【正文】 the love of lifetime, a cup of wine.” “ Friends never feel lonely, a calling?friends? you will know.” “ There is a hurt, there is a pain。 to be honest。 pair work or group work. Teaching aids 教具準(zhǔn)備 A puter and a projector. Teaching procedures amp。 WORKBOOK 中79 頁(yè)的練習(xí) 5 是配合 GRAMMAR(2) 的，而 83 頁(yè)的 Listening and speaking 可作為本課時(shí)的補(bǔ)充。 GRAMMAR (1) 和緊隨其后的 SPEAKING 整合在一起是一節(jié)完整的“語(yǔ)法課”。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(yǔ)訓(xùn)練提供了有效的幫助。 CULTURAL CORNER 是一篇泛讀文章。 EVERYDAY ENGLISH 部分主要學(xué)習(xí)一些英語(yǔ)詞句的習(xí)慣用法和意義。由聽(tīng)力引出語(yǔ)法對(duì)學(xué)生來(lái)說(shuō)是個(gè)新的挑戰(zhàn)。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(tīng)力技能技巧，培養(yǎng)學(xué)生抓住聽(tīng)力材料中的要點(diǎn)信息、分析和總結(jié)的能力。 Activity 1 要求學(xué)生閱讀一篇短文并根據(jù)其回答問(wèn)題。 SPEAKING 設(shè)計(jì)了兩項(xiàng)活動(dòng)。 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(yǔ)的用法。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。 READING AND VOCABULARY 包括一篇閱讀課文和五項(xiàng)活動(dòng)。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(yǔ)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(yǔ) 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, hardworking 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(guò)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(yǔ)言知識(shí)和技能，聽(tīng)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(guò)程。其中Activity 1 是閱讀前的熱身活動(dòng)。 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(yǔ)而設(shè)立的三項(xiàng)任務(wù)，用于課文學(xué)習(xí)之后。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(wèn)題，總結(jié)該語(yǔ)法內(nèi)容的意義和用法；②句型轉(zhuǎn)換；③連線造句；④改寫(xiě)句子；⑤完形填空等多項(xiàng)活動(dòng)來(lái)操練這一 語(yǔ)法項(xiàng)目。第一項(xiàng)活動(dòng)要求在學(xué)習(xí)課文和語(yǔ)法的基礎(chǔ)上，以輪流復(fù)述課文的形式來(lái)運(yùn)用所學(xué)習(xí)的語(yǔ)法知識(shí)。 Activities 2 ＆ 3 是學(xué) 習(xí)一些在短文和后面的聽(tīng)力材料中出現(xiàn)的有關(guān)人際關(guān)系的詞匯和短語(yǔ)。 GRAMMAR (2) 設(shè)計(jì)在聽(tīng)力基礎(chǔ)之上。該部分實(shí)際上是聽(tīng)力材料內(nèi)容的延伸。教師可根據(jù)情況適當(dāng)做些拓展性練習(xí)。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。 2. 教材重組 無(wú)論從話題內(nèi)容上還是從學(xué)習(xí)方式上分析， INTRODUCTION, FUNCTION AND SPEAKING, 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(yǔ)課”。因 SPEAKING 的任務(wù)是要求學(xué)生運(yùn)用剛學(xué)過(guò)的語(yǔ)法知識(shí)復(fù)述課文，其作用恰好是鞏固和活用所學(xué)語(yǔ)法，同時(shí)可把 WORKBOOK 中 79 頁(yè)的語(yǔ)法練習(xí)1 ＆ 2 充實(shí)到本課時(shí)中來(lái)。 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”。 ways 教學(xué)過(guò)程與方式 Step I Leadin 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 Xiangru and Lian Po. They?re both the upper officers of kingdom of Zhao. Once Lin Xiangru 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 Xiangru 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 Xiangru and asked for fiveness with sticks on his back. Lin Xiangru was pleased to five 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