Writing教学设计及课堂实录

Teaching Plan of Module 3 Book6

Interpersonal Relationship--Friendship Reading comprehension：Roy’s Story By Zhang Longyan(张龙艳) I. Teaching contents:

Book 6 Module 3 Reading --- Roy’s Story II. Design of Teaching Objectives：

1. Knowledge objectives

(1) Get the students to grasp a detailed idea of Roy’s Story. (2) Guide the students to master how to read a narration. 2. Ability objective

(1) Cultivate the students’ practical skills to select detailed information and the main idea and develop students’ ability to scan the passage for useful information.

(2) Raise students’

awareness of group work and promote the ability to cooperate and communicate. 3. Effective objectives

(1) Help students to know how to develop friendship.

(2) Enable students to know how to deal with the problems between friends and keep the friendship lasting. III. Teaching Important Points

Guide the students to master the reading skills. IV. Teaching Difficult Points

Enable students to know how to deal with the problems between friends and keep the friendship lasting. V. Teaching Methods:

RISE model(Reading-Inquiry-Sharing-Expressing), Task-based approach VI. Teaching procedures Step I Lead in 1.

Show a song Count on me and think about what it is about, using a proverb to conclude the topic. 2.

Ask Ss who is the best friend in the class and how to keep the friendship lasting, concluding what a good friend should be like. 设计意图：用音乐的形式引出什么是真正的朋友并通过学生谈论自己与朋友的故事来了解学生对好朋友的理解和认识，引出阅读话题Roy’s story. Step II Pre-reading Have a prediction according to the first and last paragraph of the passage. 1. What type of the writing is it? A.exposition(说明文)

B. Argumentation(议论文)

C. Narration(记叙文) 2.The story is mainly about__. A. How I met Roy.

B. A thing that surprised me.

C. How my friend Roy changed from a popular boy to a thief.

设计意图：让学生通过看标题，首尾段等对文章进行预测，同时教会学生在读记叙文时注意时间线。

Step III While-reading 1.

Skimming Ask them to skim the passage and divide the passage into 3 parts and match the parts with the main ideas.

Part 1. Para_________

Unhappy things happened to Roy and he changed completely. Part 2. para._______

Roy finally became a thief. Part 3.

para.______

Roy was a popular boy the first time I met him and we

became close friends.

设计意图:本环节的设计旨在让同学们能够通过skimming

的阅读技巧更好地对文章的篇章结构有总体的把握。

2.

Scanning Read part 1 carefully and answer the questions giving us your supporting sentence in the part.

1. What was Roy like when I first met him? 2. What did Daniel feel at his new school? 3. What kind of relationship did Roy and Daniel have? 设计意图:本环节的设计旨在培养学生理解后的表达能力。“找支持信息句”这一要求旨在培养学生的阅读理解能力，通过长时间的练习，为培养他们的阅读理解能力打下坚实的基础。

Read Part 2, and try to fill in the following blanks.

1. What kind of boy was Roy changed into?

He _____________________,_____________________.

He seemed_____________

He started______________

Our relationship:____________________ 2. Why was Roy changed?

______________________________________________________________________ 设计意图: 通过这两个问题的设计，让学生对于Roy 改变的原因

及结果有更深刻的认识。这两个问题的设计都是关于细节的把握，问及我们的关系这一环节稍微有些难度，但同学们经过讨论之后还是可以得出结论的。

Read part 3, and fill in the blanks then choose one answer for each question mark. Time

What happened found The writer’s reaction

Roy’s reaction

Roy My mouth ______. I ____?_____

Three months ago

I ________ the pockets walked out without of people’s coats.

saying a word.

____?___ At the same time

Small ____of money I decided not to say ____?___ started disappearing. anything to anyone.

Last week

Our school had a___ I just stood there,

to___________

____________

in my for a charity, but the hands. money was lost.

_____?___

Choose one answer for each question mark to have a better understanding of both Daniel and Roy’s inner feelings and reactions. (Remember two of them are useless.)

A.

He started avoiding Daniel.

B.

He went bright red.

C.

Roy was angry when Daniel found what he had done. D.

He wanted to protect his friend.

E.

He was surprised and disappointed.

F.

Daniel quarreled with Roy. G.

He was greatly shocked this time and was almost sure that Roy was the thief.

设计意图: 将该部分内容设计成七选五的模式，一方面是为了加深同学们对课文内容的理解和把握，另一方面是为了培养同学们的逻辑推理能力。该部分的七个选项是按照一定的逻辑顺序设计的，同学们需要理解之后再把这七个选项通过推理恰当地安排在里边。这一任务的完成是有难度的，同学们能准确无误地做出来就很值得老师的表扬了。

Step IV Post-reading

Discussion and presentation:

Work in groups and choose one to present. 1. Role-play: Act out the story 2. If you were Daniel, how to help Roy solve the problem? One possible answer:

If I were Daniel, I would trust Roy and help him get out of sadness to become happy again. Meanwhile, I would talk with him, ask him to play with us and tell him some jokes to cheer him up.

In a word, I would help him overcome the difficulties and make him feel the care from friends.

After all, a friend in need is a friend indeed. 设计意图；本环节的设计旨在让同学们进行语言输入和深度理解之后进行语言输出。同时也是在进行德育渗透，既能培养学生的思考能力，也能让学生对友谊有更深刻的理解，培养学生的优秀的品质，同时让学生们更能懂得如何去珍惜友谊,以鼓励和激发他们的创造性。

Task VI Homework

Use your imagination to write your own endings to the story. (Write 3 to 5 sentences. )

At the moment, the door swung open, and Roy walked in…….

设计意图；培养学生的想象力，同时也是对学生如何帮助同学及持续友谊进行一个了解，更是在理解课文的基础上做一个升华。