Module9 Friendship
一、 教学内容：Unit1Could I ask if you’ve mentioned this to her? 二、 课型：Listening and speaking 三、 教学目标：
1、能够正确使用下列单词和词组：separate explain mention herself whether lonely regret patient introduce join in encourage sb. to do refuse to do regret doing sth. mentione sth. to sb.
2、能使用if, when, what, why等引导词引导的宾语从句。 3、能够听懂听懂关于友谊的描述并获取当中的相关信息。 4、能够描述与朋友之间的信息并给出建议。 四、 教学重难点：
1、能使用if, when, what, why等引导词引导的宾语从句。 2、能够描述与朋友之间的信息并给出建议。（难点） 五、 教学准备：
课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品 六、 教学过程： 教学 步骤 第1页 共7页
教师活动 学生活动 设计意图
Step One Lead in 1. Free talk: (1)Greetings. 组织教学，1. Students have the free 放松心情，talk. 活跃课堂气氛，引入本课话题。 (2) Discuss: What do you think is important to you? 2. Enjoy the video and try 通过这个环节，可以训练学生的反应又在无形中培养学生大胆说英语的习惯。活跃了课堂气氛。 (3) T: I think friendship to sing the song. is really important to me. (Then show pictures of my best Warminfriend and introduce my g-up (3’) Step best friend 2．Play a video and share a song with the students: Auld Lang Syne 引导学生Show students some Watch pictures and learn 谈论图片,pictures of my best some new words friend, show the title of 第2页 共7页
训练学生描述事情
Two Module 9 and lecture 的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清听的障碍。 Pre-task the new words as well. (5’) eg: separate explain mention whether regret herself lonely patient introduce join in encourage sb. to do refuse to do regret doing sth. mentione sth. to sb. Step Three While -task (24’) 1. Listen and match. Listen and finish 把听对话回答问题改为听对话选择正确的答案，降低难度，(1)T: What is Lingling 1. doing? Please listen and Activity1. find out what is her problem. 2. Listen again and number the sentences 2. The students listen again 让学生循in the order you hear and check the answer. them. 第3页 共7页
序渐进，从易到难
，提高学习信心。 3. T：Ok, now, let’s fill 3. Fill in the blanks: in the blanks: Lingling problem has Lingling has a problem a with her1._______and she 让学生带with called Betty for2.______, 着任务（问her1._______and she but Betty was3.______and 题）去听对called Betty her mother thought that 话并找到for2.______, but Betty her 4.________ could help 答案，有助was3.______and her Lingling, because she 于培养和mother thought that works on the 5._________ 提高学生her 4.________ could Helpline. help Lingling, 更加准确地听取信息的能力。通过小组because she works on the Helpline. 5._________ 4.Listen and find out the 活动提高answers to the question. 学生间的自主、合作学习，让学生充分地实践运用4.T: Now Lingling calls the Helpline for help, please listen and find out: What’s the advise 5.Students open the book 语言，并激and check the true 发学生创from the Helpline? 第4页 共7页
5. Reading sentences. Then make them 造性思维and to work together and finish 的发展。 the the questions in groups. Have and true understanding dialogue students check ( read the sentences, then try to 6.Some students read the find out the difficult dialogue and the other points.) 6.Problems- solving students find out difficulties points. All the students say the difficulties Ask the students to read and solve together. the dialogue in roles. And help them solve these important points: 1) Could I ask if you’ve mentioned this to her? mention sth. to sb. 2) we got separated when we went to … get \\ be separated 第5页 共7页
3) feel \\ be sure of oneself…有信心，自信 He often feels sure of himself. 4)regret doing sth. 后 悔做了…regret to do sth. 对要去做的事情 感到遗憾 5)be patient with sb. My mum is always patient with me. 6) Try to find out whether she feels lonely without you. 6. Read the dialogue. ( whether…or not \\ if…) 7) Read the dialogue and find out the Object Clause in the dialogue. 8）Find out the expressions when you make a phone call. 第6页 共7页
6. Have students read the dialogue and try to remember the main idea. Step Four Post- task (10’) Retelling. Complete the retelling. ①Let the students retell the dialogue(Activity4). ②Call answers from two students then read the short passage in the whole class .
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