Module9Unit1CouldIaskifyouvementionedthistoherTeachingprocedureStep1.Warming-up&lead-in:T:IamverysorrytotellyouthatIhadafightwithmybestfriend,andIhurtmyfinger.（showthefingertothestudents）Doyouwanttoknowwhoismybestfriend?Ss:Yes.T:It’shim!(pointtoaveryuglydogonthepicture)butIdon’twanttobeangrywithhim,it’sjustanaccident,becausewehaveaveryclosefriendshipandIthinkfriendshipisthemosttreasurablethingintheworld,doyouagreewithme?Ss:Yes.T:Well,todaylet’slearnsomethingaboutfriendship.(showthetopicofthislesson)（设计意图：通过手指上夸张的伤口，同时展示好朋友是只长相很丑的狗，能快速地调动课堂气氛，同时解释不和狗计较是因为友谊是世界上最珍贵的东西，很自然地引出下面有关友谊的话题，为整节课的开展作了很好的铺垫。）Step2.Freetalk:Letthestudentstalkaboutthesequestions:Whoisyourbestfriend?Whereishe/shefrom?Whatdoeshe/shelike?Doyouoftenplaytogetherwithyourfriend?Whatdoyouthinkoffriendship?T:Ithinkthebestwaytokeepthefriendshipisalwaystostayintouchwitheachother.Howdoyouconnectwithyourfriends?Ss:letter,emailandsoon.T:Ioftenchatwithmyfriendonthetelephone(takeoutatelephone),whowanttocallme?Makeupadialoguewithastudentonthetelephone.Afterthedialogue,theteacherpointoutthemistakesthestudentsmadeandshowtherightexpressions.1.Whoisthat?2.Thisis…speaking.3.Isthat…speaking?4.CanIspeakto…?5.I’msorry,heisn’tin/hererightnow.6.Holdtheline,please.7.CanItakeamessage?8.Wouldyouliketoleaveamessage?（设计意图：让学生谈论几个关于朋友的话题，引起他们的共鸣，老师阐明友谊需要经常联系才能保持，然后提问几个学生和朋友联系的方式，老师说自己经常和朋友打电话，并且拿出电话现场和学生模拟对话，结束后指出学生在打电话过程中的语言错误，并把英语中打电话的日常用语进行展示，然后再次和学生模拟打电话对习惯用语进行熟练应用。几个步骤一环扣一环，层层递进，使学生在和老师的互动中不知不觉对学过的电话交际知识进行了复习，并为下面的听力练习扫清了障碍。）Step3.Listeningpractice:Practice1.OurfriendLinglingisalsomakingacallatthemomentandlet’slistencarefullywhatsheistalkingabout.andthenchoosethecorrectanswer.Askstudentsthesequestionswhencheckingtheanswers:Whatishelpline?Whendowecallhelpline?（设计意图：我们正在打电话的同时，我们的好朋友Lingling也在打电话，让我们听听她在说些什么，很自然地就把学生的注意力转移到小听力训练上，在校正答案的同时引出helpline的概念，为接下来的大听力做好铺垫。）Practice2.T:LinglinghasgotthephonenumberofFriendshipHelpline.Whathappenedbetweenherfriendandher?Now,wewillhearadialogueandlearnwhathappenedandhowdoesthepersonadviceLinglingtodowhenshehasproblemswithherbestfriend.（设计意图:通过大听力练习和做判断题，加深学生对文章内容的了解和把握。）Step4.Readingpractice:Scanning.Readinpairsandcompletethetable.（设计意图:听后读环节，学生分角色朗读课文，快速阅读能培养学生读的技能以及整体获取信息的能力）Carefulreading.Taketurnstoreadthepassageagainandthenanswerthequestions.（设计意图:学生交换角色朗读课文，精读能够加强学生对本课所涉及到的词组和句型的认知，交换朗读能够加深对课文细节的把握。）Step5.LanguagepointsWhenthestudentsreadthepassage,theremustbesomedifficulties,showthemontheblackboard.1.stayintouch=keepintouch保持联系2.mentionsth.tosb.向某人说起某事。3.regretdoingsth.对做过的事情感到后悔。4.bepatientwith…对……有耐心。5.直接引语是一般疑问句，改为间接引语时,由if/whether引导，间接引语的顺序是陈述句.6.直接引语是特殊疑问句，改为间接引语时引导词是特殊疑问词，间接引语的顺序是陈述句.（设计意图：固定词组搭配属于词汇重点，if/wh...
