【導(dǎo)讀】朋友之間友誼的發(fā)展過程。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。這一活動既呈現(xiàn)了。Activity1是閱讀前的熱身活動。情節(jié)的活動，為下一步的閱讀留下懸念。課文中快速找出特定的信息用以回答問題。強，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。設(shè)立的三項任務(wù)，用于課文學(xué)習(xí)之后。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。礎(chǔ)上，以輪流復(fù)述課文的形式來運用所學(xué)習(xí)的語法知識。第二項活動深入到了課。以提升對本模塊的中心話題“友誼”的思想教育內(nèi)涵。Activities2＆3是學(xué)習(xí)一些在短文和后面的。這三項活動為下一步的“聽”作。息，復(fù)述與所讀的短文中不同的內(nèi)容，并回答Activity5中的問題。力材料中的要點信息、分析和總結(jié)的能力。GRAMMAR設(shè)計在聽力基礎(chǔ)之上。Activity1要求學(xué)生使用在聽力。會這些詞接-ing和todo的不同含義。而Activities2,3,4＆5都是為了操練和鞏。固這一語法項目而設(shè)計的。由聽力引出語法對學(xué)生來說是個新的挑戰(zhàn)。際上是聽力材料內(nèi)容的延伸。

　　

【正文】 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 the time and situation and lead the students to the next step. T: I think you know some of the meanings about friendships. Now let’s have a deeper thought about our text and make summaries on different sides to show what we learn. The summaries of the story: Main idea Make readers think about friendship further through the story and tell us a fact: Everyone needs friends and friendship. Writing techniques 1. Use the first person to make readers feel close to life, real and natural. 2. Without a clear end, give readers enough space to think a lot. Writing purpose 1. Call for friendship. 2. Think about the deeper meaning of friendship. Learn from it 1. It’s important to have a good relationship in our daily life. 2. Treasure friends and friendship. 3. A friend in need is a friend indeed. Step IV Postreading and Word study T: Let’s look at Activity 3 on page 22. Find the same kinds of words according to the meaning given to us and make sentences using each kind of words. S: Three words can be found in the first meaning. They are “note, wallet, financial”. The paper notes in your wallet can solve your financial problem. S: In No 2: “theft, thief”. You cannot be a thief to do theft. S: “Knock over”. The drunk was knocked over by a car last night. S: “ Move (house)” . The Rocks moved to a small town as Mr. Rock?s faith in his business. S: “Make (money)”. I want to make money myself. S: “Raise money”. I want to raise money from my uncle. S: “Amount”. There are amount of trees in the city. T: OK, well done! Now look at Activity 4. Form plete sentences according to the meaning given with the words and phrases found in the passage. S: Charity is an anization that gives money or help to people who need it. S: Cloakroom is a room where you can leave your coat, bag, etc. S: To burst out laughing means to suddenly start to laugh. S: Locker is a small cupboard that locks, used to keep books, clothes, etc. in a school or office. S: When your face bees pink because you are embarrassed, you will go bright red. S: Moody means often being angry or unhappy. S: Fair is something anized by a school to make money. T: You’re so good, my kids. Now, let’s choose the correct answers in Activity 5 one by one, OK? Let the students do Activity 5 and then check the answers with the whole class. Step V Vocabulary (P80) T: Now let’s deal with Exercise 6 on page 80. Please do pa