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Unit 8 Let's Communicate!-Section B Project
This section of the project in Unit 8 focuses on enhancing students' communication skills through a series of activities. It starts with reading an invitation letter, where students are required to identify key elements such as the date, time, place, and topic of an event. This helps students understand the format and important information in an invitation. Subsequently, students engage in activities like determining the opening and closing sentences of an invitation letter, which deepens their understanding of the structure of such letters. The highlight of this project is the chain story - telling activity. Students work in groups, starting sentences with "If...", which not only allows them to practice using the first - conditional structure but also promotes creativity and collaborative communication.
教学目标 Students will be able to understand the format and key elements of an invitation letter, including how to correctly identify the date, time, place, and topic. Master the use of "If... + will..." structure to express conditional situations in the context of story - telling. Distinguish between the opening and closing sentences of an invitation letter and be able to write simple invitation letters.
教学重难点 A. Key Points The format and important information in an invitation letter. The correct usage of the "If... + will..." first - conditional structure. The process of creating and developing a chain story in groups. B. Difficult Points Helping students create logical and coherent stories using the "If... + will..." structure, especially when they need to build on others' ideas in the chain story - telling. Encouraging all students in a group to actively participate and contribute to the group activities, especially those who are less confident or less proficient in English.
Vocabulary related to invitations: invite, speech, event, attend, cover (costs), benefit
Key sentence structure: "If + present simple, subject + will + verb 原形". For example, "If it doesn't rain tomorrow, we'll go for a picnic."
Elements of an invitation letter: opening (e.g., "We would like to invite you..."), body (including details of the event like date, time, place, topic), closing (e.g., "We are looking forward to your attendance.")
教学过程
A. Lead - in (5 minutes)
Greet the students and start a short conversation. Ask them if they have ever received an invitation letter. If so, what kind of event was it for
Show some pictures of different events such as a school concert, a birthday party, and a lecture. Then ask students to describe what they see in the pictures and guess what kind of invitation letters might be related to these events. This step aims to arouse students' interest and lead them into the topic of invitation letters.
B. Reading and Understanding Invitation Letters (10 minutes)
Present an invitation letter on the screen. It could be the one from the textbook or a modified version. For example:
"We would like to invite you to our school's science fair. The event will take place at 2 p.m. on 20th November in the school auditorium. If you are interested in new scientific inventions and research by our students, this is an excellent opportunity for you. We will provide some refreshments during the event. Please reply to this invitation by 15th November."
Ask students to read the letter silently for 2 - 3 minutes. Then, in pairs, they discuss and underline the date, time, place, and topic of the event in the letter.
Check the answers with the whole class. Invite several pairs to share their underlined parts and explain why they think these are the correct elements. This activity helps students practice reading for specific information and understand the basic components of an invitation letter.
C. Analyzing the Structure of Invitation Letters (8 minutes)
Write several sentences on the blackboard, some of which are typical opening sentences for invitation letters, and some are closing sentences. For example:
Opening sentences: "We cordially invite you to...", "It is our great honor to invite you to..."
Closing sentences: "We look forward to seeing you there.", "Thank you for your attention and we hope you can join us."
Divide students into small groups of 3 - 4. Each group is asked to discuss and decide which sentences are openings (O) and which are closings (C).
After 3 - 4 minutes, each group reports their answers. The teacher provides explanations and clarifications if there are any misunderstandings. This activity deepens students' understanding of the structure of invitation letters.
D. Chain Story - Telling Activity (15 minutes)
Preparation (3 minutes)
Explain the rules of the chain story - telling activity. Divide the class into groups of 5 - 6 students.
Distribute a piece of paper to each student in the group. Instruct each student to write one sentence beginning with "If...". For example, "If I win the lottery, I will buy a big house."
Story - Telling (8 minutes)
Each group collects all the pieces of paper and puts them into a box or a container. The first student in the group picks one piece of paper and reads the sentence aloud.
Then, the other students in the group take turns to add an "If..." sentence to continue the story. For example, if the first sentence is "If I win the lottery, I will buy a big house.", the second student might say "If I buy a big house, I will decorate it with beautiful paintings." The story should continue in a logical way, and each story should include at least five sentences.
The teacher walks around the classroom, monitoring the groups, and providing guidance and encouragement when necessary. If students have difficulty in coming up with ideas or using the correct grammar, the teacher can offer some suggestions.
Sharing (4 minutes)
After each group has completed at least one story, ask each group to select one of their best stories. One representative from each group comes to the front of the class and tells the story to the whole class.
The other students listen carefully and can ask questions or make comments after each story. This sharing part not only gives students a chance to show their work but also allows them to learn from each other.
E. Summary and Homework (7 minutes)
Summary (3 minutes)
Summarize the key points of this class, including the elements of an invitation letter, the structure of invitation letters, and the use of the "If... + will..." structure in the chain story - telling.
Ask students to share what they have learned and what they think was the most interesting part of the class.
Homework (4 minutes)
Require students to write an invitation letter to their friends, inviting them to an event of their choice. They should include all the necessary information such as the date, time, place, and topic of the event.
Encourage students to practice telling chain stories with their family members at home. They can write down some "If..." sentences on pieces of paper and play the chain story - telling game.
教学反思
Positive Aspects
The lead - in activity was effective in attracting students' attention and connecting the new knowledge with their real - life experiences. The pictures of different events made the topic more relatable and engaging.
The reading and analyzing activities of invitation letters provided a solid foundation for students to understand the format and structure. Students were actively involved in underlining the key elements and discussing the opening and closing sentences in groups.
The chain story - telling activity was a great success in terms of promoting students' creativity and collaborative communication. Most students were excited to participate in the activity, and they showed a high level of enthusiasm in creating stories. The sharing part also enhanced students' confidence in speaking in front of the class.
Areas for Improvement
Some students had difficulty in using the "If... + will..." structure correctly, especially when creating complex stories. In future classes, more grammar exercises and guided practice could be provided to strengthen this point.
During the group activities, a few students were less active. In the future, more specific group roles could be assigned to ensure that every student has a clear task and is actively involved. For example, one student could be the recorder, one could be the time - keeper, and others could be idea generators.
The time for each activity could be more precisely controlled. In the chain story - telling activity, some groups needed more time to complete their stories, which made the sharing part a bit rushed. Next time, the time allocation for each sub - activity should be adjusted according to the actual situation.

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