(SEFC 1A, Revised Edition)
Xu Yufen
Zhejiang Hongda School Affiliated to Shanghai International Studies University
一． 教材解讀（Material Interpretation）
通常人們忌諱“只見(jiàn)樹(shù)木，不見(jiàn)森林”，然而這里我們姑且就一個(gè)單元這只林片木來(lái)想象一下那片充滿(mǎn)神奇的森林。從某種意義上說(shuō)，這或許正是這套教材的編寫(xiě)者們的用意所在。高一英語(yǔ)新教材的編寫(xiě)依然以單元為單位，但每個(gè)單元打破了呆板的塊狀設(shè)計(jì)，換之于流暢的線型流程，為課堂教學(xué)的靈活組織留下了更大的空間。整個(gè)教材體現(xiàn)了Communicative Curriculum的指導(dǎo)思想。每個(gè)單元以功能為主題，話(huà)題為支撐，結(jié)構(gòu)為平臺(tái)，任務(wù)為載體，意義交流為目的，充分體現(xiàn)了語(yǔ)言運(yùn)用的基本思路，為任務(wù)型課堂教學(xué)構(gòu)建了框架，注重提高學(xué)生用英語(yǔ)獲取信息、處理信息、分析和解決問(wèn)題的能力，發(fā)展學(xué)生與人溝通和合作的能力。
本單元的主題是Technology，中心話(huà)題為Hi-tech,話(huà)題本身具有強(qiáng)烈的時(shí)代氣息，貼近學(xué)生的實(shí)際生活，符合學(xué)生的認(rèn)知水平，在學(xué)生中有較強(qiáng)的認(rèn)同感。這一單元的交際功能項(xiàng)目（Functional Item）有兩個(gè)：1. Describing things 2. Expressing agreement & disagreement。結(jié)構(gòu)項(xiàng)目（Structure）為T(mén)he Present Continuous Passive Voice；主要能力項(xiàng)目為Reading 和Writing，其中一個(gè)閱讀正篇，兩個(gè)Language Input, 要求學(xué)生學(xué)會(huì)閱讀并在閱讀中培養(yǎng)根據(jù)上下文或構(gòu)詞法理判斷詞義的能力，同時(shí)學(xué)會(huì)寫(xiě)信并在信中闡述問(wèn)題的癥結(jié)，發(fā)表自己的觀點(diǎn)。拓展項(xiàng)目為如何運(yùn)用高科技獲取更多英語(yǔ)信息，提升英語(yǔ)學(xué)習(xí)，并探究科技為人類(lèi)帶來(lái)便利的同時(shí)可能存在的負(fù)面影響以及消除這些影響的解決辦法。
二 教學(xué)目標(biāo)(Instructional Objectives)
通過(guò)教學(xué)，學(xué)生能描繪一些日常用品（如第一課時(shí)的A Guessing Game 和Describing and Drawing），發(fā)現(xiàn)一些問(wèn)題，發(fā)表個(gè)人觀點(diǎn)，努力解決問(wèn)題（如第二課時(shí)的Problems and Solutions，Role Play和A TV Chitchat Program: Help is on the Way）；能學(xué)會(huì)與他人交流和合作（如第三課時(shí)中的Designing and advertising a new model of cell phone for Chinese high school students）；能學(xué)會(huì)尋找適當(dāng)渠道解決實(shí)際問(wèn)題（如第四課時(shí)中的A Letter of Complaint to the Headmaster）；能自己學(xué)會(huì)學(xué)習(xí)，在學(xué)習(xí)中建立輸入假設(shè)，在實(shí)踐中驗(yàn)證假設(shè)，并最后修正假設(shè)(如第四課時(shí)的對(duì)The Present Continuous Passive Voice的學(xué)習(xí))；能懂得基本的一些學(xué)習(xí)策略，并運(yùn)用這些策略提高在一定的context 中對(duì)一些較難詞義的推斷能力（如第五課時(shí)中的Word and Strategy）；能運(yùn)用高科技獲取更多英語(yǔ)信息，提升自己的英語(yǔ)學(xué)習(xí)(如第三課時(shí)中的Story Sharing和第六課時(shí)的Essay Writing)；能探究高科技為人類(lèi)帶來(lái)文明和便利的同時(shí)可能存在的負(fù)面影響以及消除這些影響的解決辦法（如第五課時(shí)中的Talk about the advantages and disadvantages of cellphones, robots, computers etc.）；能在研究性的學(xué)習(xí)中進(jìn)行自我反思，培養(yǎng)公民意識(shí)、社會(huì)責(zé)任感和全球觀念（如第五課時(shí)中的A Probe into the Cause of Teenagers’ Addiction to Cyber Café和第六課時(shí)中的To Be a Technology-driven Human or not to Be）；能在不斷的反思中領(lǐng)悟并懂得人類(lèi)追求高科技的根本目的，倡導(dǎo)人與人之間的友愛(ài)和真情（如第六課時(shí)中的寫(xiě)給未來(lái)控制了人類(lèi)的巨能電腦Q12 的題為L(zhǎng)ove is the Everlasting Topic of the World的信）。
Unit 9 (SEFC 1A)
Notion Technology
Topic Hi-tech
Functional Items 1. Describe things
2. Expressing agreement & disagreement
Structure The Passive Voice (3) The Present Continuous Passive Voice
Tasks 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 Voice of Students
8. A Letter of Complaint
9. A Hi-tech Show
10. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café
11. A Debate To Be a Technology-driven Human or Not to Be
12. A Letter to Q12 Love is the Everlasting Topic of the World
13. An Essay Big Thing
Moral Goals 1. Creative Thinking
2. Communication and Cooperation
3. Love and Caring
4. Environmental Protection
5. Social Awareness
6. Global Sense
三．教學(xué)設(shè)想（Teaching Assumptions）
在整個(gè)單元的教學(xué)中我們突出以話(huà)題為綱，交際功能為主線，兼顧結(jié)構(gòu)，適當(dāng)拓展。在教學(xué)方法上堅(jiān)持以Communicative Approach為主，輔以其他多種有效教學(xué)方法。充分運(yùn)用任務(wù)型教學(xué)途徑，精心設(shè)計(jì)各種任務(wù)，以任務(wù)為載體，搭建意義交流舞臺(tái)，創(chuàng)設(shè)各種情景途徑，創(chuàng)建各種情感體驗(yàn)機(jī)會(huì)。通過(guò)教學(xué)，進(jìn)一步發(fā)展學(xué)生基本語(yǔ)言運(yùn)用能力，激活學(xué)生的英語(yǔ)思維，保持英語(yǔ)的學(xué)習(xí)熱情,使精心設(shè)定的Moral Goal 的完成能水到渠成。例如，提高用英語(yǔ)獲取信息、處理信息、分析和解決問(wèn)題的能力，發(fā)展學(xué)生與人溝通和合作的能力；激發(fā)學(xué)生對(duì)事物深入了解的探究心理，逐步養(yǎng)成研究性學(xué)習(xí)意識(shí); 通過(guò)自主學(xué)習(xí)和社會(huì)調(diào)查，和與發(fā)展國(guó)家在科技方面的比較，了解社會(huì)，增強(qiáng)社會(huì)責(zé)任感（(Social Responsibility)，強(qiáng)化祖國(guó)意識(shí)(National Awareness)，培養(yǎng)全球觀念(Global Sense)。
1．話(huà)題拓展 （Extended Topics）
以Technology為主題，由中心話(huà)題衍生出六個(gè)Sub Topics, 分別是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。 根據(jù)每一個(gè)Sub Topic精心設(shè)計(jì)相應(yīng)的任務(wù)，突出交際功能，通過(guò)完成任務(wù)使學(xué)生達(dá)到交流的目的，完成語(yǔ)言的運(yùn)用，能力要求涵蓋聽(tīng)、說(shuō)、讀、寫(xiě)及綜合運(yùn)用，人文因素涉及學(xué)生的情感態(tài)度、學(xué)習(xí)策略、文化意識(shí)、價(jià)值取向和評(píng)判標(biāo)準(zhǔn)。所有的Sub Topics 均指向中心話(huà)題，在單元的結(jié)束提升主題：Love is the Everlasting Topic of the World。
2．課時(shí)設(shè)計(jì)(Time Allocation)和階段教學(xué)目標(biāo)(Phase Teaching Demands)
整個(gè)單元擬用五個(gè)課時(shí)完成,每個(gè)課時(shí)由一個(gè)Sub Topic 展開(kāi)，功能項(xiàng)目明確，任務(wù)真實(shí)具體，能力取向明朗。
第一課時(shí)
Sub Topic New Uses of Things
Focus Listening
Function 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
第二課時(shí)
Sub Topic Problems and Solutions
Focus Speaking
Function Expressing agreement and disagreement
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…
Tasks 1. Role Play Give advice and make suggestions
2. A TV Chitchat Program
Help is on the Way
Moral Focus Communication and Cooperation
第三課時(shí)
Sub Topic Life in a Technological Era
Focus Reading
Function Designing and describing a new model of cell phone
Structure 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 their cell phones in detail 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
第四課時(shí)
Sub Topic Teaching and Living Facilities of the School
Focus Writing
Function Describing problems and giving opinions
Structure The Present Continuous Passive Voice:
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 Voice of Students
3.A Letter of Complaint
Moral Focus Communication & Cooperation
第五課時(shí)
Sub Topic Controversy about Technology
Focus Using English
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 eenagereminddareemergencydialobey hroughoutcalendar
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 Social Awareness
第六課時(shí)
Sub Topic Attitude toward Technology
Focus Using English
Function 1. Persuading by giving various opinions and expressing 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．教學(xué)思路(Teaching Planning)和任務(wù)設(shè)計(jì)(Task Designing)
整個(gè)單元分成六個(gè)次話(huà)題：New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching and Living Facilities, Controversy about Technology 和Attitude towards Technology， 根據(jù)難點(diǎn)重點(diǎn)設(shè)計(jì)任務(wù)，注意任務(wù)的連貫性、剃度性。
第一課時(shí)話(huà)題為New Uses of Things, 能力重點(diǎn)為L(zhǎng)istening。在設(shè)計(jì)任務(wù)時(shí)特地設(shè)計(jì)了Describe the things and how they work, 突出Listening外，巧妙地融進(jìn)了Speaking , 為下一課時(shí)作好了鋪墊。 在做Describing and Drawing任務(wù)時(shí)，老師有意識(shí)地用一些如CD機(jī)，遙控器之類(lèi)的東西，讓一組學(xué)生進(jìn)行Description，另一組學(xué)生進(jìn)行Drawing and Guessing, 這樣成功地創(chuàng)造了一個(gè)Information Gap,使學(xué)生興致盎然，并在完成任務(wù)的同時(shí)悄悄地接近了單元中心主題。教學(xué)者就這樣不露痕跡地完成點(diǎn)題這一細(xì)節(jié)。結(jié)束任務(wù)是除了本節(jié)課探討的這些東西的New Uses 以外，思考一下使用這些東西帶來(lái)的問(wèn)題。 這樣巧妙地過(guò)渡到了第二課時(shí)的話(huà)題Problems and Solutions。
第二課時(shí)話(huà)題為Problems and Solutions， 能力重點(diǎn)是Speaking。通過(guò)Warming up 和對(duì)上一節(jié)課布置的問(wèn)題的思考，輕松引入Speaking。通過(guò)幫助老師解決難題這一任務(wù), 預(yù)演怎么Give opinions, 如何express agreement and disagreement。接著，進(jìn)入Role Play 這一任務(wù)。 通過(guò)觀看Family Album, USA,和Mr Bean中的幾組鏡頭， 學(xué)會(huì)更多表示同意和反對(duì)的方法，拓展語(yǔ)匯，豐滿(mǎn)語(yǔ)言。此后學(xué)生開(kāi)始由外及里，進(jìn)入每人的內(nèi)心世界，審視自身的問(wèn)題，尋求解決的途徑。最后通過(guò)模擬電視臺(tái)主持人主持的一檔題為Puppy Love 的Chitchat Program，讓學(xué)生模擬老師、家長(zhǎng)、校長(zhǎng)、專(zhuān)家、教育部門(mén)領(lǐng)導(dǎo)等角色，暢所欲言，以進(jìn)一步鞏固已學(xué)語(yǔ)言，達(dá)到真實(shí)交流的目的。結(jié)束時(shí)一個(gè)What Makes Such Service Possible?又將學(xué)生引入中心話(huà)題Technology的思索.。要求學(xué)生在思索之后通過(guò)上網(wǎng)閱讀，準(zhǔn)備一個(gè)能體現(xiàn)Technology優(yōu)越性的愛(ài)心故事，在下一節(jié)課與其他同學(xué)分享。這以環(huán)節(jié)不僅與下一節(jié)課的主題Life in a Technological Era聯(lián)系了起來(lái)，為下一節(jié)閱讀課作了準(zhǔn)備，更為本單元最后主題的升華即Love is the Everlasting Topic of the World 埋下了伏筆。
第三課時(shí)為Reading, Sub Topic為L(zhǎng)ife in a Technological Era。通過(guò)Story Sharing這一“讀中帶說(shuō)”的任務(wù)，感悟Technology，暢談?dòng)纱藥?lái)的便利和文明的提高。接著轉(zhuǎn)入閱讀，依次完成閱讀的各級(jí)任務(wù)，同時(shí)初步領(lǐng)略語(yǔ)言項(xiàng)目The Present Continuous Passive Voice，為下一節(jié)課作好鋪墊。最后，從感受高科技進(jìn)入體驗(yàn)高科技，完成一個(gè)Cell Phone新款 的設(shè)計(jì)任務(wù)，并用恰當(dāng)語(yǔ)言表述其性能、款式，完成產(chǎn)品的宣傳策劃，接著根據(jù)市場(chǎng)反饋，修正設(shè)計(jì)任務(wù)。這節(jié)課的Assignment是一個(gè)關(guān)于學(xué)校教學(xué)和學(xué)生生活設(shè)施的一個(gè)調(diào)查。學(xué)生五、六人不等，組成一個(gè)小組，完成對(duì)學(xué)校現(xiàn)有教學(xué)和生活設(shè)施的調(diào)查，明確在這方面還應(yīng)該有哪些投入，緊扣下一節(jié)的話(huà)題，并為在下一節(jié)課模擬和校長(zhǎng)的Interview中和寫(xiě)給校長(zhǎng)的 A Letter of Complaint中準(zhǔn)備好真實(shí)的材料。
第四課時(shí)的話(huà)題為T(mén)eaching and Living Facilities。通過(guò)Warming up 中的Word Puzzle(或 Word Game)，自然導(dǎo)入Word Study和 Grammar。在Grammar中，根據(jù)Krashen 的Input Hypothesis(輸入假設(shè)理論),由學(xué)生通過(guò)對(duì)課文中一些相同結(jié)構(gòu)句子的分析，形成自己的假設(shè)，通過(guò)兩人小組活動(dòng)的句型轉(zhuǎn)換練習(xí)，驗(yàn)證假設(shè)，獲得反饋，最后在題為T(mén)alk about the Damage that is Being Done to the World的討論中提純語(yǔ)言，修正假設(shè)，完成良好的自主學(xué)習(xí)習(xí)慣。利用上一節(jié)課課后所做調(diào)查中的材料，模擬和校長(zhǎng)的一個(gè)Interview，在Interview中學(xué)生反映學(xué)校學(xué)習(xí)和生活中的問(wèn)題。反映問(wèn)題時(shí)學(xué)生會(huì)不可避免地用到剛學(xué)的語(yǔ)法結(jié)構(gòu)，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，重新復(fù)習(xí)怎么提出觀點(diǎn)，扮演校長(zhǎng)的學(xué)生也不可避免地會(huì)對(duì)學(xué)生的觀點(diǎn)、建議要表示同意或反對(duì)，這樣，又一次凸現(xiàn)了本單元Expressing agreement and disagreement的功能項(xiàng)目。最后給校長(zhǎng)寫(xiě)一封抱怨信，將在學(xué)習(xí)和生活遇到的問(wèn)題和自己的觀點(diǎn)、建議寫(xiě)進(jìn)信內(nèi)，投入校長(zhǎng)信箱，等待校長(zhǎng)答復(fù)。由于在學(xué)習(xí)Unit 9時(shí)，學(xué)生在新學(xué)校已生活了約一兩個(gè)月，這樣的任務(wù)設(shè)計(jì)應(yīng)該是非常真實(shí)，也容易操作。本課的Assignment 是準(zhǔn)備一個(gè)Hi-tech Show, 學(xué)生五、六人不等，組成一個(gè)小組,確定主題，上網(wǎng)搜索，充分展示高科技的成果和給人類(lèi)帶來(lái)的文明，要求配上解說(shuō)詞。每一小組時(shí)間不超過(guò)2分鐘。
第五課時(shí)話(huà)題為Controversy about Technology, 音樂(lè)MTV欣賞作為Warming up，接著從MTV的制作，直接進(jìn)入各小組的Hi-tech Show, 因?yàn)楦呖萍嫉某删秃徒o人類(lèi)生活帶來(lái)的文明是本單元的中心主題，因此在這里進(jìn)一步進(jìn)行渲染、烘托。同時(shí)話(huà)鋒一轉(zhuǎn)，對(duì)比鮮明地轉(zhuǎn)入本課話(huà)題Controversy about Technology。通過(guò)對(duì)手機(jī)、機(jī)器人和電腦等物advantages 和disadvantages的討論，進(jìn)行反思，最后完成對(duì)于青少年進(jìn)網(wǎng)吧玩游戲問(wèn)題的調(diào)查，寫(xiě)出調(diào)查報(bào)告。
第六課時(shí)是終結(jié)性課時(shí)，集中體現(xiàn)各種能力，重點(diǎn)突出語(yǔ)言的使用，課時(shí)話(huà)題為Attitudes toward Technology。Warming up是一個(gè)師生之間的chatting。在chatting中談中國(guó)與西方國(guó)家在科技發(fā)展上的差別，中國(guó)青少年與中國(guó)未來(lái)的關(guān)系，中國(guó)青少年該如何處理個(gè)人與民族的關(guān)系等，自然切入主題。緊接著的是調(diào)查報(bào)告反饋。每個(gè)小組用兩分鐘時(shí)間陳述報(bào)告，交換意見(jiàn)，最后以班級(jí)名義將整合的調(diào)查報(bào)告呈交有關(guān)部門(mén)。通過(guò)調(diào)查，學(xué)生開(kāi)始接觸世界，了解社會(huì)，以此增強(qiáng)公民意識(shí)和社會(huì)責(zé)任感。討論出青少年進(jìn)入游戲網(wǎng)吧的有關(guān)規(guī)定，交給各個(gè)社區(qū)，用于宣傳教育。完成一個(gè)題為T(mén)o Be a Technology-driven Human or not to Be的Debate。在Debate中，進(jìn)一步點(diǎn)明本單元的中心主題和體現(xiàn)本單元的交際功能項(xiàng)目。在Debate之后用一些伊拉克戰(zhàn)爭(zhēng)、原子彈爆炸、核武器競(jìng)賽和心臟移植手術(shù)、南極探險(xiǎn)等圖片的鮮明對(duì)比使學(xué)生對(duì)該如何使用高科技進(jìn)行深刻的反思，想象abusing高科技可能帶來(lái)的惡果。緊接著是Language Input，講述的是2374年人類(lèi)被巨能電腦Q12控制后的世界模樣。最后以一封寫(xiě)給巨能電腦Q12的題為L(zhǎng)ove is the Everlasting Topic of the World的信作為本單元的結(jié)束，使主題得到了升華。
總之，在進(jìn)行單元教學(xué)設(shè)計(jì)時(shí)，努力做到板塊清晰，思路流暢，條塊結(jié)合，經(jīng)緯貫通。主題鮮明，反復(fù)烘托，功能項(xiàng)目體現(xiàn)到位；能力結(jié)構(gòu)分配合理，梯度適中；任務(wù)設(shè)計(jì)環(huán)環(huán)相扣，逐步升級(jí)。板塊之間既個(gè)性鮮明，重點(diǎn)突出，又首尾相接，前呼后應(yīng)；整個(gè)單元主題明朗，任務(wù)多樣；教學(xué)思路流暢，前后呼應(yīng)，一氣呵成。
主題線：淺嘗----接觸----了解----深入----問(wèn)題----對(duì)策----反思--- 升華
任務(wù)線： A Guessing Game Describing things and how they work
---- Describing and Drawing Topic Touch
----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 Big Thing New Uses of Things---A Guessing Game----Role
4．教學(xué)方法
在教學(xué)方法上追求輕松自然，強(qiáng)調(diào)教學(xué)方法的多樣化、藝術(shù)性。具體采用的教學(xué)方法有情景教學(xué)法（Situational Approach）、交際法（Communicative Approach）、整體語(yǔ)言教學(xué)法（Whole Language Teaching）、情感激勵(lì)法(Affective Motivation)等。在重視語(yǔ)言?xún)?nèi)涵的前提下不拒絕語(yǔ)言形式上的韻味和美感，適時(shí)配以音樂(lè)、時(shí)尚、藝術(shù)等，追求人與語(yǔ)言?xún)?nèi)容、語(yǔ)言形式的和諧。在強(qiáng)調(diào)語(yǔ)言實(shí)際功能的基礎(chǔ)上，注意呈現(xiàn)語(yǔ)言的人文光輝，使語(yǔ)言學(xué)習(xí)既受用無(wú)窮，又多姿多彩。
1）教學(xué)方法的多樣性
例如在本單元中，我們非常重視Warming up，通過(guò)Warming up，激活學(xué)生已有的知識(shí)和經(jīng)驗(yàn)，調(diào)動(dòng)各種學(xué)習(xí)機(jī)智如情緒、態(tài)度、心理等，鏈接即將開(kāi)始的Classroom Activity。使整個(gè)單元的Warming up形式多樣，景趣交融。
激情聯(lián)想（如第一課時(shí)）
直觀圖片（如第三課時(shí)）
問(wèn)題解決（如第二課時(shí)）
自由談話(huà)（如第六課時(shí)）
音樂(lè)（如第五課時(shí)）
游戲（如第四課時(shí)）
2)教學(xué)方法的獨(dú)特性
在教學(xué)中和任務(wù)設(shè)計(jì)中不經(jīng)意卻是有意識(shí)地將多媒體、電腦等揉入在其中，并特別注意這些東西在課堂上的有效使用，體現(xiàn)其輔助作用(如在本單元的授課中，第一和第四課時(shí)為使用多媒體)；同時(shí)讓學(xué)生也實(shí)踐操作(如第五課時(shí)中的Hi-tech Show)，使中心主題與課堂實(shí)踐，學(xué)生意識(shí)與教師意圖融為一體，凸現(xiàn)主題。
3)教學(xué)方法的藝術(shù)性
注重語(yǔ)言功能性和語(yǔ)言人文性的結(jié)合
重視學(xué)生內(nèi)在需求的形成
注意發(fā)揮教學(xué)者人格力量作用
強(qiáng)化期待教育和情感激勵(lì)法
營(yíng)造人與語(yǔ)言、人與文化和諧自然、人景相趣的語(yǔ)言學(xué)習(xí)環(huán)境
四．教學(xué)理念（Conceptual Bases）
以任務(wù)型教學(xué)（Task-based Language Teaching）為設(shè)計(jì)理念，正確定位學(xué)生在語(yǔ)言學(xué)習(xí)中的主體地位，以任務(wù)為載體，使學(xué)生通過(guò)體驗(yàn)、感悟、完成任務(wù)，達(dá)到意義協(xié)商、真實(shí)交流的目的；強(qiáng)調(diào)語(yǔ)言的內(nèi)容含義優(yōu)于語(yǔ)言的形式結(jié)構(gòu)；注重語(yǔ)言的功能性，但不忽視語(yǔ)言的人文性；注意教師的人格力量在語(yǔ)言學(xué)習(xí)中的積極作用；提高學(xué)生獲取信息、處理信息和分析、解決問(wèn)題的能力，強(qiáng)化學(xué)生的文化意識(shí)，激發(fā)學(xué)生的探究心理，促使學(xué)生研究性學(xué)習(xí)習(xí)慣的逐步形成；全面提高學(xué)生的人文素養(yǎng)，增強(qiáng)學(xué)生的社會(huì)責(zé)任感。
語(yǔ)言首先是一種交際的工具，因?yàn)楦鞣N交流的需要才賦予語(yǔ)言鮮活的生命和經(jīng)久不衰的美麗。各種源自真實(shí)生活的真實(shí)任務(wù)激發(fā)了學(xué)生各種語(yǔ)言交流的需求，為語(yǔ)言的運(yùn)用搭建了一個(gè)廣闊的舞臺(tái)。由于學(xué)生的注意力集中在任務(wù)的完成上，語(yǔ)言交流的過(guò)程變得真實(shí)、自然，近乎母語(yǔ)的悄然習(xí)得。而完成任務(wù)之后的成就感是學(xué)生信心倍增，為語(yǔ)言的進(jìn)一步學(xué)習(xí)作好了心理準(zhǔn)備。
在任務(wù)型教學(xué)中，我們從學(xué)生的認(rèn)知水平、知識(shí)結(jié)構(gòu)出發(fā)，尊重學(xué)生的意愿和情感的需要，從學(xué)生“學(xué)”的角度來(lái)設(shè)計(jì)出貼近學(xué)生真實(shí)生活，包括學(xué)校生活、社會(huì)生活、內(nèi)心世界、情緒變化等各種教學(xué)任務(wù)，其中有單個(gè)任務(wù)、任務(wù)環(huán)、任務(wù)鏈等形式，以此激發(fā)學(xué)生的求知欲，促使學(xué)生產(chǎn)生學(xué)習(xí)的內(nèi)驅(qū)力，主動(dòng)自覺(jué)的融入語(yǔ)言活動(dòng)，使語(yǔ)言學(xué)習(xí)成為像喝咖啡、欣賞音樂(lè)一樣變成一種時(shí)尚，一種源自?xún)?nèi)心需要的自覺(jué)追求。
在教學(xué)中，根據(jù)ELT頂尖級(jí)專(zhuān)家Krashen的Comprehensible Input 和 Input Hypothesis理論，有效組織語(yǔ)言教學(xué)，促進(jìn)學(xué)生構(gòu)建自己的學(xué)習(xí)模式，盡早養(yǎng)成自主學(xué)習(xí)的習(xí)慣。
總之，在整個(gè)教學(xué)理念設(shè)計(jì)中，貫徹了“以人為本”（Learners-Centered）、“任務(wù)為重”的原則,使原來(lái)的“教學(xué)者帶著知識(shí)走向?qū)W生”變成了“教學(xué)者帶著學(xué)生走向知識(shí)甚至共同走向知識(shí)”。同時(shí)也不露痕跡表達(dá)了“以人為本”的另一層含義，那就是關(guān)注學(xué)生情感，使學(xué)生在英語(yǔ)學(xué)習(xí)的過(guò)程中，提高獨(dú)立思考和判斷的能力，發(fā)展與人溝通和合作的能力，增進(jìn)文化理解和跨文化交際的能力，樹(shù)立正確的人生觀，加強(qiáng)公民意識(shí)，增強(qiáng)社會(huì)責(zé)任感，著眼未來(lái)，培養(yǎng)全球觀念。
五．教學(xué)手段與評(píng)價(jià)工具
在教學(xué)中充分利用好與教材配套的錄音帶、VCD、練習(xí)冊(cè)、閱讀訓(xùn)練、多媒體軟件等，并以此作為學(xué)生學(xué)習(xí)和教師教學(xué)的重要內(nèi)容和手段。在信息時(shí)代飛速發(fā)展的今天，我們應(yīng)重視使用一些先進(jìn)的現(xiàn)代技術(shù)教學(xué)手段，提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣。主要以多媒體輔助教學(xué)，以增加教學(xué)的直觀性和趣味性，加大課堂密度，提高教學(xué)效率。在使用多媒體時(shí)，應(yīng)提倡適當(dāng)使用，為了提高教學(xué)效率，創(chuàng)設(shè)更好的學(xué)習(xí)情境而使用，而不是為了嘩眾取寵。注重課件風(fēng)格和教師教學(xué)風(fēng)格的一致性，避免把英語(yǔ)課變成多媒體課件展示課，在多媒體輔助教學(xué)的過(guò)程中，教師仍應(yīng)發(fā)揮其主導(dǎo)作用，注意多媒體運(yùn)用的頻度，注重各類(lèi)媒體的結(jié)合應(yīng)用，避免只重多媒體而忽視常規(guī)教學(xué)媒體和手段，避免把投景屏幕當(dāng)成黑板，注重“以人為本”，發(fā)揮學(xué)生的主體性。在制作課件時(shí)，我們不妨進(jìn)行一番“換位思考”。其一，把老師置于學(xué)生的感知角度，體會(huì)他們的學(xué)習(xí)情緒和學(xué)習(xí)心理，去感知教材和訓(xùn)練語(yǔ)言交際能力，以此來(lái)找準(zhǔn)教學(xué)的切入點(diǎn)和突破點(diǎn)，從而落實(shí)教學(xué)目標(biāo)和重點(diǎn)；其二，把學(xué)生置于課件主人地位，使學(xué)生在不斷的語(yǔ)言訓(xùn)練中理解并掌握教材，進(jìn)而運(yùn)用，達(dá)到用英語(yǔ)思考和表達(dá)的境界。
根據(jù)《課程標(biāo)準(zhǔn)》，強(qiáng)調(diào)建立能激勵(lì)學(xué)生學(xué)習(xí)興趣和自主學(xué)習(xí)能力發(fā)展的評(píng)價(jià)體系。該評(píng)價(jià)體系由形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)構(gòu)成。評(píng)價(jià)應(yīng)對(duì)學(xué)生在學(xué)習(xí)過(guò)程中所表現(xiàn)的情感、態(tài)度和學(xué)習(xí)策略，掌握基礎(chǔ)知識(shí)、基本技能和使用英語(yǔ)的能力，以及表現(xiàn)出的發(fā)展?jié)撃艿龋M(jìn)行全面綜合性的評(píng)價(jià)。在英語(yǔ)教學(xué)過(guò)程中應(yīng)以形成性評(píng)價(jià)為主，注重培養(yǎng)和激發(fā)學(xué)生學(xué)習(xí)的積極性和自信心，評(píng)價(jià)要有利于促進(jìn)學(xué)生綜合語(yǔ)言運(yùn)用能力和健康人格的發(fā)展。該評(píng)價(jià)體系既關(guān)注結(jié)果，又關(guān)注過(guò)程，使對(duì)學(xué)習(xí)過(guò)程和對(duì)學(xué)習(xí)結(jié)果的評(píng)價(jià)達(dá)到和諧統(tǒng)一。
有很多課堂情形需要教師對(duì)學(xué)生行為進(jìn)行觀察和分析，單純的筆頭考試不能全面反映學(xué)生的學(xué)習(xí)成就。尤其像英語(yǔ)課，對(duì)于學(xué)生的評(píng)價(jià)，除了單純的筆頭考試外，還應(yīng)注重對(duì)學(xué)生的口語(yǔ)，朗讀與聽(tīng)說(shuō)，閱讀等種種需要。老師在課堂上通過(guò)觀察學(xué)生的實(shí)際行為，對(duì)學(xué)生作出相應(yīng)的評(píng)價(jià)，進(jìn)行適時(shí)的反饋。堅(jiān)持以表?yè)P(yáng)、鼓勵(lì)為主，給學(xué)生足夠的成就感，保持他們學(xué)習(xí)英語(yǔ)的驅(qū)動(dòng)力。這種形成性的評(píng)價(jià)要求學(xué)生能夠展示他們能做什么而不只是說(shuō)他們要做什么，而且也能使學(xué)生有機(jī)會(huì)把在課堂中學(xué)到的知識(shí)運(yùn)用到實(shí)際生活中去。
無(wú)論是哪種評(píng)價(jià)方法，都需要使用一定的評(píng)價(jià)工具，即要有一定的評(píng)價(jià)技術(shù)。常用的評(píng)價(jià)工具有：（1）教師自制的單元測(cè)驗(yàn)；（2）各類(lèi)標(biāo)準(zhǔn)測(cè)驗(yàn)；（3）行為觀察的現(xiàn)場(chǎng)反饋或記錄；（4）問(wèn)卷調(diào)查；（5）交談法；（6）作業(yè)（任務(wù)報(bào)告）分析；（7）表演；（8）個(gè)案分析；（9）學(xué)習(xí)效果自評(píng)；（10）家長(zhǎng)反饋；（11）各類(lèi)獎(jiǎng)懲。
在教學(xué)評(píng)價(jià)的具體實(shí)施中，評(píng)價(jià)組織形式也是至關(guān)重要的，它從一個(gè)方面反映出教師的教學(xué)指導(dǎo)思想。只有民主的教學(xué)環(huán)境才能促使學(xué)生充分、自由地發(fā)展，這應(yīng)該體現(xiàn)在教學(xué)的民主化方面。因此，教學(xué)評(píng)價(jià)的組織形式也要體現(xiàn)出這個(gè)思想。在總體安排上，可提出教師--學(xué)生--家長(zhǎng)評(píng)價(jià)相互結(jié)合，充分依靠這些評(píng)價(jià)主體的力量，尤其是學(xué)生的力量，使評(píng)價(jià)真正發(fā)揮其應(yīng)有的作用。因此，在評(píng)價(jià)時(shí)，可以“他評(píng)”和“自評(píng)”相結(jié)合，其中“他評(píng)”中“教師評(píng)”“學(xué)生評(píng)”和“家長(zhǎng)評(píng)”三種形式可結(jié)合起來(lái)。在通常的情況下，以教師對(duì)學(xué)生的評(píng)價(jià)占居多數(shù)。但是，學(xué)生評(píng)價(jià)不僅僅是教師的責(zé)任，從一定意義上來(lái)說(shuō)，學(xué)生應(yīng)該成為評(píng)價(jià)的主人，我們盡力創(chuàng)造條件，讓學(xué)生也擔(dān)負(fù)起評(píng)價(jià)的責(zé)任。學(xué)生參與評(píng)價(jià)可分為學(xué)生的自我評(píng)價(jià)和學(xué)生的相互評(píng)價(jià)。自我評(píng)價(jià)與相互評(píng)價(jià)的活動(dòng)能引起學(xué)生強(qiáng)烈的興趣，調(diào)動(dòng)他們的學(xué)習(xí)積極性，也能促進(jìn)學(xué)生的自我教育。當(dāng)然，在學(xué)生的自我評(píng)價(jià)與相互評(píng)價(jià)中應(yīng)強(qiáng)調(diào)發(fā)現(xiàn)自己的長(zhǎng)處和發(fā)現(xiàn)別人的優(yōu)點(diǎn)。在主人的組織形式中應(yīng)強(qiáng)調(diào)教師--學(xué)生--家長(zhǎng)系統(tǒng)的共同評(píng)價(jià)。家長(zhǎng)參與評(píng)價(jià)需要作好動(dòng)員及明確評(píng)價(jià)的要求與方法，注意評(píng)價(jià)的客觀性和鼓勵(lì)性。
1．對(duì)學(xué)生口頭匯報(bào)的評(píng)價(jià)
1）Physical Expression
隨時(shí)關(guān)注學(xué)生的身體語(yǔ)言，主要觀察姿勢(shì)，棉布表情，是否保持良好的目光交流等，并注意適時(shí)的反饋來(lái)吸引學(xué)生、提醒學(xué)生。
2）Vocal Expression
對(duì)學(xué)生的聲音表現(xiàn)，如發(fā)音是否正確清晰、聲調(diào)變化、音量、停頓等
3） Verbal Expression
語(yǔ)言表現(xiàn)。如用詞是否準(zhǔn)確、達(dá)意，是否避免不必要的重復(fù)，意義表達(dá)是否完整，信息組織是否有邏輯性，結(jié)論是否能切中等。但要注意的是教師的評(píng)價(jià)要因人而異，客觀的評(píng)價(jià)每位學(xué)生，幫助每位學(xué)生獲得成功；注意糾錯(cuò)的方式和藝術(shù)，進(jìn)行有效監(jiān)控，但不過(guò)分挑剔學(xué)生表演過(guò)程中所犯的語(yǔ)言性錯(cuò)誤，大膽放手讓學(xué)生自由發(fā)揮。
2. 對(duì)學(xué)生英語(yǔ)聽(tīng)說(shuō)課的評(píng)價(jià)
教師可以通過(guò)以下問(wèn)題對(duì)雪糝進(jìn)行調(diào)查，以便于我們了解或掌握學(xué)生在聽(tīng)說(shuō)客商的情況。
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. 對(duì)于學(xué)生閱讀的評(píng)價(jià)
對(duì)于學(xué)生的閱讀，我們不妨經(jīng)常用下列問(wèn)題的調(diào)查來(lái)了解學(xué)生的閱讀情況。
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. 對(duì)于學(xué)生寫(xiě)作的評(píng)價(jià)
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?
提倡學(xué)生作文形式的多樣化，如寫(xiě)周記、調(diào)查報(bào)告、給編輯寫(xiě)信、發(fā)e-mail等，鼓勵(lì)學(xué)生交換閱讀，互相取長(zhǎng)補(bǔ)短，鼓勵(lì)學(xué)生多寫(xiě)，并將好的文章展示、廣播、投稿等，展示時(shí)盡可能多給獲得成功的機(jī)會(huì)，如可設(shè)最佳主題、最佳描述、最佳創(chuàng)意、最佳組織等。
5.通過(guò)一單元的學(xué)習(xí)，教師還可以對(duì)學(xué)生進(jìn)行一次測(cè)試性評(píng)價(jià)，并在做一些定性評(píng)價(jià)，以求評(píng)價(jià)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 plan to improve by _________________________.
Parents’ Comments:
________________________________________________.
6. 學(xué)完Unit 9, SEFC 1A 之后的幾種評(píng)價(jià)
1）對(duì)于學(xué)生小組活動(dòng)中的合作表現(xiàn)評(píng)價(jià)
教師用小活動(dòng)中的合作表現(xiàn)評(píng)價(jià)表觀察學(xué)生在小組活動(dòng)中的表現(xiàn)，主要觀察學(xué)生在小組活動(dòng)中的積極性、主動(dòng)性、參與精神、是否注意傾聽(tīng)和尊重他人意見(jiàn)、是否給予他人機(jī)會(huì)發(fā)表意見(jiàn)、是否按時(shí)完成任務(wù)等。在完成整個(gè)單元之后，可用下表進(jìn)行評(píng)價(jià)
Assignment:________________________________
Name:________________ Date:_____________
Did you
1. listen to other people?
2. respond to other people’s ideas?
3. help to organize the talk?
4. help others in the group?
5. explain your ideas clearly?
6. understand the ideas?
7. enjoy the discussion?
Did everyone in the group
1. join in?
2. listen to each other
3. help each other?
Has the talk helped you to understand the subject?
Has the groupwork help you with your thinking?
What parts of the assignment did you do best?
What parts of the assignment did the group do best?
How would you improve this assignment if you have to do it again?
How would you improve your own groupwork?
How could your group improve its work?
Please use the back of the paper to add further comments if you wish?
2） Assessing
Think back to the Speaking activity on page 58 and answer the questions below. How can you make the next discussion more successful and interesting?
Name__________________________ Date__________________________
Did the discussing go well?
Couldy you express your ideas clearly?
Were there long pauses or silences?
Was your pronunciation clear and correct?
Did the other group members understand you?
Did you understand the other group members?
When you didn’t understand, or when the others didn’t understand you, did you ask for help or give explanations? How? Did it work?
Have you made any progress?
What areas need improvement?
Do you think it would be useful to do this kind of activity again?
What kind of activity do you think would be most useful to help you improve your spoken English?
3）對(duì)學(xué)習(xí)態(tài)度、學(xué)習(xí)習(xí)慣的自我評(píng)價(jià)
Write a summary
六．課時(shí)教案
(詳見(jiàn)附頁(yè))
Teaching Planning
for
Unit 9
Technology
SEFC 1A, Revised Edition
Zhejiang Hongda School
Affiliated to
Shanghai International Studies University
2003. 8. 16
1st Period
Sub Topic New Uses of Things
Focus Listening
Tasks 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? What is it used for?
What is it made of? Who usually uses it?
How do people use it? How does it work?
When is it used? Where do you usually see it ?
Step Five Topic Touch
9. Describing and Drawing
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
Step Six 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
Focus Speaking
Tasks 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.…
Teaching Procedures:
Step one Warming up
1.Greetings
2. Quick Wits
Draw the students’ attention by identifying the following 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
Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think.
.Work in groups of four
.Decide which role each group member should play
Take a few minutes to prepare the role cards
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
(《走遍美國(guó)》和《憨豆先生》的幾組鏡頭)
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. Encourage the students to disclose their problems by 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
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 Reading
Tasks 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. In school___________________________________
ii. 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 Writing
Tasks 1. Describe the damage that is being done to the Earth
2. Write a letter of complaint
Teaching Aims: 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 eenagereminddareemergency
dialobey hroughoutcalendar
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. Greetings
2. Word Game
Work in pairs and make new words
How many words can you make by moving the sides of the box?
S I D R
C O A T
A T O E
P R E M
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 Useful Phrases Useful Sentences
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 Using English
Tasks 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 eenagereminddareemergencydialobey hroughoutcalendar
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 Strategy
Teleportation 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
4. 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 touch with friends and family.
… 1.Using a cellphone is expensive.
2.Overusing it may disturb our work.
…
Robots … …
Computers … …
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
NO Name Age Sex Name of the Cyber Café Reason Parents’ Attitude School’s Reaction
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 Continuous Passive Voice
6th Period
Sub Topic: Attitude towards Technology
Focus Using English
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
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中國(guó)移動(dòng)拯救海難主人翁照片，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 the next “Big Thing” will be, and why you think it will be important
26. Poster the essays on the back wall of the classroom