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1、Book 4 Module 9 Friendship主备人：郑彩霞 审核人：徐月瑶 复备人：_一、 教学内容：Unit2 I believe that the world is what you think it is.二、 课型：Listening and speaking三、 教学目标： 1、能够正确使用下列单词和词组：silence bright treasure trust glue include circle stick suggestion in silence day by day smile at circle of friends every time2、能理解故事中的事件
2、顺序和人物行为并根据上下文猜测生词的含义。3、能够根据所给的提示描述改变自己生活的人或事的短文。4、通过对友谊这个话题的探讨，让学生学会宽容、理解他人。四、 教学重难点：1、能理解故事中的事件顺序和人物行为并根据上下文猜测生词的含义。（重点）2、能够根据所给的提示描述改变自己生活的人或事的短文。（难点）五、 教学准备：课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品六、 教学过程：教学步骤教师活动学生活动
3、设计意图Step OneWarming-up (3)Lead in1.Greetings.2. Share a song: Friends by Zhou Huajian1. Greetings2. 2. Enjoy the song and sing together.以旧引新，先引导学生进入本模块的主题。Step TwoPre-task(5)1. Free talks: T: Now, tell me, please, Do you have a best friend? And what do you think a best friend should be like? Lets ha
4、ve a talk about this.You may begin like this:I think that a good friend should be 2. Have the students work in pairs about the topic.Then show the title of the lesson and lecture the new words as well.eg: silence bright treasure trust glue include circle stick suggestion in silence day by day smile
5、at circle of friends every time1.Free talk: Work in pairs.I think a good friend should be helpful.2. Learn the new words.引导学生谈论图片,训练学生描述事情的能力。在描述的同时学习新单词和句型，做到词不离句，为学生扫清读的障碍。Step ThreeWhile -task (24)1. Scanning(1)Ask students to scanthe passage and answer the question:What is the passage about?2. S
6、kimmingAsk students to skim the passage and answer:1)How did the writer feel in the past?2)How does the writer feel now?3)What advice does she give?3.Careful reading.(1)Paragraph 1:Listen and answer: Who gave the writer an important gift? And what is it?T: Why is the gift is important? Lets read on.
7、(2)Paragraphs2& 3:T: Now, I want someone to read the passage for us, and we find out:A. When did the story happen?B. What was the writers problem?Ask a student to be “a little teacher” to check the answers. Read by yourself and point out important points.Solve difficulties.1) hear sb. do sth. hear s
8、b. doing sth.2) be feel lonely be alone3)worry about sb.sth.(3)Paragraphs 4, 5,6&7: Let the students fill in the blanks after reading this part by themselves. Then one day, a girl looked at me and (1) _, I felt (2) _ lively and warm. It was like a hidden (3)_. The smile (4) _ my life. And the girl h
9、as (5) _ my best friend. Students read this part and find out difficult points in groups: 1) in silence I sat in silence.= I sat silently.2) She looked at me and, without a word, smiled.3) day by day; 渐渐的 day after day 日复一日(4) Paragraph 8Ask a group of six students to read paragraph 8, the other stu
10、dents try to find out: What does the writer believe? And do you agree with her? Why or why not? Ask the students to read this part and try to recite this part in 2minutes.1. Scanning(1)Ask students to scan the passage and find out the answer.2. SkimmingAsk students to skim the passage and answer:1)H
11、ow did the writer feel in the past?2)How does the writer feel now?3)What advice does she give?3.Careful reading.(1)Paragraph 1:Read and finish the question.(2)Paragraphs2&3:Listen to someone to read and find out the key words that the answers to the questionds.Ask a student to be “a little teacher”
12、to check the answers. Read by yourself and point out important points.Solve difficulties.(3)Paragraphs4,5,6&7: Let the students fill in the blanks after reading this part by themselves. Students read this part and find out difficult points in groups:(4) Paragraph 8Ask a group of six students to read
13、 paragraph 8, the other students try to find out: What does the writer believe? And do you agree with her? Why or why not?Ask the students to read this part and try to recite this part in 2 minutes.要求学生快速阅读文章，找到问题的答案。通过学生快速阅读，培养学生获取主旨的能力，理清故事发展的顺序。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生
14、更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step FourPost-task(10)1. ReadingHave students read the whole passage by themselves, then hold a competition about reading: Who reads the best?2.Retelling.Let the students retell the story while looking at the notes on the blackboard.At first (1)_ knew me I felt (2) _ _and was afraid to (3) _ with anyone. Then one dayA girl looked at me and (4) _,I felt (5) _, li
