高一上 Unit one good friends
Teaching aims:
1. 能力目標(biāo)：
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. 知識目標(biāo)：
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. 情感目標(biāo):
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. 策略目標(biāo)：
a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.
5. 文化目標(biāo)：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 自評 他評
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(語篇,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（說課稿） 高一上
教學(xué)內(nèi)容分析
本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經(jīng)濟發(fā)展、社會進步、人們生活水平的提高，旅游作為現(xiàn)代人的一種生活方式，越來越被更多的人們所接受與喜愛。文中涵蓋了有關(guān)這一話題的許多內(nèi)容，如：“人們在旅游中的交通方式”“旅游點的選擇”，還有新興的旅游方式----“探險旅游”、“生態(tài)旅游”等等。而所有的語言知識和語言技能幾乎都是圍饒這一中心話題而設(shè)計的。而在上這一單元時，正趕上“十一”長假到哪去的話題，學(xué)生應(yīng)該比較感興趣。
Warming-up 由三部分組成：第一部分通過圖例可以看出人們旅游過程中發(fā)生的不文明行為；第二、三部分要求討論有哪些交通方式。主要目的在于激活學(xué)生已有的相關(guān)背景知識，引出話題，為后面幾堂課的討論做好熱身準(zhǔn)備，是本單元的總動員。比如：第一部分的圖例內(nèi)容與eco-travel聯(lián)系比較緊密，我就把它作為這一課（第六課時）的導(dǎo)入。
Listening提供了兩部分聽力資料。前面為三則飛機起飛前的廣播通知；后面是寫在五張明信片上的旅游者的自敘。目的在于通過輸入語言，掌握一些旅游中會碰到的常用表達(dá)法。
Speaking 提供的是關(guān)于“時光機器”的資料，幻想人們可以借助于這一神奇的交通工具，在過去、未來的時間長河里隨心所欲地暢游，文后設(shè)計了表格。這是一個比較開放性的話題，學(xué)生可以展開想象，結(jié)合學(xué)過的歷史、地理知識暢所欲言，能充分調(diào)動他們“說”的興趣。整個活動涉及了“聽、說、寫”多個技能，按要求完成一定的表格，使之“說”的時候更言之有物。
Reading 分為三部分：pre-reading, reading, post-reading. pre-reading提供了與閱讀材料相關(guān)的三個問題，啟發(fā)學(xué)生預(yù)測課文內(nèi)容；reading 是一篇關(guān)于探險旅游的材料，其中介紹了hiking 與rafting，話題較新穎；post-reading設(shè)計了一些幫助學(xué)生檢測對課文作淺層、深層理解的鞏固練習(xí)。
Language study 分word study和Grammar兩部分。詞匯配對練習(xí)引導(dǎo)學(xué)生加深對新詞匯的理解與記憶；語法項目是讓學(xué)生進一步學(xué)習(xí)現(xiàn)在進行時表示將來的用法。同時要求學(xué)生掌握有關(guān)送行與表達(dá)美好祝愿的話語。我對word study的處理，除了聽寫、默寫等機械性記憶外，更多的是有意地把他們分散在每堂課的指令用語與話題里，讓學(xué)生在語境中學(xué)，在運用中學(xué)。而Grammar則滲透在reading與 writing里學(xué)，道理也同上。
Integrating skills 部分可以說是閱讀部分的延續(xù)，寫作部分的前奏。文中提到了“生態(tài)旅游”這一越來越時尚的熱門話題。以列表形式提供了兩個生態(tài)旅游區(qū)的資料，讓學(xué)生稍作了解這一新名詞的內(nèi)涵后，完成文中的表格填寫，算是一種mini-writing。
Writing本單元的要求是寫信。以Sue的口吻給父母寫兩封信（分別寫于周六、周日），對旅游中已做的，正在做的，將要做的事情進行如實描述。考慮到學(xué)完第三單元，已經(jīng)完成了本冊教學(xué)任務(wù)的四分之一，我在此安排了一大一小兩作文。
Tips 告訴學(xué)生寫作前要多作思考，不要急于動手。不失為一劑寫作良方。
Checkpoint 簡要地總結(jié)了本單元的語法重點，并提供了一些例句。
從內(nèi)容的編排上可以看出，編者打破了原有教材每單元分課而設(shè)的框框，代之以聽、說、讀、寫四技能為側(cè)重點的幾大板塊。因此新教材旨在讓學(xué)生掌握一定的語言基礎(chǔ)知識，在分別完成四技能的基礎(chǔ)上，形成較好的綜合運用語言、解決問題的能力的導(dǎo)向，由此可見一斑。
我們教師明確了這一意圖后，在引導(dǎo)學(xué)生進行四技能操練時就會有的放矢，做到內(nèi)容、形式、技巧三者的有機結(jié)合。當(dāng)然新教材對我們教師的自身素質(zhì)、備課深廣度的挖掘以及學(xué)生想象力的激發(fā)都是一場不小的挑戰(zhàn)。還有詞匯，如本單元新增了hiking, rafting, eco-travel等新詞，相應(yīng)地詞匯要求的級別高了，語言的地道性也有了提升。還有workbook, 簡直是又一本教材，里面提供了許多關(guān)于聽、說、讀、寫的材料與練習(xí)，一方面為我們提供了豐富翔實的資料庫，另一方面也許也增加了我們的負(fù)荷。這是我對新教材與本單元的一點理解。
教學(xué)重點難點：
（一）重點
1． 本單元的生詞、短語
2． 有關(guān)旅游的一些表達(dá)法
3． 掌握游記與來往書信的寫法
4． 復(fù)習(xí)動詞的用法以及現(xiàn)在進行時用于將來的表達(dá)法
（二）難點
1． 動詞時態(tài)的綜合運用
2． 語法操練與語言交際活動的有機結(jié)合
3． 一些開放性話題的實現(xiàn)
4． 課外查閱資料的能力培養(yǎng)
教學(xué)目標(biāo)
1． 語言知識與技能
1） 熟練掌握與話題相關(guān)的常用詞匯與表達(dá)法
2） 培養(yǎng)學(xué)生聽、說、讀、寫四技能的綜合運用能力
3） 使學(xué)生能就given topics較好地完成一些開放性話題
4） 培養(yǎng)學(xué)生使用圖書館、網(wǎng)絡(luò)查閱資料的能力
2． 情感態(tài)度與文化意識
1） 在有趣的話題激勵下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動他們學(xué)習(xí)的興趣
2） 在師生互動的活動中，加強教師的親和力，增進彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢
3） 在共同完成一些調(diào)查、采訪、取長補短等任務(wù)的過程中，加強團體協(xié)作意識
4） 帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時，增強他們的環(huán)保意識
3． 學(xué)習(xí)策略
1） 興趣教學(xué)策略,其中包括對話、討論、表演等
2） 開放式教學(xué)策略，如：brainstorm, role play, given situations 等活動
3） 任務(wù)型活動策略，在做中學(xué)，在交際中進行真實運用
為了有效地達(dá)到以上教學(xué)目的，我設(shè)計了以下六個任務(wù)：
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
我把本單元計劃為六課時，Warming-up & Listening(1課時)，Speaking(1課時)， Reading(一)(1課時)，Reading( 二) (1課時)，Grammar & Writing(1課時) ，Integrating skills (1課時)，以任務(wù)為依托，分別對聽、說、讀、寫四技能進行訓(xùn)練，各有側(cè)重，但又互相結(jié)合。注重指導(dǎo)語篇閱讀，逐步提高口頭表達(dá)，筆頭寫作能力。
任務(wù)型語言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語言的最佳途徑是讓學(xué)生做事情，即完成各種任務(wù)。當(dāng)學(xué)習(xí)者積極地參與用目的語進行交際的嘗試時，語言也被掌握了。當(dāng)學(xué)習(xí)者所進行的任務(wù)使他們當(dāng)前的語言能力發(fā)揮至極點時，習(xí)得也擴展到最佳狀態(tài)。
*** 本單元的預(yù)習(xí)作業(yè)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)
第一個作業(yè)迫使學(xué)生主動去掃除字詞障礙；第二個作業(yè)是第一堂課的Daily Report(每次課前五分鐘的free talk,有時教師規(guī)定話題，多數(shù)時候不限；學(xué)生自己找資料；一般一次一人，也可多人合作)；第三個作業(yè)是本單元會陸續(xù)出現(xiàn)的一些話題，預(yù)先讓學(xué)生有個認(rèn)識，而且通過看書都可以基本解決。因此預(yù)習(xí)工作做得充分與否直接影響著上課效果，我也準(zhǔn)備了一些檢測手段，如：聽寫、默寫，Daily report等。
第一課時(Listening) 中心任務(wù)：The students are to discuss the means of transportation
warming-up的二、三部分與listening合在一起，側(cè)重對聽力的訓(xùn)練，聽說結(jié)合。
1． 聽寫單詞，挑選的都是在后面話題中出現(xiàn)頻率較高的關(guān)鍵詞，其實是過詞匯關(guān)，檢查預(yù)習(xí)手段之一。
2． Daily report 兩人對話，給國外來的筆友聊聊“寧波三日游”的安排，熟悉的話題，隨意的對話，學(xué)生會很樂意。對話中會涉及旅游景點、交通方式等內(nèi)容，學(xué)生運用不多的已有語匯就可完成。教師指令其他的學(xué)生就相關(guān)話題提問或建議，如：從市區(qū)到河姆渡不僅可以乘汽車，還可輪渡。這是一種學(xué)生間的互動，由學(xué)生來啟動課堂，有時更能活躍氣氛。也是檢查預(yù)習(xí)手段之二。
3． Brainstorming，學(xué)生列舉種種交通方式。教師在黑板上畫出一字開花圖形。
4． 引入課文上的問題：What do you have to consider before you decide which means of transportation you will use?學(xué)生七嘴八舌會答：根據(jù)路途的遠(yuǎn)近，價格，時間，速度，安全，興趣愛好，身體狀況，舒適程度等。教師總結(jié)：就象剛才有同學(xué)談到，到達(dá)河姆渡可以有多種途徑，考慮時間因素，可以選擇中巴，約需一小時，甚至可以打的，當(dāng)然前者經(jīng)濟。而從舒適的角度出發(fā)，尤其是象我這樣會暈車的旅客，可以乘船游覽，一邊觀賞姚江兩岸風(fēng)光，還可中途上岸游玩梁祝公園，約需三個小時，但一路上非常休閑、享受。學(xué)生由此明白話題可以說得豐富多彩。
5． 簡述課文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……
6． （圖表）文中的聽力材料，由兩種不同的練習(xí)構(gòu)成，我采用了不同的方式。1）第一部分是三則登機前的廣播通知，較簡單。先聽磁帶，同時填寫表格，鍛煉他們抓關(guān)鍵詞的快速反應(yīng)與提取信息的能力；聽第二遍，要求復(fù)述內(nèi)容，熟悉口頭通知的格式。2）第二部分資料較長，內(nèi)涵也豐富些，是五段游客的敘述。也是播放兩遍錄音，但要求上有了點提高。學(xué)生先帶著問題聽，完成相關(guān)練習(xí)；在聽懂原文基礎(chǔ)上，會作某些深層次的猜測與判斷，即理解句子之間的邏輯關(guān)系。當(dāng)然聽之前都留一點時間讓他們看題。
7． 接下去我設(shè)計了一個比較輕松的練習(xí)，是一種鞏固性練習(xí)。先聽教師念一段中文材料：坐在泰國大象的背上慢吞吞地探索山區(qū)的部落村莊；破舊的人力車?yán)愦┧笥诩訝柛鞔鸬拇蠼郑幻銖姷匕炎约喝M在印尼當(dāng)?shù)乇环Q為“BEMO”的小貨車?yán)铮辉谌A麗的奧斯汀牌大出租車?yán)锷煺怪闹康牡厥菤v史悠久設(shè)施豪華的內(nèi)羅畢諾富克大酒店。還有呢！--乘坐只有五個乘客的小飛機飛到奧克旺格三角洲的腹地，再坐獨木舟順流而下，不遠(yuǎn)處有看熱鬧的鄂魚；踉蹌地爬進過路的牛車上，然后舒服地躺在裝滿稻谷的麻袋中間，一邊慢悠悠地行進在顛簸的高原路上，一邊觀賞不遠(yuǎn)處的喜馬拉雅山；在印尼的山區(qū)小鎮(zhèn)彤莫虹，坐上兩輪篷式馬車（當(dāng)?shù)赜址QBENDI）四處游覽，耳邊是馬蹄踏在鵝卵石路上的得得之聲；坐在裝有舷外支架的獨木舟中，沿著馬那多河漂流十英里，就可以到達(dá)世界上最好的潛水地點……
我們可以看到文中多姿多彩的交通工具,如:泰國大象,人力車,以及一種小貨車-BEMO等。讓學(xué)生記錄下來,并找到相應(yīng)的英文。讓他們在不知覺中再次鞏固、拓展話題中的某些用語，也開啟他們的思路--原來還可以這樣旅游！激發(fā)他們探索的興趣與想象力。中文素材在這里雖有些不協(xié)調(diào)，但目的只有一個：讓學(xué)生熱起來。手段是為目的服務(wù)的嘛，允許偶一為之（但正式上課時我會考慮用英文）。當(dāng)我問道：Do you enjoy such kind of traveling? Why? 我就會得到水到渠成的回答: 當(dāng)然。（因為varieties, fun, imaginative, curious, exciting）。
聽的表現(xiàn)形式：學(xué)生與學(xué)生的對話；聽錄音；聽老師的口頭材料
8． 建議：Workbook里的listening 是前面課文的延續(xù)，是一則很好的聽力鞏固練習(xí)。如有時間，可以放在課堂上，或者替換剛才的中文材料；也可用于早上的聽力課。
第二課時(Speaking) 中心任務(wù)：The students are to describe a place they know
這堂課可以說是前一課時的延續(xù)，側(cè)重于“說”，聽與說的結(jié)合。聽與說始終是一對孿生姊妹，沒有說就談不上聽，沒有聽就不會有說。
1 Daily report 學(xué)生將會描述一次印象深刻的旅游經(jīng)歷。對于自己熟悉的東西，尤其是經(jīng)歷過的事情，他們?nèi)菀籽灾形铮艺Z言會生動。
2 （圖片）過渡到文中要介紹的A Time Machine(時光機器)--人們想象中一種神奇的能夠穿越時空的交通工具，借助它，人們可以回到過去，飛向未來。讓學(xué)生簡單了解“時光機器”的性能后，我設(shè)計的一個小任務(wù)是：想象中你乘著“時光機器”來到了某地，請描述你看見的情景。有兩種形式呈現(xiàn)：（一）make a similar conversation according to the dialogue in the text （二）describe a place you were，分組進行。
學(xué)生在所學(xué)的歷史、地理知識幫助下，展開聯(lián)想。描述中，也許來到中世紀(jì)時斗牛士曾角逐其間的羅馬圓形劇場，也可能出現(xiàn)去探訪未來太空加油站的情景。分別選取一組作匯報。
3 （圖片）A word game, 為了幫助學(xué)生更準(zhǔn)確、生動地進行描景狀物，帶動他們先做一個看圖找詞的輔助練習(xí)，以豐富他們的詞匯量。是關(guān)于各種地貌形態(tài)與氣候現(xiàn)象的一些常用詞。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列詞不是一一對應(yīng)，剩下的詞讓學(xué)生想象會是怎樣的畫面。
4 其實，以上每個任務(wù)的設(shè)計都是為接下來的中心任務(wù)服務(wù)，現(xiàn)在進入實戰(zhàn)練習(xí)。請描述一個你曾經(jīng)到過的/你熟悉的地方。“I know a place”
完成步驟：
1）教師首先描述自己的一張照片。這樣把自己放在與學(xué)生平等體系里，更能調(diào)動學(xué)生參與的積極性。
2）每人在組里展示在旅游地拍攝的風(fēng)景照/明信片（想象景中有你）（事先準(zhǔn)備好），帶著以下問題，先讓同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?；本人再作補充，即取長補短。
3）互相討論并由對方記錄所描述的內(nèi)容。
4）口頭匯報 應(yīng)該是一堂比較精彩的匯報活動課，整個過程聽、說、讀、寫結(jié)合。再次強化合作意識。
本堂課的目的是：培養(yǎng)學(xué)生有條理地描述個人體驗和表達(dá)個人的見解和意愿的能力；培養(yǎng)他們傳遞信息并就熟悉的話題表達(dá)看法的能力
盡最大可能讓學(xué)生開口，說錯了有機會改正，說得粗糙可以完善，重要的是誘發(fā)出他們那股初生牛犢不怕虎的沖勁。我們做教師的難點之一也許在于把握時機，以免一不留神壓制了他們說的渴望與積極性。我想這也是我們現(xiàn)在大力提倡形成性評價的原因，多棱面地激發(fā)學(xué)生的學(xué)習(xí)興趣。
5. Homework: 1.Read through the material on P98 in WB
2.To know what an adventure travel is
其實是兩個軟性作業(yè)，鞏固今天剛學(xué)的，預(yù)習(xí)明天要學(xué)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. 描述或表達(dá)目前正在發(fā)生的事情或出現(xiàn)的情況。
Adventure travel is becoming more and more popular.
Look! He is waiting at the gate.
2. 描述或表達(dá)他人或自己的計劃、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）兩課時主要側(cè)重于閱讀能力的培養(yǎng)，教給學(xué)生多種靈活多變的閱讀方法。引導(dǎo)學(xué)生開展任務(wù)型閱讀，以任務(wù)為依托，激發(fā)學(xué)生參與主體，從篇章中準(zhǔn)確、高效地獲取知識與信息。
第三課時Reading（一） 中心任務(wù)： The students are expected to know what an adventure travel is like
1 Daily report
2 師生互動 教師問：-- Do you like an adventure travel? Why/Why not?
--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)
學(xué)生可能會有許多發(fā)散性的回答：想與眾不同；挑戰(zhàn)自我；追求刺激；滿足好奇心；探索奧秘等等；
教師不必忙著下結(jié)論，誘導(dǎo)他們從書中去尋找答案，激發(fā)他們探究的興趣。
3 （圖表）填寫文中表格，或者利用下面圖示，通過careful-reading，了解、比較Hiking和Rafting兩種冒險旅游的異同，使學(xué)生獲取的信息條理化，有助于正確理解課文的基本大意。
4 在閱讀過程中，引導(dǎo)學(xué)生根據(jù)上下文或詞綴知識，猜測詞義（e.g. hiking, whitewater rafting, backpack, poisonous etc.）；理解進行時表將來用法，再舉例說明，加以鞏固。在這里我只要求學(xué)生能辨別、歸納這一語法現(xiàn)象。記得有位語法大家這樣說：閱讀是語法習(xí)得非常重要甚至一個必須的手段，在具體語境中才能把語法學(xué)好。
5 設(shè)置開放性話題，深化閱讀內(nèi)容。先是討論：
-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)
-Is the adventure travel worthwhile or not? Any example?
我希望他們不僅談?wù)撎章糜蔚捏@險刺激，更要誘導(dǎo)他們意識到人類在探索太空奧秘的過程中所付出的巨大犧牲與代價，如“挑戰(zhàn)者”號，“哥倫比亞”號災(zāi)難性的墜毀，等等。
6 角色扮演（role-play），分組進行，讓學(xué)生在表演中活化所得的知識與信息，實現(xiàn)交際活動。任務(wù)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)
這是第一個閱讀任務(wù)，在于加深對詞匯的理解以及掌握一些閱讀技巧，促進下一步活動的開展。
7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的練習(xí)
2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100
第四課時Reading（二） 中心任務(wù)：The students are supposed to take a virtual travel l
上節(jié)課我們對探險旅游有所了解，接下來我們來模擬組織一次類似的探險，由教師提供課外補充材料（配圖）。
閱讀方法有所變化，而且要在閱讀的基礎(chǔ)上進一步交際活動，進入模擬真實的交際語境，在解決實際問題中加強口頭表達(dá)能力。
1 先是作Daily report，兩位學(xué)生談?wù)撚嘘P(guān)冒險的話題，以承上啟下，照例由下面學(xué)生自由發(fā)問，兩位學(xué)生主答，使討論的話題更充分。
2 （圖片）看圖預(yù)測閱讀內(nèi)容 教師展示四幅不同地方的地形地貌圖，讓學(xué)生描述：What place is it like? 并猜測：Where is it? 最后才被告知，這四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.這樣做可以增設(shè)懸念，增加趣味性。也是在做一種無字的閱讀。
3 教師先問：Where would you like to go? 接著投票，四（圖）選一，按興趣重新分組，當(dāng)然人數(shù)太懸殊的話，動用教師的權(quán)威平衡一下，使參與者更有目的性。現(xiàn)在發(fā)給每人帶有解說詞的紙條--與手中圖片相匹配，同組內(nèi)容相同。學(xué)生先個人通讀資料，再加入小組討論，取長補短，由其中一人（擔(dān)任secretary）記錄討論結(jié)果。討論的話題是（板書）：
--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 整合閱讀與討論獲得的信息，內(nèi)化成口頭表達(dá)的能力。展示的形式有二：一、表格填寫，利用幻燈打出并講解；二、口頭報告。
5 最后，教師提問，組與組之間交叉回答：What do you learn from their report?
班級評價：Which group is the best one?
應(yīng)該是一堂比較精彩的匯報活動課，整個過程聽、說、讀、寫結(jié)合。再次強化合作意識。
第二個閱讀任務(wù)也結(jié)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) 冒險行為正變得越來越流行。
Adventure travel is becoming more and more popular.
2) 散步是鍛煉身體的一種好的方式。
Walking is a good way to take exercise.
3) 接近自然
get close to nature
4) 提防危險
watch out for dangers
5) 保護自己免受太陽照射
protect oneself from the sun
6) 小心別碰在巖石上
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)兩個課時,其實都是寫作課。前者是語法與寫作的結(jié)合，側(cè)重練習(xí)同步寫作，難度不大；后者是閱讀與寫作，往解決實際問題的交際性寫作方向努力，要求較高。還有每堂課的聽、說、讀任務(wù)的完成過程中不僅含有一些小小的寫作練習(xí)，如：make notes, complete sentences, fill in the form等，而且許多的討論、對話都是很好的口頭寫作練習(xí)，而正是這些活動為后面游記與書信的高質(zhì)量完成作好了準(zhǔn)備。使寫作成了言之有物、有章可循的環(huán)節(jié)，而不是放任學(xué)生。把寫作作為語言教學(xué)課的中心之一，使其成為一種對語言的總體學(xué)習(xí)有重要作用的創(chuàng)造性活動。
第五課時(grammar & writing) 中心任務(wù)：The students are to write a travel diary/letter
1 Grammar 部分文中設(shè)有一個簡單的對話，我不準(zhǔn)備做語篇處理，只把它作為學(xué)習(xí)語法的媒介與引子。先播放錄音，讓學(xué)生把握文中人物的語音語調(diào)；再分角色（Jane 和Betty）朗讀文章; 接下去分組討論不同的任務(wù)。
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 教師作補充，落實任務(wù)要求。我覺得在初中階段學(xué)過的一些簡單語法現(xiàn)象，再次在高中課文中出現(xiàn)，并要求學(xué)生掌握要求時（如本單元的多種時態(tài)混用與現(xiàn)在進行時表將來的用法），教師不必太費口舌，只需引導(dǎo)學(xué)生作好辨別、歸納工作。而且讓學(xué)生自己歸納，培養(yǎng)他們自主學(xué)習(xí)與探究的能力。其實在此老師僅舉兩個句子就可以讓學(xué)生明白這一用法：
--What are you doing?(現(xiàn)在進行表某動作正在進行)
--What are you doing tonight?(現(xiàn)在進行表將來)
重要的是在語境中的反復(fù)運用，在用中學(xué)。
3完成書中第二個練習(xí)的造句，讓學(xué)生在比較中了解動詞的過去時、現(xiàn)在時與將來時的用法。為接下來要寫的游記與旅游書信打下基礎(chǔ)。
4把后面的writing部分提前，原來是毫不相干的內(nèi)容，我用下面一段話把他們做了鏈接，這段話是：
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）
顯而易見，文中會大量地用到剛才操練過的幾種時態(tài)。本單元的寫作要求是完成a travel letter, 具體任務(wù)是：一信寫于周六，另一信寫于周日。為求變化，我做了一點小小的更動。考慮到日記與書信的時態(tài)要求差不多，我把兩封信換成一信、一日記。這樣學(xué)生可以多一種文體的練習(xí)，不僅同樣完成要求的寫作任務(wù)，還跳一跳，摘到了桃子 -- 學(xué)習(xí)了日記的書寫。
5文章的修改。步驟為：a) 每人在規(guī)定時間內(nèi)獨立完成 b) 與同伴交換習(xí)作，互相評改，取長補短。學(xué)生在進行討論、寫作與互相評改的過程中，教師可在課堂上來回走動，以提供必要的幫助。我想文章要寫，更要改，讓學(xué)生自己改，更能充分調(diào)動他們參與的主體性與創(chuàng)造性。
6挑選不同文體的各有特色的幾篇優(yōu)秀習(xí)作，點評；同時可以比較一下日記與書信兩種文體的異同，最后張貼在教室后的優(yōu)秀習(xí)作欄，以方便更多同學(xué)的參與評改和激勵他們寫作的積極性。
7課后完成Wb里的跟課練習(xí)，對一些重要句型與語法的操練。
第六課時(reading& writing) 中心任務(wù)：The students are to finish a proposal letter/make a survey report
前面的鞏固性寫作（同步寫作）與評改使本課的交際性寫作蓄勢待發(fā)，但還是要先作好閱讀。
1 Daily report 我框定的范圍是想象Sue 在講述（也可與人對話形式）旅游中發(fā)現(xiàn)的一些不文明現(xiàn)象。由此引入課文。
2 做warming-up部分的練習(xí)1：作picture-talking, 看圖完成句子，說出人們的不文明行為。
3 轉(zhuǎn)入Integrating skills提供的關(guān)于eco-travel 的閱讀，先是完成eco-travel 這一概念的理解。
1) 作為閱讀材料，我先設(shè)置懸念，問：What is an eco-travel/tourism?在此提供兩個詞匯（Hints: ecology 生態(tài)學(xué) ecologist生態(tài)學(xué)家）幫助學(xué)生運用詞綴知識猜測大概意思，接下去快速找讀（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) 再細(xì)讀（careful-reading），通過走訪兩處生態(tài)旅游區(qū)，使學(xué)生對“什么是生態(tài)旅游”有了形象的認(rèn)識，為后面的調(diào)查報告作鋪墊。因而學(xué)生也可以毫不費勁地回答：What’s the difference between normal travel and eco-travel?
4 換位思考（role play），讓學(xué)生從另一角度去熟悉課文材料。
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，學(xué)生應(yīng)該已經(jīng)很熟悉文中的材料，為下文的further discussion與課題（project）的完成埋下伏筆
5 survey& project 教師趁熱打鐵隨即點道：生態(tài)旅游是門新興事業(yè)，國外開發(fā)較早較成熟。相對來說，我們只算得上剛剛起步，因此，許多所謂的生態(tài)旅游區(qū)只是吸引游客的一個賣點，沒有實際內(nèi)容。鑒于以上事實，請你選定當(dāng)?shù)鼗蚰愀信d趣的某旅游點，進行調(diào)查，可以參閱報刊雜志、國外網(wǎng)站的相關(guān)鏈接，向有關(guān)政府部門寫一封建議書，內(nèi)容包括以下三點：
1） 某旅游區(qū)現(xiàn)狀如何
2） 目前存在的問題
3） 提出一些建設(shè)性的意見
這個課題有一定的挑戰(zhàn)性，也需要時間，可以作為周記課外去完成。有條件的班級，程度好的學(xué)生應(yīng)該能夠接受并努力去完成；在三個問題的幫助下，程度稍差些的學(xué)生不妨由小組共同制作一份簡單的單頁報告（leaflet）（如圖）。
這一活動主要培養(yǎng)學(xué)生利用圖書館、網(wǎng)絡(luò)等渠道查找所需信息，解決實際問題的應(yīng)用能力，也可以再度加強群體合作意識。把課堂英語教學(xué)延伸到課外，使之與學(xué)生實際生活結(jié)合起來。
教學(xué)評價：為了更好地督促與改進教學(xué)活動，我用了多種形成性評價手段：聽寫，默寫檢測學(xué)生詞匯量的掌握程度；小組活動比賽評優(yōu)，作文張貼，教師的點評等。我參考了南山外國語學(xué)校的評估測試，設(shè)計了如下一份口頭表達(dá)評估表
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
單元結(jié)束將設(shè)一個單元自查測試，檢查學(xué)生對知識的掌握程度。
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
學(xué)習(xí)目標(biāo)和要求
1． 學(xué)習(xí)和掌握以下單詞和習(xí)慣用語
1) 單詞
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) 習(xí)慣用語
on fire; pull sb. up; get on one’s feet; travel agent;
2.功能意念項目
學(xué)會用英語談?wù)撨^去的經(jīng)歷（包括人、物及事件等等）。
3．語法
1）復(fù)習(xí)定語從句，學(xué)會使用關(guān)系代詞who, whom, whose, which and that 的用法。
2）復(fù)習(xí)形容詞和副詞的用法。
4．語言運用
運用所學(xué)語言，圍繞難忘的經(jīng)歷這一題材，完成教科書和練習(xí)冊中所規(guī)定的聽、說、寫的任務(wù)；閱讀課文“Unforgettable experience”, 確切理解并完成有關(guān)課文內(nèi)容和練習(xí)；并練習(xí)寫一篇有關(guān)難忘的經(jīng)歷為題材的文章。
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 “l(fā)istening 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、教學(xué)內(nèi)容分析
(一)、知識背景及新課程、新教材
本單元圍繞the Silver Screen(影視) 這一主題開展聽、說、讀、寫多種教學(xué)活動。影視作為人類文明的一大體現(xiàn)，作為當(dāng)今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性、可挖掘性的教學(xué)主題。
本單元所選的語言素材涉及中外名片、著名演員、著名導(dǎo)演， 具有典型的時代氣息，有利于學(xué)生了解外國文化，增強世界意識。正如新課程標(biāo)準(zhǔn)中的教學(xué)建議所提：學(xué)習(xí)中文影視文化有利于“拓展學(xué)生的文化視野，發(fā)展他們跨文化交際的意識和能力”；在利用現(xiàn)代教育技術(shù)觀看影視片斷、影視海報的教學(xué)過程中，“拓寬了學(xué)生學(xué)習(xí)和運用英語的渠道”；同時本單元的教學(xué)對教師本身的中外文化修養(yǎng)、廣闊的知識面等方面有非常高的要求，體現(xiàn)了師生共同不斷更新知識結(jié)構(gòu)以適應(yīng)現(xiàn)代社會發(fā)展對英語課程的要求的“與時俱進”的理念和思想。
（二）、教學(xué)重點難點
1. 語言知識重點與難點
（1）.關(guān)系副詞引導(dǎo)的定語從句和介詞+關(guān)系代詞引導(dǎo)的定語從句
（2）與影視相關(guān)的詞匯
（3）有關(guān)發(fā)表個人觀點的句型、結(jié)構(gòu)
2. 綜合知識重點與難點
（1）.對國外著名影星、導(dǎo)演及他們作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以擴大學(xué)生知識面、文化視野。如何填補學(xué)生這方面知識缺乏的信息溝。
（2）.對國內(nèi)著名影視導(dǎo)演及他們代表作品的了解。如何設(shè)計任務(wù)讓學(xué)生從課內(nèi)知識到課外知識的鏈接。
（3）.對影視界名人及電影的評價（comments）如何寫影評（review）。
二、教學(xué)目標(biāo)
（一）.知識技能
1. 學(xué)習(xí)、掌握關(guān)系副詞when，where.，why 引導(dǎo)的定語從句及介詞+關(guān)系代詞引導(dǎo)的定語從句。
2. 學(xué)習(xí)掌握一些有關(guān)影視的詞匯：
如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些課文中涉及的詞匯：
如：graduate, attack, creature, owe…to…, take off等。
3. 學(xué)習(xí)掌握一些用于討論、評價電影的結(jié)構(gòu)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. 提高學(xué)生語言聽、說、讀、寫的能力及扮演角色、編寫劇本、撰寫影評等的綜合語言運用能力。
（二）. 情感態(tài)度
1. 學(xué)習(xí)幾位著名影星、導(dǎo)演執(zhí)著于藝術(shù)、獻(xiàn)身于藝術(shù)的敬業(yè)精神和對人類藝術(shù)的巨大貢獻(xiàn)。
2. 從Keanu Reeves 艱辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我們可以學(xué)習(xí)到：要成就事業(yè)需付出辛勤勞動，要有持之以恒、堅持不懈的恒心與毅力。
3. 通過學(xué)習(xí)國外著名影視界人物，培養(yǎng)學(xué)生了解、尊重異國文化，體現(xiàn)國際合作精神。
4. 通過開展小組活動，指導(dǎo)學(xué)生積極與人合作，相互學(xué)習(xí)，相互幫助，培養(yǎng)其團隊精神。
（三）.學(xué)習(xí)策略
1. 認(rèn)知策略
能總結(jié)定語從句的結(jié)構(gòu)規(guī)律，并加以應(yīng)用；在學(xué)習(xí)中借助電影海報圖畫、圖表等非語言信息進行理解或表達(dá)。
2. 調(diào)控策略
利用影視資源，主動拓寬英語學(xué)習(xí)渠道，創(chuàng)造和把握學(xué)習(xí)英語的機會；積極參與采訪、表演、調(diào)查等英語學(xué)習(xí)活動。
3. 交際策略
充分利用采訪、表演等真實交際活動提高用英語交際的能力，在其過程中能借助手勢、表情等非語言手段提高交際效果，能克服語言障礙，維持交際。
4. 資源策略
通過了解影視知識，獲得更廣泛的英語信息，拓展所學(xué)知識。
（四）.文化意識
1. 了解英語國家影視界藝術(shù)家的成長經(jīng)歷、成就和貢獻(xiàn)。
2. 通過學(xué)習(xí)，了解世界著名影視文化，培養(yǎng)世界意識。
3. 通過中外影視文化對比，加深對中國影視文化的理解。
三、教學(xué)步驟
(一) Warming up
這部分的重點是引出本單元的話題---電影，了解學(xué)生對電影的熟悉程度并充分發(fā)揮學(xué)生的想象力。同時訓(xùn)練學(xué)生說的能力。
活動步驟：
1．師生互動：教師提一些問題如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此過程中教師可展示一些學(xué)生熟悉并喜歡的名演員、名片的海報，從視覺上激發(fā)學(xué)生對本話題的興趣。
2．小組活動：教師選取幾副不同題材的電影畫面（可選取教材外的其它畫面），要求學(xué)生進行小組合作，每小組選一幅畫面進行討論What is happening in this scene? What happens before/after the scene? 要求學(xué)生不拘泥于已知的電影內(nèi)容，發(fā)揮自己的想象力，給出各種不同的觀點。
3．班級活動：向班級其它同學(xué)描述本小組所選圖片，其他同學(xué)可給出不同意見。
（二）listening
本單元的聽力是培養(yǎng)學(xué)生捕捉特定信息的能力，并讓學(xué)生熟悉interview這種形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活動形式：
1． 師生互動：教師設(shè)置開放性的問題，進一步啟發(fā)學(xué)生思考，并為過渡到聽力部分做準(zhǔn)備。問題可設(shè)置為：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 學(xué)生各抒己見，金錢、榮譽、名氣，成為公眾人物后帶來一個問題They received a lot of interviews。
2． 小組活動：教師引出問題What questions will you ask when interviewing an actor?通過小組討論，收集盡可能多的問題，一方面讓學(xué)生預(yù)測聽力中可能會出現(xiàn)的問題，同時也對interview這種形式有所了解。
3． 班級活動：完成聽力練習(xí)
（三）Speaking
本單元說的任務(wù)是利用閱讀所得信息開展對名演員的interview,從而提
高學(xué)生在真實語境中的交際能力。教師還可讓學(xué)生嘗試當(dāng)演員，從而對
演員的職業(yè)有所了解并增加學(xué)習(xí)趣味。
Task: To interview famous actors and directors in different ways.
活動形式：
1、 師生互動：教師可設(shè)置問題了解學(xué)生對電影大獎及獲獎演員的了解程度，為接下來的兩位演員的介紹作好鋪墊。問題可為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． 班級活動：教師可為學(xué)生播放分別由Meryl streep和Keanu Reeves主演的電影Out of Africa《走出非洲》和 speed《生死時速》片段，并可展現(xiàn)他們主演的其它電影的海報，讓學(xué)生在視覺上對這兩位演員及他們的表演有所了解。
2． 個人活動，但先把學(xué)生分成兩組，分組閱讀，然后完成下面表格中的信息。
Birth (time/place)
schooling
Beginning of the acting career
films
family
3． 小組活動：選兩位學(xué)生，一位當(dāng)主持人，一位當(dāng)Meryl streep/Keanu Reeves，其他同學(xué)充當(dāng)觀眾，模仿央視“藝術(shù)人生”的形式作一訪談，要求主持人留一些時間給觀眾提問。
4． 師生互動：教師可引導(dǎo)學(xué)生討論下列問題：
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. 小組活動：教師播放電影“home alone”《小鬼當(dāng)家》片段，將原聲消去，讓學(xué)生分組給出對白及表演，最后可讓學(xué)生互評哪一組做得最好。
(四) Word Study(提前)：
本單元詞匯學(xué)習(xí)的目的主要是讓學(xué)生掌握一些與電影有關(guān)的詞語如studio、follow-ups、award、script等，對學(xué)生而言，有些生疏，因此教師可給出一些視覺上的幫助。
教學(xué)形式：
師生互動
在教學(xué)過程中，先利用圖片，實物等教具對學(xué)生進行直觀的教學(xué)，使之有更清晰的認(rèn)識后，再輔之以語境，利用語境來推測詞義，達(dá)到猜詞的效果。如給出The Matrix和The Matrix Reloaded的電影海報，學(xué)生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通過這樣的鋪墊，學(xué)生在做第七小題時，只要利用好文中的線索Speed II, Jurassic Park III就可以輕而易舉的得出follow-ups。
（五）Pre-reading
此部分的關(guān)鍵在于讓學(xué)生了解如何制作電影，尤其是通過了解電影的制
作而突出導(dǎo)演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活動形式
1．師生互動：教師提問If you want to make a film, who do you
need to invite?通過此問題引出電影制作過程中所需的各種角色，如photographer, actor/actress, editor, director等等
2．小組活動：
1）教師可設(shè)置這樣的討論題：What part would you like to play in making a film?根據(jù)選擇分組，讓他們討論選擇各角色的理由。同時討論各角色在電影制作中所做的不同工作。通過討論，學(xué)生不難發(fā)現(xiàn)，在電影的制作過程中，導(dǎo)演起了非常關(guān)鍵的作用。
2）根據(jù)所選的各種角色交叉分組，發(fā)揮各自的作用。
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
本篇閱讀材料是人物傳記，介紹了著名導(dǎo)演Steven Spielberg 的成長經(jīng)歷以及他的主要成就和作品。通過文章的學(xué)習(xí)，旨在了解西方的電影文化背景以及學(xué)習(xí)名導(dǎo)Steven Spielberg的那種對自己的事業(yè)堅持不懈、孜孜以求的精神。
活動形式：
1．小組活動
分別給出閱讀材料中提到的五幅電影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的圖片，把學(xué)生分成不同的小組，對圖片進行預(yù)測，各個小組根據(jù)不同的圖片猜想影片的大概內(nèi)容及主題。
2．個人活動
快速閱讀課文的Para3-5 , 查找出有關(guān)這5部電影內(nèi)容和主題的信
息，并核對與自己猜想是否相符。
3．個人活動
閱讀并查找有關(guān)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
該部分可分成兩塊，其中第二塊內(nèi)容可以提前到閱讀中去完成，也可在讀后總結(jié)，當(dāng)學(xué)生讀完影片內(nèi)容時，可以根據(jù)自己的理解寫出五部影片的內(nèi)容是什么（寫嘗試應(yīng)用定語從句，體驗定語從句的結(jié)構(gòu)）。第一塊（Questions）中第1，3，5三個問題比較難，從文中直接找不到答案，也是學(xué)生理解上需要升華的部分。可以通過分組，讓學(xué)生討論來理解這幾個問題。讓學(xué)生領(lǐng)會以下幾點：1）、英語作為工具的重要性 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
這部分的重點是學(xué)習(xí)掌握關(guān)系副詞when，where，why 引導(dǎo)的定語從句及介詞+關(guān)系代詞引導(dǎo)的定語從句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.
活動步驟：
1． 師生互動：教師提一些問題如What Chinese directors do you know?
What are their well-known films? 在此過程中教師可展示一些學(xué)生熟悉的國內(nèi)知名導(dǎo)演的海報，從視覺上激發(fā)學(xué)生的興趣。然后談?wù)撃硞�導(dǎo)演及他的代表作品，引出定語從句。
如Zhang Yimou is the famous director who successfully directed the film Hero.
2．小組活動：教師選取幾副大家熟悉的國產(chǎn)大片的電影畫面，要求學(xué)生進行小組討論，分別來自什么電影，他們的男、女主角（main actor/actress）分別是誰。然后用定語從句知識來談?wù)摗Ｈ纾篠haolin Soccer is a funny film in which Zhou Xingchi plays the main role.
3．班級活動：給出幾副圖片及幾個關(guān)鍵詞（key words），用所學(xué)定語從句來描述圖片。如：
北京申奧成功圖 Beijing the city 2008 Beijing is the city where/in which the 2008 Olympic Games will be held.
4．大組活動：全班以座位為單位分4大組，開展競賽。1）小組討論，兩人一組，一學(xué)生創(chuàng)設(shè)一個情景并給出2-3個關(guān)鍵詞，另一名同學(xué)用定語從句進行描述。2）班級活動；結(jié)果匯報，教師記錄，看哪個大組能正確描述的情景最多。教師給出評價。
（九）Integrating Skills
該部分主要閱讀張藝謀的影片Not One Less并學(xué)習(xí)如何評價電影及寫影評。Task: Make comments on films and write reviews about them.
1. 師生互動：教師可設(shè)置問題了解學(xué)生對張藝謀及其主要作品的熟悉情況，為接下來閱讀Not One Less 作鋪墊。問題可為 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? 同時呈現(xiàn)張的有關(guān)信息表格，為后面的Survey 作鋪墊。通過提問談?wù)摗兑粋�也不能少》有關(guān)情節(jié)，為閱讀作鋪墊。
2． 個人活動：閱讀Not One Less ；回答問題，填寫信息表。
3． 班級活動：學(xué)習(xí)寫review 的有關(guān)建議。并以Not One Less 作為例子寫影評一篇。
4．個人活動：Survey--Your favorite director and his film in china
5．小組活動：討論關(guān)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．個人活動：模仿前面所學(xué)，寫一篇影評 My Favorite Film
7．兩人活動：交換作文，從影評內(nèi)容、時態(tài)、單詞拼寫、所用詞匯等方面相互交流、修改。
8．班級活動：推薦一名學(xué)生在班上交流所寫影評。
高一英語(上) UNIT 5 Integrating Skills “Not One Less” 說課稿
一．教材分析
我授課的內(nèi)容屬于人教版高一英語(上)第五單元，是這一單元的第五課時。本單元圍繞影視這一主題開展聽、說、讀、寫多種教學(xué)活動，涉及“電影明星”、“著名導(dǎo)演”、“介紹熱門電影”、“初學(xué)寫影評”等。影視作為人類文明的一大體現(xiàn)，作為當(dāng)今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性的教學(xué)主題。
正如新課標(biāo)中所提：學(xué)習(xí)中外影視文化有利于“拓展學(xué)生的文化視野，提高他們的中外文化修養(yǎng)。”同時本單元的教學(xué)對教師本身的影視廣闊的知識面及文化修養(yǎng)等方面有非常高的要求，體現(xiàn)了師生共同更新知識結(jié)構(gòu)、適應(yīng)現(xiàn)代社會發(fā)展對英語課程要求的“與時俱進”的理念和思想。
二．了解學(xué)生
1．在學(xué)完閱讀部分的傳記體文章后，要求學(xué)生課外搜集張藝謀個人信息，作為這節(jié)課的每日報告。
2．學(xué)生剛從初中升入中專一年級，口頭表達(dá)能力不強，知識面不夠廣泛，因此要多鼓勵他們用英語大膽地說，大膽地寫出自己的觀點。
三．教學(xué)目標(biāo)
由于這一節(jié)課的主要任務(wù)是在閱讀的基礎(chǔ)上寫一篇影評，因此我確立了以下幾點教學(xué)目標(biāo)：
知識技能方面
1．學(xué)習(xí)掌握一些用于討論、評價電影的結(jié)構(gòu)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．提高學(xué)生語言聽、說、讀、寫能力以及寫影評的綜合語言運用能力。
情感意識方面
3．通過小組活動，指導(dǎo)學(xué)生積極于人合作，積極與人交流，培養(yǎng)他們的團隊合作精神。
4．通過學(xué)習(xí)影片，增強學(xué)生的愛心與同情心，培養(yǎng)學(xué)生關(guān)心他人，關(guān)心教育，關(guān)心社會的意識，引導(dǎo)他們珍惜時間，珍惜生活
這節(jié)課的教學(xué)重點是訓(xùn)練學(xué)生的寫作能力，學(xué)會寫影評，對影視界名人及電影發(fā)表自己的觀點。
這堂課的教學(xué)難點在于通過學(xué)習(xí)，提高學(xué)生的聽說讀寫綜合能力。
四．教學(xué)方法
1．任務(wù)型教學(xué)法
這篇文章內(nèi)容易懂，我設(shè)計了一些任務(wù)，通過感知、體驗、參與和合作等活動方式，使學(xué)生的主體地位得到充分體現(xiàn)。例如，要求學(xué)生閱讀文章，填寫信息表。
2．多媒體教學(xué)法
這一單元以影視為主題,利用多媒體展示影片相關(guān)圖片，幫助學(xué)生用自己的話概括主要內(nèi)容,提高課堂教學(xué)效率,增強學(xué)生學(xué)習(xí)興趣.
3. 問答式教學(xué)法
學(xué)生通讀全文填寫表格后,采用問答教學(xué),讓學(xué)生抓住文章主要內(nèi)容,同時訓(xùn)練他們的口語.
五. 教學(xué)步驟
1 每日報告
根據(jù)課前布置任務(wù)，要求學(xué)生課外搜集有關(guān)張藝謀個人信息，填寫表格，在本節(jié)課上介紹。
2 新課導(dǎo)入
結(jié)合每日報告，引出所學(xué)課文。了解學(xué)生對這部影片的熟悉程度，設(shè)置如下問題：
What’s his recent film? (展示新片<<十面埋伏>>圖片)
Have you seen “Not One Less”? (展示<<一個也不能少>>圖片)
What’s it about?
形成師生互動，訓(xùn)練學(xué)生說的能力，為下面閱讀作鋪墊。
3 閱讀部分
第一步，聽磁帶，回答問題
要求學(xué)生合上課本聽磁帶，然后回答：
What are the main characters in the film? (展示兩張圖片)
目的：讓學(xué)生了解課文大致意思，同時進行聽力訓(xùn)練。
第二步，閱讀課文，填寫課后表格并展開討論。
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?
通過填寫表格，讓學(xué)生抓住文章的主要內(nèi)容，鼓勵學(xué)生用英語大膽地討論,發(fā)表個人觀點.
第三步：對課文的語法難點進行必要的講解.
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 寫作部分
1. 請學(xué)生分析課文結(jié)構(gòu)，引導(dǎo)出寫影評的一般方法.
這一教學(xué)任務(wù)采用啟發(fā)式教學(xué),讓學(xué)生自己總結(jié)出寫影評方法,最后老師作總結(jié).這樣可以提高學(xué)生的學(xué)習(xí)主動性,充分發(fā)揮學(xué)生的主體性.
How to make comments on a film(怎樣寫影評):
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. 小組活動：討論關(guān)于你所喜愛的電影及你對這一影片的看法。
我認(rèn)為要學(xué)會寫,首先要學(xué)會說.因此我設(shè)計了這一活動,讓學(xué)生把這節(jié)課所學(xué)的運用到實際問題中去.
3. 最后布置任務(wù)：寫一篇影評，題目是“My Favorite Film”。
六 板書設(shè)計
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、教學(xué)評價
根據(jù)《國家英語新課程標(biāo)準(zhǔn)》對外語教學(xué)評價的原則，對學(xué)生的評價應(yīng)堅持形成性評價和終結(jié)性評價并重的原則，既關(guān)注結(jié)果(教學(xué)過程中忘記考試)，更關(guān)注過程。在英語教學(xué)過程中更多地關(guān)注學(xué)生英語學(xué)習(xí)的過程、關(guān)注形成性評價，應(yīng)重視形成性評價對學(xué)生英語學(xué)習(xí)的交流，對學(xué)生的書面作業(yè)、口頭回答、演講、朗誦等課外學(xué)習(xí)行為和學(xué)生的學(xué)習(xí)能力、學(xué)習(xí)態(tài)度、參與程度、合作精神等做出評價。形成性評價包括學(xué)生相互評價和學(xué)生自我評價等方式，應(yīng)對學(xué)生的認(rèn)知、情感、技能等方面給予綜合評價，以幫助學(xué)生樹立自信心、培養(yǎng)學(xué)生的學(xué)習(xí)能力和幫助學(xué)生確定合理的學(xué)習(xí)目標(biāo)和使用恰當(dāng)?shù)膶W(xué)習(xí)策略。
形成性評價應(yīng)采取多種評價方式，包括口頭的、書面的、表格形式的，還可以建立學(xué)生個人學(xué)習(xí)檔案。
形成性評價的思考
學(xué)生自評→反思過程
1.評價途徑 生生互評