Unit 9 Technology
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(SEFC 1A, Revised Edition)
Chen Weifeng
一． 教材解读（Material Interpretation）
通常人们忌讳“只见树木，不见森林”，然而这里我们姑且就一个单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说，这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写依然以单元为单位，但每个单元打破了呆板的块状设计，换之于流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题，话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。
本单元的主题是Technology，中心话题为Hi-tech,话题本身具有强烈的时代气息，贴近学生的实际生活，符合学生的认知水平，在学生中有较强的认同感。这一单元的交际功能项目（Functional Item）有两个：1. Describing things 2. Expressing agreement & disagreement。结构项目（Structure）为The Present Continuous Passive Voice；主要能力项目为Reading 和Writing，其中一个阅读正篇，两个Language Input, 要求学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能力，同时学会写信并在信中阐述问题的症结，发表自己的观点。拓展项目为如何运用高科技获取更多英语信息，提升英语学习，并探究科技为人类带来便利的同时可能存在的负面影响以及消除这些影响的解决办法。
二 教学目标(Instructional Objectives)
通过教学，学生能描绘一些日常用品（如第一课时的A Guessing Game 和Describing and Drawing），发现一些问题，发表个人观点，努力解决问题（如第二课时的Problems and Solutions，Role Play和A TV Chitchat Program: Help is on the Way）；能学会与他人交流和合作（如第三课时中的Designing and advertising a new model of cell phone for Chinese high school students）；能学会寻找适当渠道解决实际问题（如第四课时中的A Letter of Complaint to the Headmaster）；能自己学会学习，在学习中建立输入假设，在实践中验证假设，并最后修正假设(如第四课时的对The Present Continuous Passive Voice的学习)；能懂得基本的一些学习策略，并运用这些策略提高在一定的context 中对一些较难词义的推断能力（如第五课时中的Word and Strategy）；能运用高科技获取更多英语信息，提升自己的英语学习(如第三课时中的Story Sharing和第六课时的Essay Writing)；能探究高科技为人类带来文明和便利的同时可能存在的负面影响以及消除这些影响的解决办法（如第五课时中的Talk about the advantages and disadvantages of cellphones, robots, computers etc.）；能在研究性的学习中进行自我反思，培养公民意识、社会责任感和全球观念（如第五课时中的A Probe into the Cause of Teenagers’ Addiction to Cyber Café和第六课时中的To Be a Technology-driven Human or not to Be）；能在不断的反思中领悟并懂得人类追求高科技的根本目的，倡导人与人之间的友爱和真情（如第六课时中的写给未来控制了人类的巨能电脑Q12 的题为Love is the Everlasting Topic of the World的信）。
Unit 9 (SEFC 1A)
Notion Technology
Topic Hi-tech
Functional Items 1. Describe things
2. Expressing agreement & disagreement
Structure The Passive Voice (3) The Present Continuous Passive Voice
Tasks 1.A Guessing Game Describing things and how they work
2. Describing and Drawing Topic Touch
2. Role play Solving problems by giving opinions
3. A TV Chitchat Program Help is on the Way
4. A Project Designing and advertising a new model of cell phone for Chinese high school students
5. An Investigation Teaching and Living Facilities of the School
6. A Discussion Damage That Is Being Done to the Earth
7. An Interview Voice of Students
8. A Letter of Complaint
9. A Hi-tech Show
10. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café
11. A Debate To Be a Technology-driven Human or Not to Be
12. A Letter to Q12 Love is the Everlasting Topic of the World
13. An Essay Big Thing
Moral Goals 1. Creative Thinking
2. Communication and Cooperation
3. Love and Caring
4. Environmental Protection
5. Social Awareness
6. Global Sense

三．教学设想（Teaching Assumptions）
在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。在教学方法上坚持以Communicative Approach为主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情,使精心设定的Moral Goal 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力；激发学生对事物深入了解的探究心理，逐步养成研究性学习意识; 通过自主学习和社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责任感（(Social Responsibility)，强化祖国意识(National Awareness)，培养全球观念(Global Sense)。
1．话题拓展 （Extended Topics）
以Technology为主题，由中心话题衍生出六个Sub Topics, 分别是New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology 和Attitude towards Technology。 根据每一个Sub Topic精心设计相应的任务，突出交际功能，通过完成任务使学生达到交流的目的，完成语言的运用，能力要求涵盖听、说、读、写及综合运用，人文因素涉及学生的情感态度、学习策略、文化意识、价值取向和评判标准。所有的Sub Topics 均指向中心话题，在单元的结束提升主题：Love is the Everlasting Topic of the World。
2．课时设计(Time Allocation)和阶段教学目标(Phase Teaching Demands)
整个单元拟用五个课时完成,每个课时由一个Sub Topic 展开，功能项目明确，任务真实具体，能力取向明朗。
第一课时
Sub Topic New Uses of Things
Focus Listening
Function Describing things how they work
Structure It is used for…
They are made of…
This thing can be put…
……
Tasks 1. A Guessing Game
2. Describing and Drawing
Moral Focus Creative thinking
第二课时
Sub Topic Problems and Solutions
Focus Speaking
Function Expressing agreement and disagreement
Structure Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that…
Tasks 1. Role Play Give advice and make suggestions
2. A TV Chitchat Program
Help is on the Way
Moral Focus Communication and Cooperation
第三课时
Sub Topic Life in a Technological Era
Focus Reading
Function Designing and describing a new model of cell phone
Structure It is made of… It will be improved in…New functions is being added to…Various sounds can be produced…
Tasks 1. Story Sharing
2. An Activity Find out how many classmates have cell phones, describe their cell phones in detail and explain the reasons why they need them to the whole class
3. Designing and advertising a new model of cell phone for Chinese high school students
Moral Focus Love & Caring
第四课时
Sub Topic Teaching and Living Facilities of the School
Focus Writing
Function Describing problems and giving opinions
Structure The Present Continuous Passive Voice:
I am being given too much homework.
We are always being highly controlled by the teachers
Not enough opportunities are being offered to us students
At night, I am frequently being disturbed by the noise from the nearby construction site. …
Great damage is being done to the Earth.
Too many trees are being cut.
Animals are being hunted….
Tasks 1.A Discussion Damage That Is Being Done to the Earth
2.An Interview Voice of Students
3.A Letter of Complaint
Moral Focus Communication & Cooperation
第五课时
Sub Topic Controversy about Technology
Focus Using English
Function 1.Talking about the advantages and disadvantages of the cellphones, robots and computers etc.
2.Using the words and phrases to describe things
Structure press eenagereminddareemergencydialobey hroughoutcalendar
throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool….
Tasks 1. A Hi-tech Show
2. A Survey A Probe into the Cause of Teenagers’ Addiction
to Cyber Café
Moral Focus Social Awareness
第六课时
Sub Topic Attitude toward Technology
Focus Using English
Function 1. Persuading by giving various opinions and expressing agreement and disagreement
2. Using the proper expressions
Structure Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way……
Tasks 1.A debate: To Be a Technology-driven Human or not to Be
2. A Letter Love is the Everlasting Topic of the World
Moral Focus Global Sense
3．教学思路(Teaching Planning)和任务设计(Task Designing)
整个单元分成六个次话题：New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching and Living Facilities, Controversy about Technology 和Attitude towards Technology， 根据难点重点设计任务，注意任务的连贯性、剃度性。
第一课时话题为New Uses of Things, 能力重点为Listening。在设计任务时特地设计了Describe the things and how they work, 突出Listening外，巧妙地融进了Speaking , 为下一课时作好了铺垫。 在做Describing and Drawing任务时，老师有意识地用一些如CD机，遥控器之类的东西，让一组学生进行Description，另一组学生进行Drawing and Guessing, 这样成功地创造了一个Information Gap,使学生兴致盎然，并在完成任务的同时悄悄地接近了单元中心主题。教学者就这样不露痕迹地完成点题这一细节。结束任务是除了本节课探讨的这些东西的New Uses 以外，思考一下使用这些东西带来的问题。 这样巧妙地过渡到了第二课时的话题Problems and Solutions。
第二课时话题为Problems and Solutions， 能力重点是Speaking。通过Warming up 和对上一节课布置的问题的思考，轻松引入Speaking。通过帮助老师解决难题这一任务, 预演怎么Give opinions, 如何express agreement and disagreement。接着，进入Role Play 这一任务。 通过观看Family Album, USA,和Mr Bean中的几组镜头， 学会更多表示同意和反对的方法，拓展语汇，丰满语言。此后学生开始由外及里，进入每人的内心世界，审视自身的问题，寻求解决的途径。最后通过模拟电视台主持人主持的一档题为Puppy Love 的Chitchat Program，让学生模拟老师、家长、校长、专家、教育部门领导等角色，畅所欲言，以进一步巩固已学语言，达到真实交流的目的。结束时一个What Makes Such Service Possible?又将学生引入中心话题Technology的思索.。要求学生在思索之后通过上网阅读，准备一个能体现Technology优越性的爱心故事，在下一节课与其他同学分享。这以环节不仅与下一节课的主题Life in a Technological Era联系了起来，为下一节阅读课作了准备，更为本单元最后主题的升华即Love is the Everlasting Topic of the World 埋下了伏笔。
第三课时为Reading, Sub Topic为Life in a Technological Era。通过Story Sharing这一“读中带说”的任务，感悟Technology，畅谈由此带来的便利和文明的提高。接着转入阅读，依次完成阅读的各级任务，同时初步领略语言项目The Present Continuous Passive Voice，为下一节课作好铺垫。最后，从感受高科技进入体验高科技，完成一个Cell Phone新款 的设计任务，并用恰当语言表述其性能、款式，完成产品的宣传策划，接着根据市场反馈，修正设计任务。这节课的Assignment是一个关于学校教学和学生生活设施的一个调查。学生五、六人不等，组成一个小组，完成对学校现有教学和生活设施的调查，明确在这方面还应该有哪些投入，紧扣下一节的话题，并为在下一节课模拟和校长的Interview中和写给校长的 A Letter of Complaint中准备好真实的材料。
第四课时的话题为Teaching and Living Facilities。通过Warming up 中的Word Puzzle(或 Word Game)，自然导入Word Study和 Grammar。在Grammar中，根据Krashen 的Input Hypothesis(输入假设理论),由学生通过对课文中一些相同结构句子的分析，形成自己的假设，通过两人小组活动的句型转换练习，验证假设，获得反馈，最后在题为Talk about the Damage that is Being Done to the World的讨论中提纯语言，修正假设，完成良好的自主学习习惯。利用上一节课课后所做调查中的材料，模拟和校长的一个Interview，在Interview中学生反映学校学习和生活中的问题。反映问题时学生会不可避免地用到刚学的语法结构，如I am being given too much homework. We are always being highly controlled by the teachers. Not enough opportunities are being offered to us students. At night, I am frequently being disturbed by the noise from the nearby construction site. …等等，重新复习怎么提出观点，扮演校长的学生也不可避免地会对学生的观点、建议要表示同意或反对，这样，又一次凸现了本单元Expressing agreement and disagreement的功能项目。最后给校长写一封抱怨信，将在学习和生活遇到的问题和自己的观点、建议写进信内，投入校长信箱，等待校长答复。由于在学习Unit 9时，学生在新学校已生活了约一两个月，这样的任务设计应该是非常真实，也容易操作。本课的Assignment 是准备一个Hi-tech Show, 学生五、六人不等，组成一个小组,确定主题，上网搜索，充分展示高科技的成果和给人类带来的文明，要求配上解说词。每一小组时间不超过2分钟。
第五课时话题为Controversy about Technology, 音乐MTV欣赏作为Warming up，接着从MTV的制作，直接进入各小组的Hi-tech Show, 因为高科技的成就和给人类生活带来的文明是本单元的中心主题，因此在这里进一步进行渲染、烘托。同时话锋一转，对比鲜明地转入本课话题Controversy about Technology。通过对手机、机器人和电脑等物advantages 和disadvantages的讨论，进行反思，最后完成对于青少年进网吧玩游戏问题的调查，写出调查报告。
第六课时是终结性课时，集中体现各种能力，重点突出语言的使用，课时话题为Attitudes toward Technology。Warming up是一个师生之间的chatting。在chatting中谈中国与西方国家在科技发展上的差别，中国青少年与中国未来的关系，中国青少年该如何处理个人与民族的关系等，自然切入主题。紧接着的是调查报告反馈。每个小组用两分钟时间陈述报告，交换意见，最后以班级名义将整合的调查报告呈交有关部门。通过调查，学生开始接触世界，了解社会，以此增强公民意识和社会责任感。讨论出青少年进入游戏网吧的有关规定，交给各个社区，用于宣传教育。完成一个题为To Be a Technology-driven Human or not to Be的Debate。在Debate中，进一步点明本单元的中心主题和体现本单元的交际功能项目。在Debate之后用一些伊拉克战争、原子弹爆炸、核武器竞赛和心脏移植手术、南极探险等图片的鲜明对比使学生对该如何使用高科技进行深刻的反思，想象abusing高科技可能带来的恶果。紧接着是Language Input，讲述的是2374年人类被巨能电脑Q12控制后的世界模样。最后以一封写给巨能电脑Q12的题为Love is the Everlasting Topic of the World的信作为本单元的结束，使主题得到了升华。
总之，在进行单元教学设计时，努力做到板块清晰，思路流畅，条块结合，经纬贯通。主题鲜明，反复烘托，功能项目体现到位；能力结构分配合理，梯度适中；任务设计环环相扣，逐步升级。板块之间既个性鲜明，重点突出，又首尾相接，前呼后应；整个单元主题明朗，任务多样；教学思路流畅，前后呼应，一气呵成。
主题线：浅尝----接触----了解----深入----问题----对策----反思--- 升华
任务线： A Guessing Game Describing things and how they work
---- Describing and Drawing Topic Touch
----Role play Solving problems by giving opinions
----A TV Chitchat Program Help is on the Way
----A Project Designing and advertising a new model of cell phone for Chinese high school students
----An Investigation Teaching and Living Facilities of the School
----A Discussion Damage Done to the Earth
----An Interview Voice of the Students
----A Letter of Complaint
----A Hi-tech Show
----A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café
----A Letter to Q12 Love is the Everlasting Topic of the World
----A Debate To Be a Technology-driven Human or Not to Be
----An Essay Big Thing New Uses of Things---A Guessing Game----Role
4．教学方法
在教学方法上追求轻松自然，强调教学方法的多样化、艺术性。具体采用的教学方法有情景教学法（Situational Approach）、交际法（Communicative Approach）、整体语言教学法（Whole Language Teaching）、情感激励法(Affective Motivation)等。在重视语言内涵的前提下不拒绝语言形式上的韵味和美感，适时配以音乐、时尚、艺术等，追求人与语言内容、语言形式的和谐。在强调语言实际功能的基础上，注意呈现语言的人文光辉，使语言学习既受用无穷，又多姿多彩。
1）教学方法的多样性
例如在本单元中，我们非常重视Warming up，通过Warming up，激活学生已有的知识和经验，调动各种学习机智如情绪、态度、心理等，链接即将开始的Classroom Activity。使整个单元的Warming up形式多样，景趣交融。
 激情联想（如第一课时）
 直观图片（如第三课时）
 问题解决（如第二课时）
 自由谈话（如第六课时）
 音乐（如第五课时）
 游戏（如第四课时）
2)教学方法的独特性
在教学中和任务设计中不经意却是有意识地将多媒体、电脑等揉入在其中，并特别注意这些东西在课堂上的有效使用，体现其辅助作用(如在本单元的授课中，第一和第四课时为使用多媒体)；同时让学生也实践操作(如第五课时中的Hi-tech Show)，使中心主题与课堂实践，学生意识与教师意图融为一体，凸现主题。
3)教学方法的艺术性
 注重语言功能性和语言人文性的结合
 重视学生内在需求的形成
 注意发挥教学者人格力量作用
 强化期待教育和情感激励法
 营造人与语言、人与文化和谐自然、人景相趣的语言学习环境
四．教学理念（Conceptual Bases）
以任务型教学（Task-based Language Teaching）为设计理念，正确定位学生在语言学习中的主体地位，以任务为载体，使学生通过体验、感悟、完成任务，达到意义协商、真实交流的目的；强调语言的内容含义优于语言的形式结构；注重语言的功能性，但不忽视语言的人文性；注意教师的人格力量在语言学习中的积极作用；提高学生获取信息、处理信息和分析、解决问题的能力，强化学生的文化意识，激发学生的探究心理，促使学生研究性学习习惯的逐步形成；全面提高学生的人文素养，增强学生的社会责任感。
语言首先是一种交际的工具，因为各种交流的需要才赋予语言鲜活的生命和经久不衰的美丽。各种源自真实生活的真实任务激发了学生各种语言交流的需求，为语言的运用搭建了一个广阔的舞台。由于学生的注意力集中在任务的完成上，语言交流的过程变得真实、自然，近乎母语的悄然习得。而完成任务之后的成就感是学生信心倍增，为语言的进一步学习作好了心理准备。
在任务型教学中，我们从学生的认知水平、知识结构出发，尊重学生的意愿和情感的需要，从学生“学”的角度来设计出贴近学生真实生活，包括学校生活、社会生活、内心世界、情绪变化等各种教学任务，其中有单个任务、任务环、任务链等形式，以此激发学生的求知欲，促使学生产生学习的内驱力，主动自觉的融入语言活动，使语言学习成为像喝咖啡、欣赏音乐一样变成一种时尚，一种源自内心需要的自觉追求。
在教学中，根据ELT顶尖级专家Krashen的Comprehensible Input 和 Input Hypothesis理论，有效组织语言教学，促进学生构建自己的学习模式，尽早养成自主学习的习惯。
总之，在整个教学理念设计中，贯彻了“以人为本”（Learners-Centered）、“任务为重”的原则,使原来的“教学者带着知识走向学生”变成了“教学者带着学生走向知识甚至共同走向知识”。同时也不露痕迹表达了“以人为本”的另一层含义，那就是关注学生情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进文化理解和跨文化交际的能力，树立正确的人生观，加强公民意识，增强社会责任感，着眼未来，培养全球观念。
五．教学手段与评价工具
在教学中充分利用好与教材配套的录音带、VCD、练习册、阅读训练、多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。在信息时代飞速发展的今天，我们应重视使用一些先进的现代技术教学手段，提高学生学习英语的兴趣。主要以多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。在使用多媒体时，应提倡适当使用，为了提高教学效率，创设更好的学习情境而使用，而不是为了哗众取宠。注重课件风格和教师教学风格的一致性，避免把英语课变成多媒体课件展示课，在多媒体辅助教学的过程中，教师仍应发挥其主导作用，注意多媒体运用的频度，注重各类媒体的结合应用，避免只重多媒体而忽视常规教学媒体和手段，避免把投景屏幕当成黑板，注重“以人为本”，发挥学生的主体性。在制作课件时，我们不妨进行一番“换位思考”。其一，把老师置于学生的感知角度，体会他们的学习情绪和学习心理，去感知教材和训练语言交际能力，以此来找准教学的切入点和突破点，从而落实教学目标和重点；其二，把学生置于课件主人地位，使学生在不断的语言训练中理解并掌握教材，进而运用，达到用英语思考和表达的境界。
根据《课程标准》，强调建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。评价应对学生在学习过程中所表现的情感、态度和学习策略，掌握基础知识、基本技能和使用英语的能力，以及表现出的发展潜能等，进行全面综合性的评价。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心，评价要有利于促进学生综合语言运用能力和健康人格的发展。该评价体系既关注结果，又关注过程，使对学习过程和对学习结果的评价达到和谐统一。
有很多课堂情形需要教师对学生行为进行观察和分析，单纯的笔头考试不能全面反映学生的学习成就。尤其像英语课，对于学生的评价，除了单纯的笔头考试外，还应注重对学生的口语，朗读与听说，阅读等种种需要。老师在课堂上通过观察学生的实际行为，对学生作出相应的评价，进行适时的反馈。坚持以表扬、鼓励为主，给学生足够的成就感，保持他们学习英语的驱动力。这种形成性的评价要求学生能够展示他们能做什么而不只是说他们要做什么，而且也能使学生有机会把在课堂中学到的知识运用到实际生活中去。
无论是哪种评价方法，都需要使用一定的评价工具，即要有一定的评价技术。常用的评价工具有：（1）教师自制的单元测验；（2）各类标准测验；（3）行为观察的现场反馈或记录；（4）问卷调查；（5）交谈法；（6）作业（任务报告）分析；（7）表演；（8）个案分析；（9）学习效果自评；（10）家长反馈；（11）各类奖惩。
在教学评价的具体实施中，评价组织形式也是至关重要的，它从一个方面反映出教师的教学指导思想。只有民主的教学环境才能促使学生充分、自由地发展，这应该体现在教学的民主化方面。因此，教学评价的组织形式也要体现出这个思想。在总体安排上，可提出教师——学生——家长评价相互结合，充分依靠这些评价主体的力量，尤其是学生的力量，使评价真正发挥其应有的作用。因此，在评价时，可以“他评”和“自评”相结合，其中“他评”中“教师评”“学生评”和“家长评”三种形式可结合起来。在通常的情况下，以教师对学生的评价占居多数。但是，学生评价不仅仅是教师的责任，从一定意义上来说，学生应该成为评价的主人，我们尽力创造条件，让学生也担负起评价的责任。学生参与评价可分为学生的自我评价和学生的相互评价。自我评价与相互评价的活动能引起学生强烈的兴趣，调动他们的学习积极性，也能促进学生的自我教育。当然，在学生的自我评价与相互评价中应强调发现自己的长处和发现别人的优点。在主人的组织形式中应强调教师——学生——家长系统的共同评价。家长参与评价需要作好动员及明确评价的要求与方法，注意评价的客观性和鼓励性。
1．对学生口头汇报的评价
1）Physical Expression
随时关注学生的身体语言，主要观察姿势，棉布表情，是否保持良好的目光交流等，并注意适时的反馈来吸引学生、提醒学生。
2）Vocal Expression
对学生的声音表现，如发音是否正确清晰、声调变化、音量、停顿等
3） Verbal Expression
语言表现。如用词是否准确、达意，是否避免不必要的重复，意义表达是否完整，信息组织是否有逻辑性，结论是否能切中等。但要注意的是教师的评价要因人而异，客观的评价每位学生，帮助每位学生获得成功；注意纠错的方式和艺术，进行有效监控，但不过分挑剔学生表演过程中所犯的语言性错误，大胆放手让学生自由发挥。
2. 对学生英语听说课的评价
教师可以通过以下问题对雪糁进行调查，以便于我们了解或掌握学生在听说客商的情况。
Which speaking ,listening activities did you participate in this week?
Which did you enjoy/dislike? Why?
In which speaking activity do you think you did best? What makes you think so?
What type of speaking activity would you like to do better? …
3. 对于学生阅读的评价
对于学生的阅读，我们不妨经常用下列问题的调查来了解学生的阅读情况。
How did you feel about the passage you read? Were you excited or bored?
Can you understand the passage easily? How long did you spend finishing it?
Did you meet with any difficulties?
What did you learn from the passage?
Do you have the habit of reading more related information?…
4. 对于学生写作的评价
How did you go abut writing this piece?
What problems did you encounter?
Have you solved the problems now?
What goals did you set for yourself in this piece?
How well did you accomplish them?
What are your goals for your next piece?
What did you do with your notebook?
提倡学生作文形式的多样化，如写周记、调查报告、给编辑写信、发e-mail等，鼓励学生交换阅读，互相取长补短，鼓励学生多写，并将好的文章展示、广播、投稿等，展示时尽可能多给获得成功的机会，如可设最佳主题、最佳描述、最佳创意、最佳组织等。
5.通过一单元的学习，教师还可以对学生进行一次测试性评价，并在做一些定性评价，以求评价的全面性。如：
Teacher’s Comments:
You do a good job of /__________________.This student can______________________.
You can improve in______________________. This student need__________________.
Students’ Comments:
I did well in __________________________.
I plan to improve by _________________________.
Parents’ Comments:
________________________________________________.
6. 学完Unit 9, SEFC 1A 之后的几种评价
1）对于学生小组活动中的合作表现评价
教师用小活动中的合作表现评价表观察学生在小组活动中的表现，主要观察学生在小组活动中的积极性、主动性、参与精神、是否注意倾听和尊重他人意见、是否给予他人机会发表意见、是否按时完成任务等。在完成整个单元之后，可用下表进行评价
Assignment:________________________________
Name:________________ Date:_____________
 Did you
1. listen to other people?
2. respond to other people’s ideas?
3. help to organize the talk?
4. help others in the group?
5. explain your ideas clearly?
6. understand the ideas?
7. enjoy the discussion?
 Did everyone in the group
1. join in?
2. listen to each other
3. help each other?
 Has the talk helped you to understand the subject?
 Has the groupwork help you with your thinking?
 What parts of the assignment did you do best?
 What parts of the assignment did the group do best?
 How would you improve this assignment if you have to do it again?
 How would you improve your own groupwork?
 How could your group improve its work?
 Please use the back of the paper to add further comments if you wish?
2） Assessing
Think back to the Speaking activity on page 58 and answer the questions below. How can you make the next discussion more successful and interesting?
Name__________________________ Date__________________________
 Did the discussing go well?
 Couldy you express your ideas clearly?
 Were there long pauses or silences?
 Was your pronunciation clear and correct?
 Did the other group members understand you?
 Did you understand the other group members?
 When you didn’t understand, or when the others didn’t understand you, did you ask for help or give explanations? How? Did it work?
 Have you made any progress?
 What areas need improvement?
 Do you think it would be useful to do this kind of activity again?
 What kind of activity do you think would be most useful to help you improve your spoken English?
3）对学习态度、学习习惯的自我评价
Write a summary
六．课时教案
(详见附页)
Teaching Planning
for
Unit 9
Technology
SEFC 1A, Revised Edition
Zhejiang Hongda School
Affiliated to
Shanghai International Studies University
2003. 8. 16
1st Period
Sub Topic New Uses of Things
Focus Listening
Tasks 1.Describe things and how they work
2.A Guessing Game
Teaching Aims:
1.To review the Simple Present Passive Voice
It is used for…
They are made of(from)…
This thing can be put ….
2. To develop the students’ listening skill by creating an information gap and stimulating their desire to discover things
Moral Focus: Creative Thinking
Teaching Aids:
A tape recorder, the listening cassette, a toothpick, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a remote controller, a CD player, a walkman, a computer, a refrigerator, a mirror, a satellite receiver etc.
Teaching Procedures:
Step One Warming up
1. Greetings
2. Atmosphere Stirring
 Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively.
Example: Observe the teacher carefully and identify something unique like a certain scar, the smoking habit, the left-handedness etc, and then talk about the possible causes.
 Create a proper learning environment and get the students geared for the oncoming classroom activities
3. Brainstorming
 Present objects: a toothpick, a sock and a plastic bag
 Provoke the students’ thinking by encouraging them to think of the new uses of the above objects
 Be ready to accept any offered answers
 Try to involve as many students as possible
Step Two Pre-listening
3. Show pictures of some daily things including one or two but not all of the objects that are to be described
4. Prepare the students for the listening by encouraging them to discover what are being described
Step Three Listening and Identifying
5. Listen to the tape and identify what is being described.
6. Talk about the possible uses of the described things.
7. Ring a bell to the Simple Present Passive Voice
Step Four Talking and Guessing
8. Group work
 Divide the whole class into several groups
 Think about the objects we use in our daily life.
 Describe two or three of the objects to the other groups and see if they can guess what you are describing.
 Remember not to make it too easy to guess
 Take turns to do the describing and guessing
 .Use the following structures and questions to help with the description and guessing

It is used for….
It can be found….
It is often seen….
They are made of(from)…
This thing can be put ….
What does it look like? What is it used for?
What is it made of? Who usually uses it?
How do people use it? How does it work?
When is it used? Where do you usually see it ?
Step Five Topic Touch
9. Describing and Drawing
 Divide the whole class into two groups.: A describing group and a guessing group.
 The teacher let the students in the describing group see some certain objects or pictures like a remote controller, a TV set, a CD player, a walkman , a satellite etc. Then one of the students begins to describe what is being presented by the teacher. Others are ready to add something to the description. Remember not to make it too easy to guess.
 Students in the guessing group are supposed to draw and then guess what is being described.
 Each group has three descriptions and three guesses
 The group which gets more right answers wins.
 This game is also served as a slight touch of the Unit Topic
Step Six A Discussion
10. Work in groups of six
11.Discuss about the good impact of one of these things.
12.Each group member contributes some notes to the reporter of the group
13.Report to the whole class
Step Seven Listening in WB
14.Listen to the tape and fill in the information chart below.
15.Compare the information with the partner
Step Eight Pair work
16.Work in pairs.
 Look at the space projects below and decide which one is the most useful.
 Put “1” in front of the most useful project and “5” in front of the least useful.
 Compare answers with the other pairs and explain your choices
Step Nine Summary
17. Summarize the good impact of all the things described and mentioned.
18..Think about the potential problems with the things described and mentioned
19.Suggest solutions to the problems
2nd Period
Sub Topic: Problems and Solutions
Focus Speaking
Tasks 1. Role Play
2.A TV Chitchat Program
Teaching Aims: To learn phrases and sentences of expressing agreement and disagreement (Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that…)
Moral Focus: Communication and Cooperation
Teaching Aids:
a set of multi-media teaching system, some episodes from Family Album, USA and Mr Bean, some role cards…a toothpick, a sock, a plastic bag , chopsticks, a cell phone etc.…
Teaching Procedures:
Step one Warming up
1.Greetings
2. Quick Wits
Draw the students’ attention by identifying the following statements.
 The word “boat” can be spelled using four letters from the word “automobile”.
 11minutes past 5 o’clock is 48 minutes before 6 o’clock.
 If you turn a left-handed glove inside out , it will fit on a right hand?
Step Two . . Problem Solving
3..Discuss in groups of three about the possible problems with things mentioned the previous day
Examples: chopsticks, car, air-conditioner etc.
4. Provide solutions to all these problems and share opinions with other groups
5.Tolerate different opinions from other groups
Step Three Listening and Speaking
6 .Describe one or two of the teacher’s stressful situations
7. Encourage students to give solutions
8 .Exchange ideas with other students
Step Four Speaking and Acting
9 Discuss about Jane’s problem and express opinions
 Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think.
 .Work in groups of four
 .Decide which role each group member should play
 Take a few minutes to prepare the role cards
 Report your decision to the class when you have finished the discussion
Step Five Looking and Learning
10.Watch some episodes from Family Album, USA and Mr Bean
(《走遍美国》和《憨豆先生》的几组镜头)
11. Recognize more ways of expressing opinions
( Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way….)
Step Six Describing and Deciding
12. Encourage the students to disclose their problems by asking
 What troubles you most?
 What is your problem?
 What is your worry?
 What upsets you?…
13. Get them to know where to find help by asking
 To whom do you usually turn for help?
 Where can your problems be possibly solved?
 Who can most probably serve as a helper?
(Possible answers: Psychology Center, Hotline Service, Chatting Room, A Radio or TV Chitchat Programs…)
Step Seven Participating and Producing
14. Class Work
A TV Chitchat Program: Help is on the Way
 Suppose you are a host or hostess of a popular TV chitchat program.
 The Topic of this program is Puppy Love
 One student act as the host or hostess. Two students as the interviewees suffering from such problems and try to seek help from the host or hostess. Others as audience present at the program. They may be representatives of headmasters, teachers, parents, experts, administrators, policy-makers and students etc., who are supposed to express different opinions
 Decide roles and prepare it for four minutes
 Present the Chitchat Program
Step Eight Thinking and Judging
15. Lead the students gradually to the Unit Topic Technology by asking
 What is the value of such programs? Name some other similar service-centers.
 Is such service important?
 What makes it possible?
 What do you know about technology?
 Why does the government pay so much attention to the development of technology?
 Why is technology so important to people’s life?
 In what way has it changed or promoted people’s life?…
Step Nine Topic Hunt
16. Homework
 Profound understanding the positive effect of technology on individuals, nations and even the whole globe by surfing the internet and collecting related information
 Hunt for caring stories hailed by technology and share the stories with other students in the next class.
3rd Period
Sub Topic: Life in a Technological Era
Focus Reading
Tasks 1. Story Sharing
2.A Project Design a New Model of Cell Phone
Teaching Aims: 1. To have a general understanding of how technology has changed the way people live
2.To get a rough idea of the Present Continuous Passive Voice
Words and images are being sent throughout the world.
They are being used as cameras and radios, and to sent e-mail or surf the internet.
New functions are being added to the phones….
Moral Focus: Love & Caring
Teaching Aids: a tape recorder, a reading cassette , the multimedia teaching system etc.
Teaching Procedures:
Step One Warming up
1. Greetings
2. Students’ description of some new inventions accompanied with photos downloaded from the internet
Step Two Story Sharing
3. Share the caring stories hailed by technology
4. Comment on such stories
Step Three Presentation
5. Comments on the great impact brought by technology and life in a technological time
6. Discuss these questions with a partner before reading
 Have you ever used a cell phone? Do any of your classmates have cell phones?
 How is the way we live today different from life in the past?
 How have inventions and new technology changed our way of life?
 Why are things like cell phones, computers and TV so popular?
 What invention do you think is the most important in the human history?
Step Four Pre-reading
7. Predicting
 Read the headline and guess the meaning of “Life on the Go”.
 What information do you expect to find in the text?
8.Scanning
 Which country does the girl in the passage come from? How do you know?
 What is the other example that is being used to support the idea?
Step Five Reading
9. Read the first paragraph and answer the following questions
 What new invention is being discussed?
 What kind of people are being talked about in this passage?
10. Read the whole text for through understanding and fill out the outline of the text
An Outline of the Text
 Wang Mei is an example of Chinese teenagers who have cell phones.
 Cell phones can be used for many things.
For Example:__________________________________________
 Cell phones also cause problems.
i. In school___________________________________
ii. At home____________________________________
 There are several reasons why teenagers like cell phones.
1)__________________________________________
2)__________________________________________
3)__________________________________________
 Wang Mei explains why she likes her cell phone and what she uses it for.
Step Six Post-reading
11. Answer the following questions.
 Why do some schools not let students use cell phones? Do you agree?
 Why do teenagers like cell phones so much?
 Wang Mei says that cell phones are the most useful inventions ever. Do you agree?
 Which invention do you think is the most useful? Why?
 What does the title “Life on the go” mean?
 What is the writer’s attitude toward this problem? How do you know?
Step Seven An Activity
12.Find out how many students have phones in the class
13.Interview one of them and find out what his or her phone is like. These questions may help you do the interview
What type of phone do you have?
When and where did you buy it?
Who gave you the financial support?
Why do you want to have a phone?
What is your parents’ attitude?…..
14.Describe the phone and explain the reasons to the whole class
Step Eight A Project
15.Design your own cell phone. You work for a company that makes cell phones. Your manager wants you to design a new model to increase the sales among Chinese high school students. Work in groups and draw your model in the box below.
A New Model
16.Advertise your model
These questions may help you do the job
 What colour is it?
 What size is it?
 What shape is it?
 What material is it made from?
 What features does it have?
 How much will it cost?
17.Find out the market’s reaction and revise the design.
18. Let the students make their own choices with reasons available
19.Revise the design and submit it to your manager.
Step Nine An Investigation (Homework)
20. Investigate the teaching and living facilities provided by the school
21. List things that are already provided and still needed
Classroom Facilities
Items Provided Items Needed







Dormitory Facilities
Items Provided Items Needed







22. Dwell on the great function of the facilities provided
23 Give acceptable reasons why more new items are needed

4th Period
Sub Topic: Teaching and Living Facilities of the School
Focus Writing
Tasks 1. Describe the damage that is being done to the Earth
2. Write a letter of complaint
Teaching Aims: 1. To encourage the students to pick out the useful phrases on their own like throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool etc..
2. To fulfill Word Study in the form of a Memory Competition press eenagereminddareemergency
dialobey hroughoutcalendar
3.To enable the students to formulate the rules of the Present Continuous Passive Voice ,test out the rules and finally refine their interlanguage
I am being given too much homework.
We are always being highly controlled by the teachers
Not enough opportunities are being offered to us students
At night, I am frequently being disturbed by the noise from the nearby construction site. …
Great damage is being done to the Earth.
Too many trees are being cut.
Animals are being hunted……..
Moral Focus: Environmental Protection
Teaching Aids:A tape recorder, a cassette etc.
Teaching Procedures:
Step One Warming up
1. Greetings
2. Word Game
Work in pairs and make new words
How many words can you make by moving the sides of the box?
S I D R
C O A T
A T O E
P R E M
Examples: STOP ROOM SOAP DATE etc
Step Two Presentation
.4. Listen to the text again and enable the students to pick out on their own some useful words , phrases and sentences
Useful Words Useful Phrases Useful Sentences
emergency stay in touch with sb New functions are being added to the phones
… … …



5. Talk about the reasons why these words, phrases and sentences are worth their attention
Step Three Word Study
6. Match the words and phrases with the meaning on the right
(See Word Study, page 61 )
7. A Memory Competition
 Books closed.
 Two Groups Group 1: Girls Group 2: Boys
 Two boys and two girls act as secretaries
 The group which gets more guesses wins.
Step Four Grammar
8. Read the text again and try to identify the sentences that have the similar structure
 Words and images are being sent throughout the world.
 They are being used as cameras and radios, and to sent e-mail or surf the internet.
 New functions are being added to the phones….
9. Let the students formulate the rules of the Present Continuous Passive Voice through careful observation
Step Five Pair Work
10. Test out the rules and get feedback through peer interaction by putting the following into the Present Continuous Passive Voice and change the following sentences into questions, using the Present Continuous Passive Voice (see page 61)
Step Six Language Input
11.. Listen to a passage focusing on the Present Continuous Passive Voice and help impress the students with the information and fossilize their hypotheses
Step Seven A Discussion
12. Refine the interlanguage by working in groups of four and describing the damage that is being done to the earth. Hopefully the students will use such structures as
Great damage is being done to the Earth.
Too many trees are being cut.
Animals are being hunted.
Rich farmland are being built on.
The air and water are being seriously polluted.
The whole environment is being destroyed.
Human beings are being compelled to confine to their homes.
As a result a lot of fun has been spoiled. …
13. Fossilize their hypotheses of the Present Continuous Passive Voice
Step Nine An Interview
14. After studying in the new school for a couple of months, you come across some problems with both your study and your life. In your opinion, the school should put more money in improving both the classroom facilities and dormitory facilities. Therefore, you go to see the headmaster and talk about your personal problems or even complaints.
7. An Interview
10. One student act as the headmaster and the other as the student suffering from the problems. The interview takes place in the Headmaster’s office.
11. Hopefully the student can use such structures as
I am being given too much homework.
We are always being highly controlled by the teachers
Not enough opportunities are being offered to us students
At night, I am frequently being disturbed by the noise from the nearby construction site. …
 Personal opinions are to be concluded:
More teaching facilities are being needed
Air conditioners should be added to the dorm in case of hot and humid weather.
A telephone and a computer are also needed…
 . Review the expressions of agreement and disagreement
Step Ten Writing
8. Write a letter to the Headmaster describing the heavy burden given by the school and complaining about the poor studying and living conditions. Personal opinions and suggested solutions are supposed to be included
9. Put your letter in the Headmaster’s Letter Box
Step Eleven Homework
10. Finish Part 1&2, p136, WB
11. Prepare A Hi-tech Show
 The Hi-tech Show is to impress the students with the great impact of technology by displaying the technological achievements. Divide the whole class into several groups and do the show
 Work in groups of six
 Decide the theme
 Produce a courseware
 Prepare the introduction
5th Period
Sub Topic: Controversy about Technology
Focus Using English
Tasks 1. A Hi-tech Show
2. Talk about the Advantages and Disadvantages of the Cellphones, Robots and Computers etc.
3. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café
Teaching Aims: 1. To impress the students with the great impact of technology
2.To use the words and phrases to describe things
(press eenagereminddareemergencydialobey hroughoutcalendar
throughout the world, stay in touch with sb., call for help, in case of emergency, have fun, be cool….) To think about the problems caused by technology
Teaching Aids:
A cellphone, pictures of a robot and computer, the multi-media teaching system, etc.
Moral Focus: Social Awareness
Teaching Procedures:
Step One Warming up
1. Enjoy some well-selected MTVs
2. Comments on the producing of these MTVs and the use of new technology
Step Two A Hi-tech Show
3. Impress the students with the great impact of technology by displaying Hi-tech achievements and the great imagination which will bring about new inventions in the future.
 Get the groups to show their work
 Introduce the Hi-tech achievements
 Descriptions must come along with the show
 Four minutes are given for each group
4. Imagine the future inventions
Step Three Language Input
Future Travel : Teleportation
5.Read the passage and answer the following questions
 What does teleportation mean?
 How is teleportation different from normal transportation?
 Why is it so difficult to teleport human beings?
 Do you think teleportation will be realized? Give your reasons.
6.Fulfill the exam tasks
Learn the strategy of guessing the meaning of the words in the context. Match each word with the best strategy.
Word Strategy
Teleportation Some words are made up of parts. We can use the meaning of each part to guess the meaning of the word
Photons We can use words we already know to guess the meaning of words that mean the same or that have the opposite meaning
Apart Some words are explained in the sentence. The explanation is often between commas(,), dashes(----),or brackets( ).
Step Four More Tips for reading
4. Learn to become a smart reader
See page 63
Step Five A Science Report
7. Listen to a science report from the VOA
8.Impress the students with the latest discoveries in technology
9. Comments on the possible negative aspects of technology
Step Six Talking
10. Modern technology helps us do many of the things we want to do. But technology can also cause problems. What are the advantages and disadvantages of modern technology?
 Work together with your partner. Write down the advantages and disadvantages of the following inventions.
Items Advantages Disadvantages
Cellphones 1.Cellphones help us keep in touch with friends and family.
… 1.Using a cellphone is expensive.
2.Overusing it may disturb our work.
…
Robots … …
Computers … …
 Discuss about the advantages and disadvantages of modern technology with the help of the lists.
Step Seven Topic Probe (Homework)
11. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café
 Pay attention to the percentage of boys and girls respectively
 Organize a report
 Share opinions with the whole class
A Survey
NO Name Age Sex Name of the Cyber Café Reason Parents’ Attitude School’s Reaction
1
2
3
4
5
6
7
8
9
10
Step Eight Writing
12. Write an investigation report informing on the result of the investigation.
13. State the present situation and list all the problems
14. Appeal for attention to proper use of Cyber Café by teenagers
15. Suggest solutions and express your own ideas clearly
16. One or two sentences are expected to be used in Present Continuous Passive Voice
6th Period
Sub Topic: Attitude towards Technology
Focus Using English
Tasks 1. A Debate To Be a Technology-driven Human or not to Be
2. A Letter Love is the Everlasting Topic of the World
3. A Short Essay
Teaching Aims: 1. To use the following sentences to continue the debate (Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way……)To express opinions in real situations
2.To learn to write an essay
Moral Focus: Global Sense
Teaching Aids: a tape recorder, a set of multi-media teaching system
Teaching Procedures:
Step One Warming up
1.Greetings
2.Chatting
 Compare China and the western countries in terms of technology with the help of the multi-media teaching system.
 Talk about the relationship between the young generation and the future of China
 Work out the qualities that the new generation should have in order to make the nation more powerful
Step Two Investigation Report
3. Announce the results of the investigation
4. Personal comments on the results of the investigation
5.Share opinions with other groups
6.Read and refine the language of the report
7.Submit the report to the related department of the local government
Step Three A Design
8.Work in groups of five.
9.Work out some regulations for the communities to keep the teenagers away from the Cyber Cafe.
10.Contribute the regulations to the communities
Step Four Thinking and judging
11.. Prepare the students for the on-coming debate by asking them the following questions.
 What helps us a lot in our teaching and learning?
 Did I use the multi-media teaching system in every class?
 Should we use the multi-media teaching system in every class?
Why yes or no?
 How should we make good use of the advanced facilities?
Step Five A Debate
12. A Debate: To be technology-driven human or not to be
13. Divide the whole class into two and debate whether humans should be controlled by technology or not
 Explain why humans should be technology-driven and why not
 Cite examples to support the idea
 Persuasive Language is strongly suggested
 A final speech from each is expected
Step Six Discussing
14. Discuss about the result of the ill use of technology
15. Impress the students with the sharp contrast between the abusing use and hailing promotion of technology by showing some of the pictures like中国移动拯救海难主人翁照片，Heart-transplanting Operation, Antarctica Expedition, the Iraq War, the atomic bombing ,the nuclear weapon competition etc.
Step Seven Reflective thinking
16. What would happen if we go on abusing technology?
17. Imagine a world that is controlled by robots?
Step Eight Language Input
18. Read the passage and think what is missing in this future world
Step Nine Imagination
19. Imagine that you are one of the students chosen to solve the problem. Write a letter to Q 12 in which you explain love and friendship. Remember that Q12 is a computer that does not understand how human beings feel and what human life is like. Tell Q12 about how we think, how we feel about each other, and try to give examples of love and friendship
20. Tell your classmates about the examples that you are going to use
21. A Letter to Q12 Love is the Everlasting Topic of the World
. The following may help you with the writing
 Tell Q12 who you are and why you are writing this letter
 Tell Q12 about love and friendship and explain how love and friendship will make the world better
 Tell Q12 what the world will be like with love and friendship
22. Exhibit the writings
Step Ten Tips for Life
23. Give remarks to cultivate some virtues that will be of practical value to the students at school, for subsequent careers and in their personal lives. e.g.
 God helps those who help themselves.
 Everything has two sides.
 Love and friendship is the everlasting topic of this world….
Step Eleven Writing (Homework)
24. Find out how to write an easy on the internet
25. Write an essay in which you explain what the next “Big Thing” will be, and why you think it will be important
26. Poster the essays on the back wall of the classroom

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