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Unit5SectionB1.StatusandFunctionThetopicofthisunitisaboutInvations.Thisisaninterestingtopicforstudents.It’sgreathel

pfultoattracttheattractionsofstudents.Suchatopicisrelatedtodailylife,soit’shelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfu

ltoimprovethespokenEnglish.Italsoprovidessomenewlanguagepointsforthestudentstomaster.Inthispart,allactivitiescangive

studentslistening,speaking,readingandwritingpractice.Theseactivitiescanhelpstudentsimprovetheirintegratingskills.Thetargetlanguageistheba

sicforSstolearntheothercontentsofthisunit.Soit’sveryimportanttolearnthislessonwell.2.AnalysisofthestudentsThestudentshavelearntEnglishformo

rethanoneyear.Theycanunderstandsomewordsandsomesimplesentences.Forthislesson,thestudentshaveknownhowtouse“can”toinvitesb,andhowtoacceptth

einvitationorrefusepolitely,andlearntoarrangetimereasonably,thisiswhatIteachinthislesson.3.TeachingAimsandDemandsTheteachingaimsanddemandsaree

stablishedaccordingtoJuniorSchoolEnglishsyllabus'provisionandtheteachingmaterial.(1)KnowledgeObjectInthisunitstudentslearnto

talkaboutInvitations.Keyvocabulary:tomorrow,weekday,invitation,training,chemistrythedayaftertomorrow,have….tr

ainingTargetlanguage:What’stoday?It’sMonday,the14th.Canyouplaytenniswithme?When?Today!Sorry,Ican’t.Ihavetostudyforatest.(2)AbilityObjectTotrainthestu

dents’abilityoflistening,speaking,readingandwriting.Totrainstudentsabilityofmakingandusinginvitationc

ardsandcalendars.(3)MoralObjectToarousethestudents’interestinclassactivities.Totraintheirteamspiritbyworkingingroups

.Toeducatethestudentstorespectothers.4.TeachingImportanceTomasterthekeyvocabularyTounderstandandusethetargetlanguageTomasterhowtouseyourscheduleto

talkaboutyourdailylife.5.TeachingDifficultiesHowtomakeanduseinvitationcardsandcalendar.Howtoinvitefriendsandarrangeti

mereasonably.Howtoretellthetext.6.TeachingAidsMulti-mediacomputer,Taperecorder,PowerPointandsoon.PartⅡ.AnlysisofTeachingMethods1.Commu

nicativeteachingmethod2.Audio-visualteachingmethod3.“Task-based”teachingmethodAsweallknow:themaininstructionalaimsoflearningEnglishintheMiddleS

choolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.Sointh

islessonI’llmainlyuse“Communicative”teachingmethod,“Audio-visual”teachingmethodand“Task-based”teachingmethod.Thatistosay,I’lllettheSstogetabetterunde

rstandingofthetargetlanguage.I’llgivetheSssometasksandarrangesixkindsofactivities:watchingCAI,writingsomeactivities,listening,mak

econversations,listeningpracticeandgroupactivities.TeachingspecialfeaturesTousethesemethodsishelpfultodeveloptheSs’thought.Pa

rtⅢ.AnlysisofLearningMethods1.Totakeanactivepartinclassactivities.2.Tosummarizethelanguagepointsthroug

htheirownthinking.3.Tomakeuseofthenewlanguagematerialtoexpresstheirownideas.PartⅣ.AnlysisofTeachingProcedur

eStep1.GreetingtheclassandrevisionTheteacherasksthestudents:“Whatistheweatherliketoday?”Thestudentsanswer:It’ssunny/warm/cloudy/cool…T

ellthestudents:It’sthebesttimetogosightseeing/swimmming….Thenaskthestudents:Canyougowithme?Yes,I’dliketo./Sorry,Ican’t.Ihaveto…..Step2.Pr

esentationBringoutacalendarandsay“Thisisacalendar,wecanfindthedatesonit.”Andask“What’sthedatetoday?”Helpthes

tudentsanswer:TodayisOctober9thWhat’sthedatetomorrow?It’sOctober10th.What’sthedatethedayaftertomorrow?It’sOctober11h.Thenteachsomenewwordslikethi

sandshowthewordsandphrasesonthescreen.-------What’stoday?-------It’sTuesday,9th.Askthestudentstoansw

erthequestionsonthescreenThisactivityintroducethekeywords.Step3.ListeningFirst,showthepictureonthescreen.

AskthestudentstolistentothetapeandcircleYesorNo.Second,listenagain,askthestudentstomatchthepictureswiththedays.Third,check

theanswersAftertheydothemcorrectly,givethemsomepraise.Thisactivitygivesstudentslisteningpracticeinund

erstandingthetargetlanguageinspokenconversation.Step4.PairworkAskthestudentstolookatthescreenandworkinpairs.Thenasksomepairstoactthemouttocheckthepro

nunciation.Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Step5.ReadingpracticeFirst,askthestudentstolist

entothetape,answerthequestion:Whendotheygotothemovies?Second,askthestudentstoreadthee-mailonSBPage29.AndcompleteSonia’scalendarontheleft.Thenplaythet

apeforthreetimes.Forthefirsttimethestudentsonlylistentounderstandthewholegeneralmeaningoftheconversatio

ns.ForthesecondtimetheSspayattentiontotheactivityineachdayandwritethemdown.ForthethirdtimetheSspayattentiontothetimethea

ctivitiesandcheckthem.Afterthat,retellthee-mailinmyownwords,andaskthestudentstorepeatthee-mailaccordingtothecalendar.Thisact

ivitycheckstheirpronunciationandtraintheirreadingability.Retellingthetextneedstheirgoodunderstandingandgoodmemoryaswellasgoodlanguageability.Thisac

tivityisachallengeforthequicklearnerstoimprovethemselves.Step6.WritingpracticeAfterretellingthee-mail,thestudentscan

masterhowtoarrangetimereasonably.Togofurther,I'dliketotrainthestudentstowritetheirowne-mail.First,finishPart3b.HelpTonytocompletethee-mailonSB

Page293b.Second,tellthestudents:Myfriendinvitesmetoherparty,butIhavetoomanythingstodo.Canyouhelpmetowriteane-mail

tosaywhyIcan’tvisitnextweek.Youcanwriteitaccordingtoyourownthoughts.Then,asksomestudentstoreadtheire-mails.ThisactivityguidestheSstostudyE

nglishbythinkinghardandconclusion.AnditalsoprovidestheSsachancetouseEnglishfreely.Theycansaythee-mailac

cordingtotheirthoughtusingthetargetlanguage.Ofcourse,atthesametime,ittrainstheSs’speakingability.Also,itguidestheSstostudyEnglishbycommunic

ation.Step7.ExercisesAskthestudentstodotheexercisesandchecktheiranswers.ThisactivityhelptheSstomasterthetargetlanguagebetterinth

isunit.Step8.HomeworkSay:Afterclass,finishstep7andcompletethechartinyourbook.Thehomeworkcanhelpthestudentstoconsolidatethetarget

languageandtraintheirwritingability.Step9.BbdesignThisismydesignoftheblackboard.AlltheusefulexpressionsandImportanc

earelistedontheBBUnit5Canyoucomemyparty?SectionBinvitation--Canyoucometomyparty?chemistry--Sure,I’dloveto.training/Sorry,I

can’t.tomorrowIhaveto……weekdayI’mdoing……PartⅤ.ReflectionIntheprocessofteaching,Icarryontask-basedteachingmethod.Idesignfivetasksforthestudentstocom

plete,andeachtaskisharderthantheformerone.Itrymybesttomakethelessonrich,effective,andinstructive.Butaswekn

ow,notallthestudentsareofthesamelevel,afewofthemmayhavedifficultyintask4-retellingthee-mail.However,everycoinhastwo

sides.Ifalltheactivitiesaredesignedfortheaveragestudents,thequicklearnerswillnotimprovetheirabilityinsuchaclass.IhopeIcanfindoutsomemul

ti-activitiesforstudentsofdifferentlevelstosolvethisproblem.That’sall.Thankyouforlistening!Thisismyteachingidea.Ihopeyou

cangivemesomeadvice.Thankyouverymuch!!!