资源简介

Unit 4 It’s a nice party：Grammar focus
（教学设计）
一、教材分析
1．教学内容
本课为教材中Language in use中的Grammar focus部分，具体内容是：人称代词和物主代词的用法。教材上内容并不多，教师需要根据学情进行适当的补充讲解和练习，侧重于训练学生能正确运用语法知识点并能较为灵活的予以运用。
2．教学重点、难点
⑴教学重点
理解人称代词和物主代词；
⑵教学难点
在实际运用中能区分并正确运用人称代词和物主代词；
二、教学目标
1. 知识目标
学生能理解并掌握人称代词和物主代词的用法；
2. 能力目标
学生能区分人称代词和物主代词，并在日常交流中正确使用；
3. 情感目标
学生能基本学会在学习后反思自己的学习方法和分析学习结果；
三、教学步骤
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.
（设计意图: 该步骤有助于学生对本单元知识进行回顾和复习，并在真实情景中运用。图片教学的导入形式新鲜有趣。模拟画面中人物的对话有难度，但前三个课时的学习为学生完成任务奠定了基础。教师及时引导全班学生共同从语音、语调、配合、表现力等各方面对台上同学的表演进行评价。）
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.
（设计意图: 再次使用上个环节所使用的图片，通过问答的方式引导学生使用人称代词来回答问题，自然地过渡到本课时语法知识的学习。）
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.
人称代词 物主代词
单数 复数 单数 复数
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.
(设计意图:该步骤有助于学生回顾在初中阶段已经学习过的人称代词和物主代词的含义和用法。接龙造句的形式赋予活动适当的紧张度，更能抓住学生的注意力。)
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.
（设计意图:该步骤有助于学生区分使用物主代词和人称代词，在练习过程中，教师更容易发现学生关于该知识点存在的问题并予以纠正。）
Activity 14. Read and complete.
Complete the dialogue.
Activity 15. Read and complete.
Complete the sentences.
Step Three Drill
说明：教材原有的Grammar focus部分内容较少，为了让学生更深入的了解人称代词和物主代词的用法，并且能正确的予以区分使用，教师可以在课前利用网络资源搜集相关的学习视频、动画在上课时播放，以提高学生学习兴趣。在课堂上可根据学生实际情况适当增加操练内容，在形式上可以采取小组合作、竞赛等方式。
建议拓展活动：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.
（设计意图:该步骤有助于学生进一步熟悉人称代词和物主代词的用法及其提问方式，并在语言运用中根据真实情况提问和回答。）
Step Four Summary
Let’s sum up what we’ve learned today.
人称代词 物主代词
单数 复数 单数 复数
I we my our
you you your your
he they his their
she her
it its
（设计意图：对本课时所学语法知识点进行小结，让学生明确本节课学习目标。）
Step Five Homework
拓展练习题, 建议教师在作业中给学生进行人称代词和物主代词的专项练习，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.
（设计意图:该步骤有助于学生进一步巩固语法知识。）
四、板书设计
Unit 1 人称代词和物主代词
人称代词物主代词单数复数单数复数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（教学设计）
一、教材分析
1．教学内容
本课时包括Lead in 和 Listening and speaking两部分，具体内容为：关于聚会类型、天气状况、饮料的词汇；聚会上关于主人招待客人、客人回应主人的对话，聚会时主宾之间合适的交流话题（如谈论天气等）及对应的句型结构。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生语言表达活动进行语言铺垫。
2．教学重点、难点
⑴教学重点
掌握关于聚会类型和天气的词汇、短语；
在聚会情景中能招待客人、回应主人；并谈论天气等话题；
⑵教学难点
了解并合理运用听力策略；
找出适合聚会中交流的有趣话题；
二、教学目标
知识目标
掌握聚会类型和天气状况的词汇、短语，如:
dancing party，Christmas party，dinner party，welcome party，garden party，birthday party；weather，snowy，rainy，windy，sunny，cloudy，foggy; cappuccino, latte.
掌握在聚会上招呼客人及作为客人予以恰当回应、谈论天气等话题的句型，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.
能力目标
能听懂聚会中的简单对话，以及关于天气的简单表述；
能在模拟的聚会场景中迎接客人并恰当回应；
能运用所学语言在恰当场合谈论天气;
情感目标
能找出适合聚会中交流的有趣话题，并了解我们应在跨文化交流时尊重他人的风俗习惯。
三、教学步骤
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
（设计意图: 教师在课前可收集本班师生参加如生日聚会、婚宴、新年聚会的照片，在本次课用图片导入新的单元话题，有助于从一开始就抓住学生的兴趣。在教师的提问中，帮助学生了解本单元的学习话题，同时也完成对部分天气词汇的复习。）
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.
（设计意图: 该步骤主要是呈现和学习新的词汇，对聚会类型的谈论有利于学生继续保持对本课话题的兴趣。如果学生对词汇不够熟悉，教师可以解释并领读。如果学生表现出对聚会类型的较高兴趣，可要求其在课后利用网络资源搜集查找更多的聚会类型，这个要求是对下次课阅读环节学习进行知识准备。）
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.
（设计意图: 在该步骤可以先引导学生思考举办一次花园派对应考虑的要素，既是为了自然过渡到对天气类单词的学习，也有助于下次课阅读部分的学习；学生在初中阶段学过关于天气的单词，总体掌握情况良好，因此该练习可让他们自己填写，邀请部分学生到黑板上写下单词，教师检查有无拼写错误，通过举手的方式再邀请部分学生领读单词，参与课堂活动。）
（建议：关于单词的学习，教师可适当开展一些小游戏，比如头脑风暴、填字游戏、拼图游戏、砸金蛋等，以竞赛、加分等方式开展，尽量避免单一枯燥的跟读。）
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.
（设计意图:该步骤的游戏有助于扫除学生在听力活动中的障碍。因为词汇和图片记忆的时间只有三秒钟，学生不得不聚精会神地投入其中，各组之间的竞赛将使活动更加刺激。）
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.
(设计意图:该步骤以inferring的听力策略，增加了活动的趣味性和针对性，播放听力前提醒学生分析听力任务，这将使学生更加专注于听力材料、寻找听力材料中的关键句或关键词。)
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.
（设计意图:教师在播放对话前，灌输给学生note-taking的听力策略，有助于学生良好听力习惯的培养。同桌一起核对答案，有助于提高学生的分析判断能力。学生中存在能听和说单词，但是却无法完整拼写的情况，结合本环节的题型，可以让学生认识到背诵单词的重要性。）
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.
(设计意图：跟读录音之前，鼓励学生自己先朗读对话，遇到不会拼读的单词可以用符号标注，在接下来的跟读录音时予以注意。跟读对话时，提示学生注意模仿标准的语音、语调。)
（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.
（设计意图:学生通过听和读，独立找出对话中关于招呼客人和回应主人的关键句型并不难。教师可以请两三名学生给出答案，进行核对比较后予以板书，这能让学生对本次课关键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.
（设计意图: 鼓励学生为聚会上招呼客人、回应主人补充更多可用的句型，或者是补充与酒水饮料相关的词汇，分组或者同桌之间进行对话练习和展示，教师进行及时评价。）
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.
（设计意图:该步骤有助于激发学生的思考，扩展课堂知识。学生可能不愿意上台表演。教师可以参与其中一组作为示范和引导。另外，教师鼓励性的话语和同学们的掌声都能增加学生的自信和勇气。）
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.
（设计意图:该步骤的活动与助于学生把掌握的语言输出应用到真实的语境中，训练学生在相对真实的情景下运用所学语言参与聚会活动。每个小组还可以在活动中加入自己的创意，成员之间必须要互相协作才能共同完成该任务，展示时不只是优生的独角戏，每个成员必须参与其中，承担不同的任务，这有利于训练学生的团队和合作意识。）
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…
（设计意图: 引导学生总结梳理本次课所学知识，理清学习重点。）
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、板书设计
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.
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6 / 6Unit 4 It’s a nice party!
（Reading and Writing 教学设计）
一、教材分析
1．教学内容
本课为教材中Reading and Writing部分，具体内容包括：通过阅读邀请函，填写备忘录信息；精读以筹备派对为主题的段落，并从中获取对应信息完成邀请函的读写训练。
经过上一课时基础词汇和短语的积累，学生对单元学习主题已经形成比较清晰的认识，在本次课，学生不仅需要完成基本的读写任务，而且还能了解举办聚会的筹备工作，为今后在工作和生活中参加或组织派对做好初步准备，这是对本单元读写部分的拓展和深化。
2．教学重点、难点
⑴教学重点
准确地提取邀请函信息，并根据信息填写聚会备忘录；
根据阅读文段提供的信息，完成邀请函的协作；
⑵教学难点
快速查找阅读材料的细节信息并灵活使用信息来填写备忘录和邀请函；
初步了解筹备派对的基本准备工作；
二、教学目标
知识目标
学生了解邀请函的基本格式和要素；
能力目标
学生能读懂邀请函和如何筹备聚会的描述；
⑵ 学生能根据不同目的来确定不同的阅读方式；
(3) 学生能重新组织语言在备忘录和邀请函中转述相关信息。
情感目标
学生了解聚会的设计和实施，学会团队合作；
三、教学步骤
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.
（设计意图: 该步骤先通过观察生活中常见的请柬这一物品，自然地导入本课的教学内容即邀请函的阅读和写作，之后引导学生分析概括请柬上所包含的主要项目，以蜘蛛图的形式呈现能吸引学生的注意力，活动为学生理解本课阅读材料的内容做铺垫。）
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.
(设计意图:再次使用板书中的蜘蛛图，让学生阅读Activity 9获取信息进一步完善蜘蛛图，可邀请学生上台填写图中信息。该环节既是完成阅读任务，也是帮助学生再次记忆邀请函所包括的主要项目。)
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
(设计意图: 在教材原有的阅读任务上增加几个较简单的理解问题，帮助学生对阅读材料形成初步了解。)
（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.
（设计意图:该步骤能培养学生运用阅读策略搜索信息的能力。教师有意识的策略引导，有助于学生根据不同目的采取不同的阅读方式，提高学习效率。）
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.
（设计意图:该步骤有助于锻炼学生通过阅读，有重点地获取相关细节信息，并重新组织语言来完成邀请函的写作训练，从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.
(设计意图:该步骤有助于学生运用本课所学语言完成一个真实的任务，即在团队合作中设计、组织一个聚会并训练写作能力，学生将有机会将所学英语运用在实际生活中。）
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:
（设计意图: 对本课时所学集体做个小结，让学生明确本节课学习目标。）
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
（设计意图:该步骤有助于学生巩固本课所学知识，锻炼学生的书面表达能力。）
四、板书设计
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:
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4Unit 4 It’s a nice party!
（Vocabulary practice 教学设计）
一、教材分析
教学内容
本课内容包括Vocabulary practice 和 Supplementary reading两部分，具体内容为：词汇练习和拓展阅读。
2．教学重点、难点
⑴教学重点
对本单元重点词汇、短语的理解和正确使用；
对阅读文段的学习和理解；
⑵教学难点
对文段的理解性学习；
二、教学目标
知识目标
掌握本单元关于天气、与聚会相关的词汇、短语；
理解、读懂阅读文段；
能力目标
学生能较灵活地使用关于聚会、天气的词汇、短语；
能根据要求从文段获取相关信息；
情感目标
学生能初步认识美国的派对种类，并认识到派对等社交活动对个人工作、生活的重要性；
三、教学步骤
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.
(设计意图：采取小组竞赛的方式帮助学生复习本单元单词，教师可先要求每组学生齐读单词，师生共同选出在第一轮朗读环节中的优胜小组；第二轮安排翻译任务，但是考官不是教师，而是采用A组出题B组快速回答的方式，能提高学生的参与兴趣。最终决出优胜小组可以予以奖励，能增加学生的团队荣誉感。 对单元词汇的复习也是为了下个教学环节的开展进行铺垫。)
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.
(设计意图：每个小组选择一个单词或短语来进行描述，必要时可以配合身体动作，其他小组和老师猜词。该活动可以引导学生进一步学会通过英英互译学习和巩固单词、提高单词量，辅以身体语言的使用可以增加本活动的趣味性。)
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.
(设计意图：如果学生已经掌握活动16中的词汇并能较容易的完成，教师可以适当增加练习量，或者结合教学步骤一当中学生所给出的较为完善的阐述予以归纳。)
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…
(设计意图：本活动中短语连线的任务相对简单，可引导学生使用短语进行造句练习，或者让学生通过头脑风暴的方式积累更多的相关短语。)
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.
(设计意图: 在学生完成活动18后，可以适当进行活动拓展，如谈论我喜欢的天气以及原因，提高口语表达能力。)
Step Three Supplementary Reading
The teacher introduces the three reading skills to students before reading.
* 快速泛读（fast extensive reading）
* 计时阅读 (timed reading)
* 略读 (skimming)
* 寻读 (Scanning)
(设计意图：给学生介绍基本的阅读技巧能帮助其根据阅读任务的不同来确定不同的阅读方式，从而提高阅读的质量。)
（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.
(设计意图: 引导学生运用阅读技巧来完成三个层次的阅读任务，最终形成对文段的全面了解。)
(3)Discussion
If we are invited to an American party, what should we get ready for the party
(设计意图：讨论被邀请参加聚会前的准备事项，学生可以进一步认识掌握一定得社交礼仪、礼节的重要性，在学科教学中渗透情感教育。)
Step Four Summary
Make a short summary of what we have learned today.
* 快速泛读（fast extensive reading）
* 计时阅读 (timed reading)
* 略读 (skimming)
* 寻读 (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.
(设计意图：归纳本次课所学知识。)
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、板书设计
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.
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