Listening and vocabulary评课稿

Module 3 Interpersonal Relationships — Friendship The Second Period

Reading Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

chat, trust, note, cloakroom, amount, locker, fair, charity, theft, swing, financial, moody, close friend, personal matters, burst out laughing, think to myself, knock over, from time to time, go bright red, turn round, raise money b. 重点句子

When he reached the final line, everyone burst out laughing.

But just under a year ago, Roy’s father was knocked over by a car.

Roy and I see each other from time to time, but we’re no longer close.

Having left something in the classroom, I went inside to get it.

I turned round and walked out without saying a word.

2. Ability goals能力目标

Enable the students to talk about the friendship in people’s daily life. Let them know that friendship is one of the most precious things in the world. 3. Learning ability goals

学能目标

Let the students learn how to talk about the friendship among people and how to make a brief summary about the importance of the relationships in people’s life.

Teaching important points

教学重点

Help the students know something about the friendship and the relationships. Teaching difficult points

教学难点

a. Analyse the writing peculiarity of the text and the structure of some sentences.

b. Summarize the main idea of each paragraph as well as the text.

c. Guide the students to talk about the relationships in their life. Teaching methods

教学方法

Fast-reading and careful-reading; thinking and summarizing. Teaching aids

教具准备

A recorder, a projector and some slides.

Teaching procedures & ways教学过程与方式

Step I Lead-in and Pre-reading T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Sir / Madam! T: Every day in our life, many persons care for relationships among themselves and other people. Do you know why? Ss: They treasure their emotions. T: That’s right. But do you know the true reason? Ss: No. / Just a little. / Yes. / Don’t know much. ... T: With the development of society, our life is changing. The relationships become more and more estranged. Perhaps this is the true reason. At the end of last period I asked you to find some popular songs about friendship. Have you prepared? Ss: Yes. T: OK. Now I want some of you to sing these songs to feel the sincere emotion in your minds. When one is singing, the rest should listen. If you want to sing after him / her, you may put up your hands, and when I send a signal, the front one should stop and the next one will go on to sing without stop in order to save time. Are you ready? Ss: (Very excited) Yes! T: Who will be the first to sing your song? S: “Where are you from, my friend? Just like a but-terfly getting into my window.”

S: “I don’t know how long you can settle. We have been separated for so long a time.”

...

S: I want to sing a song, which is my favorite song: “Friends, Oh my dear friends, do you remember me now? If you are in trouble, please tell me now ...”

S: I cannot wait any more. “You’ll set out today, my friend, cheer up ...”

S: “I live lonely all these years with rain and wind having errors and tears, but I still remember what insistence is.”

S: “Friends walk together in their entire life, the old days will never again.”

Ss: (Can’t help singing together) “One word, the whole life; 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; you have to leave, you have me in your side.”

... T: Very good job! You are great! But time is lim-ited, and we have to come 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 Fast-reading 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 become 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, becoming 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 no-end 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 Careful-reading 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 become 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 becomes worse and worse.

T: Roy has become 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 become 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, comforting 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 friend-ships. 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 Post-reading 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 complete sentences according to the meaning given with the words and phrases found in the passage. S: Charity is an organization 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 becomes pink because you are em-barrassed, you will go bright red. S: Moody means often becoming angry or unhappy. S: Fair is something organized 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 pair works to write two or three pieces of advice to Sam. And then I will check your answers. Sample writing 1: Dear Sam, I think you should write her a letter to explain what you have done, even she is still angry. Apology is not a simple thing, it needs patience and sincerity. If you really want her pardon, you should let her feel happy. So good luck! Joe Sample writing 2: Dear Sam, I know you are very worried about whether she will pardon you, but at first you should make sure what you have done to her. Have you said something making her angry? It is important how you can do to make up. Then, you can try to explain to her. Even though you would wait for weeks to apologize to her, wait her to calm down. These are my advice. Joe Then lead the students to do Exx. 7 and 8, then check them one by one. Step VI Homework

T: Homework for today: Please write your own endings to the story, and tomorrow I

would choose some of you to read your own ends. That’s all for today’s class! Good-bye, everyone! Ss: Good-bye, Sir / Madam!