培训 GOOD（共8篇）
来源：大唐韩城第二发电公司 作者：樊江涛
字体：大 中 小
近年来，就如何有计划、有步骤、有成效地开展好运行值内培训工作这一问题，笔者结合实际工作进行了认真思考，现谈谈自己的想法，和大家一起探讨。
寻找有效的培训方法
不同的培训方法具有不同的特点，视培训对象、培训内容不同，各种方法也是互有优劣。一个合适有效的培训方法，需要考虑到培训的目的、培训的内容、培训对象的自身特点及企业具备的培训资源等因素。
一要激发运行人员“我要学习”的意识。由于传统教条的学校教育潜移默化，导致长期以来大部分人主观意识里抱着被动接受的学习态度，已经不能适应现代化发电企业的需要。如何才能将“要我学习”转化为“我要学习”呢？首先要加强形势教育。要在日常培训工作中对包括国内电力发展情况、新厂新制下的人力资源优势以及全新的人才竞争机制等方面的内容进行及时的分析和宣贯，增强员工的危机感和紧迫感；其次要进行岗位鞭策。要常常利用培训时机和值内人员交流，引导大家站在更高一个岗位上做事情，鼓励大家提出新问题，勇于暴露自己知识的差距匮乏，为提高水平打下基础，从而自然而然地把学习当作是自己的一个内在需求；再次，要及时表扬。对于运行人员工作中取得的进步要及时给予表扬，充分肯定成绩，让大家感知置身于学海中的乐趣，明白“我要学习”赢来的必定是鲜花簇拥下的肯定和成功。这样一来，大家对“我要学习”就有了认同感，把“我要学习”变成了执着的、急需的、迫切的个人意愿。
二要根据个人实际量体裁衣、因材施教。培训中一定要从每个人的实际岗位出发，针对个性的不同特点，采用相适应的培训方法，即要解决好“材”与“教”两方面问题。一方面，因材施教原则要求我们深入了解对象，研究对象，熟悉每个人的特点，有的放矢地进行培训。值内培训对象都是同事，平时工作、学习、生活和爱好无所不谈，存在的只是岗位不同、年龄不同、性别不同以及知识结构和接受能力的差别，因此在第一手资料掌握上，值内培训比部门或企业培训更具有先天优越的条件；另一方面，制定的培训计划既要有共性，也要有个性，不能搞一刀切、一锅汤、一言堂，要从个人问题出发，从岗位目标出发，针对每个人的实际特点制定切实可行的学习计划，既不能闭门造车、裹足不前，也不能好高骛远、不切实际。
三要做到“理论联系实际”与“从实际到理论”的结合。这两者存在着一个培训出发点的区别，必然导致一个培训实质的差别。“理论联系实际”可能是每个人耳熟能详的一句“金科玉律”，但那是要在学校内完成的主要教学方法，培训学习的对象是理论；而实际上我们并不是像在大学里演绎理论，而是在探讨企业生产活动，面对的是具体的生产实践内容，也就是在日常培训中，我们培训学习的对象是具体的、大量的操作内容，掌握了这些具体操作内容，就意味你的岗位职责已拿下80%，其余的20%内容就是把零碎的、片面的操作经验上升到完整的、全面的原理性的理论，这一过程实质就是“从实际到理论”的过程。从具体的学习对象到原则性理论这一过程，显然更符合常人的思维模式，也更能激发大家学习的兴趣。
四要推行“长江后浪推前浪”学习法，掀起全面学习的热潮。值内个人年龄、岗位、阅历、知识结构不同，学习既定目标相差很大，因此，在学习的人里面，老师傅靠的是岗位自学，中生代靠的是执着信念和满腔热忱，年轻人则靠提醒敲打；同时，每个人对待学习的态度和努力程度相差很大。所以，如何改变当前各值普遍存在的消极被动、游兵散勇式的学习，把大家的思想统一到共同学习、共同进步上来，这是需要每个值长认真思考。
原来农村人赶毛驴有三个办法：一拉、二推、三打，也就是前面拉你不走就从后面推，从后面推你再不走就用鞭子打。既然年轻人的学习靠提醒敲打，那么我们就专门抓年轻人的业务学习，而且要用“赶毛驴”的办法来强抓，只要有利于值内培训，怎么要求都不为过。一抓问题就出来了，有问题谁讲解？同汇报制度一样，建议采用逐级解答的方式，即学习人员问副值，副值问主值，主值问机组长，机组长问值长，只要平时抓好学习人员，学习任务自然会层层落实，提起一条线，拎起一大片，最终势必会掀起“长江后浪推前浪”的学习热潮。
五要坚持“授人以鱼”与“授人以渔”相结合。中国有句古话叫“授人以鱼不如授人以渔”，说的是传授给人既有知识，不如传授给人学习知识的方法。道理其实很简单，鱼是目的，钓鱼是手段，一条鱼能解一时之饥，却不能解长久之饥，如果想永远有鱼吃，那就要学会钓鱼的方法。我们的培训工作尤其要做到这一点，让他干什么很容易，一说他就明白，或照操作票执行就好了，但以后类似的工作，你还得重复教，这样你的培训工作显得很累很被动，对方也变成了按步就班的机器人。比如，对待主值培训，笔者在培训计划里加入了“掌握逻辑图”这一内容，期限10天，效果就很好，主值在逻辑方面的知识再也不是问来的，而是自我学习，自我拓展，学到的知识既准确又丰富，大大超过了预期目的。
存在的不足及应对措施
当前各值培训方法百花齐放，目前均还没有一个完整的培训机制，培训方法必然存在不健全、不成熟的地方，甚至还存在一些错误的认识和落后的观点，使培训很难达到预期的效果。总结起来，培训工作易陷入以下误区：
一是急功近利，以考代培。这里要强调的是，培训是个过程，不是目的，同时它更不能像救火，而是带有前瞻性而非突发性。人员新上岗时间并不长，有些值培训力度很大，建立定期考试制度，短时间内既考了规程又考了操作，还考了理论，有奖有罚，其实大可不必。大家都在一起工作学习，平时培训若能做到扎实有效，任务落实，知根知底，还用频繁考试吗？值内人员岗位层次不同，考出的成绩并不能代表培训效果，考核又能说明什么？平时培训落不到实处，预期目的就如同空中楼阁，海市蜃楼，可望而不可及。所以，培训不能急功近利，不能简单地以考代培，只要制定出完整的培训内容，有一个系统的培训计划，有一个鲜明的培训目的，踏踏实实地落实到位就行了。
二是舍本求末，好大喜功。古人云：“物有本末，事有始终，知所先后，则近道也。”在当前集控运行值内培训中，往往有从讲完简单的实际应用问题，继而无意识地提及相关高深的理论，或者每每技术问答必然涉及理论的现象，事事总用理论压人，这样会给初学者一种这也不会那也不会的失落感，弄不清到底是先学实际应用，还是先学理论？两手抓两手都不硬，颠倒了因果，思维进入误区，最终学习走了弯路，迷失了方向。笔者认为，培训负责人必须从每个人的实际情况出发，因需施教、因材施教，分清“本末”、“主次”、“轻重”、“缓急”，做到使大家学有所需，学有所用。
三是闭关自守，故步自封。当前不少企业的集控运行值对于培训的认识是“由值长来培训”，忽略了与外界的合作，自己值内能解决的问题很快解决，自己值内欠缺的地方迟迟补不上，常此以往，值内知识老化固化，乏善可陈，员工在一个封闭的环境中丧失应有活力，学习人员的积极性受到抑制。集控运行人员由于工作性质，难得有外出调研的机会，愈发存在闭关自守、画地为牢的不良现象。现有条件下，要做到突破瓶颈，汲新纳善，就要求学会与兄弟值、与专业主管、与检修人员、与外围、与网络、与生产厂家技术人员、与专业院校老师等等的交流和探讨，学无止境，博众家之长，补己之短，不失为上上策。
四是重罚轻奖，多罚少奖。一些值普遍存在将培训等同于考试现象，有考试就有考核，其实最终的结果是严重损害了集控运行人员的根本利益，甚至造成逆反心理，上班很辛苦，学习很努力，结果很委屈，培训效果和培训动机背道而驰。究其原因，是没有搞清楚培训和考核二者之间不同的目的和针对性。培训工作就是提升空间和查漏补缺的过程，因为值内每个人水平本来就参差不齐，某个人越是有差距，反过来我们越要反思，是不是我们培训不到位，方法不对头？为此，我们更要落实到行动中，帮助他们创造条件，克服障碍，促使迎头赶上，帮助他们避免怠学情绪的产生。所以我们要转变培训考核思路，尽可能做到重奖轻罚，多奖少罚。
Tony is a good boy. He often helps with his mother housework on Sunday. Today, he has already made the bad. He has already cleaned the kitchen. And he has just taken out the trash. But, He hasn’t washed the dishes yet. He hasn’t swept the yard yet. So, he will feed the dog and wash the dishes. He will sweep the yard. Oh! He is a good boy!
Tony is a good boy. He often helps with his mother housework on Sunday. Today, he has already made the bad. He has already cleaned the kitchen. And he has just taken out the trash. But, He hasn’t washed the dishes yet. He hasn’t swept the yard yet. So, he will feed the dog and wash the dishes. He will sweep the yard. Oh! He is a good boy!
原来，我要的答案，一直就在眼前。
我的唯一，也失去了。
我喜欢的人已经离开了我，那么，我这一切的付出是做给谁看呢?接收不到我的`好，也忘却了我曾经的一切。我将QQ红包里最后的钱转给了她。转账，是因为，我害怕她不愿接受我的东西。
我恨上帝。
我以为她是我唯一的朋友，却不曾料到，她已经不是我的唯一了。
一无所有这个成语，就好像是在嘲笑现在的我一样。
我甚至不愿接受现在的一切。这就好像我从天堂坠落到了一个未知的世界，然而我却不知道，认为这只是一个巨大的改变。直到有一天，我发现我的朋友在暗处嘲笑我才恍然大悟――我，已经堕落了。
与其拼命挣扎，不如接受这现实吧。
终究是要失去的。
活动目标：
1、在故事和游戏中让幼儿理解“好”的意思，认识汉字“好”和英语单词“good”，知道单词“good”的字母组成。
2、引导幼儿向“好”学习，培养幼儿辨别是非的能力。
3、复习句型：This is a……
4、复习已经学过的单词，并且用游戏的形式进行巩固练习。
5、幼儿能够感受到英语学习的快乐。
活动准备：
1、教学配套挂图，汉字卡。单词卡，句型条。
2、挂饰：眼镜(g)，左脚(d)各一个，鸡蛋(oo)两个。
3、录音机，双语磁带。
活动过程：
一、开始部分：
请全体幼儿表演唱歌曲《我的好妈妈》
二、基本部分：
(一)认识汉字“好”和单词“good”
出示图片，引导幼儿观察图片，讲述图片内容。
(二)巩固复习汉字“好”，和汉字卡片“好”玩游戏。
1、找汉字卡片“好”
2、用汉字卡片“好”玩游戏。
3、送汉字卡“好”回家。
(三)讲述单词“good”的故事，知道单词“good”的字母组成。
1、出示图片，看图讲述。
(1)教师请幼儿结合图片，自由讲述单词“good”的故事。
(2)请个别幼儿讲述自编单词“good”的故事
2、幼儿表演故事。
请幼儿戴上挂饰表演故事。
3、巩固复习单“good”，用单词卡“good”玩游戏。
(1)找单词卡“good”
(2)用单词卡“good”玩游戏：做好事
(四)复习巩固认识汉字“好”和单词“good”，玩综合复习游戏：拔河比赛。
(五)复习陈述句This is a book This is a good book
三 结束部分：
1、欣赏字母儿歌：
眼镜爷爷身体好，(g)
吃了两个鸡蛋在慢跑，(oo)
左脚先生向他学，(d)
身体一天比一天好。
2、幼儿听录音看书。
You have to be good at spotting trouble on the way and heading it off.
你必须善于发现潜在的麻烦并加以化解。
词汇解析：
good
英文发音：
中文释义：adj. 好的;优良的;愉快的;虔诚的`
例句：
His parents wanted Raymond to have the best possible education.
网友：我对孩子能否学会处理自己的不良情绪感到不安
包林运：你的不安，只会增加他处理情绪的困难。
如果家长都不相信孩子可以做到，孩子如何能有信心去做到？
网友：那么让他自然而然的学会处理情绪还是我去教他
引导他？我老公老想揍
包林运：首先你要明白，处理情绪，绝非易事，很多成年人都做不好的。我觉得，重点在于你们自己是否擅长处理情绪？
网友：假期要回奶奶家，他们也会说不乖就揍，我会拦着，但怕对孩子有影响 我们自己都不会处理情绪
包林运：如果有什么引导的办法，就是共情吧。不过，共情是说来容易，做来不容易的事，看父母的情商如何，做到的程度相差很多
网友：只有我自己在自我成长，其他家里人都不行
你是怎么做通老公的工作让他自我成长的？
包林运：那么就先不管其他家里人，因为你管不了，先管自己。你在自我成长，这太好了，我相信，你在处理自己情绪方面的每一个进步，都会让孩子受益的 我根本没有让老公自我成长的想法。如果我有这个想法，就是我还未完全地接纳老公。自我成长的第一课，就是学会接纳，完全打消这个让老公也成长的想法 网友：我现在能做到对孩子表达气愤的时候不进行人身攻击
包林运：哦，你有没有想过，其实你可以通过成长，消除气愤？那样可能更好一些
网友：有些消除不了，呵呵。特别是突如其来的时候。其实已经少很多了！包林运：嗯，如果已经少了很多，就说明已经有很大改观了。我相信，你只要坚持下去，有一天就会跟气愤告别了，你有这个信心么？
网友：共情真的很不容易做的包林运：是的，我也觉得是这样，说共情其实没什么用。如果父母连自己的情绪都不会处理，用什么方法能让他们学会处理孩子的情绪呢？
所以，我觉得最有用的还是成长，心灵成长了，什么问题不用说，自然都知道如何应对的网友：我只是怕外人对孩子的指点对孩子不好
怕别人给孩子打上标签
包林运：嗯，如果你觉得不好，就会对孩子有影响，如果你无所谓，孩子就无所谓。而且，就像我刚才说过的，外人并不是铁板一块，如果你能调整自己的态度，别人的看法或许也会不同
网友：其实家里人对孩子一些行为也在打标签
包林运：别人的事，我们都管不了，关键是管好自己。你自己不是也对孩子有很多担心么？你自己的焦虑都没有消除，不用操心家人打标签
网友：嗯，我可不可以这么说：好像总归一句话，所有育儿的问题其实都取决于母亲的心态
我其实也都在和家人说这只是一个阶段而已，大了总会好的。可是心里却在犯嘀咕，什么时候能好啊
包林运：呵呵，不是这个意思。如果我和一位爸爸聊，我会告诉他，你不用管妈妈怎么对孩子，关键看爸爸。我的意思是，我们每个人只能做好自己分内的事，如果真的做好了分内的事，也就足够了，别人也会来配合。操心别人的事，于事无补，反而把自己分内该做的给忽略了。
网友：那么我的分内事是什么呢？好像应该是教育好孩子，但是表面上看，孩子没有什么规矩似的失败？！
看来我还是有很大压力的！
包林运：你分内的事是你要成长好自己，你要消除自己的焦虑、气愤，更擅长处理自己的情绪，这样你自然就会更理解孩子的心情，更会共情，孩子的状态自然就会好起来。
网友：老公就总说，看你能把孩子教育成什么样，似乎都是我的事
包林运：对，你分内的第一件事，或许就可以是解除自己身上的压力
那是你老公的看法，你可以不同意。你是不是特别在乎老公对你的评价？ 是不是特别希望得到老公的认同？
网友：有这个吧，我总觉得孩子使我们两人的，我们应该再教育孩子的事情上取得共识
达不成这个共识我就感觉自己在孤军奋战
压力可大了
包林运：呵呵，能在教育孩子的问题上取得共识的家庭，我在现实中还没遇见过一个呢。其实，我觉得，完全没必要争取共识，更现实的做法是争取妥协。妈妈这么有压力，难怪孩子会总有情绪要发泄
网友：是啊，我也觉得这是一个问题
他这么多情绪就是个问题
包林运：我觉得这是最关键的问题，是所有问题的根源，你心中的压力，就是孩子情绪的根源
网友：我也很迫切想摆脱这个压力
包林运：你说你在自我成长，不知道你是怎么做的？
网友：我活的很累，总是在对别人的情绪负责。最近看了《谁在我家》，才明白这个事情
包林运：我想找到真我，是摆脱压力最彻底的一条途径
网友：今天对妈妈说了，你的情绪请你自己负责
妈妈很含蓄的笑了
包林运：哈哈！
知道和做到，还有距离，需要一些时间，在生活中反复地体验、觉察 网友：其实，我妈妈也不会处理情绪，她忽晴忽雨总是让我很紧张的包林运：很多变化是慢慢发生的，那么多心理的压力，也不可能一夜之间都摆脱。我们大家都不会，所以，孩子不会很正常。如果你能学会，孩子学起来就容易得多。如果你学不会，孩子还是要成年之后自己去摸索，或者永远都没机会学会 网友：妈妈生活能力低，在我这里，老公就有很大压力，我还要负责他的情绪，唉
包林运：你自己学会，然后，对于孩子、老公等等家人，都是一个自然的表率，因为你们共同生活。当他们看到：原来一个人可以这样生活，变化自然会发生。你能否也对老公说：你的情绪请你自己负责？
网友：总有离家出走的想法，呵呵
嗯，好的。其实老公要比我活的明白
包林运：其实，很多责任是我们自己揽过来的自己假想出来的，然后压得自己喘不过气。即便是别人要推给我，不归我的责任，也坚决不接
网友：我总觉得我有要周围人幸福的责任。但是我根本就做不到。
包林运：不用负责老公的情绪，当他抱怨你孩子教得不好的时候，他可能潜意识是想推卸自己作为父亲的责任。不要自己把这个责任揽过来
网友：嗯！
包林运：亲爱的，你没有要你周围人幸福的责任，无论是老公、还是孩子，他们都是独立的人，有自己的人生。你唯一的责任，是要为自己的幸福快乐负责任！管好自己的事，不要操心别人的事。操心别人的事，费力不讨好，而且最后耽误了自己的事，谁也好不了
我总想说，关键是妈妈的状态，妈妈状态好了，孩子的状态没有不好的；妈妈状态不好，无论怎么为孩子牺牲，孩子的状态都难如人意。家庭是互相关联的系统，所以，做好自己，家人都会跟着受益；相反，一心为家人，自己状态不佳，其实，没有人会觉得好过
网友：嗯，谢谢你哦，很受益。我看《谁在我家》目前也只是囫囵吞枣看了三分之一而已。尚在学习揣摩中，解放思想真的很不容易啊
包林运：有兴趣的话，你还可以看一下《当下的力量》，不过这本书稍稍有点难懂。或者也可以看看张德芬的《遇见未知的自己》
网友：我看《谁在我家》觉得还得再看数遍，理解起来挺累的包林运：如果太费劲，就不去理解了吧。嘿嘿，重要的是我们在生活中的感觉，而不是书学习得如何
网友：哈哈，你好可爱，总给不求甚解找借口
1. Learn how to talk about friends and friendship.
2. Learn to discuss problems occurring in a friendship and suggest solutions.
II. Moral Education
From the learning, students can understand gradually that the meaning of “friends”.
III. Teaching Direction
1. key vocabularies and phrases.
honest brave wise handsome smart deserted in order to share
2. useful expressions
I think I can , , and .
I think he/she is , , and .
3. study strategies and thought techniques
(1) Guessing
(2) Discussion
4. the goals of quality education
(1) Help to improve the students’ capacities of communication.
(2) Help to improve the students’ abilities of reading.
5. teaching activities
1) teacher’s role
2) students’ roles
6. teaching tools
recorder cassette pictures
IV the Design of Teaching Activities
Step 1 warming C up
1) Ask the students to describe a good friend or themselves encourage the students to try to use more adjectives.
2) Guessing Game
Ask the students to describe the appearance and characteristics of a friend or themselves. And let the other students guess who is being described.
This activity is used as a brainstorming session done either in groups or with the whole class. And it is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.
Step 2 Pre―reading
Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Ask the students to work in groups.
The activity is designed to get the students to think about what it would be like to be alone on a deserted island. It is used as a previous part of the unit. And it gives the students an opportunity to practise giving opinions and making decisions.
Step 3 Reading
1) Scanning
2) Extensive reading
3) Ask the students to answer the questions.
4) Explain the new words and phrases in the content.
By doing this, students can improve their reading abilities.
Step 4 Post―reading
1) an interview
Ask two students to do this interview. One is a reporter. The other is Mr. Chuck Then make an interview according to the text.
By doing these, students can understand the main idea of the text better.
2) a debate
Create a real circumstance about the debate. Suppose four students represent four people and try to persuade the others that he or she should be given the parachute.
After doing the debate, students can consolidate what they’ve learned in class, and develop their capabilities of communication and the abilities of logical thought.
Step 5 Homework
an essay
技能目标Goals
Talk about friends and friendship
Practise talking about likes and dislikes
Learn to make apologies
Use Direct Speech and Indirect Speech
Write an e-mail
II． 目标语言
功
能
句
式 Talking about likes and dislikes:
He / She likes / loves ...
He / She is fond of ...
He / She is quite interested in ...
I take interest in ...
My interests / hobbies are ...
I like ... most.
I care for ...
I’d prefer ... to ...
He / She doesn’t enjoy ...
I hate ...
I’m not into ...
I think ... terrible / boring.
Making apologies:
I’m very sorry. I didn’t mean to.
That’s all right. It won’t happen again.
No problem. Please forgive me.
Forget it. I apologize for ...
It’s no big deal. It’s my fault.
It’s Ok.
词 汇 1. 四会词汇honest, brave, loyal, wise, handsome, smart, argue, classical, fond, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, share, sorrow, feeling, airplane, lie, speech, adventure, notebook
2. 认读词汇solution, Steve, Sarah, Joe, compass, Tom Hanks, Chuck Noland, survive, Wilson, parachute, scared, e-pal, South Carolina, formal
3. 词组hunt for, in order to, care about, such as, drop sb a line, even though, treat...as, keep... in mind
4. 重点词汇share, honest, argue, fond, deserted, hunt, adventure, in order to, care about, such as
语法 Direct Speech and Indirect Speech
1. Statements
“A friend in need is a friend indeed.” Mother said to me. →
Mother told me that a friend in need is a friend indeed.
2. Questions
“Are you sure you didn’t do anything to this?”He asked me. →
He asked me if I was sure I didn’t do anything to that.
“What differences does it make?” Peter asked Jim. →
Peter asked Jim what differences it made.
重
点
句
子 1. I don’t enjoy singing, nor do I like computers.
2. I hate hiking and I’m not into classical music.
3. I surf the Internet all the time and I like playing computer games.
4. Chuck survives the crash and landed on a deserted island.
5. He realizes that he hasn’t been a very good friend because he has always been thinking about himself.
6. Even though Wilson is just a volleyball, chuck becomes fond of him.
7. He talks to him and treats him as a friend.
8. Chuck learns that we need friends to share happiness and sorrow, and it is important to have someone to care about.
III. 教材分析与教材重组
1. 教材分析
本单元的中心话题是“朋友”，所谈论的话题涉及好朋友的涵义，对朋友的描述以及如何交友等。旨在通过单元教学，让学生学会使用有关描述朋友和友谊的词汇，就朋友和友谊这一话题表达自己的观点，并能就所谈论的话题写出合符规范的电子邮件。
1.1 WARMING UP 通过三个问题引导学生讨论自己心目中的好朋友应该具备什么样的品质，并就其中的一位进行描述。这一部分呈现了本单元的中心话题，学生可以学习有关朋友的词汇和句型。
1.2 LISTENING是有关朋友之间矛盾的三段对话。要求学生听完录音后能够弄清“发生的问题”并找出解决的办法。本部分有助于引导学生客观认识友情：好朋友之间建立友谊的同时也可能产生矛盾。
1.3 SPEAKING部分是几个朋友在谈论各自的喜好。要求学生掌握有关兴趣、爱好的表达方法，并能在较为真实的情景中练习使用这些句型。这一部分既有助于学生进一步提高对“朋友”的认识，又训练其口头表达能力。
1.4 PRE-READING部分假设了一个情景，即“You are alone on an island.”让学生讨论在特定环境条件下如何生存的问题，培养学生的想象力和创造力，为阅读部分的学习做好准备。
1.5 READING部分是有关美国电影《荒岛余生》的一段简介。在这一部分当中，学生除了要学习新的词汇、句型和训练阅读技巧外，也要对“如何对待朋友和他人”有更加深刻的认识。
1.6 POST-READING设计了四个问题。其中前两个是对READING部分文章内容的理解，后两个是开放式问题，学生可以各抒己见。
1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是根据语境在运用中掌握词汇。Grammar 是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
1.8 INTEGRATING SKILLS结合本单元话题，引导学生通过写e-mail 来进行交友实践。TIPS部分给出了e-mail写作的注意事项，指导学生如何写e-mail。
2. 教材重组
2.1 听力： Warming up 与Listening及Workbook中的Listening三部分话题较为接近，都是在谈论朋友或如何解决朋友之间存在的矛盾，可以放在一节课中处理。
2.2 口语： Speaking和Workbook中的Talking涉及到本单元的两种功能句式，即Talking about likes and dislikes和Making apologies，可以整合在一起上一堂口语课。
2.3 精读：可将PRE-READING, READING和POST-READING三部分整合在一起上一节阅读课。
2.4 泛读：处理Workbook中的Reading Many-Flavoured Friends。
2.5 语言学习：包括Word study和Grammar以及Workbook中的Practising。
2.6 综合技能： 包括第6页的Reading and Writing以及第90页的Writing。
3. 课型设计与课时分配
1st period: Warming up and Listening
2nd period: Speaking
3rd period: Reading (I)
4th period: Reading (II)
5th period: Language study
6th period: Integrating skills
Ⅳ. 分课时教案
The First Period Warming up && Listening
Teaching goals 教学目标
1. Target language 目标语言
a. 词汇和短语: honest, loyal, smart, funny, in my opinion, calculator, upset
b. 重点句子:
I’m not happy about this.
What’s the big deal?
What difference does it make?
I didn’t know you were so upset about it.
A common problem between friends is that they don’t know how to talk to each other about difficult things.
A simple apology is often enough and is a good starting point.
The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself.
2. Ability goals 能力目标
a. Describing your friends in English.
b. Figuring out the problems between friends through listening, and then find different ways to solve the problems.
3. Learning ability goals 学能目标
a. To encourage students to think and talk about friends and friendship by using relevant vocabulary.
b. To learn how to solve problems that may occur between friends.
Teaching important points 教学重点
a. Using the given adjectives and sentence structures to describe one of your friends.
b. Listening to the material about three different situations and complete the sentences.
Teaching difficult points 教学难点
a. Working together with partners and describe one of the good friends.
b. Discussing with partners and find out ways to solve the problems.
Teaching methods 教学方法
1. Discussion;
2. Listening;
3. Cooperative learning.
Teaching aids 教具准备
A recorder.
Teaching procedures && ways 教学过程与方式
Step I Warming up
As a first lesson, a teacher can arouse students’ interests by telling a story at the beginning of the class.
T: Good morning, everybody. At the beginning of our lesson I’m going to tell you a story.
A young deer and a wise old crow lived together in the wood. Pam, the deer had little experience of the world. but Rob, the crow, knew all the ways of the other animals. One day, Pam saw Puk, a fox, come out from a tree towards her. “I need a friend,” said Puk hungrily. “I’ll be your friend,” replied Pam. They went for a walk together in the field where Puk knew there was a trap. Pam was caught in it and could not move. Puk watched the farmer arrive with his knife to finish off Pam. Rob flew down to the field and said to Pam, “Lie down, and pretend you are dead.” Seeing Pam motionless, the farmer undid the trap. “Run!” shouted Rob and away Pam went. Back at home, Rob said to Pam, “You know a true friend by his acts not his words.”
After telling the story, the teacher encourage students to talk about their understanding about the story, and then tell their own stories about friendship.
T: That’s my story. Now I have a few questions for you. What does the story tell us? Do you know other stories about friendship?
Ss: The story tells us that a friend in need is a friend indeed. (Tell the story about the bear and the hunter or other stories.)
When students finish their stories, teacher can let them talk about their attitudes towards friendship and their standards of a good friend.
T: Just now... gave us a very good story about friends. Do you think that friendship is important in our life? Why?
Ss: I think friendship is very important in our life. When we feel bored we can talk to our friends; when we are in trouble, we can turn to our friends for help.
T: That’s right. It’s important to have friends. What do you think a good friend should be like? Or what qualities do you think a good friend should have? For example, should he / she be kind, honest, smart, funny or anything else?
Some adjectives to describe friends are listed in the textbook. Students should be given some time to get familiar with these words. Then they are encouraged to think about more adjectives and should be able to describe their friends using these words.
T: Now look at page 1. There are some words that can be used to describe a friend. Look through them quickly and think about which words you would like to choose to describe a 5-star friend. What other words can you think of to describe a person?
Ss: Positive: patient, careful, modest, reliable, open, talkative, energetic, tolerant, generous, humorous, well-educated, self-respected, easy-going
Negative: selfish, rigid, dull, careless, proud, tricky, simple-minded
T: OK. We have talked a lot about words to describe friends. Now let’s do some pair work.
Tell your partner your standards of good friends by using the following sentence patterns:
I think a good friend should (not) be ...
In my opinion, a good friend is someone who ...
Ss: I think a good friend should be patient, reliable and tolerant.
In my opinion, a good friend is someone who is open, humorous and easy-going.
In my opinion, a good friend should not be selfish, dull or proud.
In this part, the teacher uses a game to consolidate what students have learnt in the previous step. Through the game, students learn to organize a short paragraph instead of just using some words or sentences.
T: Just now you talked about 5-star friends in your eyes. Now let’s play a game, “Looking for good friends”. Please take out a piece of paper and think out three words that you think can best describe your personality and three more words to depict what kind of person you want to make friends with.
Write down your names and turn it in. Each of you will get a piece of paper with your classmate’s information on it. Decide whether you two can be good friends or not and why.
Tell the class your decision, using the following patterns:
I’m __________, __________ and _________. He / She is _________, __________ and ___________. I think we can (not) be good friends, because __________.
Ss: I’m talkative, energetic and easy-going. She is tolerant, generous and humorous. I think we can be good friends, because we can spend a lot time talking, telling each other jokes. If I make mistakes, she will forgive me.
Step II Listening
A teacher may tell students that sometimes problems might occur between friends and it is very important to know how to solve these problems. Students are encouraged to think about some common problems between their friends and themselves and provide some possible solutions.
T: You know, sometimes there are problems even between very good friends. It is important to know how to solve the problems in order to keep your friendship going. Can you tell me some of the common problems among teenagers? What do you usually do to solve them?
Ss: Some of the common problems include forgetting friends’birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. The task can be divided into two parts. After the first listening, they just write down the problems. Then they can discuss with their partners to find out possible solutions.
T: Yes, that’s a good idea to solve problems between friends. Look at page 2. We are going to listen to three arguments between friends. For the first time, just focus on the problem in each situation. Write down some key words as quickly as possible.
Listen again and check the answers with the whole class. (Listen for the third time if necessary.)
T: OK, we have already known the problems in these three situations. Next, please discuss with your partners and try to find out the solutions to each problem.
Share your ideas on how to solve the problem with the whole class.
Ss: Situation One: I think Peter should try to get there on time next time.
Situation Two: I think Ann should ask for permission first if she wants to borrow something from others and she should return things in time.
Situation Three: I think Adam can ask his uncle to mend it and he should be more careful with borrowed things.
Step III Listening (Workbook P85)
The students will hear about problems between friends and what can be done to solve them. They are asked to write down the solutions mentioned on the tape.
T: In the following part, we are going to listen to more problems friends may have and what can be done to solve them. This time, the problems are given. Look through them quickly to get a general idea about the passage.
Listen for the first time. Take some notes about the solutions mentioned in the passage.
T： Listen again. Try writing down the solutions in whole sentences. And check your answers with your partners.
Listen for the third time. Check the answers with the whole class.
Step IV Assignment
T: Today we have learnt how to describe a friend and how to solve problems between friends. For the homework, you have two options:
1. Write a short introduction about one of your best friends.
2. Describe one of the problems between you and one of your friends and how it is solved.
详细内容请订阅
《名师说课》
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