Unit 5 If you go to the party,you’ll have a great time!
1.Teaching Aims and Demands
(1)nowledge Object
In this unit students learn to talk about consequences.
(2)Ability Objects
To train students’ ability of listening,speaking,reading and writing skills.
To train students’ ability of communication.
(3)Sensibility and Value
To raise the learning interest of students.
To enable to take an active part in all kinds of activities in an English class.
To be able to express their feelings in simple English.
2.Teaching ey Point
To master the key vocabulary and the target language in this unit.
3.Teaching Difficulties
To train students’ ability of reading and writing.
To train students’ integrating skills.
4.Studying Ways
To teach students how to scan.
To teach students how to deduce.
5.Language Function
Talk about consequences.
6.Target Language
—I’m going to the dance with aren and Ann.
—If you do,you’ll have a great time.
—Are you going to the party?
—Yes,I am.I’m going to wear my new jeans.
—You should wear your cool pants.
7.Structures
First conditional if+will.
Present progressive as future.
odal should.
8.Vocabulary
late;sorry;have a great time;travel around the world;work hard;wear jeans;let in;take away
9.Recycling
take the bus;go to college;stay at home;ride my bike;snacks;ice cream;happy;famous
10.Learning Strategies
Scanning.
Deducing.
11.Teaching Time
Six periods.

The First Period
Ⅰ.Teaching Aims and Demands
1.nowledge Objects
(1)ey vocabulary
consequence,jeans,let in
(2)Target language
—I think I’m going to go to the party with aren and Ann.
—If you do,you’ll have a great time.
(3)Listening practice
Pairwork
2.Ability Objects
To train students’ ability of listening and speaking.
To train students’ ability of understanding.
3.Sensibility and Value
To be able to give help when someone needs.
Ⅱ.Teaching ey Points
ey vocabulary.
Target language.
Ⅲ.Teaching Difficulties
Listening practice.
Pairwork.
Ⅳ.Teaching ethods
Listening and speaking methods.
Practicing method.
Observing method.
Ⅴ.Teaching Aids
A projector.
A recorder.
Ⅵ.Teaching Procedures

Instructional Design
odification and Remarks
Step Ⅰ
Greet the class as usual and check the homework.
Step Ⅱ
Teach the neords.
Show the words on the screen.
consequence n.结果；后果；因果关系
jeans n.(pl.)牛仔裤
let in允许进入；允许参加
For the first one,tell students in this unit we’ll learn to talk about consequences.
Read the other two to the class and ask them to repeat.
Step Ⅲ Section A
Draw some simple before and after pictures on the board and ask students to talk about what they see in the pictures.For example,draw a pair of pictures showing a teenage boy.In the first picture the boy is walking down the street while other students are getting on a school bus.In the second picture,the boy is walking into a classroom where all the other students are sitting down.A speech bubble above the teacher’s head says,You’re late!
Ask students to talk about the pictures.［T=Teacher,S=Student］
T:What is the boy doing in the first picture.
S1:Walking.
T:That’s correct.He’s walking to school.What are the other students doing?
S2:They’re taking the bus to school.
T:What’s happening in the second picture?
S3:He’s late.
T:That’s correct.The boy is late.
T:(Pointing to the first picture)I’m going to talk to this boy.Andy,you should take the bus.You shouldn’t walk to school.If you walk to school,you’ll be late.Class repeat,If you walk to school,you’ll be late.
Ss:If you walk to school,you’ll be late.
Repeat the activity with another set of pictures.For example,use pictures that show a girl studying at a desk and then the same girl holding a paper with a big A at the top.Ask students to repeat the sentence,If you study,you’ll get an A.
Step Ⅳ 1a
Activity 1a introduces key vocabulary and provides reading practice using the target language.
First paint out the four pictures and get students to tell what they see.
Then ask two students to read the conversation in the speech bubbles in the first picture.
Sa:I think I’m going to go to the party with aren and Ann.
Sb:If you do,you’ll have a great time.
Then have students look at 1a.Ask them to match the statements and responses.
Check the answers.
Answers
1.d 2.a 3.b 4.c
Step Ⅴ 1b
This activity provides listening practice using the target language.
T:Listen to the tape.You’ll hear four conversations.Each conversation will give you the matching response for one of the four statements.
Play the recording.Students listen.
Step Ⅵ 1c Pairwork
This activity provides guided speaking and listening practice using the target language.
First ask students to look at the pictures and then make conversations.
Then have two students read the sample dialogue.
Sa:I think I’m going to stay at home.
Sb:If you do,you’ll be sorry.
T:Work with your partner,please.ake a conversation using the things that are happening in the pictures.
At the end ask one or two pairs of students to say their conversations to the class.
Step Ⅶ An Activity
What do you think?
Ask students to interview classmates and people outside the class.Have the students say that he or she is thinking about doing something unusual and get other people’s reactions.Ask the students to phrase the answers as sentences beginning with If you do...,for example,the student might say,I’m thinking about getting a pet elephant.The student asks other people what will happen if he or she does this.Answers might be:You’ll spend a lot on food.You won’t have any place to keep it.Ask students to say the responses to the rest of the class.
Step Ⅷ Culture Note
In some cultures,many parents do not allow boys and girls to go to parties together.These parents feel that it is better for their children to wait until they are older to start spending time with the opposite sex.Ask students to think about what the rules are like in their culture.What are their parents’ rules?Point out that in the United States most teenagers are free to go to parties starting at about age 12 or 13.Ask the students to talk about the good and bad points of this kind of freedom.
Step Ⅸ Summary
Today we’ve learnt to talk about consequences.We’ve learnt the sentence:If you...,you’ll....Do you like to go to a party?Do you like to have a party in your house?If nobody comes to your party,you’ll be sorry,Right?O.Today’s homework.
Step Ⅹ Homework
Practice the target language and preview the next page.
Step Ⅺ Blackboard Design

The Second Period
Ⅰ.Teaching Aims and Demands
1.nowledge Objects
(1)ey vocabulary
organize,bike,you’ll=you will
(2)Target language
If we have it today,half the class won’t come.
I think I’ll ride my bike.
If you do,you’ll be late.
(3)Listening practice
Pairwork
(4)Grammar focus
2.Ability Objects
To train students’ ability of speaking and listening.
To train students’ ability of communicative.
3.Sensibility and Value
To enable to help each other in communication.
Ⅱ.Teaching ey Points
ey vocabulary.
Target language.
Ⅲ.Teaching Difficulties
Pairwork.
Grammar focus.
Ⅳ.Teaching ethods
Listening and speaking methods.
Communicative approach.
Ⅴ.Teaching Aids
A projector.
A recorder.
Ⅵ.Teaching Procedures

Instructional Design
odification and Remarks
Step Ⅰ
Greet the class and check the homework.
Step Ⅱ
Learn the neords.
Show the three neords on the screen.

Read the words to class and ask them to repeat.
Step Ⅲ 2a
Activity 2a encourages students for key words in an exchange.
Read the instructions.
Play the recording,asking students to complete the task.
Check the answers,playing the tape again.Stop at the answers.
Answers
a.3 b.1 c.2 d.6 e.4 f.5
Tapescript
Andrea:Hi,ark.I want to have a class party.Will you help me organize it?
ark:Sure,Andrea.I can help you.So when shall we have the party?
Andrea:Let’s have it today after class.
ark:No,today is too early.If we have it today,half the class won’t come.
Andrea:Okay,let’s have it tomorro
ark:Hmm...There’s a test tomorroStudents will leave early to study for their tests.Let’s have it on the weekend.
Andrea:Okay,let’s have it on Saturday afternoon.We can all meet and watch a video.
ark:No,I don’t think we should watch a video.Some students will be bored.Let’s play party games.
Andrea:Okay,good idea.Can you organize the party games?
ark:Sure,I can do that.And can you make some food for us?
Andrea:Yes,that’s no problem.
Step Ⅳ 2b
This activity provides practice in listening for specific information.
Read the instructions.Ask better students to answer some of the questions from memory.
Then play the tape again.
Ask students to complete the task on their own.
Check the answers.Encourage students to give their answers in full sentences.
Answers
Half the class won’t come.
Students will leave early to study for their tests.
Some students will be bored.
ark is going to organize the party games.
Andrea is going to make some food.
Step Ⅴ 2c Pairwork
This activity gives students a chance to use prompts to role play the conversation.
First ask two students to read the sample dialogue.
Sa:O,when is a good time to have the party?
Sb:Let’s have it today.
Sa:If we have it today,half the class won’t come.
T:Good.Thank you.Noork with your partner.Look at the chart above and role play the conversation between Andrea and her friend.
After a while,ask a few pairs of students to practice their conversations for the class.
Step Ⅵ Grammar Focus
Review the grammar box.Ask students to say the statements and the response.
Tell students when they talk about consequences,they can use the word will to shohat is going to happen.
Step Ⅶ Optional activity
Ask students to work in small groups.Ask each group to write down as many sentences like those in the Grammar Focus as they can.See which group can think of the most sentences.Count how many each group has.Have the groups read their sentences to the class.Write original sentences on the board and discuss the sentences with the class.
Step Ⅷ Summary
This class we learnt the target language.And we did a lot of listening and writing practice.
Step Ⅸ Homework
Preview the neords on the next page.
Step Ⅹ Blackboard Design

The Third Period
Ⅰ.Teaching Aims and Demands
1.nowledge Objects
(1)ey vocabulary
remind;take away;charity;event;folk;visit;flower
(2)Target language
—What will you do if you go to the old folks’ home visit?
—If I go to that one,I’ll bring them some flowers.
(3)Writing practice
(4)Oral practice
2.Ability Objects
To train students’ ability of reading and writing.
To train students’ ability of communication.
3.Sensibility and Value
To be interested in speaking English.
Ⅱ.Teaching ey Points
ey vocabulary.
Target language.
Ⅲ.Teaching Difficulties
Writing practice.
Oral practice.
Ⅳ.Teaching ethods
Reading and writing methods.
Communicative approach.
Ⅴ.Teaching Aids
The multi-media.
A projector.
Ⅵ.Teaching Procedures

Instructional Design
odification and Remarks

Step Ⅰ
Greet the class and check the homework.
Step Ⅱ
Learn the neords.
Show the neords on the screen.

Ask students to read the words first and then correct the pronunciation.Read the words to class and ask them to repeat.
Step Ⅲ 3a
Activity 3a provides reading and writing practice using the target language.
For this activity first show the notice on the screen.Ask different students to read the sentences.Then tell students the notice is about a school party.
Then get students to look at the dialogue.Read the dialogue to the class,saying blank each time when coming to a blank line.
Now have students read the notice again and fill in the blanks.
As students work,move around the room offering help where needed.
Then correct the answers.
Answers
1.the school party
2.I’m going to
3.The teachers won’t let you in.
Step Ⅳ 3b Pairwork
This activity provides guided speaking and listening practice using the target language.
T:Now look at the Activity 3b.First I’ll ask two students to read the sample dialogue.Who would like to read it to the class?O.You two,please.
Sa:I’m going to the school party.
Sb:So am I.Let’s bring some snacks.
Sa:Oh,we can’t do that.
Sb:Really?Why not?
Sa:If we bring snacks,the teachers will take them away.
T:Very good!Thank you.Noork with your partner and use the words in the box and the notice on the screen to make your conversations.Clear?
Ss:Yeah.
T:O.Now let’s begin.
As students work,move around the room offering help where needed.
At the end ask several pairs of students to say their conversations to the class.
Step Ⅴ 4 Pairwork
This activity provides listening,speaking,reading and writing practice using the target language.
First read the instructions.
Ask two students to read the sample dialogue.
Sa:What will you do if you go to the old folks’ home visit?
Sb:If I go to that one,I’ll bring them some flowers.
Ask another one or two students to suggest other charity events.Tell them they can pick a topic of current interest in the news.
Ask students to complete the task in pairs.Students discuss the events and think of new events and activities.
Get a few students to share sample conversations.List the other events on the board.
Step Ⅵ Workbook
Section A
1)Fill in the missing letters in these words.
1.wear jeans
2.g___ to c___ l___ ___ ge
3.take the b___ ___
4.have a gr ___ ___ ___ time
5.l___ ___ you in
6.ro___ ___ st___ ___
2)atch the sentences.Draw a line.

3)Number the sentences to make a conversation.
B:aybe you could play basketball at the gym.
1A:I think I’m going to ride my bike.
B:If you do,you’ll uncomfortable.It’s raining.You should stay at home.
B:That’s right.And then I can play,too.
A:If I do,I’ll watch TV.And I hate TV!
B:Right!I could play basketball.If I do,I’ll probably have a great time.
(4)Read the rules.Then complete the sentence after each rule.Use the phrases from the box.
ey to Workbook
Step Ⅶ Summary
This class we had some listening,speaking,reading and writing practice using the target language.We learnt to use the sentence:“If we...,we’ll...”and “If you...,you’ll...”.
Step Ⅷ Homework
Preview the neords on next page.

The Fourth Period
Ⅰ.Teaching Aims and Demands
1.nowledge Objects
(1)ey vocabulary
agent;make money;travel;hard;player
(2)Target language
—I think you should go to college.
—But if I go to college,I’ll never become a great soccer player.
(3)Listening practice
Pairwork
2.Ability Objects
To train students’ ability of listening and speaking.
To train students’ ability of communication.
3.Sensibility and Value
To be interested in taking active part in activities in an English class.
Ⅱ.Teaching ey Points
ey vocabulary.
Target language.
Ⅲ.Teaching Difficulty
Oral practice.
Ⅳ.Teaching ethods
Listening and speaking methods.
Oral practicing method.
Ⅴ.Teaching Aids
A projector.
A recorder.
Ⅵ.Teaching Procedures

Instructional Design
odification and Remarks
Step Ⅰ
Greet the class and check the homework.
Step Ⅱ
Learn the neords.
Show the words on the screen.

Get a student to read the neords to class and ask them to repeat.
Step Ⅲ Section B
This activity reviews earlier vocabulary and introduces some neords.
First ask students to read the phrases.Then have students circle the three things that are most important to them.
Get students to complete the work on their own.
Then do a quick check to see which things are most important to students in the class.Ask a student to write the five phrases on the board.Then ask the class,How many students circled are happy?How many students circled go to college?Write the results after each phrase on the board.
Step Ⅳ 2a
Activity 2a gives students practice in understanding the target language in spoken conversation.
Play conversation 1 and conversation 2 the first time.Students only listen.
Then play it a second time.This time ask students to write the letter A and P in front of the correct phrases.
Correct the answers.
Step Ⅴ 2b
This activity gives students additional listening practice.
Ask students to listen again and complete the sentences.
The columns on the left are starters.The columns on the right are endings.
For example,If you join the Lions,you’ll become a great soccer player.
Play the recording again.Ask students to write the letters in the correct blanks.
Then correct the answers.
Answers
1.c 2.e 3.a 4.d 5.b
Step Ⅵ 2c Pairwork
This activity provides guided oral practice using the target language.
Read the instructions for the activity.
Point to the example in the sample dialogue.Ask two students to read the questions and answers to the class.
Point out the sentence starters in Activity 2b.Say,You can start with these phrases as you have your conversations.Then try to use your own ideas.
Then have students work in pairs.As they ask and answer the questions,move around the room checking their work.
Call on different pairs to say their conversations for the class.
Step Ⅶ Summary and Homework
This class we have learnt some neords and the target language.What job do you want to do in the future?Do you want to be famous?Do you like to make a lot of money?Go on discussing after class.
Step Ⅷ Blackboard Design

The Fifth Period
Ⅰ.Teaching Aims and Demands
1.nowledge Objects
(1)ey vocabulary
to play or not to play;realize;choose;hurt;champion;make a living;billions of;all the time;look up to;be able to;lawyer
(2)Reading passage
(3)Writing practice
(4)Oral practice
2.Ability Objects
To train reading ability of students.
To train writing ability of students.
To train students’ ability of communication.
3.Sensibility and Value
To raise students’ interest of learning English.
Ⅱ.Teaching ey Points
ey vocabulary.
Reading passage.
Ⅲ.Teaching Difficulties
Writing practice.
Oral practice.
Ⅳ.Teaching ethods
Reading and writing methods.
Communicative approach.
Ⅴ.Teaching Aids
A projector.
Pieces of paper.
Ⅵ.Teaching Procedures

Instructional Design
odification and Remarks
Step Ⅰ
Greet the class as usual and check the homework.
Step Ⅱ
Teach the neords.
Show the words on the screen.
Read the neords to the class and ask them to repeat.Give them a few minutes to remember the words.
Step Ⅲ 3a
This activity provides reading practice using the target language.
First ask students to look at the reading passage.And complete the chart and the circled sentence.Tell students.
Step Ⅳ 3b
Activity 3b provides writing practice using the target language.
Read the instructions.Ask students to look back at Activity 2a and Activity 2b to get ideas for the letter.The article in Activity 3a also contains some ideas that can be used in the letter.
Get students to complete the letter on their own.
Then ask some students to read their completed letters to the class.
Step Ⅴ 3c
This activity provides further writing practice using the target language.
T:Now,for this activity write about your own plans using sentences with “if” and “will”.Please look at the example.I’ll ask two students to read.Who would like to have a try?O.You two,please.
Sa:aybe I’ll become a teacher.If I become a teacher,I’ll work with children.I love children,so I’ll be happy.I will also be able to work outside sometimes.But I won’t be famous.
Sb:aybe I’ll be a lawyer.If I become a lawyer.I’ll be able to help people.But I won’t be able to work outside and I won’t be able to work with children.I think I’ll be a teacher!
T:Thank you very much.Norite about your own plans.Try to tell the truth.
As students work,move around the room offering language support as needed.
At the end ask several students to read their sentences to the class.
Encourage students to read their sentences before the class.Give them little presents to praise them for their courage.
Step Ⅵ 4 Groupwork
This activity provides reading and writing practice using the target language.
First give each student a piece of paper.Then show some sentences on the screen and make sure every student understands what to do.
Get students to work in groups of four.
When they finish,ask several groups to say their stories to the class.
Step Ⅶ Summary
This class we had some reading and writing practice using the target language.Have more practice,and you’ll find English isn’t very difficult.
Step Ⅷ Homework Write the story of your group down in your exercise books.... ...

The Sixth Period
Ⅰ.Teaching Aims and Demands
1.nowledge Objects
Self check exercises.
Writing practice.
Just for Fun!
2.Ability Objects
To train students’ ability of self check.
To train students’ ability of writing.
3.Sensibility and Value
To be able to ask for help when having difficulties in learning.
Ⅱ.Teaching ey Point
Self check exercises.
Ⅲ.Teaching Difficulty
Writing practice.
Ⅳ.Teaching ethods
Self check method.
Writing method.
Ⅴ.Teaching Aid
The blackboard.

Ⅵ.Teaching Procedures

Instructional Design
odification and Remarks
Step Ⅰ
Greet the class and check the homework.
Ask students to show their written work.
Step Ⅱ
Self Check 1
This activity focuses on vocabulary introduced in the unit.
Ask students to fill in the blanks with the word given.
Ask students to make five sentences.
Get them to write on their own.
Have five students write their sentences on the board.Correct the mistakes on the board.
Step Ⅲ 2
This activity provides open writing practice using the target language.
First ask students to look at the pictures.Ask them to tell what they see in the pictures.Then have students complete the sentences using their own ideas.
As they work,walk around the room offering help as needed.
When they finish,ask each student to read his/her sentence to the class.
Step Ⅳ Just for Fun!
Just for fun provides reading practice with the target language.
Have two students read the conversation to the class.
Sa:I think I’ll go back to ars.
Sb:If you do,they’ll laugh at you.
Sa:Why?
Sb:How many artians dye their hair brown?
Sa:Oh,yeah.You’re right.
T:Thank you.What is wrong with brown hair on ars?
Step Ⅴ Workbook
Section B
1)Read the conversation.Then complete the crossword puzzle.
A:After high school,I’m going to go to (1 down).I want to play tennis in college.
B:After college will you get a job near home?
A:No,I want to be a (3 across) tennis player.
B:Then you will need an (5 across).
A:I knoAnd I’ll need a (4 across),too.
B:Do you want to be (2 down)?
A:Not really.I don’t want a lot of (6 across) watching me all the time.

2)Read the letter.Then “True” or “False” for each statement.

1.Gary wants to get a new job. False
2.The new job would probably pay more than $7.00 an hour. True False
3.Ahmet wants Gary to change his job. True False
4.Now Gary works after school and on weekends. True False
5.Ahmet will visit Gary tomorro True False
3)Think of a decision a friend is making or might be making.Write a letter giving your advice.Use the structure if you...,you’ll... like the one in the example.
Example: If you go to college,you’ll do very well.
ey to Workbook
Section B
1)DOWN:1.college 2.famous
ACROSS:3.professional 4.lawyer 5.agent 6.fans
2)2.False 3.False 4.True 5.False
3)Answers will vary.
Step Ⅵ Summary
This class we checked the vocabulary we’ve learnt in this unit.And we had some writing parctice using the target language.Next class we’ll have a revision.
Step Ⅶ Homework
Preview the words in next page.
Finish off the workbook exercises.
Step Ⅷ Blackboard Design
Unit 5 If you go to the party,you’ll have a great time!
The sentences of students
1....
2....
3....
4....
5....
Activity and Probe Ⅰ
Reading a line graph(Social Studies)
Study the line graph below and answer the questions.
Twenty years ago,very few American high schools had soccer teams.ost students were interested in baseball,basketball,and American football.However,soccer is quickly becoming the most popular sport in many high schools.The line graph below shows the growth in interest in soccer among boys and girls in one American high school.

1.In which year were there 50 girls on the Newtown High soccer team? 1998
2.In which year were there 50 boys on the Newtown High soccer team?__________
3.How many boys were on the team in 1994?__________
4.How many girls were on the team in 1994?__________
5.Which team had the same number of members for three years on end?__________
6.What was the total number of boys and girls on the teams in 1999?__________
Activity and Probe Ⅱ
Goal:Review how to talk about consequences.
aterials:Pictures cut from magazines or drawn by the teacher.
Procedure:
Before class prepare a set of eight or ten pictures large enough for all students to see.Each picture should show an activity or event.For example,you might show a picture of a person going to the movies,a person playing with a dog,and a person eating in a restaurant.
Display the pictures where all students can see them.ake a sample statement about each one starting with the words,I think I’m going to....The sentences for the examples listed above might be,I think I’m going to go to the movies.I think I’m going to buy a dog.I think I’m going to eat dinner no
Ask students to choose one picture and make statements about it starting with the words,If you do....Possible sentences for the first picture might be:If you do,you’ll have a good time.If you do,I’ll go with you.If you do,you’ll get home late.
Ask students to choose one of the pictures and write a sentence about it starting with I think I’m going to....Ask students to follow that sentence with several other sentences starting with the words,If you do....
Allow ten minutes for students to write.Ask students to point to a picture and read the sentences they have written to the class.

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