. T lets Ss re
7、ad message 3 first and find these items:人物(who)，时间(when)，地点(where)，原因(why)，怎么样(how)。T may list the items on the board.5. Ss finish Invitation Card on PPt. T checks the answers with class.6. T asks Ss to read the questions on PPT, Then Ss read message 1 carefully and decide whether the statements are
8、 true(T) or false(F).7. T asks Ss to read the questions on PPT, Then Ss read message 2 carefully and answer questions.8. T asks Ss to read message 1,2 again, leads Ss to complete the chart.9. T lead Ss to think about how to reply to an invitation?10. Go through 2c. T lets Ss read the messages again
9、and complete the task on their own.11. T checks the answers with class.学生快速浏览文章，找出发件/收件人。学生快速阅读文章文章，找出关键词，完成2b。细读第3封邮件，找出关键信息：人物(who)，时间(when)，地点(where)，原因(why)，怎么样(how)。学生先读问题，再仔细阅读message 1， 被点名的学生说出答案。学生阅读message 2.回答问题。再读message 1和2，完成表格。然后对比找出message 1和2的措辞。再读邮件，独立完成2c任务单。通过快速阅读，掌握Email基本框架和邮件主
10、题。 带着求知欲细读信息3，目的性更强，而贺卡制作有助于学生更好地理解文章要点。通过邮件答复内容掌握，更一步的掌握礼仪交往。充分理解2c问题，重点阅读有关信息，在原文中找与之相关的句子，填写出正确的答案。Step 4Post-reading1. T says: Jake turned down the invitation. Do you think David would be angry? Why or why not? Ss have a discussion.2. T asks: If Ms. Steen comes to the surprise party, what will s
11、he do and feel? How about the classmates?3. Go through 2d. First, T lets Ss read the passage, Ss catch the main and the most important ideas quickly，Then complete the invitation as quickly as possible.4. Go through 2e. T says: Now lets read the 9 questions quickly.Then work with your partner. Ss wor
12、k. T offer support as needed.5. T gives examples for Ss.跟着老师思考，讨论。先读2d文章，然后根据课本信息完成填空。讨论举办party相关事宜：人物，时间，地点，内容等等。激发对情景交际的讨论，引导礼仪交往。进一步巩固目标语言的运用。通过讨论回答问题，学会合理安排筹划活动，聚会。Step 5Language Points ExplanationT explains some knowledge points.将知识点做好笔记。将本节重点汇总，系统讲解和分析，结合典例，帮助学生学习知识点。Step6ExercisesT assigns th
13、e test.完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点，让教师把握学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8Homework1.Read and try to retell and recite the three messages.2. Finish the exercises.记下家庭作业。巩固课堂效果。板书设计：New wordsKey sentencesInvitation，forward , prep
14、aration ,without, surprised, housewarming, look forward to, turn down, take a trip, at the end of ,so thatWhat a great idea!She helps me to improve my English so much.Im sad /glad to. Thanks so much for.I look forward to hearing from you all.教学反思：“阅读最终是为写作服务的”。设计该阅读课时，从greeting, lead-in ,pre-reading, while-reading到post-reading的各个环节中充分考虑到学生的综合能力培养。课堂导入为词汇教学做准备，词汇教学为阅读做准备，阅读教学为写作做准备。环环相扣以达到最终目标一一提升学生的写作能力。该课时在快读、细读及细节理解上有优势，力求让学生既能完整地理解课文，也能就细节知识进行挖掘和推理。通过图片形式的视觉教学，提升学生的好奇心。在阅读中提问可以提高学生参与课堂的积极性。通过文章的学习和课堂练习，帮助学生掌握本课的关键词、短语和句型，进一步培养学生的综合阅读能力。
