Grammar课件配套优秀教案案例

Module 3 Interpersonal Relationships-Friendship Teaching aims: 1. To introduce the interpersonal relationships between persons and how to improve friendship. 2. To know the forms of having done and v-ing and v-ed and learn how to use them. 3. According to learning the materials, make the Ss form active friendship with others. Important and difficult points: 1. Get students to know how to deal with the interpersonal relationships and form good friendship. 2. Make the Ss know how to use the form of having done and make sure its real meaning. 3. Help students to know how to set up healthy and positive in western countries. Teaching procedures:

Listening and Vocabulary; Grammar(1) Step1. Ask the Ss to read the passage and think about the questions.

Ask every two Ss to discuss the questions. Ask all the Ss to do it and then ask three or four Ss to answer the question. Do you think good friends should never quarrel? Why or why not？

Step 2. Let the Ss to read the words in the box after the teacher.

Ask the Ss to read the short passage and explain the words hurt, personality, quarrel according to the context. If the Ss have difficulty in doing this the teacher can give them a hand. The teacher asks the Ss questions and let the Ss answer them as quickly as possible. Listen to the tape and ask the Ss to write down the information using key words. Then ask some Ss to say some sentences about the topic. Listen to the tape again and ask the Ss to correct their answers if necessary the teacher can let the Ss listen to the tape for the third time. Step 3. Ask the Ss to read the sentences in the book and the teacher can add the following sentences.

1.

Walking through the street, he caught sight of a tailor’s shop.

2.

Playing football on the ground, he hurt his leg.

The teacher tells the Ss about having done using the designed questions in the book and the added examples. 1.

The form of having done means the action happens before the main action, but the form of doing means the action and the main action happens at the same time. 2.

The form of having done has the same subject as the form of doing. 3.

The forms of having done and doing all express initiative to the subject.

Step 4. Ask the Ss to finish the exercises in Activity2, but the teacher must let the Ss compare the form of having done with the form of doing. For example Activity2 I felt shy and lonely at my school because I had lost all my old friends. Having lost…

I enjoyed my stay in London better than my friend because I know English. Knowing English…

Activity4 After I had been to his house a few times, I started to get to know his family. Having been to…

When he heard the news, he let out a cry of surprise. Hearing the news…

The teacher can add the following exercises to strengthen the Ss’ understanding about the form of having done and the form of doing. 1.

The dog jumped and ran forward, _______ (follow) his master. 2.

______ （carry）out the task ahead of time, he was praised by his boss. 3.

The students were in high spirits, ______ (sing) all the day. 4.

______ (live) there for a long time, he is used to the food there. 5.

______ (hurry)into the room, he noticed something unusual. 6.

______(walk)home along the street, he came across an old friend. 7.

______ (not receive)an answer, he wrote to him again.

Period Four Writing; Everyday English; Task; Grammar(2); Vocabulary and Reading Step 1. Ask the Ss to write a draft according to the prompt. Then ask every two Ss to read the composition each other and point out the mistakes and correct them at once. Finally copy the corrected composition on their textbook. Step 2. Ask all the Ss to read the sentences on the book and choose the answers by themselves. Let all the Ss check the answers and point out the phrases or drills that they are not familiar. And the teacher can explain them to the Ss. The following are some sentences you can choose to give the Ss. Read the following and guess the meaning of the idioms in bold. 1.

We are getting on well because we are two of a kind－Tom and I－we’re both quite lively. We found that we had lots of things we both liked. 2.

After they stayed apart for several years, they found they had become so different so they didn’t click with each other any more.

3.

He is so excellent and does so well in his lessons. It’s my guess that he will go to a good university in the future. 4.

The students that graduated from the same school in 1997 want to get together. They’d like to see their old school and remember the days when they studied together. Step 3. Ask every two Ss to finish the program from1 to 5. Ask every four Ss to talk about the two questions and exchange their own opinions. The two questions What did you learn from the experience? Give advice on how to keep friends. Step 4. Ask the Ss to finish the blanks in Activity1. The teacher asks the questions in Activity2 and sum them up. Remember to do something: you must do it. Remember doing something: you did it before.

Regret to do something: you feel sorry for what you are going to do. Regret doing something: you feel sorry for what you have done. Step 5. Ask the Ss to finish the exercises in Activity3. The teacher let the Ss to sum them up. Stop to do something: You stop the work you have been doing in order to do it. (“to do” is used as the adverbial of purpose.) Stop doing something: You stop the work you have been doing; you no longer do what have been doing. (“doing” is used as the object to “stop”.)

Forget to do something: You should do it, but you haven’t done it.

Forget doing something: You have done it, but you forget about it. Go on to do something: You finish doing what you have been doing and move on to something else. Go on doing something: You continue doing what you have been doing. Step 6. Ask the Ss to read the passage and then get a main idea of the passage. Step 7.

Read the passage and number the sentences in Activity 2 in the order they appear. Answers of Activity 3: e b f d g a c. Answers of Activity 4: 3 Step 8: Ask the Ss to work in pairs and discuss the answers to the questions. 1 Did you have a close friend when you were a young child? What sort of things did you do together? 2 Are you still in touch with this person? If so, have you remained in touch all the time? If not, when did you lose touch? Did something special happen which changed your friendship? 3 How many friends do you still know from your primary school or before? Do you still get on well with them, or have you grown apart? 4 What are the most important features of a good friendship? What are the dangers?