【正文】 thinking and summarizing. Teaching aids 教具準(zhǔn)備 A recorder, a projector and some slides. Teaching procedures amp。 WRITING 和 WORKBOOK 中的 Speaking and writing 可整合成一節(jié)“寫(xiě)作課”。 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”。 WRITING 要求學(xué)生描述自己建立人際關(guān)系的過(guò)程。 Activity 1 要求學(xué)生使用在聽(tīng)力材料中出現(xiàn)的一些接 ing和 to do 作賓語(yǔ)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。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。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。 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?xún)蓚€(gè)活動(dòng)來(lái)學(xué)習(xí)有關(guān)友誼的詞匯和短語(yǔ)。 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(wèn)題。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)。 Activity 4 是該部分的中心，要求學(xué)生在聽(tīng)的過(guò)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(wèn)題。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(wèn)題的方式提供了談?wù)摰姆椒ǎ蛔詈笠豁?xiàng) Activity 3 在聽(tīng)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。要求學(xué)生以對(duì)話的形式描述與朋友之間產(chǎn)生的問(wèn)題、解決的過(guò)程、方法和結(jié)果，并對(duì)怎樣維護(hù)友情提出建議。 GRAMMAR (2) 要求學(xué)生抓住聽(tīng)力練習(xí)中的語(yǔ)法點(diǎn)，拓展該語(yǔ)法內(nèi)容，是聽(tīng)力材料的延伸。 kind and fiving Advice on how to keep friends Friends need respect, trust and understanding。 you have to leave, you have me in your side.” ... T: Very good job! You are great! But time is limited, and we have to e to Activity 1 on page 22. Read the beginning and end of the passage. Can you guess what kind the story is? After the students have a short discussion about that. S: I think it?s talking about a good friend of “ mine” — Roy. His kindness gives “ me” warm when “ I” feel lonely. S: I don?t agree with you. I think this is a story about how the friendship between Roy and “ I” has developed. Because “ I remember the first time I met Roy ... I was so surprised that I just stood there ... Roy walked in.” T: OK, very good! Now let’s see who is right. Step II Fastreading T: Let’s read the text: Roy’s Story. I will give you a few minutes to do a fast reading and then I will ask some questions about the story in Activity 2. Please begin. The students will skim the text with questions in Activity 2. A few minutes later. T: Are you ready? What about the first question? S: Roy likes telling joke and was a popular boy. T: And the second one? S: They bee good friends. T: How did Roy change? S: He became silent and moody because of his father?s death. T: And the next one? S: Daniel saw that Roy was stealing other people?s money. T: What happened to the ￡ 500? S: It was stolen by someone. T: And the last one? S: He found the paper notes in Roy?s pocket! T: Very good! Now let’s listen to the tape on this text. This time, pay attention to the whole story and try to get the main idea of each paragraph. After playing the tape, give the students two or three minutes to think about the main ideas, allowing them to have a short talk about the text. Then check their work. T: Let’s talk about the main idea of each paragraph. Ask the students to present the main idea of each paragraph. The result may be as follows: Para 1: “I” had no friend when “I” came here. Para 2: Roy was kind to me and we became good friends. Para 3: Roy changed a lot, being silent and moody as his father died. Para 4: “ I” saw Roy stealing others’ things. Para 5: “I” was not sure whether Roy was a thief. Para 6: The ￡ 500 was stolen by someone. Para 7: “ I” decided to ask Roy about the theft only to find the ￡ 500 was in his pocket. Para 8: A noend story’s end: “ I” didn’t know how to deal with the problem. T: Very good! It seems that you know well about the text. But do you think more about the further meaning of the story? Such as how to help friends when they are in trouble and how to develop friendship and so on? Step III Carefulreading T: All of you have your own ideas about friendships and every idea has its reason. Let’s read the text again carefully to make sure your idea! And at the same time I’ll give you four questions on the screen to think about. When you finish your reading, I will check your answers. Show the questions on the screen. 1. Why does Roy bee silent and moody? Is he really bad seriously? 2. As his friend, what can you do for him at such a time? 3. How did Daniel do? Do you think he did very well? 4. If you were “I”, what would you do? A few minutes later. T: Do you have any ideas about the first one? S: I think Roy is away from his classmates on purpose. Because his father died, he loses his hope to life and feels sad and empty. But he is not really bad seriously. He just needs help. S: Yes, I agree with you. But the other reason is his friends don?t help him promptly. S: I don?t think so, his good friend, Daniel, wants to help him, but Roy himself doesn?t want to talk to others. He just wants to keep himself away from other people. And then he bees worse and worse. T: Roy has bee a thief now. If you are his friends, what can you do for him at such a time? Do you give him up or help him? Ss: Certainly we should help him. He used to be a good student and he can tell right from wrong. T: How did Daniel do in the story? Do you think he did very well? S: Even though Daniel wants to help his good friend, he only wants, but doesn?t do something useful! He should talk to him promptly, but he didn?t, even trusted his friend. So I think Daniel didn?t do very well. S: But I think Daniel doesn?t give up his friend. He always wants to help Roy, that?s good. It?s not too late if he tries his best to help him at once. T: What would you do if you were Daniel? S: If I were Daniel, I would trust my good friend and help him run out of sorrow to bee bright again. If I had not so much power, I would also try my best to save him. S: If I had not enough power, I would ask all his old friends to help him, talking with him, asking him to play with us, forting him and so on. In one word, make him feel the warmth from friends. The students may have all kinds of thoughts about the questions. Control th