本教案内容是上外全新版大学英语第一册unit 2 Friendship 优质教案,欢迎您试用,感到好就请支持我们继续提供原创资源,谢谢光临!(教案作者: 陈立廷副教授---赣南师范学院外国语学院)

Unit 2 Friendship

Step 1 Listen to the song “Auld Lang Syne” and sing together.

Step 2 Question: What is friend?

Answer: Friendship is the relationship between good friends. It is what we value most. When we are with our friends, we are happy and time passes quickly (especially when we are with friends of opposite sex, I think some of you have had such experience.). When we feel miserable or depressed, our friends may come to comfort us. When we are in trouble, we may turn to our friends for help. In short, friends are the most important part of our lives and real friendship is more valuable than money.

Step 3 Proverbs to show the importance of friends and friendship.

1.       Friendship is like wine, the older the better. (老酒味醇，老友情深。)

2.       A friend in need is a friend indeed.(患难见真情)

3.       A friend without faults will never be found.（世界上没有十全十美的朋友）

4.       A table friend is a variable friend. （酒肉朋友，难得长久）

5.       A good friend is my nearest relation. （好友犹如近亲）

So friendship to me is just like a cup of hot tea in the cold winter when you hold the cup, you can feel the warmth of the tea flow into your palm. When you take a sip of it, the warmth runs through your throat and reaches every corner of your heart.

Step 4 Ask students to discuss some questions on the given paper with their partners within 10 minutes.

Step 5 Introduce the author of the text. Foster Furcolo is an American writer.

Step 6 Introduce the text.

When the author wanted to take a taxi, he found the driver was reading a letter. Through a conversation with him during a trip in the taxi, the author learned the life-long friendship between the driver and his old friend Ed and how the driver regretted failing to keep up correspondence with Ed before he died, The author was greatly moved and decided to write to his friend and mail it immediately.

Step 7 Analyze the organization of the text according to student’s book Page40.

Reading skill: Reading for main idea

When you are reading paragraphs for the main idea, try to force yourself to read a bit faster than usual. By doing so, you will find it easier to concentrate on ideas and relationships between ideas. The slow reader usually cares too much about individual words and thus may actually comprehend less than the quick reader,

In reading paragraphs, you will inevitably come across some words you don’t understand. Don’t waste too much time worrying about them. Just continue your reading. The most important thing is to understand the material, as a whole one or two unknown word won’t make difference.

在阅读文章寻找归纳中心思想时，阅读速度要尽量比平时快些，最好使用略读（skimming）和跳读（skipping）的方法，这样有助于读者比较容易把注意力集中于文章意义的关联上，避免把注意力过多地放在个别词语的理解上，而影响对整篇文章思想内容的理解。

Ask students to read part two and find out the main idea by using reading skill---skimming within 5 minutes.

Main idea of Part Two: By reading the letter, the author got to learn more about the life-long friendship between the driver and Ed.

Main idea of Part Three: Learned a lesson from the conversation, the author decided to write a letter to his friend and mailed it immediately.

Step 8 Reading skill: Reading beyond/between the lines (读出言外之意，弦外之音)

A good reader is one who can read beyond the lines, seeing ideas implied through the words and one who can bridge the gap between the obvious and the suggested, thus obtaining much more information.

e.g. He sounded as if he had a cold or something. (Paragraph 2)

司机的声音好像感冒，这当然不是，所以我们在阅读过程中要进行思考，这句话说明了司机的心情不好。

所以，我们在理解课文的时候要读出言外之意，弦外之音，这对于理解课文是非常有益的。

e.g. I am not much of a hand at writing. (Paragraph 6)

这句话我们听起来会觉得很怪，What do you mean by I am not much of a hand at writing? 这句话到底要表达什么意思呢？他这样说的原因是，因为这封信写好了却迟迟没有寄出去。

Step 9 Reading skill: To understand the purpose of the author’s writing (理解作者的写作意图)

e.g. He was a great guy. You said “was” Does that mean---?

我们知道时态是为意思表达服务的，一般现在时和一般过去时的表意功能是不同的。

Tom（是剧中人）当然知道朋友已经去世了，所以他说He was a great guy, 而作者（是剧外人）不可能意识到这一点，所以他就问You said “was”, Does that mean---? 你提到“was”是不是他……这句话没有说完，在这里作者使用了说话技巧。如果作者说Does it mean that he died? 这显然是在诅咒别人死亡，不太好。另外一种理解是这个人过去很好，现在不好了。

e.g. “Like it says there” he answered, above all we had to spend in those days was time. He shook his head “Time”.

这里提到时间问题，他摇头叹道：“时间”，在这里重复强调时间令人费解，只有当我们读完这篇文章时才知道这里的时间到底指什么？指的是在他就要寄信的时候，信还没有寄出去，他的朋友就死了。要是这封信早一点寄出去，不就没有这些遗憾了吗？所以他在这里感叹“时间”。

Step 10 Analyze the feature of writing

 这篇课文是一篇记叙文，记叙文记叙过去发生的事件，着重写事，也可以写人。本文的写作次序遵循的是情节发生的时间先后。选择的写作角度是第一人称，不仅叙事生动，也增加了文章的真实感。记叙文的文章结构要体现五“何”原则，即：何时when;何地where;何事what;何人who;以及为何why。一般要有故事的开端(beginning),发展(developing),高潮(climax)和结尾(ending).

   1.这篇课文的一大特色在于其口语的运用，全文几乎都是我与出租车司机的对白，充分展示了口语与书面语的差别。The feature of spoken English is that sentences tend to be short and simple and some sentences are incomplete.

    Ask students to find out the colloquial sentences.

e.g. From a child or maybe a grandchild?(Paragraph 5)

   went to school together?(Paragraph 9)

   You kind of lose touch even though you never forget. (Paragraph 12)

Enjoyed talking with you?(Paragraph 32)

He looked sort of sorrowful. (Paragraph 35)

2.From the text we can conclude that the narrator is very good at keeping the conversation going. For one thing, he expresses his agreement to show the cabbie what a sympathetic listener he is. Ask the students to find out such sentences.

e.g. I’ve read it several times already. I guess I almost know it by heart. (Paragraph 4)

   “Letters from home always mean a lot,” I said. “At least they do with me because I’m on the road so much.” (Paragraph 5)

“I don’t think any of us keep up our correspondence too well,” I said. “I know I don’t. But I take it he’s someone you’ve know quite while?” (Paragraph 7)

“There are not too many people who’ve had such a long friendship,” I said. (Paragraph 11)

“I’m sorry,” I said. “It’s no fun to lose any friend---and losing a real old one is even tougher.” (Paragraph 15)

“Well,” I agreed, “we should all keep in touch with old friends more than we do. But things come up and we just don’t seem to find the time. ” (Paragraph 17)

The driver said something that I couldn’t understand because he seemed to be all choked up, so I continued: “I know I’d like to receive a letter like that from my oldest friend.” (Paragraph 30)

3. The author uses italicized words in the passage.

本课在区分新的内容与故事语言时，采用了一种排版方式，因为它不是用口语说，而是给大家阅读，所以这样处理就比较自然，把新的内容用斜体字表达，避免了像The letter said…等类似的表达方式。