外研版 选修6 Module 3 Interpersonal Relationships -- Friendship Reading and Vocabulary_名师教学设计
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| 更新时间 | 2023-02-18 09:31:18 | ||
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Module3 Reading and Vocabulary名师教学设计（一）
Reading: Roy’s Story
【教学设计】
主题语境：人际关系-友谊 语篇类型：
故事文本分析
本篇课文讲述了好朋友Daniel与Roy之间的故事。该文介绍了作者Daniel如何与Roy成为好朋友的经过，并描述了Roy因家庭变故而发生的细微改变，以及最后作者发现他的好朋友Roy偷钱的过程。文章遵循了叙述故事的规律，按照时间顺序，围绕Daniel与Roy的关系变化展开。重点词汇主要涉及友谊，人的性格特点等内容。如:burst out laughing，moody, trust, 句式主要涉及对having done 意义的理解。本篇文章的价值取向在于通过对文本的深度学习，体会到故事的逻辑衔接特点，故事的语言风格，并在语篇中体会反思，形成正确积极的友谊观。 本课授课时间为两个课时，每课时45分钟。
学情分析
本次授课的班级高二25班，学生英语语言基础较好，掌握的词汇量较大，阅读涉猎话题较为广泛，具有一定的语法基础。语言技能较好，已经基本具备在阅读中获取主旨与细节信息的能力，部分学生能较好地用英语自信地表达观点。但多数学生在整合概括知识、分析解决问题以及批判性评价等方面有待于提高。此外，虽然绝大部分同学对朋友这个概念和友谊这个话题比较熟悉，但此前部分学生未能形成较为理性积极的友谊观，有待于通过教育教学给予他们科学的指导。
教学目标
基于对文本的分析与学情的分析，基于对学生文本知识的把握、语言技能的提升与情感态度的培养，确定了以下具体的教学目标。
在本节课学习结束时，学生能够达到以下目标：
1.能够获知故事类文章的特点，知道它的叙述顺序，情节发展。
2.能够流畅地复述Roy的故事。
3.能够用英语发表对友谊的观点。
4.能够形成积极的友谊观。
学习目标与教学环节的对应图
目标1： Step 3 Skipping (跳读文本) Step 4 Skimming (略读文本)
目标2： Step 5 Scanning (细读文本) Step 6 Summary (复述故事
目标3： Step 1Warming—up (课前热身) Step 2 Lead—in (情景导入) Step 5 Scanning (细读文本) Step 7 For thinking (读后升华) For moral (情感渗透)
目标4： Step 1Warming—up (课前热身) Step 2 Lead—in (情景导入) Step 5 Scanning (细读文本) Step 7 For thinking (读后升华) For moral (情感渗透)
教学重点
学生通过阅读，获取关于Roy的故事的开始、发展、变化的信息，体会总结出故事描述的特点以及积极的友谊观。
教学难点
以时间为顺序根据关键词，连词成句，连句成篇，复述Roy的故事，形成积极的友谊观。
教学方法
活动教学法，导学启悟法为主，辅以情境教学法，合作学习法等。
教学资源
课本、多媒体课件、学案、黑板和粉笔。
教学过程(图表简洁式)
步骤 教学活动 设计意图 时间&互动模式
Pre-reading （课前热身 借歌思人 师生共享 积极交友）
Step 1 Warming—up (课前热身) Step 2 Lead--in (情景导入) Ss listen to a song about “Shining Friends” and think of the importance of friendship. T invites Ss to discuss the importance of friends. T invites Ss to think about and share what kind of person they want to make friends with. After students share their ideas, T also share his/her own understanding about choosing a friend. 通过播放Shining friends 英文歌曲，伴随着放松触情的音乐，感受着扣人心弦的歌词，脑海中可以回忆起自己困难时朋友的陪伴，激活学生已有的认知和生活体验，以便于更快切入文本话题。借助择友的不同观点，师生共享，拉近师生之间、生生之间的距离，利于接下来产生共鸣与合作，达成选择积极的朋友的共识。 3’ IW 5’ GW CW
While-reading （课中阅读 把握故事 流畅复述 学会处友）
Step 3 Skipping (跳读文本) Step 4 Skimming (略读文本) Step 5 Scanning (细读文本)Step 6 Summary (复述故事) Skipping(跳读) Ss read the title “Roy’s Story” to find out the type of the passage and predict what might be talked about in the text. T invites Ss to read the first sentence of each paragraph and find out the answer to the question:The passage is written in the order (顺序) of ___________. Skimming(略读) T asks each student to skim the text quickly and finish the following tasks: Task1: Which paragraph is the turning point (转折点) of the story Task 2: What happened to Roy Ss skim the passage and find out the answers. Scanning(细读) T asks Ss to read the text carefully part by part and finishing the following tasks. 1. What kind of boy was Roy 2. How did Daniel feel 3.How did they become friends 4. How did Roy change 5. What did Daniel find about Roy Ss are encouraged to finish the tasks according to some charts and are expected to work in groups. After the Ss answer the easy question, T will ask more questions to further understand the text. T invites Ss to retell the story according to the key words and pictures. Ss are encouraged to retell it using what they have got in the passage or using their own words. 获取文本体裁与故事描写顺序。按照故事类文章的特点，指导学生抓关键，了解大意，并能够具有获取信息，处理归纳信息的能力，学会只用一个词来概括大意，培养其概括能力。梳理细节信息，概括，整合故事的发展过程。细致感受故事描写的情节变化，利用英英释义，各抒己见，发散思维的方式，进一步丰富语言。在完成篇章阅读的过程中实现语言和知识的内化。同时达到积极友谊观的渗透。 本环节既是对文本故事的巩固，又训练学生组织语言，运用语言的能力，并在老师指导下把握讲述故事需要用的衔接词，还要注意体现故事语言的风格。当然，也鼓励不同于文本语言的其它丰富语言知识的表达。 3’ IW 4’ IW CW20’ IW GW CW 5’ Group work Individual work Class work
Post-reading （读后反思 各抒己见 情感升华 欣赏祝愿）
Step 7 For thinking (读后升华) For moral (情感渗透)Homework T invites Ss to think about the following question: In your opinion, should Daniel give up the friendship with Roy If yes, give us your reasons If no, share what you will do with us. Ss discuss in groups to get their own solutions. T invites Ss to enjoy the sentences about true friends. Write a story of your friend.(要点包括：你朋友的性格特点；你们如何成为朋友的；相处过程的一次争吵。) (Within 150 words) 本环节的设计本着提供语境，提供机会，广开言路，吐露心迹，学会处理问题的原则，同时自然而然渗透积极的交友观，处友观，并知道与朋友出现问题后，集思广益，寻找如何处理问题的方法。通过阅读小诗与欣赏歌曲，进一步感受友谊的重要性，珍视朋友的必要性。既是对文本体裁特点以及语言的巩固，又可用于与本模块下一篇文章Childhood Friends的衔接，起到承上启下的效果。 5’ GW IW CW
备注：
Ss: Students
T: Teacher
IW: Individual work
GW: Group work
CW: Class work
教学过程(课堂环节呈现式)
Learning Aims:
By the end of the class, I can
1. know the features(特点) of describing a story.
2. retell what happened to Roy.
3. express my own ideas about how to make friends.
4. form a positive attitude to friendship. Learning Steps:
I. Warming-up（课前热身 借歌思人 师生共享 积极交友）
T: Today, I bring a song to share with you. It lets me think a lot. What about you？Just enjoy it. (If you have trouble understanding it, you can refer to the lyrics of it.)
S: Listen to the song…
T: Do you like this song By listening to the song, who will encourage you when you are in trouble What kind of person do you want to make friends with (Please think of adjective (形容词)words to describe your friends. You can give me your idea according to the following sentence pattern:
In my view, my friends should be___________________________.
S: Think and discuss in groups.
T: Now I’d like to share my ideas about friends with all of you. Please look at the screen. T: According to your idea, we can conclude….you can give me any idea you like.
积极的择友观：How to choose a friend We should choose a _______ person to make friends with, which will make our life full of sunshine.
（设计意图：通过播放Shining friends 英文歌曲，伴随着放松触情的音乐，感受着扣人心弦的歌词，脑海中可以回忆起自己困难时朋友的陪伴，以便于更快切入文本话题。借助择友的不同观点，师生共享，拉近师生之间，生生之间的距离，利于接下来产生共鸣与合作，更是为接下来的环节做好铺垫。）
II. Reading for main information and detailed information
（课中阅读 把握故事 流畅复述 学会处友）
T: But in Roy’s eyes, he has a different idea, according to his story, you can know why. Now let’s come to our passage. First, look at our learning aims.
S: Read the learning aims aloud.
T: Look at the title, we can know the type of the passage is…..and then skip the passage to finish the following tasks:
S: Read the passage according to the demands.
1. Skipping(跳读) : Read the passage and then finish the two tasks.
Task 1: Look at the title and we can know the type of the passage(体裁) is a________________.
Task 2: Read the first sentence of each paragraph, and we can know the passage is written in the order (顺序) of ___________.
（设计意图：遵循学生的认知规律，按照篇章整体把握的方式，先从题目入手，快速捕捉文本体裁，再依据故事的描述特点，找出其故事情节衔接规律，简洁明了，利于学生归纳阅读故事类文章的规律。让学生宏观了解文本，为略读文本掌握大意做好铺垫。）
T: Tell me your answer. How do you know the answer
S: I get the answer according to the following key words: the first time, five years ago, about three months ago…
T: Well done, you have known the type of the passage. Now let’s get to know what the story mainly tells us Please skim the passage and finish the following tasks.
2. Skimming(略读): Read the passage and finish the following tasks.---(for structure and general idea)
Task1: Which paragraph is the turning point (转折点) of the story
Task 2: What happened to Roy and Daniel (Use only one word)
T: Who would like to give me your idea
S: Paragraph 3 is the turning point.
S: Roy and Daniel became good friends. Roy changed a lot .Roy stole money.
T: Who has different ideas
S: Can I say Roy and Daniel are good friends
T: Your question is well worth discussing. Who can tell him your idea
S: …
T: I really appreciate your idea. Just as Einstein said, raising a question is more important than answering a question. Just come on, I expect your more questions and creative ideas.
（设计意图：按照故事类文章的特点，指导学生抓关键，了解大意，并能够具有获取信息，并处理归纳信息的能力，只用一个词来概括大意，因为其它信息在上一环节已经获知，只需抓住关键即可，从而使学生巧妙了解文本大意，为下一步深层阅读做好准备。并时时提供机会让学生发表不同观点，以便于培养其创新性思维，同时也利于通过教学捕捉语言表达问题与学生的思想隐患，为教师进行积极的引导和指导提供有益的参考。）
T: Now we’ve known they became good friends. I can’t help wondering how they became good friends Come to Part 1(Paras.1-2), scan it and answer me the question. S: Read Part 1(Paras.1-2) silently and find out the answer.
T: Use words to describe Roy and Daniel. How do you know it Why do you think so S:…having lost all his old friends…
T: So what’s the meaning of having lost…here
S: It means because…
T: Who has different ideas S: Daniel felt hopeless…
T: Your ideas are so wonderful…From the process of their becoming good friends, we can know….
3. Scanning(细读): Read the passage and finish the following tasks. ----(for detailed information)
1) Read part 1(Paras.1--2) and finish the following tasks.
积极的交友观：How to make friends Being ________ to others can let us make friends easily. As friends, we should_______ each other.
设计意图：本着获取信息，处理分析信息能力的培养目标，遵循学生的认知能力，由简到繁，从浅到深，层层设问，在设问过程中顺便理解重点词汇burst out laughing等意义与理解having done的意义，并非脱离篇章去单纯处理语言知识，而是放在篇章语境中获取。同时鼓励学生用不同的答案回答，以便激发联想思维，提升学科学习素养。并在解决问题的过程中渗透如何交朋友的情感指导。
T: They had a good beginning, but we know Roy changed a lot. Why What made him change
S: Read Part 2(Para 3) silently and tell me the answer.
S: Because his father died.
T: How was his father killed
S: He was knocked over by a car.
T: What’s the meaning of knock over Could you express it in another way
S: …
T: Please tell me the changes of Roy according to the form. S: a smaller house
T: Why did they move to a smaller house S: in order to manage financially…
T: What’s the meaning of financially We can see his family…
S: poor…lack money…not wealthy…need help…
T: Excellent! You can understand this part completely. Did Daniel help Roy If you were Daniel, would you help Roy Why
S: because a friend in need is a friend indeed.
2) Read part 2(Para.3) and answer the following questions. 1. Why did Roy change a lot (Within 5 words)
_____________________________________________________________________
What made Roy change a lot (Within 5 words)
_____________________________________________________________________
积极的处友观：How to get along with friends A friend ________is a friend indeed. (患难见真情） As good friends, we should share joys and ________ (同甘共苦)with each other.
3) Read part 3(paras.4---8) and fill in the form.
设计意图：本着获取信息，处理分析信息能力的培养目标，遵循学生的认知规律，由简到繁，从浅到深，用how, why层层设问，在设问过程中顺便理解重点词汇knock over, finically, moody，并非脱离篇章去单纯处理语言知识而是放在篇章语境中获取。同时鼓励学生使用paraphrase方式来回答，以便激发联想思维，提升学科素养，并在解决问题的过程中渗透如何与朋友相处的情感教育。
3) Read part 3(paras.4---8) and fill in the form.
When What happened Roy’s reaction Daniel’s reaction
About three months ago I found Roy ___________ the pockets of people’s coats.
At the same time Small amounts of money started _____________.
This weekend I _____ the money we raised out of Roy’s pockets.
T: We know the reasons why Roy changed a lot. What a pity! What about the friendship between Daniel and Roy Now read Part 3 and find it out according to the form.
S: Read Part 3 and find out the answer.
T: …
S: …
T: What’s the meaning of going through What about pull Could you act it out
S: …
设计意图：本着获取信息，处理分析信息能力的培养目标，遵循学生的认知规律，环环相扣，用how, why层层设问，在设问过程中要特别注意动词与形容词的体味go through, pull等，并非脱离篇章去单纯处理语言知识而是放在篇章语境中获取。同时本环节鼓励学生借用肢体语言来领会语言表达风格以及故事描述的形象，以便为后面学生描述故事做铺垫。
4) Use your imagination to predict what happened next.
设计意图：本环节主要为了激发学生的想象力，培养创造性思维，利用语言表达技能抒发自己的观点，并在无形中指导学生清楚“什么是真正的朋友”这个问题。
5) Summary---连词成句，连句成段
设计意图：本环节既是对文本故事的巩固，又训练学生组织语言，运用语言的能力，并在老师指导下把握讲述故事需要用的衔接词，并注意体现故事语言的风格。当然，也鼓励不同于文本语言的其它丰富语言知识的表达。）
III. Post-reading: （读后反思 各抒己见 情感升华 欣赏祝愿）
1. Your words---for thinking
In your opinion, should Daniel give up the friendship with Roy If yes, give us your reasons If no, share what you will do with us.
In my opinion, Daniel should give up the friendship because ______________. (Within 30—50 words) As far as I am concerned, Daniel should continue the friendship. What he can do is as follows.____________________________________.
2. Appreciate a beautiful poem about friends.---Who is your true friend ---For moral. When it rains, a true friend is a small umbrella. It can give me a piece of clear sky. When I am crying, a true friend is a big smile. It can make me burst out laughing. When I am in trouble, a true friend is a strong hand. It can help me get out of it. When I make mistakes, a true friend is a warning. It can remind me to correct them.
3. Appreciate & Wish (欣赏与祝愿)
Auld long syne(友谊地久天长)
Robert Burns (罗伯特.彭斯)
设计意图：本环节的设计本着提供语境，给予机会，广开言路，吐露心迹，自然而然渗透积极的交友观，处友观，并知道与朋友出现问题后，集思广益，寻找如何处理的方法。通过阅读小诗与欣赏歌曲，进一步感受友谊的重要性和珍视朋友的必要性。）
IV. Homework （课后巩固 学以致用 互相交流 动手提高）
Write a story of your friend.
(要点包括：你朋友的性格特点；你们如何成为朋友的；相处过程的一次争吵。)
(Within 150 words)
设计意图：本着对文本体裁的特点以及语言的巩固也能用于与本模块下一篇文章Childhood Friends的衔接，起到承上启下的效果。
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Reading: Roy’s Story
【教学设计】
主题语境：人际关系-友谊 语篇类型：
故事文本分析
本篇课文讲述了好朋友Daniel与Roy之间的故事。该文介绍了作者Daniel如何与Roy成为好朋友的经过，并描述了Roy因家庭变故而发生的细微改变，以及最后作者发现他的好朋友Roy偷钱的过程。文章遵循了叙述故事的规律，按照时间顺序，围绕Daniel与Roy的关系变化展开。重点词汇主要涉及友谊，人的性格特点等内容。如:burst out laughing，moody, trust, 句式主要涉及对having done 意义的理解。本篇文章的价值取向在于通过对文本的深度学习，体会到故事的逻辑衔接特点，故事的语言风格，并在语篇中体会反思，形成正确积极的友谊观。 本课授课时间为两个课时，每课时45分钟。
学情分析
本次授课的班级高二25班，学生英语语言基础较好，掌握的词汇量较大，阅读涉猎话题较为广泛，具有一定的语法基础。语言技能较好，已经基本具备在阅读中获取主旨与细节信息的能力，部分学生能较好地用英语自信地表达观点。但多数学生在整合概括知识、分析解决问题以及批判性评价等方面有待于提高。此外，虽然绝大部分同学对朋友这个概念和友谊这个话题比较熟悉，但此前部分学生未能形成较为理性积极的友谊观，有待于通过教育教学给予他们科学的指导。
教学目标
基于对文本的分析与学情的分析，基于对学生文本知识的把握、语言技能的提升与情感态度的培养，确定了以下具体的教学目标。
在本节课学习结束时，学生能够达到以下目标：
1.能够获知故事类文章的特点，知道它的叙述顺序，情节发展。
2.能够流畅地复述Roy的故事。
3.能够用英语发表对友谊的观点。
4.能够形成积极的友谊观。
学习目标与教学环节的对应图
目标1： Step 3 Skipping (跳读文本) Step 4 Skimming (略读文本)
目标2： Step 5 Scanning (细读文本) Step 6 Summary (复述故事
目标3： Step 1Warming—up (课前热身) Step 2 Lead—in (情景导入) Step 5 Scanning (细读文本) Step 7 For thinking (读后升华) For moral (情感渗透)
目标4： Step 1Warming—up (课前热身) Step 2 Lead—in (情景导入) Step 5 Scanning (细读文本) Step 7 For thinking (读后升华) For moral (情感渗透)
教学重点
学生通过阅读，获取关于Roy的故事的开始、发展、变化的信息，体会总结出故事描述的特点以及积极的友谊观。
教学难点
以时间为顺序根据关键词，连词成句，连句成篇，复述Roy的故事，形成积极的友谊观。
教学方法
活动教学法，导学启悟法为主，辅以情境教学法，合作学习法等。
教学资源
课本、多媒体课件、学案、黑板和粉笔。
教学过程(图表简洁式)
步骤 教学活动 设计意图 时间&互动模式
Pre-reading （课前热身 借歌思人 师生共享 积极交友）
Step 1 Warming—up (课前热身) Step 2 Lead--in (情景导入) Ss listen to a song about “Shining Friends” and think of the importance of friendship. T invites Ss to discuss the importance of friends. T invites Ss to think about and share what kind of person they want to make friends with. After students share their ideas, T also share his/her own understanding about choosing a friend. 通过播放Shining friends 英文歌曲，伴随着放松触情的音乐，感受着扣人心弦的歌词，脑海中可以回忆起自己困难时朋友的陪伴，激活学生已有的认知和生活体验，以便于更快切入文本话题。借助择友的不同观点，师生共享，拉近师生之间、生生之间的距离，利于接下来产生共鸣与合作，达成选择积极的朋友的共识。 3’ IW 5’ GW CW
While-reading （课中阅读 把握故事 流畅复述 学会处友）
Step 3 Skipping (跳读文本) Step 4 Skimming (略读文本) Step 5 Scanning (细读文本)Step 6 Summary (复述故事) Skipping(跳读) Ss read the title “Roy’s Story” to find out the type of the passage and predict what might be talked about in the text. T invites Ss to read the first sentence of each paragraph and find out the answer to the question:The passage is written in the order (顺序) of ___________. Skimming(略读) T asks each student to skim the text quickly and finish the following tasks: Task1: Which paragraph is the turning point (转折点) of the story Task 2: What happened to Roy Ss skim the passage and find out the answers. Scanning(细读) T asks Ss to read the text carefully part by part and finishing the following tasks. 1. What kind of boy was Roy 2. How did Daniel feel 3.How did they become friends 4. How did Roy change 5. What did Daniel find about Roy Ss are encouraged to finish the tasks according to some charts and are expected to work in groups. After the Ss answer the easy question, T will ask more questions to further understand the text. T invites Ss to retell the story according to the key words and pictures. Ss are encouraged to retell it using what they have got in the passage or using their own words. 获取文本体裁与故事描写顺序。按照故事类文章的特点，指导学生抓关键，了解大意，并能够具有获取信息，处理归纳信息的能力，学会只用一个词来概括大意，培养其概括能力。梳理细节信息，概括，整合故事的发展过程。细致感受故事描写的情节变化，利用英英释义，各抒己见，发散思维的方式，进一步丰富语言。在完成篇章阅读的过程中实现语言和知识的内化。同时达到积极友谊观的渗透。 本环节既是对文本故事的巩固，又训练学生组织语言，运用语言的能力，并在老师指导下把握讲述故事需要用的衔接词，还要注意体现故事语言的风格。当然，也鼓励不同于文本语言的其它丰富语言知识的表达。 3’ IW 4’ IW CW20’ IW GW CW 5’ Group work Individual work Class work
Post-reading （读后反思 各抒己见 情感升华 欣赏祝愿）
Step 7 For thinking (读后升华) For moral (情感渗透)Homework T invites Ss to think about the following question: In your opinion, should Daniel give up the friendship with Roy If yes, give us your reasons If no, share what you will do with us. Ss discuss in groups to get their own solutions. T invites Ss to enjoy the sentences about true friends. Write a story of your friend.(要点包括：你朋友的性格特点；你们如何成为朋友的；相处过程的一次争吵。) (Within 150 words) 本环节的设计本着提供语境，提供机会，广开言路，吐露心迹，学会处理问题的原则，同时自然而然渗透积极的交友观，处友观，并知道与朋友出现问题后，集思广益，寻找如何处理问题的方法。通过阅读小诗与欣赏歌曲，进一步感受友谊的重要性，珍视朋友的必要性。既是对文本体裁特点以及语言的巩固，又可用于与本模块下一篇文章Childhood Friends的衔接，起到承上启下的效果。 5’ GW IW CW
备注：
Ss: Students
T: Teacher
IW: Individual work
GW: Group work
CW: Class work
教学过程(课堂环节呈现式)
Learning Aims:
By the end of the class, I can
1. know the features(特点) of describing a story.
2. retell what happened to Roy.
3. express my own ideas about how to make friends.
4. form a positive attitude to friendship. Learning Steps:
I. Warming-up（课前热身 借歌思人 师生共享 积极交友）
T: Today, I bring a song to share with you. It lets me think a lot. What about you？Just enjoy it. (If you have trouble understanding it, you can refer to the lyrics of it.)
S: Listen to the song…
T: Do you like this song By listening to the song, who will encourage you when you are in trouble What kind of person do you want to make friends with (Please think of adjective (形容词)words to describe your friends. You can give me your idea according to the following sentence pattern:
In my view, my friends should be___________________________.
S: Think and discuss in groups.
T: Now I’d like to share my ideas about friends with all of you. Please look at the screen. T: According to your idea, we can conclude….you can give me any idea you like.
积极的择友观：How to choose a friend We should choose a _______ person to make friends with, which will make our life full of sunshine.
（设计意图：通过播放Shining friends 英文歌曲，伴随着放松触情的音乐，感受着扣人心弦的歌词，脑海中可以回忆起自己困难时朋友的陪伴，以便于更快切入文本话题。借助择友的不同观点，师生共享，拉近师生之间，生生之间的距离，利于接下来产生共鸣与合作，更是为接下来的环节做好铺垫。）
II. Reading for main information and detailed information
（课中阅读 把握故事 流畅复述 学会处友）
T: But in Roy’s eyes, he has a different idea, according to his story, you can know why. Now let’s come to our passage. First, look at our learning aims.
S: Read the learning aims aloud.
T: Look at the title, we can know the type of the passage is…..and then skip the passage to finish the following tasks:
S: Read the passage according to the demands.
1. Skipping(跳读) : Read the passage and then finish the two tasks.
Task 1: Look at the title and we can know the type of the passage(体裁) is a________________.
Task 2: Read the first sentence of each paragraph, and we can know the passage is written in the order (顺序) of ___________.
（设计意图：遵循学生的认知规律，按照篇章整体把握的方式，先从题目入手，快速捕捉文本体裁，再依据故事的描述特点，找出其故事情节衔接规律，简洁明了，利于学生归纳阅读故事类文章的规律。让学生宏观了解文本，为略读文本掌握大意做好铺垫。）
T: Tell me your answer. How do you know the answer
S: I get the answer according to the following key words: the first time, five years ago, about three months ago…
T: Well done, you have known the type of the passage. Now let’s get to know what the story mainly tells us Please skim the passage and finish the following tasks.
2. Skimming(略读): Read the passage and finish the following tasks.---(for structure and general idea)
Task1: Which paragraph is the turning point (转折点) of the story
Task 2: What happened to Roy and Daniel (Use only one word)
T: Who would like to give me your idea
S: Paragraph 3 is the turning point.
S: Roy and Daniel became good friends. Roy changed a lot .Roy stole money.
T: Who has different ideas
S: Can I say Roy and Daniel are good friends
T: Your question is well worth discussing. Who can tell him your idea
S: …
T: I really appreciate your idea. Just as Einstein said, raising a question is more important than answering a question. Just come on, I expect your more questions and creative ideas.
（设计意图：按照故事类文章的特点，指导学生抓关键，了解大意，并能够具有获取信息，并处理归纳信息的能力，只用一个词来概括大意，因为其它信息在上一环节已经获知，只需抓住关键即可，从而使学生巧妙了解文本大意，为下一步深层阅读做好准备。并时时提供机会让学生发表不同观点，以便于培养其创新性思维，同时也利于通过教学捕捉语言表达问题与学生的思想隐患，为教师进行积极的引导和指导提供有益的参考。）
T: Now we’ve known they became good friends. I can’t help wondering how they became good friends Come to Part 1(Paras.1-2), scan it and answer me the question. S: Read Part 1(Paras.1-2) silently and find out the answer.
T: Use words to describe Roy and Daniel. How do you know it Why do you think so S:…having lost all his old friends…
T: So what’s the meaning of having lost…here
S: It means because…
T: Who has different ideas S: Daniel felt hopeless…
T: Your ideas are so wonderful…From the process of their becoming good friends, we can know….
3. Scanning(细读): Read the passage and finish the following tasks. ----(for detailed information)
1) Read part 1(Paras.1--2) and finish the following tasks.
积极的交友观：How to make friends Being ________ to others can let us make friends easily. As friends, we should_______ each other.
设计意图：本着获取信息，处理分析信息能力的培养目标，遵循学生的认知能力，由简到繁，从浅到深，层层设问，在设问过程中顺便理解重点词汇burst out laughing等意义与理解having done的意义，并非脱离篇章去单纯处理语言知识，而是放在篇章语境中获取。同时鼓励学生用不同的答案回答，以便激发联想思维，提升学科学习素养。并在解决问题的过程中渗透如何交朋友的情感指导。
T: They had a good beginning, but we know Roy changed a lot. Why What made him change
S: Read Part 2(Para 3) silently and tell me the answer.
S: Because his father died.
T: How was his father killed
S: He was knocked over by a car.
T: What’s the meaning of knock over Could you express it in another way
S: …
T: Please tell me the changes of Roy according to the form. S: a smaller house
T: Why did they move to a smaller house S: in order to manage financially…
T: What’s the meaning of financially We can see his family…
S: poor…lack money…not wealthy…need help…
T: Excellent! You can understand this part completely. Did Daniel help Roy If you were Daniel, would you help Roy Why
S: because a friend in need is a friend indeed.
2) Read part 2(Para.3) and answer the following questions. 1. Why did Roy change a lot (Within 5 words)
_____________________________________________________________________
What made Roy change a lot (Within 5 words)
_____________________________________________________________________
积极的处友观：How to get along with friends A friend ________is a friend indeed. (患难见真情） As good friends, we should share joys and ________ (同甘共苦)with each other.
3) Read part 3(paras.4---8) and fill in the form.
设计意图：本着获取信息，处理分析信息能力的培养目标，遵循学生的认知规律，由简到繁，从浅到深，用how, why层层设问，在设问过程中顺便理解重点词汇knock over, finically, moody，并非脱离篇章去单纯处理语言知识而是放在篇章语境中获取。同时鼓励学生使用paraphrase方式来回答，以便激发联想思维，提升学科素养，并在解决问题的过程中渗透如何与朋友相处的情感教育。
3) Read part 3(paras.4---8) and fill in the form.
When What happened Roy’s reaction Daniel’s reaction
About three months ago I found Roy ___________ the pockets of people’s coats.
At the same time Small amounts of money started _____________.
This weekend I _____ the money we raised out of Roy’s pockets.
T: We know the reasons why Roy changed a lot. What a pity! What about the friendship between Daniel and Roy Now read Part 3 and find it out according to the form.
S: Read Part 3 and find out the answer.
T: …
S: …
T: What’s the meaning of going through What about pull Could you act it out
S: …
设计意图：本着获取信息，处理分析信息能力的培养目标，遵循学生的认知规律，环环相扣，用how, why层层设问，在设问过程中要特别注意动词与形容词的体味go through, pull等，并非脱离篇章去单纯处理语言知识而是放在篇章语境中获取。同时本环节鼓励学生借用肢体语言来领会语言表达风格以及故事描述的形象，以便为后面学生描述故事做铺垫。
4) Use your imagination to predict what happened next.
设计意图：本环节主要为了激发学生的想象力，培养创造性思维，利用语言表达技能抒发自己的观点，并在无形中指导学生清楚“什么是真正的朋友”这个问题。
5) Summary---连词成句，连句成段
设计意图：本环节既是对文本故事的巩固，又训练学生组织语言，运用语言的能力，并在老师指导下把握讲述故事需要用的衔接词，并注意体现故事语言的风格。当然，也鼓励不同于文本语言的其它丰富语言知识的表达。）
III. Post-reading: （读后反思 各抒己见 情感升华 欣赏祝愿）
1. Your words---for thinking
In your opinion, should Daniel give up the friendship with Roy If yes, give us your reasons If no, share what you will do with us.
In my opinion, Daniel should give up the friendship because ______________. (Within 30—50 words) As far as I am concerned, Daniel should continue the friendship. What he can do is as follows.____________________________________.
2. Appreciate a beautiful poem about friends.---Who is your true friend ---For moral. When it rains, a true friend is a small umbrella. It can give me a piece of clear sky. When I am crying, a true friend is a big smile. It can make me burst out laughing. When I am in trouble, a true friend is a strong hand. It can help me get out of it. When I make mistakes, a true friend is a warning. It can remind me to correct them.
3. Appreciate & Wish (欣赏与祝愿)
Auld long syne(友谊地久天长)
Robert Burns (罗伯特.彭斯)
设计意图：本环节的设计本着提供语境，给予机会，广开言路，吐露心迹，自然而然渗透积极的交友观，处友观，并知道与朋友出现问题后，集思广益，寻找如何处理的方法。通过阅读小诗与欣赏歌曲，进一步感受友谊的重要性和珍视朋友的必要性。）
IV. Homework （课后巩固 学以致用 互相交流 动手提高）
Write a story of your friend.
(要点包括：你朋友的性格特点；你们如何成为朋友的；相处过程的一次争吵。)
(Within 150 words)
设计意图：本着对文本体裁的特点以及语言的巩固也能用于与本模块下一篇文章Childhood Friends的衔接，起到承上启下的效果。
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