如何使用贝壳网教学资源

Step 1 Leading in

1. T introduces her unhappy experience of friendship by using some expressions from the text.

      To be frank, I’m a little bit sad because my best friend tricked me. I’m heart-broken and I 'm still picking up the pieces. How unfortunate I am.

2. T tells students the objectives of this lesson.

【设计意图：通过观看视频引出话题“友谊”，老师创造“友谊破裂”的真实语境引出将要学习的词汇和表达，引导学生回归课本并介绍本堂课的结构和目的。】

Step 2 Word study (adjectives &Verbs)

1. Checking your preview

Task1: Translate the following sentences into Chinese, paying attention to the words in bold.

a. When I was an awkward primary school student, she was popular girl who was willing to make friends with me.(L1-2)

b. My original plan was to see a film at the cinema that afternoon.(L6)

c. Today, however, I received a horrible surprise.(L11)

d. In any case, find an opportunity to have a full and frank talk with her.(L21)

e. I still don't feel like responding to any of her online messages.(L15-16)

f. Perhaps she knows she's in the wrong and wants to apologize.(L19-20)

g. When I found out that I was tricked by him, I was really hurt and let go of our friendship.(L25-26)

h. However, if your friend ignore your feelings or makes you suffer. It's time to rethink your relationship.(L27-28)

Task2: Look up the bold words in the dictionary to finish the table bellow. 

1. T asks Ss to share their understanding of the words they learn from dictionaries.

2. Ss conclude some rules of the word formation: most adverbs end with “-ly”; some nouns end with “-ness”; some adjectives have two kinds of noun forms.

3. Ss play a game to consolidate the words.

4. Ss to predict the different meanings of some commonly used adjectives (awkward).

When we sat together in the classroom, there was a long awkward silence. Then she asked in a low voice: “Can we be best friends again?” The awkward question put us in a very awkward position. I felt awkward and uncomfortable.

5. Translate the following sentence.

她因说我的坏话而向我道歉。

She _________________________________________to me for speaking ill of me.

因...向某人道歉：apologize to sb for doing something =____________________ to sb for doing something。

6. Ss finish the teacher’s story to consolidate the usage of these adjectives.

Last Friday was Tina's birthday. My __________(origin) plan was to give her a big surprise by buying her a special gift. However, I received a __________ (horror) surprise when I arrived at her house. I heard she was speaking ill of (说坏话) me. Immediately, I felt angry and ____________(尴尬的）and ran away. _________ speaking (坦白地说), I never thought that she would do such a thing. The __________(awkward) made us distant(疏远的).

Later, she sent some online messages to make an ________（道歉）to me. Instead of ____________(respond) to her, I ___________(ignore) the messages because I hated ___________(trick). To be __________, I value(珍视) our friendship very much. The ___________（suffer）, however, makes it difficult for me to judge our friendship.

【设计意图：让学生以小组形式提前预习，养成自主学习的习惯，提高课堂学习效率，体现“自学存思”。引导学生借助词典了解词汇的基本词义，掌握词性变化规律。在讲解词汇的时候，以问答的形式让学生发现一些形容词以-ly结尾，一些名词以-ness结尾，并让学生举一反三，体现了“对话辨思”。以竞赛游戏的方式检测学生词汇学习效果，增强课堂趣味性和互动性。老师以自身的经历为案例，讲述和好朋友发生的不愉快故事，创造连贯的语境，让学生在特定语境下理解和使用词汇，同时也为学生最后的输出做好铺垫，体现“情境拓思”。以帖子的形式发布，抓住新媒体语篇的特点。让学生以小组的形式讨论出awkward的一词多义，培养学生的逻辑思维能力和合作意识，体现了“对话辨思”。】

Step3 Phrases

1. Checking your preview

Task1: Translate the following sentences into Chinese, paying attention to the words in bold.

1. Friendship on the rocks:Please advise!(The title)

2. Whether we are working to school doing homework or just hanging out at the weekend, we're hardly out of each other's sight.(4-5)

3. The stress of this situation is killing me and I'm at a loss what to do next.(L16-17)

4. Perhaps she knows she's in the wrong and wants to apologize.(L19-20)

5. When I found out that I was tricked by him, I was really hurt and let go of our friendship.(25-26)

2. Consolidation: match the meanings of some phrases with their explanations。 

on the rocks                     go out and stay in a particular place

hang out                        to stop holding sb./sth

at a loss                        not knowing what to say or do

in the wrong          responsible for an accident, a mistake or and argument, etc.

let go of                        having difficulties and likely to fail soon

2. Ss finish the teacher’s story to consolidate the usage of these phrases .

Our friendship is_____________. Obviously(显然), she was________________. Looking back on the days when we __________ together, I cannot help crying. But now, I am ________. I don't know what I should do. I don't know whether this friendship is worth saving or I just __________it.

【设计意图：叫学生以小组形式提前预习，养成自主学习的习惯，提高课堂学习效率，体现“自学存思”。以多样化的形式来巩固所学短语，如匹配游戏、在同一语境下选词填空，同时也为学生最后的输入做好铺垫，体现“情境拓思”。】

Step 4 Sentence study(sentence patterns)

1. How stupid I was.(L12-13)

Sentence pattern:______________________________________________________

Looking back on the days when we hung out together, I cannot help crying. __________________________________________! (我们多么快乐呀!) But now, I am at a loss.

2. I was so angry that I avoided her during school all day.(L15)

Sentence pattern:______________________________________________________

Use the sentence pattern to rewrite the sentence:

Immediately, I felt very angry and awkward and ran away.

_____________________________________________________________________

Step 5 Sentence study (contrastive linking words)

1. Students work in groups to work out the usage of but, however and instead of.

a. But last Saturday, she broke my trust, and I’m still picking up the pieces.( L 5–6)

b. It’s sad to move on, but you have to accept that friends come and go in life. (L 29–30)

c. But this friendship is worth saving: eight years is a long time!  (L18)

d. Today, however, I received a horrible surprise. (L 11)

e. However, if your friend regularly ignores your feelings or makes you suffer, it’s time to rethink your relationship. (L27–28)

f. Instead of recovering at home, she was out having fun with someone else. (L 13–14)

结论：

①　But表示非常明显的对比。从语序上看，but总是位于所引出的分句__________（之首/之中）。从标点符号上看，but之后一般__________（使用/不使用）逗号。

②　However作副词用时表示“然而，但是”。可以位于句首、________和句末。位于句首时____________（不用/要用)逗号与句子其他部分隔开。位于句中时，其前后都要用_____________。位于句末时，其前用逗号分开。

③　Instead of表示“代替，而不是”，其后接名词、代词或动词的____________形式。

2.  Ss tries to improve the sentences from the teacher’ story using proper linking words.

a. My original plan was to give her a big surprise by buying a special gift._______________ , I received a horrible surprise when I arrived at her house.

b. Later, she sent some online messages to make an apology to me. ____________ responding to her, I ignored them because I hated being tricked.

c. The suffering, _____________, makes it difficult for me to judge our friendship.

d. How happy we were!___________now, I am at a loss.

e. 

【设计意图：让学生从所学文本中以小组的形式讨论、归纳对比连接词的用法，引导学生关注连接标记，培养观察和比较的能力，培养学生的逻辑思维能力。在接着上一个练习的语篇进一步巩固其用法，同时也为学生最后的输入做好铺垫，体现“对话辨思”和“情境拓思”。】

Step 6 Summary

1. T asks students to read the teacher’s story together.

     Last Friday was Tina's birthday. My original plan was to give her a big surprise by buying a special gift. However, I received a horrible surprise when I arrived at her house. I heard she was speaking ill of me. Immediately, I felt so angry and awkward that I ran away. Frankly speaking, I never thought that she would do such a thing. The awkwardness made us distant.

     Our friendship is on the rocks! Later, she sent some online messages to make an apology to me. Instead of responding to her, I ignored them because I hated being tricked. To be frank, I value our friendship very much. The suffering, however, makes it difficult for me to judge our friendship.                                

Looking back on the days when we hung out together, I cannot help crying. How happy we were! But now, I am at a loss. I don't know what I should do. I don't know whether this friendship is worth saving or I just let go of it.

2. T shows a received comment from the from exchange “A friend is easier lost than found” to guide students value friendship.

【设计意图：将完整的语篇呈现出来，复习所学内容，同时让学生知道今日所学都是为写“自己的故事”而服务。】

Step 7 Writing your story

Write a short story about an unhappy experience between you and your friends.

Your story should include:

1. What happened?

2. When and where did it happen ?

3. How did it happen?

4. How did you feel?

5. How did you solve the problem?

Tips:

1. use as many words, phrases, sentence patterns and contrastive linking words  as possible.

2. underline the words, phrases, sentence patterns and contrastive linking words that you have used.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

【设计意图：老师之前所创造的一个完整的语境的目的是，一方面巩固练习，另一方面为学生最后的应用迁移做铺垫，体现了“情境拓思”。让学生写自己的故事可以检测学生学习情况，也有利于教师后期的教学反思，体现了“评价反思”。】