高二外研版選修6Module3InterpersonalRelationships-Friendship教案

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1、 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 Talking about re

2、lationships I’ve known him / her for ... We first met six years ago. I remember ... for the first time. 功 能 We’re good / close / best friends. 句 We (don’t) get on very well. We (don’t) trust each other. 式 We ... quarrel. We see each other ... We’ve lost touch. / We still keep touch.

3、 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 詞 2. 認(rèn)讀詞匯 note, cloakroom, locker, fair(n.), swing, underneath, sweet(n.) 匯 3. 詞

4、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 1. Adverbial clauses: havi

5、ng (done) 語 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 法 I remember meeting her for the first time. You must remember to keep in touch. 1. When he reached the final line, everyone burst out laughing.

6、 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 重 lose all 點(diǎn) 句 interest in his work. P22 子 4. Having left something in the cloakroom, I went inside to

7、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

8、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(cè)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

9、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

10、 (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

11、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)

12、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

13、 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?；最后一?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

14、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

15、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

16、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

17、 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. Targe

18、t 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 re

19、member ... 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 friends

20、hip, 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 thought

21、s 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 me

22、thods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

23、following picture on the screen. T: Do you know what the picture is about? Ss: Yes. It’sabout 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

24、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 h

25、im 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

26、 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.

27、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

28、learn something about the most important element in interpersonal relationships—friendship. I think this word isn’tunfamiliar 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

29、 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

30、 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’tagree with that. A lot of people have more than one close friend. For example, the 108 heroes in

31、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:

32、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’tagree. Even though you have a good friend, you can’ttell him

33、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 i

34、s 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’tbe com

35、pared. 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: I don’tthink so because I have a best friend. The first time we met, we both thought it ’sas if we had known each other for quite

36、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.

37、Then come to the next: “ To make friends easily, you need to be very kind. ” Is that right? (The sixth pair) 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 th

38、ings. ” 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 ’tthink so. Marx and Engels were close friends and all that they talked about were important thi

39、ngs. 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

40、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’sgood at making friends. S: “ Get to know I”suddenly. get to know that she is a cheater. S: “Personal matters” . It ’smy personal matters, and none of your

41、 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 ’slearn some words about relationship. Look at Activity 2 and match the meanings with the words in the box. Then make new sen

42、tences based on the words. The first one? Ss: “Relationship”. Relationship is important to everyone. T: Good. Then the next? Ss: “Shy”. She’sshy when she meets strangers. T: Right. Then came to the third one. Ss: “Trust”. Trust yourself, you’ll be the winner. T: Wonderful. How abou

43、t the next? Ss: “ Friendship ” . I value our friendship very much. T: Brilliant boy. The next one? Ss: “Chat” . He’schatting 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 Fu

44、nction 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’tyou? 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

45、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.

46、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

47、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

48、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 a

49、lso 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

50、 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

51、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 ’tchanged a little. We treat each other just like family members. A: Have you ever quarreled? B: Yes, We have quarreled seriously three times. But eac

52、h 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?

53、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 a

54、re 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 Engli

55、sh. 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 o

56、f a kind. get together Friends often get together. get on well The old couple gets on very well. It ’smy guess How nice it is! It ’smy guess! click Good friends always click each other. If time possible, manage the students to make more sentences. Step V Task T: Now let ’sstart

57、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 gu

58、idance 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

59、and forgiving Advice on Friends need respect, trust and understanding; to be honest; how to keep friends 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

60、 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 p

61、honed me quite a few times but couldn’tfind 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 t

62、rust. 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 a

63、re important for you to keep friends. Don’tforget 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.

64、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,

65、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,

66、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