下面是小编整理的3篇高中英语第一册（下） 说课材料6(人教版高一英语下册说课)，欢迎大家阅读分享借鉴，希望对大家有所帮助。
Unit 15 The necklace
湖州中学：徐桂芳
一、教材分析
1、教材内容分析
本单元的中心话题是“drama and theatre”(戏剧)，整个单元中各个板块有关话题的设计及语言材料的选编都是紧扣这个中心话题的，看图想象戏剧--听戏剧--根据情景编戏剧--学习和欣赏戏剧--编写和表演戏剧，环环相扣，中心突出，而且戏剧又是当今人们生活的娱乐方式之一，戏剧的素材来源于生活；它是当时人们生活和思想的反映，这样可以让我们学到生活中的真正语言。同时戏剧又是艺术的一种形式，具有丰富的想象性和创造性，通过学习戏剧，引导学生编写戏剧再到让学生表演戏剧，整个过程也是促使学生“拓展思维，开阔视野、发展心智”的过程，看图想象、根据情景编戏剧等活动给学生独立思考、大胆想象、发挥其创造性提供了大量的空间，有利于培养学生的创新能力和想象能力。本单元的内容贴近现代生活，富有较强的时代气息，是生活和艺术的高度结合和统一，这也是本套新教材的重要特征。
Warming up部分设计了三幅图画让学生编演一个故事或戏剧。这样的练习是旧教材所不具备的。这一设计主要是为了启发学生思考，提倡创新，给学生提供思维和想象的空间。教师可以通过一系列 问题的设置来引导学生想象和猜测图画中的内容，诱发学生打开话匣子，引出本单元的中心话题“drama and theatre”。在师生交谈的过程中“学生必然会用到以前所学的一些情态动词。这样自然就把本单元的语法教学也渗透其中。listening 部分提供了一个生活短剧（共三幕），每一幕都设计了一个“clue”来引导学生解决“mystery”，戏剧情节层层推进，引人入胜，为下面戏剧的编演奠定了基础；Speaking则提供了三个Situation: 1).The Secret of the Black Tower; 2). The Mysterious Box; 3).A Funny Thing Happened on the Way to School 并要求学生编演戏剧，让学生成为主体，充分拓展学生的思维、展示他们无限的想象力；Reading的内容是节选于法国著名作家莫泊桑的作品《项链》，整个故事围绕着Mathilde从她朋友 Jeanne那里借项链、丢项链和还项链而展开的，故事的内容引人入胜，故事的结尾耐人寻味，给读者提供了充分的想象空间。它是19世纪法国人们思想和生活的反映。作者采用了倒叙手法更能引起读者的注意力。老师可以通过引导学生学习戏剧的形式特征、总结和归纳戏剧的中心内容、分析和挖掘戏剧中人物的思想感情，从而帮助和指导学生掌握戏剧的表演艺术，有利于学生创造出丰富多彩、形式多样的戏剧体裁。Writing部分通过老师和学生之间的课堂交流，自然过渡到写作部分。阅读材料中的师生交谈提供了两个戏剧素材，学生可以根据这两个故事来编写戏剧，也可以想象出类似或不同的戏剧。戏剧的内容丰富多彩，戏剧的形式多种多样，真正体现了戏剧“百家争鸣，百花争放”的特点。老师可以结合课文后面的问题进行讨论，充分调动学生的积极性，帮助学生寻找生活中的素材来编写各种各样的戏剧，从而培养和提高学生的综合能力。
2、教学重点、难点
重点：1).本单元的重要词汇：tire, dormitory, recognize, diamond, ball, jewelry, franc, continue, lovely, debt, precious, positive, besides, outline, quality, call on, bring back, pay off
2).本单元的语言功能项目(Function): Ask for permission & Ask about possibilities 。
May I know what happened?
Surely you can tell an old friend.
It can’t be true.
Could you please explain?
We couldn't find it ;It was lost.
Can’t you just wear a flower instead?
Excuse me. I’ve lost a case. I wonder if it’s been found.
Maybe I could ask….
3).本单元的语法项目：情态动词表示对现在的推测的用法。
The use of Modal Verbs-must, can/could/may/might
难点：1、学会分析和挖掘戏剧中人物的思想感情。
2、学习编写戏剧和表演戏剧。
二、教学目标
1、知识目标：
1).学习并掌握本单元的单词、词组和句型，同时学会掌握一些表达“请求允许和表示可能性”的交际功能用语，以及情态动词 must, can/could, may/might等表示对现在的推测的用法。
2).学习掌握一些与戏剧有关的词汇：如: plot, costume, setting, stage directions, stage properties, comedy, tragedy, mask, rehearse等。
2.能力目标：
1）听：学会听戏剧，抓住戏剧中的时间、地点、人物和线索的关键词。
2）说：学会根据情景或图片用英语编演一个简单的短剧，并能用戏剧的形式自如地进行角色对白和表演
3）读：学习掌握跳读、略读、细读、概括和分析等阅读技能，掌握戏剧的基本特征，分
析和挖掘戏剧中人物的思想感情。
4）写：通过戏剧的学习、讨论以及收集材料，让学生根据情景或图片并结合他们来编写戏剧。
3.情感目标：
1).通过设计一些情景或提供各种图片，激发学生的学习兴趣，在英语情景学习和讨论中使学生的情感得到充分的体现；在课堂教学中突出了以学生为主体的学习地位，充分发挥学生的个性，培养了学生的创造力和想象力。
2).通过阅读课文，分析和挖掘课文中人物的思想感情，让学生了解当时资本主义虚伪的一面以及Mathilde 为自己的行为所付出的沉重代价，使学生树立起正确的审美观、人生观和价值观。
3).通过戏剧的编写和表演，培养学生相互合作的团队精神；同时学生要善于观察、收集生活中的戏剧素材，使其情感在戏剧中更加真实地得到体现。
4.教学策略：
1).开放式教学策略。以有限的课堂为载体，给学生提供足够的空间，充分发挥学生的想象力，培养学生的创新能力.如:brainstorm, role playing, given situation, acting 等活动。
2).任务型活动策略。在做中学和练，任务明确，活动面广，使学生在交际中真实运用所学知识。
3). 循序渐进和梯度分明的教学策略。教学活动由易到难，由简到繁，给有困难的学生搭建一个平台，让学习有能力的学生“跳一跳”摘到果子。
5.学习策略：
1).在学习中借助联想，根据情景等非语言信息进行理解和表达。
2).在听、读过程中，能根据情景和上下文猜测词义或推测每一幕的大意。
3).能根据所接触语言材料中的语言规律加以总结和归纳。
4).利用图书馆和网络上的学习资源，尝试阅读英文戏剧；结合所学知识，改编课本剧及编写反映自己学习、生活的小短剧，扩展所学的知识。
6.文化意识：
1).学习和了解中外一些有名戏剧家的成长经历、成就和贡献。
2).通过学习、分析世界著名的戏剧作品，培养学生的世界意识。
3).通过中外戏剧作品的对比，加深对中国戏剧艺术的理解。
三、教学原则
1.以任务型教学作为课堂教学的设计理念，强调教学方法的灵活性和多样性。具体采用情景教学法(Situational Approach)、整体语言教学法(Whole Language Teaching)和交际法(Communicative Approach)等教学方法，学习者通过自学、讨论、交流、询问、演练等各种形式来学习并掌握语言，从而使语言的学习既富有成效，又多姿多彩。
2.在教学中坚持以“教师为主导，学生为主体，任务为基础”的教学原则，教师可以通过实物投影、图片展示、自由交谈、游戏竟猜和戏剧欣赏等多种教学手段来激活学生的学习兴趣，充分发挥学生的主体作用。
3.贯彻“教中学，学中用”的教学策略，通过戏剧的表演使学生学到生活中真正的语言。
四、教学设计与安排
整个单元拟用五个课时来完成，每个课时目的明确，任务具体，能力取向明朗。
第一课时是Warming up and listening.能力重点是Listening to a short play.在设计任务时有意引导学生利用warming up中的三幅图编一个短剧，让学生了解有关戏剧的大致框架。首先老师可以设置一些问题来引导学生谈论这三幅图画：e.g.. What’s the old man/the two
young people? etc.学生在回答这些问题时自然会用上一些初中时所学的情态动词，这样就巧妙地把本单元的语法（情态动词表示对现在的猜测）也融入其中；然后把学生分成三组进行讨论，并在小卡片上写出每幅图的背景、时间、地点和人物，每组根据刚才所谈论的图画各编一幕小短剧，在完成戏剧的编写和表演的同时悄悄地接近了本单元的中心话题drama and theatre。当学生表演完之后老师自然会问“What do you think of their plays? Would you like to listen to a mysterious play?”这样就自然过渡到listening。教师可以
设计下列表格帮助学生理解听力内容：
Scene Time Place Characters Clue
1
2
3
最后让学生根据表格内容复述这三幕短剧，使语言知识由输入再到输出，进一步提高学生的语言运用能力。
第二课时是Talking and speaking，能力重点是Speaking。通过呈现一些有关Shakespeare’s theatre的图片或播放几幕沙剧的镜头，使学生对戏剧的形式有了进一步的了解，拓展词汇，丰满语言，掌握一些必要的戏剧知识，为下面戏剧的排演作好铺垫。然后把学生分成四组，每组根据所给的Situation进行讨论并编一个小短剧，接着便进入Role play这一任务。老师指导学生使用必要的舞台道具，配上恰当的舞台说明，使学生兴趣盎然，灵活自如地运用所学的语言，最后通过问题Do you agree life is like theatre? 的讨论，把学生引入中心话题drama and theatre的思索，要求学生在思索之后上网阅读一些优秀的戏剧作品，查阅一些著名的中外戏剧家，为下一节阅读课作好准备。
第三课时是Reading,能力重点是教学生如何欣赏戏剧(How to enjoy a drama).通过两个问题的讨论及A quiz，把学生引到课文The necklace上来。通过Skim让学生找出戏剧中How many characters and scenes,然后再进行Careful-reading,并概括出每一幕的大意，接着让学生分组讨论并完成下列表格的填写，
Scene Three features of a play An outline of the plot
1 Time: one afternoon, 1870
Place: in a park in Paris
Characters: Mathilde and Jeanne ●… remind M of the necklace.
2 Time: one day ten years ago
Place: in the home of Mathilde
Characters: Mathilde and her husband Pierre ● … decide to borrow the necklace.
3 Time: one afternoon, 1870
Place: in a park in Paris
Characters: Mathilde and Jeanne ● …borrow the necklace.
● …lose the necklace.
● …return the necklace.
使学生进一步掌握戏剧的特征，捕获戏剧的主要故事情节，老师通过引导学生分析和挖掘戏剧的人物思想，使学生学会如何欣赏戏剧，把情感教育融入英语课文的教学中，帮助学生树立正确的审美观、人生观和价值观。在对Mathilde, Jeanne and Pierre 的人物分析时学生畅所欲言，各抒己见，进一步巩固所学语言知识，达到真正运用语言的目的。接着让学生模拟戏剧中的人物进行Acting,把语言知识真正应用到实际交流中去，在表演中，学生自然会用上一些Asking for permission and ask about possibilities 的交际功能话语，然后通过以下四个问题的讨论,(1).What can Mathilde do next? 2). What can Mathilde say to her husband when she gets home? 3). What can Jeanne do next? 4). What do you think of the ending? )进一步拓展学生的想象力和创造力，使课文的学习得到升华,课后再让学生把对ending的讨论编成一个戏剧。
第四课时是Post-reading, Vocabulary&Grammar,能力重点是Grammar的情景教学。通过ending的表演及讨论，自然将语法教学融入情景当中。由于本单元从第一课时起学生已经在情景中自然用到了情态动词表猜测，而且这一语法始终贯穿在整个Unit的教学中，在此是让学生进一步运用和总结这一用法。在情景和语篇中学习新单词是词汇教学的重要法，通过Word Game这一活动让学生进一步运用和掌握本单元所学的词汇，同时也能复习定语从句这一语法项目。课后让学生根据图片，运用所学的情态动词编一个小故事。为了巩固所学的戏剧知识，教师可以引导学生把所学课文(SEFC1A,Unit4---Flood)改成课本剧，在学校艺术节之际开展课本剧评比活动，使语言知识活学活用。
第五课时是Integrating skills,集中体现各种能力，重点突出语言的使用能力。首先让学生讲故事和进行课本剧的表演-The rescue，戏剧的表演需要同学们之间的互助和合作，能增进同学之间的感情，学生因为学过这篇课文，因此能更好把握人物的思想感情和心理活动。学生可以运用这个单元所学的戏剧知识，结合自己的想象来编写戏剧，通过让学生把戏剧和现实生活进行对比，帮助学生寻找生活中的素材，进一步培养学生的观察力和想象力。最后建议学生向报社提供自己的戏剧故事，真正把所学知识用到实际生活中去，使得本单元主题得到升华。
总之，在进行本单元教学设计时，紧紧围绕drama and theatre这一主题，语法功能渗透在每一个情景教学中，思路清晰，条块结合，经纬连贯，主题突出；由听、说戏剧到欣赏和编写戏剧，能力结构分配合理，梯度适中，任务设计紧凑，教学难度循序渐进。
Teaching Plan for Unit 21 Body Language
Lv Deliang from Xinchang High School, Shaoxing
一、教材分析
（一）教材内容分析
本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承
担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.
“读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。
“语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1）学会区分动词-ing形式在句中的所担任的成分功能；2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；4）按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。
“综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。
“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。
“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引
导学生对本单元所学的词汇作一次小结。
（二）教学重点与难点
I. 动词-ing形式在句子充当主语、宾语、表语或定语
In many countries, shaking one’s head means “no” and nodding means “yes”.
We can learn a lot about what a person is thinking by watching his or her body language.
A good way of saying “I am full” is rubbing the stomach after a meal.
An old man walked into the waiting room with a walking stick in his hand.
II. 交际功能句型
如何提议和请求及其答语的句型
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
Could you give me a hand with this?
No, thanks. I can manage it myself.
Is there anything else I can do for you?
Could you help me with …?
That’s very nice of you.
Do you need some help with that?
III. 重点、难点词汇词组
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、语篇分析：
Body Talk (P59-P. 60)
（一）课文图解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can divide the whole text into three parts:
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan money
France zero
Brazil rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany the number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
（二）课文复述
Retell the text using about 100 words.
Notes:
1. Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.
（三）德育渗透
Do in Rome as Rome does [as the Romans do].
[谚]入国问禁, 入乡随俗。
Manners make the man.
礼貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
礼貌周到是使同我们谈话的那些人感到自在的艺术。
--（英作家）斯威夫特
（四）写作技巧
1、写作线索：
Raising the topic: communicating in body language (Paragraph 1) Interpretations of body language in different countries (Paragraphs 2-3) Universal body language (Paragraphs 4-5)
2、趣味说教
课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。
（五）优美句式
There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。
原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.
e.g. There is nothing better than serving/to serve this great nation of ours.
There is nothing better than the encouragement of a good friend.
三、课时安排
Warming up Listening (WB)
Period 1 Period 2
Listening Speaking
Pre-reading Language study
Periods 3-4 Reading Period 5
Post-reading Grammar
Reading
Period 6
Writing
Teaching Procedure:
Period 1 Warming up & Listening
Step 1 Warming up
1. Brainstorm: the words of emotions/feelings of human beings
As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.
happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.
2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.
Possible answers:
Picture 1: Confused; I don’t know what to do.
Picture 2: Angry; I can’t believe she said that! That is so unfair!
Picture 3: Sad; I’ve lost my wallet!
Picture 4: Happy; I got an A in my exam!
Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.
3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.
Step 2 Listening
1. Pre-listening
Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?
1) shake the head
2) wave the arms
3) stand with arms folded
4) … …
(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)
2. Listening
1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.
2) Listen to Part 1 again and do the rest two questions of Part 1.
3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.
3. Post-listening
Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?
Homework
1. Make a list of facial expressions and gestures and their meanings we’ve learned today.
2. Preview the following lesson.
Period 2 Listening (WB) & Speaking
Step 1 Listening
Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.
Step 2 Pre-speaking
Make some requests and ask/help students to answer and make offers, for example:
T: Could you give me a hand?
S: Yes, of course. What can I do for you?
T: Could you please clean the blackboard for me?
S: With pleasure.
T: That’s very nice of you.
(Teachers can also ask students to open/close the window, turn on the projector and so on.)
Step 3 Speaking
1. Language Input
Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.
Useful expressions of making offers and requests
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
Could you give me a hand with this? No, thanks. I can manage it myself.
Is there anything else I can do for you?
Could you help me with …?
That’s very nice of you.
Do you need some help with that?
Notes:
Is there anything else I can do for you? = What else can I do for you?
We use these two sentences offer help again when we’ve already offered help.
2. Practice
Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.
Then get some pairs to act out the dialogues in front of the class.
Step 4 Useful Expressions --- Making offers/requests and responses
In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.
Ways of making offers or requests Ways of replying to others' offers or requests
Acceptance Refuse
1.Can/Could/Shall I help you?
2.Would you like me to …?
3.Is there anything (else) I can do for you?
4.Do you want me to …?
5. What (else) can I do for you?
6. Let me do/carry/help … (for you)?
7. Would you like some …?
8. Do you need some help with …? 1. Thanks. That would be nice/fine.
2. That’s very kind of you.
3. Thank you for your help.
4. Yes, please.
5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.
2. Thank you all the same.
3. That’s very kind of you, but….
1. Could you please …?
2. Could you give me a hand with …?
3. Could you help me with …? 1. With pleasure.
2. Yes, of course. 1. I’m sorry, but …
2. I’d like to …, but ….
Step 5 Making up dialogues
Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)
help you with homework
help you with cooking a meal
show you how to use the typewriter go and buy some medicine
do the shopping
show you to the dining room
Example:
A: Would you like some help?
B: Yes, please.
A: Shall I show you how to use this electric typewriter?
B: Thanks. I haven’t used this one before.
A: Would you like me to type your composition for you?
B: No, thanks. I can manage it myself.
Step 6 Post-speaking
If time permits, get students to finish the task of talking in the workbook.
Homework
Prepare the task of talking in the workbook.
Preview the following lesson: Body talk.
Periods 3-4 Reading
Step 1 Revision
Check the homework of making up a dialogue in the workbook.
Go over the ways of making offers/requests and responses.
Step 2 Pre-reading
In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.
1. Who can tell us some ways of telling what one is thinking or feeling?
2. Do people from different parts of the world use different body language? What about people who live in different parts of China?
3. How do you communicate the following with body language?
Thank you! No. Yes. I don’t know. Come here!
Step 3 Reading
1. Scanning
Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.
Para 5: Perhaps the best example of universally understood body language is the smile.
*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2. Reading
This part is designed to help students to get more detailed information of the text.
1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan Money
France Zero
Brazil Rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany The number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
2) Read the last part (Para 4-5) again and then try to answer some questions:
1. How can we communicate “I am tired” with the body language? And please act it out?
2. What does “rubbing one’s stomach” mean?
3. Why do we say “ the smile is a universally understood body language”?
3. Reading aloud
Listen to the tape of the text and make marks where they don’t understand.
4. Some language points
Discuss something that students don’t understand.
Possible notes:
1. Just like spoken language, body language varies from culture to culture.
vary vi. be different 变化, 不同, 违反
e.g. The weather varies from day to day.
The leaves of the tree vary with seasons.
* They never vary from the law of nature. 他们从不违反自然规律。
vt. to give variety to; make diverse 使变化，使多样化
e.g. To keep healthy, we’d better vary our diet.
2. And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.
1) feel down be/feel low in spirits or depressed 情绪低落的；沮丧的
2) There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。
e.g. There is nothing better than serving/to serve this great nation of ours.
There is nothing better than the encouragement of a good friend.
Step 4 Post-reading
Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.
1. What are some situations where we need to be very careful about our body language and gestures?
2. How is body language different from spoken language? What do they have in common?
3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
4. Work together in pairs or groups. Complete the chart below.
Step 5 Discussion/Assessment
If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?
Homework
1. Preview the following lesson.
2. Retell the text.
Period 5 Language study & Grammar
Step 1 Revision
Get some students to retell the text.
Step 2 Language study
1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.
2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.
Then invite some students to tell and act out these gestures.
Step 3 Grammar
The –ing form (2): used as a noun
1. Language input
Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)
Then go through the three sentences in the students’ books.
Subject In many countries, shaking one’s head means “no” and nodding means “yes”.
Object We can learn a lot about what a person is thinking by watching his or her body language.
Predicative A good way of saying “I am full” is rubbing the stomach after a meal.
Attributive The price of building materials has gone up again.
2. Practice
Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.
3. Drills
Do Exx. 1-3 on page 61-62 one by one.
1) The –ing form in this exercise is used as Subject.
2) The –ing form in this exercise is used as Attributive.
3) The –ing form in this exercise is used as Object/Predicative.
4. Consolidation
Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
只能用动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc.
动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.
(This part can also be left as homework.)
Homework
Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.
Period 6 Reading & Writing
Step 1 Warming up
The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).
Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.
Possible order: 1, 3, 2
Possible version:
One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.
Step 2 Pre-writing
Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.
Step 3 While-writing
Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.
1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.
2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.
3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.
Step 5 Post-writing
1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.
2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.
Homework
Write your story in your exercise books.
Find some more information about body language, and you may surf the Internet as follows:
www.wadsworth.com/
www.ivillage.co.uk/workcareer/survive/prodskills/articles/0,9545,156472_176844,00.html
www.uwm.edu/~ceil/career/jobs/body.htm
www.exp.ie/advice/bodylanguage.html
www.factmonster.com/ipka/A0769348.html
www.asperger-marriage.info/survguide/chapter5.html
www.scpzyz.net/unstu/sec.asp?o=1038
www.54power.idv.tw/54kpools/kpools/A8ADHC5E9HBB79HA8A5H.htm
www.google.com
*补充材料
Interview techniques
Body language
Having a slick résumé and all the right answers to tricky interview questions won’t get you anywhere if your body language gives an entirely different message.
Research has shown that:
Tone of voice and body language accounts for 65 per cent of what’s communicated. Words account for 35 per cent of the message that’s communicated.
Body language can give away a lot of our feelings, regardless of whether we keep our mouths shut or not, and without an awareness of our actions, nervousness, dishonesty, boredom and other negative attributes can become dead give-aways.
Before taking a seat, be mindful of what you’ll be staring at. If you have a choice, avoid staring at a bright window. If you don’t apparently have a choice, don’t be afraid to ask. Ensure that you have room to move and re-position yourself if you become stiff or restless.
To begin with, you need to set yourself up in a confident and comfortable position to help avoid negative body language habits. Make sure you are comfortably seated in an upright position ensuring that no particular part of your body is under strain (e.g. your neck). Keep your hands rested in your lap, your head raised, showing an expression of interest and relax your shoulders, without slumping into the seat.
Although we’ll cover specific body language signs later, here are the obvious ones to watch out for.
Fidgeting shows boredom and restlessness
Crossing arms indicates an unwillingness to listen
Tapping your foot, is distracting and a sure sign of boredom
Doodling on paper shows you’re not paying attention
Touching your face or playing with your hair can be a sign that you’re hiding something
Looking away or hesitating before or while speaking indicates that you’re unsure of what you’re saying
A fixed, unfocused stare shows your attention is elsewhere
Voice
A good CV and all the right answers to the toughest interview questions won’t land you the job if your voice gives off an entirely different impression. It is important to project yourself confidently in a clear, controlled and steady voice that can be easily understood.
Take some time to practice, even staging a mock interview with a friend or colleague. Try to be aware of the following:
Speak clearly in a controlled range of tones, avoid a monotone
Always pause before speaking, this avoids instinctively reacting and saying the wrong things
Speak slightly slower than normal, don’t over do it though
Vary your tone and dynamics, but try not to speak too loudly or too softly
Don’t mumble or gabble on excitedly
Keep your hands away from your mouth as you speak
Watch your pitch (high-pitched voices are tough on the ears) and avoid a ‘sing-song’ tone
Let your voice show your enthusiasm and keenness
Body signals
Whether we intend it or not, our body language gives off very subtle signs which are subconsciously interpreted by the other party. We likewise read the same into other people’s behavior. Imagine conducting an interview with someone behind a two-way mirror, we wouldn’t have the benefit of responding to their facial expressions and would feel quite unnerved by the experience. Every little frown or smile gives us the caution or confidence to make our next statement and it is a sublime skill which every human being has developed since childhood. Some people are more receptive to body language than others, but as a candidate striving to make a good impression, it is important to be aware at all times of the body language that may give out a negative impression.
Guide to body language
Positive
Responsive/eager: Leaning forward, open arms, nodding
Listening: Head tilted, constant eye contact, nodding and verbal acknowledgement
Attentive: Smiling
Negative
Bored: Slumped posture, foot tapping, doodling
Rejection: Arms folded, head down, subconscious frowning
Aggression: Leaning to far forward, finger pointing, grinding teeth
Lying: Touching face, hands over mouth, eyes averted, shifting uncomfortably in your seat, glancing
And finally…
Seven signals for a successful interview
1. A smile is the most positive signal you can give, it re-affirms your enthusiasm and good nature, but be careful of over-grinning stupidly.
2. Maintain regular, attentive eye contact, but remember to avert your gaze from time to time to avoid staring.
3. Relax! Give off calm signals and don’t rush through the interview, be mindful of time, but let the interviewer dictate the pace of the interview.
4. Mirror the interviewer’s techniques. If they laugh, laugh with them, if they lean forward to impress a point, respond by leaning forward to show your attention.
5. Do not hurry any movement, if you’re challenged with a difficult question, remind yourself about negative body language habits before answering the question.
6. Try to maintain an alert position, sit up straight, don’t slump, and adjust your position slightly if you get uncomfortable but don’t fidget.
7. Always try to adopt an open, honest and confident attitude: this is the starting point of managing subconscious body language.
高一上 Unit one good friends
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 reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
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: Period one
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, 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. I agree. / I don’t agree.
That’s correct. Of course not. 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 他评
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 part of the movies Schindler’s List
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?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
Anne
in World War Ⅱ
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 Check the Ss’ assignment.
Step 2. Reading Ss read the letter on page 6
Notes:
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 Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish 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） 高一上
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． 本单元的生词、短语
2． 有关旅游的一些表达法
3． 掌握游记与来往书信的写法
4． 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． 动词时态的综合运用
2． 语法操练与语言交际活动的有机结合
3． 一些开放性话题的实现
4． 课外查阅资料的能力培养
教学目标
1． 语言知识与技能
1） 熟练掌握与话题相关的常用词汇与表达法
2） 培养学生听、说、读、写四技能的综合运用能力
3） 使学生能就given topics较好地完成一些开放性话题
4） 培养学生使用图书馆、网络查阅资料的能力
2． 情感态度与文化意识
1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
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） 带领学生领略世界风光之美的同时，增强他们的环保意识
3． 学习策略
1） 兴趣教学策略,其中包括对话、讨论、表演等
2） 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） The students are supposed to take a virtual travel
5） The students are to write a travel diary/letter
6） 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
Topics 1. Make a plan for a trip
2. Tip on trip
3. Design an eco-travel for the local tourism
4. Travel on holiday and write postcards
Function 1. Intentions and plans
Where would prefer going…? When are you going off to…?
How would you like to go to …? How are you going to…?
2. Wishes
Have a good trip. Have a nice/pleasant trip
Words
and
phrases consider means transportation board experience simply vacation nature basic equipment simple tip poisonous paddle stream
normal excitement adventurous handle similarity particular poison
separate combine task
get away from watch out protect…from see sb. off on the other hand
as well as
Grammar 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.
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.
Arrangements Period 1:Warming up and speaking
2/3:Reading
4:Language study and grammar
5:Integrating skills-Reading
6:writing and tips
Title
Period 1 Warming up and speaking
Teaching objectives
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
Difficulties
The usage of some words, such as consider, means, transportation.
Sentence structure: No smoking.
Difficulties: the usage of “consider” and “prefer”.
Teaching
Procedure
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?
(passport, money, raincoat, MP3, CD-players, maps, compass, backpack, clothes, slippers, credit 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?
Situation1: from Shanghai to London
Situation2: from Chongqing to Chengdu
Situation3: from Beijing to Guangzhou
Situation4: from Dalian to Qingdao
Teaching
Procedure
Step 2 Speaking
I. Talk freely about where to go with a time machine and give the reasons.
II. Try to make up a new dialogue with your partner, 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.
Evaluation
（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。
Title
Period 2&3 Reading
Teaching objectives
Students will improve their reading skills (skimming and 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.
Teaching
Procedure
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
I. Fast reading
Question: What are some safety tips when you go hiking?
II. Careful reading
Try to fill the forms below:
1)
Why do people travel?
1. to see
2. to meet
3. to
4. o
5. to
6. to
7. to
2)
What can you tell about hiking from the passage?
1. the basic equipment
2. the places to travel
3. activities
Teaching
Procedure
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.
Step 5 Consolidation
Put the following into English:
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.
Evaluation
(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) 与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，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 Value Scores
Volume 2
Pronunciation 3
Intonation 2
Fluency 2
Eye contact 2
Interesting 2
Main plots 5
Other aids 1
Timing 1
Total 20
单元结束将设一个单元自查测试，检查学生对知识的掌握程度。
Title
Period 4 Language study
Teaching objectives
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.
Teaching
Procedure
Step 1 Revision
Make up sentences with the following words or expressions:
get away from, instead of, get close to, at the same time, watch out for, protect…from…
Step 2 Word study
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.
Evaluation
Title
Period 5 Integrating skills
Teaching objectives
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
1) 单词
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 1st 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 to listening part: suggested answers to speaking part homework
(1) 5:15 p.m. (1) The girl whose leg was broken in the earthquake was taken to hospital. (Omitted)
(2) To his daughter’s school (2) the little boy whose eyes are blue is holding a dog
(3) The cars in front started to move from side to side (3) the 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
高一上 Unit 5 the Silver Screen
一、教学内容分析
(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 of the acting 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。
2． 个人活动：阅读Not One Less ；回答问题，填写信息表。
3． 班级活动：学习写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) UNIT 5 Integrating Skills “Not One Less” 说课稿
一．教材分析
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。
二．了解学生
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。
三．教学目标
由于这一节课的主要任务是在阅读的基础上写一篇影评，因此我确立了以下几点教学目标：
知识技能方面
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。
情感意识方面
3．通过小组活动，指导学生积极于人合作，积极与人交流，培养他们的团队合作精神。
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。
四．教学方法
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.
五. 教学步骤
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)
Have you seen “Not One Less”? (展示<<一个也不能少>>图片)
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: Director:
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?
通过填写表格，让学生抓住文章的主要内容，鼓励学生用英语大胆地讨论,发表个人观点.
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”。
六 板书设计
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
四、教学评价
根据《国家英语新课程标准》对外语教学评价的原则，对学生的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