Module 9 Friendship-Unit 1 Could I ask if you've mentioned this to her 教案2024-2025学年外研版英语八年级下册

教学设计 课题 Module 9 Friendship-Unit 1 Could I ask if you've mentioned this to her 课时 1 教学目标 Language Competence: Master key words/phrases (mention, refuse, treat, regret) and structures like "Could I ask if...", "It's a shame that...". Use proper clauses to express opinions. Cultural Awareness: Understand cultural differences in expressing friendship, appreciate the value of honest communication in relationships. Thinking Quality: Analyze conflicts in dialogues, infer characters' emotions, and develop logical thinking via question-answer practice. Learning Ability: Apply listening strategies (catch key info), cooperate in role-play to enhance communicative skills. 重难点 Grasp object clauses introduced by "if/whether" and "that", distinguish sentence patterns like "ask sb. to do sth.". Use emotional adjectives (lonely, regretful) and adverbs (properly, secretly) to describe friendship issues. Link personal experiences to resolve communication problems in the text, practice empathy. 教学环节 学习活动 新课教学 Teacher: Good morning, class! How are you all today? Students: Good morning, teacher! We are fine. Teacher: Great! Before we start our new lesson, let's have a little chat. What do you think is the most important thing in your life at the moment? Raise your hands and share your ideas with the class. Student 1: I think family is the most important. They always support me. Teacher: That's very true. Family is a big part of our lives. What about others? Student 2: I think having good friends is really important. We can have fun together and share secrets. Teacher: Excellent! Friendship is indeed very precious. And that's exactly what we are going to focus on in this module - Friendship. Now, look at the screen. I'm going to show you some pictures. As soon as you see a picture, shout out what you think it represents related to friendship. (The teacher shows pictures of friends playing together, helping each other, having an argument, etc.) Teacher: (Showing a picture of two friends laughing) What does this picture tell you? Student 3: They are happy and having a great time together. It shows they are good friends. Teacher: Right! Friendship often brings happiness. (Shows a picture of two friends arguing) And this one? Student 4: They are having a fight. Maybe they had a disagreement about something. Teacher: Exactly. Even the best of friends can have problems sometimes. Now, let's move on to our new words. Look at the words on the board: separate, explain, mention, herself, whether, lonely, regret, patient, introduce, encourage, join in. I'll read each word, and you repeat after me, and try to understand its meaning from the context. For example, when we say "separate", it means to be apart from someone or something. Let's start. (The teacher reads the words one by one, and the students repeat.) Teacher: Now, I'll give you a sentence for each word, and you tell me which word it matches. "She tried to make her friend feel better and gave her some good advice. We can say she was very..." Student 5: Patient. Teacher: Correct! You're very quick. Now, another one. "I want to tell you about something, but I don't know if I should. In other words, I'm not sure..." Student 6: Whether. Teacher: Great job! Let's do one more. "After the quarrel, the two friends didn't want to be together anymore. They became..." Student 7: Separated. Teacher: Well done! Now, let's listen to a short conversation. Listen carefully and answer the questions on the screen. The conversation is between Lingling and someone. Try to find out who Lingling wants to speak to and if that person is available. (The teacher plays the recording of the first short conversation.) Teacher: So, who did Lingling want to speak to? Student 8: She wanted to speak to Betty. Teacher: Right. And was Betty available? Student 9: No, she wasn't. She was out. Teacher: Perfect. Now, let's listen to a longer conversation. This time, Lingling calls a help line because she has a problem with her friendship. Listen carefully and number the sentences in the order you hear them. Also, try to figure out what Lingling's problem is. (The teacher plays the recording of the longer conversation between Lingling and the help line expert.) Teacher: Okay, let's check the order of the sentences. What's the first sentence you heard? Student 10: I'm sorry, she's not in at the moment. Teacher: Good. And the second one? Student 11: Is that Mrs King? Teacher: Correct. Now, let's talk about Lingling's problem. Who can tell me what's wrong with Lingling's friendship? Student 12: She and her best friend Betty got separated when they went to different schools last term. Although they stayed in touch at first, now Betty doesn't seem to want to be friends anymore. She refuses to listen to Lingling and is angry when Lingling tries to talk to her. Teacher: Excellent summary! You really listened carefully. Now, let's look at some important sentences from the conversation. "Could I ask if you've mentioned this to her?" This is a very useful sentence. We use it when we want to politely ask if someone has said something to another person. Can you make a sentence using this structure? Work in pairs and share your sentences with your partner. (Students work in pairs and create sentences.) Teacher: Okay, let's share some sentences. Who wants to volunteer? Student 13: Could I ask if you've mentioned our plan to the teacher? Teacher: Great sentence! Another one? Student 14: Could I ask if you've mentioned my secret to your friend? Teacher: Wonderful! Now, let's look at another sentence. "You said she's your best friend. How long have you been friends?" This is a question about the duration of a friendship. We use "how long" to ask about the length of time something has been happening. Let's practice asking and answering such questions. I'll start. I'll describe a friendship situation, and you ask me "how long". For example, I say "I often play basketball with my friend on weekends." What do you ask? Student 15: How long have you played basketball with your friend? Teacher: Right! Now, you describe a situation, and I'll ask the question. Student 16: I study English with my deskmate every day. Teacher: How long have you studied English with your deskmate? Teacher: Now, let's focus on the advice the help line expert gave to Lingling. What were some of the suggestions? Student 17: The expert said Lingling should be patient with Betty and try to find out if Betty feels lonely without her. Student 18: Also, Lingling should introduce Betty to her other friends and encourage her to join in more activities. Teacher: Exactly. These are very good suggestions for dealing with friendship problems. Now, let's role - play. I want you to work in pairs. One of you will be a person with a friendship problem, like Lingling, and the other will be the help line expert. Try to use the words and sentences we've learned to have a conversation. You can start by stating the problem and then giving advice. (Students start role - playing. The teacher walks around the classroom, listening to their conversations and offering help and guidance.) Teacher: Okay, time's up. Let's have some pairs come to the front and show us their role - plays. (A few pairs come to the front and perform their role - plays.) Teacher: Well done, everyone! You all did a great job. Now, let's summarize what we've learned today. We learned some new words related to friendship, important sentences for asking about friendship problems and giving advice, and we also practiced using them in conversations. For homework, I want you to write a short passage about a friendship problem you or your friend have had and how you solved it or how you think it could be solved. Use the words and expressions we learned in class. Teacher: That's all for today's class. Have a great day, and see you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$