Module3 Interpersonal Relationships-Friendship
Teaching aims: 1. To introduce the interpersonal relationships between persons and how to improve friendship. 2. To know the forms of havin
g 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: Period One Introduction, Function and Speaking Step 1. In this part, the teacher can let the Ss answer the following two questions in order to introduce the new module. 1. What do you think of friendship? 2. How can you make good friends? Ask every student to choose the statements they agree on. Step 2. Ask the Ss to learn the new words in the following ways. Here take chat and relationship for example. The first method: explain the meaning of the word.
What is chat? When you talk about unimportant things in a friendly way, you chat. People often chat about daily happenings. Do you think so? Who chat more in out daily life, men or women? What is relationship? If you and your friend are very good to each other, your relationship called friendship. Do you have friendship with your classmates? The second method: according to the circumstances to learn word. Chat: In my spare time, I sometimes chat about interesting things with my friends, such as films we have seen, sport games we have watched. What do you chat about? Are you interested in pop stars? Do you chat about them? Relationship: XXX is my good friend. We have good relationship between us. This good relationship is friendship. It is very important to both of us. With this friendship we can help each other in our lessons. We benefit from our friendship. Do you have good relationship with your classmates? Step 3. Ask every two Ss to match A with B to make complete sentences. Then ask some Ss to read their sentences to all the Ss. Ask every group of Ss to set off activity and then choose the Ss who talk best in their group. And then ask the best student in every group to talk to all the Ss. Step 4. Ask every student to read the given sentences in the book aloud and then ask every two Ss to say more sentences describing characters. Ask all the Ss to add the sentences describing the relation between characters and sum them up. Ask every two Ss to do the questions for Activity2. Listen to the tape and tell the Ss to pay attention the part they will play. Ask two Ss to act it out, one student plays Liao Mei and another asks Liao Mei the questions about Chaosu. Period Two Reading and Vocabulary Step 1. Tell the Ss that we have learned about the importance of the relation between persons. And all of us should keep good interpersonal relationship to the others. Now we will learn a story about Roy.
Ask every two Ss to read some passages and guess the main idea of the text and then communicate with each other. Read the whole text and ask every student to answer the questions according to the information. Now listen to the tape and check their answers. The teacher asks the Ss more questions about the text. Step 2. Ask the Ss to read the text again and organize the Ss to explain the words
and phrases in English in order to draw the Ss’ attention to the words. Ask the Ss to do the exercises by themselves and the teacher check and correct the answers.. Ask the Ss to read the text quickly and then do exercises in Activity5, then the teacher check and correct the answers to all the Ss. Step 3. Important words or phrases 3. He was standing in the centre of a group of boys, and he was telling a joke. Here tell a joke is a phrase; its meaning is to tell funny stories to somebody. 说笑话 e.g. 他经常给孩子们讲笑话所以孩子们都很喜欢他。 He often tells a joke to the children, so all of them like him. In addition, we can use tell in many other phrases. For example: tell a story 讲故事；tell the truth 说出真相； tell a lie 撒谎； tell the difference between the two 说出两者的区别； tell its own tale 不说自明；tell tales 揭人隐私，搬弄是 非 4. When he reached the final line, every one burst out laughing. Here burst out is a phrase; its meaning is suddenly begin doing sth.突然开始做某事 burst out laughing 突然大笑起来；it can be translated into burst into laughter e.g. 看到妈妈那孩子突然嚎啕大哭起来。 The child burst out crying/burst into crying at the sight of his mother.
5. But just under a year ago, Roy’s father was knocked over by a car. Here knock over is a phrase; its meaning is sb. by striking him 撞倒某人 e.g. 昨天晚上当他散步时被一辆车撞倒了。 When he was walking in the street, he was knocked over by a car last night. Here tell the Ss some more phrases about knock. knock sb. on the head 打某人的头； knock one’s head against the door 把头撞到门上； knock sth. in/into sth.将某物打进某物 6. At that moment, the door swung open. Here swing is a verb; its meaning is move to and fro while hanging or supported 前后 摆动，摇摆。 e.g. 他走路时摆动着手臂。 His arms swung as he walked. In addition, the word swing has other meanings. For example 7. 急转身；急旋转；急回头 e.g. 当那人试图使快艇转弯时，方向盘脱手了。 As the man tried to swing the speed-boat round, the steering-wheel came away in his hands. 8. 剧变，骤变 e.g. 他转喜为悲。 He swung from happiness to rears. 9. My mouth fell open and I just looked at him. Here the word fall is a link verb; its meaning is become 变得。And it is followed by prep.
e.g. 短缺（某物）fall short (of sth.)
睡着 fall asleep
Period Three 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. 10. Walking through the street, he caught sight of a tailor’s shop. 11. 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. 12. 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. 13. The form of having done has the same subject as the form of doing. 14. 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. 15. The dog jumped and ran forward, _______ (follow) his master. 16. ______ （carry）out the task ahead of time, he was praised by his boss. 17. The students were in high spirits, ______ (sing) all the day. 18. ______ (live) there for a long time, he is used to the food there. 19. ______ (hurry)into the room, he noticed something unusual. 20. ______(walk)home along the street, he came across an old friend. 21. ______ (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. 22. 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. 23. After they stayed apart for several years, they found they had become so different so they didn’t click with each other any more. 24. 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. 25. 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?
Period Five Culture corner and Module file Step1. The teacher can follow the following advice to lead the Ss into Cultural Corner. Will you miss a friend if you haven’t seen him or her for a long time? In our real life, we may lose touch with friends after we stay away from each other for a long time. How can you find a friend with whom you have lost touch? Tell the class as many ways as possible. Step 2. Listen to the tape and read the text and then tell the main idea in two or three sentences. It tells about a website called Friends Reunited. It tells us how the website was set up and how it helps old friends to get in touch again after they haven’t seen each other for a long time. It also tells us the ways of using this website and gives examples to show how this website has helped many people. Step 3. Read the text again and find the main idea of each paragraph. Paragraph1: The website called Friends Reunited brings together old friends who haven’t seen each for a long time.
Paragraph2: How the website was set up and developed. Paragraph3: How people find old friends, using the website. Paragraph4: A few examples to show how helpful the website is. Step 4. Ask every group to discuss the two questions. After the discussion the teacher can ask several Ss to give a speech to all the class. Read the text again and ask the Ss to answer the following questions. 26. What kind of website is Friends Reunited? 27. Why was it set up and how did it develop? 28. How can we find our old friends by using this website? 29. How did the writer show us that the website was very helpful? Step 5. Ask the Ss to read the Module File carefully. And think how much content have they grasp. Then write down the parts they don’t understand. Finally ask the Ss to solve the problems according to referring to learning materials or ask the teacher or classmates.
Period Six Reading Practice
Step 1. Ask the Ss to read the passage. Step 2. Do the exercises in the book. Step 3. Ask the Ss work in pairs. Write down eight or ten words which make the Ss think of friendship or love.
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