Module 3 Interpersonal Relationships — Friendship Ⅰ. 模块教学目标
Ⅱ. 目标语言
Ⅲ. 教材分析与教材重组
1. 教材分析
本模块以人际关系中最重要的元素——友谊为话题, 通过谈论人际关系和友谊、阅读故事及介绍自己的好朋友等方式，使学生对友谊有更深刻的认识和理解，并能用已有的社会知识、亲身体会、用所学的语言知识和技能，听懂以讨论人际关系、谈论友谊为内容的材料，理解课文关于友谊的深刻意义，描述自己与朋友之间友谊的发展过程。
1.1 INTRODUCTION 以一组对人际关系观点的测试引入关于友谊的话题并对此加以讨论，辅以两个活动来学习有关友谊的词汇和短语。这一活动既呈现了本模块的中心话题——友谊，又为以后关于Friendship的进一步学习打下基础。
1.2 READING AND VOCABULARY包括一篇阅读课文和五项活动。其中Activity 1是阅读前的热身活动。设计了根据故事的开头和结尾推断故事的内容、情节的活动，为下一步的阅读留下悬念。Activity 2的任务是：用浏览的方式在课文中快速找出特定的信息用以回答问题。这两项活动的技巧性和实用性都很强，既能提高学生的阅读兴趣，又训练了学生的阅读技巧。Activities 3, 4 ＆5是针对评价学生对课文的理解程度和学习课文中关于人际关系的词汇和短语而
设立的三项任务，用于课文学习之后。供阅读的课文是一篇题为“Roy’s Story”的关于人际关系和友谊的故事。故事用第一人称叙述的手法，情节并不复杂，没有给出明确的结尾，为启发学生对于友谊和朋友的深层意义的思考留下了足够的空间。
1.3 GRAMMAR (1) 的主要任务是学习现在分词的完成体having done作状语的用法。其中设计了五项任务，要求学生分别以①回答问题，总结该语法内容的意义和用法；②句型转换；③连线造句；④改写句子；⑤完形填空等多项活动来操练这一语法项目。练习设计多样、充分。教师可在此基础上做些拓展性和巩固性练习设计。
1.4 SPEAKING 设计了两项活动。第一项活动要求在学习课文和语法的基础上，以轮流复述课文的形式来运用所学习的语法知识。第二项活动深入到了课文的思想内容，要求学生用讨论的方式发表对文中的“我”应该怎样做的看法，以提升对本模块的中心话题“友谊”的思想教育内涵。
1.5 LISTENING AND VOCABULARY 包括五项活动。Activity 1要求学生阅读一篇短文并根据其回答问题。Activities 2 ＆3是学习一些在短文和后面的听力材料中出现的有关人际关系的词汇和短语。这三项活动为下一步的“听”作了充分的准备。Activity 4是该部分的中心，要求学生在听的过程中捕捉细节信息，复述与所读的短文中不同的内容，并回答Activity 5中的问题。这些活动的设计有明显的梯度，能很好地训练和提高学生的听力技能技巧，培养学生抓住听力材料中的要点信息、分析和总结的能力。
1.6 GRAMMAR (2) 设计在听力基础之上。Activity 1要求学生使用在听力材料中出现的一些接-ing和to do作宾语时意义不同的动词完成句子，并从中体会这些词接-ing和to do的不同含义。而Activities 2, 3, 4 ＆5都是为了操练和巩固这一语法项目而设计的。由听力引出语法对学生来说是个新的挑战。该部分实际上是听力材料内容的延伸。
1.7 FUNCTION AND SPEAKING 的任务主要是要求学生以对话的形式练习口语。为了引导学生学会谈论人际关系，这部分共设计了三个项目，Activity 1为学生提供了作对话的步骤；Activity 2以回答问题的方式提供了谈论的方法；最后一项Activity 3在听力的基础上提供了谈论的素材，要求学生以扮演角色的
形式完成对话。
1.8 EVERYDAY ENGLISH部分主要学习一些英语词句的习惯用法和意义。教师可根据情况适当做些拓展性练习。
1.9 WRITING 要求学生描述自己建立人际关系的过程。这一部分的设计为学生提供了明确清晰的写作指导，为学生的写作训练扫清了障碍。
1.10 CULTURAL CORNER 是一篇泛读文章。向学生介绍了网络在帮助老友重逢、重温友情等方面所起的重要作用，有很强的时代感和人情味。
1.11 TASK 的主要任务是对学生进行口语训练。要求学生以对话的形式描述与朋友之间产生的问题、解决的过程、方法和结果，并对怎样维护友情提出建议。这部分所设计的五项任务层次清晰，内容连贯，为学生顺利进行口语训练提供了有效的帮助。
2. 教材重组
2.1 无论从话题内容上还是从学习方式上分析，INTRODUCTION, FUNCTION AND SPEA-KING, EVERYDAY ENGLISH和TASK都是一致的，因此可将这几部分整合在一起，设计成一节任务型“口语课”。
2.2 READING AND VOCABULARY中的五项活动和作为课文的阅读材料是一个整体，设计成一节“阅读课”。再将WORKBOOK 中V ocabulary的巩固性练习加进来，这一课时会非常充实。
2.3 GRAMMAR (1) 和紧随其后的SPEAK-ING整合在一起是一节完整的“语法课”。因SPEAKING的任务是要求学生运用刚学过的语法知识复述课文，其作用恰好是巩固和活用所学语法，同时可把WORKBOOK中79页的语法练习
1 ＆2充实到本课时中来。
2.4 根据本模块的特点, 可以把LISTENING AND VOCABULARY与GRAMMAR (2) 整合在一起上成一节“听力课”。GRAMMAR (2) 要求学生抓住听力练习中的语法点，拓展该语法内容，是听力材料的延伸。WORKBOOK中79页的练习3、4、5是配合GRAMMAR(2) 的，而83页的Listening and speaking 可作为本课时的补充。
2.5将CULTURAL CORNER中的阅读教材与WORKBOOK中的Reading 部分整合在一起，组成一节“泛读课”。
2.6 WRITING 和WORKBOOK中的Speaking and writing可整合成一节“写作课”。
3. 课型设计与课时分配
1st Period Speaking
2nd Period Reading
3rd Period Grammar
4th Period Listening
5th Period Extensive Reading
6th Period Writing
IV.分课时教案
The First Period Speaking
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
close, chat, friendship, lonely, relationship, shy, trust, predict, click, make friends, get to know, personal matters, close friend, two of a kind, get together, get on well, it’s my guess
b. 交际用语
I’ve known him / her for...
We first met six years ago. I remember ... for the first time.
We’re good / close / best friends.
We (don’t) get on very well. We (don’t) trust each other.
We ... quarrel.
We see each other...
We’ve lost touch. / We still keep in touch.
2. Ability goals能力目标
Enable the students to talk about friends and friendship, telling their partners what their ideas are about friendship and discuss how to keep friends.
3. Learning ability goals学能目标
Help the students learn how to talk about friendship.
Teaching important points教学重点
Let the students learn to describe their friends and the thoughts of friendship as well as learn some everyday English.
Teaching difficult points教学难点
a. How to express their ideas about friends, friend-ship, personalities and so on.
b. Guide the students to learn to describe a problem with a friend and give advice on how to keep friends.
Teaching methods教学方法
Talking; pair work or group work.
Teaching aids教具准备
A computer and a projector.
Teaching procedures & ways教学过程与方式
Step I Lead-in
T: Good morning / afternoon, boys and girls!
Ss: Good morning / afternoon, Sir / Madam!
T: Please look at the picture on the screen.
Show the following picture on the screen.
T: Do you know what the picture is about?
Ss: Yes. It?s about an old Chinese story “Asking for guilt with sticks”.
T: Good. Who would like to tell the story to the class?
S: Let me try. The story happened during the Spring and Autumn Period. The two persons in the picture are Lin Xiang-ru and Lian Po. They?re both the upper officers
of kingdom of Zhao. Once Lin Xiang-ru made a great contribution to the country and had a chance to reach a higher position. But the general Lian Po envied him and always tried to put him in trouble while Lin Xiang-ru tried to avoid Lian Po each time he met him. Finally, Lian Po knew about that and felt very sorry for what he did. To show his regret, Lian Po came to Lin Xiang-ru and asked for forgiveness with sticks on his back. Lin Xiang-ru was pleased to forgive him. They later became best friends and under their efforts together, Zhao became a powerful kingdom.
T: That’s perfect. Let’s give him a big hand. So what can we learn from the story? S: Friendship is very important to everyone, and even to the management of a country.
S: Yes. Everyone needs friends. In our daily life, if we have friends, we can live a happier and better life.
S: If great persons have good friends, like Marx and Engels, they can help countries and the whole world.
Step II Introduction
T: You’ve got the right thoughts. So during this class, we’ll learn something about the most important element in interpersonal relationships—friendship. I think this word isn’t unfamiliar to all of us. We have close friends, school friends and so on. What’s your own attitude towards friendship? I can’t help waiting to know. Look at some statements in Activity 1 on page 21 about friendship. Work in pairs to discuss whether you agree with them or not and explain the reasons to each other, starting like the example in Activity 4. Are you clear?
Ss: Yeah!
The students will have a discussion and tell each other their ideas about these statements. After a while, check their jobs.
T: OK. The first statement is: Most people have only one close friend, someone they know really well. Do you agree with it? (The first pair)
S: I don?t agree with that. A lot of people have more than one close friend. For example, the 108 heroes in the Outlaws of the Marsh, who would devote their lives to their friends, were all close friends.
S: But I agree with it. Only one close friend is enough. Marx had only one close friend Engels. It was Engels?friendship that helped Marx finish his great work for the working people.
T: Mm, both of you are reasonable. What about the second one? (The second pair)
S: I agree with it. A good friend is a person who you can tell whatever you think in your mind and can help you; share your happiness and sorrow.
S: I don?t agree. Even though you have a good friend, you can?t tell him all your personal matters. You must learn to deal with them by your own.
T: A ll right. I see, you have different ideas. Well, what are your opinions on “Your friendship is as important as your relationship with your family”? (The third pair)
S: I would like to argue that friendship is less impor-tant than relationship with family. Family is the most important part in our lives.
S: I agree with my partner. Friendship will never take the place of the relationship of family. But I also think it is very important in our life. In my opinion, they are not the same and can?t be compared.
T: Well done. Now, do you have any idea about “It takes time to really get to know someone and find out what they are like”? (The fourth pair)
S: Yes, I think it?s right. Knowing a person needs time.
S: I don?t think so because I have a best friend. The first time we met, we both thought it?s as if we had known each other for quite a long time.
T: That’s true. “Everyone feels shy and lonely at some time in their life.”Your ideas? (The fifth pair)
S: That depends. Different people have different dis-positions.
S: But we are sometimes in a position where we?re helpless and sad. No one can avoid it.
T: Well done. Then come to the next: “To make friends easily, you need to be very kind.” Is that right? (The sixth pair)
S: Absolutely. We must be kind to each other.
S: Yes, I feel the same. Kindness is the basis of making friends.
T: Right. Then the last one: “To make friends easily, you need to be able to chat about
unimportant things.” Do you think so? (The seventh pair)
S: I agree. We can make friends via chatting. When we know each other well, we can tell some personal matters or something important for us.
S: But I don?t think so. Marx and Engels were close friends and all that they talked about were important things. But I agree that for our common persons, chatting unimportant things makes it easy to make friends.
T: You’re all great. You have your own opinions on friendship. That’s very good. Did you notice some phrases in the statements just now?
Ss: Yes. You stressed them while reading. And we also can find them in Activity 3.
T: Oh, you’re so smart. Tell me the phrases and make sentences with them.
S: “Make friends”. He?s good at making friends.
S: “Get to know”. I suddenly get to know that she is a cheater.
S: “Personal matters”. It?s my personal matters, and none of your business.
S: “Close friend”. Close friends can help you a lot when you are in trouble.
T: Wonderful. You’ve developed a good habit to gather information. Now let’s learn some words about relationship. Look at Activity 2 and match the meanings with the words in the box. Then make new sentences based on the words. The first one?
Ss: “Relationship”. Relationship is important to everyone.
T: Good. Then the next?
Ss: “Shy”. She?s shy when she meets strangers.
T: Right. Then came to the third one.
Ss: “Trust”. Trust yourself, you?ll be the winner.
T: Wonderful. How about the next?
Ss: “Friendship”. I value our friendship very much.
T: Brilliant boy. The next one?
Ss: “Chat”. He?s chatting with his friends happily.
T: Oh, a happy scene. We’re coming to the last.
Ss : “Lonely”. He felt lonely while studying abroad.
T: Good job.
Step III Function and Speaking
T: By what you did just now, I believe you’ve known much about friendship. We’ll start a new part now. You all have friends, don’t you?
Ss: Yes, we do!
T: Well, you must be eager to tell the class about the story between your friends and you, right? I’ll give you a chance. Work in pairs and talk to each other about your best friend using the questions in Activity 2 on page 28, according to the steps in Activity 1 on page 27. A few minutes’ 1ater, I’11 ask some of you to present the outcome of your ideas in the form of telling stories to the class. OK?
The students will start to have a talk in pairs, while the teacher goes among them to see if they have any questions and directs the students’ activities.
A few minutes later.
T: Are you ready?
Ss: Yes.
T: Who want to be volunteers?
Ss: (The first pair) Les us have a try.
Possible stories:
1. My best friend is my classmate. What is special, we have been in the same class since primary school. We know each other very well and we often have the same feeling. After all, we have stayed together so long. We sometimes quarrel about small things but not long we apologize to each other. We’re just like sisters.
2. I met my best friend all by accident. One day I was playing basketball on the ground, suddenly I hurt my feet and they bled. They were nearly killing me. Fortunately, a boy crossed by and sent me to the hospital in time. My feet were cured and a good friend is also made. I value our friendship very much. He is a kind- hearted boy and I hope our friendship will last forever.
T: Very good and wonderful! Thank you and sit down, please!
Show the information in the listening text on page 25 for the students to do the pair work.
T: Now let’s switch roles to act as a reporter and Liao Mei. By questioning and answering, we’ll learn more about their friendship.
Let the students make the interview as being told and then check the work.
Sample dialogue 1:
A: When did you first meet each other?
B: We met each other about nine years ago.
A: How are you getting on? And how about your friendship now?
B: We get on very well all the time and the friendship between us hasn’t changed a little. We treat each other just like family members.
A: Have you ever quarreled?
B: Yes, We have quarreled seriously three times. But each time we have made up and become best friends again.
A: A firm friendship! Thank you.
Sample dialogue 2:
A: What do you two have in common?
B: We both have very lively personalities and have a great interest in books.
A: Do you always have the same idea about things in your life?
B: Most of the time we have the same idea, but some-times we have a little forks. But that has no hurt to our friendship.
A: Have you always been together now?
B: No. We went to different colleges at the age of 18, but we keep in touch through e-mail and still stay best friends.
A: You are really best friends. Thank you.
T: Very good job! How I envy their friendship! What about you?
Ss: Yes, we too.
T: I wish you all best friends in your lives. Now we’ll come to Everyday English. Step IV Everyday English
T: Now turn to page 28 and look at each sentence in Everyday English. Please tell me what the words in bold mean. And try to remember them.
Prepare a table on the screen. When the students speak out one phrase with one meaning, show them out with the sample sentence. Dick the mouse one by one.
If time possible, manage the students to make more sentences.
Step V Task
T: Now let’s start a new part. Sometimes good friends quarrel with each other. Now work in pairs to describe a problem you had with a friend and give advice on how to keep friends. I think it will be of great use to you. Here is a talking guide for you. Let’s learn how to do this kind of dialogue.
Show the guidance on the screen.
A sample dialogue:
A: How did you know each other?
B: We know each other via the Internet. We played the same game and felt happy talking to each other.
A: Then what is the problem between you?
B: One day I found that he sold my equipment of the game without informing me. I got very angry and quarreled with him on line.
A: What happed next?
B: Then he said sorry to me and told me that he really had some very important things to buy and phoned me quite a few times but couldn’t find me. So he decided to sell it first and tell me about it later. I also remembered that I was out those days and my phone is power off. So I forgave him. Now we are still good friends.
A: So what do you learn from this experience?
B: Friendship needs trust. Be patient before you want to lose your temper .Try to listen to and believe others, kind to your friends and learn to forgive others. Then you’ll be welcome.
A: Please give us some advice on how to keep friends.
B: Friends need respect, trust and understanding. Kindness and honesty are important for you to keep friends. Don’t forget to keep in touch with your friends.
After the students have finished their jobs, ask some groups to act out their dialogues. There may be a variety of possible ideas to come up with.
Step VI Homework
T: You have done very well in the class. That’s all for this period. Homework for today:
Try to find a song about friends and friendships and learn to sing, tasting the feeling in the song.
In the next period, I’ll check your homework by asking you to sing the songs in either English or Chinese. Goodbye, everyone!
Ss: Goodbye, Sir / Madam.
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 wa nt 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 yea rs 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:
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!
The Third Period Grammar
Teaching goals教学目标
1. Target language目标语言
a. 重点词汇和短语
shy, lonely, confront, count, underneath, chat, argue, on the phone, get to know, make good friends, move house
选修6 Unit 1 Art-Reading A SHORT HISTORY OF WESTERN PAINTING Art is influenced by the customs and faith of a people. Styles in Western art have changed many times. As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. Consequently, this text will describe only the most important ones, starting from the sixth century AD. The Middle Ages (5th to the 15th century AD) During the Middle Ages, the main aim of painters was to represent religious themes. A conventional artist of this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created feeling of respect and love for God. But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. The Renaissance (15th to 16th century) During the Renaissance, new ideas and values graduallv replaced those held in the Middle Ages.People began to concentrate less on religious themes and adopt a more humanistic attitude to life. At the same time painters returned to classical Roman and Greek ideas about art. They tried to paint people and nature as they really were. Rich people wanted to possess t heir own paintings, so they could decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the roles of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence, oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous. Impressionism (late 19th to early 20th century) In the late 19th century, Europe changed a great deal. from a mostly agricultural society to a mostly industrial one. Many people moved from the countryside to the new cities. There were many new inventions and social changes. Naturally, these changes also led to new painting styles. Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris.
外研版精品英语资料（精校版） Module 1 课下能力提升(二) Ⅰ.根据提示写出单词的正确形式 1．Anyone who is keen on classical music can't miss the ________ (机会) to attend the concert. 2．Mr. Smith ________ (点头) and asked every client to sit around the table. 3．She keeps ________ (打呵欠), so she might not have slept well last night. 4．He ________ (叹息), not knowing how to deal with the naughty boy. 5．What he is ________ (lack) in is not knowledge but experience. 6．It was an ________ (formal) party, so you needn't have dressed up as a princess. 7．I can ________ (confident) promise that this year I will make great progress in my study. 8．Perhaps he used a kind of ________ (advance) technology so that he got better results. 9．Such an important problem should be discussed ________ (serious)． Ⅱ.选词填空 think of, in addition, find out, be nervous about, make friends, look away from, be serious about, in advance 1．In my opinion, travelling abroad is a great way to ________ what life is like in another place of the world. 2．—Did you catch what I said? —Sorry, I was ____________ the match held last night. 3．I wouldn't like to go to the party tonight. But I have a lot of homework to do. ____________， I'm not willing to see John. 4．Then we ____________ each other and went on reading. 5．No one knows what he ____________． 6.Since you are always optimistic and self-confident, I can't wait to ____________ with you.
Unit1 课内练习答案（P3Ex.1） P3Ex.3 1F2T3T4T5T6T P4Ex.1 1superb2aim3ridiculous4faith5evident 6conventional7gallery8abstract9technique10sculpture P4Ex.2 possess a great deal By coincidence adopt attempted On the other hand predict 详解： 翻译：《这些作品是凡高的真迹吗？》最受欢迎的艺术风格在西方国家就是印象派，许多人想拥有一幅印象派作品并且不惜花巨资去买一幅，巧合的事是，一些采用印象派画法的画家也可以画出不为人知的“杰作”，有一位画家，奥托?沃森，用凡高的风格作画并且迅速赚了很多钱，许多评论家都觉得它是凡高的真迹，一方面，一些评论家发现了，另一方面，一些评论家好奇是否有许多“杰作”被挂在画廊上，一位膜拜凡高作品的人说：“如果这种杰作的数量超过200，我也不会惊奇.”于是有人预言下一幅“杰作”在什么地方什么地点会被发现？ P5Ex.2 1W2F3W4F 5.If he had right to choose his holiday,he would go to Mexico. 6.If I were not allergic to shellfish,I would enjoy eating them. 7.If the marble statue were not big for her garden,the housewife would
8.If we knew more about the disease,we would be able to treat the patients very effectively. P5Ex.3 1were would make2were would be3were would be 4could would paint5were would help6could take 7knew would send8could9were would be 10would come could P7Ex.2
Unit 1 I词汇及结构 1. would rather do sth情愿做…. would rather sb did sth情愿sb做… 情愿做….而不愿意做…：would rather do sth than do sth= would do sth rather than do sth = prefer to do sth rather than do sth = prefer doing sth to doing sth 2.faith n. 信任,信仰keep faith with 忠于信仰; 守信 have faith in 相信, 信任 in good faith 老实地；诚恳地faithful adj. 忠诚的，可靠的 3.As there are so many different styles of Western art , it would be impossible to describe all of them in such a short text． so+adj+a(an)+(单数可数) (+that…) so many/few +n (复数) (+ that…) so much/little (不可数) (+that…) such+adj.+n.(不可数)/ n (复数) 4.consequently adv. 所以，因此 Mr Foster has never been to China. Consequently, he knows very little about it. 福斯特先生从未去过中国, 所以对中国了解得很少。 consequent adj. 作为结果的,随之发生的 consequence n. 结果
Module 1 small talk 闲谈，聊天 informal adj. 非正式的 serious adj. 严肃的 confidently adv. 自信地 make friends 交朋友，建立友谊 lack v. 缺乏，缺少 (be) nervous about 对……神经紧张/害怕/胆怯/焦虑不安 advance adj. 预先的，在前的 think of 想起，回忆起 nod v. 点头 body language 身体语言，肢体语言 yawn v. 打呵欠 sigh v. 叹气，叹息 look away from 把目光从……移开 social rules 社交规则 in addition 除此之外，另外 find out 了解（到）；找出（信息）opportunity n. 机会 obligation n. 责任；义务 prize n. 奖品，奖金 application n. 申请 form n. 表格 immigration n. 移民 visa n. 签证 impolite adj. 不礼貌的 tidy v. 使……整洁，整理 refund n. 退款 favour n. 恩惠，照顾 reception n. 欢迎会；招待会 embassy n. 使馆 certain pron. 某些 reply n. 回答，答复，回信 saleswoman n. 女推销员，女销售员 firm n. 公司 fax n. 传真（机） outspoken adj. 直言不讳的，坦率的，不客气的human being 人类 motto n. 座右铭，格言 put one’s foot in one’s mouth 犯使人难堪的错误，说错话 shortcoming n. 缺点，短处 absence n. 缺乏，不存在 as a consequence 因此，结果 systematic adj. 非偶然的，经常的 coincidence n. 巧合 customer n. 顾客，客户 mature adj. 成熟的 awkward adj. 尴尬的tease v. 戏弄，嘲弄，揶揄 typist n. 打字员 contradict v. 反驳 pregnant adj. 怀孕的 apology n. 道歉，致歉 cautious adj. 谨慎的，慎重的，小心的acquaintance n. 熟人 messy adj. 棘手的，难办的 divorce n. 离婚，离异 cheer sb. up 使某人高兴/振作起来 fool n. 傻瓜，笨蛋 clerk n. 职员，办事员 haircut n. 发型，发式 anyhow adv. 不管怎么说，无论如何 modest adj. 谦虚的，谦逊的 brunch n. 早午餐（早餐与午餐合并吃的一餐）anniversary n. 周年纪念日 hostess n. 女主人 interrupt v. 打断 leave out 省去，删去 factual adj. 实际的，事实的，确实的 genuine adj. 纯粹的，真正的，真实的hospitable adj. 好客的，殷勤的 secretive adj. 秘而不宣的，隐藏的 violate v. 骚扰，妨碍，侵犯 define v. 解释，给……下定义 (be) aware of 知道 take the lead 带头，领先 graciously adv. 优雅地 show off 炫耀 function n. 功能 psychologist n. 心理学家 successful adj. 成功的 formula n. 法则；原则 imagine v. 想象 purpose n. 目的 circumstance n. 情形，情况 apologise v. 道歉 comfortable adj. 舒适的，舒服的
Module 6 Unit 4 1. There are many such organizations under _______ of the government ______ are ______ of the poor people across the world. A. the umbrella; as; for the purpose B. the charge; that; for the purpose C. the charge; as; to the purpose D. the umbrella; that; to the purpose 2. A Goodwill Ambassador’s visits to countries ________ the UN has program mes to help people will encourage people working on the projects and _______ local people’s attention to the situation. A. in which; to draw B. in which; drawing C. where; draw D. where; drew 3. The girl ______ forward to buying a new gold watch. A. referred to look B. refers to looking C. referred to looks D. referring to look 4. It is required that the students _______ mobile phones in their school, so seldom ______ them using one. A. s houldn’t use; you will see B. not use; will you see C. don’t use; will you see D. shan’t use; you will see 5. _____ in experience, she didn’t manage to pass the interview. A. Lack B. For lack of C. Lack of D. Lacking 6. We need ____ knowledge. We also need skills on how to use knowledge in reality. A. no more than B. more than C. less than D. not more than 7. It has been ______ cold this week .He went three ____ to see his grandma yesterday. A. specially; especially B. especially; specially C. specially; specially D. especially; especially 8. Children are not ________ of the fact that life is hard for their parents to send them to school. A. known B. awake C. idea D. aware 9. But for the help of my English teacher, I the first prize in the English Writing Competition. A. would not win B. would not have won C. would win D. would have won 10. They demanded that the books __________ to the school library at once. A. return B. should return C. be returned D. would be returned 11. _____ not to miss the flight at 18:20, the manager set out for the airport in a hurry. A. Reminding B. Reminded C. To remind D. Having reminded 12. The doctor that will _________ him is attempting to _________ the facilities/equipment for operation. A. operate on; operate on B. operate; operate C. operate on; operate D. operate; operate on 13. Chinese people _______ the largest percentage of the population of Macao. A. add up B. make up C. set up D. hold up 14. ________ is often the case, we have worked out the production plan. A. Which B. When C. What D. As 15. When you come across a new word, you can _________ the dictionary. Which is NOT true A. look up B. refer to C. turn to D. look it up in 16. I have kept that picture __ I can see it every day as it always reminds me of my university days in London. A. in which B. where C. whether D. when 17. It is agreed that constant arguing doesn’t _____ a happy marriage. A. make out B. make for C. make up D. make up for 18. My former boss ________ us ________ a new company. A. helped; in setting up B. assisted; in setting up C. assisted; into setting up D. helped; into setting up 19. ---- We ________ to have you here tonight. --- Thank you and it is ______ for me to be invited. A. honour; honourable B. honour; an honour C. are honoured; honourable D. are honoured; an honour 20. China's National Earthquake Disaster Emergency Rescue Team to Haiti _____ 60 search and rescue personnel and three sniffer dogs. A. makes up of B. consists of C. made up of D. consisting of 21. --- Do you really want to go out --- It may rain. _________, I shall go out; I don’t mind the
高中英语选修6 Unit 1 A SHORT HISTORY OF WESTERN PAINTING Art is influenced by the customs and faith of a people. Styles in Western art have changed many times. As there are so many different styles of Western art, it would be impossible to describe all of them in such a short text. Consequently, this text will describe only the most important ones. Starting from the sixth century AD. The Middle Ages(5th to the 15th century AD) During the Middle Ages, the main aim of painters was to represent religious themes. A conventional artistof this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created a feeling of respect and love for God. But it was evident that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. The Renaissance(15th to 16th century) During the Renaissance, new ideas and values gradually replaced those held in the Middle Ages. People began to concentrate less on religious themes and adopt a more humanistic attitude to life.At the same time painters returned to classical Roman and Greek ideas about art. They tried to paint people and nature as they really were. Rich people wanted to possess their own paintings, so they coule decorate their superb palaces and great houses. They paid famous artists to paint pictures of themselves, their houses and possessions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence,oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new
人教版高中英语必修6内容全解 话题素材——艺术 好词 n. 欣赏 n. 灵感；启发 adj. 栩栩如生的；鲜艳的 n. 著作；作品 adj. 典型的；有代表性的 exhibition 在展示中 of beauty 美感 of art 艺术作品 the influence of 受……的影响 away (from) 脱离；放弃 one's life 丰富某人的生活
sale 待售 one's talent for... 展现对……的天赋 one's character 塑造某人的品格 画廊；美术馆 佳句 his paintings and his passion for art have_given_me_endless_inspiration. 他的画作和他对艺术的热爱都给了我无尽的灵感。 exhibition gives local artists an_opportunity_to_display_their_works. 这次展览为当地艺术家提供了展示自己作品的机会。 art, there are so many great artists that_I_just_admire. 关于艺术，有那么多我崇拜的艺术家。 [精美语篇] Dear John， I have good news to tell you. A famous Shaoxing Opera, Butter fly Lovers, will be put on in Tianjin Grand Theater at 2：00 p．m. on August the fifth. I know you take a great fancy to Chinese culture, especially the local operas. I hope this opportunity will not only make you happy, but also satisfy your interest in Chinese operas. If you can come, I suggest we have a look at the Museum of the Traditional Opera near the theater after the performance. There, I believe, you can know the history of many Chinese operas, which can increase your knowledge about Chinese culture. Looking forward to your reply.
Period 2: FUNCTION—Talking about obligation or lack of obligation Objectives To learn to talking about obligation or lack of obligation ●Procedures ▇ Warming up by learning about what is obligation Hello, class. We shall learn to talk about “obligation” or lack of “obligation”. But first what is “obligation” ? It is a noun, meaning 1. A moral or legal duty or tie. 2. The binding power of such a duty or tie. 3. A debt of gratitude for a service. Example: be under obligation to her If you have not signed a contract, you are under no obligation to (= it is not necessary to) pay them any money. You have a legal obligation to (= The law says you must) ensure your child receives a proper education. I haven't got time to do his work for him - I've got too many obligations as it is. A tender conscience is a stronger obligation than a prison. Every man has obligations which belong to his station. Duties extend beyond obligation, and direct the affections, desires, and intentions, as well as the actions. ■Ta lking about obligation or lack of obligation ◆100% necessity: You must leave straight away. You have [got] to leave straight away. must v. have [got] to
外研版高中英语选修六1-6单元知识点归纳 Module 1 (2) 重点单词 (2) 经典短语透视 (3) 热点语法聚焦（非重点） (4) Module 2 (5) 重点单词 (5) 经典短语透视 (7) 热点语法聚焦（重点） (8) Module 3 (9) 重点单词 (9) 经典短语透视 (11) 热点语法聚焦(重点） (12) Module 4 (13) 重点单词 (13) 经典短语透视 (14) 热点语法聚焦（非重点） (15) Module 5 (17) 重点单词 (17) 经典短语透视 (19) 热点语法聚焦（非重点） (20) Module 6 (21) 重点单词 (21) 经典短语透视 (22) 热点语法聚焦(非重点） (24)
Module 1 重点单词 【词条1】lack 【点拨】lack动词, 意为"缺乏,没有"。如: He is good at his job but he seems to lack confidence. What he lacks in experience he makes up for in enthusiasm. 【拓展】 1. lack的常用短语有:be lacking"欠缺,缺乏"；be lacking in"缺乏(某种品质、特点等)"；lack (for) nothing"应有尽有"。如: Money for the project is still lacking. I think the film is lacking in pace. They have got everything ready and they lack for nothing. 2. lack还可作名词,常与of连用,意为"缺乏,没有"。for lack of "因为缺乏……"。如: The work had to be stopped for lack of funds. The flowers withered for lack of water. 【词条2】reply 【点拨】名词,意为"回答,答复",常与介词to 连用。如: Is it a reply to the first or the second letter? To my anger, she made no reply to my question. 其常用在短语in reply to中,意为"作为对……的回答,回复"。如: What did he do in reply to your challenge? 【拓展】reply也可作动词,意为"回答,答复",reply (to ... / that ...) 。如: The teacher gave me no chance to reply to her question. Lily replied that she knew nothing about it. 【词条3】apology 【点拨】apology名词,意为"道歉,歉意",常用于短语:offer / make an apology to sb."向某人道歉", accept an apology"接受道歉"。如: It’s impolite of you to leave without a word of apology.
外研社高中英语选修6单词表 Module 1 small talk 闲谈，聊天(SH6 M1 P1) informal adj. 非正式的(SH6 M1 P1) serious adj. 严肃的(SH6 M1 P1) confidently adv. 自信地(SH6 M1 P2) make friends 交朋友，建立友谊(SH6 M1 P2) lack v. 缺乏，缺少(SH6 M1 P2) (be) nervous about 对……神经紧张/害怕/胆怯/焦虑不安(SH6 M1 P2) advance adj. 预先的，在前的(SH6 M1 P2) think of 想起，回忆起(SH6 M1 P2) nod v. 点头(SH6 M1 P2) body language 身体语言，肢体语言(SH6 M1 P2) yawn v. 打呵欠(SH6 M1 P3) sigh v. 叹气，叹息(SH6 M1 P3) look away from 把目光从……移开(SH6 M1 P3) social rules 社交规则(SH6 M1 P3) in addition 除此之外，另外(SH6 M1 P3) find out 了解（到）；找出（信息）(SH6 M1 P3) opportunity n. 机会(SH6 M1 P3) obligation n. 责任；义务(SH6 M1 P4) prize n. 奖品，奖金(SH6 M1 P5) application n. 申请(SH6 M1 P5) form n. 表格(SH6 M1 P5) immigration n. 移民(SH6 M1 P5) visa n. 签证(SH6 M1 P5) impolite adj. 不礼貌的(SH6 M1 P6) tidy v. 使……整洁，整理(SH6 M1 P6) refund n. 退款(SH6 M1 P7) favour n. 恩惠，照顾(SH6 M1 P7) reception n. 欢迎会；招待会(SH6 M1 P7) embassy n. 使馆(SH6 M1 P7) certain pron. 某些(SH6 M1 P7) reply n. 回答，答复，回信(SH6 M1 P7) saleswoman n. 女推销员，女销售员(SH6 M1 P8) firm n. 公司(SH6 M1 P8) fax n. 传真（机）(SH6 M1 P8) outspoken adj. 直言不讳的，坦率的，不客气的(SH6 M1 P8) human being 人类(SH6 M1 P8) motto n. 座右铭，格言(SH6 M1 P8) put one’s foot in one’s mouth 犯使人难堪的错误，说错话(SH6 M1 P8) shortcoming n. 缺点，短处(SH6 M1 P8) absence n. 缺乏，不存在(SH6 M1 P8)
高二英语选修模块六测试试卷 第一部分 I. 单项选择（共15小题；每小题1分，满分15分） 1. -I feel like _______ to pop music. - ___________. A. to listen; So do I C. listening; So do I B. listening; So I do D. to listen; So I do 2. - What does NPC_______ ? -National People's Congress, which makes and changes laws. A. take for B. ask for C. call for D. stand for 3. It was ______ given a gift at the party. A. they who were each B. them who each were C. they who each was D. them who each. was 4. ________ ice on the road, I told the driver to slow down. A. There was B. There to be C. There being D. Being 5. When he left，he _______ a dark suit. A. had on B. dressed C. in D. was dressing 6. Mark often attempts to escape _______ whenever he breaks traffic regulations. A. having been fined B. to have been fined C. to be fined D. being fined 7. _________ you keep on trying v I don't really mind whether you can come. top in your class. A. So long as B. As soon as C. Once D. The moment 8. He _______ the terrible traffic jam on the way there, so he had to cancel his appointment with the general manager.