Module 9 Friendship Unit 3 Language in use 教案--2024-2025学年外研版（2024）英语八年级下册

Module 9 Friendship-Unit 3 Language in use 【教学目标】 Language Competence: Consolidate object clauses (introduced by that/if/whether), master phrasal verbs (get separated, join in) and sentence patterns like "It's necessary to...". Cultural Awareness: Explore cross-cultural friendship expressions through authentic materials, understand polite language use in different contexts. Thinking Quality: Classify clause structures via comparative analysis, infer language rules from practical examples to enhance logical thinking. Learning Ability: Apply grammar rules in writing (friendship advice letters), use mind maps to organize language points collaboratively. 【教学重难点】 Distinguish between object clauses and attributive clauses, correct common errors (tense inconsistency in clauses). Use modal verbs (could/should) to give suggestions appropriately, combine clauses with adverbs (honestly, gradually) for coherent expression. Transfer grammar knowledge to solve real-life communication problems, practice integrating language forms with pragmatic functions. 【教学过程】 Teacher: Good day, class! Before we start today’s lesson, let’s take a moment to recall what we’ve learned in Module 9 about friendship. Who can quickly tell me one new word we learned? Raise your hands. Student 1: “Trust”! It means believing someone is honest. Teacher: Excellent! That’s a very important word when it comes to friendship. Anyone else? Student 2: “Include”. We should include everyone in our activities. Teacher: Right on! Now, what about the grammar point we focused on? What kind of clauses did we study? Student 3: Object clauses starting with “that,” “if,” or “whether”! Teacher: Perfect! You all have a great memory. Today in Unit 3 “Language in use,” we’re going to further practice and apply these words and grammar structures. Let’s start with a fun warm - up activity. I’ll describe a situation related to friendship, and you guess which word from our module best fits the description. For example, if I say “When you put this between two things, they can stick together,” what word am I thinking of? Students: Glue! Teacher: Correct! Here’s another one. “When you don’t want to do something that someone asks you to do, you…” Student 4: Refuse! Teacher: Well done! Let’s do a few more. “To think carefully about something before making a decision” Student 5: Consider! Teacher: Great job! Now, let’s move on to a more challenging task. I’ll show you some incomplete sentences on the screen. You need to fill in the blanks with the correct form of the words we’ve learned. And pay attention, some sentences might require object clauses. For instance, “I’m not sure ______ (if/whether) he will come to the party tonight.” Who wants to come to the board and fill in this blank? Student 6: Whether. Teacher: Let’s analyze this together. Why did you choose “whether” here? Student 6: Because “whether” is often used when there are two possibilities, and in this sentence, he may or may not come. Teacher: Exactly! You’ve understood the usage very well. Now, here’s another sentence: “She suggested ______ (go) to the park to relax.” What should we fill in? Discuss with your deskmates for a minute. (Students discuss.) Teacher: Time’s up. Who wants to share the answer? Student 7: Going. Because “suggest” is followed by the - ing form of the verb. Teacher: Superb! Let’s continue with more sentences like these. Work individually first, and then we’ll check the answers together. (Students complete the exercises, and the teacher walks around to offer help.) Teacher: Now, let’s check the answers one by one. For the first sentence, “He treasures the friendship with his childhood friends and always ______ (count) on them.” What’s the answer? Student 8: Counts. Teacher: Correct! And for “I believe that she ______ (be) a good friend to everyone.” Student 9: Is. Teacher: Great! Now, let’s shift gears and do a group activity. I’ll divide you into groups of four. Each group will get a set of cards. On these cards, there are different statements and questions related to friendship, some with missing words or incorrect grammar. Your task is to work together, correct the grammar mistakes, fill in the blanks with the right words, and rewrite the sentences if necessary. You have 10 minutes. Start! (Students work in groups, discussing and correcting the sentences.) Teacher: Time’s up! Which group would like to share one of your corrected sentences? Group 1: We had a card that said “I’m not sure if will she like the gift.” We corrected it to “I’m not sure if she will like the gift.” Teacher: Excellent correction! The word order in an object clause should be the normal subject - verb order. Any other examples? Group 2: There was a sentence “He sticked to his opinion during the argument.” We changed “sticked” to “stuck” because the past tense of “stick” is “stuck”. Teacher: Well done! You really paid attention to verb forms. Now, let’s have a class discussion. I’ll present some real - life friendship scenarios, and you need to use the language we’ve learned in this module to analyze the situations, give advice, and create dialogues. For example, imagine one of your friends is always left out of group activities. How would you talk to him/her and the group members? First, think about it individually for 2 minutes, and then we’ll share our ideas. (Students think individually.) Teacher: Okay, who wants to start sharing? Student 10: I would say to my friend, “I know you feel lonely when you’re left out. I believe that if you talk to the group members and tell them how you feel, they will understand. Maybe you can suggest some activities that everyone will like.” Teacher: Wonderful! You’ve used object clauses and relevant vocabulary perfectly. What about talking to the group members? Student 10: I’d tell them, “We should include everyone in our activities. My friend is really nice, and I think you’ll enjoy spending time with him/her if you give him/her a chance.” Teacher: Excellent! Does anyone have a different idea? Student 11: I would say to the group, “Don’t you think it’s not good to leave someone out? We are a circle of friends, and we should trust and care about each other. Let’s encourage him/her to join in more.” Teacher: Great job! You’ve all shown a good understanding of how to use the language in practical situations. Now, for the last part of our class, I want you to write a short story about friendship. In your story, you must use at least six words from this module and three object clauses. You can be as creative as you like. You have 15 minutes to write. (Students write their stories, and the teacher provides guidance.) Teacher: Time’s up. If you’d like to share your story with the class, raise your hand. (Some students volunteer to read their stories.) Teacher: All of your stories are amazing! You’ve successfully used the language we’ve learned in this module. For homework, please revise your stories, make sure there are no grammar mistakes, and hand them in next class. That’s all for today’s lesson. I hope you’ve all improved your language skills in the context of friendship. 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 学科网（北京）股份有限公司 $$