《Unit10Ifyougototheparty》教學(xué)設(shè)計(jì)

1.教學(xué)目標(biāo)：

1）知識(shí)目標(biāo)

a. learn to master modal verbs like， could/should.

b. Learn to grasp the writing of model-imitation and the basic framework of the article.

2）能力目標(biāo)

a. To talk about the consequence by using adverbial clause of condition guided by if correctly

b. To make the article integrated， and make it rich in content and various in sentences.

3）情感

Attending the discussion and activities on micro-blog， it is a way to cultivate students’ love and concern for society.

2.教學(xué)重難點(diǎn)

1）重點(diǎn)

Learn to talk about the consequence by using adverbial clause of condition guided by if correctly.

2）難點(diǎn)

students are required to talk about the consequence by using adverbial clause of condition guided by if correctly when writing and they need to use modal verbs like， could/should， and other ways， such as： you had better/why not/ how about， etc to give advice correctly.

3. 教學(xué)過程

Step1： lead-in（2min）

Show the problems in the magic boxes and get students to talk about their problems in the life， then ask them to get advice from others.

T； If you meet problems in the life， what will you do？

T： Let’s open them and see what problems they have. And let us help

Step 2：Presentation（6min）

T： First， let’s open the first magic box. What does he worry about？

Ss： He has too much homework..

Then open next magic box， Get students to give advice by using： You’d better…. Get different students to give advice by using I think you could /should…Then next…Present the sentence patterns ： How about/What about ….Get students to give advice by using： How about/What about …Finally， open the last magic box， which shows them a girl in poor sight.

Step3： Summary（2min）

let’s summarize how to give advice/suggestions. And show them a mind-map.

Step4： Tell your own problems（4min）

I know every one has some worries or problems in his/her

T Show them a simple mind-map to help them write down their problems and then put them into my magic box..Students write their problems and put then into the box.

Step5： Give Advice（5min）

The teacher chooses some problems and lists on the blackboard.

Give students some time to think and write.

Step6： Presention（13min）

T： All of you did good job. Here is a boy， and his name is Bob. He has a problem on the blog. Let’s read it.

Ss： Read Bob’s Blog：

My friend invited me to watch an exciting soccer ball match but my grandpa will have a birthday party on the same evening. If I don’t go to the match， my parents will be angry. However， if miss the match， I will feel sorry？

Can you give me some advice？

Bob

Compare the passage with a better one， then give the advice for writing a better passage， including giving a frame of a passage. Then writing skills should be presented：

1） Express your own idea freely， by using as many kinds of the sentence patterns of giving advice as you can， to show your view， like the adverbial clause of condition with if， I think you should/could… you’d better…

With some relevant links.

Concisely organize and well structured.

Step7： Writing（10min）

T： Here is another article in the blog. One upset father needs help. Let’s read the article first.

Step8： Self-assessment（2min）

T： If you finish your article， please evaluate your article by fill in the form below.

Homework （1min）

Level A： Finish this letter and send it to Mike.

Level B： Interview your parents and your grandparents about their worries when they were teenagers. Are theirs different from yours？