Unit 9 Can you come to my party?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：prepare, prepare for, exam, flu, available, another time, until, hang, hang out, catch
2) 能掌握以下句型：
① — Can you come to my party on Saturday afternoon?
— Sure, I’d love to.
② — Can you go to the movies on Saturday?
— I’m sorry, I’m not available. I have too much homework this weekend.
③ That’s too bad. Maybe another time.
④ Sure. Thanks for asking.
⑤ Sam isn’t leaving until next Wednesday.
2) 能了解以下语法：
用情态动词can来表达邀请。
3）学会表达邀请，学会对邀请进行恰当的答复或拒绝。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 运用所学提出邀请，接受邀请和拒绝邀请。
2) 正确使用can, might, must 等情态动词。
2. 教学难点：
1) 扎实掌握重点词汇和表示邀请的句型并能灵活运用。
2) 通过听力练习和小组合作，理解并能提出邀请并作肯定回答。
三、教学过程
Ⅰ. Lead-in
1. 在大屏幕上向学生展示一张邀请函。
T: Hello, everyone! Yesterday I received an invitation letter from my dear friend; she invited me to go to her Halloween party. But I have something important to do. I’m studying for a test. I don’t know what to do. What should I say? Can you help me? …
2. Ss try to answer the questions.
Ⅱ. Presentation
1. 引导学生们看大屏幕上邀请及两个答语。
Look at the expressions on the screen: “Sure, I’d love to.” “I’m sorry, I have to…”. Read the expressions to the class and the students repeat each one.
Say, can you come to my party? Have the S1 give “yes answers” and S2 give “no answers” then plus a reason. Ask students to give their own reasons. If necessary, I can give a reason and have the students repeat it.
2. 用汉语向学生说明回答别人邀请时，所作的两种类型的答复。
Ⅲ. Game
1. 学生看大屏幕上的转盘，根据转盘所停止位置的词组来做邀请与应答的游戏。
2. Make a model to the Ss:
e.g. S1: Can you go shopping with me?
S2: Sorry, I can’t. I have to prepare for the math exam.
…
3. Ss work in pairs and answer the questions.
Ⅳ. Listening
1. T: Now listen to the recording and write the names next to the correct students in the picture.
2. Play the recording for the first time. Students only listen. Play the recording a second time. Write the name of each person next to his or her picture.
3. Play the recording again. Check the answers with the Ss.
Ⅴ. Group work
1. Help students form groups of four. Say, one of you is student A. Student A invites the other three students to your party. The other students say “yes” or “no”. Remember to give a reason.
2. Have the students work in groups.
3. Let some groups ask and answer about their conversations.
Ⅵ. Listening
Work on 2a:
1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and circle the words “can” or “can’t” in the bracket.
2. Play the recording for the Ss to listen and circle the words.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss, this time they must write the reasons in the chart. Make sure they know what to do.
2. Play the recording for the Ss to write the reasons in the chart.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss to look at the reasons in the chart in 2b. Then write some more.
2. Let Ss read conversations in 2c.
3. Ss practice the conversations using the reasons in the chart on the right.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and answer the questions:
1) What did they do last fall? _____________________________________
2) What does Nick have to do on Saturday? _____________________________
3) When will they hang out? _____________________________
2. Explain some new words and main points in the conversation.
until, not…until, hang out, catch
3. Read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs act out the conversation.
Homework:
1. Recite the conversation in 2d after school.
2. 假设你将于这个周末过生日，并开一个生日聚会，你约请朋友们参加你的聚会，但有几名同学因故不能来，请你将与他们的对话用英语编写出来。

板书设计：


Section A 2 (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：invite, accept, refuse
2）进行一步复习巩固运用Section A 部分所学的生词和词组。
3）进一步学习运用所学的知识来表达邀请；学会如何回答别人对自己的邀请，以及学会如何有礼貌地拒绝他人的邀请，并陈述理由。
4) 掌握情态动词can, must, have to, might的用法。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 进一步学习运用所学的知识来表达邀请；学会有礼貌地答复他人对自己的邀请。
2) 掌握情态动词can来表达邀请；运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。
2. 教学难点：
1) 能熟练进行邀请及应答。
2) 运用情态动词have to, must, might等有礼貌地说明拒绝他人邀请的理由。
三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words learned in the last class.
2. Ask some Ss to invite some Ss to his/her party. The partners give some answers.
S1: Can you come to my party?
S2：Sure. I’d love to.
S3: Sorry, I can’t. I have to look after my sister at home.
S4: …
3. Role-play the conversation in 2d.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① ─星期六你能来我的聚会吗？
─____ you _____ to my party on Saturday?
─当然，我乐意来。Sure. ____ _____ _____.
─对不起，我必须为数学考试而学习。
Sorry, I _____ _____ _____ a math test.
② ─ 明天晚上你能去看影剧院吗？
─ _____ you ____ to the movie ___________ night?
─当然可以，听起来很棒。
─ ______, that _______ ________.
─ 恐怕不行，我得了流感。
─ I’m ______ not. I have the ______.
③ ─ 他能去聚会吗？
─ _____ he ______ to the party？
─ 不能。他必须帮助他的父母亲。
─ No, he ____. He _____ to help his parents.
④ ─ 她能参加棒球比赛吗？
─ ____ she go to the baseball _______?
─ 不，她没有空。她必须去看医生。
─ No, she’s _______ ________. She ______ to ____ to the ______.
⑤ ─ 他们能去看电影吗？
─ _____ they____ to the _______？
─ 不，他们没有空。他们可能必须去见朋友。
─ No, they’re not __________. They _____ ______ ____ meet their ________.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find
如何表达邀请与答复别人的邀请：
1. can 用于表示 “____________”，如：
汤姆会骑马。 ___________________
2. “Can you…?”表达 “______________”，
答语：同意用____________________.
不同意用__________________________.
如：恐怕不行，我要去探望我的姑姑。
____________________________________
Ⅳ. Practice
Work on 3a:
1. Tell Ss to read the conversation in 3a and try to complete the answers with might and one of the phrases in the box.
2. 方法指导：
首先，应明确练习的要求。本题要求同学们用情态动词might来委婉地表达自己在将来的某个时间可以有做的事情。
然后，读空格中所给的词组，明确它们的意思。读每个小对话，根据上文语境结合所给的词组，选择一个恰当的事情来回答。
注意，一定要用上情态动词might。 结构：might + 动词词组
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
4. 学生们阅读这些对话，并与伙伴一起练习这组小对话。
Work on 3b:
1. 告诉学生们本题的要求：根据括号中所给的提示词来补全问句，并做出恰当地答复。
2. 让学生们重点看答复提示中所要求是“接受”的还是“拒绝”的，并做答复。如果是拒绝，还应根据括号中的提示词给出一个恰当的理由。
3. 让学生们互相检查自己所写的小对话，发现并改正错误。
4. 让部分学生与自己的伙伴说一说自己所写的小对话。大家一起改正句子中的错误。
Ⅴ. Group work
1. 小组中的同学们每个人都填写一张表格（见3c中表格）来明确自己近期要做的事情，选择一个恰当的时间来开一个聚会。
2. 先由小组长根据自己的安排，邀请你小组里的成员去参加你的聚会，每个小组成员，根据自己表格上的安排来确定是否参加这个聚会。
3. 然后，其他同学轮流根据自己的安排，邀请你的组里的成员去参加你的聚会，其他成员根据自己表格上的安排来确定是否参加这个聚会。
4. 最后，看你们小组哪位同学能邀请到最多的同学参加自己的聚会。
Ⅵ. Exercise
If time is enough, do some more exercises on big screen.
选择恰当的答案完成对话：
A: Hey, Bob. 1. ___________
B: I’m sorry, I can’t. I have to help my parents.
A: 2. ________. How about you, Ling Ling? Can you come to my party?
L: 3. _________
A: On Saturday afternoon.
L: Oh, no, I can’t. 4. ____________
A: That’s too bad. 5. _____________.
L: Sure. Thanks for asking.
1. ____ 2. ____ 3. ____ 4. _____ 5. _____
Homework
1. 复习Grammar Focus 中的内容。
2. 你的朋友邀请你去看电影，请根据在3c中所填写的信息编写一个与你朋友的对话。
A: Can you go to the movie on Saturday evening?
B: Sorry, I can’t. I have to…
板书设计

Section B 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：the day before yesterday, the day after tomorrow, weekday, look after, invitation, reply, forward, delete, print, sad, goodbye, take a trip, glad, preparation, glue, without, surprised, look forward to
2) 能掌握以下句型：
① — What’s today？ — It’s Monday.
② — Can you play tennis with me? — Sorry, I can’t. I …
③ I look forward to hearing from you all.
④ Bring Ms. Steen to the party without telling her so that she can be surprised.
3) 能综合运用can来表达邀请。
4）通过阅读邀请函来掌握必要的信息。
2. 情感态度价值观目标：
学会人际交往的基本常识，学会有礼貌地邀请别人以及回答别人的邀请的方式。理解“义务”涵义，学会承担自己应尽的义务，能够在班级以及社会生活中担当一定的责任。理解人与人之间的真情，学会珍惜朋友之间、师生之间的友情。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. 复习表达请求与应答请求。
3. 复习一些常用的委婉地表达拒绝的方式。
4. 让学生们谈谈自己未来两天（tomorrow及the day after tomorrow ）的活动打算。
Ⅱ. Lead-in
1. Ask Ss some questions:
T: What day is today/tomorrow/the day after tomorrow?
S: It’s Tuesday/Wednesday/Thursday.
2. Then sing a song like the song of ABC.
Sunday/Monday /Tuesday/Wednesday/Thursday/Friday/Saturday/
3. T: What was/is the date yesterday/the day before yesterday/ today/tomorrow/the day after tomorrow?
S: 13th/14th/15th…. Let the students ask these questions one by one.
Explain the new sentence:
“What’s today/ tomorrow/the day after tomorrow?”
“It’s Monday./Tuesday./Wednesday.”
4. Show the days of the week in a large monthly calendar.
Point out the days of the week at the top of the calendar and ask a student to read these words aloud.
Ask a student to point out today’s date, tomorrow’s date, the day after tomorrow’s date and yesterday’s date. Complete activity 1a, check the answers.
Ask students to write the words today, tomorrow, yesterday and the day after tomorrow in the correct spaces on the calendars in their books.
Ⅲ. Discussion
1. Work with your partners. Look at the chart in 1a. Then ask and answer with a partner.
S1: What’s today?
S2: It’s Monday, the 14th.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to listen to Vince and Andy’s conversation. Then circle Yes or No.
2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and circle.
3. Play the recording and check the answers with the Ss.
Work on 1d:
1. T: Now please read Vince’s activities in 1d. Tell Ss they'll listen to the tape again. Then try to match Vince’s activities with the days in 1d.
听力指导： 通过事先读表格中的内容，可以看出，本听力重点要求我们听清每个活动的时间安排，因此我们在听时应重点听句子中的活动及其时间。并将时间与活动内容相连。
2. Ss listen to the recording carefully