Module 9 Unit 1 Could I ask if you' ve mentioned this to her 教案

Module 9 Friendship
Unit1Could I ask if you've mentioned this to her
一、学情分析：
１、教材的内容分析：
八年级下册《Module 9 Friendship Unit 1Could I ask if you've mentioned this to her 》友谊是青少年生活的重要组成部分。本节课始终以“友谊”为话题展开对话，有两个对话，一个小对话和一个大对话。但这个小对话和这个大对话是相互衔接的，在小对话中玲玲遇到了友谊方面的问题，想找好朋友贝蒂倾诉，但是贝蒂不在家，贝蒂的妈妈推荐了帮助热线，这样才有了后面的大对话的内容。在大对话中，玲玲向帮助热线求助，帮助热线的专家引导玲玲描述自己的问题并给出建议。本课的意义是探讨学生在友谊问题上的困惑及解决办法，让学生意识到友谊的重要性，并积极探寻与友人相处的正确方法。另外以if ，whether和疑问词引导的宾语从句也是本节课的语法重点。因此，本节课更注重培养学生熟练运用所学知识的能力。这节课每一部分的设计都是由简单到复杂，由易到难。
2. 学生情况分析：
八年级的学生经过一年多的初中英语学习，已积累一定的词汇量和语言功能用语，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡。同时，思维活跃，善于交流，乐于表达自己，渴望得到同学和教师的赞许。在课堂中友谊这个话题引入新课，通过任务的设置、活动的开展、学生的操练等多种方式提供可理解的语言输入，充分激发学生的学习兴趣，逐步达成本课的教学目标。
3、Teaching Objectives:
By the end of this session, most students will be able to talk about friends and the problems with their friends successfully. This will be achieved by the following
Knowledge points:
A. Words and expressions：
New words: helpline separate explain mention refuse treat herself whether lonely regret patient introduce encourage
Phrases: mention sth to sb refuse to do be/get separated from explain to encourage sb to do no problem
B. Patterns
The object clauses with these conjunctions : if, whether, who, where, how, when, why, what, and the right word order.
Ability points:
1. To talk about your friends with others.
2. To understand the object clauses with different conjunctions .
Emotional points:
To learn how to make friends and how to solve the problem.
4、Key points:
New words and phrases;
The object clauses with these conjunctions : if, whether, who, where, how, when, why, what, and the right word order.
5、Difficult points:
The object clauses with these conjunctions : if, whether, who, where, how, when, why, what, and the right word order.
6、Teaching Aids:
PPT, blackboard
二、教学过程：
Step1: Warming-up
1. Show two pictures about “Friendship”.
2. What do you think of a good friend should be like
（设计意图：通过展示两张有关友谊的图片以及和学生一起讨论好朋友应该具备哪些品质，能帮助学生对“友谊”有一个更深入的了解，同时较自然地引出下面有关友谊的话题，整节课的开展作了很好的铺垫。）
Step2. Greeting
1. T： I think all of you have friends and the same to me. But if you have problems with your friends, what will you do
S1: I will get separated from her.
S2: I will ask my teacher for help.
2. T: I have a friend called Sally. We haven’t seen each other for a long time. How can we stay in touch with each other Can you think about some ways to stay in touch with your friends
S1:I think sending emails to friends is a good way.
S2:Why don’t we call them
（设计意图：先在学生中做个简单的调查：当和朋友发生矛盾时，你会怎么做？然后让学生思考与朋友联系的方法有哪些，并说出最便利的联系朋友的方法是打电话，为下面的电话英语作铺垫。）
3. Let the students to think about the sentences about calling and say them out. For example:
Who is calling, please
This is Xu Yeyun speaking.
Is that Ding Ying
Hold on, please.
Who is that (speaking) / Who is calling
Can I take a message
（设计意图：让学生回忆常用的电话英语有哪些，复习巩固旧知识,并为下面学习对话打基础。）
Step3. Dialogue1
Listen and choose the correct answer.
T: The phone is ringing, what happened Now, let’s listen to the short conversation and find out the answer.
1) Lingling wants to speak to Betty / Mrs King.
2) Betty is in / out.
3) Betty’s friend / Mrs King’s friend works on the Friendship Helpline.
Answers: Betty, out, Mrs King’s friend
（设计意图：听力训练，可以训练学生听懂主旨大意的能力。核对答案看看学生的预测是否正确，让学生有成就感。初步感知对话。）
Step 4. Listening
1. First listening
T: Lingling has got the phone number of Friendship Helpline .But what happened between her friend and her Now, we will hear a dialogue and learn what happened and how did the person advise Lingling to do when she has problems with her best friend. Please close your book .
A:Listen to Part 3 and answer the following questions.
Lingling has a problem with her best friend and gets help from the helpline.
B: Now open your book and check the true sentences.
2. Second listening
What happened . We _____ separated last term, but we ______ in touch.
. This term, she _________ at my school.
. She is so _________.
The problem . She doesn’t like me to __________________..Maybe she doesn’t in new school.
3. Find all the sentences about advice from the passage.
4. Check (√) the true sentences
（设计意图:通过三次听这个对话，回答问题、做填空题、找出建议及判断正误，加深学生对对话内容的了解和把握，为后面的知识输出做好铺垫。）
Step 5. Conclusion
The object clauses with these conjunctions : if, whether, who, where, how, when, why, what, and the right word order.
从句来源 连接词
陈述句 that
一般疑问句 if / whether
特殊疑问句 连接代词：who; whom; whose; which; what 等
连接副词：when; where; why; how等
（设计意图: 和学生一起总结if/whether和疑问词引导的宾语从句）
Step 6. Pair work(走入友谊诊所，处理友谊问题。)
T: Everyone needs friends, but being a good friend can sometimes be hard work. Hearing how to solve problems in a friendship can make you a better and happier person. Four people a group to discuss the situation below and solve the problems wisely.
Common problems among teenagers solution
My friends want to copy my homework.
My friend is always asking to borrow money from me.
I had a big fight with my best friend and we don’t talk to each other now.
My best friend like playing computer games.
My parents read my diary without my permission.
I fell in love with a girl.
（设计意图:设置朋友间相处常见的现实问题，使学生在认识“真正友谊”的基础上运用正确判断力解决实际问题，学生自由发表见解，提高表达能力。）
Step 7. Extension
Besides your classmates,
Who can be your friend
How do you get on with him/her
（设计意图： 除了自己的朋友、同学，鼓励学生思考生活中还有谁可以成为他们的好朋友？相信很多孩子会脱口而出还有他们的父母、老师----，让他们无形中感受到可贵的友情、亲情。）
Step8. Homework
本节课作业是让学生写一封书信，告诉收信人为何选择他或她为朋友。（设计意图:以此深化课堂内容，同时锻炼学生应用语言点以及进行写作的能力。）
3、 Blackboard design
1.have a problem with sb. 2.get separated
3.stay in touch with sb. 4.refuse to do sth.
5.treat sb.like that 6.feet sure of oneself
7.find out 8.regret doing sth.
9.be patient with sb. 10.explain to sb.
11.encourage sb. to do sth
四、学习效果评价设计
教师效果评价
Have all the teaching aims been reached _________________
Have all the students learnt something in the lesson ________________
What can be improved _______________________
学生效果评价
1. What impressed me most in the class ________________
2. what haven’t I understood yet ________________
3. In what aspect do I need improvement ________________
学生课堂活动评价
Class: Name: Score:
Items Understandable 5 4 3 2 1
Logical 5 4 3 2 1
Creative 5 4 3 2 1
Active 5 4 3 2 1
Cooperative 5 4 3 2 1
Others 5 4 3 2 1
五、教学反思
案例点评
1. 本节课我通过不同的任务设置，让学生通过合作和探究来完成各个任务，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，同时培养了学生的团队精神。
在设计任务型教学活动时，我主要注重到了以下几点：（ 1）活动的目的性和可操作性；（2）活动中以学生的真实生活和爱好为焦点话题，内容形象生动，学生易理解把握；（3）通过活动让学生习得英语语言知识、更重要的是发展学生的语言技能；（4）分组活动时尽量创造机会，促使学生主动获取、处理和使用信息，尝试用英语与他人交流，提高用英语解决实际问题的能力。、
思考与探讨
1.如何在课堂活动中兼顾语法教学？
2．初中生课堂纪律松懈，如何治理英语课堂，做到放而不乱，活而有序？如何在英语教学活动中引导个别学困生？如何利用有效的方法，使那些对英语不感爱好、成绩差、注重力不集中的学生也自始至终参与课堂活动？
　　这些问题还需要在今后的教学过程中进一步进行探究和思考。