示范教案unit 1 period 5friendship in hawaii教學(xué)重點

Unit1Period5 FriendshipinHawaii(ReadingtaskintheWorkbook)Thisisthefifthteachingperiodofthisunit.Weshouldfirstgetthestudentstoreviewwhattheylearnedduringlastperiod.TotestwhetherthestudentshaveunderstoodandgraspedtherolesofDirectSpeechandIndirectSpeech,theteachercanofferthemsomerevisionexercises.ThisperiodmainlydealswithReadingtaskonPage44intheWorkbook.Friendshipisvaluedinallcultures;itisoftenexpressedindifferentways.ThereadingpassageintroducesthewayHawaiiansexpressfriendship.Beforetheyreadthepassage,askstudentsiftheycanthinkofanyceintheworldwhere andWesterncultureslivesidebyside.cestheymightmentionincludeHongKong,Macao,Singapore,thePhilippines,andSanFrancisco.Askthemtodescribewhattheyimaginelifetobelikeinsuchace.Thenhavestudentsreadthepassage.Aftertheyreadit,havestudentstalkwithapartnerandconsiderhowtheHawaiianideaoffriendshipcouldhelpdifferentpeoplestogetalongwithoneanother.Besidesfriendship,youmaywanttohavestudentsthinkofanotherwaytocommunicatebetterwithpeoplefromothercultures.GetthestudentstolearnaboutthewayHawaiiansexpressGetthestudentstolearntousethepattern:Itis+p.p.+that..GetthestudentstobeabletorealizetheculturaldifferencesinthevaluesofTask-basedteachingandCooperativeThemultimediaandothernormalteachingKnowledgeGetthestudentstolearnaboutthewayHawaiiansexpressGetthestudentslearntousethepattern:Itis+p.p.+that...Abilityaims:Getthestudentstobeabletorealizetheculturaldifferencesinthevaluesoffriendshipinadditiontoitsimportanceinallcultures.EmotionalGetthestudentstosharedifferentopinionsonfriendshipindifferentDeveloptheirabilitytodealwithandcooperatewith→Step1ChecktheLetthestudentsdosome rShowthestudentstheexercisesontheChangethefollowingdirectspeechintoindirectspeechandindirectspeechintodirectMarysaid,“Icameherelastweek.Tomsaidtohismother,“Iwillhelpthesechildrenwiththeirmathnextweek.MotheraskedmewhetherIhadfinished beforeIwatchedThemanaskedJuliewhatshehaddoneOurteachersaidtous,“Thesuntravelsaroundtheearth.ChoosetherightShe fortheA.didIpayhowmuchB.IpaidhowC.howmuchdidIpayD.howmuchIJonesaidthat muchfasterthanA. B. C.is D.Theteacherasked IwasinterestedinA.that B.what C.whether D.whichSuggestedanswers:1)(1)Marysaid(that)shehadgonetheretheweekTomtoldhismother(that)hewouldhelpthosechildrenwiththeirmaththenextMotheraskedme,“Hadyoufinished beforeyouwatchedTV?ThemanaskedJulie,“Whathaveyoudonerecently?Ourteachertoldus(that)thesuntravelsaroundtheearth. →Step2Lead-TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinComparewaysofshowingfriendshipwithwesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:EveryculturehasitsownwaystoshowAskstudentsiftheycanthinkofanyceintheworldwhereandWesterncultureslivesidebyside.Theymaythinkof,Macao,Singapore.Andtheteacherwilladdonemore—HawaiibyshowingthestudentsapictureofviewsinHawaii.→Step3Fastlthestudents:ItissaidthatHawaiiisacewheretheeasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaii.Showthestudentsapicturewhichdescribesagirlisgivingleistoothers.Getthemtofindtheinformationfromthetextbook.(GivingleistooneanotherisawayHawaiiansshow alfriendship.AskthestudentstoreadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform. Accordingtotheform,askthemtoconsiderwhatfriendshipisin→Step4CarefulGetthestudentstoreadthe2ndparagraphcarefullyandanswerthequestion:WhydomanydifferentpeoplescallHawaiitheirhome?(HawaiiisacewherepeoplemakeonebigcommunityfrommanysmallerItmeansHawaiihasarichculturaldiversity.→Step5GetthestudentsintogroupstodiscussWhydomanydifferentpeoplescallHawaiitheirHowcanpeopleinHawaiiliveinCanyoufindsimilarthingsinyourhometown?Howdoyoushowfriendshipto→Step6LanguageUsefulsentencepattern:ItisbelievedthattheislandscanbeaparadisewhenpeopleliveinThepatternis“Itis+p.p.+that...”.It’sveryusefulandcommon.Forexample,Itissaidthat.../Itisreportedthat.../Itisconsideredthat.../Itisthoughtthat.../Itisregardedthat.../Itisbelievedthat.../...Translatethefollowing大家堅信會成功據(jù)在那場比賽國隊大勝隊Suggestedanswers:ItisbelievedthatwearesuretoItissaidthatheisanhonestItwasreportedthatteamdefeatedAmericanoneintheItisregardedthatfriendsandfriendshipareveryimportantandalifewithoutfriendshipisalifewithoutasun.→Step7GetthestudentstowriteashortpassageaboutthewayHawaiiansexpress→Step8FinishofftheworkbookReviewthelanguagepointsandthe rinthelasttwo→Step1ChecktheLetthestudentsdosome r→Step2Lead-TalkaboutdifferentwaysofshowingfriendshipofminoritygroupsinComparewaysofshowingfriendshipwithWesternways.Anddiscusswhythereisabigdifference.Askstudentsiftheycanthinkofanyceintheworldwhereandcultureslivesideby→Step3Fastlthestudents:ItissaidthatHawaiiisacewheretheeasttrulymeetsthewest.ConsiderhowpeopleshowtheirfriendshipinHawaiiandwhatfriendshipisinHawaiians.→Step4CarefulGetthestudentstoreadthe2ndparagraphcarefullyandanswerthequestion:WhydomanydifferentpeoplescallHawaiitheirhome?→Step5GetthestudentsintogroupstodiscussWhydomanydifferentpeoplescallHawaiitheirHowcanpeopleinHawaiiliveinCanyoufindsimilarthingsinyourhometown?Howdoyoushowfriendshipto→Step6LanguageImportantpattern:Itisbelievedthattheislandscanbeaparadisewhenpeoplelivein→Step7GetthestudentstowriteashortpassageaboutthewayHawaiiansexpress→StepFinishofftheworkbookReviewthelanguagepointsandthe rinthelasttwoUnit1FriendshipFriendshipinHawaiiThewaysHawaiiansexpress Saying“aloha”toeachothershows“Lokahi”means“onenesswithallTheygivevisitorsa“l(fā)ei”tomakethemfeelathome.

TodaymanydifferentpeoplescallHawaiitheirhome.Itisbelievedthattheislandscanbeaparadise...Getthestudentstomakeupadialogueonhowtodesignaquestionnairetofindoutwhatkindoffriendstheirclassmatesare.Andaskthemtoactitoutwiththeirpartners.Thepurposeofthisactivityistoencourageindependentthoughtandactioninmattersofimmediateconcernandinteresttostudents.TheycanhaveadiscussionorrefertothequestionnaireinWarmingup.SampleA:NowletusdesignaquestionnairetofindoutwhatkindoffriendoneB:OK.Firstwemustthinkoffivequestionsandthreepossibleanswer