Trouble is a friend.——初中英语情感问题课教学设计潍坊市教育科学研究院 王晓春潍坊德润国际学校 谭 聪友谊是青少年生活的重要组成部分外研版《新标准英语》八年级下册 Module 9 Friendship 以友谊为话题，探讨学生在友谊问题上的困惑及解决办法，让学生意识到友谊的重要性，并积极探寻与朋友相处的正确方法这个话题贴近学生生活实际，在教学中我们应力求把学生的关注点从教材上“别人的故事”引领到“我自己的故事”，从而引起情感共鸣，使学生能在看别人问题的时候反思自我，学着正视问题并积极想办法通过有效途径来解决自己的问题这么好的话题和素材，如果只是讲解语言知识，围绕课本的对话进行听说训练，真是辜负了教材编者的一片苦心我们根据教材内容和话题，打算用两课时完成第一课时就扣住“情感问题”这一主线进行教学设计，取得了意想不到的良好效果以下是我们的教学设计，在此与大家共享Module 9 Unit 1 Could I ask if you’ve mentioned this to her?教学目标：教学目标：1.能听懂有关友谊的对话，能理解对话中的逻辑顺序； 2.能辨别和理解 if, whether, what 等特殊疑问词引导的宾语从句的意思。
教学过程教学过程Step ⅠⅠ Presentation1.Play an English song: Trouble is a friend. Then enjoy some of the words. Ss read aloud and try to understand.Trouble will find you no matter where you go.No matter if you're fast no matter if you're slow.And no matter what I feed him he always seems to grow.He sees what I see and he knows what I know.So don't be alarmed if he takes you by the arm.2.Talk about friendship and friend.T asks: When there is trouble or a problem between you and your friend, what would you do?So don't be alarmed if he takes you by the arm.Sometimes trouble is also a friend. We can learn how to do with trouble by solving it.设计意图：本课从一首英文歌开始，用歌词导入话题。
先听歌，然后重点关注斜体部分的歌词，都是宾语从句，在这里不讲语法，只是让学生读并理解句意然后提出朋友之间也会产生问题，也会让人不愉快，出现问题了怎么办？为什么说 Trouble is a friend？最后得出：是问题教会我们正视问题，并且在处理问题的过程中学着处理问题Step ⅡⅡ ListeningTape scriptK: Mrs King L: LinglingK: Hello!L: Hello! Could I speak to Betty, please?K: I’m sorry. She’s not in at the moment. Is it important? Can I take a message?L: Yes, please. This is Lingling, Betty’s classmate. I have a problem with my best friend and I need her help.K: Oh, I’m sorry to hear that, Lingling. But Betty is visiting her grandmother. She won’t be back until tomorrow. Maybe you can try calling my friend, Jane. She works on the Friendship Helpline at school.L: Thanks so much, Mrs King. May I have the number?K: You can call her on 58590808.L: Thank you, Mrs King.K: You’re welcome, Lingling. I hope my friend can help you.1.Listen and answer.Who are they?What’s the matter with the girl?2.Listen and complete.K: Hello!L: Hello! Could I speak to Betty, please?K: I’m sorry. She’s_______ at the moment. Is it important? Can I __________?L: Yes, please. This is Lingling, Betty’s ______. I have a problem with _____ and I need ______.K: Oh, I’m sorry to hear that, Lingling. But Betty is visiting _____. She won’t be back until ____. Maybe you can try calling ______, Jane. She works on the Friendship Helpline ______.L: Thanks so much, Mrs King. May I have the number?K: You can call her on _______.L: Thank you, Mrs King.K: You’re welcome, Lingling. I hope my friend can help you.Ss listen and try to fill in the blanks. Then read aloud and try to understand.设计意图：这是教材上第一部分的听力素材。
教材中的听力任务设计过于简单，我们进行了重新设计，有两个层次的听力任务，即第一层通听全文，获取对话双方的身份并能说出打一方的目的；第二层是获取细节信息，根据内容填写单词或短语教师抓住其中提出的建议——找 Jane 帮忙，能够很自然地过渡到下一个教学环节Step ⅢⅢ Listen and read1.Listen to Part1 and completeWhat happened?We’ve been friends for_______. We got separated when we went to ______last term, but we ______.This term, she came to study at________. I was ______ at first. But she’s so______. She doesn’t like me __________________. What’s the problem between Lingling and her best friend?T asks；If you were Lingling, what would you do?Ss think it over and try to express their ideas.设计意图：我们将对话素材分成两部分。
先听第一部分，通过抓取关键词，梳理事件发生、发展的过程，最后学生自然就明白了玲玲和朋友之间的问题听后教师追问，如果你是玲玲，你打算怎么处理？激发学生思考并鼓励学生表达自己的想法2.Listen to Part 2 and complete.What’s wrong with Lingling’s friend?Jane’s Advicefind out ___________________._______ with her and ______ to her that she can_______ with your other friends too.Try to______her to your friends.T helps Ss understand the advice and ask them to think over whose advice is better and who has better advice.设计意图：第二部分的重点是通过朋友的表现，分析其原因，然后提出解决问题的建议学生通过听获取相关信息教师引导学生梳理建议，然后追问学生哪些建议比较好，你有没有更好的建议？引起学生思考并鼓励表达。
3.Read and complete the structure of the problemAsk for help设计意图：学生阅读对话，根据内容完成结构图这个过程旨在梳理整个事件的逻辑顺序结构图的运用既可以帮助学生梳理全文结构，明晰对话的主体框架，同时又可以辅助学生回顾并复述对话的主要内容4.Read and findSs read the dialogue again and pay more attention to the questions Jane asked.How can I help you?Tell me when the problem started.Could you explain what happened then?Can you tell me how she’s different?What HappenedLingling’s best friend doesn’t like_________.Ling’s ActionShe ______to her. But she ________.Jane’s AdviceTry to:1._________2._________...3.___________Her ProblemMaybe she _________in her new schoolCould I ask if you’ve mentioned this to her?Do you know why she treats you like that?Maybe she…设计意图：本环节旨在引导学生梳理提问的逻辑关系，让学生看到如何根据事件的发生和发展递进式地提问，这种做法有利于帮助学生学会根据逻辑顺序分析问题，促进学生的心智发展。
这些句子大部分是本模块的重点语法宾语从句，我们只是要求学生朗读、理解，语法学习和造句训练放在第二课时Step ⅣⅣ Tell the problemSs work in groups and try to tell the whole story of Lingling’s problem. T. gives help.Lingling has a problem with her best friend. So at first she…, but…Then…设计意图：本环节要求学生以第三人称讲述玲玲的故事，采取小组合作，句子接龙的形式，这样全体学生都能参与进来经过前面对故事发展顺序的梳理，学生能较好地掌握故事的主线，在结构图和文字辅助下，能够表达出来以上是本单元的第一课时，在整节课中，摆脱了语言知识的限制。