八年级英语下册 Module 9 Unit 1 Could I ask if youve mentioned this to her教案 （新版）外研版-（新版）外研版初中八年级下册英语教案.doc

Module 9 Unit 1 Could I ask if youve mentioned this to her
Teaching procedure
Step1. Warming-up &lead-in:
T: I am very sorry to tell you that I had a fight with my best friend, and I hurt my finger.（show the finger to the students）Do you want to know who is my best friend? Ss: Yes.
T: It’s him!(point to a very ugly dog on the picture) but I don’t want to be angry with him, it’s just an accident,because we have a very close friendship and I think friendship is the most treasurable thing in the world , do you agree with me? Ss: Yes.
T: Well, today let’s learn something about friendship.(show the topic of this lesson)
（设计意图：通过手指上夸张的伤口，同时展示好朋友是只长相很丑的狗，能快速地调动课堂气氛，同时解释不和狗计较是因为友谊是世界上最珍贵的东西，很自然地引出下面有关友谊的话题，为整节课的开展作了很好的铺垫。）
Step2. Free talk :Let the students talk about these questions:
Who is your best friend?
Where is he/she from?
What does he / she like?
Do you often play together with your friend?
What do you think of friendship?
T: I think the best way to keep the friendship is always to stay in touch with each other. How do you connect with your friends? Ss: letter,email and so on.
T: I often chat with my friend on the telephone(take out a telephone), who want to call me? Make up a dialogue with a student on the telephone. After the dialogue,the teacher point out the mistakes the students made and show the right expressions.
1. Who is that? 2. This is … speaking. 3. Is that … speaking?
4. Can I speak to …? 5. I’m sorry, he isn’t in/here right now. 6. Hold the line, please.
7. Can I take a message? 8. Would you like to leave a message?
（设计意图：让学生谈论几个关于朋友的话题，引起他们的共鸣，老师阐明友谊需要经常联系才能保持，然后提问几个学生和朋友联系的方式，老师说自己经常和朋友打电话，并且拿出电话现场和学生模拟对话，结束后指出学生在打电话过程中的语言错误，并把英语中打电话的日常用语进行展示，然后再次和学生模拟打电话对习惯用语进行熟练应用。几个步骤一环扣一环，层层递进，使学生在和老师的互动中不知不觉对学过的电话交际知识进行了复习，并为下面的听力练习扫清了障碍。）
Step3. Listening practice:
Practice1. Our friend Lingling is also making a call at the moment and let’s listen carefully what she is talking about. and then choose the correct answer. Ask students these questions when checking the answers: What is helpline? When do we call helpline?
（设计意图：我们正在打电话的同时，我们的好朋友Lingling也在打电话，让我们听听她在说些什么，很自然地就把学生的注意力转移到小听力训练上，在校正答案的同时引出helpline的概念，为接下来的大听力做好铺垫。）
Practice2. T: Lingling has got the phone number of Friendship Helpline .What happened between her friend and her? Now, we will hear a dialogue and learn what happened and how does the person advice Lingling to do when she has problems with her best friend.
（设计意图:通过大听力练习和做判断题，加深学生对文章内容的了解和把握。）
Step4. Reading practice:
Scanning. Read in pairs and complete the table.
（设计意图:听后读环节，学生分角色朗读课文，快速阅读能培养学生读的技能以及整体获取信息的能力）
Careful reading. Take turns to read the passage again and then answer the questions.
（设计意图:学生交换角色朗读课文，精读能够加强学生对本课所涉及到的词组和句型的认知，交换朗读能够加深对课文细节的把握。）
Step5. Language points
When the students read the passage, there must be some difficulties,show them on the blackboard.
1.stay in touch = keep in touch 保持联系
2.mention sth. to sb. 向某人说起某事。
3.regret doing sth. 对做过的事情感到后悔。
4. be patient with… 对……有耐心。
5.直接引语是一般疑问句，改为间接引语时,由if/whether 引导，间接引语的顺序是陈述句.
6.直接引语是特殊疑问句，改为间接引语时引导词是特殊疑问词，间接引语的顺序是陈述句.
（设计意图：固定词组搭配属于词汇重点，if/whether 和疑问词引导的宾语从句是语法重点，所以要向学生进行展示和讲解，和学生一起总结 if/whether 和疑问词引导的宾语从句，最关键的是把这个复杂的句型简化为口诀，简单明了，易于掌握，提高学生学好该语法的自信心。）
Step6. Test:
Do exercises according to the key points we learned this class.
（设计意图：选择针对性强的练习题，对本节所学的重点句型和语法进行灵活运用并且当堂达标，对知识点实现堂堂清。）
Step7. Discuss in groups:
Everyone needs friends, but being a good friend can sometimes be hard work.Ask some students what friendship problems they have.Tell stdudents that these problems are very common, the most important thing is how to solve the problems. Work in groups to discuss the situation and solve the problems wisely.
●Call the helpline
Student A: You call the helpline to ask for advice
Student B: You work on the helpline. Listen to Student A’s problems and try to help.
●Make up a dialogue(more than two people)
Some possible friendship problems:
My friend often borrows money from me
I'm shy and I haven’t had many friends.
I had a fight with my best friend and we don't talk to each other now.
I have to go to a new school, but I don’t want to leave my friends.
（设计意图：让学生说一说自己遇到的关于友谊方面的问题，老师告诉学生们这些问题都是很正常的现象，告诉他们如何正确的处理问题才是最重要的，培养学生正确的朋友观。设置朋友间相处常见的几种现实问题情境，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。 ）
Step8. Performance:
After the discussion，ask everygroup to give a performance in class,they can take different forms to show their views of friendship.
（设计意图：英语课上，表演节目一直是活泼课堂的法宝，也是学生们展现自己风采的环节，要想该环节出彩，就要给学生明确的任务要求和充足的时间准备，老师可以在一旁适当烘托表演气氛，对于参演的学生一定要鼓励。）
Step9. Summary & homework:
Tell students some sayings of friendship and sum up what we learned this class.After the class,let the students learn the new words and expressions in this class and write a short story about friendship.
（设计意图：通过朗读关于友谊的谚语，提升对友谊的客观认识，养成正确的朋友观。实现本节的情感目标。作业可以深化课堂内容，同时锻炼学生应用语言点以及进行写作的能力）
Blackboard design:
Unit 1. Could I ask if you’ve mentioned this to her?
1.Who is that?/This is … speaking./ Hold the line, please./Can I take a message?
2.regret doing sth., mention sth. to sb.,be patient with sb.
3.General question: I ask Tom if/whether he likes eggs.
Special question: I ask Tom where he come from.