Unit 1 Friendship Period 5 Friendship in Hawaii (Reading task in the Workbook) 整体设计
从容说课 This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises. This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures. 教学重点
  1. Get the students to learn about the way Hawaiians express friendship.
  2. Get the students to learn to use the pattern:It is+p. p. +that. . . 教学难点 Get the students to be able to realize the cultural differences in the values of friendship. 教学方法
  1. Task-based teaching and learning
  2. Cooperative learning
  3. Discussion 教具准备 The multimedia and other normal teaching tools 三维目标 Knowledge aims:
  1. Get the students to learn about the way Hawaiians express friendship.
  2. Get the students learn to use the pattern:It is+p. p. +that. . . Ability aims: Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures. Emotional aims:
  1. Get the students to share different opinions on friendship in different cultures.
  2. Develop their ability to deal with and cooperate with others.
用心 爱心 专心
1
教学过程 设计方案( 设计方案(一) →Step 1 Revision
  1. Check the homework exercises.
  2. Let the students do some grammar exercises. Show the students the exercises on the screen.
  1)Change the following direct speech into indirect speech and indirect speech into direct speech. (
  1)Mary said, “I came here last week. ” (
  2)Tom said to his mother, “I will help these children with their math next week. ” (
  3)Mother asked me whether I had finished my homework before I watched TV. (
  4)The man asked Julie what she had done recently. (
  5)Our teacher said to us, “The sun travels around the earth. ”
  2)Choose the right answer. (
  1)She asked for the house. A. did I pay how muchAB. I paid how much C. how much did I payAD. how much I paid (
  2)Jone said that light much faster than sound. A. travel B. travels C. is traveling D. traveled (
  3)The teacher asked me I was interested in music. A. that B. what C. whether D. which Suggested answers:
  1)(
  1)Mary said (that)she had gone there the week before. (
  2)Tom told his mother (that)he would help those children with their math the next month. (
  3)Mother asked me, “Had you finished your homework before you watched TV? ” (
  4)The man asked Julie, “What have you done recently? ” (
  5)Our teacher told us (that)the sun travels around the earth.
  2)(
  1)D (
  2)B (
  3)C →Step 2 Lead-in
  1. Talk about different ways of showing friendship of minority groups in China.
  2. Compare Chinese ways of showing friendship with western ways. And discuss why there is a big difference. Therefore, show the sentence:Every culture has its own ways to show friendship.
  3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more?Hawaii by showing the students a picture of views in Hawaii. →Step 3 Fast reading Tell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.
  1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.
用心 爱心 专心
2
(Giving leis to one another is a way Hawaiians show their personal friendship. )
  2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.
Word aloha Meaning

  3. According to the form, ask them to consider what friendship is in Hawaiians. →Step 4 Careful reading Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home? (Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity. ) →Step 5 Discussion Get the students into groups to discuss questions.
  1. Why do many different peoples call Hawaii their home?
  2. How can people in Hawaii live in peace?
  3. Can you find similar things in your hometown? How do you show friendship to visitors? →Step 6 Language Points Useful sentence pattern:It is believed that the islands can be a paradise when people live in peace. The pattern is “It is+p. p. +that. . . ”. It’s very useful and common. For example, It is said that. . . /It is reported that. . . /It is considered that. . . /It is thought that. . . /It is regarded that. . . /It is believed that. . . /. . . Translate the following sentences.
  1)大家坚信我们一定会成功。
  2)据说他是一个诚实的人。
  3)据报道在那场比赛中中国队大胜美国队。
  4)人们认为朋友和朋友之间的友谊非常重要,没有友谊就像生活中没有阳光。 Suggested answers:
  1)It is believed that we are sure to succeed.
  2)It is said that he is an honest man.
  3)It was reported that Chinese team defeated American one in the match.
  4)It is regarded that friends and friendship are very important and a life without friendship is a life without a sun. →Step 7 Consolidation Get the students to write a short passage about the way Hawaiians express friendship. →Step 8 Homework
  1. Finish off the workbook exercises.
  2. Review the language points and the grammar in the last two periods. 设计方案( 设计方案(二)
用心 爱心 专心 3
→Step 1 Revision
  1. Check the homework exercises.
  2. Let the students do some grammar exercises. →Step 2 Lead-in
  1. Talk about different ways of showing friendship of minority groups in China.
  2. Compare Chinese ways of showing friendship with Western ways. And discuss why there is a big difference.
  3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. →Step 3 Fast reading Tell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii and what friendship is in Hawaiians. →Step 4 Careful reading Get the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home? →Step 5 Discussion Get the students into groups to discuss questions.
  1. Why do many different peoples call Hawaii their home?
  2. How can people in Hawaii live in peace?
  3. Can you find similar things in your hometown? How do you show friendship to visitors? →Step 6 Language Points Important pattern:It is believed that the islands can be a paradise when people live in peace. →Step 7 Consolidation Get the students to write a short passage about the way Hawaiians express friendship. →Step 8 Homework
  1. Finish off the workbook exercises.
  2. Review the language points and the grammar in the last two periods 板书设计 Unit 1 Friendship Friendship in Hawaii
The ways Hawaiians express friendship
  1. Saying “aloha” to each other shows friendship.
  2. “Lokahi” means “oneness with all people”.
  3. They give visitors a “lei” to make them feel at home. Patterns
  1. Today many different peoples call Hawaii their home.
  2. It is believed that the islands can be a paradise. . .
活动与探究 Get the students to make up a dialogue on how to design a questionnaire to find out what kind of friends their classmates are. And ask them to act it out with their partners. The purpose of this activity is to encourage independent thought and action in matters of immediate concern and interest to students. They can have a discussion
用心 爱心 专心 4
or refer to the questionnaire in Warming up. Sample dialogue: A:Now let us design a questionnaire to find out what kind of friend one is. B:OK. First we must think of five questions and three possible answers to each question. C:What about the first question? Have you got one in mind? D:Suppose your friend has taken away your book by mistake. What will you do or say to him/her? C:That’s a good question. Let me put it down. “Your friend has. . . ” B:Then how about the three possible answers? A:Well, the answer I think should be “You will ask your friend to be more careful next time. ” D:I agree. The worst choice may be “You will get upset and won’t talk to him/her any more. ” A:All right. One more choice. Listen, I’ve got one. “You will ask your friend to return it to you. ” B:That’s quite natural. How many points shall we give each possible answer? D:The highest score is two. The best should score two and the worst zero. B:The third will score one. Shall we go on to the next question?
用心
爱心
专心
5
 

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