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Module9教学设计
单元目标 Theme : It’s about friendship Function: be able to describe feelings and impressions Structure: Be able to master sense verbs: feel, look, sound, smell, taste and some adjectives Objectives: 1.To be able to use sense verbs correctly. 2. To be able to use adjective to express one’s feelings and moods. 3. To be able to talk about one’s likes and dislikes with adjective and sense verbs. 4.learn about and experience the different cultures
单元内容 This module is something about friendship Friendship is an important part of teenage life. In this lesson, we have two dialogues, one small one and the other, big. In the dialogue, Lingling has a problem and wants to talk to her best friend Betty, but Betty is not at home. Betty's mother recommends the help hotline, which leads to the following dialogue. In the big conversation, Lingling turns to a help hotline for help. The experts guide Lingling to describe her problems and give advice. The purpose of this lesson is to explore students' confusion and solutions to friendship problems, so that students can realize the importance of friendship and actively explore the right way to get along with friends. In addition, object clauses introduced by if, whether and question words are also the grammar focus of this lesson. Therefore, this class pays more attention to cultivating students' ability to skillfully use the knowledge they have learned. The design of each part of this class is from simple to complex, from easy to difficult.
学情分析 After more than a year of junior high school English learning, grade eight students have accumulated a certain vocabulary and language functions, have a certain basic Knowledge of English and listening and speaking ability, is gradually reading, writing transition. At the same time, he is active in thinking, good at communication, willing to express himself, eager to get praise from classmates and teachers. The topic of friendship is introduced into a new lesson in class, and comprehensible language input is provided by setting tasks, carrying out activities and practicing students, so as to fully stimulate students' interest in learning and gradually achieve the teaching goal of the course.
教学策略 Unit1 Use situational language teaching to help lead the topic Use communicative language teaching to pass one topic to another topic Use Tasked-based approach to line up the passage Unit2 Task-based approach, PWP(Pre-learning, While learning, Post- learning)
课时分配 Unit1 2 periods New lessons Unit2 2 periods New lessons + 1 periods for the Analyze of homework Unit3 1 period New lesson +1 period for the Analyze of homework Take a test 1 period + 1 period for the Analyze of the test
课时教案格式
课题 Unit 1 Could I ask if you’ve mentioned this to her
教学目标 Knowledge aims: To master the key vocabulary and structures: separate, explain, mention, refuse, treat, herself, wehther, lonely, regret, patient, introduce, encourage, join in Ability aims: To be able to get specific information from the conversation and understand the logical sequence of the conversation; To be able to talk about a personal experience with friends.
重点难点 Teaching important points: To be able to get specific information from the conversation and understand the logical sequence of the conversation; To be able to talk about a personal experience with friends. Teaching difficult points: To be able to talk about a personal experience with friends.
教学方法 PWP approach, interactive approach
教学过程 活动设计 设计意图
Teaching procedures: Ⅰ.Warm-up Show two pictures. One is the picture of students of their own, and another one is a picture of a ship, then, ask them if they can guess the words. “Do you have many friends ” “Do your friends important to you Why ” “Do you have any problems with him/her ” 2.Show the objectives. Ⅱ.Presentation Teach new words and expressions. (1.Look at the pictures and learn new words and 用学生自己的照片，比较能够激发他们的学习热情
expressions.) Let students underline the vocabulary in the textbooks.(Underline the vocabulary in the textbooks.) Ⅲ. ListenⅠ Play the recorder and let students choose the correct answer in Part 1. (1.Listen to Part 1 and choose the correct answer.) 2.Play the tape again and let students number the sentences in part 2. (Number the sentences in the order they hear them.) Check the answers.(Share their answers.) Ⅳ.Listen Ⅱ Watch the flash and answer the following questionsws: Who is calling the Friendship Helpline (The students watch the flash and answer the following question.) 2.Read after the teacher and understand the dialogue. Check the true sentences on page 73. Check the answers Ⅴ.Exercises&Pair work Exercises: 1.Ask students to read the dialogue by themselves. 2.Let students read in pairs. 3.Choose some students to act out the dialogue. Pair work: 1.Offer some useful material or expressions; 2.Invite some students to act it out. 3.Invite others to make comment about their conversation. Ⅵ.Grammar Explain the usage of the object clauses. Find out the sentences of object clause with if, whether, what, when, why... Check the answers. Ⅶ. Summary Sum up the useful expressions and present them. (Ask students read them in all kinds of ways, including in groups, in pairs and so on) Everyday English 带着问题去听，能够提高学生的听力效果 巩固宾语从句，最好能够用开小火车的方式，这样涉及到的同学也会更广一些
板书设计 Module 9 Friendship Unit 1 Could I ask if you’ve mentioned this to her 重点短语 重点句式 join in refuse to do sth. get separated encourage sb. To do sth. be patient with regret doing sth.
作业设计 A:作业本+最后的思考题，以书面行书 B：作业本 C:作业本+单词巩固
作业批改 典型问题 宾语从句的语序问题较大、
辅导形式 （√）集体讲评 （√）个别辅导
辅导学生
教学反思 该话题是学生比较熟悉的话题、学生也比较感兴趣、所以整体开展还是比较顺利。

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