Lesson 51 What Could Be Wrong?优秀课堂实录

Unit 9 Communication Lesson 51 What Could Be Wrong?

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教材分析

1. Analysis of the Students The students of Grade 9 have mastered certain vocabularies，expressions and structures. They also have the abilities of self-teaching and working in groups. Most of them are willing to express their opinions in English.

2. Analysis of Teaching Content Lesson 51 is the third lesson in Unit 9, Book 5.This unit focus on the subject

Communication. Students cares about the subject because it is close to everyone. Lesson 51 mainly talks about the letter from a lost girl for Sue. She has the problems with her friends, and she wanted to find the ways of solving the problems.

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教学目标

【知识目标】

1. To master the word : figure. 2. To master the phrases: used to, ever since, leave … alone, cool down / off, even if, figure out. 【能力目标】

Improve the students’

ability of speaking, listening, reading and writing. To learn about how to solve the problems between friends. 【情感目标】

To realize the importance of friendship and the ways of solving the problems between

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friends. 【教学重点】

To master the words and phrases. 【教学难点】

To learn about how to solve the problems between friends. ◆

课前准备

Tape recorder, Multimedia

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教学过程

Step 1. Warm-up Free talk:（1）Have you had any problems with your friends? (2)

When you have a problem with a friend, what do you usually do? Step 2. Presentation 1.

Explain the words according to the pictures. 2.

Read the lesson and answer the questions. (1)

What has happened to the Lost Girl? (2)

What are Sue’s suggestions if a friend wants to end the friendship? 3.

Check the answers. 4.

Explain the language points: used to do sth. “过去常常做事”。

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e.g. We used to work in the same school. 我们过去在同一个学校工作。

be used to doing sth. 是习语，“习惯于做某事”，used可用quite修饰。如果强调由不习惯到习惯这一过程，常用get或become代替be。

e.g. My sister has got quite used to staying up late. 他已经习惯熬夜了。

be used to do sth. 为use的被动结构，“被用来做……”。

e.g. Wood can be used to make paper. 木头可以（被）用来做纸张。

ever since意为“从……开始”，可以引导时间状语从句，主句常用现在完成时，并且主句的谓语动词要用延续性动词，从句用一般过去时。 e.g. Ever since my sister left for Canada last year, I haven’t seen her again. 自从他去年去了加拿大以来，我没再见到过他。

ever since也可放在句末，“此后（就一直……）”。

e.g. The old man went to Beijing and has lived there ever since. 这位老人去了北京之后就一直住在那儿。

consider sth. “考虑某事”。

e.g. I will consider your plan carefully. 我会仔细考虑你的计划。

consider doing sth. 表示“考虑做某事”。

e.g. Have you considered studying English?

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你考虑学英语吗？

consider跟从句。

e.g. The student considered how she should answer. 这个学生考虑她要怎么回答。

跟“疑问词 + 动词不定式”结构。 e.g. She hasn’t considered what to do next. 她还没有考虑考虑接下来该做什么

。

consider还有“认为；把……看作”的意思。

e.g. I considered the cat (to be/as) beautiful. 我认为那张图画很美。

pretty作副词，“很，非常；相当，颇”，与very同义

。

pretty作形容词是，“漂亮的；可爱的”，多形容小孩子、女子等漂亮可爱。pretty还可意为“美观的；赏心悦目的”，形容某地方或某事物美观、漂亮。e.g. I’m pretty sure that you will pass the exam. 你会通过考试，对此我很有把握。

He is a pretty good teacher. 他是个相当不错的老师。

What a pretty girl she is! 她是一个多么漂亮的女孩啊! Whose are these pretty dresses? 这些漂亮的裙子是谁的？

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leave … alone“让单独待着；不打扰，不干预”。

e.g. You’d better leave me alone when I am study. 我学习时，你最好别打扰我。

cool down / off “（使）平静下来；（使）冷却”。

e.g. My teacher's excitement has cooled down / off. 她激动的心情平静下来了。

Ice cream can cool us down / off. 冰淇淋可以使我们感到凉爽些。

if yes 意思是“如果是（肯定前面的情况）”。

e.g. If yes, please give the telephone numbers. 如有意（就读），请留下电话号。

类似的结构还有 if any (即便有)， if not （要是不），if anything 的话；甚至正相反；甚至还不如说），if so （要是这样的话）等。

e.g. There are very few people in the street, if any. 即使街上有人，也是寥寥无几。

Be quick! If not, I’ll go alone. 快点，要不，我就一个人走了。

Her hair, if anything, is longer than mine. 如果有区别的话，就是她的头发比我的长。

I am not disappointed. If anything, I am satisfied. 我并不感到失望，正相反，我甚至感到满意。

5 （要说有什么区别

If so, what is it that makes them wise? 如果是这样的话，那是什么使他们变得明智？

even if = even though“即使”，常用来引导让步状语从句。 e.g. The guests will come even if it rains. 即使下雨，客人们也会来。

Even if it rains heavily, he will go to school. 即使下着大雨，我也要上学。

Step 3. Practice 1.

Listen and follow to the tape. 2.

Guess: After receiving Sue’s e-mail, what would the lost girl do? 3.

Listen to the reply from the Lost Girl and fill in the blanks. Dear Sue, Thanks for your advice. I wrote my friend a letter and told her I wouldn’t want to lose her as a friend. I asked her what was wrong. She wrote back to me after she ___________. There was a ____________________. I didn’t go home with her last Thursday as we had planned. She ________ me, but I missed the call. I ____________ it was all my fault. I went to her and said sorry. We are now friends again. I’m very happy. The Lost Girl 4.

Check the answers. 5.

Read the lesson again and tick the advice Sue gave to the Lost Girl. □Say sorry if you hurt your friend.

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□Give your friend some time to cool down. □Clearly express how you feel. □Write to your friend and ask what’s wrong. □Talk to your friend directly as soon as possible. □You can still be friendly even if you are not friends anymore. □Be aware of your body language. 6.

Check the answers. 7.

Practice the lesson in groups. 8.

Discuss: If you were Sue, what are your suggestions to the lost girl ? 9.

Group work: Imagine you have the problem with your good friend, make a new dialogue in your groups. 10.

Act it out. Step 4. Consolidation Work in groups. Write about a problem between two friends on a piece of paper. The problem should be short and clear. ● Collect all the paper in the class. ● Shuffle the paper. ● Each group draws a piece of paper. Read the problem in your group and write some advice to that person. Step5. Homework 1. Listen and read.

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2. Finish exercises of this lesson.

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