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Unit 9 Can you come to my party?
The Third Period Section B (1a–1f)
Teaching aims（教学目标）
1. 学会正确表达日期并进行问答。
2. 学会合理安排自己的日程并珍惜时间。
3. 礼貌邀请别人参加某个活动，并根据对方的日程商议活动安排。
4. 能够描述某人的近期日程安排。
Language points（语言点）
1．要求掌握以下词汇：
1) 名词 n. weekday, weekend, gift, present
2) 动词 v. cherish
3) 形容词 adj. busy, free
4) 词组the day before yesterday, the day after tomorrow, look after, study for a test,
have a piano lesson
（本节课的生词较少，但是要注意引导学生巩固掌握日期表达的相关单词的拼写和使用。）
2. 要求掌握以下句式: What's today? It's Monday the 14th.
Can you...?
Maybe next time.
Thanks for asking.
Difficulties（难点）：熟练掌握日期表达并合理安排日程活动。
Teaching steps（教学步骤）
1. Warm-up （课堂热身和复习）
Ask and answer
T: How many days are there in a week?
What are they?
What’s the first day of the week?
What’s the last day of the week?
（教师通过复习，为日期的教学埋下伏笔。同时要注意让学生关注The first day is Sunday，
并引入weekday和weekend的概念。）
2. Presentation（呈现关键句型）
（1）Ask and answer
T: What day is it today?
S: It’s Wednesday.
1T: What’s the date today?
S: It’s October 12th.
T: What’s today?
S: It’s Wednesday the 12th.
（联系实际，通过问答的形式，帮助学生巩固基本的重点句型，从而自然掌握日期表达的基本
方式。）
3. Practice
(1) Group work
T: Today is a gift, that’s why we call it the present. Seize(抓住) the present, Seize today.
It’s necessary（必要的）for us to relax. So, what can we do to relax?
Make a survey, fill in the chart, then give a report.
name can/ can’t reasons
can free
S: A: Can you come camping with us?
B: When are you going?
A: This weekend, on Saturday.
B: I’d love to./Sorry, I have to/am doing…
T: Report like this:
In my group, Jim can/is free to go camping this Saturday.
But Jack can’t go, because he has to help his parents at home…
（通过小组活动达到了温故知新，复习巩固了前面的内容，同时为后面日期表达的训练做好
扎实准备。）
(2) Ask and write.
T: Now, look at your own calendar, please.
Work on 1a
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
the ___ the___ the___ the___ the___ the___ the___
（通过实际时间的填写，增强了语言的真实性，为学生在生活中真正实现语言的工具性做了
知识准备。）
(3) Work on 1b
T：Write these words below the correct dates on the calendar
today tomorrow yesterday the day before yesterday the day
after tomorrow weekday weekend
（由星期落实到日期的具体表达，循序渐进）
2（4）Work on 1c
T：Ask and answer questions about the days in 1a.
S：What’s today?
What was yesterday?
What is tomorrow?
What is the day after tomorrow?
（教师的语言输入最后落实在学生的语言输出上，学生对话有利于学生learn by saying。）
(5) Make a plan
T: Let’s make a plan.
My Calendar
Monday Friday
Tuesday Morning
Wednesday Afternoon
Thursday Evening
Saturday Sunday
Morning Morning
Afternoon Afternoon
Evening Evening
（在日期基础上，帮助学生安排自己的日程，并小组交流，比较彼此的日程，找出谁最繁忙，同
时与后面的听力内容自然连接。）
4. Work on 1d
（1) Listen and circle
T: Is Vince busy? Can he play tennis with Andy?
(教师放录音，因为对话简单教师可以在放完一遍录音以后就订正答案)
5. Work on 1e
(1) Listen and match
T: Listen again. Match Vince's activities with the days in 1d.
Vince’s Activities Days
___ play soccer a. today
___ go to the doctor. b. tomorrow
___ study for a test. c. the day after tomorrow
___ have a piano lesson
(2) ___ babysit his sister Read and say
A: Hi, Vince?
V: Yeah, hi, Andy!
A: Vince, can you play tennis with me?
V: Uh, when?
A: Today.
V: Uh, no, sorry, I can’t. I have to go to the doctor and study for a test today.
A: How about tomorrow?
V: Sorry, tomorrow I’m playing soccer and I have a piano lesson.
A: Oh. Well, what are you doing the day after tomorrow?
V: I have to babysit my sister.
3A: Oh, I see.
V: I’m sorry, Andy. I’m really busy this week!
This week, Vince is really busy.
Today__________________________________________
Tomorrow______________________________________
The day after tomorrow____________________________
(通过分角色朗读对话内容，回答Vince的日程安排，训练学生完整描述某人日程的能力。)
6. Work on 1f
（1） Pairwork
T: Student A is Andy and Student B is Vince. Andy invites Vince to play tennis.
S: A: Hi, Vince?
B: Yeah, hi, Andy!
A: Vince, can you play tennis with me?
B: When?
A: Today.
B: What’s today?
A: It’s Wednesday the 12th.
B: Oh, I’m sorry I can’t. I …
A: That’s too bad. Maybe next time.
（教师结合前面的教学内容，把对话内容进行了调整，符合学生的认知水平，给了学生充
分操练目标语言的机会。）
(2) Act out
T: Make a new dialogue according to the given pictures.
S: A: Hi, Vince?
B: Yeah, hi, Andy!
A: Vince, can you play tennis with me?
B: When?
A:
B: What’s … ?
A: It’s ...
B: Oh, I’m sorry I can’t. I …
A: That’s too bad. Maybe next time.
B: Sure. Thanks for asking.
（教师选择部分学生进行对话展示，然后邀请个别学生根据对话配给的图片，根据实际完成
对话，以此检验学生意义操练的能力。）
(3) Listen and fill the blanks.
Hi Andy,
Thanks a lot ___the invitation. I’m sorry I _____ play tennis _____ you. What a pity!
Today is________ the 11th. Today I am going to the _______ with my family. __________
I will have a picnic in the central ______. ____________________, I _______ go back to
4school and have a meeting with my teacher.
Maybe next time we can play tennis together and have a______ time!
Best wishes!
Anna
(4) Read together.
（通过不同形式充分利用听力文本，强化目标语言，达到良好的输入目的。）
7. Further practice
(1) Pairwork
T: Make a conversation according to the given situations.
S: A: Can you.......
B: When is it?
A: What are you going to do tomorrow?
B: I’m going to ……
A: What are you going to do the day after tomorrow?
B: Well, I’m ……
(2) Group work
T: If you are a member of a class committee. There is a message for you on your
father’s cell phone. Please write a reply.
(假如你是班委成员，班长发了条短信到的手机里，请根据自己的周五安排，回个短信。)
Hello, can you come over to my house on Friday evening?
I want to discuss the camping trip with you. Please come
at 7:00 p.m.
Zhu Yi
（教师设置合理情境，给学生操练目标语言的平台，符合学生的生活实际和兴趣，同时体现了
语言应用的实用性。）
(3) Chant
T: Let’s chant.
S: Weekday, sunny day
We are happy and gay (快乐的;爽朗的)
Study well
Work well
Do better every day
T: Yesterday is history（历史）. Tomorrow is a mystery（谜）. Today is a present（现在）
Let’s cherish today.
（简单的符合主题的诵读，让学生有珍惜时间的概念。）
9. Exercise
（教师设置了单词，句子等几种练习，让学生自我检验目标语言的掌握程度。）
510. Homework
Oral: 用英文朗读本月的日历。
Written: 给自己的笔友写一封信写出自己的元旦假期的活动安排。
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