Module 9 Friendship
Unit 1 Could I ask if you’ve mentioned this to her?
课 题
Module 9 Friendship
第一
课时
Unit 1 Could I ask if you’ve mentioned this to her?
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇: helpline, separate, explain, mention, refuse, treat, herself, whether, regret, patient, introduce, encourage
2. 掌握以下句型:
①Who’s calling, please?
②I have a problem with my best friend.
③Can you tell me how she’s different?
④Do you know why she treats you like that?
能力目标
能听懂和阅读关于介绍交友中遇到问题的语言材料, 能从课文中掌握如何处理交友中遇到的问题和困难; 能编写有关交友中遇到问题的对话。
情感目标
学会倾听他人的倾诉, 懂得亲情、友情的重要性并学会珍惜。
教学重点
The object clauses
教学难点
1. The object clauses
2. if和whether的区别
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
Free talk:
Do you have any friends?
How do you communicate with your friends?
Try to answer the questions.
让学生在free talk的过程中感受新的语言项目, 调动了学生的学习积极性。
Step 2
New words
1. Show some pictures on the screen, ask some students to answer his questions to get the students to say out the new words.
2. Organize the students to read the new words together.
3. Check the answers of new words exercises.
1. See the pictures and things to say out the new words.
2. Read the new words together.
3. Check the answers of new words exercises.
引导学生谈论图片, 训练学生描述事情的能力。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。
Step 3
Listening
(Act. 1 and
Act. 2)
1. First let students listen to the conversation in Act. 1. Then choose the correct answer.
2. Listen again and number the sentences in the order you hear them. (Activity 2)
Then listen again and check the answers.
1. Listen and choose the correct answer. (Activity 1) 2. Listen again and number the sentences in the order you hear them. (Activity 2)
Then listen again and check the answers.
利用听及练习的方式加强学生对课文的理解, 训练和培养学生听细节的技巧。
Step 4
Listening
(Act. 3)
Play the tape (Activity 3).
Let students listen to it and answer the following questions.
①Who has the problem?
②What’s her problem?
Listen and answer the questions:
Keys:
①Linging.
②She has a problem with her best friend.
让学生带着任务(问题)去听对话并找到答案, 有助于培养和提高学生更加准确地听取信息的能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 5
Reading
(Act. 3)
Let students read the dialogue in Act. 3 in pairs. Let them listen again and check the true sentences.
①Linging called to ask for advice about her schoolwork.
②Linging and her best friend are now in the same school.
③Linging is happy to see her best friend at the same school.
④Linging is having a hard time in the new school.
⑤Linging gets help from the helpline.
Read the conversation and then check the true sentences. (Activity 3).
Keys: ②、③、⑤
给学生练习对话的时间, 加强口语锻炼, 有利于提高学生的口语水平。
Step 6
Practice
(Act. 4)
1. Organize students to complete the sentences with the correct form. (Activity 4)
2. Organize students to check their answers one by one. (Activity 4)
3. Organize students to have a competition: Students read the conversation in groups and choose the best group.
1. Complete the sentences with the correct form. (Activity 4)
2. Check the answers one by one. (Activity 4)
3. Have a competition: Read the conversation in groups and try to read the best.
通过小组活动提高学生间的自主、合作学习, 让学生充分地实践运用语言, 并激发学生创造性思维的发展。
Step 7
Language
points
Organize students to read the conversation again and find the language points. Let them discuss in groups and solve their problems.
Read the conversation again and find the language points. Discuss in groups.
小组合作探究, 共同完成学习任务, 培养他们自主学习的能力。学生讨论总结知识点, 老师补充讲解。
Step 8
Role play
1. Organize students to make up a conversation in groups.
2. Have the students act out their new dialogues.
Group work.
1. Make a new conversation in groups. Talking about what they have done and haven’t done in winter holiday.
2. Give a dialogue show.
创设情境开展语言交际活动, 让学生进行角色扮演, 使学生可以体会到更加真实的情境对话。
Step 9
Summarize
1. Get the students to sum up the language points.
T: What have we learned today?
Ss: . . .
2. Let the students choose the best team in this lesson.
Sum up the language points: get separated分开, 分隔explain sth. to sb. mention sth. to sb. refuse to do sth. treat sb. like that regret doing sth. introduce. . . to sb. be patient with
. . .
To choose the best groups.
引导学生对这节课的总结, 让学生做自由发言, 培养学生自主学习, 自主总结的良好的学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激发学生的学习兴趣, 树立学习英语的信心。
续表
教学环节
教师活动
学生活动
备课札记
Step 10
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据所给汉语意思和句意写出单词
1. He was a helpful and _________(有耐心的) person. ?
2. They always _________(鼓励) us to try our best. ?
3. Mr Wu spent as much time as he could_________ (解释) the difficulties to us. ?
4. My brother _________(拒绝) to move the heavy box, but I didn’t give up. ?
5. In his speech, he _________(提及)the Chinese Character Spelling Contest(《中国汉字听写大会》) several times. ?
Ⅱ. 用方框中所给短语的适当形式填空
no problem, join in, stay in touch,
at the moment, at first
1. _________, he spoke English, and later he talked to me in Chinese. ?
2. I think _________different people are doing different things. ?
3. —Thanks for showing me around this radio station.
—_________. ?
4. We’ll have a picnic this afternoon. Why not _________the fun? ?
5. I haven’t ______ with Dave for a long time so now I’ve no information about him. ?
Keys:
Ⅰ. 1. patient
2. encourage
3. explaining
4. refused
5. mentioned
Ⅱ.
1. At first
2. at the moment
3. No problem
4. join in
5. stayed in touch
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 11
Homework
1. Read and copy the new words.
2. Read the conversation in Activity 3.
板书设计
Unit 1 Could I ask if you’ve mentioned this to her?
1. New words and phrases:
helpline, separate, explain, mention, refuse, treat, herself, whether, regret, patient, introduce, encourage, get separated, explain sth. to sb. , mention sth. to sb. , refuse to do sth. , treat sb. like that , regret doing sth. , introduce. . . to sb. , be patient with
2. Sentences
①Who’s calling, please?
②I have a problem with my best friend.
③Can you tell me how she’s different?
④Do you know why she treats you like that?
教学反思
在整个课堂设计中, 所有的活动都是在真实有效的情境之中展开的。给学生创造了真实的情境, 让学生充分体会如何用语言做事情。利用图文结合的形式帮助学生内化所学知识, 实现将复杂的知识简单化的过程。
Unit 2 I believe that the world is what you think it is.
课 题
Module 9 Friendship
第二
课时
Unit 2 I believe that the world is what you think it is.
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇及短语: silence, bright, treasure, trust, glue, include, circle, stick suggestion, in silence, day by day, smile at, circle of friends, every time
2. 掌握以下句型:
①It made me feel happy, lively and warm.
②I believe that the world is what you think it is.
能力目标
1. 能理解故事中的事件顺序和人物行为并根据上下文猜测生词的含义。
2. 能够根据所给的提示描述改变自己生活的人或事的短文。
情感目标
通过对友谊这个话题的探讨, 让学生学会宽容、理解他人。理解小小善行的意义, 友好对待身边的人或物, 让世界更美好。
教学重点
1. To learn about some expressions in the passage.
2. To learn about the object clauses.
教学难点
1. To get information from the article.
2. The use of “lonely and include”.
课前预习
Preview the new words
教学方法
The Cooperative Learning approach ; Reading approach; Cooperative Learning Method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Leading-in
(Act. 1)
1. Greetings.
2. Share a song: Friends by Zhou Huajian.
3. Free talk: T: Now, tell me, please. Do you have a best friend? And what do you think a best friend should be like? Let’s have a talk about this. You may begin like this: I think that a good friend should be. . .
4. Then work in pairs and answer the questions in Activity 1.
1. Greetings.
2. Enjoy the song and sing together.
3. Free talk: Work in pairs.
I think that a good friend should be helpful. . .
4. Then work in pairs and answer the questions in Activity 1.
通过对话练习, 也能从说句子中考验学生对Unit 1过去完成时知识的掌握程度, 还训练了学生的反应。并在无形中培养学生大胆说英语的习惯。
Step 2
Pre-reading
Show students some pictures about Pyramids, check and teach the new words.
1. Follow the teacher look at the pictures of new words and say as quickly as possible.
2. Read the new words together and recite them.
通过图片引导学生谈论外貌, 学习本课词汇, 图片形象直观, 容易调动学生学习的积极性。
Step 3
Fast
Reading
(Act. 2)
Scanning(扫读)
Have students read the passage fast and answer the following questions quickly.
①What is the passage about?
②When did the story happen?
③Where did the story happen?
④Who are characters in it?
Read the passage fast and answer the questions. ①It is about two girls’ friendship. ②In autumn. ③At a new school.
④Zhang Bei and her best friend.
通过让学生快速阅读来了解文章的主旨大意和每段的主要内容。
续表
教学环节
教师活动
学生活动
备课札记
Step 4
Careful
reading
(Act. 2)
Careful reading(细读)
1. Paragraph 1:
Ask students to read the Paragraph 1 and answer the questions.
①Who gave the writer an important gift?
②What is it?
2. Paragraphs 2、3:
Let students say “T” or “F” to the sentences after reading paragraphs 2、3.
①The writer was in a new school. ( )
②It happened in summer. ( )
③I felt happy when I heard the other students talking and laughing. ( )
3. Paragraphs 4、5、6、7:
Let them read Paragraphs 4、5、6、7 and fill in the blanks.
Then one day, a girl looked at me and ①, I felt ②______, lively and warm. It was like a hidden ③. The smile ④ _________my life. And the girl has ⑤_________ my best friend now. ?
4. Paragraph 8:
Ask a group of six students to read Paragraph 8, the other students try to find out:
①What does the writer believe?
②And do you agree with her?
③Why or why not?
1. Read Paragraph 1 and answer the questions.
Keys:
①A girl.
②A smile.
2. Read Paragraphs 2、3 and say“T” or “F” to the sentences.
Keys:
①T ②F ③F
3. Read Paragraphs 4、5、6、7 and fill in the blanks:
Keys:
①smiled ②happy
③treasure ④changed
⑤become
4. A group of six students to read Paragraph 8, the other students try to find out:
Keys:
①She believes that the world is what you think it is.
②Yes, I agree with her.
③Because when you smile at the world and it will smile back.
通过详细阅读, 设计回答问题, 判断正误、填空等不同题型, 层层深入, 让学生利用细读来加深对文章的理解、获取信息。
Step 5
Reading
(Act. 3)
Get students watch a video and read with it, then let them read loudly in groups.
1. Read the passage in groups.
2. Practise reading.
通过跟读来学习正确的语音、语调, 通过小组朗读来互相学习, 培养合作精神。
Step 6
Exercise
(Act. 3)
Exercise: (Activity 3)
Ask students to complete the sentences.
Complete the sentences according to the passage in Activity 2. (Activity 3)
通过复述课文来巩固加深对短文的理解。
Step 7
Language
points
1. Organize students to read the passage again and find the language points. Let them discuss in groups and solve their problems.
2. Ask three little teachers to help the students solve their problems.
1. Read the passage again and find the language points. Discuss in groups and solve their problems.
2. Little teachers come to the front and help other students solve the language points, the other students listen carefully and note.
小组合作探究, 共同完成学习任务, 培养他们自主学习的能力。
通过小老师讲解语言点, 让学生更有兴趣进一步理解课文内容。
Step 8
Exercise
(Activity 4)
Ask students to complete the sentences with the words in the box.
Complete the sentences with the words in the box.
Check the answers.
通过练习让学生更好的运用知识点。
续表
教学环节
教师活动
学生活动
备课札记
Step 9
Writing
Encourage students to write a passage about someone or something that changed their life according to Activity 5.
Try to write a passage about someone or something that changed your life according to Activity 5.
通过写作来加强对语言的运用。
Step 10
Summarize
1. Get students to sum up the language points.
T: What have we learned today?
Ss: . . .
2. Let students to choose the best group in this lesson.
Sum up the language points:
①New words:
silence bright treasure. . .
②Phrases:
be afraid to; feel lonely. . .
③Sentences:
It made me feel happy, lively and warm.
引导学生对这节课的总结, 让学生做自由发言, 培养学生自主学习, 自主总结的良好学习习惯。
Step 11
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及所给汉语提示写出所缺单词
1. On my sister’s face I saw a(n) _________(欢快的) smile. ?
2. This museum has got many art _________(珍宝). ?
3. In the past Dave _________(信任) his sister but now he doesn’t. ?
4. My job _________ (包括) making coffee for the manager every morning. ?
5. He has fun at school because he has a large _________(圈子) of friends there. ?
Ⅱ. 用所给词的适当形式填空
1. Ms Hand always _________(pass) my house when she goes to work. ?
2. Could you give me some _________(建议)on learning English? ?
3. Be careful, Jeff! There’s some _________(glue) on your chair. ?
4. Mr Wang _________(stick) the stamp onto the postcard just now. ?
5. There is some _________(hide) treasure underground. ?
Keys:
Ⅰ. 1. bright
2. treasure
3. trusted
4. includes
5. circle
Ⅱ.
1. passes
2. suggestions
3. glue
4. stuck
5. hidden
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 12
Homework
1. Copy the new words and expressions.
2. Write a story between you and your best friend.
板书设计
Unit 2 I believe that the world is what you think it is.
1. New words and phrases:
silence, bright, treasure, trust, glue, include, circle, stick, suggestion, in silence, day by day, smile at, circle of friends, every time , hear sb. do sth. , /hear sb. doing sth. , be/feel lonely , be alone, worry about sb. /sth.
2. Sentences:
①It made me feel happy, lively and warm.
②I believe that the world is what you think it is.
教学反思
在整个课堂设计中, 所有的活动都是在围绕学生的友谊展开的。在阅读中采用扫读、略读、细读等环节, 让学生由浅入深地研究课文, 形成框架。从而有利于学生对生活中的小故事展开描述。
Unit 3 Language in use.
课 题
Module 9 Friendship
第三
课时
Unit 3 Language in use.
课型
Revision and application
教学目标
知识目标
1. Recite the new words and expressions in this Module.
2. To summarize and consolidate the object clauses.
能力目标
1. 掌握并正确使用if, when, what, why等引导词引导的宾语从句。
2. 能够根据所给的提示描述改变自己生活的人或事的短文。
情感目标
培养学生互相关爱的情感, 增进同学友谊, 与他人维持良好的关系。
教学重点
1. 掌握并正确使用if, when, what, why等引导词引导的宾语从句。
2. 能够根据所给的提示描述改变自己生活的人或事的短文。
教学难点
1. 掌握并正确使用if, when, what, why等引导词引导的宾语从句。
2. 正确运用宾语从句中的语序和时态。
课前预习
Recite the new words and expressions in this module.
教学方法
The Cooperative Learning Method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Language
practice
Language practice:
Let students read and recite the sentences in Language practice and then fill in the blanks.
Recite the sentences and then fill in the blanks with interrogative pronoun or interrogative adverb.
1. Could you explain what happened then?
2. Can you tell me how she’s different?
3. I did not know who she was.
学生背诵语言知识点, 并且填空, 能够锻炼学生的快速记忆能力。
Step 2
Free talk
Free talk:
Ask students to answer the following questions:
①Do you have a good friend?
②How did you become good friends?
. . .
A competition:
Have students come to the blackboard and write down an adj. to describe a good friend.
Answer the questions.
To take part in the competition:
Come to the blackboard and write.
friendly, brave, kind, beautiful, clever, cute, lovely, funny, humorous, handsome. . .
给学生创设轻松的语境, 让他们感受到一个真实的语言环境, 设置比赛, 更加吸引学生的注意力。引起学生的兴趣, 活跃课堂的气氛。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
While-task
1. Ask students to finish Activity 1 and match the two parts of the sentences. There may be more than one possibility.
2. Have students finish Activity 2. Complete the conversation with “if, what, when, whether, or why”.
Then check the answers.
Let students read the conversation in pairs.
3. Have students finish Activity 3.
Ask students complete the sentences so that they are true for you.
4. Have students finish Activities 4、5、6, and complete the conversations with the sentences in the box.
5. Listening: Have students listen and choose the problem the speaker describes in Activities 7、8.
6. Write about a friend in Activity 9.
7. Around the World:
Organize the whole class to read it once and let the students answer the questions:
①How do many people make friends?
②When did International Pen Friends start?
③How old is the youngest and the oldest member in International Friends?
1. Match the two parts of the sentences. There may be more than one possibility.
2. Finish Activity 2. Complete the conversation with “if, what, when, whether, or why”.
3. Complete the sentences so that they are true for you.
Think about the things and the people in your life and complete the sentences.
4. Complete the conversation with the sentences in the box.
(Activities 4、5、6)
5. Listen and choose the problem the speaker describes in Activities 7、8.
6. Answer the questions in Activity 9 and then write something about your friend.
7. Read the passage and understand The World Health Organization.
①By writing letters.
②In 1967.
③The youngest member is eight years old and the oldest one is over eighty.
通过练习题的形式复习巩固Unit 1和Unit 2所学的短语和句式。
通过学生感兴趣的问题, 调动学生的积极性, 引导学生当有什么问题时, 要积极对待, 多想生活中美好的方面。
听录音可以反复的训练学生的听力, 有利于学生听、说能力的提高。
学生通过阅读Around the World. 可以获取有关网上交友的一些信息。可以拓宽他们的知识面, 提高他们学习英语的兴趣。
Step 4
Module
task
Module task.
Making a poster about friendship.
Let the students work in pairs. Read the list. Discuss what is important about friendship. Make a choice and give reasons why you choose them.
Choose some good compositions and share them in class.
Talk about your decision and your reasons with the rest of the class.
Then make a poster about friendship.
写作能客观地反映学生各方面的语言运用能力, 英语学习也真正地延伸到了课堂之外。
Step 5
Summarize
Help the students to summary:
if和whether引导宾语从句通常可互换, 但在下列情况下只可用whether。
①介词后的宾语从句
②直接与or not连用
③在带to的不定式前
Summary:
if/whether和疑问词引导的宾语从句: 必须要用陈述语序。
引导学生对这节课进行总结, 让学生自由发言, 培养学生自主学习, 自主总结的良好的学习习惯。
续表
教学环节
教师活动
学生活动
备课札记
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 选择括号内的单词填空
1. She wants to know _________(if / who) you will study in America. ?
2. The problem is _________(whether / that) we can catch the bus or not. ?
3. She says _________(who / that) she will leave a message on the headmaster’s desk. ?
4. The boy asked the shopkeeper ______ (if / when) Who Moved My Cheese was an interesting book. ?
5. Could you tell me _________(what / when) she is looking for? ?
Ⅱ. 单项选择
1. (2018·永州中考)—Excuse me, could you tell me_________ I can buy something to eat? ?
—There is a supermarket ahead.
A. how
B. what
C. where
2. (2018·武汉中考)
—I wonder _________. ?
—I’m not sure yet.
A. which is hers
B. which hers is
C. whether is it hers
D. whether hers it is
3. (2017·眉山中考)—Could you tell me _________? ?
—The movie Fast and Furious(激情)8.
A. where you saw the movie
B. where did you see the movie
C. which movie you like best
D. which movie do you like best
4. (2018·凉山中考)—Do you know _________yesterday? ?
—Yes. She was ill in hospital
A. why didn’t Jenny go to school
B. why doesn’t Jenny go to school
C. why Jenny didn’t go to school
D. why Jenny doesn’t go to school
5. (2018·武威中考)What lovely flowers! Could you please tell me _________? ?
A. why did you get them
B. where you got them
C. when will you get them
D. how will you get them
Keys:
Ⅰ. 1. if 2. whether 3. that
4. if 5. what
Ⅱ. 1~5. CACCB
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节
教师活动
学生活动
备课札记
Step 6
Consolidation
Ⅲ. 根据语境从方框中选择恰当的引导词填空
whether, why, how, what, where
1. —Could you tell me _________they talked about just now? ?
—Yeah! They talked about that new film.
2. —He wants to know _________this elephant comes from. ?
—Oh, it comes from India.
3. Bill asks _________it will be sunny tomorrow. ?
4. —I want to know _________he was late this morning. ?
—He got up late.
5. —Tell me _________your father arrived on that island. ?
—By ship.
Ⅲ. 1. what
2. where
3. whether
4. why 5. how
独立完成检测练习, 进行自我评价。
Step 7
Homework
1. Remember all the new words and useful expressions of this module.
2. Finish the exercise on the workbook.
3. Try to write down your opinions on friendship.
板书设计
Unit 3 Language in use.
if和whether引导宾语从句通常可互换, 但在下列情况下只可用whether。
①介词后的宾语从句
②直接与or not连用
③在带to的不定式前
if/whether和疑问词引导的宾语从句: 必须要用陈述语序。
教学反思
语言综合运用课, 给学生自主展示的空间, 以小组合作的方式来解决问题, 从宾语从句的用法的归纳总结, 到习题的练习和反馈, 到最后的小组海报的制作, 发挥小组的力量, 培养学生的自主学习能力和小组合作探究意识。
