【正文】 ere emotion in your minds. When one is singing, the rest should listen. If you want to sing after him / her, you may put up your hands, and when I send a signal, the front one should stop and the next one will go on to sing without stop in order to save time. Are you ready? Ss: (Very excited) Yes! T: Who will be the first to sing your song? S: “ Where are you from, my friend? Just like a butterfly getting into my window.” S: “ I don?t know how long you can settle. We have been separated for so long a time.” ... S: I want to sing a song, which is my favorite song: “Friends, Oh my dear friends, do you remember me now? If you are in trouble, please tell me now ...” S: I cannot wait any more. “ You?ll set out today, my friend, cheer up ...” S: “I live lonely all these years with rain and wind having errors and tears, but I still remember what insistence is.” S: “Friends walk together in their entire life, the old days will never again.” Ss: (Can?t help singing together) “ One word, the whole life。 kind and fiving Advice on how to keep friends Friends need respect, trust and understanding。 3. 課型設(shè) 計與課時分配 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 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 a. How to express their ideas about friends, friendship, 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。 GRAMMAR (2) 要求學(xué)生抓住聽力練習(xí)中的語法點，拓展該語法內(nèi)容，是聽力材料的延伸。再將 WORKBOOK 中 Vocabulary的鞏固性練習(xí)加進來，這一課時會非常充實。要求學(xué)生以對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，并對怎樣維護友情提出建議。這一部分的設(shè)計為學(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。為了引導(dǎo)學(xué)生學(xué)會談?wù)撊穗H關(guān)系，這部分共設(shè)計了三個項目， Activity 1為學(xué)生提供了作對話的步驟； Activity 2 以回答問題的方式提供了談?wù)摰姆椒?；最后一?Activity 3 在聽力的基礎(chǔ)上 提供了談?wù)摰乃夭模髮W(xué)生以扮演角色的形式完成對話。而 Activities 2, 3, 4 ＆ 5 都是為了操練和鞏固這一語法項目而設(shè)計的。 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。 LISTENING AND VOCABULARY 包括五項活動。教師可在此基礎(chǔ)上做些拓展性和鞏固性練習(xí)設(shè)計。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)生對于友誼和朋友的深層意義的思考留下了足夠的空間。 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。這一活動既呈現(xiàn)了本模塊的中心 話題 —— 友誼，又為以后關(guān)于 Friendship 的進一步學(xué)習(xí)打下基礎(chǔ)。 INTRODUCTION 以一組對人際關(guān)系觀點的測試引入關(guān)于友誼的話題并對此加以討論，輔以兩個活動來學(xué)習(xí)有關(guān)友誼的詞匯和短語。設(shè)計了根據(jù)故事的開頭和結(jié)尾推斷故事的內(nèi)容、情節(jié)的活動，為下一步的閱讀留下懸念。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。練習(xí)設(shè)計多樣、充分。第二項活動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)表對文中的“我”應(yīng)該怎樣做的看法，以提升對本模塊的中心話題“友誼”的思想教育內(nèi)涵。這三項活動為下一步的“聽”作了充分的準(zhǔn)備。 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 作賓語時意義不同的動詞 完成句子，并從中體會這些詞接 ing和 to do 的不同含義。 FUNCTION AND SPEAKING 的任務(wù)主要是要求學(xué)生以對話的形式練習(xí)口語。 WRITING 要求學(xué)生描述自己建立人際關(guān)系的過程。 TASK 的主要任務(wù)是對學(xué)生進行口語訓(xùn)練 。 READING AND VOCABULARY 中的五項活動和作為課文的 閱讀材料是一個整體，設(shè)計成一節(jié) “閱讀課”。 根據(jù)本模塊的特點 , 可以把 LISTENING AND VOCABULARY 與GRAMMAR (2) 整合在一起 上成一節(jié)“聽力課”。 WRITING 和 WORKBOOK 中的 Speaking and writing 可整合成一節(jié)“寫作課”。 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 important 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 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: 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 dispositions. S: But we are sometimes in a position where we?re helpless and sad. No one can avoid it. T: Well done. Then e 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 mon persons,