Module 9 Friendship
Unit 1 Could I ask if you’ve mentioned this to her
【教学目标】
1. 掌握本单元的重点词汇和重点句子：
separate, explain, mention, refuse, treat, whether, regret, patient, encourage, join in, no problem, mention sth. to sb., take a message, for sure of oneself, have a hard time …
Tell me when the problem started.
Could I ask if you’ve mentioned this to her
Try to find out whether she feels lonely without you.
I’m sure she regrets hurting you.
2. 理解并运用疑问词引导的宾语从句。
3. 能听懂有关友谊的对话，能跟同学谈论有关友谊的话题。
4. 能意识到友谊的重要性，学会宽容他人和理解他人。
【教学重难点】
重点：1. Words and expressions.
2. The object clauses.
难点：To use the object clauses correctly.
【教学方法】
本节听说课采用创设情境法、任务型教学法、小组合作法等教学方法。
【教学过程】
Step 1 Leading in
Free talk.
Do you have any good friends
How long have you been friends
What do you usually do with your friends
When you have a problem with your friend, what will you do
Maybe we can ask for help/advice from …
Step 2 Pre-task
Activity 1 Listen and choose the correct answer.
Lingling also has a problem with her best friend. Listen to the conversation and choose the correct 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.
Activity 2 Number the sentences in the order you hear them.
a) I’m sorry, she’s not in at the moment.
b) Is that Mrs King
c) Could I speak to Betty, please
d) May I have the number
e) Can I take a message
f) Thanks so much.
Now listen again and check.
Step 3 While-task
Activity 1 Listen and answer.
Lingling’s Problems
Who Lingling has a problem with her best ________.
When Last term, they ______ separated when they went to different schools.
What This ________, Lingling’s friend came to study at Lingling’s school. Lingling was so happy at first. But her friend was so ____________.
Why Maybe her friend doesn’t feel ______ of herself in her new school.
Activity 2 Read the conversation and answer the questions.
1. What’s Lingling’s problem
2. What’s the reason for the problem the Friendship Helpline thinks
3. What advice does the Friendship Helpline give
Activity 3 Check (√) the true sentences.
1. Lingling called to ask for advice about her schoolwork.
2. Lingling and her best friend are now in the same school.
3. Lingling is happy to see her best friend at the same school.
4. Lingling is having a hard time in the new school.
5. Lingling gets help from the helpline.
Activity 4 Retell.
Lingling has a _________ with her best friend. She wants to get ______ from the Friendship Helpline. They’ve been friends for five years. They got _________ when they went to different schools last term. This term, her best friend came to her school. But Lingling found her best friend was _________. She may not want Lingling to see other friends.
The Friendship Helpline thinks maybe her friend feels ______. She probably _______ Lingling like that because she does not feel sure of herself. She probably _______ hurting Lingling. The Friendship Helpline suggests Lingling should be _______ with her, __________ her to Lingling’s other friends and ______ her to join in more.
Step 4 Post-task
Activity 1 Complete the passage with the correct form of the words in the box.
encourage herself introduce lonely patient regret separate treat
When you get (1)______ from a friend, it may create problems for your friendship. She may not want you to see your other friends. If this is the case, she probably (2)_______ you like that because she does not feel sure of (3)_________. Try to find out whether she feels (4)_______ without you. It is natural to feel like that. She probably (5)_______ hurting you. Be (6) _______with her, (7)______ her to your other friends and (8)_____ her to join in more.
Activity 2 Listen and underline the words the speaker stresses.
1. Don’t tell me who she is.
2. Tell me when the problem started.
3. Can you tell me how she’s different
4. Maybe she doesn’t feel very sure of herself in her new school.
5. I’ll encourage her to join in more.
Now listen again and repeat.
Activity 3 Work in pairs.
Talk about your problems with friendship.
A: Hello. This is … on the helpline. How can I help you
B: Hello. This is … speaking. I have a problem.
My friend is always late./
I’m shy and I haven’t had many friends./
My friend wants to copy (抄袭) my homework.
A: Can you tell me when/what/how/why/whether …
B: …
A: I think you should …
B: Thank you.
A: No problem.
Activity 4 Exercises.
一、根据句意和汉语提示写单词。
1. When he comes here, I’ll ________ (解释) to him myself.
2. What an awful way to ______ (对待) a friend like this!
3. He expects me to stay on here and I can hardly _______ (拒绝).
4. My father is a _________ (耐心的) man.
5. We’ll go around the room, and each of you can __________ (介绍) yourself.
二、翻译句子。
1. 我不后悔告诉她我的想法。
___________________________________
2. 请把这个问题给我讲解一下。
___________________________________
3. 他们一起唱圣诞歌。
___________________________________
4. 我不知道我是否能来。
___________________________________
Step 5 Summary
1. We have learnt to get specific information from the conversation and understand the logical sequence of the conversation.
2. We have learnt to talk about a personal experience with friends.
3. We have grasped some words and expression involving this unit.
Step 6 Homework
Lucy had a big fight with her best friend and they don’t talk to each other now. Please find out the solutions to her problem.
【板书设计】
Module 9 FriendshipUnit 1 Could I ask if you’ve mentioned this to her
Lingling’s problem: Lingling’s best friend doesn’t like her to see her other friends.
The reason for the problem Maybe her best friend doesn’t feel very sure of herself in her new school.
Advice the Friendship Helpline gives Try to find out whether she feels lonely without you. Be patient with her and explain to her that she can make friends with your other friends too. Try to introduce her to them.
1Module 9 Friendship
Unit 3 Language in use
【教学目标】
1. 复习并掌握本模块的重点词汇及句型。
2. 进一步熟练掌握whether / if及疑问词等引导的宾语从句。
3. 能够使用宾语从句描写并介绍自己的朋友，讲述对友谊的看法，让学生学会宽容他人和理解他人。
4. 了解西方人的交友方式及国际笔友会的情况。
【教学重难点】
重点：1. 掌握本单元的重点词汇、句型和有关宾语从句的语法。
2. 做一张关于友谊的海报。
难点：whether/if及疑问词引导的宾语从句的用法。
【教学方法】
本节课采用创设情境法、任务型教学法、小组合作法等教学方法。
【教学过程】
Step 1 Leading in
Free talk.
1. “Do you have good friends at school, Tony ”
The teacher asks Tony if/whether he has good friends at school.
2. “What do you like ” What does the dog ask the bear
The dog asks what the bear likes.
Step 2 Pre-task
Activity 1 Language practice.
Could you explain what happened then
Can you tell me how she’s different
Could I ask if you’ve mentioned this to her
Do you know why she treats you like that
I did not know who she was.
I asked her why she smiled at me that day.
Activity 2 Grammar.
疑问词引导的宾语从句
概念：在从句中作宾语的句子叫作宾语从句。
宾语从句三要素：连接词、语序、时态。
一、宾语从句的连接词。
1. 连词that, 只起连接作用, 在从句中不作句子成分, 也无词汇意义, 在口语中常被省略。
2. 连词 if / whether, 意为“是否”。它们起连接作用, 在从句中不充当任何句子成分, 但不能省略，在口语中多用if。一般情况下, if 和whether可以互换, 但 以下3种情况只能用whether：① 在不定式前；② 在介词后；③ 与or not连用。
3. 疑问词引导的宾语从句
疑问词在句中既起连接作用，也作句子成分, 又有实际意义。
连接代词：who, whom, whose, what, which
连接副词：when, where, why, how
二、宾语从句的语序。
宾语从句的语序用陈述句语序, 即: 连接词 + 主语 + 谓语 + 其他。不用疑问语序。
2. 陈述句变为宾语从句时, 要注意人称和时态的变化, 语序不变。
3. 一般疑问句和特殊疑问句变为宾语从句时，也要注意人称和时态的变化, 后接陈述语序。
Step 3 While-task
Activity 1 Match the two parts of the sentences. There may be more than one possibility.
1. I asked her …2. I do not remember …3. I cannot find out …4. I do not understand …5. I could not decide … a) … when I should call her.b) … why he looks worried.c) … if she would like to go with me.d) … how long he would be away.e) … where I met her for the first time.
Activity 2 Complete the conversation with if, what, when, whether, or why.
Jo: Hi, Anna. Did you get the invitation to the end-of-term concert
Anna: Yes, I did.
Jo: Could you tell me (1)_______ you’re going to come
Anna: Yes, I’d love to.
Jo: That’s great. What about Tony Do you know (2)______ he’s coming
Anna: Yes, he’s coming. Don’t forget, he’s in the school band.
Jo: So do you know (3)_____ the band will play at the concert
Anna: Of course! But I don’t know (4)_____ they will play
Jo: I think they’ll play first.
Anna: Do you know (5)_________ Tony has written a new song for the concert
Jo: Yes, he told me that he had, but I think it’s a surprise.
Anna: I’ve heard that Arthur isn’t going to play the piano at the concert. Do you know (6)______
Jo: Yes. He’s broken his arm.
Anna: Oh, dear, that’s terrible!
Activity 3 Complete the sentences so that they are true for you.
1. I do not remember who ______________.
2. I do not understand why _____________________.
3. I cannot decide where ________________.
4. I want to know when _________________.
5. I asked him whether _________________.
Activity 4 Complete the conversations with the sentences in the box.
a) I’m afraid you have the wrong number.b) Can I help you c) I’ll call back later.d) Jack isn’t here right now.e) Who’s calling, please
A: Good morning. This is 23456789. (1) ________
B: Hello. May I speak to Jack
A: Jack (2) ________
B: Oh, sorry.
A: That’s OK.
…
B: Hello. May I speak to Jack, please
C: (3) ________
B: It’s Sally.
C: Just hold the line, please. (A moment later.) Sorry, (4) ________ Can I take a message
B: No, thanks. (5) ________
Now act out the conversations in pairs.
Activity 5 Complete the conversation with the words in the box.
include lonely suggestion trust worried
A: Why are you so (1)________
B: I’m new here and the students in my class don’t (2)______ me. I feel so (3)______. Can you help me
A: I see. It takes some time before they (4)________ new students in their circle of friends. My (5)__________ is: keep trying to make friends.
B: OK. I’ll try.
Activity 6 Complete the passage with the correct form of the words and expressions in the box.
circle of friends follow treasure stay in touch
When my grandmother died, I felt my heart break. Many dark days (1)______, and I missed her so much.
She was full of love for everyone in the family and every piece of advice she gave me was a (2)______. She had a wide (3)______ and they often came to see her. She (4)______ with them until her last days.
Activity 7 Listen and choose the problem the speaker describes.
a) My best friend has found a new best friend.
b) My long-lasting friendship with someone is coming to an end.
c) I have moved to a new school and I’m lonely.
d) My best friend’s parents don’t like me.
Activity 8 Work in pairs. Choose the best piece of advice in your opinion for the problem in Activity 7.
a) Talk about your feelings.
b) Try to spend some time with your friend. Do something that is special to both of you.
c) Forget about your friend. Nothing stays the same all the time.
Now listen and number the pieces of advice in the order you hear them.
Activity 9 Write about a friend.
1. Describe your friend. How did your friendship start
2. What makes your friend so special
3. What do you do together to have fun
4. Do you think your friendship will stay the same in the future Why or why not
Step 4 Post-task
Activity 1 Around the world.
Read the passage and finish the tasks.
1. How do many people make friends
2. One way to find a pen friend is to ___________.
3. Why do stamp collectors write to people in different countries
Activity 2 Work in groups. Read the list. Discuss what is important about friendship. Make choices and give reasons why you choose them.
always help each other
be honest to each other
be kind to each other
go to school together
share things with each other
Make your poster with your group members. Write about your own experience and draw some pictures. Then present your poster to the rest of the class.
Activity 3 Exercises.
把下列句子合并为一句。
1. Mr. Smith thought. Does Mrs. Smith get back
Mr. Smith thought ______ Mrs. Smith ______ ______.
2. Miss Green says, “I like singing.”
Miss Green says ______ ______ ______ singing.
3. Do you want to know Why didn’t I see the film
Do you want to know ______ ______ ______ see the film
4. Nobody knew. Who is knocking at the door
Nobody knew ______ ______ knocking at the door.
Step 5 Summary
1. We have summarized the use of the object clauses with if, whether, who, what, how, why, where and when.
2. We have consolidated the key words and expressions in this module.
Step 6 Homework
Write about a friend.
Describe your friend. How did your friendship start
What makes your friend so special
What do you do together to have fun
Do you think your friendship will stay the same in the future
Why or why not
【板书设计】
Module 9 Friendship
Unit 3 Language in use
疑问词引导的宾语从句
概念：在从句中作宾语的句子叫作宾语从句。
宾语从句三要素：连接词、语序、时态。
一、宾语从句的连接词。
1. 连词that, 只起连接作用, 在从句中不作句子成分, 也无词汇意义, 在口语中常被省略。
2. 连词 if / whether, 意为“是否”。它们起连接作用, 在从句中不充当任何句子成分, 但不能省略，在口语中多用if。一般情况下, if 和whether可以互换, 但 以下3种情况只能用whether：① 在不定式前；② 在介词后；③ 与or not连用。
3. 疑问词引导的宾语从句
疑问词在句中既起连接作用，也作句子成分, 又有实际意义。
连接代词：who, whom, whose, what, which
连接副词：when, where, why, how
二、宾语从句的语序。
1. 宾语从句的语序用陈述句语序, 即: 连接词 + 主语 + 谓语 + 其他。不用疑问语序。
2. 陈述句变为宾语从句时, 要注意人称和时态的变化, 语序不变。
3. 一般疑问句和特殊疑问句变为宾语从句时,也要注意人称和时态的变化, 后接陈述语序。
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