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Unit 10 If yo go to the party,you’ll have a great time.
Section A（Grammar Focus-3c）
Teaching Aims
| - To learn to use the first conditional to talk about consequences.
- upset; taxi; advice; get up late; study for my English exam.
- 1. ---What will happen if they have the party today?
- ---If they have it today, half the class won’t come.
- I don’t know what to do about going to Mike’s birthday party
- 3. Can you give me some advice please?
| Teaching Difficulties
| How to ask the amount of the countable and uncountable nouns using how many/much.
| Teaching Aids
| CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - First the T can have Ss think about what they’re going to do this weekend. Then present the possible weather situations. The T can elicit from Ss what they decide to do using the target structure.
- If it is sunny this weekend, I will go camping/go to the park/play football...
- If it rains this weekend, I will stay at home/ do my homework/listen
| | Step 2 Grammar learning
| | - The T can ask Ss to read the sentences in the chart in pairs and get the meaning of the conversations. Encourage Ss to make more conversations using the target language.
- Then the T can have Ss circle the target structure in the sentences in the chart. Guide Ss to think about how to use it. At last the T can summarize the usage of the target grammar structure from several aspects.
| | Step 3Presentation & Practice
| | - Ask Ss to read the letter in 3a and the T can use the following questions to help Ss have a better understanding of the letter:
- 2.Who is this letter for?
- 3.Why does the person write the letter?
- 4.What are some worries the person has?
- Guide Ss to analyze the context of the verbs in brackets and fill in the blanks with the correct forms. Then Ss finish the task individually in 3a. Then the T can invite some Ss to share their answers by reading the full sentences. The T can explain what Ss can’t understand or make mistakes in. After all the Ss get the answers correct, the T can ask Ss to read the letter again and then work in pairs to figure out Tina’s worries.At last the T can also have Ss give some advice to Tina.
- During the process, the T should guide Ss to pay attention to the target structure and their usage.
- know, do, think, go, will be, told, have ,wear, will look, go, walk, will take, take, will be
- 1. Ask students to complete the sentences in 3b independently, and remind students to distinguish the main sentence from the
- subordinate sentence and use the correct verb form.
- 2.Then the T can make Ss exchange sentences with each other, and ask several students to read their own sentences for the whole class. The teacher will evaluate them from the aspects of language accuracy, logical rationality and so on.
- 3.At last the T can have practice sentence making. Please follow 3b to say more main sentences or subordinate sentences, and let other students in the class complete the sentence to see which student has the most imagination. This activity can help students deepen their understanding of the target structure and stimulate students' imagination and creativity, and prepare for the following writing activities of 3c.
- The activity is to give Ss the opportunity to use the target language in a controlled manner.
- Divide the students into several groups and carry out chain story activity in groups. Teachers should encourage students to use their imagination and remind them to pay attention to the rationality of logic when extrapolating the results of stories. In order to activate students' thinking, we can let them finish the chain story orally.
- 2.After students finish the story orally, they can write the story. Each student can write his own part in turn. Finally, choose one student to read the complete story, and the other students adjust and improve the language and content of the story.
- 3. Ask several students to read the story of their group and share it with the whole class. Finally, students can talk about the story of which group they like best and state the reasons, so as to promote students' more language production.
- 4. If conditions permit, post the stories of each group on the wall of the classroom for students to communicate after class.
| | Step 4 Language Points
| | - advice 与 suggestion 两者都可表示“建议”，其区别如下：
| - 不可数名词。表示“一条建议”用 a piece of advice。
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- give sb. some advice 给某人一些建议
- ask sb. for advice 征求某人的意见
- take/follow sb.’s advice 听从某人的意见
| | Step 5 Summary & Homework
| | - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the new words and phrases in Section B(1a-1d).
- Do the exercises in students’ book.
| The homework can vary with the specific conditions.
| Teaching Reflection
| In this period，the students have a good command of the sentence patterns in grammar focus. Most students can recite them fluently. Although the task in 3a is a difficult point, the students should take an active part in it, so they can really use it in learning. However, when many tenses are mixed in a passage, some students can't understand them clearly. So they should practice more in or after class.And we'd better ask the students to make some sentences by using “if”．We should encourage them to show the sentences they make in class.It's a good way to help them build confidence and check if they master the adverbial clause of condition guided by “if”．
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