外研社選修6Module3教學設(shè)計

1、商洛市商州區(qū)大荊中學 李梅梅Teaching Design（教學設(shè)計）Module 3 Interpersonal RelationshipFriendshipRoys StoryLi Meimei from Dajing Middle School of ShangluoI. Teaching Contents:Module 3 Interpersonal RelationshipFriendship (the second period)(Book 6 published by Foreign Language Teaching and Research Press, 2006) Intr

2、oduction and Reading: Roys Story This lesson includes three parts: Part I: Introduction (Friend and Friendship) Part II: Reading of Roys Story Part III: Expanding(Task-based Writing) Part IV: HomeworkII: Teaching Aims:a) Knowledge Objectives: To know well about some adjectives which are used to desc

3、ribe friends, such as honest, kind, friendly genuine, outgoing, helpful, brave, patient, humorous, faithful, share happiness and sorrow, enthusiastic good-temperedencouraging, faithful, reliable, hard-working, forgiving, humorous, narrow-minded, impatient, gossipy, bad-tempered etc. To master some u

4、seful and practical phrases such as burst out laughing/ into laughter, think to oneself, knock sb over, lost interest in, go through, go bright red, turn round, raise money etc. To grasp a detailed idea of Roys Story.b) Competence Objectives: To master some practical reading skills to crack skimming

5、 and detailed information cases in Reading Comprehension section and develop the ability in grasping a passage for useful information. To cultivate the awareness of group work and promote the ability of cooperation and communication in a group. To further enhance their ability in task-based writing

6、and encourage the students to be confident to “show off” their writing work.c) Emotion Objectives: To learn what kinds of qualities a good friend should have and encourage the students to be such persons. To know what true friends and friendship are like and ask the students to value and cherish the

7、ir existing friends. To promote their willingness in learning English.III. Key Points (Main Focuses) Read the passage and get the useful information for these two kinds of cases in reading comprehension : skimming and detailed information cases. Task-based writing according to the passage.IV. Diffic

8、ult Points: The important words and expressions and sentence structure. The task-based writing.V. Teaching Aids:Multi-media, teaching planVI. Teaching Procedure:Step1. Lead-in:The lesson starts with a short video concerning with friends “Auld lang sayn”and encourage the Ss to sing with the song. The

9、n let them talk about their best friend. The students can talk about their best friends with the following leading questions:.What is good friends?They can read activity at first on page29The students discuss in groups and give their answers about their understanding.Step II. Presentation After the

10、small talk about their own friends, ask the students to summarize what kinds of qualities a good friend should have. .What qualities should a good friend has?This step aims to arise the Ss awareness of being a good friend of others. faithfulresponsiblereliableencouragingeasygoinghumorousforgivinghar

11、d-workingfriendstrickygood-temperedgenuineFriendlyhonestbraveOut goingpatientetc And then make a summary of what friends are. a. When I am in trouble, a good friend turns up immediately, trying his / her best to solve the problem for me.b. A good friend is a person who knows whatever you think in yo

12、ur mind and can help you ; share happiness and sorrowc. A good friend is someone who doesnt care about whether you are rich or poor, he/she is willing to be with youStep3. Reading I. Pre reading Read the beginning and end of the passage, and guess what the story is about. I remember the first time I

13、 met Roy. He was standing in the centre of a group of boys, and he was telling a joke It looked as if there was about 500 there. I was so surprised that I just stood there, holding the notes in my hands. At that moment, the door swung open, and Roy walked in.Let the students discuss in groups and ma

14、ke good use of their imagination to guess what the story is about.II. while reading Fast reading Read the context quickly and check whether their imagination is suitable. Then finish activity5.Careful reading Exercise2.Qs for careful-reading: 1. What was Roy like before his father died? 2. What kind

15、 of relationship did Roy and Daniel have? 3. How did Roy change? 4. What happened in the classroom that surprised Daniel? 5. What happened to the 500 ? 6. How did Daniel know who had stolen it?III. Post reading (Expanding)If you were “I”, what would you do for him at such a time?Can you use some sim

16、ple sentences to describe your good friend ?(whos your best friend?/what does he /she look like?/what kind of things do you talk about together?/How long have you know him/her?. )Let the students use a lot of adjectives they have discussed at the beginning of the class to describe their friend.Step4

17、:Language pointsUseful and practical phrases and sentences.1. 大笑起來burst out laughing / into laughter2. 對失去興趣lost interest in3. 籌錢raise money4. My mouth fell open and I just looked at him. 我目瞪口呆，只是看著他。5. At that moment, the door swung open and Roy walked in. 這時門開了，羅因走了進來。Step 5. Summary of the whole class/Homework In this period, we have learned some useful words and expressions and beautiful sentences which are related to this context-Roys story. We also leraned how to grasp the important information and general idea in a whole context.We should know how to make f