1、Unit 1 Friendship Period 5Friendship in Hawaii(Reading task in the Workbook)整體設(shè)計從容說課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

2、 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

3、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.

4、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 pe

5、ople from other cultures.教學(xué)重點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. . .教學(xué)難點Get the students to be able to realize the cultural differences in the values of friendship.教學(xué)方法1. Task-based teaching and le

6、arning2. Cooperative learning3. Discussion教具準備The multimedia and other normal teaching tools三維目標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 realiz

7、e 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.教學(xué)過程設(shè)計方案（一）Step 1 Revision1. Check t

8、he 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 chil

9、dren 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 muchB. I

10、paid how muchC. how much did I payD. 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. whichSuggested answers:1)(1)Mary said (that)she had gone there the week

11、 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

12、(3)CStep 2 Lead-in1. 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

13、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 moreHawaii by showing the students a picture of views in Hawaii.Step 3 Fast readingTell the students:It is said that Hawaii is

14、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.(Giving leis to one another is a way Hawaiians show their personal frien

15、dship. )2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.WordMeaningaloha3. According to the form, ask them to consider what friendship is in Hawaiians.Step 4 Careful readingGet the students to read the 2nd paragraph carefully and answer the qu

16、estion: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 DiscussionGet the students into groups to discuss questions.1. Why do many different peoples call H

17、awaii 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 PointsUseful sentence pattern:It is believed that the islands can be a paradise when people live in peace.The pattern is “It is+p. p. +th

18、at. . . ”. Its 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)大家堅信我們一定會成功。2)據(jù)說他是一個誠實的人。3)據(jù)報道在那場比賽中中國隊大勝美國隊。4)人們認為朋友和

19、朋友之間的友誼非常重要，沒有友誼就像生活中沒有陽光。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 lif

20、e without a sun.Step 7 ConsolidationGet the students to write a short passage about the way Hawaiians express friendship.Step 8 Homework1. Finish off the workbook exercises.2. Review the language points and the grammar in the last two periods.設(shè)計方案（二）Step 1 Revision1. Check the homework exercises.2.

21、Let the students do some grammar exercises.Step 2 Lead-in1. 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 wor

22、ld where Chinese and Western cultures live side by side.Step 3 Fast readingTell 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 readingGet the students to read t

23、he 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?Step 5 DiscussionGet 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

24、in your hometown? How do you show friendship to visitors?Step 6 Language PointsImportant pattern:It is believed that the islands can be a paradise when people live in peace.Step 7 ConsolidationGet the students to write a short passage about the way Hawaiians express friendship.Step 8 Homework1. Fini

25、sh off the workbook exercises.2. Review the language points and the grammar in the last two periods板書設(shè)計Unit 1 FriendshipFriendship in HawaiiThe ways Hawaiians express friendshipPatterns1. Saying “aloha” to each other shows friendship.1. Today many different peoples call Hawaii their home.2. It is be

26、lieved that the islands can be a paradise. . .2. “Lokahi” means “oneness with all people”.3. They give visitors a “l(fā)ei” to make them feel at home.活動與探究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

27、 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 or refer to the questionnaire in Warming up.Sample dialogue:A:Now let us design a questionnaire to find out what

28、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:Thats a good question. Let me put it

29、 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 wont talk to him/her any more. ”A:All right. One more choice. Listen, Ive

30、 got one. “You will ask your friend to return it to you. ”B:Thats 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?Unit 1 Friendship Period 4Gramm

31、ar(Direct Speech and Indirect Speech ()整體設(shè)計從容說課This is the fourth teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.This teaching period is a

32、 grammar lesson. The students are expected to make clear the differences between Direct Speech and Indirect Speech and grasp the main usages of them in this period. Students often feel grammar very abstract and boring, so it is necessary to make the class lively and interesting. Example sentences an

33、d grammar summary should be carefully designed so as to make it easy for students to understand and accept.In this lesson, we will first offer a supposed situation and make the students learn about the differences between Direct Speech and Indirect Speech. The situation makes students know that when

34、 talking in our daily life sometimes we have got to use Direct Speech and sometimes we also need to use Indirect Speech. This is to help them to have the sense to connect grammar form with real situations in our daily life. If we want to express ourselves clearly and correctly, we should use a prope

35、r form of language, otherwise others cant understand us. That is why it is necessary for us to have some knowledge in grammar.Later on, well show and explain the rules of these grammar items, that is to say, to make the students know how to change Direct Speech into Indirect Speech and Indirect Spee

36、ch into Direct Speech. Then ask them to do exercises in Discovering useful structures, Learning about language on Page 5. It will make the students further know about the differences and grasp the usages. This also can help the students connect grammar rules with proper language forms so as to make

37、grammar rules less abstract.Then we will ask the students to do Exercise 1 in Using structures on Page 42. If the students have difficulty, help them and check their mistakes with the help of the grammar rules.Tell the students not just to learn some simple grammar rules but to learn and use them in

38、 practical situations.For example, my friend says, “I will come here tomorrow. ” If using Indirect Speech, you can express it in many different ways.1. If at the same time in the same place, you should say:My friend says she (he) will come here tomorrow.2. If the time has changed and still in the sa

39、me place, you should say:My friend said she (he)would come here the next day.3. If the place has changed and the time is still today, you should say:My friend said she (he)would go there tomorrow.4. If both the time and the place have changed, you should say:My friend said she (he)would go there the

40、 next day.5. If both the time and the place have changed, the other should say:He (She) said he (she) would go there the next day.If students learn the grammar this way, it is easier for them to grasp.教學(xué)重點Summarize the rules of Direct Speech and Indirect Speech.教學(xué)難點Get the students to learn about th

41、e special cases in which the tenses shouldnt be changed.教學(xué)方法Discussing, summarizing and practicing教具準備A projector and other necessary teaching tools三維目標Knowledge aims:Get the students to learn and grasp the rules of Direct Speech and Indirect Speech.Ability aims:Get the students to be able to use th

42、e rules to express their meanings and retail others correctly.Emotional aims:1. Get the students not to be afraid of grammar learning.2. Get the students to develop their sense of group cooperation.教學(xué)過程Step 1 Revision1. Check the homework exercises.2. Have a dictation to write some important words a

43、nd expressions.Suggested words and expressions:upsetignoreconcernloosecheatreasonsharenaturethunderentirelygo throughhide awaycalm downset downgrow crazy abouton purposeface to faceaccording to3. Translate some sentences using the patterns we have learned.Suggested sentences:1）為了上課不遲到，他七點鐘就出發(fā)了。(in o

44、rder to)2）小明昨天沒來上學(xué)確實是因為生病了。(It is. . . that. . . )3）這小房間里太鬧。(far too much)4）那是我第一次到北京。(It is/was the first/second time/that. . . )Suggested answers:1）In order not to be late for class, he set off at seven oclock. /He set off at seven oclock in order not to be late for class.2）It is because he was il

45、l that Xiaoming didnt come to school.3）There is far too much noise in the small room.4）It was the first time that I had been to Beijing.Step 2 Lead-inTell the class:In the last lesson, we learned Anne Franks story. She is telling her stories to two of her friendsyou and Mary. Mary has something wron

46、g with her ears, so you have to repeat Annes sentences, using Indirect speech. Sometimes you explain Marys sentences to Anne.“I have to stay in the hiding place. ”said Anne. Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors? ” Mary asked Anne. Mary a

47、sked Anne if/whether she felt sad when she was not able to go outdoors.“I dont want to set down a series of facts in a diary, ” said Anne. Anne said that she didnt want to set down a series of facts in a diary.“What do you call your diary? ” Mary asked. Mary asked what she called her diary. . .Get t

48、he students to go on this topic by themselves.Step 3 Grammar1. Tell the class:Now lets look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?2. Get the students discuss by themselves.Perhaps most students can find sentence structures, tenses,

49、pronouns, adverbials of time and place and verbs should be changed.3. Show the students the form on the screen. These are the rules.當(dāng)我們引用別人的話時，如果我們引用別人的原話，被引用的部分就叫直接引語，一般用“”引起來。如果我們用自己的話把意思轉(zhuǎn)述出來，被轉(zhuǎn)述的部分稱為間接引語，間接引語在多數(shù)情況下都構(gòu)成一個賓語從句。直接引語變成間接引語時，要注意以下幾點：人稱變化、時態(tài)變化、賓語從句要用陳述句語序。1）直接引語是陳述句，變成間接引語時，由連詞that 引導(dǎo)。M

50、ary said, “I am very happy to help you. ”Mary said that she was very happy to help you.2）直接引語是一般疑問句或選擇疑問句，變成間接引語時，由連詞whether或if引導(dǎo)。He asked me, “Do you like playing basketball? ”He asked me if/whether I liked playing basketball.注意：大多數(shù)情況下，if和whether都可以用，但后面和or not連用時或在動詞不定式前或放在介詞后作連接詞時，一般只用whether。She

51、 asked me whether I could do it or not.3）直接引語是特殊疑問句，變成間接引語時，由原句的疑問詞who, whom, whose, how, when, why, where 等引導(dǎo)。My sister asked me, “What do you think of the film? ”My sister asked me what I thought of the film.4）注意事項（1)間接引語一般要用陳述句的語序，即主、謂、賓的順序。He asked Lucy, “Where have you been? ”He asked Lucy wher

52、e she had been.Mary said, “What do you want, Ann? ”Mary asked Ann what she wanted.（2)直接引語是客觀事實、真理、規(guī)律等，變成間接引語時，時態(tài)不變。The teacher told his students, “The earth goes round the sun. ”The teacher told his students that the earth goes round the sun.（3)直接引語變間接引語時，指示代詞、時間狀語、地點狀語等要作相應(yīng)的變化。He said, “I havent se

53、en my daughter today. ”He said that he hadnt seen his daughter that day.注意：如果轉(zhuǎn)述時就在原來的地方，就在說話的當(dāng)天，就沒必要改變指示代詞、時間狀語、地點狀語等。時態(tài)變化規(guī)律表直接引語間接引語一般現(xiàn)在時一般過去時現(xiàn)在進行時過去進行時一般將來時過去將來時一般過去時過去完成時現(xiàn)在完成時過去完成時過去完成時過去完成時現(xiàn)在完成進行時過去完成進行時一些常用詞變化規(guī)律表直接引語間接引語指示代詞thisthatthesethose時間狀語nowthentodaythat daytomorrowthe next (following)d

54、aynext week/month/. . .the next (following)week/month. . .yesterdaythe day beforelast week/month/. . .the week/month/. . . beforethree days/months/. . . agothree days/month/. . .this week/month/. . .that week/month. . .地點herethere動詞comegoOption:如果學(xué)生基礎(chǔ)較好，語法部分也可用英語講解。1. Direct SpeechIn direct speech,

55、the original speakers exact words are given and are indicated by quotation marks.“I dont know what to do, ” said Tom.In some grammar books, “said Tom” is referred to as a reporting clause. “I dont know what to do, ” is referred to as the reported clause.2. Indirect SpeechIn indirect speech, the exac

56、t meaning of the speakers words is given, but the exact words are not directly quoted.Tom said that he didnt know what to do.To convert direct speech into indirect speech:If the main verb is past tense, present tense verbs in “that clause” must also be changed to past tense.Tom said that he didnt kn

57、ow what to do.First and second person pronouns must be changed to third person pronouns.Tom said that he didnt know what to do.(The word “that” can often be left out:Tom said he didnt know what to do. )3. Indirect QuestionsThe same rules apply to indirect questions as to indirect statements. The difference is that a wh-clause is used instead of a that clause.Direct question:“Did Dicks horse win a prize? ” Owen asked.Indirect questions:Owen asked whether/if