高二外研版選修6Modlue3InterpersonalRelationships-Friendship教案.doc

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Module 3 Interpersonal Relationships — Friendship Ⅰ. 模塊教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲ Retell a story and talk about relationships ▲ Learn to use having done as adverbial clauses and verbs followed by -ing and to (do) ▲ Write a paragraph on friendship Ⅱ. 目標(biāo)語言 功 能 句 式 Talking about relationships I’ve known him / her for ... We first met six years ago. I remember ... for the first time. We’re good / close / best friends. We (don’t) get on very well. We (don’t) trust each other. We ... quarrel. We see each other ... We’ve lost touch. / We still keep touch. 詞 匯 1. 四會(huì)詞匯 interpersonal, close, trust, chat, hurt, financially, moody, amount, raise, theft, confront, count, lively, quarrel, regret, predict, click, reunite, couple, perfect, partner, mention, belong, bottom 2. 認(rèn)讀詞匯 note, cloakroom, locker, fair(n.), swing, underneath, sweet(n.) 3. 詞組 burst out, knock ... over, lose interest in, from time to time, turn round, raise money, on the phone, make up, keep in touch, lose touch with, from the bottom of one’s heart, as a result, get on (with sb.), get to know (sb.), personal matter, tell a joke 語 法 1. Adverbial clauses: having (done) Having lost all my old friends, I felt shy and lonely at my new school. 2. Verbs followed by -ing and the infinitive with to I remember meeting her for the first time. You must remember to keep in touch. 重點(diǎn)句子 1. When he reached the final line, everyone burst out laughing. P22 2. But just under a year ago, Roy’s father was knocked over by a car. P22 3. He had always been a clever, hard-working student but now he seemed to lose all interest in his work. P22 4. Having left something in the cloakroom, I went inside to get it. P23 5. They get on very well because they both have very lively personalities and have a great interest in books. P25 Ⅲ. 教材分析與教材重組 1. 教材分析 本模塊以人際關(guān)系中最重要的元素——友誼為話題, 通過談?wù)撊穗H關(guān)系和友誼、閱讀故事及介紹自己的好朋友等方式，使學(xué)生對(duì)友誼有更深刻的認(rèn)識(shí)和理解，并能用已有的社會(huì)知識(shí)、親身體會(huì)、用所學(xué)的語言知識(shí)和技能，聽懂以討論人際關(guān)系、談?wù)撚颜x為內(nèi)容的材料，理解課文關(guān)于友誼的深刻意義，描述自己與朋友之間友誼的發(fā)展過程。 1.1 INTRODUCTION 以一組對(duì)人際關(guān)系觀點(diǎn)的測試引入關(guān)于友誼的話題并對(duì)此加以討論，輔以兩個(gè)活動(dòng)來學(xué)習(xí)有關(guān)友誼的詞匯和短語。這一活動(dòng)既呈現(xiàn)了本模塊的中心話題——友誼，又為以后關(guān)于Friendship的進(jìn)一步學(xué)習(xí)打下基礎(chǔ)。 1.2 READING AND VOCABULARY包括一篇閱讀課文和五項(xiàng)活動(dòng)。其中Activity 1是閱讀前的熱身活動(dòng)。設(shè)計(jì)了根據(jù)故事的開頭和結(jié)尾推斷故事的內(nèi)容、情節(jié)的活動(dòng)，為下一步的閱讀留下懸念。Activity 2的任務(wù)是：用瀏覽的方式在課文中快速找出特定的信息用以回答問題。這兩項(xiàng)活動(dòng)的技巧性和實(shí)用性都很強(qiáng)，既能提高學(xué)生的閱讀興趣，又訓(xùn)練了學(xué)生的閱讀技巧。 Activities 3, 4 ＆ 5是針對(duì)評(píng)價(jià)學(xué)生對(duì)課文的理解程度和學(xué)習(xí)課文中關(guān)于人際關(guān)系的詞匯和短語而設(shè)立的三項(xiàng)任務(wù)，用于課文學(xué)習(xí)之后。供閱讀的課文是一篇題為“Roy’s Story”的關(guān)于人際關(guān)系和友誼的故事。故事用第一人稱敘述的手法，情節(jié)并不復(fù)雜，沒有給出明確的結(jié)尾，為啟發(fā)學(xué)生對(duì)于友誼和朋友的深層意義的思考留下了足夠的空間。 1.3 GRAMMAR (1) 的主要任務(wù)是學(xué)習(xí)現(xiàn)在分詞的完成體having done作狀語的用法。其中設(shè)計(jì)了五項(xiàng)任務(wù)，要求學(xué)生分別以 ①回答問題，總結(jié)該語法內(nèi)容的意義和用法；②句型轉(zhuǎn)換；③連線造句；④改寫句子；⑤完形填空等多項(xiàng)活動(dòng)來操練這一語法項(xiàng)目。練習(xí)設(shè)計(jì)多樣、充分。教師可在此基礎(chǔ)上做些拓展性和鞏固性練習(xí)設(shè)計(jì)。 1.4 SPEAKING 設(shè)計(jì)了兩項(xiàng)活動(dòng)。第一項(xiàng)活動(dòng)要求在學(xué)習(xí)課文和語法的基礎(chǔ)上，以輪流復(fù)述課文的形式來運(yùn)用所學(xué)習(xí)的語法知識(shí)。第二項(xiàng)活動(dòng)深入到了課文的思想內(nèi)容，要求學(xué)生用討論的方式發(fā)表對(duì)文中的“我”應(yīng)該怎樣做的看法，以提升對(duì)本模塊的中心話題“友誼”的思想教育內(nèi)涵。 1.5 LISTENING AND VOCABULARY 包括五項(xiàng)活動(dòng)。Activity 1要求學(xué)生閱讀一篇短文并根據(jù)其回答問題。Activities 2 ＆ 3是學(xué)習(xí)一些在短文和后面的聽力材料中出現(xiàn)的有關(guān)人際關(guān)系的詞匯和短語。這三項(xiàng)活動(dòng)為下一步的“聽”作了充分的準(zhǔn)備。Activity 4是該部分的中心，要求學(xué)生在聽的過程中捕捉細(xì)節(jié)信息，復(fù)述與所讀的短文中不同的內(nèi)容，并回答Activity 5中的問題。這些活動(dòng)的設(shè)計(jì)有明顯的梯度，能很好地訓(xùn)練和提高學(xué)生的聽力技能技巧，培養(yǎng)學(xué)生抓住聽力材料中的要點(diǎn)信息、分析和總結(jié)的能力。 1.6 GRAMMAR (2) 設(shè)計(jì)在聽力基礎(chǔ)之上。Activity 1要求學(xué)生使用在聽力材料中出現(xiàn)的一些接-ing和to do作賓語時(shí)意義不同的動(dòng)詞完成句子，并從中體會(huì)這些詞接-ing和to do的不同含義。而Activities 2, 3, 4 ＆ 5都是為了操練和鞏固這一語法項(xiàng)目而設(shè)計(jì)的。由聽力引出語法對(duì)學(xué)生來說是個(gè)新的挑戰(zhàn)。該部分實(shí)際上是聽力材料內(nèi)容的延伸。 1.7 FUNCTION AND SPEAKING 的任務(wù)主要是要求學(xué)生以對(duì)話的形式練習(xí)口語。為了引導(dǎo)學(xué)生學(xué)會(huì)談?wù)撊穗H關(guān)系，這部分共設(shè)計(jì)了三個(gè)項(xiàng)目，Activity 1為學(xué)生提供了作對(duì)話的步驟；Activity 2以回答問題的方式提供了談?wù)摰姆椒ǎ蛔詈笠豁?xiàng)Activity 3在聽力的基礎(chǔ)上提供了談?wù)摰乃夭?，要求學(xué)生以扮演角色的形式完成對(duì)話。 1.8 EVERYDAY ENGLISH部分主要學(xué)習(xí)一些英語詞句的習(xí)慣用法和意義。教師可根據(jù)情況適當(dāng)做些拓展性練習(xí)。 1.9 WRITING 要求學(xué)生描述自己建立人際關(guān)系的過程。這一部分的設(shè)計(jì)為學(xué)生提供了明確清晰的寫作指導(dǎo)，為學(xué)生的寫作訓(xùn)練掃清了障礙。 1.10 CULTURAL CORNER 是一篇泛讀文章。向?qū)W生介紹了網(wǎng)絡(luò)在幫助老友重逢、重溫友情等方面所起的重要作用，有很強(qiáng)的時(shí)代感和人情味。 1.11 TASK 的主要任務(wù)是對(duì)學(xué)生進(jìn)行口語訓(xùn)練。要求學(xué)生以對(duì)話的形式描述與朋友之間產(chǎn)生的問題、解決的過程、方法和結(jié)果，并對(duì)怎樣維護(hù)友情提出建議。這部分所設(shè)計(jì)的五項(xiàng)任務(wù)層次清晰，內(nèi)容連貫，為學(xué)生順利進(jìn)行口語訓(xùn)練提供了有效的幫助。 2. 教材重組 2.1 無論從話題內(nèi)容上還是從學(xué)習(xí)方式上分析， INTRODUCTION, FUNCTION AND SPEA-KING, EVERYDAY ENGLISH和TASK都是一致的，因此可將這幾部分整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語課”。 2.2 READING AND VOCABULARY中的五項(xiàng)活動(dòng)和作為課文的閱讀材料是一個(gè)整體，設(shè)計(jì)成一節(jié) “閱讀課”。再將WORKBOOK 中Vocabulary的鞏固性練習(xí)加進(jìn)來，這一課時(shí)會(huì)非常充實(shí)。 2.3 GRAMMAR (1) 和緊隨其后的SPEAK-ING整合在一起是一節(jié)完整的“語法課”。因SPEAKING的任務(wù)是要求學(xué)生運(yùn)用剛學(xué)過的語法知識(shí)復(fù)述課文，其作用恰好是鞏固和活用所學(xué)語法，同時(shí)可把WORKBOOK中79頁的語法練習(xí)1 ＆ 2充實(shí)到本課時(shí)中來。 2.4 根據(jù)本模塊的特點(diǎn), 可以把LISTENING AND VOCABULARY與GRAMMAR (2) 整合在一起上成一節(jié)“聽力課”。GRAMMAR (2) 要求學(xué)生抓住聽力練習(xí)中的語法點(diǎn)，拓展該語法內(nèi)容，是聽力材料的延伸。WORKBOOK中79頁的練習(xí)3、4、5是配合GRAMMAR(2) 的，而83頁的Listening and speaking 可作為本課時(shí)的補(bǔ)充。 2.5將 CULTURAL CORNER中的閱讀教材與WORKBOOK中的Reading 部分整合在一起，組成一節(jié)“泛讀課”。 2.6 WRITING 和WORKBOOK中的Speaking and writing可整合成一節(jié)“寫作課”。 3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Speaking 2nd Period Reading 3rd Period Grammar 4th Period Listening 5th Period Extensive Reading 6th Period Writing IV. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 close, chat, friendship, lonely, relationship, shy, trust, predict, click, make friends, get to know, personal matters, close friend, two of a kind, get together, get on well, it’s my guess b. 交際用語 I’ve known him / her for... We first met six years ago. I remember ... for the first time. We’re good / close / best friends. We (don’t) get on very well. We (don’t) trust each other. We ... quarrel. We see each other... We’ve lost touch. / We still keep in touch. 2. Ability goals能力目標(biāo) Enable the students to talk about friends and friendship, telling their partners what their ideas are about friendship and discuss how to keep friends. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about friendship. Teaching important points教學(xué)重點(diǎn) Let the students learn to describe their friends and the thoughts of friendship as well as learn some everyday English. Teaching difficult points 教學(xué)難點(diǎn) a. How to express their ideas about friends, friend-ship, personalities and so on. b. Guide the students to learn to describe a problem with a friend and give advice on how to keep friends. Teaching methods教學(xué)方法 Talking; pair work or group work. Teaching aids教具準(zhǔn)備 A computer and a projector. Teaching procedures & ways教學(xué)過程與方式 Step I Lead-in T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Sir / Madam! T: Please look at the picture on the screen. Show the following picture on the screen. T: Do you know what the picture is about? Ss: Yes. It’s about an old Chinese story “Asking for guilt with sticks”. T: Good. Who would like to tell the story to the class? S: Let me try. The story happened during the Spring and Autumn Period. The two persons in the picture are Lin Xiang-ru and Lian Po. They’re both the upper officers of kingdom of Zhao. Once Lin Xiang-ru made a great contribution to the country and had a chance to reach a higher position. But the general Lian Po envied him and always tried to put him in trouble while Lin Xiang-ru tried to avoid Lian Po each time he met him. Finally, Lian Po knew about that and felt very sorry for what he did. To show his regret, Lian Po came to Lin Xiang-ru and asked for forgiveness with sticks on his back. Lin Xiang-ru was pleased to forgive him. They later became best friends and under their efforts together, Zhao became a powerful kingdom. T: That’s perfect. Let’s give him a big hand. So what can we learn from the story? S: Friendship is very important to everyone, and even to the management of a country. S: Yes. Everyone needs friends. In our daily life, if we have friends, we can live a happier and better life. S: If great persons have good friends, like Marx and Engels, they can help countries and the whole world. Step II Introduction T: You’ve got the right thoughts. So during this class, we’ll learn something about the most important element in interpersonal relationships—friendship. I think this word isn’t unfamiliar to all of us. We have close friends, school friends and so on. What’s your own attitude towards friendship? I can’t help waiting to know. Look at some statements in Activity 1 on page 21 about friendship. Work in pairs to discuss whether you agree with them or not and explain the reasons to each other, starting like the example in Activity 4. Are you clear? Ss: Yeah! The students will have a discussion and tell each other their ideas about these statements. After a while, check their jobs. T: OK. The first statement is: Most people have only one close friend, someone they know really well. Do you agree with it? (The first pair) S: I don’t agree with that. A lot of people have more than one close friend. For example, the 108 heroes in the Outlaws of the Marsh, who would devote their lives to their friends, were all close friends. S: But I agree with it. Only one close friend is enough. Marx had only one close friend Engels. It was Engels’ friendship that helped Marx finish his great work for the working people. T: Mm, both of you are reasonable. What about the second one? (The second pair) S: I agree with it. A good friend is a person who you can tell whatever you think in your mind and can help you; share your happiness and sorrow. S: I don’t agree. Even though you have a good friend, you can’t tell him all your personal matters. You must learn to deal with them by your own. T: All right. I see, you have different ideas. Well, what are your opinions on “Your friendship is as important as your relationship with your family”? (The third pair) S: I would like to argue that friendship is less impor-tant than relationship with family. Family is the most important part in our lives. S: I agree with my partner. Friendship will never take the place of the relationship of family. But I also think it is very important in our life. In my opinion, they are not the same and can’t be compared. T: Well done. Now, do you have any idea about “It takes time to really get to know someone and find out what they are like”? (The fourth pair) S: Yes, I think it’s right. Knowing a person needs time. S: I don’t think so because I have a best friend. The first time we met, we both thought it’s as if we had known each other for quite a long time. T: That’s true. “Everyone feels shy and lonely at some time in their life.” Your ideas? (The fifth pair) S: That depends. Different people have different dis-positions. S: But we are sometimes in a position where we’re helpless and sad. No one can avoid it. T: Well done. Then come to the next: “To make friends easily, you need to be very kind.” Is that right? (The sixth pair) S: Absolutely. We must be kind to each other. S: Yes, I feel the same. Kindness is the basis of making friends. T: Right. Then the last one: “To make friends easily, you need to be able to chat about unimportant things.” Do you think so? (The seventh pair) S: I agree. We can make friends via chatting. When we know each other well, we can tell some personal matters or something important for us. S: But I don’t think so. Marx and Engels were close friends and all that they talked about were important things. But I agree that for our common persons, chatting unimportant things makes it easy to make friends. T: You’re all great. You have your own opinions on friendship. That’s very good. Did you notice some phrases in the statements just now? Ss: Yes. You stressed them while reading. And we also can find them in Activity 3. T: Oh, you’re so smart. Tell me the phrases and make sentences with them. S: “Make friends”. He’s good at making friends. S: “Get to know”. I suddenly get to know that she is a cheater. S: “Personal matters”. It’s my personal matters, and none of your business. S: “Close friend”. Close friends can help you a lot when you are in trouble. T: Wonderful. You’ve developed a good habit to gather information. Now let’s learn some words about relationship. Look at Activity 2 and match the meanings with the words in the box. Then make new sentences based on the words. The first one? Ss: “Relationship”. Relationship is important to everyone. T: Good. Then the next? Ss: “Shy”. She’s shy when she meets strangers. T: Right. Then came to the third one. Ss: “Trust”. Trust yourself, you’ll be the winner. T: Wonderful. How about the next? Ss: “Friendship”. I value our friendship very much. T: Brilliant boy. The next one? Ss: “Chat”. He’s chatting with his friends happily. T: Oh, a happy scene. We’re coming to the last. Ss : “Lonely”. He felt lonely while studying abroad. T: Good job. Step III Function and Speaking T: By what you did just now, I believe you’ve known much about friendship. We’ll start a new part now. You all have friends, don’t you? Ss: Yes, we do! T: Well, you must be eager to tell the class about the story between your friends and you, right? I’ll give you a chance. Work in pairs and talk to each other about your best friend using the questions in Activity 2 on page 28, according to the steps in Activity 1 on page 27. A few minutes’ 1ater, I’11 ask some of you to present the outcome of your ideas in the form of telling stories to the class. OK? The students will start to have a talk in pairs, while the teacher goes among them to see if they have any questions and directs the students’ activities. A few minutes later. T: Are you ready? Ss: Yes. T: Who want to be volunteers? Ss: (The first pair) Les us have a try. Possible stories: 1. My best friend is my classmate. What is special, we have been in the same class since primary school. We know each other very well and we often have the same feeling. After all, we have stayed together so long. We sometimes quarrel about small things but not long we apologize to each other. We’re just like sisters. 2. I met my best friend all by accident. One day I was playing basketball on the ground, suddenly I hurt my feet and they bled. They were nearly killing me. Fortunately, a boy crossed by and sent me to the hospital in time. My feet were cured and a good friend is also made. I value our friendship very much. He is a kind- hearted boy and I hope our friendship will last forever. T: Very good and wonderful! Thank you and sit down, please! Show the information in the listening text on page 25 for the students to do the pair work. T: Now let’s switch roles to act as a reporter and Liao Mei. By questioning and answering, we’ll learn more about their friendship. Let the students make the interview as being told and then check the work. Sample dialogue 1: A: When did you first meet each other? B: We met each other about nine years ago. A: How are you getting on? And how about your friendship now? B: We get on very well all the time and the friendship between us hasn’t changed a little. We treat each other just like family members. A: Have you ever quarreled? B: Yes, We have quarreled seriously three times. But each time we have made up and become best friends again. A: A firm friendship! Thank you. Sample dialogue 2: A: What do you two have in common? B: We both have very lively personalities and have a great interest in books. A: Do you always have the same idea about things in your life? B: Most of the time we have the same idea, but some-times we have a little forks. But that has no hurt to our friendship. A: Have you always been together now? B: No. We went to different colleges at the age of 18, but we keep in touch through e-mail and still stay best friends. A: You are really best friends. Thank you. T: Very good job! How I envy their friendship! What about you? Ss: Yes, we too. T: I wish you all best friends in your lives. Now we’ll come to Everyday English. Step IV Everyday English T: Now turn to page 28 and look at each sentence in Everyday English. Please tell me what the words in bold mean. And try to remember them. Prepare a table on the screen. When the students speak out one phrase with one meaning, show them out with the sample sentence. Dick the mouse one by one. Phrases Examples two of a kind They are really two of a kind. get together Friends often get together. get on well The old couple gets on very well. It’s my guess How nice it is! It’s my guess! click Good friends always click each other. If time possible, manage the students to make more sentences. Step V Task T: Now let’s start a new part. Sometimes good friends quarrel with each other. Now work in pairs to describe a problem you had with a friend and give advice on how to keep friends. I think it will be of great use to you. Here is a talking guide for you. Let’s learn how to do this kind of dialogue. Show the guidance on the screen. Relationship Good friends on the Internet Problem Quarreled on line because he sold my equipment in the game without telling me ahead What happens Forgive each other and still be good friends What to learn Listen to your friend patiently before quarrelling; kind and forgiving Advice on how to keep friends Friends need respect, trust and understanding; to be honest; keep in touch A sample dialogue: A: How did you know each other? B: We know each other via the Internet. We played the same game and felt happy talking to each other. A: Then what is the problem between you? B: One day I found that he sold my equipment of the game without informing me. I got very angry and quarreled with him on line. A: What happed next? B: Then he said sorry to me and told me that he really had some very important things to buy and phoned me quite a few times but couldn’t find me. So he decided to sell it first and tell me about it later. I also remembered that I was out those days and my phone is power off. So I forgave him. Now we are still good friends. A: So what do you learn from this experience? B: Friendship needs trust. Be patient before you want to lose your temper .Try to listen to and believe others, kind to your friends and learn to forgive others. Then you’ll be welcome. A: Please give us some advice on how to keep friends. B: Friends need respect, trust and understanding. Kindness and honesty are important for you to keep friends. Don’t forget to keep in touch with your friends. After the students have finished their jobs, ask some groups to act out their dialogues. There may be a variety of possible ideas to come up with. Step VI Homework T: You have done very well in the class. That’s all for this period. Homework for today: Try to find a song about friends and friendships and learn to sing, tasting the feeling in the song. In the next period, I’ll check your homework by asking you to sing the songs in either English or Chinese. Goodbye, everyone! Ss: Goodbye, Sir / Madam. The Second Period Reading Teaching goals教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 chat, trust, note, cloakroom, amount, locker, fair, charity, theft, swing, financial, moody, close friend, personal matters, burst out laughing, think to myself, knock over, from time to time, go bright red, turn round, raise money b. 重點(diǎn)句子 When he reached the final line, everyone burst out laughing. But just under a year ago, Roy’s father was knocked over by a car. Roy and I see each other from time to time, but we’re no longer close. Having left something in the classroom, I went inside to get it. I turned round and walked out without saying a word. 2. Ability goals能力目標(biāo) Enable the students to talk about the friendship in people’s daily life. Let them know that friendship is one of the most precious things in the world. 3. Learning ability goals 學(xué)能目標(biāo) Let the students learn how to talk about the friendship among people and how to make a brief summary about the importance of the relationships in people’s life. Teaching important points 教學(xué)重點(diǎn) Help the students know something about the friendship and the relationships. Teaching difficult points 教學(xué)難點(diǎn) a. Analyse the writing peculiarity of the text and the structure of some sentences. b. Summarize the main idea of each paragraph as well as the text. c. Guide the students to talk about the relationships in their life. Teaching methods 教學(xué)方法 Fast-reading and careful-reading; thinking and summarizing. Teaching aids 教具準(zhǔn)備 A recorder, a projector and some slides.