高一上 Unit one
Teaching aims: 1. 能力目标： a. Listening: get information and views from the listening material; b. Speaking: express one’s attitude or views about
friends and friendship in appropriate words. c. Reading: enable the Ss to get the main idea d. Writing: write some advice about making friend as an editor 2. 知识目标： a. Talk about friends and friendship; how to make friends; how to maintain friendship b. Use the following expressions: I think so. / I don’t think so. I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not. c. to enable the Ss to control direct speech and indirect speech d. vocabulary: add point upset calm concern careless loose cheat outdoors according reason crazy trust list share feeling thought thunder advice German series
purpose dare suffer teenager
entirely power quiz editor
communicate situation habit add up calm down have got to be concerned about dog go through hide away
set down a series of
on purpose in
order to in
face to face according to
get along with fall in love join
3. 情感目标: a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 4. 策略目标： a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies. 5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries. Teaching steps: Step1. Warm-up 1. Ss listen to an English song AULD LANG SYNE. 2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, Period one
responsible, helpful…. Step 2. Talk about your old friends 1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc. 2. Self-introduction Step 3. Make new friends 1. Ss go around and ask their new friends some information and fill in the
following form Name Age/hobbies/favorite sports, books, …
2. Report to the class: who will probably be your friend why. Step 4. Do a survey Ss do the survey in the text ,P1 Sep 5. Listening and talking Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker ’s views of making friends. When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. That’s correct. Of course not. I agree. / I don’t agree. Exactly. I’m afraid not.
Step 6. Discussion Divide Ss four in one group and each group choose a topic to discuss. There are four topics. Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. Topic 2: There is a saying ―to have a good friend, you need to be a good
friend.‖ What do you think of the saying and how can you be a good friend? Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily. Step 7. Summary 1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. 2. T shows more information about friendship and a poem about friendship. What is friendship? 3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation Ss finish the following evaluation form. Standard: A, B,C Contents 自 评 1. I’m active in talking with others. 2. I’m active in cooperating with others. 3.I can express myself fluently, accurately and appropriately. 4. I know more about friendship after this lesson..
5. Do you think you need to improve yourself in some aspects? Which aspects?
Homework: 1. Look up the new words and expressions in warm-up and pre-reading in a dictionary. 2. Write a short passage about your best friend. Period two Reading Step1.Warming up Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home. How would you feel? What would you do? Four students a group discuss with each other for 2 minutes. Activity2: Play a short Step2. Predicting Students read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend? What will happen in the passage? Step3. Skimming Students skim the passage in 2 minutes to get the main idea : Who is Anne’s best friend?
part of the movies
When did the story happen? Step4. Scanning Students work in pairs to find the information required below: Anne in World War Ⅱ
What ? How to enjoy herself? Why ?
Step5. Intensive reading Students work in group of four to discuss the following open questions: 1.Why did the windows stay closed? 2.How did Anne feel?3.What do you think of Anne? 4.Guess the meanings of ―spellbound‖, ― hold me entirely in their power‖ from the discourse(语篇,上下文). 5.Which sentences attract you in the passage? Step6. Activity Four students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why? How will you spend the 3 months?How will you treat each other and make friends ? Step7.Assignment Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class. Task2.Ex2.3on Page3 Period three Step 1. Warming up Check the Ss’ assignment: task 2 Step 2. Language points: Step 3. Learning about language 1. Finish Ex.1, 2 and 3. on Page 4. 2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures. Step 4. Practice Using structures on Page 42: ask the Ss to use indirect
speech to retell the story. Step 5. Assignment Finish Wb. Ex, 1 and2 on page 41 and 42. Period four Step 1. Revision Step 2. Reading Notes:
Check the Ss’ assignment. Ss read the letter on page 6
1. get along with 2. fall in love Step 3. Listening Ss should take notes while they are listning. 1. first listening: Ss listen and answer the questions of part 2 on page 6. 2. second listening: Ss listen again and finish part 3 on page 6. Step 4. Listening Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44. Step 5. Speaking Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. Step 6. Assignment 1. Ss prepare the reading task on page 44. 2. Surf the internet and find
some material about friendship in different countries. Period five Step 1. Warming up Ss say something about making friends and how to maintain friendship. Step 2. Listening page 41 (listening). Step 3. Reading 1. first reading: Ss read the passage about friendship in Hawaii and finish
Ss listen to a short passage and fill in the blanks on
Wb.Ex1.on page 45. 2. second reading: Ss read again and discuss the questions on page 45. 3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class. Step 4. Discussion What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not . Ask Ss to use the following sentences while they talk: I think that… is cool/ isn’t cool because …. I think so. I don’t think so. I agree with you. I don’t agree with you. Step 5. assignment Ss collect some proverbs about friendship. Period six Step 1. Pre-writing 1. Read a letter from a student called Xiaodong. 2. Go over the advice on page 7 and be ready for writing. Step 2. While-writing Ask the Ss to write a letter to Xiaodong as an editor and give him some advice. 1. Ss make a list about the important information that they need. 2. Ss begin to write the letter to Xiaodong. 3. Ss revise their letters by themselves. 4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again. Step 3. Post-writing Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings. Step 4. Writing for fun 1. Ss read the passage on page 7 by themselves. 2. Ss try to write a few lines to describe their best friends or a person they know. 3. Show some Ss’ writings in class. Step 5.Assignment Do Wb writing task on page 46. Period seven Teachers can use this period freely. Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.
Unit 3 Going Places（说课稿） 上 教学内容分析
本单元的中心话题是 “旅游” ， 可以说这是一个世界性的时尚话题，
随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的 一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关 这一话题的许多内容，如： “人们在旅游中的交通方式” “旅游点的选 择” ，还有新兴的旅游方式----“探险旅游” 、 “生态旅游”等等。而所有 的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上 这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴 趣。 Warming-up 由三部分组成：第一部分通过图例可以看出人们旅 游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。 主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂 课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例 内容与 eco-travel 联系比较紧密，我就把它作为这一课（第六课时）的 导入。 Listening 提供了两部分听力资料。前面为三则飞机起飞前的广播 通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入 语言，掌握一些旅游中会碰到的常用表达法。 Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助 于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游， 文后设计了表格。这是一个比较开放性的话题，学生可以展开想象， 结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。 整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格， 使之“说”的时候更言之有物。 Reading 分为三部分： pre-reading, reading, post-reading. pre-reading
提供了与阅读材料相关的三个问题，启发学生预测课文内容； reading 是一篇关于探险旅游的材料，其中介绍了 hiking 与 rafting，话题较新 颖；post-reading 设计了一些帮助学生检测对课文作浅层、深层理解的 巩固练习。 Language study 分 word study 和 Grammar 两部分。 词汇配对练习 引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习 现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好 祝愿的话语。我对 word study 的处理，除了听写、默写等机械性记忆 外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学 生在语境中学，在运用中学。而 Grammar 则渗透在 reading 与 writing 里学，道理也同上。 Integrating skills 部分可以说是阅读部分的延续，写作部分的前 奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形 式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵 后，完成文中的表格填写，算是一种 mini-writing。 Writing 本单元的要求是写信。以 Sue 的口吻给父母写两封信（分 别写于周六、周日） ，对旅游中已做的，正在做的，将要做的事情进行 如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之 一，我在此安排了一大一小两作文。 Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写 作良方。 Checkpoint 简要地总结了本单元的语法重点， 并提供了一些例句。 从内容的编排上可以看出，编者打破了原有教材每单元分课而设
的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新 教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础 上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一 斑。 我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的 放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教 师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不 小的挑战。 还有词汇， 如本单元新增了 hiking, rafting, eco-travel 等新词， 相应地词汇要求的级别高了， 语言的地道性也有了提升。 还有 workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练 习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了 我们的负荷。这是我对新教材与本单元的一点理解。 教学重点难点： （一）重点 1． 2． 3． 4． 本单元的生词、短语 有关旅游的一些表达法 掌握游记与来往书信的写法 复习动词的用法以及现在进行时用于将来的表达法 （二）难点 1． 2． 3． 4．
动词时态的综合运用 语法操练与语言交际活动的有机结合 一些开放性话题的实现 课外查阅资料的能力培养
教学目标 1． 语言知识与技能 熟练掌握与话题相关的常用词汇与表达法 培养学生听、说、读、写四技能的综合运用能力 使学生能就 given topics 较好地完成一些开放性话题 培养学生使用图书馆、网络查阅资料的能力
1） 2） 3） 4） 2．
习的兴趣 2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解
与沟通，充分发挥情感教学的优势 3） 在共同完成一些调查、采访、取长补短等任务的过程中，加
强团体协作意识 4） 3． 带领学生领略世界风光之美的同时，增强他们的环保意识
学习策略 兴趣教学策略,其中包括对话、讨论、表演等 开放式教学策略， 如： brainstorm, role play, given situations 等
活动 3） 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务： 1）The students are to discuss the means of transportation 2）The students are to describe a place they know 3）The students are expected to know what an adventure travel is like
4） 5） 6）
The students are supposed to take a virtual travel The students are to write a travel diary/letter The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1 课时)， Speaking(1 课时)， Reading(一)(1 课时)，Reading( 二) (1 课时)， Grammar & Writing(1 课时) ，Integrating skills (1 课时)，以任务为 依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相 结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。 任务型语言教学的倡导者认为， 掌握语言的最佳途径是让学生做 事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝 试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能 力发挥至极点时，习得也扩展到最佳状态。 *** 本单元的预习作业是： 1. Prepare for the dictation (words & expressions) 2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him? 3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com) 第一个作业迫使学生主动去扫除字词障碍；第二个作业是第一堂 课的 Daily Report(每次课前五分钟的 free talk,有时教师规定话题， 多数 时候不限；学生自己找资料；一般一次一人，也可多人合作)；第三个 作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通 过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课
效果，我也准备了一些检测手段，如：听写、默写，Daily report 等。 第一课时(Listening) 中心任务：The students are to discuss the means of transportation warming-up 的二、 三部分与 listening 合在一起， 侧重对听力的训练， 听说结合。 1． 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实 是过词汇关，检查预习手段之一。 2． Daily report 两人对话， 给国外来的笔友聊聊 “宁波三日游” 的安排， 熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、 交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其 他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘 汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有 时更能活跃气氛。也是检查预习手段之二。 3． Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开 花图形。 4． 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据 路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒 适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多 种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打 的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车 的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游 玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此
明白话题可以说得丰富多彩。 5． 简述课文 warming-up 第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London…… 6． （图表）文中的听力材料，由两种不同的练习构成，我采用了不同 的方式。 1） 第一部分是三则登机前的广播通知， 较简单。 先听磁带， 同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力； 听第二遍，要求复述内容，熟悉口头通知的格式。2）第二部分资料 较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但 要求上有了点提高。学生先带着问题听，完成相关练习；在听懂原 文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑 关系。当然听之前都留一点时间让他们看题。 7． 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教 师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落 村庄；破旧的人力车拉着你穿梭于加尔各答的大街；勉强地把自己 塞进在印尼当地被称为“BEMO”的小货车里；在华丽的奥斯汀牌 大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富 克大酒店。还有呢！——乘坐只有五个乘客的小飞机飞到奥克旺格 三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼；踉 跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一 边慢悠悠地行进在颠簸的高原路上， 一边观赏不远处的喜马拉雅山； 在印尼的山区小镇彤莫虹，坐上两轮篷式马车（当地又称 BENDI） 四处游览，耳边是马蹄踏在鹅卵石路上的得得之声；坐在装有舷外 支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最
好的潜水地点?? 我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及 一种小货车—BEMO 等。让学生记录下来,并找到相应的英文。让他们 在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路— —原来还可以这样旅游！激发他们探索的兴趣与想象力。中文素材在 这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的 服务的嘛，允许偶一为之（但正式上课时我会考虑用英文） 。当我问道： Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。 （因为 varieties, fun, imaginative, curious, exciting） 。 听的表现形式：学生与学生的对话；听录音；听老师的口头材料 8． 建议：Workbook 里的 listening 是前面课文的延续，是一则很好的 听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文 材料；也可用于早上的听力课。 第二课时(Speaking) 中心任务：The students are to describe a place they know 这堂课可以说是前一课时的延续，侧重于“说” ，听与说的结合。 听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。 1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉 的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。 2 （图片）过渡到文中要介绍的 A Time Machine(时光机器)——人们想 象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过 去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一 个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见
的情景。有两种形式呈现： （一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分组进行。
学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到 中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来 太空加油站的情景。分别选取一组作汇报。 3 （图片）A word game, 为了帮助学生更准确、生动地进行描景状物， 带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关 于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque 等。所列词不 是一一对应，剩下的词让学生想象会是怎样的画面。 4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进 入实战练习。 请描述一个你曾经到过的/你熟悉的地方。 ―I know a place‖ 完成步骤： 1）教师首先描述自己的一张照片。这样把自己放在与学生平等体 系里，更能调动学生参与的积极性。 2） 每人在组里展示在旅游地拍摄的风景照/明信片 （想象景中有你） （事先准备好） ，带着以下问题，先让同伴 guess: --Where are you?-What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作补充，即取长补短。 3）互相讨论并由对方记录所描述的内容。 4） 口头汇报 应该是一堂比较精彩的汇报活动课， 整个过程听、 说、 读、写结合。再次强化合作意识。 本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见
解和意愿的能力；培养他们传递信息并就熟悉的话题表达看法的能 力 尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完 善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师 的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望 与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱 面地激发学生的学习兴趣。 5. Homework: 1.Read through the material on P98 in WB 2.To know what an adventure travel is 其实是两个软性作业，巩固今天刚学的，预习明天要学的。 Unit 3 Going places Teaching aims and demands 1. Make a plan for a trip Topics 2. Tip on trip 3. Design an eco-travel for the local tourism 4. Travel on holiday and write postcards 1. Intentions and plans Where would prefer going…? Function to…? How would you like to go to …? How are you going to…? 2. Wishes Have a good trip.
When are you going off
Have a nice/pleasant trip
consider simply tip
transportation nature basic stream
poisonous paddle excitement particular combine
normal Words and phrases similarity separate
get away from sb. off as well as
on the other hand
Present continuous tense 1. 描述或表达目前正在发生的事情或出现的情况。 Adventure travel is becoming more and more popular. Look! He is waiting at the gate. Grammar 2. 描述或表达他人或自己的计划、打算。 Bob is coming with me to the airport. How are you getting there? How long are you staying in Xi’an.
1:Warming up and speaking 2/3:Reading
4:Language study and grammar 5:Integrating skills-Reading 6:writing and tips
Period 1 Warming up and speaking
·Students will learn about means of transportation. ·Students will learn some useful sentence structures: Where would you prefer going…? In which year would you like to go?
Teaching Keys and
· The usage of some words, such as consider, means, transportation.
Difficulties ·Sentence structure: No smoking. ·Difficulties: the usage of ―consider‖ and ―prefer‖.
Step 1 Warming up I. Questions and answers: 1) Do you like traveling? 2) Which places have you traveled before? 3) Which means of transportation have you used when traveling? 4) What have you considered taking before traveling? Teaching (passport, money, raincoat, MP3, CD-players, maps, compass, backpack, clothes, slippers, credit Procedure card, camera…) II. Talk about the pictures Are they doing anything wrong? Write down what wrong are they doing. 1) He is driving too fast. 2) He is littering. / He is throwing rubbish on the ground. 3) The man is smoking where he should not smoke. / The sign says the smoking is not allowed, but the man is smoking anyway. 4) The car is parked where no paring is allowed. / The is parked in a wrong place. III. Work in pairs and report to the whole class.
How would you like to go to the places, by plane, by train, by air, by bus? Why?
Step 2 Speaking I. Talk freely about where to go with a time machine and give the reasons. Teaching II. Try to make up a new dialogue with your partner, Procedure using the structure. 1) Where would you prefer going? 2) In which year would you like to go…? 3) I would like to travel to the year…/ to know…. III. Choose some pairs to act out. Step 3 Homework I. Have a discussion in group: How would you like to go to some places for holidays? Why? II. Preview the words and expressions in the next period.
（三） （四）两课时主要侧重于阅读能力的培养，教给学生多种灵 活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发 学生参与主体，从篇章中准确、高效地获取知识与信息。
第三课时 Reading （一） 中心任务： The students are expected to know what an adventure travel is like 1 Daily report 2 师生互动 教师问：-- Do you like an adventure travel? Why/Why not? --Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming) 学生可能会有许多发散性的回答：想与众不同；挑战自我；追求刺 激；满足好奇心；探索奥秘等等； 教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的 兴趣。 3 （图表）填写文中表格，或者利用下面图示，通过 careful-reading， 了解、比较 Hiking 和 Rafting 两种冒险旅游的异同，使学生获取的信 息条理化，有助于正确理解课文的基本大意。
4 在阅读过程中，引导学生根据上下文或词缀知识，猜测词义（e.g. hiking, whitewater rafting, backpack, poisonous etc.） ；理解进行时表将 来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归 纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常
重要甚至一个必须的手段，在具体语境中才能把语法学好。 5 设置开放性话题，深化阅读内容。先是讨论： —What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.) —Is the adventure travel worthwhile or not? Any example? 我希望他们不仅谈论太空旅游的惊险刺激， 更要诱导他们意识到人类 在探索太空奥秘的过程中所付出的巨大牺牲与代价， 如 “挑战者” 号， “哥伦比亚”号灾难性的坠毁，等等。 6 角色扮演（role-play） ，分组进行，让学生在表演中活化所得的知识 与信息，实现交际活动。任务是： Suppose you are going to go rafting/hiking, make possible conversations. Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes ) Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes) Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent) 这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧， 促进下一步活动的开展。 7. Homework: 1) Finish off Ex. 1 on P18 完成 post-reading 的练习
2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100 第四课时 Reading（二） 中心任务：The students are supposed to take
a virtual travel l 上节课我们对探险旅游有所了解， 接下来我们来模拟组织一次类似 的探险，由教师提供课外补充材料（配图） 。 阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入 模拟真实的交际语境，在解决实际问题中加强口头表达能力。 1 先是作 Daily report，两位学生谈论有关冒险的话题，以承上启下， 照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。 2 （图片）看图预测阅读内容 教师展示四幅不同地方的地形地貌图， 让学生描述：What place is it like? 并猜测：Where is it? 最后才被告 知，这四地方是： ―the Antarctica‖ ,―the Sahara Desert‖ ,―the Amazon Jungle‖ ,―a Lighthouse on a small island‖.这样做可以增设悬念， 增加趣 味性。也是在做一种无字的阅读。 3 教师先问：Where would you like to go? 接着投票，四（图）选一， 按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下， 使参与者更有目的性。现在发给每人带有解说词的纸条——与手中 图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨 论，取长补短，由其中一人（担任 secretary）记录讨论结果。讨论的 话题是（板书） ： --Why do you go there? --What is it like? --What necessary things do you need to carry ? Why? --What can you do there? --What will be your challenging about your trip?
4 整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式 有二：一、表格填写，利用幻灯打出并讲解；二、口头报告。 5 最后，教师提问，组与组之间交叉回答：What do you learn from their report? 班级评价：Which group is the best one? 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。 再次强化合作意识。 第二个阅读任务也结束。
Period 2&3 Reading
·Students will improve their reading skills (skimming and Teaching objectives scanning) · Students will learn some useful sentence structure: There are reasons why… /Rafting is a good way to… /As with hiking…/Hiking is a great way to travel.
Teaching Keys and Difficulties
·The usage of some words like experience, imagine, basic, equipment, watch out, get away from, poison, poisonous, normal, similarity. · Difficulties: the usage of words like reason, imagine , protect…from.
Step 1 Lead-in I. Have a discussion with your partner: 1) Do you like traveling? Why or why not? 2) Where would you most like to travel? Why? 3) What do you think adventure is? Have you ever tried any adventure travels? Step 2 Presentation I. Talk about the pictures by using one sentence to describe them. II. Ask the students if they know something about
hiking and rafting. Step 3 Reading
3) What can you tell about rafting from the passage? 1. the basic equipment 2. the places to travel 3. activities III. Read aloud the text IV. Retell the text according to the chart. V. Go through the text and deal with some language points. Step 4 Post-reading I. Do multiple choice on Page 18 II. Fill in the chart and compare hiking and rafting. Teaching Step 5 Consolidation Put the following into English: Procedure 1) 冒险行为正变得越来越流行。 Adventure travel is becoming more and more popular. 2) 散步是锻炼身体的一种好的方式。 Walking is a good way to take exercise. 3) 接近自然 get close to nature
4) 提防危险 watch out for dangers 5) 保护自己免受太阳照射 protect oneself from the sun 6) 小心别碰在岩石上 be careful not to hit rocks Step 6 Practise Finish Part 1 in vocabulary on Page 99. Step 7 Homework I. Review the text. II. Preview the part of grammar.
(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合， 侧重练习同步写作，难度不大；后者是阅读与写作，往解决实际问题 的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的 完成过程中不仅含有一些小小的写作练习， 如： make notes, complete sentences, fill in the form 等，而且许多的讨论、对话都是很好的口头
写作练习， 而正是这些活动为后面游记与书信的高质量完成作好了准 备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写 作作为语言教学课的中心之一， 使其成为一种对语言的总体学习有重 要作用的创造性活动。 第五课时(grammar & writing) 中心任务：The students are to write a travel diary/letter 1 Grammar 部分文中设有一个简单的对话，我不准备做语篇处理，只 把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人 物的语音语调；再分角色（Jane 和 Betty）朗读文章; 接下去分组讨 论不同的任务。 Group A: Try to find out the expressions of good wishes. Can you add more? Group B: Try to find out all the sentences with verb tenses Group C: Find out how many sentences with the present continuous tenses Group D: Try to explain and conclude the use of the present continuous tenses 2 教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语 法现象，再次在高中课文中出现，并要求学生掌握要求时（如本单 元的多种时态混用与现在进行时表将来的用法） ，教师不必太费口 舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培 养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以 让学生明白这一用法：
--What are you doing?(现在进行表某动作正在进行) --What are you doing tonight?(现在进行表将来) 重要的是在语境中的反复运用，在用中学。 3 完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现 在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。 4 把后面的 writing 部分提前，原来是毫不相干的内容，我用下面一段 话把他们做了链接，这段话是： You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel. Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.（the class into the halves） 显而易见，文中会大量地用到刚才操练过的几种时态。本单元的 写作要求是完成 a travel letter, 具体任务是：一信写于周六，另一信写 于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时 态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种 文体的练习， 不仅同样完成要求的写作任务， 还跳一跳， 摘到了桃子 — — 学习了日记的书写。 5 文章的修改。步骤为：a) 每人在规定时间内独立完成 b) 与同伴交
的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文 章要写，更要改，让学生自己改，更能充分调动他们参与的主体性 与创造性。 6 挑选不同文体的各有特色的几篇优秀习作，点评；同时可以比较一下 日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以 方便更多同学的参与评改和激励他们写作的积极性。 7 课后完成 Wb 里的跟课练习，对一些重要句型与语法的操练。 第六课时(reading& writing) 中心任务：The students are to finish a proposal letter/make a survey report 前面的巩固性写作（同步写作）与评改使本课的交际性写作蓄势待 发，但还是要先作好阅读。 1 Daily report 我框定的范围是想象 Sue 在讲述（也可与人对话形式） 旅游中发现的一些不文明现象。由此引入课文。 2 做 warming-up 部分的练习 1：作 picture-talking, 看图完成句子，说 出人们的不文明行为。 3 转入 Integrating skills 提供的关于 eco-travel 的阅读，先是完成 eco-travel 这一概念的理解。 1) 作为阅读材料，我先设置悬念，问：What is an eco-travel/tourism? 在此提供两个词汇 （Hints: ecology 生态学 ecologist 生态学家） 帮助 学生运用词缀知识猜测大概意思，接下去快速找读（scanning）得到 答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)
2) 再细读 （careful-reading） ， 通过走访两处生态旅游区， 使学生对 “什 么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学 生也可以毫不费劲地回答：What’s the difference between normal travel and eco-travel? 4 换位思考（role play） ，让学生从另一角度去熟悉课文材料。 Suppose: A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain B. ―Red River Village‖ group tries to persuade ―Snow Mountain‖ group to go traveling. Vise versa . 到此，学生应该已经很熟悉文中的材料，为下文的 further discussion 与课题（project）的完成埋下伏笔 5 survey& project 教师趁热打铁随即点道：生态旅游是门新兴事业，国 外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许 多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴 于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可 以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建 议书，内容包括以下三点： 1） 某旅游区现状如何 2） 目前存在的问题 3） 提出一些建设性的意见 这个课题有一定的挑战性，也需要时间，可以作为周记课外去完 成。有条件的班级，程度好的学生应该能够接受并努力去完成；在三
个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的 单页报告（leaflet） （如图） 。 这一活动主要培养学生利用图书馆、网络等渠道查找所需信息， 解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英 语教学延伸到课外，使之与学生实际生活结合起来。 教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价 手段：听写，默写检测学生词汇量的掌握程度；小组活动比赛评优， 作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设 计了如下一份口头表达评估表 Assessment of Oral Presentations Speech Volume Pronunciation Intonation Fluency Eye contact Interesting Main plots Other aids Timing Total Value 2 3 2 2 2 2 5 1 1 20 Scores
Period 4 Language study
·Students will learn how to express wishes. Have a good/nice trip. ·Students will learn the grammar: the present continuous tense for future action.
Teaching Keys and Difficulties
·Sentence Structure: When are you going off to…? ·Grammar: the present continuous tense for future action.
Step 1 Revision Make up sentences with the following words or expressions: get away from, instead of, get close to, at the same time, Teaching watch out for, protect…from… Step 2 Word study Procedure Match the words and phrases with the right expressions. Step 3 Grammar I. Read aloud the dialogue. II. Underline all the verbs that express ―future ‖ III. Talk about the grammar: the present continuous tense for future action. IV. Go through the dialogue and deal with some points. Step 4 Consolidation Revise the tense of the verb by doing Part 2. Step 5 Practise Finish Part 2 in vocabulary on Page99. Step 6 Homework I. Talk about your travel experience. II. Preview the words and expressions in the next period.
Period 5 Integrating skills Title
·Students will read and understand eco-travel ·Students will produce their plan for travel
Teaching Keys and Difficulties
·The usage of ―so that‖ and ―as well as‖ ·by + doing
Unit 4 Unforgettable experiences 学习目标和要求 1． 学习和掌握以下单词和习惯用语
seismograph; Howard; king; King Tut; Hank Stram; Anna; Kathy; receptionist; Hilton; disaster; finally; rescue; Flora; roar; mass; advance; upon; seize; swallow; drag; struggle; fight; flow; shake; stair; crack; tower; national; deadline; fear; opportunity; Kevin; article; publish; Buddha; agent; toothbrush; book; temple; touch; naughty; note; 2) 习惯用语 on fire; pull sb. up; get on one’s feet; travel agent; 2.功能意念项目 学会用英语谈论过去的经历（包括人、物及事件等等） 。 3．语法 1）复习定语从句，学会使用关系代词 who, whom, whose, which and that 的用法。 2）复习形容词和副词的用法。 4．语言运用 运用所学语言，围绕难忘的经历这一题材，完成教科书和练习册中 所规定的听、 说、 写的任务； 阅读课文 “Unforgettable experience‖, 确 切理解并完成有关课文内容和练习；并练习写一篇有关难忘的经历 为题材的文章。 Lesson plan presentation SEFC B1A Unit 4 Period1 Good afternoon, ladies and gentlemen. I’m glad to interpret my lesson here. The lesson plan I’m going to talk about is from SEFC book1A, the 1 st lesson of Unit 4, unforgettable experiences. I’ll explain in the following 5
parts: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard work. 1. The theoretical basis First, my theoretical basis is schema theory. According to it, the process of listening is an interactive movement between the listening material and the students. For my course is a listening and speaking lesson, sometimes, students may feel hard in understanding the foreign backgrounds during the course of their listening. So at the beginning of the lesson, I give out some information of the background as well as some differences between two languages. I hope to activate their schema in their minds by doing so. For example, I introduce Howard Carter before the warming up, and I ask ―where is the man driving‖ to give them a thought of background in listening part. 2. Understanding of the teaching material My understanding of the teaching material includes 3 parts: the key points, the difficulties and teaching objectives. The importance in the lesson is to teach Ss to express themselves in some accidents with some special verbs. Another key point is to train them to use attributive clauses with the relative pronouns like, who, that, whom, whose. The difficulties in the lesson are how to better grasp the attributive clause to express some special conditions. And now, I’d like to interpret my teaching objectives.
I) Knowledge objectives Ss should fully understand the useful expressions in the text to express their difficulties or to comfort others in certain situation. Then students should master the verbs and verb phrases like, advance, seize, sweep; get on one’s feet, pull oneself. II) Ability objectives Students should apply the attributive clause in their dialogues according to certain situation. So I encourage and help them to use this sentence structure, so as to improve their speaking ability. Besides, listening is a difficult part. In this part, I’ll train them to predict the context of the listening material before it start. III) Moral objectives This unit concerns some unexpected accidents or disasters. When learning this, Ss are required to develop an optimistic emotion and readiness to help others, and to build up a relation of helping each other between classmates. 3. Teaching methods and studying ways As for teaching methods, I mainly adopt communicative approach in my class. I’ll organize them to perform various dialogues in pairs or groups. While for their learning, they will study through ―listening and question answering‖. I’ll use a tape recorder and slides as my teaching aids. 4.teaching procedure
Here is my most important part of my teaching plan, teaching procedure. It includes five steps: greeting and warming up, pre-listening, listening, speaking, and summary and homework. Step (1) greeting and warming up (5 minutes) The step will cost 5 minutes. Firstly, I’ll ask Ss some questions about Zhang Heng according to picture1, which will lead to the 4 pictures for making dialogues in part of Warming up. And then 4 dialogues will be made separately using the attributive clause. Step (2) pre-listening (3 minutes) I’ll ask Ss to read the requirements at the beginning of listening part. Then, they’ll be given 3 minutes to have a discussion on what has happened according to the pictures. This step is necessary for Ss to have a better understanding of the background of the listening context. And also they can be activated by guessing what has happened and will happen. Step (3) listening (15 minutes) Then, comes the listening part. I’ll play the tape recorder for 3 times. While it is playing for the first time, Ss are required to get the general idea of the story. I’ll ask one student to give it out. Then, the second time is for them to fill out blanks in part1 in listening section. When this is finished, I’ll check them with the story played for another time. And the part 2 will be done following the way as part 1, and explain them in details. All these will cost 15 minutes. Step (4) speaking (20minutes)
The 4th step is also an important part in my lesson. I’ll adopt 3p model in my speaking teaching, that is, Presentation, Practice and Production. In the text, there are 4 pictures designed for dialogues so as to attain knowledge through practices. Exactly, I will firstly take picture 1 for example. I make some sentences with the useful expressions listed after below the pictures, explaining the ways to express one’s trouble and to comfort others who are in trouble. Then, a pair of students will follow to act out the dialogue. I may remind them that it is happened after an earthquake. By doing this, I hope they will go on with the dialogue easily and not go far away from the topics. After all pairs acting out dialogues, I’ll expound further the knowledge and rules of communication within these dialogues, hoping they’ll freely apply the knowledge and rules in their daily situations. The rest 5 minutes for the part then will be given to consolidate the knowledge in the lesson. In other words, sentences with the structure of attributives clause will be made according to the pictures. At last I’ll give them the suggested sentences. Step (5) summary and homework (2 minutes) In the left 2 minutes, I’ll recall what have been learned in this period, and remind the Ss to do more exercises to consolidate them after class. And below is the homework: (1) Do the exercises in P104 and exercises 1&2 in P105
(2) Preview the next lesson (3) Tell one of your past experiences in English by yourself. 5. Blackboard work On the left there are the answers to the exercises in listening part; in the middle, answers to sentence making in the speaking part; and the right, the homework. Answers suggested homework (1) 5:15 p.m. (1) The answers to to listening speaking part: part
girl whose leg was broken in the earthquake was taken to hospital. (Omitted) (2) To his daughter ’s school little boy whose eyes are blue is holding a dog (3) The cars in front started to move from side to side old man whose house is on fire is shouting for help (4) He had been along a high road on his way to school (5) He was going to fetch his daughter from her school (3) the (2) the
Unit 5 the Silver Screen
(一)、知识背景及新课程、新教材 本单元围绕 the Silver Screen(影视) 这一主题开展听、说、读、
写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们 主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖 掘性的教学主题。 本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具 有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如 新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生 的文化视野，发展他们跨文化交际的意识和能力” ；在利用现代教育技 术观看影视片断、影视海报的教学过程中， “拓宽了学生学习和运用英 语的渠道” ；同时本单元的教学对教师本身的中外文化修养、广阔的知 识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适 应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。 （二） 、教学重点难点 1. 语言知识重点与难点 （1）.关系副词引导的定语从句和介词+关系代词引导的定语从句 （2）与影视相关的词汇 （3）有关发表个人观点的句型、结构 2. 综合知识重点与难点 （1） .对国外著名影星、 导演及他们作品的了解。 如教材中涉及的 Meryl Streep，Keanu Reeves，Steve Spielberg 等，以扩大学生知识面、 文化视野。如何填补学生这方面知识缺乏的信息沟。 （2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让 学生从课内知识到课外知识的链接。 （3）.对影视界名人及电影的评价（comments）如何写影评（review） 。
二、教学目标 （一）.知识技能 1. 学习、掌握关系副词 when，where.，why 引导的定语从句及介词+ 关系代词引导的定语从句。 2. 学习掌握一些有关影视的词汇： 如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups 等。 掌握其他一些课文中涉及的词汇： 如：graduate, attack, creature, owe?to?, take off 等。 3. 学习掌握一些用于讨论、评价电影的结构句式： 如：What’s the film about? What do you think about the story of the film? How do you feel about the film? I like / don’t like the film because? The film is about? I think the ending of the film is ?
4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写 影评等的综合语言运用能力。 （二）. 情感态度 1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对 人类艺术的巨大贡献。 2. 从 Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films. ）我们可以学习到：要成 就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。
3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体 现国际合作精神。 4. 通过开展小组活动， 指导学生积极与人合作， 相互学习， 相互帮助， 培养其团队精神。 （三）.学习策略 1. 认知策略 能总结定语从句的结构规律，并加以应用；在学习中借助电影海报 图画、图表等非语言信息进行理解或表达。 2. 调控策略 利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机 会；积极参与采访、表演、调查等英语学习活动。 3. 交际策略 充分利用采访、表演等真实交际活动提高用英语交际的能力，在其 过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障 碍，维持交际。 4. 资源策略 通过了解影视知识，获得更广泛的英语信息，拓展所学知识。 （四）.文化意识 1. 了解英语国家影视界艺术家的成长经历、成就和贡献。 2. 通过学习，了解世界著名影视文化，培养世界意识。 3. 通过中外影视文化对比，加深对中国影视文化的理解。 三、教学步骤 (一) Warming up
这部分的重点是引出本单元的话题---电影，了解学生对电影的 熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。 活动步骤： 1． 师生互动： 教师提一些问题如 Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示 一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对 本话题的兴趣。 2．小组活动：教师选取几副不同题材的电影画面（可选取教材 外的其它画面） ，要求学生进行小组合作，每小组选一幅画面进行 讨 论 What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发 挥自己的想象力，给出各种不同的观点。 3．班级活动：向班级其它同学描述本小组所选图片，其他同学 可给出不同意见。 （二）listening 本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉 interview 这种形式。 Task: To discuss what questions the reporters will ask when interviewing famous directors. 活动形式： 1．师生互动：教师设置开放性的问题，进一步启发学生思考，并 为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒
己见，金钱、荣誉、名气，成为公众人物后带来一个问题 They received a lot of interviews。 2．小组活动：教师引出问题 What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题， 一方面让学生预测听力中可能会出现的问题，同时也对 interview 这种形式有所了解。 3．班级活动：完成听力练习 （三）Speaking 本单元说的任务是利用阅读所得信息开展对名演员的 interview,从而 提 高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而 对 演员的职业有所了解并增加学习趣味。 Task: To interview famous actors and directors in different ways. 活动形式： 1、 师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了 解程度， 为接下来的两位演员的介绍作好铺垫。 问题可为 Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar. 1． 班级活动：教师可为学生播放分别由 Meryl streep 和 Keanu Reeves 主演的电影 Out of Africa《走出非洲》和 speed《生 死时速》片段，并可展现他们主演的其它电影的海报，让学生
在视觉上对这两位演员及他们的表演有所了解。 2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面 表格中的信息。 Birth (time/place) schooling Beginning career films family 3． 小组活动：选两位学生，一位当主持人，一位当 Meryl streep/Keanu Reeves ，其他同学充当观众，模仿央视“艺术 人生”的形式作一访谈，要求主持人留一些时间给观众提问。 4． 师生互动：教师可引导学生讨论下列问题： 1） Why are they so popular and successful? 2） What is needed to be an actor/actress? 3） Would you like to be an actor/actress one day? Why(not)? 6. 小组活动：教师播放电影“home alone”《小鬼当家》片段， 将原声消去，让学生分组给出对白及表演，最后可让学生 互评哪一组做得最好。 (四) Word Study(提前)： 本单元词汇学习的目的主要是让学生掌握一些与电影有关的词 语如 studio、follow-ups、award、script 等，对学生而言，有些生
疏，因此教师可给出一些视觉上的帮助。 教学形式： 师生互动 在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使 之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜 词的效果。如给出 The Matrix 和 The Matrix Reloaded 的电影海报， 学生很容易得出： The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的 线 索 Speed II, Jurassic Park III 就 可 以 轻 而 易 举 的 得 出 follow-ups。 （五）Pre-reading 此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的 制 作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out). 活动形式 1．师生互动：教师提问 If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如 photographer, actor/actress, editor, director 等等 2．小组活动： 1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时 讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，
在电影的制作过程中，导演起了非常关键的作用。 2）根据所选的各种角色交叉分组，发挥各自的作用。 Think of one scene you are quite familiar with and act it out. a. What would the scene be like and what happens in it? b. Who are the main actors in that scene and what do they do? c. Write a short dialogue and act it out （六）reading 本篇阅读材料是人物传记，介绍了著名导演 Steven Spielberg 的 成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方 的电影文化背景以及学习名导 Steven Spielberg 的那种对自己的事业 坚持不懈、孜孜以求的精神。 活动形式： 1．小组活动 分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不 同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大 概内容及主题。 2．个人活动 快速阅读课文的 Para3—5 , 查找出有关这 5 部电影内容和主题的信 息，并核对与自己猜想是否相符。 3．个人活动 阅读并查找有关 Spielberg 的信息： 1） When and where was he born?
2） When did he start making films? 3） What did he use to make films at first? and later? 4） What was his dream? 5） What did he study? 6） When and with what did his career take off? 7） What does Spielberg owe his success to? （七） Post-reading 该部分可分成两块，其中第二块内容可以提前到阅读中去完成， 也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出 五部影片的内容是什么 （写尝试应用定语从句， 体验定语从句的结构） 。 第一块（Questions）中第 1，3，5 三个问题比较难，从文中直接找不 到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨 论来理解这几个问题。让学生领会以下几点：1） 、英语作为工具的重 要性 2） 、不懈努力、持之以恒 3） 、成功需要家人的支持，合作、互 助精神。 （八）Language study 这部分的重点是学习掌握关系副词 when，where，why 引导的定语从句 及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause. 活动步骤：
1． 师生互动： 教师提一些问题如
What Chinese directors do you know?
What are their well-known films? 在此过程中教师可展示一些学生
熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某 个导演及他的代表作品，引出定语从句。 如 Zhang Yimou is the famous director who successfully directed the film Hero. 2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学 生进行小组讨论，分别来自什么电影，他们的男 、女主角（ main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin
Soccer is a funny film in which Zhou Xingchi plays the main role.
3．班级活动：给出几副图片及几个关键词（key words） ，用所学定语 从句来描述图片。如： 北京申奥成功图 Beijing the city 2008 Beijing is the
city where/in which the 2008 Olympic Games will be held. 4．大组活动：全班以座位为单位分 4 大组，开展竞赛。1）小组讨论， 两人一组，一学生创设一个情景并给出 2-3 个关键词，另一名同学用 定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组 能正确描述的情景最多。教师给出评价。 （九）Integrating Skills 该部分主要阅读张艺谋的影片 Not One Less 并学习如何评价电影 及写影评。Task: Make comments on films and write reviews about them. 1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉 情况， 为接下来阅读 Not One Less 作铺垫。 问题可为 What does he do? What is famous for?
What films has he directed? What is his
recent film? What else do you know about him? 同时呈现张的有 关信息表格， 为后面的 Survey 作铺垫。 通过提问谈论 《一个也不能少》 有关情节，为阅读作铺垫。
Not One Less ；回答问题，填写信息表。
review 的有关建议。并以 Not One Less 作为例
子写影评一篇。 4．个人活动：Survey——Your favorite director and his film in china 5 ．小组活动：讨论关于 Your favorite film What’s it about?
What kind of story do you think it is? How do you think of the actors/ actresses?... 6．个人活动：模仿前面所学，写一篇影评 My Favorite Film 7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等 方面相互交流、修改。 8．班级活动：推荐一名学生在班上交流所写影评。 高 一 英 语 ( 上 ) ―Not One Less‖ 说课稿 UNIT 5 Integrating Skills
我授课的内容属于人教版高一英语(上)第五单元， 是这一单元的第 五课时。本单元围绕影视这一主题开展听、说、读、写多种教学活动， 涉及“电影明星” 、 “著名导演” 、 “介绍热门电影” 、 “初学写影评”等。 影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方 式之一，是一个非常贴近生活、具有时代性的教学主题。
正如新课标中所提：学习中外影视文化有利于“拓展学生的文化 视野，提高他们的中外文化修养。 ”同时本单元的教学对教师本身的影 视广阔的知识面及文化修养等方面有非常高的要求，体现了师生共同 更新知识结构、适应现代社会发展对英语课程要求的“与时俱进”的 理念和思想。
1．在学完阅读部分的传记体文章后，要求学生课外搜集张艺谋个人信 息，作为这节课的每日报告。 2．学生刚从初中升入中专一年级，口头表达能力不强，知识面不够广 泛，因此要多鼓励他们用英语大胆地说，大胆地写出自己的观点。
1．学习掌握一些用于讨论、评价电影的结构句式。 What is the film about? Does the film have a happy ending? How do you feel about the film? The film … is about … I like /don’t like this film because … 2．提高学生语言听、说、读、写能力以及写影评的综合语言运用能力。
的团队合作精神。 4．通过学习影片，增强学生的爱心与同情心，培养学生关心他人，关 心教育，关心社会的意识，引导他们珍惜时间，珍惜生活 这节课的教学重点是训练学生的写作能力，学会写影评，对影视界名 人及电影发表自己的观点。 这堂课的教学难点在于通过学习，提高学生的听说读写综合能力。
1．任务型教学法 这篇文章内容易懂，我设计了一些任务，通过感知、体验、参与和 合作等活动方式，使学生的主体地位得到充分体现。例如，要求学生 阅读文章，填写信息表。 2．多媒体教学法 这一单元以影视为主题,利用多媒体展示影片相关图片， 帮助学生用 自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣. 3. 问答式教学法 学生通读全文填写表格后,采用问答教学,让学生抓住文章主要内容 , 同时训练他们的口语.
1 每日报告 根据课前布置任务，要求学生课外搜集有关张艺谋个人信息，填写 表格，在本节课上介绍。 2 新课导入
结合每日报告，引出所学课文。了解学生对这部影片的熟悉程度， 设置如下问题： What’s his recent film? (展示新片<<十面埋伏>>图片) (展示<<一个也不能少>>图片)
Have you seen ―Not One Less‖? What’s it about?
形成师生互动，训练学生说的能力，为下面阅读作铺垫。 3 阅读部分 第一步，听磁带，回答问题 要求学生合上课本听磁带，然后回答： What are the main characters in the film? (展示两张图片) 目的：让学生了解课文大致意思，同时进行听力训练。 第二步，阅读课文，填写课后表格并展开讨论。
Title: What’s the film about? Does the film have a happy ending? How? What do you think about the story of the film? How do you feel about the ending of the film? Why?
第三步：对课文的语法难点进行必要的讲解. 1.take sb’s place/take the place of sb(sth.) 代替,取代 2. keep sb./sth. +adj./prep. phrase 3.can/could/be able to afford + to do 4.appear live on the air 4 写作部分 1. 请学生分析课文结构，引导出写影评的一般方法. 这一教学任务采用启发式教学,让学生自己总结出写影评方法,最后 老师作总结.这样可以提高学生的学习主动性,充分发挥学生的主体性. How to make comments on a film(怎样写影评): 1.Tell the story in your own words. 2.Make comments on different things about the film, for example: How do you feel about the film? Are the actors/actresses very good or not? What do you think of the ending of the film? 3.Give your opinion about the whole of the film. 2. 小组活动：讨论关于你所喜爱的电影及你对这一影片的看法。 我认为要学会写,首先要学会说.因此我设计了这一活动,让学生把这节 课所学的运用到实际问题中去. 3. 最后布置任务：写一篇影评，题目是―My Favorite Film‖。
UNIT 5 Integrating Skills Not One Less Language points: 1.take sb’s place take the place of sb (sth) 2. keep sb./sth. +adj./prep. phrase 3.can/could/be able to afford + to do 4.appear live on the air How to make comments on a film: 1.Tell the story in your own words. 2.Make comments on different things about the film, for example: How do you feel about the film? What is the film about? Are the actors/actresses very good or not? What do you think of the ending of the film? Does the film have a happy ending? I like /don’t like this film because … 3.Give your opinion about the whole of the film. Writing: My Favorite Film
评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过 程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语 学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的 交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和 学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成 性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、 情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生 的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。 形成性评价应采取多种评价方式，包括口头的、书面的、表格形 式的，还可以建立学生个人学习档案。 形成性评价的思考 学生自评→反思过程 1.评价途径 生生互评 →合作过程 师生互评 学会学习,学会合作,学会反思。 认知→知识 2.评价内容 情感→态度 技能→能力 知识目标 素质目标 能力目标
具体内容:口头回答,书面作业,讨论,演讲,朗诵;学习能力,学习态度, 参与程度,合作精神等。 口头的 3.评价形式
学生个人学习档案（学生作业夹） 表格一 书面表达评价表 日 期 内 容 自 评 互 评 教 师 评 价 说明：1.自评（反思自己作文的过程） 2.不是每篇书面表达都要三个层次评价。 3.改变以往教师给最后一个得分的评价方式。 表格二 小组活动记录表（A.积极 B.尚积极 C.一般 D.不参与） 日 期 姓 名 等级： 等级： 评语： 评语： 内 容 篇 幅 内 容 时 态 题 目 拼 写 词 汇 行 文 得 分
新编高一（上）英语新教材说课材料 SEFC Book I 一、教材分析 （一）单元背景分析 随着人们物质文化生活水平的提高，曾经一度被忽视的环境已日 益为人们所关注，从某种程度上说，环境的优劣已成为衡量生活质量 高低、社会进步程度的标志。相对文物而言，其环境的优劣同样影响 文物存在的质量。然而，在环保意识不断提升的今天，文物环境并没 有得到应有的关注。 文物保存环境是指文物所在的空间及可以直接或间接影响文物保 存的各种自然因素和人为因素。在我国，由于受经济条件的制约，自 然环境质量的恶化，加上人文环境的影响，文物劣化速度不断加剧， 由于环境造成对文物毁坏的例子屡见不鲜，如石质文物风化、金属文 物腐蚀、纸张酸度增加、壁（彩）画褪色等等。 文物是祖先留给我们的无价之宝，是金钱买不到的。日用品坏了， 可以再生产制造，文物却不同，它不能再生产，再生产出的东西不是 文物，是仿制品或赝品，是没有任何文物价值的。文物一旦损坏，就 永远不能复原。没有众多的文物史迹，文明古国也就名存实亡，失去 其传统的风采和内涵。文物受损后再修复是被动性的保护措施，而主 动性的保护就是创造良好的文物保存环境，防治文物受损才是上策。 保护文物环境，实际上就是保护文物古迹本身。整治环境不是一件小 事，保护文物环境更不是一件容易的事，惟其艰难，需要文物部门付
Unit 7 Cultural Relics
出更多的努力，同时也需要政府和社会的更多支持。所以，我们要好 好爱护文物。 （二）教材内容分析 本单元话题——文物古迹（Cultural relics ）历来是全世界较为关 注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、 古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十 足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化， 富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富 有时代气息。 Listening 开门见山向我们介绍三个 cultural sites， 并要求 根据所听内容熟悉各自的重要性，以及人们为保护这些文物古迹所采 取的措施；Speaking 则要求我们制作一个即将被送入太空的、内含能 代表中国文化的五件物品的“cultural capsule” ，让学生成为主体，充分 发挥他们的思维、 展示他们无限的想象力； Reading 通过对俄罗斯著名 城市——圣·彼得堡有关史实的介绍，以“A City of Heroes”为标题讴 歌了圣市人们为保护历史文物和重建家园所作的一切； Writing 进一步 要求学生以主人翁的姿态致信报社编辑，反映当地文物古迹遭损受毁 的情况，呼吁全社会行动起来，为保护人类文明遗产尽一份力。整个 单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话 题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生 文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但 可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保 护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、 保护文物古迹、热爱伟大祖国的思想品德。
（三）教学重点、难点 1. Functional Items：Ways of giving advice or making suggestions. 2. Topic：Talking about cultural relics, including ways of protecting them. 3. Word-formation： “re + V.” （eg. rebuild, replaced, recreate）. 4. Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins, in pieces, bring ? back to life, etc 5. Structure (Grammar)：The Passive Voice (I) — The Present Perfect Passive Voice 6. Writing ： Write a letter to the editor on a certain cultural site, suggesting ways of protecting the cultural relics. 【 “现在完成时”是中学阶段英语语法教学的重点，也是难点， 不过学生在初中阶段已学过现在完成时和被动语态，本单元可以作为 一个语法复习巩固来处理。 】 总之，本单元通过语法、功能项目与新话题的有机结合，充分体 现《新课程标准》 “以学生为本，以学生的发展为本” 之要求。 二、教学目标 （一）语言知识目标 本单元要求学生除掌握必要的单词、词组和句型外，同时要求学 生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成 时的被动语态。
（二）语言技能目标 通过本单元的学习，培养学生良好的“听、说、读、写”的技能， 使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所 给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学 生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最 有效地保护文物古迹提出独特的见解。 （三）情感目标 1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝 试； 体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学 习的主人；具有个性，培养创造能力。 2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜 好，培养正确的审美观和价值观。 3）培养学生具有良好的文明习惯，具有文物保护意识。 （四）教学策略 1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知 识天地。 2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让 学生真正有了参与的欲望，才能点燃他们的思维火花。 3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会 使课堂教学产生事半功倍的良好效果。 4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的 学生搭好梯子，让有能力的学生“跳一跳”摘到果子。 （五）学习策略
1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以 及有关文物保护信息，课后能及时复习。 2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与 课堂上各种活动。 3）注意学习方法，及时提问并注意倾听他人意见。 4）确立“学用英语相结合”的思想，用英语开展思维，分析（复 述）课文、发表个人看法、提出独到的见解等。 （六）文化意识 1） 了解文物古迹所折射出的不同时期、 不同地区的特殊文化内涵。 ２）培养学生良好的社会公德意识，树立文物保护意识。 三、教学原则 （一） 以任务型教学 (Task-based Language Teaching)作为课堂教学设计 之理念，具体采用情景教学法（ Situational Approach ） ，交际教学法 （ Communicative Approach ） ， 整 体 语 言 教 学 法 （ Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各 种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言 来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、 询问等各种语言形式来学习和掌握语言，实现目标，感受成功。 （二）在教学中突出交际性，注重读写的实用性；同时适时进行情感 与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。 （三）坚持“教师为主导，学生为主体，任务为基础”的教学原则， 在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织 者，促进者，协调者”的角色。
（四）贯彻“教中学，学中用”策略，真正使学生学以致用。 四、教学总体设计 （一）创设情景，营造氛围，体现语言教学的真实性 语言教学的最终目的是培养学生的言语技能。根据语言本身的交 际 性 原 则 ， 本 单 元 教 学 紧 紧 围 绕 ３ P （ Presentation — Practice — Production）教学环节，充分运用情景教学法、交际法、启发法等教学 方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游 业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表 达如何采取相应的保护措施等。 （二）采用“任务型”教学，培养学生综合运用英语能力 本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的 设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任 务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延 伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从 而提高学生综合运用英语的能力。 （三）面向全体学生，关注学生的全面发展 经常性地开展 pair work、group work、class performance，培养学 生的团体合作精神。
五、评价手段与操作方式 我国外语教学的评价方式过多地依赖于终结性评价，无论是学生、 教师还是家长，更多地是以学生的外语考试成绩评判学生外语学习能 力的高低。这种不科学的评价方式使相当多的学生丧失了学习外语的
自信心和积极性，极大地降低了外语学习的效率；同时也造成了课堂 教学几乎完全围绕考试内容来进行，语法教学、题海战术充斥外语课 堂等不正常的现象。《课程标准》则强调“建立促进学生全面发展的
评价体系。评价不仅要关注学生的学业成绩，而且要发现和发展学生 多方面的潜能，了解学生发展中的需求，帮助学生认识自我，建立自 信。发挥评价的教育功能，促进学生在原有水平上的发展。 ”同时“建 立促进教师不断提高的评价体系。强调教师对自己教学行为的分析与 反思，建立以教师自评为主，校长、教师、学生、家长共同参与的评 价制度，使教师从多种渠道获得信息，不断提高教学水平。 ”因此，教
学评价既要关注效果，又要关注过程，应是两者的结合，既行为评价 （也称非测试性评价）与终结性评价（也称测试性评价）相结合。 （一）行为评价（非测试性评价） ：本单元通过对学生课堂回答教师 提问情况、对话表演的参与程度及学生反应、话题表达（如讨论利弊） 的创新性及针对性、与他人的合作协作精神及学生个体的书面作业等 行为，对学生的学习能力、学习态度、团体合作精神及创新意识等做 出过程性评价。这种评价有助于老师发现每位学生的闪光点，及时肯 定、表扬，也可让更多的学生体验成功的喜悦，体现英语课堂教学的 “全员”意识，利于培养学生的可持续发展。具体操作时，老师设计 如下表格，对学生进行评定。 表一：课堂活动配合及对话表演反馈表 日期 课堂活动内 容 姓名
第 Student A SSB C
【注：评价等第为（优秀、良好、一般、需努力） 】 表二：小组活动记录反馈表 组员姓 名 日期 活动内 容
评 价 内 1．参与 2．与组 3．动作 4．课堂 5．语音 6．语言 容 程度 员配合 表演 效 果 反 语调 应 个人自 我评价 小组评 价 教师评 价 【注：评价等第为（积极 / 优秀、尚积极 / 良好、一般、不参与 / 需 努力） 】 （二）终结性评价（测试性评价） ：通过单元检测形式来了解学生在本 单元中学习的实际程度，通过整体效果和个体效果的综合分析，利于 教师在下一单元教学中及时调整教学策略。 （终结性评价：略）
六、单元教学设计（课时计划及操作步骤） 依据《课程标准》及对学生教学目标的要求，课堂教学中充分利 用与教材相配套的教学挂图、录音带、VCD 、投影片、练习册、阅读 训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容 和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学 技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教 学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。 本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如 下： Teaching Procedures for the 1st Period Step one Warming-up 1. Greeting. 2. Watching & Chatting：Watch a video which introduces some famous cultural sites across Shaoxing, having a free chat with the Ss. 3. Questions & Answers：Show to the Ss three pictures, asking them: ① What do you know about the places in the pictures? ② Where are they? most? Why? Step two Pre-listening 1. Ticking：Listen to the tape and tick the things Ss hear. 2. Questions & Answers：Listen again and discuss the questions in groups
③ Which one would you like to see
① Why is it important to protect cultural relics? ② Why is it difficult to find out how people lived in ancient times? ③ What do we know about life in ancient Egypt? ④ Why do we know so much about the way the ancient Egyptians lived? ⑤ What do you think we can do to protect our cultural relics? Step three Listening 1. Language Input ：Well, now we're going to listen to a description of three cultural sites. Please ① Listen to the tape and write down the name of the site in the form below. ② Listen to the tape again and write down about its importance. ③ Listen to the tape again and write down about “What's being done to protect it”. Ss discuss their answers in groups and then check in class. Name of the Why site Site 1 Site 2 Site
it What is being done to protect it?
Step four Post-listening 1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics： ① Why do our city government make such great effort to protect cultural sites? ② Do you think it necessary to spend so much money on the project? Step five Error-finding 1. Language Input： Now we're going to listen to the description of the three maps. Please ① Listen to the tape and put the statues in the right place. ② Listen to the tape and put the temple and the museum in the right place. ③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place. Step six Game 1. Language Input： As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game! [T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]
Group C Group D
Score Homework 1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site Its size as well as its history ③ Its importance and what is being done to protect it. (Better surf on the Internet!) 2. Preview ―Speaking‖. Teaching Procedures for the 2nd Period Step one Warming-up 1. Greeting. 2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports. Step two Pre-speaking 1. Brainstorming Ask the Ss one question ： What do you think can represent Chinese culture? [T collect the answers and write them on the blackboard.]
Step three Speaking 1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.
● What shall we put in in your ● Let's put in?. opinion? ● Can't we put in ?? ● Should we put in ?? ● Maybe we could put in ?. ● I think we'd better put in ?. ● I'd like to choose?.
● Which do you think is the ● What / How about?? more suitable thing we put ● Why not put in ?? in? ● ?? ● Why don't you put in ?? ● ??
[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.] Things you want to put in
Reasons for your choices
1 2 3 4 5 【Model】 SA：In my opinion we could put in ?. SB：That sounds a great idea. And I'd like to choose ?. SA：Sorry, I don't think that's the best choice. SB：Then what about ?? 2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class.. Step four Useful Expressions --- Making suggestions 1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions. Ways advice of or giving Ways of replying to others' advice or
making suggestions Acceptance Refuse
1. Shall I / we …? 2. Let's …, shall we?
1. All right. / OK. 2.That's all right.
1. I'm afraid that …. 2. I'm sorry, but …
Step five Dialogue Production [T will provide certain situations, asking the Ss to work in pairs to make dialogues.] Situation A：Two friends are discussing what to do in the coming weekends. B: Sure. Situation B：Jessica is poor in English. She is asking her friend, Susan for advice. Step six Post-speaking Workbook p. 121 “Talking” ： Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class. Homework 1. Write a report about the culture capsule. 2. Practise ways of making suggestions. 3. Preview ―Reading‖.
Teaching Procedures for the 3rd Period Step One Warming-up
1. Greeting. 2. Comment on the Ss’ report about the culture capsule. 3. Go over the ways of giving advice or making suggestions. Step Two Pre-reading 1. Language Input： Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions: ① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great? ② What are your favorite cities? ③ What cultural relics are there in the place where you live? How important are they? Step Three Reading 1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class. 2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 ) 3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty. 5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before. 4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions. Questions：① Where do people usually build a city? Why? ② What were the palaces like? ③ What were the palaces used for after the Czars' rule over
the city ended? ④ What did the Germans do as they leftthe city? ⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why? ⑥ What did the people do to bring the city back to life? 5. Reading aloud Play the tape and ask the Ss to read along in a loud voice. Step four Post-reading 1. Ask the Ss to discuss the following questions in groups: ① Why do people think St Petersburgh is a great city?② Why was it so difficult for people to rebuild the old palaces?③ What did people use to help them rebuild the city? ④ Why are the people of St Petersburgh heroes? Step five Interview Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front. 【Model】R-- reporter C--citizen of St Petersburgh Step six Debate Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).
Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is? Step seven Summary and homework 1. Summarize the passage and ask the Ss to retell the story. 2. Finish off the exercises on p. 46 “ Word study” -2 and p.123 “Vocabulary”-2. the 4th Period Step one Warming-up 1. Greeting. 2. Ask individual Ss to retell the story. 3. Check the homework, giving some explanation if necessary. Step two Lead-in 1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest. 2. Enjoy the sentences Ss pick out, especially the sentence： “We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”
Step three Reading 1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen. ▲Fill in the blanks with the words from the passage 1. The word which has similar meaning to “finish” is ________. 2. ________ means to go or run quickly. ▲ Fill in the blanks with proper words. 1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.
2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings: 1.What are the only three man-made projects that can be seen from the earth? Where are they? 2.When was the Aswan High Dam completed? 3.What was the High Dam built for? 4.What problems were caused by building the High Dam? 5.What do you know about the temple at Abu Simbel? 6.How did the engineers decide to move the whole temple? 7.How long did the project last? 8.How much did the project cost? 9.When was the project completed? 10.How can you get to the temple at Abu Simbel?
Step four Post-reading 1. Discussion Divide the class into groups and ask each group to discuss the question: ① Do you think it necessary to spend so much money on rescuing this temple? ② Do you think that the Egyptian engineers solved the problem in the best way possible? ③ Are there other temples or buildings that we could not move? ④ What about the Great Wall or the Temple of Heaven? ⑤ Would it be right to move them if we had to build something where they stand today? Why or why not? 2. Fill in the blanks with proper words. The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon. 1.Language input： In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.] Step six Summary and Homework 1. Read the passages and finish off Workbook Ex 4 on p.126.2. Write a
report about the discussion. T the 5th Period Step one Warming-up 1. Greeting. 2. Check the homework. 3. Ask individual Ss to act out their reports, making some comments if necessary. Step two Language study 1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters ―re-‖ and discussing the similarities among them. restore; recreate; 2. Analyze the structure of the discussed words ：prefix “re”+ V. → meaning “do sth. once again”. 3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words. 【Model】 ⑴ reappear vi. appear again (esp. after disappearing) 4. Structure (Grammar) rebuild; replace;
Ⅰ.Ask the Ss to put some sentences into English, going over the
Present Perfect Tense.
① 在过去的三个月里学生们已经收集了二千节旧电池(n.battery)。 ② 园林工人已完成寺庙百分之八十的重建任务。 ③ 他已将那台旧电视机送给邻居了。 ④ 中国已向太空发射了几十颗人造卫星。 ⑤ 史密斯先生已把词典和杂志归还给了图书馆。
Ⅱ.Ask them to change the sentences into passive voice, paying attention to
the structure of the sentences. Active Voice Passive Voice
Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences
between the above two columns, then the teacher gives some explanation if necessary. Step three Practice 1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice. 2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories. ① What is the first news story about? ② Why are some of the cultural sites not well protected? Step four Summarise and Homework 1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense. 2. Finish off workbook exercises on page 128. 3. Preview “Intergrating
skills”. the 6th Period Step one Warming-up 1. Greeting. 2. Check the homework, giving some explanation if necessary. Step two Reading 1. Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on. Questions： ① Where does the writer live? ② What is the writer worried about? ③ How does the air pollution come about? ④ What suggestions does the writer make? Step three Pre-writing 1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form. Who
are What problem do How do you What
you want to talk feel about it? about?
you have about it?
I live in a Some people in small village. my village want to … I am … Step four Writing 1. Questions and Answers according the above form. 2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences. 3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc. 4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc. 5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other ’s writing. After the Ss have done it, ask several students to read out their letters. Step five Proof Reading T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.
Ask individual Ss to answer the questions
Homework 1. Ask the Ss to go over the whole unit. 2. Write a letter to the editor about any problem they come across.
高一上 Unit 8 Sports Teaching aims and demands 类别 课程标准要求掌握的项目 1． 2． 3． 4． Talk about sports Talk about interests and hobbies Talk about the Olympics Write a sports star ’s profile
Interests and hobbies Which do you like…or …? What’s your favorite sport? Which sport do you like best? Which do you prefer…or…? What about…? Are you interested in…?
continent well-known athlete gold medal torch badminton tie final dive shooting Greece competitor motto further rank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh title gesture facial stand for because of speed skating track and field take part in preparation for
Future Passive Voice The people of Beijing will plant more trees and build new roads.(陈述句) More trees will be planted and new roads will be built by the people of Beijing. Beijing will hold the 29th Olympic Games in the year 2008（疑 . 问句） When will the 29th Olympic Games be held in Beijing.
Period Arrangements: warming up reading materials
speaking listening (WB) material
language focus complementary listening
speaking Period 4 material writing(WB) integrating skill(writing) Period 1: Step1.Warming up (15 mins) Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4): Q: What do you know about sports? During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible. Possible response: school sports meet Sports meet the National Games the Asian Games the Olympic Games
the World Cup etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf badminton, bowling, baseball, American football, ice hockey etc Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc gymnastic: rings, double bars, high and low bars, horse , free exercise swimming/shooting/skiing/ ice sports/diving/aquatic sports etc Sport stars : Beckham, Mike Owen, Michael Jordan etc Purpose: This activity is designed to encourage students to think about sports and activate relevant vocabulary.
Step 2. Speaking(15 mins) Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52) Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers. 1). Do you think your group is doing well or not? Why ? 2). How can you become fitter? Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions. Step 3. Listening (15 mins) Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part. Task 2: Listen to three sports reports and fill in the missing information Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment Task: Find out some background information about the Olympics. T will offer them some websites as well: www.olympic.org www.specialolympics.org/ www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves. period 2 Step1. Lead-in(10 mins) Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures. Five rings Aisa Europe Africa
America Oceania IOC International committee Headquater Motto Present President Official language Lausanne Switzerland swifter higher stronger Jac ques Rogge English French Spanish Olympic
Russian German Host city of 2000 Sydney Australia
Olympics Host city of 2004 Athens Greece Olympics Host city of 2008 Beijing China Olympics Host city of the first Athens Greece Olympics Sort Winter Olympics
Summer Olympics Purpose: to help Ss get as much background knowledge about the Olympics as possible Task 2.Group work to discuss any of following questions: 1).Why do so many athletes want to take part in the Olympic Games? 2).Are the Olympic Games important to our society? Why or why not? Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material. Step2. Reading(10 mins) Task1.Skimming to find out what is the reading material going to talk about. Possible answer: the Olympics Task2. Scanning to find the topic words Possible answer: the Winter Olympics , the Summer Olympics, the
ancient Olympics, the modern Olympics, the Olympic motto, the 2008 Olympics Purpose: to train Ss to glance through the passage quickly to get a general idea. Task3. Careful reading to find out the main idea of each paragraph. Purpose: to train Ss how to find out the main idea of a paragraph. Step3.Consolidation(10 mins) Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful. Task2.Match the new words and their meanings(See WB Ex) Task3.Fill in a form about the passage Olympics Year Location China’s gold medals old Greece no female competitors 1st modern times 23rd 2000
Purpose: to have a better understanding of the passage and note some useful words and phrases. Step4.Discussion(15 mins) Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about. Topic1. What is the spirit of the Olympic Games? What can you learn from it? Topic2. Do you agree that‖ faster, higher, stronger‖ is a good motto not only for sports but also for life in general? Why? Topic3.Is it important to win in a sports match? Why or why not? Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions. Task2: Debate Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects. good effects promote the economy money make china better known to the world
bad effects costing a large amount of
to our society … Purpose: to have a further understanding about the Olympics. Step5.Homework assignment Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report. Purpose: to cultivate them how to write discussed topics …
period 3 Step1. Extensive reading (WB) (15 mins) Task 1. Read the passage and have a discussion about some related questions. 1).What are some problems that unknown athletes have to deal with? 2).Why are the Olympic Games so important to many athletes? 3).Why do stars like Michael Jordan make more money than other athletes? Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not? Sports Tennis Soccer
Popular /not very popular Reasons
Table tennis Badminton
Purpose: to know more about sports and the Olympics. Step2.Speaking(5 mins) Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast. Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics? Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice. Step3. Language focus (25 mins) Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples. Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2) Task3. Pair work to ask questions about the passage with what , when, where, how etc. Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write
down the notice. Then report it to class orally. Next week we are going to clear the school as follows: Monday--- Classroom Building No.1 Tuesday--- Classroom Building No.2 Wednesday--- the computer center and language lab Thursday--- the science labs Friday--- the library Purpose: to consolidate their understanding about the Future Passive Voice. Step4.Homework assignment Task1. Finish some consolidation Ex of the Future Passive Voice Task2. Find out as much information as possible about their favourite sports stars Purpose: to encourage Ss to do what they are interested in Teaching procedures of period 4 Step1.Listening(5 mins) Ss will hear something about some sports stars and make their own decision according to what they have heard. Step2.Speaking (10 mins) Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars. Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins) Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile. Purpose: This activity is to let Ss find out how to write a profile by themselves. Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class. Step4.Homework assigment Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves. period 5 Step1.Listening(10 mins) Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many
sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3) Purpose: to make Ss get used to listening to English sports news in daily life. Step2.Speaking(10 mins) Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible. Example sentences: Eating food won’t be used. Drinking water Reading books …Purpose: to revise the language focus in this unit. Step3.Reading(10 mins) Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4) Purpose: to offer Ss further information about sports so that they will have better understanding. Step4.Writing(15 mins) Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
I think all food will be turned into juice and chopsticks
Sport: Soccer Objective: Shoot the ball into the other Team’s goal Number of players: Two teams of
Table tennis Objective: Objective:
Number of Number of eleven Number of players: players:
players:ten outfielders and a players: goalkeepers Sports field: Grass playing field Equipment: Football,two goals Basic rules: 1. Players are not allowed to use their hands. 2. … Basic rules: Equipment: Basic rules: Basic rules: Sports field: Equipment: Equipment: Sports field: Sports field:
Task 2: Write a short essay in which you compare two sports Step5.Homework Assignment Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons. Purpose: This activity is designed to check what Ss have learned from
this unit. Task2: Assessment Purpose: to help Ss to reflect on how and what they have learned from this unit. Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances. Form 1: (total score 5) listening Self assessment Peer assessment Teacher assessment Form 2: set improvement goal Your name a. What were your goals for this unit? b. Did you reach your goal? c. What different ways of learning did you use? d. Which did you like best? e. What your goals for the next unit?
f. How do you plan to reach them? g. Will you ask some of your classmates for ideas and try new ways of learning?
Teaching aims and demands ·Talk about sports Goals ·Talk about the Olympic Games ·Talk about sports stars Which do you like, …or…? What’s your favorite sport? Which sport do you like best? Function Which do you prefer, … or …? What about …? than play it. Are you interested in …? not really. sports. BC AD continent well-known athlete gold medal torch Words phrases and torch badminton speed skating track and field tie final dive shooting Yes, very much. / No, Sure. I love I like watching it. Shooting. I think. I like… best. I prefer…to … I’d rather watch it
Greece competitor motto further rank gymnastics prepare effect flame compete flag weight position superstar skill weigh title gesture facial stand for preparation 被动语态（2） 1. 能够用英语描述事物将受到某种影响或某种处理 --使用将来时被动语态。例如：
More trees will be planted and new roads will be built. 2. 能够用英语描述人物将受到某种影响或某种处理 ---
Title Teaching objectives Teaching Keys and Difficulties
Period 1 Warming up and speaking ·Talk about sports ·Talk about interests and hobbies ·Some new words about sport. ·The useful expressions about talking interests and hobbies.
T: What’s the English for ―运动会‖S: It’s Sports meeting. T: There are many kinds sports meeting. Such as school sports meeting, city sports meeting, and the Olympic Games. Among these sports meetings, which do you Teaching think is the greatest one. S: It’s the Olympic Games. T: Good. How much do you know about it. Let’s have a Procedure quiz to test your knowledge of the Olympic Games. Open your books on Page 50. I’ll give 2 minutes to finish it. Step 2 Warming up
I. Check the answers.II. Ask some Ss to report their answers. Step 3 Revision
I. Review some words about sports by playing a game. II. Divide the Ss into 2 groups, one is girls’, the other is boy’s. And let them write down as many words as they can about sports on the blackboard. Step 4 Presentation
I. Show the picture and let Ss speak out the words. II. Lead them to read. III. Write the words on the
blackboard. Step 5
I. Let Ss make up a new dialogue by using the useful expressions. After showing them the sample
Title Teaching objectives Teaching Keys and
Period 2& 3
·Getting to know the Olympic games, read words and expressions by heart. ·every four years/ every fourth year / every second day/every ay two days/every other d Difficulties
·do one’s best/ try one’s best
Review some words about sports
by showing the Ss pictures. Step 2 Pre-reading
Discuss the following questions with your partner. Teaching 1) Which sport even do you like to watch most? Why? 2) Is it important to win in a sports match? Why or why Procedure not? 3) Are the Olympic Games important to our society? Why or why not? 4) Why do athletes from so many countries want to take part in the Olympic Games? Step 3 Reading
I. Skinning 1) What is the Olympic motto? 2) How many gold medals did Carl Lewis win in the 1984 Olympic Games? II. Scanning 1) Ask Ss to read the text again and check what they know about the following numbers: 776BC 300 4 393AD 311 13 2000 10,000 200
28 3 2008
2) Discuss the meaning of these number first in group and them in class.
III. Careful reading Read the text again and try to find the key words of
Step 4 Discussion Teaching Discuss the good and bad effects on hosting the Olympic Games. Procedure Step 5 Homework Review the text and recite the last paragraph. Preview next part. Evaluation
Understand and remember new words and expressions. Grammar: the future passive voice. To form the future passive, use will be done which gives the
Teaching Keys and
idea that something will happen in the future. Use the future passive voice to make sentences:
Difficulties More trees will be planted and new roads will be built by the people of Beijing.
Talk about something about the Olympic games. Step 2 Word study. First read the whole sentence, then guess the words about the Olympic games .the first letter has been given. Teaching Step 3 Grammar: The structure of the future passive voice: will/shall be Procedure done. It gives the idea that something will happen in the future. Step 4 Practise in class
Practicing of WB exercise ―grammar‖ using the passive voice to make sentences. Step 5 Evaluation Homework Review and preview
Title Teaching objectives
1. Let Ss find out how to write a profile by themselves. 2. Improve the students listening ability and consolidate the use of some of the phrases they have learnt by dictating.
Teaching Keys and Difficulties
Reading the passage and write a profile of a sports star. Grammar: the future passive voice.
Give students a dictation about the words , phrases and several important sentences Purpose: to make Ss get used to listening and consolidate what Teaching Step2 Speaking Procedure Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible. Example sentences: Eating food I think all food will be turned into juice and chopsticks won’t be used. Drinking water houses Driving cars Reading books…. Wearing clothes Building they have learnt in this unit.
Purpose: to revise the language focus in this unit. Step3 Writing Task 1.Brainstorming. Ask Ss to think out information about Yao Ming as much as possible. Task 2. Read the profile about Yao Ming and find out what are the useful information for writing a profile. Task 3. Write similar profiles about their favourite sports stars
and check some typical ones in class. Step4 Homework
一． 教材解读（Material Interpretation） 通常人们忌讳“只见树木，不见森林” ，然而这里我们姑且就一个 单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说， 这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写 依然以单元为单位，但每个单元打破了呆板的块状设计，换之于流畅 的线型流程，为课堂教学的灵活组织留下了更大的空间。整个教材体 现了 Communicative Curriculum 的指导思想。每个单元以功能为主题， 话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现 了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学 生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与 人沟通和合作的能力。 本单元的主题是 Technology，中心话题为 Hi-tech,话题本身具有强 烈的时代气息，贴近学生的实际生活，符合学生的认知水平，在学生 中有较强的认同感。这一单元的交际功能项目（Functional Item）有两 个： 1. Describing things 2. Expressing agreement & disagreement。 结构项 目（Structure）为 The Present Continuous Passive Voice；主要能力项目 为 Reading 和 Writing，其中一个阅读正篇，两个 Language Input, 要求 学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能
力，同时学会写信并在信中阐述问题的症结，发表自己的观点。拓展 项目为如何运用高科技获取更多英语信息，提升英语学习，并探究科 技为人类带来便利的同时可能存在的负面影响以及消除这些影响的解 决办法。 二 教学目标(Instructional Objectives) 通过教学，学生能描绘一些日常用品（如第一课时的 A Guessing Game 和 Describing and Drawing） ，发现一些问题，发表个人观点，努 力解决问题（如第二课时的 Problems and Solutions，Role Play 和 A TV Chitchat Program: Help is on the Way） ；能学会与他人交流和合作（如第 三课时中的 Designing and advertising a new model of cell phone for Chinese high school students） ；能学会寻找适当渠道解决实际问题（如 第四课时中的 A Letter of Complaint to the Headmaster） ；能自己学会学 习，在学习中建立输入假设，在实践中验证假设，并最后修正假设(如 第四课时的对 The Present Continuous Passive Voice 的学习)；能懂得基 本的一些学习策略， 并运用这些策略提高在一定的 context 中对一些较 难词义的推断能力（如第五课时中的 Word and Strategy） ；能运用高科 技获取更多英语信息，提升自己的英语学习 ( 如第三课时中的 Story Sharing 和第六课时的 Essay Writing)； 能探究高科技为人类带来文明和 便利的同时可能存在的负面影响以及消除这些影响的解决办法（如第 五课时中的 Talk about the advantages and disadvantages of cellphones, robots, computers etc.） ；能在研究性的学习中进行自我反思，培养公民 意识、社会责任感和全球观念（如第五课时中的 A Probe into the Cause of Teenagers’ Addiction to Cyber Café 和 第 六 课 时 中 的 To Be a
Technology-driven Human or not to Be） ；能在不断的反思中领悟并懂得 人类追求高科技的根本目的，倡导人与人之间的友爱和真情（如第六 课时中的写给未来控制了人类的巨能电脑 Q12 的题为 Love is the Everlasting Topic of the World 的信） 。 Unit 9 Notion Topic Functional Items (SEFC 1A)
Technology Hi-tech 1. Describe things 2. Expressing disagreement agreement &
The Passive Voice (3) The Present Voice Continuous Passive
1.A Guessing Game Describing things and how they work 2. Describing and Drawing Topic Touch 2. Role play Solving problems by giving opinions 3. A TV Chitchat Program Help is on the Way 4. A Project Designing and advertising a new model of
cell phone for Chinese high school students 5. An Investigation Teaching and Living Facilities of the School 6. A Discussion Damage
That Is Being Done to the Earth 7. An Interview Students 8. A Letter of Complaint 9. A Hi-tech Show 10.A Survey A Probe into the Cause of Teenagers’ Voice of
Addiction to Cyber Café 11.A Debate To Be a
Technology-driven or Not to Be 12.A Letter to Q12
the Everlasting Topic of the World An Essay Moral Goals
1. Creative Thinking
2. Communication Cooperation 3. Love and Caring 4. Environmental Protection 5. Social Awareness 6. Global Sense 三．教学设想（Teaching Assumptions）
在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼 顾结构，适当拓展。在教学方法上坚持以 Communicative Approach 为 主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设 计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径， 创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能 力，激活学生的英语思维，保持英语的学习热情,使精心设定的 Moral Goal 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分 析和解决问题的能力，发展学生与人沟通和合作的能力；激发学生对 事物深入了解的探究心理， 逐步养成研究性学习意识; 通过自主学习和 社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责 任感（(Social Responsibility)，强化祖国意识(National Awareness)，培养 全球观念(Global Sense)。 1．话题拓展 （Extended Topics） 以 Technology 为主题， 由中心话题衍生出六个 Sub Topics, 分别是 New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology
和 Attitude towards Technology。 根据每一个 Sub Topic 精心设计相应 的任务，突出交际功能，通过完成任务使学生达到交流的目的，完成 语言的运用，能力要求涵盖听、说、读、写及综合运用，人文因素涉 及学生的情感态度、学习策略、文化意识、价值取向和评判标准。所 有的 Sub Topics 均指向中心话题，在单元的结束提升主题：Love is the Everlasting Topic of the World。 2．课时设计(Time Allocation)和阶段教学目标(Phase Teaching Demands) 整个单元拟用五个课时完成,每个课时由一个 Sub Topic 展开，功 能项目明确，任务真实具体，能力取向明朗。第一课时 Sub Topic Focus Function New Uses of Things Listening Describing things how they work Structure It is used for… They are made of… This thing can be put… …… Tasks 1. A Guessing Game 2. Describing and Drawing Moral Focus Creative thinking 第二课时 Sub Topic Focus
Problems and Solutions Speaking
Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that…
1. Role Play Give advice and make suggestions 2. A TV Chitchat Program Help is on the Way
Communication Cooperation 第三课时
Sub Topic Focus Function
Life in a Technological Era Reading Designing and describing a new model of cell phone
It is made of… It will be improved in…New functions is
being added to…Various sounds can be produced… Tasks 1. Story Sharing 2. An Activity Find out how
many classmates have cell phones, describe phones in their cell and
explain the reasons why they need them to the whole class 3. Designing and advertising a new model of cell phone for Chinese high school students Moral Focus Love & Caring
第四课时 Sub Topic Teaching and Living Facilities of the School Focus Function Writing Describing problems and
giving opinions Structure The Present Continuous
I am being given too much homework. We are always being highly controlled by the teachers Not enough opportunities are being offered to us students At night, I am frequently being disturbed by the noise from the nearby construction site. … Great damage is being done to the Earth. Too many trees are being cut. Animals are being hunted…. Tasks 1.A Discussion Damage That Is Being Done to the Earth 2.An Interview Students 3.A Letter of Complaint Moral Focus Communication & Cooperation 第五课时 Sub Topic Focus
Controversy about Technology
Function 1.Talking about the advantages and disadvantages of the cellphones, robots and computers etc. 2.Using the words and phrases to describe things Structure press\teenager\remind\dare\emergency\dial\obey\throughout\calendar throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool…. Tasks 1. A Hi-tech Show 2. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café Moral Focus 第六课时 Sub Topic Focus Function Attitude toward Technology Using English 1. Persuading by giving various opinions and expressing Social Awareness
agreement and disagreement 2. Using the proper expressions Structure Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t
agree. Well, it depends. Well, I don’t know. Well, I am not sure about that Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way…… Tasks 1.A debate: To Be a
Technology-driven Human or not to Be 2. A Letter Love is the
Everlasting Topic of the World Moral Focus Global Sense
3．教学思路(Teaching Planning)和任务设计(Task Designing) 整个单元分成六个次话题： New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching and Living Facilities, Controversy about Technology 和 Attitude towards Technology， 根据 难点重点设计任务，注意任务的连贯性、剃度性。 第一课时话题为 New Uses of Things, 能力重点为 Listening。在 设计任务时特地设计了 Describe the things and how they work, 突出 Listening 外，巧妙地融进了 Speaking , 为下一课时作好了铺垫。 在 做 Describing and Drawing 任务时，老师有意识地用一些如 CD 机， 遥控器之类的东西，让一组学生进行 Description，另一组学生进行
Drawing and Guessing, 这样成功地创造了一个 Information Gap,使学 生兴致盎然，并在完成任务的同时悄悄地接近了单元中心主题。教学 者就这样不露痕迹地完成点题这一细节。 结束任务是除了本节课探讨 的这些东西的 New Uses 以外，思考一下使用这些东西带来的问题。 这样巧妙地过渡到了第二课时的话题 Problems and Solutions。 第二课时话题为 Problems and Solutions， 能力重点是 Speaking。 通 过 Warming up 和 对 上 一 节 课 布 置 的 问 题 的 思 考 ， 轻 松 引 入 Speaking。通过帮助老师解决难题这一任务, 预演怎么 Give opinions, 如何 express agreement and disagreement。接着，进入 Role Play 这一 任务。 通过观看 Family Album, USA,和 Mr Bean 中的几组镜头， 学 会更多表示同意和反对的方法，拓展语汇，丰满语言。此后学生开始 由外及里， 进入每人的内心世界， 审视自身的问题， 寻求解决的途径。 最后通过模拟电视台主持人主持的一档题为 Puppy Love 的 Chitchat Program，让学生模拟老师、家长、校长、专家、教育部门领导等角 色，畅所欲言，以进一步巩固已学语言，达到真实交流的目的。结束 时一个 What Makes Such Service Possible? 又将学生引入中心话题 Technology 的思索.。要求学生在思索之后通过上网阅读，准备一个 能体现 Technology 优越性的爱心故事，在下一节课与其他同学分享。 这以环节不仅与下一节课的主题 Life in a Technological Era 联系了起 来， 为下一节阅读课作了准备， 更为本单元最后主题的升华即 Love is the Everlasting Topic of the World 埋下了伏笔。 第三课时为 Reading, Sub Topic 为 Life in a Technological Era。通 过 Story Sharing 这一“读中带说”的任务，感悟 Technology，畅谈由
此带来的便利和文明的提高。接着转入阅读，依次完成阅读的各级任 务，同时初步领略语言项目 The Present Continuous Passive Voice，为 下一节课作好铺垫。最后，从感受高科技进入体验高科技，完成一个 Cell Phone 新款 的设计任务，并用恰当语言表述其性能、款式，完 成产品的宣传策划，接着根据市场反馈，修正设计任务。这节课的 Assignment 是一个关于学校教学和学生生活设施的一个调查。学生 五、六人不等，组成一个小组，完成对学校现有教学和生活设施的调 查，明确在这方面还应该有哪些投入，紧扣下一节的话题，并为在下 一节课模拟和校长的 Interview 中和写给校长的 A Letter of Complaint 中准备好真实的材料。 第四课时的话题为 Teaching and Living Facilities。通过 Warming up 中的 Word Puzzle( 或 Word Game) ，自然导入 Word Study 和 Grammar。在 Grammar 中，根据 Krashen 的 Input Hypothesis(输入假 设理论),由学生通过对课文中一些相同结构句子的分析，形成自己的 假设，通过两人小组活动的句型转换练习，验证假设，获得反馈，最 后在题为 Talk about the Damage that is Being Done to the World 的讨论 中提纯语言，修正假设，完成良好的自主学习习惯。利用上一节课课 后所做调查中的材料，模拟和校长的一个 Interview，在 Interview 中 学生反映学校学习和生活中的问题。 反映问题时学生会不可避免地用 到刚学的语法结构，如 I am being given too much homework. We are always being highly controlled by the teachers. Not enough opportunities are being offered to us students. At night, I am frequently being disturbed by the noise from the nearby construction site. …等等，重新复习怎么提
出观点，扮演校长的学生也不可避免地会对学生的观点、建议要表示 同意或反对，这样，又一次凸现了本单元 Expressing agreement and disagreement 的功能项目。最后给校长写一封抱怨信，将在学习和生 活遇到的问题和自己的观点、建议写进信内，投入校长信箱，等待校 长答复。由于在学习 Unit 9 时，学生在新学校已生活了约一两个月， 这样的任务设计应该是非常真实， 也容易操作。 本课的 Assignment 是 准备一个 Hi-tech Show, 学生五、 六人不等， 组成一个小组,确定主题， 上网搜索，充分展示高科技的成果和给人类带来的文明，要求配上解 说词。每一小组时间不超过 2 分钟。 第五课时话题为 Controversy about Technology, 音乐 MTV 欣赏 作为 Warming up，接着从 MTV 的制作，直接进入各小组的 Hi-tech Show, 因为高科技的成就和给人类生活带来的文明是本单元的中心 主题，因此在这里进一步进行渲染、烘托。同时话锋一转，对比鲜明 地转入本课话题 Controversy about Technology。通过对手机、机器人 和电脑等物 advantages 和 disadvantages 的讨论，进行反思，最后完 成对于青少年进网吧玩游戏问题的调查，写出调查报告。 第六课时是终结性课时， 集中体现各种能力，重点突出语言的使 用， 课时话题为 Attitudes toward Technology。 Warming up 是一个师生 之间的 chatting。在 chatting 中谈中国与西方国家在科技发展上的差 别，中国青少年与中国未来的关系，中国青少年该如何处理个人与民 族的关系等，自然切入主题。紧接着的是调查报告反馈。每个小组用 两分钟时间陈述报告，交换意见，最后以班级名义将整合的调查报告 呈交有关部门。通过调查，学生开始接触世界，了解社会，以此增强
公民意识和社会责任感。讨论出青少年进入游戏网吧的有关规定，交 给各个社区， 用于宣传教育。 完成一个题为 To Be a Technology-driven Human or not to Be 的 Debate。在 Debate 中，进一步点明本单元的中 心主题和体现本单元的交际功能项目。在 Debate 之后用一些伊拉克 战争、原子弹爆炸、核武器竞赛和心脏移植手术、南极探险等图片的 鲜明对比使学生对该如何使用高科技进行深刻的反思，想象 abusing 高科技可能带来的恶果。紧接着是 Language Input，讲述的是 2374 年人类被巨能电脑 Q12 控制后的世界模样。最后以一封写给巨能电 脑 Q12 的题为 Love is the Everlasting Topic of the World 的信作为本单 元的结束，使主题得到了升华。 总之，在进行单元教学设计时，努力做到板块清晰，思路流畅， 条块结合，经纬贯通。主题鲜明，反复烘托，功能项目体现到位；能 力结构分配合理，梯度适中；任务设计环环相扣，逐步升级。板块之 间既个性鲜明，重点突出，又首尾相接，前呼后应；整个单元主题明 朗，任务多样；教学思路流畅，前后呼应，一气呵成。 主题线： 浅尝----接触----了解----深入----问题----对策----反思--- 升华 任务线： A Guessing Game Describing things and how they work Topic Touch
---- Describing and Drawing
----Role play Solving problems by giving opinions ----A TV Chitchat Program Help is on the Way ----A Project Designing and advertising a new model of cell phone for Chinese high school students ----An Investigation Teaching and Living Facilities of the School
----A Discussion Damage Done to the Earth ----An Interview Voice of the Students
----A Letter of Complaint ----A Hi-tech Show ----A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café ----A Letter to Q12 Love is the Everlasting Topic of the World ----A Debate To Be a Technology-driven Human or Not to Be ----An Essay Game----Role 4．教学方法 在教学方法上追求轻松自然，强调教学方法的多样化、 艺术性。具体采用的教学方法有情景教学法（Situational Approach） 、 交际法（Communicative Approach） 、整体语言教学法（Whole Language Teaching） 、情感激励法(Affective Motivation)等。在重视语言内涵的前 提下不拒绝语言形式上的韵味和美感，适时配以音乐、时尚、艺术等， 追求人与语言内容、语言形式的和谐。在强调语言实际功能的基础上， 注意呈现语言的人文光辉，使语言学习既受用无穷，又多姿多彩。 1）教学方法的多样性 例如在本单元中，我们非常重视 Warming up， 通过 Warming up，激活学生已有的知识和经验，调动各种学习机智如 情绪、态度、心理等，链接即将开始的 Classroom Activity。使整个单 元的 Warming up 形式多样，景趣交融。 ? 激情联想（如第一课时） ? 直观图片（如第三课时）
Big Thing New Uses of Things---A Guessing
? 问题解决（如第二课时） ? 自由谈话（如第六课时） ? 音乐（如第五课时） ? 游戏（如第四课时） 2)教学方法的独特性 在教学中和任务设计中不经意却是有意识地将多 媒体、电脑等揉入在其中，并特别注意这些东西在课堂上的有效使用， 体现其辅助作用 ( 如在本单元的授课中，第一和第四课时为使用多媒 体)； 同时让学生也实践操作(如第五课时中的 Hi-tech Show)， 使中心主 题与课堂实践，学生意识与教师意图融为一体，凸现主题。 3)教学方法的艺术性 ? 注重语言功能性和语言人文性的结合 ? 重视学生内在需求的形成 ? 注意发挥教学者人格力量作用 ? 强化期待教育和情感激励法 ? 营造人与语言、人与文化和谐自然、人景相趣的语言学习环 境 四．教学理念（Conceptual Bases） 以任务型教学（Task-based Language Teaching）为设计理念，正确 定位学生在语言学习中的主体地位，以任务为载体，使学生通过体验、 感悟、完成任务，达到意义协商、真实交流的目的；强调语言的内容 含义优于语言的形式结构；注重语言的功能性，但不忽视语言的人文 性；注意教师的人格力量在语言学习中的积极作用；提高学生获取信 息、处理信息和分析、解决问题的能力，强化学生的文化意识，激发
学生的探究心理，促使学生研究性学习习惯的逐步形成；全面提高学 生的人文素养，增强学生的社会责任感。 语言首先是一种交际的工具，因为各种交流的需要才赋予语言鲜 活的生命和经久不衰的美丽。各种源自真实生活的真实任务激发了学 生各种语言交流的需求，为语言的运用搭建了一个广阔的舞台。由于 学生的注意力集中在任务的完成上，语言交流的过程变得真实、自然， 近乎母语的悄然习得。而完成任务之后的成就感是学生信心倍增，为 语言的进一步学习作好了心理准备。 在任务型教学中，我们从学生的认知水平、知识结构出发，尊重 学生的意愿和情感的需要，从学生“学”的角度来设计出贴近学生真 实生活，包括学校生活、社会生活、内心世界、情绪变化等各种教学 任务，其中有单个任务、任务环、任务链等形式，以此激发学生的求 知欲，促使学生产生学习的内驱力，主动自觉的融入语言活动，使语 言学习成为像喝咖啡、欣赏音乐一样变成一种时尚，一种源自内心需 要的自觉追求。 在教学中，根据 ELT 顶尖级专家 Krashen 的 Comprehensible Input 和 Input Hypothesis 理论，有效组织语言教学，促进学生构建自己的学 习模式，尽早养成自主学习的习惯。 总之，在整个教学理念设计中，贯彻了“以人为本” （Learners-Centered） 、 “任务为重”的原则,使原来的“教学者带着知识 走向学生”变成了“教学者带着学生走向知识甚至共同走向知识” 。同 时也不露痕迹表达了“以人为本”的另一层含义，那就是关注学生情 感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展
与人沟通和合作的能力，增进文化理解和跨文化交际的能力，树立正 确的人生观，加强公民意识，增强社会责任感，着眼未来，培养全球 观念。 五．教学手段与评价工具 在教学中充分利用好与教材配套的录音带、VCD、练习册、阅读 训练、多媒体软件等，并以此作为学生学习和教师教学的重要内容和 手段。在信息时代飞速发展的今天，我们应重视使用一些先进的现代 技术教学手段，提高学生学习英语的兴趣。主要以多媒体辅助教学， 以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。在使 用多媒体时，应提倡适当使用，为了提高教学效率，创设更好的学习 情境而使用，而不是为了哗众取宠。注重课件风格和教师教学风格的 一致性，避免把英语课变成多媒体课件展示课，在多媒体辅助教学的 过程中，教师仍应发挥其主导作用，注意多媒体运用的频度，注重各 类媒体的结合应用，避免只重多媒体而忽视常规教学媒体和手段，避 免把投景屏幕当成黑板，注重“以人为本” ，发挥学生的主体性。在制 作课件时，我们不妨进行一番“换位思考” 。其一，把老师置于学生的 感知角度，体会他们的学习情绪和学习心理，去感知教材和训练语言 交际能力，以此来找准教学的切入点和突破点，从而落实教学目标和 重点；其二，把学生置于课件主人地位，使学生在不断的语言训练中 理解并掌握教材，进而运用，达到用英语思考和表达的境界。 根据《课程标准》 ，强调建立能激励学生学习兴趣和自主学习能力 发展的评价体系。该评价体系由形成性评价和终结性评价构成。评价 应对学生在学习过程中所表现的情感、态度和学习策略，掌握基础知
识、基本技能和使用英语的能力，以及表现出的发展潜能等，进行全 面综合性的评价。在英语教学过程中应以形成性评价为主，注重培养 和激发学生学习的积极性和自信心，评价要有利于促进学生综合语言 运用能力和健康人格的发展。该评价体系既关注结果，又关注过程， 使对学习过程和对学习结果的评价达到和谐统一。 有很多课堂情形需要教师对学生行为进行观察和分析，单纯的笔头 考试不能全面反映学生的学习成就。尤其像英语课，对于学生的评价， 除了单纯的笔头考试外，还应注重对学生的口语，朗读与听说，阅读 等种种需要。老师在课堂上通过观察学生的实际行为，对学生作出相 应的评价，进行适时的反馈。坚持以表扬、鼓励为主，给学生足够的 成就感，保持他们学习英语的驱动力。这种形成性的评价要求学生能 够展示他们能做什么而不只是说他们要做什么，而且也能使学生有机 会把在课堂中学到的知识运用到实际生活中去。 无论是哪种评价方法，都需要使用一定的评价工具，即要有一定的 评价技术。常用的评价工具有： （1）教师自制的单元测验； （2）各类 标准测验； （3）行为观察的现场反馈或记录； （4）问卷调查； （5）交 谈法； （6）作业（任务报告）分析； （7）表演； （8）个案分析； （9） 学习效果自评； （10）家长反馈； （11）各类奖惩。 在教学评价的具体实施中，评价组织形式也是至关重要的，它从一 个方面反映出教师的教学指导思想。只有民主的教学环境才能促使学 生充分、自由地发展，这应该体现在教学的民主化方面。因此，教学 评价的组织形式也要体现出这个思想。在总体安排上，可提出教师— —学生——家长评价相互结合，充分依靠这些评价主体的力量，尤其
是学生的力量，使评价真正发挥其应有的作用。因此，在评价时，可 以“他评”和“自评”相结合，其中“他评”中“教师评” “学生评” 和“家长评”三种形式可结合起来。在通常的情况下，以教师对学生 的评价占居多数。但是，学生评价不仅仅是教师的责任，从一定意义 上来说，学生应该成为评价的主人，我们尽力创造条件，让学生也担 负起评价的责任。学生参与评价可分为学生的自我评价和学生的相互 评价。自我评价与相互评价的活动能引起学生强烈的兴趣，调动他们 的学习积极性，也能促进学生的自我教育。当然，在学生的自我评价 与相互评价中应强调发现自己的长处和发现别人的优点。在主人的组 织形式中应强调教师——学生——家长系统的共同评价。家长参与评 价需要作好动员及明确评价的要求与方法，注意评价的客观性和鼓励 性。 1．对学生口头汇报的评价 1）Physical Expression 随时关注学生的身体语言，主要观察姿势，棉布表情，是否保持 良好的目光交流等，并注意适时的反馈来吸引学生、提醒学生。 2）Vocal Expression 对学生的声音表现，如发音是否正确清晰、声调变化、音量、停顿 等 3） Verbal Expression 语言表现。如用词是否准确、达意，是否避免不必要的重复，意 义表达是否完整，信息组织是否有逻辑性，结论是否能切中等。但要 注意的是教师的评价要因人而异，客观的评价每位学生，帮助每位学
生获得成功；注意纠错的方式和艺术，进行有效监控，但不过分挑剔 学生表演过程中所犯的语言性错误，大胆放手让学生自由发挥。 2. 对学生英语听说课的评价 教师可以通过以下问题对雪糁进行调查，以便于我们了解或掌握学 生在听说客商的情况。 Which speaking ,listening activities did you participate in this week? Which did you enjoy/dislike? Why? In which speaking activity do you think you did best? What makes you think so? What type of speaking activity would you like to do better? … 3. 对于学生阅读的评价 对于学生的阅读，我们不妨经常用下列问题的调查来了解学生的阅 读情况。 How did you feel about the passage you read? Were you excited or bored? Can you understand the passage easily? How long did you spend finishing it? Did you meet with any difficulties? What did you learn from the passage? Do you have the habit of reading more related information?… 4. 对于学生写作的评价 How did you go abut writing this piece? What problems did you encounter?
Have you solved the problems now? What goals did you set for yourself in this piece? How well did you accomplish them? What are your goals for your next piece? What did you do with your notebook? 提倡学生作文形式的多样化，如写周记、调查报告、给编辑写信、 发 e-mail 等，鼓励学生交换阅读，互相取长补短，鼓励学生多写，并 将好的文章展示、广播、投稿等，展示时尽可能多给获得成功的机会， 如可设最佳主题、最佳描述、最佳创意、最佳组织等。 5.通过一单元的学习，教师还可以对学生进行一次测试性评价，并在做 一些定性评价，以求评价的全面性。如：Teacher’s Comments: You do a good job of /__________________.This student
can______________________. You can improve in______________________. This student
need__________________. Students’ Comments: I did well in __________________________. I _________________________. Parents’ ________________________________________________. 6. 学完 Unit 9, SEFC 1A 之后的几种评价 1）对于学生小组活动中的合作表现评价 教师用小活动中的合作 表现评价表观察学生在小组活动中的表现，主要观察学生在小组活动
中的积极性、主动性、参与精神、是否注意倾听和尊重他人意见、是 否给予他人机会发表意见、是否按时完成任务等。在完成整个单元之 后，可用下表进行评价 3）对学习态度、学习习惯的自我评价 Write a summary 1st Period Sub Topic New Uses of Things Focus Tasks Listening 1.Describe things and how they work 2.A Guessing Game Teaching Aims: 1.To review the Simple Present Passive Voice It is used for… They are made of(from)… This thing can be put …. 2. To develop the students’ listening skill by creating an information gap and stimulating their desire to discover things Moral Focus: Creative Thinking Teaching Aids: A tape recorder, the listening cassette, a toothpick, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a remote controller, a CD player, a walkman, a computer,
a refrigerator, a mirror, a satellite receiver etc. Teaching Procedures: Step One Warming up
1. Greetings 2. Atmosphere Stirring ? Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively. Example: Observe the teacher carefully and identify something unique like a certain scar, the smoking habit, the left-handedness etc, and then talk about the possible causes. ? Create a proper learning environment and get the students geared for the oncoming classroom activities 3. Brainstorming ? Present objects: a toothpick, a sock and a plastic bag ? Provoke the students’ thinking by encouraging them to think of the new uses of the above objects ? Be ready to accept any offered answers ? Try to involve as many students as possible Step Two Pre-listening 3. Show pictures of some daily things including one or two but not all of the objects that are to be described
4. Prepare the students for the listening by encouraging them to discover what are being described Step Three Listening and Identifying 5. Listen to the tape and identify what is being described. 6. Talk about the possible uses of the described things. 7. Ring a bell to the Simple Present Passive Voice Step Four Talking and Guessing 8. Group work ? Divide the whole class into several groups ? Think about the objects we use in our daily life. ? Describe two or three of the objects to the other groups and see if they can guess what you are describing. ? Remember not to make it too easy to guess ? Take turns to do the describing and guessing ? .Use the following structures and questions to help with the description and guessing It is used for…. It can be found…. It is often seen…. They are made of(from)… This thing can be put …. What does it look like? for?
What is it used
What is it made of? it? How do people use it? work? When is it used? it ? Step Five Topic Touch 9. Describing and Drawing
Who usually uses
How does it
Where do you usually see
? Divide the whole class into two groups.: A describing group and a guessing group. ? The teacher let the students in the describing group see some certain objects or pictures like a remote controller, a TV set, a CD player, a walkman , a satellite etc. Then one of the students begins to describe what is being presented by the teacher. Others are ready to add something to the description. Remember not to make it too easy to guess. ? Students in the guessing group are supposed to draw and then guess what is being described. ? Each group has three descriptions and three guesses ? The group which gets more right answers wins. ? This game is also served as a slight touch of the Unit Topic
A Discussion 10. Work in groups of six 11.Discuss about the good impact of one of these things. 12.Each group member contributes some notes to the reporter of the group 13.Report to the whole class
Step Seven Listening in WB 14.Listen to the tape and fill in the information chart below. 15.Compare the information with the partner Step Eight Pair work 16.Work in pairs. ? Look at the space projects below and decide which one is the most useful. ? Put ―1‖ in front of the most useful project and ―5‖ in front of the least useful. ? Compare answers with the other pairs and explain your choices Step Nine Summary 17. Summarize the good impact of all the things described and mentioned. 18..Think about the potential problems with the things described and mentioned 19.Suggest solutions to the problems 2nd Period Sub Topic: Problems and Solutions
Speaking 1. Role Play 2.A TV Chitchat Program
Teaching Aims: To learn phrases and sentences of expressing agreement and disagreement (Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that…) Moral Focus: Communication and Cooperation Teaching Aids: a set of multi-media teaching system, some episodes from Family Album, USA and Mr Bean, some role cards…a toothpick, a sock, a plastic bag , chopsticks, a cell phone etc.… Step one Warming up 1.Greetings 2. Quick Wits Draw the students’ attention by identifying the fol lowing statements. ? The word ―boat‖ can be spelled using four letters from the word ―automobile‖. ? 11minutes past 5 o’clock is 48 minutes before 6 o’clock. ? If you turn a left-handed glove inside out , it will fit on a right hand? Step Two . . Problem Solving
3..Discuss in groups of three about the possible problems with things mentioned the previous day Examples: chopsticks, car, air-conditioner etc. 4. Provide solutions to all these problems and share opinions with other groups 5.Tolerate different opinions from other groups Step Three Listening and Speaking 6 .Describe one or two of the teacher’s stressful situations 7. Encourage students to give solutions 8 .Exchange ideas with other students Step Four Speaking and Acting 9 Discuss about Jane’s problem and express opinions 1)Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think. 2).Work in groups of four 3).Decide which role each group member should play 4)Take a few minutes to prepare the role cards 5)Report your decision to the class when you have finished the discussion Step Five Looking and Learning 10.Watch some episodes from Family Album, USA and Mr Bean (《走遍美国》和《憨豆先生》的几组镜头) 11. Recognize more ways of expressing opinions ( Oh, I do so agree. Absolutely right. Definitely. I guess so. I
can’t agree with you there. Not really. Not exactly. No way….) Step Six Describing and Deciding 12. asking ? What troubles you most? ? What is your problem? ? What is your worry? ? What upsets you?… 13. Get them to know where to find help by asking ? To whom do you usually turn for help? ? Where can your problems be possibly solved? ? Who can most probably serve as a helper? (Possible answers: Psychology Center, Hotline Service, Chatting Room, A Radio or TV Chitchat Programs…) Step Seven Participating and Producing 14. Class Work A TV Chitchat Program: Help is on the Way Encourage the students to disclose their problems by
? Suppose you are a host or hostess of a popular TV chitchat program. ? The Topic of this program is Puppy Love ? One student act as the host or hostess. Two students as the interviewees suffering from such problems and try to
seek help from the host or hostess. Others as audience present at the program. They may be representatives of headmasters, teachers, parents, experts, administrators, policy-makers and students etc., who are supposed to express different opinions ? Decide roles and prepare it for four minutes ? Present the Chitchat Program Step Eight Thinking and Judging 15. Lead the students gradually to the Unit Topic Technology by asking ? What is the value of such programs? Name some other similar service-centers. ? Is such service important? ? What makes it possible? ? What do you know about technology? ? Why does the government pay so much attention to the development of technology? ? Why is technology so important to people’s life? ? In what way has it changed or promoted people’s life?… Step Nine Topic Hunt 16. Homework ? Profound understanding the positive effect of technology
on individuals, nations and even the whole globe by surfing the internet and collecting related information ? Hunt for caring stories hailed by technology and share the stories with other students in the next class. 3rd Period Sub Topic: Life in a Technological Era Focus Tasks Reading 1. Story Sharing 2.A Project Design a New Model of Cell Phone Teaching Aims: 1. To have a general understanding of how technology has changed the way people live 2.To get a rough idea of the Present Continuous Passive Voice Words and images are being sent throughout the world. They are being used as cameras and radios, and to sent e-mail or surf the internet. New functions are being added to the phones…. Moral Focus: Love & Caring Teaching Aids: a tape recorder, a reading cassette , the multimedia teaching system etc. Teaching Procedures: Step One Warming up 1. Greetings 2. Students’ description of some new inventions accompanied
with photos downloaded from the internet Step Two Story Sharing 3. Share the caring stories hailed by technology 4. Comment on such stories Step Three Presentation 5. Comments on the great impact brought by technology and life in a technological time 6. Discuss these questions with a partner before reading ? Have you ever used a cell phone? Do any of your classmates have cell phones? ? How is the way we live today different from life in the past? ? How have inventions and new technology changed our way of life? ? Why are things like cell phones, computers and TV so popular? ? What invention do you think is the most important in the human history? Step Four Pre-reading 7. Predicting ? Read the headline and guess the meaning of ―Life on the Go‖. ? What information do you expect to find in the text?
8.Scanning ? Which country does the girl in the passage come from? How do you know? ? What is the other example that is being used to support the idea? Step Five Reading 9. Read the first paragraph and answer the following questions ? What new invention is being discussed? ? What kind of people are being talked about in this passage? 10.Read the whole text for through understanding and fill out the outline of the text An Outline of the Text ? Wang Mei is an example of Chinese teenagers who have cell phones. ? Cell phones can be used for many things. For Example:_________________________________________ _ ? Cell phones also cause problems. i. ii. In school___________________________________ At home____________________________________
? There are several reasons why teenagers like cell
phones. 1)__________________________________________ 2)__________________________________________ 3)__________________________________________ ? Wang Mei explains why she likes her cell phone and what she uses it for. Step Six Post-reading 11.Answer the following questions. ? Why do some schools not let students use cell phones? Do you agree? ? Why do teenagers like cell phones so much? ? Wang Mei says that cell phones are the most useful inventions ever. Do you agree? ? Which invention do you think is the most useful? Why? ? What does the title ―Life on the go‖ mean? ? What is the writer’s attitude toward this problem? How do you know? Step Seven An Activity 12.Find out how many students have phones in the class 13.Interview one of them and find out what his or her phone is like. These questions may help you do the interview What type of phone do you have? When and where did you buy it?
Who gave you the financial support? Why do you want to have a phone? What is your parents’ attitude?….. 14.Describe the phone and explain the reasons to the whole class Step Eight A Project 15.Design your own cell phone. You work for a company that makes cell phones. Your manager wants you to design a new model to increase the sales among Chinese high school students. Work in groups and draw your model in the box below. A New Model
16.Advertise your model These questions may help you do the job ? What colour is it? ? What size is it? ? What shape is it? ? What material is it made from? ? What features does it have? ? How much will it cost?
17.Find out the market’s reaction and revise the design. 18. Let the students make their own choices with reasons available 19.Revise the design and submit it to your manager. Step Nine An Investigation (Homework) 20. Investigate the teaching and living facilities provided by the school 21. List things that are already provided and still needed
Classroom Facilities Items Provided Items Needed
Dormitory Facilities Items Provided Items Needed
22.Dwell on the great function of the facilities provided 23 Give acceptable reasons why more new items are needed 4th Period Sub Topic: Teaching and Living Facilities of the School Focus Tasks 2. Writing 1. Describe the damage that is being done to the Earth Write a letter of complaint 1. To encourage the students to pick out the useful phrases on their own like throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool etc.. 2. To fulfill Word Study in the form of a Memory Competition press\teenager\remind\dare\emergency dial\obey\throughout\calendar 3.To enable the students to formulate the rules of the Present Continuous Passive Voice ,test out the rules and
finally refine their interlanguage I am being given too much homework. We are always being highly controlled by the teachers Not enough opportunities are being offered to us students At night, I am frequently being disturbed by the noise from the nearby construction site. … Great damage is being done to the Earth. Too many trees are being cut. Animals are being hunted…….. Moral Focus: Environmental Protection Teaching Aids:A tape recorder, a cassette etc. Teaching Procedures: Step One Warming up 1. 2. Greetings Word Game Work in pairs and make new words How many words can you make by moving the sides of the box? S C A
I O T
D A O
R T E
Examples: STOP ROOM SOAP DATE etc Step Two Presentation .4. Listen to the text again and enable the students to pick out on their own some useful words , phrases and sentences
Useful Words emergency
stay in touch with sb New functions are being added to the phones
5. Talk about the reasons why these words, phrases and sentences are worth their attention Step Three Word Study 6. Match the words and phrases with the meaning on the right (See Word Study, page 61 ) 7. A Memory Competition ? Books closed. ? Two Groups Group 1: Girls Group 2: Boys ? Two boys and two girls act as secretaries
? The group which gets more guesses wins. Step Four Grammar 8. Read the text again and try to identify the sentences that have the similar structure ? Words and images are being sent throughout the world.
? They are being used as cameras and radios, and to sent e-mail or surf the internet. ? New functions are being added to the phones…. 9. Let the students formulate the rules of the Present Continuous Passive Voice through careful observation Step Five Pair Work 10. Test out the rules and get feedback through peer interaction by putting the following into the Present Continuous Passive Voice and change the following sentences into questions, using the Present Continuous Passive Voice (see page 61) Step Six Language Input
11.. Listen to a passage focusing on the Present Continuous Passive Voice and help impress the students with the information and fossilize their hypotheses Step Seven A Discussion 12.Refine the interlanguage by working in groups of four and describing the damage that is being done to the earth. Hopefully the students will use such structures as
Great damage is being done to the Earth. Too many trees are being cut. Animals are being hunted. Rich farmland are being built on. The air and water are being seriously polluted. The whole environment is being destroyed. Human beings are being compelled to confine to their homes. As a result a lot of fun has been spoiled. … 13. Fossilize their hypotheses of the Present Continuous Passive Voice Step Nine An Interview 14. After studying in the new school for a couple of months, you come across some problems with both your study and your life. In your opinion, the school should put more money in improving both the classroom facilities and dormitory facilities. Therefore, you go to see the headmaster and talk about your personal problems or even complaints. 7. An Interview 10.One student act as the headmaster and the other as the student suffering from the problems. The interview takes place in the Headmaster’s office. 11.Hopefully the student can use such structures as I am being given too much homework. We are always being highly controlled by the
teachers Not enough opportunities are being offered to us students At night, I am frequently being disturbed by the noise from the nearby construction site. … ? Personal opinions are to be concluded: More teaching facilities are being needed Air conditioners should be added to the dorm in case of hot and humid weather. A telephone and a computer are also needed… ? . Review the expressions of agreement and disagreement Step Ten Writing 8. Write a letter to the Headmaster describing the heavy burden given by the school and complaining about the poor studying and living conditions. Personal opinions and suggested solutions are supposed to be included 9. Put your letter in the Headmaster’s Letter Box Step Eleven Homework 10.Finish Part 1&2, p136, WB 11.Prepare A Hi-tech Show ? The Hi-tech Show is to impress the students with the great impact of technology by displaying the technological achievements. Divide the whole class into several groups and
do the show ? Work in groups of six ? Decide the theme ? Produce a courseware ? Prepare the introduction 5th Period Sub Topic: Controversy about Technology Focus Tasks Using English 1. A Hi-tech Show 2. Talk about the Advantages and Disadvantages of the Cellphones, Robots and Computers etc. 3. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café Teaching Aims: 1. To impress the students with the great impact of technology 2.To use the words and phrases to describe things (press\teenager\remind\dare\emergency\dial\obey\thr oughout\calendar throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool….) To think about the problems caused by technology Teaching Aids: A cellphone, pictures of a robot and computer, the multi-media
teaching system, etc. Moral Focus: Social Awareness Teaching Procedures: Step One Warming up
1. Enjoy some well-selected MTVs 2. Comments on the producing of these MTVs and the use of new technology Step Two A Hi-tech Show 3. Impress the students with the great impact of technology by displaying Hi-tech achievements and the great imagination which will bring about new inventions in the future. ? Get the groups to show their work ? Introduce the Hi-tech achievements ? Descriptions must come along with the show ? Four minutes are given for each group 4. Imagine the future inventions Step Three Language Input Future Travel : Teleportation 5.Read the passage and answer the following questions ? What does teleportation mean? ? How is teleportation different from normal transportation? ? Why is it so difficult to teleport human beings? ? Do you think teleportation will be realized? Give your
reasons. 6.Fulfill the exam tasks Learn the strategy of guessing the meaning of the words in the context. Match each word with the best strategy. Word Teleportation Strategy Some words are made up of parts. We can use the meaning of each part to guess the meaning of the word Photons We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning Apart Some words are explained in the sentence. The explanation is often between commas(,), dashes(----),or brackets( ). Step Four More Tips for reading 1. Learn to become a smart reader See page 63 Step Five A Science Report 7. Listen to a science report from the VOA 8.Impress the students with the latest discoveries in technology 9. Comments on the possible negative aspects of technology
Step Six Talking 10. Modern technology helps us do many of the things we want to do. But technology can also cause problems. What are the advantages and disadvantages of modern technology? ? Work together with your partner. Write down the advantages and disadvantages of the following inventions. Items Advantages Disadvantages
Cellphones 1.Cellphones help us keep in 1.Using a cellphone is touch with friends and family. expensive. … 2.Overusing it may disturb our work. … Robots … … …
? Discuss about the advantages and disadvantages of modern technology with the help of the lists.
Step Seven Topic Probe (Homework) 11. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café ? Pay attention to the percentage of boys and girls respectively ? Organize a report ? Share opinions with the whole class
A Survey N O Nam Ag e e Se x Name the Café of Reaso Parents School’s Cyber n ’ Attitud e 1 2 3 4 5 6 7 8 9 10 Step Eight Writing 12. Write an investigation report informing on the result of the investigation. 13. State the present situation and list all the problems 14. Appeal for attention to proper use of Cyber Café by teenagers 15. Suggest solutions and express your own ideas clearly 16. One or two sentences are expected to be used in Present
6th Period Sub Topic: Attitude towards Technology Focus Tasks Using English 1. A Debate To Be a Technology-driven Human or not to Be 2. A Letter Love is the Everlasting Topic of the World 3. A Short Essay Teaching Aims: 1. To use the following sentences to continue the debate (Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way……)To express opinions in real situations 2.To learn to write an essay Moral Focus: Global Sense Teaching Aids: a tape recorder, a set of multi-media teaching system
Teaching Procedures: Step One Warming up
1.Greetings 2.Chatting ? Compare China and the western countries in terms of technology with the help of the multi-media teaching system. ? Talk about the relationship between the young generation and the future of China ? Work out the qualities that the new generation should have in order to make the nation more powerful Step Two Investigation Report 3. Announce the results of the investigation 4. Personal comments on the results of the investigation 5.Share opinions with other groups 6.Read and refine the language of the report 7.Submit the report to the related department of the local government Step Three A Design 8.Work in groups of five. 9.Work out some regulations for the communities to keep the teenagers away from the Cyber Cafe. 10.Contribute the regulations to the communities Step Four Thinking and judging 11.. Prepare the students for the on-coming debate by asking
them the following questions. ? What helps us a lot in our teaching and learning? ? Did I use the multi-media teaching system in every class? ? Should we use the multi-media teaching system in every class? Why yes or no? ? How should we make good use of the advanced facilities? Step Five A Debate 12. A Debate: To be technology-driven human or not to be 13. Divide the whole class into two and debate whether humans should be controlled by technology or not ? Explain why humans should be technology-driven and why not ? Cite examples to support the idea ? Persuasive Language is strongly suggested ? A final speech from each is expected Step Six Discussing 14. Discuss about the result of the ill use of technology 15.Impress the students with the sharp contrast between the abusing use and hailing promotion of technology by
showing some of the pictures like 中国移动拯救海难主人 翁 照 片 ， Heart-transplanting Operation, Antarctica
Expedition, the Iraq War, the atomic bombing ,the nuclear
weapon competition etc. Step Seven Reflective thinking 16.What would happen if we go on abusing technology? 17. Imagine a world that is controlled by robots? Step Eight Language Input 18. Read the passage and think what is missing in this future world Step Nine Imagination 19. Imagine that you are one of the students chosen to solve the problem. Write a letter to Q 12 in which you explain love and friendship. Remember that Q12 is a computer that does not understand how human beings feel and what human life is like. Tell Q12 about how we think, how we feel about each other, and try to give examples of love and friendship 20. Tell your classmates about the examples that you are going to use 21. A Letter to Q12 Love is the Everlasting Topic of the World . The following may help you with the writing ? Tell Q12 who you are and why you are writing this letter ? Tell Q12 about love and friendship and explain how love and friendship will make the world better
? Tell Q12 what the world will be like with love and friendship 22. Exhibit the writings Step Ten Tips for Life 23. Give remarks to cultivate some virtues that will be of practical value to the students at school, for subsequent careers and in their personal lives. e.g. ? God helps those who help themselves. ? Everything has two sides. ? Love and friendship is the everlasting topic of this world…. Step Eleven Writing (Homework) 24. Find out how to write an easy on the internet 25. Write an essay in which you explain what th e next ―Big Thing‖ will be, and why you think it will be important 26. Poster the essays on the back wall of the classroom
1. Make teenagers know the importance of environment protection. 2. Talk about wildlife endangerment and ways to protect the environment. 3. Let students practise speaking and listening skills. no longer &no more
Teaching Keys and Difficulties
some words about animals
T: We know there are far fewer kinds of animals in the world than before. They have died out for different reasons. Ask several Ss to tell the reasons. Get the Ss to know the fact that many animals have died Teaching Step 2 Procedure Warming up out because of human beings.
Look at the pictures on the book.(tigers, Tibetan antelopes and pandas) Many of the world’s animals are in danger. Read about the endangered animals above and discuss the following questions with your partner. 1. Do you know of any other endangered animals? Why are they in danger? 2. Why is it important to make sure that animals do not die out?
3. What can we do to help endangered animals? & If necessary, review some expressions for talking
Title Teaching objectives
1. Practice the Ss’ oral English, enabling them to talk about advantages and disadvantages. 2. Make the Ss know more about the relationship between man and animals from the point of view of the animals not man.
Teaching Keys and Difficulties Step 1 Revision practise ―question and answer‖
Let some Ss tell about the endangered animals. Step 2 Speaking
Topic: A reporter for the magazine National Wildlife is writing an article about animals in zoos and is going to interview some animals to find out more about the Teaching advantages and disadvantages of living in a zoo. Possible way to work: 4 or 5 students in a group. One Procedure acts as the reporter. And the others act as animals, such as hippo, kangaroo, elephant, wolf, monkey, giraffe etc. Let students take turns to be the reporter and ask animals questions. And the reporter is supposed to collect the advantages and disadvantages during asking and answering. The reporter can use the questions below to get started and try to think of more questions.
& Where did you live before they brought you to the zoo? & How long have you lived in the zoo?
Period 3& 4
1. Get the students to know about why we human beings need to keep animals and plants from Teaching objectives 2. The students are trained to improve their reading ability and comprehension. becoming endangered.
Teaching Keys and
To understand the new words in the context and use the new words in different situations.
Difficulties To get the main idea of the passage and get to know the purpose of the author. Step 1 Revision Check up the homework. Get some pairs of students to act out their dialogues assigned in the last lesson. Step 2 Pre-reading T: Today we’re going to about animals and plants as well as us human beings. Here are some questions before reading the text and discuss them with your partner. 1) How do plants and animals live together? 2) How do human beings need to survive? Teaching 3) What do plants and animals need to survive? 4) What do animals do to survive in places where it is Procedure 高一上 172 very hot or cold, where there isn’t much water, or where it is different to find food?
III. Careful reading Teaching Try to get the main idea of each paragraph. Paragraph one ： Many animals and plants have died Procedure out and some others are in danger. Paragraph two: Why do animals and plants become endangered? Paragraph three: What can we do to keep animals and plants from being
endangered? Step 4 Listening Play the tape of the text for the students to listen to listen to. Get them to pay much attention to the pronunciation, stress and intonation. Get the students to read the text aloud. Step 5 Post-reading I. Answer the questions. II. Work in groups. Read about Jennifer ’s idea and then write your own list. Step6 Language study
Let the Ss pay attention to the following useful expressions: 1. The expert tries to keep animals and plants from becoming endangered.
We could not survive with out all the animals and plants around us.
Many of the earth’s plants and animals have died out.
We may be able to take measures before it is too late.
They are all used to their environment. The animal or plant has to either adapt to the change or find a new home.
A special may die out If humans or other animals use too much of a plant or kill too many animals.
The good news is that there is a lot we can do to help.
We can help by creating more space for animals and plants.
Step 7 Discussion Discuss the endangered animals and different ways to protect them. Preserve Habitats/ Make space for our wildlife/ Plant native plants that are local to the area./ Control introduced plants and animals./ Join an organization Step 8 Homework Review the text and try to retell it.
Preview next part. Evaluation
Title Teaching objectives
1. Let the students learn more about the protection of environment by reading and writing. 2. Review Direct and Indirect speech
Teaching Keys and Difficulties
the prefix reDirect and Indirect speech
Step 1 Revision Ask some Ss to say something about wildlife endangerment. Step 2 Word study I. Get Ss to know something about word formation and go over the use of the prefix‖ re-‖ Teaching II. Work in pairs III. Report the answers. Procedure Step 3 Grammar I. Revise the rules for the Direct and Indirect Speech. II. Practice. 1) Give Ss several minutes to do the exercise in pairs orally. First pick out the sentences and then turn them into Direct Speech. 2) Report the answers. Step 4 Speaking One student act as Professor Stevenson,
and the other acts as one of the students.
Step 5 Conclusion Grammar: Direct and Indirect speech.
* Understand the article in the part of Reading and writing. Teaching objective s Get the students to know the main idea and purpose of it and how it is presented. * Strengthen the writing on Reduce , Reuse, Recycle and Respond. * Learn to cooperate and share ideas with each other. Teaching Writ an article. Keys and It is important to do…. Difficulti es Step1 Revision
Check up the homework, getting the students to know how to make correct sentences. Step2 Reading
Read the short passage carefully and try to get the Teaching main idea. Recalling is very important for living things. Procedur Step3 e Work in groups of four and talk about how to recycle energy and water. Step4 Practice Discussion
Deal with the practice at page 69. Encourage the
students to use their head, working at the practice. Step5 Writing
Unit 11 The sounds of the world
This unit mainly talks about different kinds of music with the title The sounds of the world. 1. Teaching aims and demands 类 别 课程标准要求掌握的项目 1) Talk about different kinds of music 2) Discuss characteristics of different kinds of music and 话 题 differences between them 3) Write a comparison essay 功 能 Giving advice and making suggestions You’d better (not)… You should/ought to… You need (to) … Shall we…? Let’s… What/How about…? Why not…? Why don’t you…? I think …
I am sure (that)… Maybe you could…
suggestion blues spread
instrument slave jazz folk
perform contain guitar
performer traditional satisfy
inner desire emotion process intelligence chant in common turn into 语法 The passive voice in different tenses 1) 一般现在时（am\is\are done）
musician totally express
Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor. 2) 一般过去时（was\were done） Ricky Martin performed the song of the 1998 World Cup. → The song of the 1998 World Cup was performed by Ricky Martin. 3) 现在进行时（am\is\are being done） Everyone in the country is singing the beautiful song. →The beautiful song is being sung by everyone in the country. 4) 过去进行时（was\were being done） Smith was weighing the baby elephant. →The baby elephant
was being weighed by Smith. 5) 一般将来时（will be done） The famous band will give a performance in the Capital Concert Hall. →A performance will be given by the famous band in the Capital Concert Hall. 6) 过去将来时（would be done） He knew that they would invite him to perform in the New Year ’s Concert. →He knew that he would be invited to perform in the New Year ’s Concert. 7) 现在完成时（have\has been done） They have picked out the top ten pop songs → The top ten pop songs have been picked out. 8) 过去完成时（had been done） The headmaster had given the boy a golden pen. → The boy had been given a golden pen by the headmaster. 2. 教学内容分析 本单元的中心话题是 “音乐” 。 语言技能和语言知识几乎都围绕 “音 乐”这一中心话题设计的。由热身、听力、口语、读前、阅读、读后、 语言学习、综合技能、学习建议、复习要点等十个部分组成。 “热身”(Warming up)部分提供了地图，然后听音乐，要求学生明 白所听音乐来自哪里，并展开讨论。这部分的目的是呈现本单元的中 心话题——音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，
copyright ©right 2010-2020。