Module 9 Friendship
第一课时 听说课教案
教 学 过 程 Warm-up Pre- listening 学生 活动 教师 活动 学生 活动 目的 教师 活动 既是为了活跃课堂气氛，激发学生的学习兴趣, 又是为了能很快进入主题Can you tell me where you’re from? Step 2 Pair work 1. Where are you from? 2. Where is your good friend from? S1: Where are you from? S1: Where is your good friend from? S2: I am from… S2: My good friend…is from… S1: S2 says that he / she is from… S1: S2 says that … 目的 联系学生生活实际，体现用中学原则。用地图操练巩固目标句型---that引导的宾语从句。 Step1 : Let’s sing the song “Where are you from?” Fill in the blanks according to the song. eg. 1) Tony sings that he’s from China ( 一共4句) While- listening 教师 活动 Step 3 Listening Play the recording and have them listen carefully. 1. We know Lingling is telephoning. Listen and answer who Lingling wants to speak to and where is Betty. 2. Listen again and number the sentences you hear. Check answers in pairs, then the whole class. 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. 3. Listen and repeat. Deliver the listening material to the Ss and ask them to read it aloud and then act it out in roles. 学生 活动 目的 Listen carefully and answer the questions. 在常规听力练习中进一步提高学生听的能力, 是一种听力输入活动。听完后将听力材料分发给学生让他们读并表演是因为本套教材在这个模块首次出现了用英语打电话，这个是重点，这样做学生能充分吸收语言，对电话内容和结构有个整体认识。 教师 活动 Step 4 Lead in another listening. 1. Students listen and try to get what personal questions Lingling asked and then 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 stay with her best friend. ( ) 4. Lingling is having a hard time in the new school. ( ) 5. Lingling gets help from the helpline. ( ) 2. Students read the dialogue carefully and work in groups to find out the answers to the personal questions, students guess the meaning of the new words and phrases. 1) What does Lingling say? She says that… 2) What does Friendship Helpline say? She says that … 学生 活动 目的 Post- listening 学生 活动 学生 活动 目的 教师 活动 Step6 speaking Work in pairs. Suppose you are in a strange place, no one knows who you are. What will you do to make you feel less lonely? Read the dialogue and find the sentences about their problems about friendship. Try to retell the dialogue. 让学生对本节课学习的知识加以整理, 帮助学生巩固本节课所学新知识。 教师 活动 听读两方面入手，由易到难，层层推进，重视对学生学习能力和技巧的培养 Step5 Language Points Let the students to say something about the dialogue and get them to know some language Points. Talk about the useful information. Students read after the tape and help them overcome some difficulties about comprehension. 目的 Practice 教师 活动 Step7 Discussion 1. Do you think whether Lingling’s best friend is happy or not? Why? 2. Suppose you are in a strange place, no one knows who you are. What will you do to make you feel less lonely? 学生 活动 目的 通过Q1讨论学生能更好的把握对话内容, Q2给学生设置了真实的情境,同时又为U2的学习做了铺垫。) . Homework Students answer. 通过朗读对话，寻找含有宾语从句的句子，读熟。 再读对话，尝试复述对话。练习读说能力 Homework Revise Unit 1. 教学反思
第二课时 读写课教案
教 知识 目标 1) 能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。 学 目 标 能力 目标 情感 目标 2) 能够正确使用本模块中出现的四会词及短语。 读：能读懂阅读文章，理解语篇主题和细节。 写：能用宾语从句来写与友谊有关的短文。 1) 通过对友谊的交流，掌握如何与他人交朋友，理解自己生活中情感影响的重要性。 2) 引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。 教学重难点 教具 正确运用宾语从句描述友谊 Multi-Media (or Tape recorder, OHP) 教 学 过 程 Warm-up 教师 Step1: Enjoy the song “Friends”. 活动 学生 Listen to the tape 活动 让学生在歌声中感受语言，在轻松愉快的语言活动中输入语言。让他们目的 在做中学，在玩中学, 在唱中学，在快乐中学习。
Pre- reading 教师 Step 2: 活动 1. What do you think of when you see this picture? (laugh, bright, friends, not lonely, happy…) 学生 2. Discuss 活动 When was the last time you felt sad？ Who did you tell that you were sad？ What did you do to feel better？ How can you make other people feel happy? 通过对这3个问题的分组讨论，使学生对所要了解的阅读材料的相关背目的 景知识有一个感性认识，减少阅读障碍，为学生理解材料打下良好的基 While- reading 础。 教师 Step 3: Lead the students to read the text and answer the questions. 活动 1. Fast-reading: 1) Who was the writer? 2) What changed the writer’s life? 3) How was the writer at last? 2．Careful reading （Do Activity 2） 学生 1. Read the passage fast and answer the questions. 活动 2. Read the passage carefully and answer the questions. 1.分步阅读使学生有充足的语言输入，从而有利于学生进行目标语言的目的 输出。 2.理清思路, 获取细节的信息, 培养学生的细读能力, 符合循序渐进原理。 3.重点理解课文中的目标语句。 Post- Step 4: 教师 1. Lead the students to read the passage and find the difficulties they don’t 活动 know. 2. Teach them the important language points. reading 3. Lead them to read and try to retell or say something about the passage. 1. Read and find the difficulties they don’t know. 学生 2. Learn the important language points. 活动 3. Read and try to retell or say something about the passage. 首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文目的 内涵。学生学习相关的阅读策略。 教师 Step 5: 活动 Free talk 1. Who is your best friend? 2. How did your friendship start? 3. What did you do together to have fun? 4. What could change things? 学生 Students talk 活动 目的 适度自由的交际不仅可以为学生创造一个说英语的环境，激发学生说的愿望，还可以复习所学知识。为写做铺垫。 1. Write a passage about someone or something which changed your life. Homework ( Including 3~5 object clauses.) 2.Listen and read after the tape for 15 minutes. 教学反思 第三课时 语法课教案
教 学 目 标 知识 目标 能力 目标 情感 目标 1．了解并掌握宾语从句的意义和用法。 2．掌握宾语从句的连接词，语序及时态问题。 理解并能正确运用宾语从句进行转述及交流。 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。 教学重难点 宾语从句中的语序及时态 教具 教 学 过 程 Warm-up 教师 活动 Step 1: Play a game Teacher says something freely, then let the students say what the teacher says. e.g. “I am very happy to be your English teacher this school year. English is very important. So we must work hard… …” Then let some students say or ask something and the other students try to say what he or she says. 导学案、粉笔、黑板。 学生 活动 1. Listen to the teacher carefully and tell the other students what the teacher says by using “The teacher says… …” 2. Listen to the students carefully and try to tell the whole class what he or she says. 通过小游戏，活跃气氛，为下文导出要学宾语从句做铺垫。 Lead in 教师 活动 Step 2: Talk about the sentences Repeat a few sentences above and let the students talk what kind of sentences they are: 1. I am very happy to be your English teacher this school year. 2. The teacher says she is very happy to be our English teacher this school year. 3. English is very important. 4. The teacher says English is very important. 学生 活动 目的 Talk about the sentences in groups and say what kind of sentences they are. 呈现例句，让同学们通过讨论，简单了解宾语从句。 Step 3: The teacher asks the students to talk about the sentences in Part1 in their paper, help the students have a summary. Then explain the object Specific structure teaching 教师 活动 clauses deeply. 1.宾语从句：在复合句中作宾语的名词性从句，通常放在主句谓语动词（及物动词）或介词之后。带有宾语从句的复合句就是用连接词把一个主句和一个宾语从句连接在一起。 2. 宾语从句的连接词可分为以下几类： 1) that引导的宾语从句,that在句中只起连接作用，无具体意义，不作句子的任何成分，一般可以省略。 2) Whether/if引导的宾语从句,作“是否”讲，在句中起连接作用，不作任何成分。 3) 特殊疑问词引导的宾语从句（when where why how what who which whose whom） 连接代词what which who whom不仅起连接作用，还在句子中作主语，宾语或表语。连接副词when where why how分别在句子中作时间，地点，原因和方式状语。连接词whose which在句中作定语。 3.宾语从句的时态 1)在宾语从句中，若主句的谓语动词是一般现在时，从句可根据需要用任何时态. 2)在宾语从句中，若主语的谓语动词是过去时态，则从句必须用和过去相关的时态。 4.宾语从句的语序 应该用陈述句的语序，即“主语+谓语+宾语”的顺序排列。将疑问句转化为宾语从句时，一定要将疑问语序需转变为陈述语序。 学生 活动 1. Look , think, and talk about the sentences, ask the teacher for help, listen to the teacher carefully, remember and understand the object clauses.
目的 呈现句型，让同学们观察、思考、讨论、询问，认真听，仔细记，深入理解宾语从句。 Consolidation practice 教师 活动 Step 4: 1. The teacher shows them some basic exercises. 2. The teacher shows them some consolidation exercises. 3. Use what we have learned to make a dialogue. 学生 活动 目的 Finish the exercises that the teacher gives. 通过基础训练、巩固训练和应用训练，以练习和巩固宾语从句在语言应用过程和写作过程中不要出现连接词、语序和时态的错误。 Homework 1．Remember what we have learned this class. 2．Finish the exercises on the workbook. 教学反思
第四课时 复习课达标课
教 学 目 标 知识 目标 1. New words 2. Phrases and drills 3. Grammar 4. Useful expressions 5. listening methods, reading methods and writing methods 能力 目标 情感 目标 Use the new words, phrases, drills, listening methods, reading methods and writing methods to do exercises and talk in the daily life. From the learning, the students can learn how to get on well with each other. 教学重难点 1.New words 2. Phrases and drills 3. Grammar 4.Useful expressions 5.listening methods, reading methods and writing methods 教具 导学案、笔记、粉笔、黑板等 教 学 过 程 教师 活动 Step 1: Let the students read the words together before the class Warm-up Remember the notes Basic practice 学生 活动 目的 教师 活动 学生 活动 目的 教师 活动 Read the words together loudly. 课前读词，营造良好的学习气氛。 Step 2: Let the students take out their notes , read and memorize them by themselves. Take out their notes , read and memorize them by themselves. 复习笔记限时记忆。 Step 3: Show the students basic exercises and let them finish the exercises by themselves. 学生 活动 目的 Finish the exercises by themselves. 效果检测，专项训练，对笔记等基础知识进行考察。 Ask and answer 教师 活动 Step 4: After the basic exercises, the students can ask the teacher some questions that they don’t know. And the teacher explains them for the students. And teaches them some of the important language points. 学生 活动 After the basic exercises, the students can ask the teacher some questions that they don’t know. 目的 专项训练后，进行疑难解答。 Test Have a test or exam. Homework 教学反思 Remember what we have learned this class and the difficulties that the teacher explained.