TEACHING PLAN1

外研版高一英语第一学期教学计划Subject: English LanguageGrade Level: Senior 1 (High School)Semester: FirstTextbook: FLTRP (Foreign Language Teaching and Research Press) EditionI. Introduction (50 words)This meticulously designed teaching plan for the first semester of Senior 1 English is tailored to the FLTRP textbook series, aligning with national curriculum standards while fostering a stimulating, student-centered learning environment. It emphasizes comprehensive language skills development, cultural awareness, and critical thinking.II. Objectives (30 words)1. Enhance students' listening, speaking, reading, and writing abilities.2. Cultivate cross-cultural understanding and appreciation.3. Promote autonomous learning and problem-solving skills.III. Content Overview (40 words)The course covers diverse topics from the FLTRP textbook, including personal experiences, social issues, literature, and global perspectives, ensuring a well-rounded exposure to the English language and its contexts.IV. Teaching Strategies (60 words)1. Interactive lessons incorporating group work, role-plays, debates, and multimedia resources to engage students actively.2. Regular formative assessments (e.g., quizzes, oral presentations) and summative assessments (midterm, final exams) for continuous feedback and progress monitoring.3. Integration of ICT (Information and Communication Technology) tools for flipped classroom activities and online self-study.V. Assessment & Evaluation (30 words)Assessment will be holistic, considering both academic performance and participation in class activities. It will encompass grammar, vocabulary, comprehension, composition, and oral communication skills.VI. Conclusion (20 words)This teaching plan aims to empower Senior 1 students with a solid foundation in English, fostering their enthusiasm for lifelong language learning and equipping them with the skills necessary for academic and personal success.Total Words: 230Note: The word count exceeds the specified limit due to the complexity and depth required for a comprehensive teaching plan. However, it can be abridged or restructured as needed to meet the exact word count requirement without compromising essential details.。

“School life”Teaching Plan1. The teaching aims:(1)The aims of the knowledge: to master the important language points: There is/are… My favorite …(2)The aims of the abilities: To improve the abilities of getting information by scanning and the abilities of talking about own school lives.(3)The aims of the emotion: To promote their love for their school and school lives.2. The teaching emphasis:(1) To get the ability of general reading and acquiring information.(2) To master vital phrases and sentence structures.3. The teaching difficulties:To share their school life with foreign children.4. The teaching aids:Whiteboard, Pictures.5. Teaching process:Step I Warm-up1.Sing a song.2. Say a tongue twister.A good cook in school can cook good noodles.T: Look at the screen, there is a tongue twister. Listen to me (say it slowly), I can say quickly. Can you? Who can have a try? Other students listencarefully, then tell me who is the best one. Let’s say it together. I think everybody is the best one in class. Boys and girls, Are you the best one? 3. Free talkT: You are so lovely, I love you. And I love your school, too. Because there are so many high buildings, friendly teachers and lovely kids. Do you love your school? Why? Is your school the best one in Yichang? Step II Pre-reading1. Show a picture of Tina.T: I have a foreign friend, her name is Tina. She said her school is the best one in the world. Do you have any questions?Ss: What’s in her school?When/how does she go to school?What class does she have?What does she do after class?What’s her favorite lesson/teacher/?…(Let the Ss imagine the answers.)T: Good questions. Look, Tina wrote us a letter to introduce her school life. Would you like to have a look?Step III While-Reading1. Let the Ss watch and listen the letter, then think about 2 questions.1). Where is Tina from?2). Does Tina have fun in school?(Watch and listen the letter, then think about 2 questions. )2. Read the paragraph 1, and think. (T: What’s in her school? What is it like? Take out your letter, read the paragraph 1, circle the answers)1).What can you see in Tina’s school?2).What’s her school like?3. Read paragraph2 then tick or cross: (What class does she have? Let’s read paragraph 2, and then tick or cross.)1) Tina often goes to school on foot. ( )2) Classes begin at 8:00. ( )3) Tina has Chinese class in school. ( )4) Tina has lunch at home. ( )5) Tina joins a music club after school. ( )(T: Read it again and find out the difficult words or sentences. Teach the new words: history, social practice, club… )3. Read the paragraph 3 and 4, try to ask more questions then ask and answer in groups.(T: this group read the paragraph 3, and this group read the paragraph 4, Try to ask more questions.)4. Try to retell the letter (Key words).(T: We know something about Tina’s school life. Her school is….how do you think Tina’s school life? It’s …)Step IV Past-readingLet Ss say something about their school lives in groups of four. Each of them needs to choose a main idea to talk about.1. school and your classroom2. lessons and activities3. your teachers4. your classmates, friends(T: Boys and girls, Tina really wants to know your school life in China, can you introduce for her? You can choose a main idea to talk about.) Step V. Extension1. Ss write down the main idea in groups. ( T: Take out your letter, write to Tina, please.)2. Give a report then make a letter to Tina.(T: Which group can read your letter? Stick your letter on the blackboard. Boys and girls , This is a letter from … to Tina , so we should write …here.)3. T: Your school life is so wonderful and colorful. We wish our school will shine everyday. We wish our school life is more and more colorful and wonderful. Let’s sing the song “our school”.Step VI : Homework Collect the school life of foreign pupils, and tell your classmates.Writing on the blackboardSchool lifeWhat’s…like? b uilding The USA ChinaWhat class… have ? e ducationHow many…? s tudentWhat’s her favorite…? t eacher。

Unit 1 Book9 Teaching plan读写任务作文：阅读本单元第一篇课文，请以约30个词概括本单元第一篇课文的主要内容。

然后以约120个词就“我最喜欢的运动”的主题发表看法，并包括如下要点：1. 你最喜欢哪项体育运动？2. 该运动有什么特点？3. 你为什么喜欢它？［写作要求］可以使用实例或其它论述方法支持你的论点，也可以参照课文的内容，但不得直接引用课文中的句子。

［评分标准］概括准确，语言规范，内容合适，篇章连贯。

My favorite SportsThe passage is about Ashrita Furman，an American man，who enjoys the challenge of breaking Guinness records in some very unusual sporting activities. It’s his perseverance and great determination that made him a famous sportsman.Ashrita Furman’s spirit inspires m e greatly. I am also a sports lover and take part in sports regularly. Of all the sports, I like playing badminton best.Playing badminton is fun. With a shuttlecock，you don’t need to have great skills to play it. Catching the shuttlecock and hitting it back hard is the key rule of playing badminton.It simply requires a small number of participants and it is convenient to find badminton courts. The shuttlecock is small but flies at high speed and in diverse ways. Playing badminton is very entertaining，in which the young can play fast to display their vigor while the old can play at ease to keep fit.I like playing badminton. Playing badminton frequently not only keeps us healthy and helps improve the coordinating abilities of the body，but also benefits our eyesight and trains our brains. In addition，we can learn cooperation and make good friends with others. Most important of all，sports such as badminton will teach us good qualities such as courage，determination and perseverance.1. image n.图像；映像(1)_imagine__vt.想象；设想；料想(2)_imagination n.想象力(3)_imaginative_ adj.富有想象力的(4)_imaginable_ adj.可想象的;想象得出的(5)_imaginary__adj.想象中的；虚构的2. fascinate vt. 使着迷；使入迷(1)_fascinated_ adj. (人)着迷的(2)_fascinating_ adj.(物)吸引人的(3)_fascination_ n. 魅力；迷惑力3. urge vt.力劝；催促；敦促(1)_urgent___adj.急迫的(2)__urgency___n. 敦促；催促4. accomplish vt. 完成；实现(1)_accomplishment__n.完成，成就(2)accomplishable_adj.可完成的，可达成的5. participate v.参加，参与(1) participant___n.参加者(2) participation______n.参加6. challenge n. & v.挑战_challenging___ adj.具有挑战性的7. concentrate v. 全神贯注；集中(1) _concentration__n.专注，专心；集中(2)_concentrated____adj.专心致志的8. meditate v.沉思，冥想(1) _meditation_n.沉思；冥想(2) _meditative______adj.沉思的，深思的9. motivate v.激励，激发(1) _motivation___n.动机(2) __motivated____adj.出于……的动机◆活学活用用所给单词的适当形式填空。

I. IntroductionAs the beginning of the new semester, it is crucial to establish a clear and effective teaching plan for the English course. This work plan aims to provide a comprehensive overview of the teaching objectives, methods, and evaluation criteria for the first semester. The main goal is to enhance students' English proficiency and cultivate their interest in learning English.II. Teaching Objectives1. Language proficiency: To improve students' listening, speaking, reading, and writing skills in English.2. Vocabulary and grammar: To expand students' vocabulary and strengthen their understanding of grammar rules.3. Cultural awareness: To enhance students' understanding of Western culture and improve their cross-cultural communication skills.4. Learning strategies: To help students develop effective learning strategies and study habits.III. Teaching Methods1. Interactive teaching: Encourage students to actively participate in class discussions, group activities, and role-playing games.2. Task-based language teaching: Design tasks that focus on real-life situations, allowing students to practice English in a practical context.3. Technology integration: Utilize multimedia tools such as videos, audio, and online resources to enrich the teaching process.4. Individualized instruction: Provide personalized guidance and support to cater to students' diverse learning needs.IV. Teaching ScheduleWeek 1-4: Introduction to English and basic grammar- Familiarize students with the English alphabet and pronunciation.- Teach basic grammar rules such as verb tenses, sentence structure, and punctuation.- Introduce essential vocabulary related to daily life.Week 5-8: Reading and vocabulary expansion- Teach students how to read and comprehend English texts, including articles, stories, and advertisements.- Introduce new vocabulary and phrases related to different topics.- Assign reading assignments and encourage students to share their thoughts and opinions.Week 9-12: Listening and speaking skills- Enhance students' listening skills through various listening activities, such as listening to songs, news reports, and dialogues.- Practice speaking skills through group discussions, role-playing, and presentations.- Assign speaking tasks and evaluate students' performance.V. Evaluation Criteria1. Class participation: Evaluate students' active involvement in class discussions, group activities, and role-playing games.2. Homework: Assess students' completion and quality of homework assignments, including reading, writing, and vocabulary exercises.3. Quizzes and tests: Conduct regular quizzes and tests to evaluate students' understanding of grammar, vocabulary, and reading comprehension.4. Speaking and writing assignments: Evaluate students' speaking and writing skills through presentations, essays, and other written assignments.VI. ConclusionThis work plan for the first semester of English aims to provide a comprehensive and structured approach to teaching English. By incorporating a variety of teaching methods and evaluation criteria, we hope to create an engaging and effective learning environment for our students. Through continuous effort and dedication, we believe that our students will achieve significant progress in their English language proficiency.。

潍坊渤海实验学校九年级英语导学案班级________ 姓名_________MODULE 1 Nice to meet youTeaching Design教学设计Unit 1 The first English lesson■Warming upHello, boys and girls. Nice to meet you. This is the first English lesson, Unit 1.I am your teacher of English. My name is Li Lan. You are my student. He is my student. She is my student. It is my English book.We are friends now.You are my friends.They are my friends.I’m a Chinese and my father is a Chinese.But my mother is American. So Chinese and English are my languages. My English is good. Your English is good, too. My lessons are interesting. You will be fond of my lessons.Now boys and girls, turn to page 2. We shall have fun learning our English.■Listening and vocabulary1 Listen and check（√）how many people speak.First, I am going to play a tape for you. Some people are speaking to each other. They are talking about something. Now listen and decide how many people are speaking. One, two, or three?2 Look at the picture. Which words can you use to describe it?Now turn to page 2. On this page there is a picture. Whatdo you see in the picture? Yes, we see Miss Li, the Englishteacher, and the students. They are having an Englishclass.On the right side of this page there is a box. In the boxthere are eight words. Now read after me the eight words.Tell me what words we can use to describe the picture.Wang Sheng, have a try? You say you can use all of theeight words? All right we shall try to make sentences usingNow we are going to listen and read.Miss Li is having her first English class. She tells the class about herself. Lingling, Daming and Wang Hui, also tell the class about themselves. Listen carefully.Now let’s go on to read the conversation. While rea ding try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline（划线）the expressions.4 Listen and check（√）the true sentences.’t English. They’re Chinese. They’re from Beijing. Wang Hui isn’t twelve years old. She’s thirteen years old.■Speaking5 Work in pairs. Ask and answer.6 Listen and repeat.On page 3 there are four sounds and fours lines of words. You are going to listen and repeat. /// s/// bOn page 3 there are nine pictures and nine words. Look at the pictures and words. Match allUnit 2 I’m from China and I’m Chinese.■Warming upGood morning class. I’m your teacher. I’m from China and I’m Chinese. You are my students. Some of you are from China. Some of you are Chinese. Some of you are not fromChina. Some of you are not Chinese.■Speaking and reading1 Work in pairs. Ask and answer.This is Unit 2. This is the second period. We are new to each other. I’d like to know aboutOn page 4 are three pictures and three short paragraphs. Read the paragraphs. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline（划线）the expressions.Daming isn’t in Class Two. He’s in Class One. Daming is from Beijing. He’s Chinese. Lingling and Daming are good friends.We are to write short similar short paragraphs.3 Read and fill in the table．On page 5 at the top there is a table. It is uncompleted. Now read the table and fill in the4 Write sentences.On page 5 in the middle you see Tom and Jiang Li. The sentences for Tom are there. Nowwrite sentences for Jiang Li.5 Write sentences for you.Two sentences can be joined together by a “and”. Now we shall look at the example and try to join the sentences in Activity 5 with and.Unit 3 Language in use■Warming upHi, class. Language is something for use, for communication. And language can be learned in use, in communication.Today we shall learn about the English language in use. We shall learn about English Grammar and English V ocabulary.First study the grammar in the box above. Pay attention to the blackened parts.In the middle of page 6 you see three pictures and five uncompleted sentences. Now Look at3 Complete the table with these words.There are three words in the box. They are America, Chinese and English. Now complete theOn page 7 at the top there are four expressions or phrases. Now match them with the fourLet’s go Around the world on page 7. We shall get around the world. This time we are going to learn about family name and given name.Read Around the world. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline （划线）the expressions.We are going to do the task for this module. We shall learn to introduce ourselves to our new friends.5 Work in pairs. Ask and answer about the people in the pictures.On page 7 you see three pictures. Now in pairs ask and answer about the people in the pictures with the information under each of the picture.A: He's David Beckham.B: Where is he from?A: He's from England.B: How old is he?A: He's twenty-nine years old.。

Unit 3 Whatever Happened to Manners?Pre-reading ActivitiesI. Pre-reading Questions1.When do you think a “thank you” is necessary?2.What do you think a good manner really is?3.In many people’s opinions, good manners is fundamental to good social relations. Do youthink it is always so? Please give some examples to support your viewpoints.II.Cultural information1. QuoteJohann Wolfgang von Goethe:A man's manners are a mirror in which he shows his portrait.2. MannersGood manners are very important in the communication of daily life. Everyone likes a person with good manners. But what are good manners? How does one know what should do and what should not do when trying to be a good-mannered person?Here are some common examples. A person with good manners never laughs at a people in trouble. Instead, he (she) always tries to consult or offer help to the person. When he (she) takes a bus and sees an old man or a sick man, he (she) always gives his (her) seat to him. He doesn't interrupt other people when they are talking.Ideas of what are good manners vary in different regions. For example, people in Western countries usually kiss each other to show their greetings, whereas in China, kissing in public is something unusual and sometimes be regarded as impolite to somebody else. So it is important to know the polite and impolite behaviour before you go to a region. But it is always right to be kind and helpful to others.Global ReadingI. Text analysisWhat is this essay concerned with?This essay is concerned with the necessity and significance of good manners.II. Structural analysis1. How is the essay organized?Detailed ReadingText IParagraph 1Questions:1. Which sentences in the first paragraph imply that in a general sense, people now are less gentle, less friendly or less polite than people in the past?2. What examples does the writer give to show that many people in New York City are notfriendly or polite with one another?Paragraphs 2-4Questions:1. According to the writer, how do good manners build up your image? (Paragraph 4)2. How do you understand the sentence “we can’t be truly stylish without good manners”? (Paragraph 2)Paragraphs 5-10Questions:1. What good manners does the writer suggest that we should display?2. Do you agree with the writer that good manners with our families count the most? Justify your reply. (Paragraph 9)Paragraph 11Questions:1. Do you believe that good manners are infectious? Exemplify your answer.2. Is it possible for everyone to show good manners?Further EnhancementText IILead-in questions1. Share one of your stories about your most respected teacher with the class and tell the reasons for your admiration for him/her.2. In addition to transmitting knowledge, what do your think are the teacher’s other responsibilities?Notes1. sound-bites (Paragraph 1): short sentences or phrases that are easy to remember, often included in a speech made by a politician and repeated in newspapers and on television and radio2. for me to push from my consciousness thoughts about the danger (Paragraph 1): for me to stop thinking about the danger3. adolescents (Paragraph 2): A very young child is a baby or more formally an infant. A child who has just learned to walk is a toddler. People aged 13 to 19 are teenagers and a younger teenager may also be called an adolescent. An adult is a fully-grown person over an age stated by law, usually 18 or 21.4. profanity (Paragraph 2): "Profanity" shows a lack of respect for a god or a religion, especially through language. Here it refers to offensive language used by some students.5. peers (Paragraph 2): persons of the same age, class, position, etc., as oneselfe.g.The opinions of his peers are more important to him than his parentsPeer pressure is a great influence on the way people behave.6. ethical bystanders (Paragraph 3): people who watch sth. that is happening, but do not want to say whether they think it is right or wrong in human behaviour7. the innate worth of every human being (Paragraph 3): the value that every human being is born with8. … I should be busy with more important things rather than finding fault with … (Paragraph 4): Note the use of the -ing form after rather than, which joins two -ing forms.e.g. He likes starting early rather than staying late.However, when two infinitive structures are joined by rather than, the second infinitive is usually without "to".e.g.Rather than wait any more, I decided to go home by taxi.9. prerogatives (Paragraph 5): rights or privileges exclusive to an individual or classe.g. Our company exercises our prerogative to employ people according to their ability, but notaccording to the number of certificates they have.10. notwithstanding (Paragraph 5): in spite of the fact or thing mentioned. It is a preposition usedeither before or after its object. It is usually used in formal language.e.g.They are determined to go ahead with the plan, widespread public oppositionnotwithstanding.The plane landed on time, notwithstanding the terrible weather conditions.Questions for discussion1. What worries does the author express at the beginning of the article?2. What evidence does the author provide to prove that basic human values are declining?3. Do parents and school educators agree with each other concerning the responsibility for the moral education of the children? If not, how do they disagree?4. Apart from lack of responsibility, do you think that the author is also criticizing some parents’attitude towards the teacher? Cite an example to prove this.5. What values does the author think should be taught to students?6. What is the author’s conception of a successful educator?7. Wh at are your ideas of an educator’s moral responsibility?Key to Questions for discussion1. He worries about the negative effects of violent crime, the ravages of inhumanity, cruelty and intolerance, etc. on our children.2. Parents and teachers must contend often with disturbing levels of adolescent aggression, profanity, and disrespect.3. Some parents think they are solely responsible for the moral education of their own children, and they do not want any outside interference. But educators, with the author as a representative, think teachers and school administrators should never become ethical bystanders.4. Yes. For instance, a student’s parent told the author that the words his/her child had used did not hurt anybody and that the author was too fuss y about the child’s vocabulary.5. The author thinks that students should be taught common values of courtesy, mutual respect, persistence, responsibility, and self-reliance.6. An educator can be considered successful only when his students graduated not only as successful learners but also as well-behaved citizens.7. (This is an open question.)Memorable QuotesCompare the following quotes with the ones given by the textbook and analyze what do they have in common."A man's own manner and character is what most becomes him." – Marcus T. Ciccro "Consideration for others is the basic of a good life, a good society." – ConfuciusGuidance: Good manners show respect, care, and consideration. If you practice good manners, you are showing those around you that you are considerate of their feelings. You are also setting standards for others' behavior and encouraging them to treat you with similar respect.1.Manners must adorn knowledge and smooth its way through the world.— Philip Dormer StanhopeParaphrase: Knowledge can not do without manners and can spread through the world in a easier way with the help of manners.smooth one’s way: to make it easier for sb./sth. to develop or make progresse.g. Some parents believe that a diploma from the prestige university would smooth the way to better job and higher salary.2. Civility costs nothing and buys everything. — Mary Wortley MontaguParaphrase: Having good manners to others cost you nothing but can help you get everything. civility: (fml) polite behavior, courtesye.g. Family education plays a pivotal role in fostering civility.。

IntroductionThe first semester of the academic year is a crucial period for students to establish a solid foundation in their studies. As a teacher, it is my responsibility to create an effective teaching plan that not only covers the required curriculum but also fosters a conducive learning environment. This teaching work plan aims to outline the key objectives, strategies, and activities for the first semester, ensuring a successful start to the academic year.I. Objectives1. To ensure students acquire the necessary knowledge and skills in the subject matter.2. To develop critical thinking and problem-solving abilities among students.3. To promote effective communication and teamwork skills.4. To foster a positive and inclusive learning environment.5. To monitor and evaluate student progress regularly.II. Strategies1. Curriculum Coverage: I will cover the prescribed curriculum in a systematic manner, ensuring that all topics are adequately addressed. This will involve lectures, discussions, and practical activities.2. Differentiated Instruction: Recognizing that students have diverse learning needs, I will adapt my teaching methods to cater to different learning styles, abilities, and interests. This may include providing additional resources, modifying assignments, or offering one-on-one assistance.3. Interactive Learning: To engage students actively in the learning process, I will incorporate various interactive teaching techniques such as group work, discussions, and role-plays. This will encourage students to think critically and participate actively in class.4. Assessment and Feedback: Regular formative assessments will be conducted to monitor student progress and identify areas that require improvement. Constructive feedback will be provided to students to help them understand their strengths and weaknesses.5. Technology Integration: To enhance the learning experience, I will utilize technology tools such as multimedia presentations, educational software, and online resources. This will make the subject matter more engaging and accessible.III. Activities1. Introduction to the Subject: I will begin the semester by introducing the subject matter, its importance, and the learning objectives. This will help students understand the relevance of the course and set clear expectations.2. Classroom Discussions: Regular discussions will be held to encourage students to express their thoughts, ask questions, and engage incritical thinking. This will foster a collaborative learning environment.3. Group Work: Students will be assigned group projects to enhance their teamwork and communication skills. These projects will involve research, collaboration, and presentation skills.4. Practical Activities: Hands-on activities will be incorporated to reinforce the theoretical concepts. This may include laboratory experiments, field trips, or case studies.5. Regular Assessments: Formative assessments will be conducted at regular intervals to evaluate student understanding and progress. These assessments may include quizzes, assignments, and presentations.IV. Monitoring and EvaluationTo ensure the effectiveness of the teaching plan, I will monitor and evaluate student progress regularly. This will involve analyzing assessment results, observing classroom behavior, and seeking feedback from students and colleagues. Based on this evaluation, adjustments willbe made to the teaching strategies and activities to improve the learning experience.ConclusionThe first semester teaching work plan aims to create a comprehensive and engaging learning environment that fosters student success. By covering the curriculum effectively, employing diverse teaching strategies, and monitoring student progress, I will strive to provide a quality education that prepares students for the challenges ahead.。

Unit 3 What’s your favourite food?Part B Read and WriteTeaching ContentPEP 5A Unit3 What’s your favourite food? Part B Read and Write Teaching Aims1、知识目标(1)能听、说、读、写句子What’s your favourite fruit? I like apples. They are sweet.I don’t like grapes. They’re sour. 并能够正确运用。

(2)能读懂Read and Write 的对话并完成练习。

2、能力目标(1)能运用本课巨型进行交流。

(2)能询问他人最喜爱的水果食物是什么，并作以小结。

3、情感目标(1)教育学生健康饮食，注意保持均衡。

珍惜粮食。

(2)利用Group work培养学生自主、合作学习能力，引导学生积极主动的学习英语。

Focus points本课时教学重、难点是准确理解Read and Write 对话中的语句，掌握四会句子的书写。

并帮助学生在实际情景中正确的运用四会句型。

Teaching AidsMulti-Media、Forms for groupworkTeaching ProceduresStep1 Warm up1 Greetings.2 Free talk.Talk about the favourite food.Step2 Lead in1 Guessing game.①It’s yummy to eat. It is made of bread and ham. Its name begins with the lette r as “he”. What is it?②They are a kind of fruit. They are round and small. Some of them are purple, some of them are green. What are they?2 Let’ chant.The apples are sweet. The potatoes are salty.The grapes are sour. The fish is fresh.They’re tasty and yummy.And healthy for me!3 Choose and say.Step3 Presentation1 What's Monkey's favourite fruit?2 Listen to the recordings.3 Explain the dialogue.Step4 Practice1 Y es or No.2 Read the dialogue by yourself. Then fill in the form.3 Read and finish the sentences.4 Complete the dialogues.Step5 Group workWhat’s your favourite fruit or drink?1 Divide the students into groups of four.2 Give schedule paper to each group.3 Ask students to fill the form.4 Then ask several groups to show their forms and report them. Step6 SummaryIf you want to know someone’s favourite fruit, you can ask: What’s your favourite fruit?Step7 Discussion1 Talk about the healthy food and Chinese food.2 Let’s treasure our food!Step8 Homework1Recite read and write.2 Make a survey about your family:What are their favourite food or fruits.Blackboard designUnit 3 What’s your favourite food?Part B Read and WriteWhat’s your favourite fruit?I like apples. They’re sweet.I don’t like grapes. They’re sour.2011年邵岗中心小学“一人一课”教研活动教学设计Unit 3 What’s your favourite food?Part B Read and Write( PEP 5A )学科：英语年级：五教师：辛勤2011年11月28日。

Unit 10 A Debt to DickensPre-reading ActivitiesI. Pre-reading questionsIs it helpful for a student of English to read literature in the original? Why or why not?II. Cultural information1. QuotesMark Twain: The man who does not read good books has no advantage over the man who cannot read them.2. Books that changed my life— Reviews of books that help you build new skills―Books that changed my life‖ i s a blog. The blogger lives in Stockholm, Sweden. His hope with this site is not only to share non-fiction book recommendations but to share books of an exceptional quality. In the same way he hopes that the readers will help him and share their very best suggestions.Here is a list of books that teaches the blogger practical skills. They might not be the best written books or the most exiting but he thinks they are in a class of their own on their respective subjects. His focus of this list is to show the readers the extremely rare informative tomes that will help them to learn skills that are useful in life, in contrast to the much more common works of fiction that simply helps them avoid going insane from all the craziness and stress they must put up with their life or the non-fiction that expose you to new ideas or random facts.[Making money]Active Value Investing by Vitaly KatsenelsonEssential Negotiation by Gavin Kennedy[Understand people]How to win friends and influence people by Dale Carnegie[Creating]Techniques of the selling writer by Dwight SwainOn Directing Film by David MametGlobal ReadingI. Main idea1. What does this narrative text tell us?This text first tells us about the most indelible experiences the writer went through when she lived an isolated life as a child in the remote Chinese countryside. Next, the text describes and relates how she discovered and read and digested Dickens’ novels. Then, it highlights the ways in which the writer benefited immensely from Dickens.2. What is the main purpose of the writer?The writer’s main purpose i s to emphasize that she is immensely grateful to Charles Dickens, for she has been enlightened a great deal by him, and that Dickens’ novels, which deal with real life and real people and explore significant and permanent topics, constitute a rewarding heritage of mankind, and therefore are well worth reading and studying.II. Structural analysis1. How is the first paragraph associated with the last one?In the first paragraph the writer makes it clear that she has owed Charles Dickens a heavy debt by reading his novels. And the only way to honor her obligation is to write down what Charles Dickens did for her. In the last paragraph, the writer says she was deeply influences by him.Thus, the concluding part of the narrative text is naturally connected with the beginning part.2. Work out the structure of the text by completing the table.Paragraph(s) Main idea1 It introduces the setting and the relationship between the writer andCharles Dickens.2-3 The writer recalls her isolated childhood life in a remote Chinese countryside, her unpleasant experiences and the painful feeling she hadbecause she was a foreigner.4-6 The writer narrates and describes her experiences as a voracious reader.7 The writer highlights Dickens’ great influence upon her.Detailed ReadingText I A Debt to DickensParagraph 1Questions1) How do you interpret the debt which the writer has owed since she was seven years old?According to the context, the debt the writer has owed is not a sum of unpaid money, instead, it is her feeling of warm gratitude to Charles Dickens, who long ago in China rendered an inestimable service to her.2) In the eyes of the writer, what is the best way to pay her debt to Charles Dickens?As far as the writer can see, the best way to express her heartfelt thanks to Dickens is to write down what Charles Dickens did for her in China a long time ago.Paragraphs 2-3Questions1) What is the message that is stressed in the second paragraph? (Paragraph 2)While living in that remote rural area, the narrator as a small child was very alien to the people and was laughed playfully at and thought of as ugly and even unfortunate by them.2) What is the message this is repeatedly emphasized? (Paragraph 3)The repeated message is that as she grew into a bigger child, she still felt that she was alien and foreign to the people around.4) What is the main idea of Paragraph 3? (Paragraph 3)The main idea of Paragraph 3 is that as she still felt alien, and as her parents were too busy to pay any heed to her, she longed very much to have companios, but she had none.Paragraphs 4-6Questions1) Why did the narrator say, ―She was an impossible voracious reader‖? (Paragraph 4)There were no books suitable for her to read in that remote village. Since she had the desire to read, she searched and read all the books she could find instead of being frustrated.2) How does the narrator describe the way she read the novel Oliver Twist? (Paragraph 5)One day, the author discovered the book named Olive Twist by Charles Dickens. She buried herself reading the book all day.3) In what ways was the narrator greatly benefited or enlightened by Dickens? (Paragraph 6)He opened her eyes to people, and taught her to love all sorts of people, to hate hypocrisy and pious mouthing of unctuous words. He gave her an immense zest for life, that immense joy in life and in people, and in their variety. In short, the narrator learned many invaluable things from Charles Dickens.4) What comments does the narrator make on Dickens? (Paragraph 6)Dickens was a man of simplicity and has a great zest for life, and also a man full of hate and love.5) Point out the sentences in Paragraph 6 that are parallel to each other. What rhetorical effect canparallelism product? (Paragraph 6)―He opened my eyes to people, he taught me to love all sorts of people, high and low, rich and poor, the old and little children. He taught me to hate hypocrisy and pious mouthing of unctuous words. He taught me that beneath gruffness there may be kindness, and that kindness is the sweetest thing in the world, and goodness is the best thing in the world. He taught me to despise money grubbing.‖ These sentences are characterized by para llelism, by virtue of which they are fluid and smooth, expressive and impressive.Paragraph 7Questions1) What is the textual function of the first sentence of this paragraph?The first sentence of Paragraph 7 plays the function of connecting the concluding part naturally with the beginning part of the text.2) What is the main idea of this paragraph?The last paragraph emphasizes that Dickens has exerted a lasting influence upon the narrator, and that Dickens has become part of her forever.Further EnhancementText II Companionship of BooksLead-in questions1. What kind of books do you like to read most?2. What do you think of ―A book is a friend that will never turn its back upon us‖?Notes1. Samuel Smiles (1812-1904) was a Scottish author and reformer. Smiles is best known today as the writer of books praising virtues of self-help, and biographies praising the achievements of ―heroic‖ engineers. Smiles’s self-help books have been cited as influential on the New Thought Movement in late 19th century America and England, and, in particular, on the career of the New Thought author Orison Swett Marden, who said that his early ambition had been to become ―the Samuel Smiles of America.‖ Most of Smiles’s biographies were contained in the four-volume work, Lives of the Engineers, but he also wrote many other biographies. He selected the topics of his biographies as a means of emphasizing his thesis of self-help. These works have come to exemplify Victorian values for the modern reader. He received some criticism in his own time from socialists because of his emphasis on individual achievement. He was a prolific author of books and articles.2. … there is a companionship of books as well as of men; … (Paragraph 1): There are some books you enjoy spending your time reading just as there are some people you enjoy spending time with; …companionship: when you are with someone you enjoy being with, and are not alonee.g. When Stan died, I missed his companionship.Mrs. Greene keeps dogs for companionship and security.3. …, whether it be of books or of men.(Paragraph 1): … no matter whether the company should be that of books or that of men.Here the verb be is in the subjunctive. The subjunctive is a verb form or a set of verb forms in grammar, used in a few cases to express doubt, wishes, etc. In very formal language (e.g. legal documents), be is sometimes used after if and whatever.e.g.If any person be found guilty…… whatever be the reason4. It does not turn its back upon us in times of adversity or distress. (Paragraph 2): It does not refuse to help us when we are in serious trouble or when we feel extremely unhappy.turn one’s back on: (often derog.) avoid; go away from, esp. when one should staye.g.My explanation of the saying ―A friend in need is a friend indeed‖ is that a person whonever turns his/her back on you who are in need of help is a real friend.5. Love me, love my dog. (Paragraph 3): If you love someone, you must accept everything about them, even their faults or weakness.This is a proverb similar in meaning to the Chinese saying ―爱屋及乌‖. And in the text, ― Love me, love my book‖ is the writer’s wise twist of the proverb to express his idea that true friends should cherish similar feelings about certain books.6. The book is a truer and higher bond of union. (Paragraph 3): The book joins one person and his/her friends together by offering a means of ―talking‖ with and understanding each other through their favorite author.7. “Books,” said Hazlitt, “wind into the heart; the poet’s v erse slides in the current of ourblood. We read them when young, we remember them when old. We feel that it has happened to ourselves. They are to be had very cheap and good. We breathe but the air of books.”(Paragraph 4): In Hazlitt’s opinion, good book s gradually gain our love and trust;the poet’s verse produces a surprisingly emotional effect on us without our conscious realization. Good books always appeal to us: we enjoy reading them in our youth and we maintain their noble ideas in our old age. We feel that the problems of people we meet in books are like our own. Books can be easily obtained and they express everlasting truth. We get the fullest possible value from what we read.8. A good book is often the best urn of a life enshrining the best tha t life could think out; … (Paragraph 5): A good book preserves and exposes us to broad human values and wisdom of human civilization. If a tradition, right, etc. is enshrined in something, it is preserved and protected so that people will remember and respect it.e.g.The right of free speech is enshrined in the Constitution.Memories of happier days were enshrined in the old man’s heart.9. “They are never alone,” said Sir Philip Sidney, “that are accompanied by noblethoughts.”(Paragraph 5): Sir Philip Sidney believed that those that are enjoying morally wor- thy ideas never feel lonely.10. The good and true thought may in times of temptation be as an angel of mercy purifyingand guarding the soul. (Paragraph 6): The good and true thought may help one to know all about good and evil or right and wrong, remove evil from one’s soul, and guide one’s behavior.temptation: a strong desire to have or do something even though you know you should note.g.She thought of taking a day off work, but resisted the temptation.I finally gave in to the temptation and had a cigarette.11. It also enshrines the germs of action, … (Paragraph 6): It is also a source of inspiration forgood works, …The germ of an idea, theory, feeling, etc. is the early stage of an idea, theory, feeling, etc. that may develop into something bigger and more important.e.g. The germ of a story began to form in his mind.12. Books possess an essence of immortality. (Paragraph 7): Books boast an eternal life, i.e. theywill be passed on from generation to generation.13. Time is of no account with great thoughts, … (Paragraph 7): Good books are beyond timeand place, …of great/no account: of great/no importancee.g.His opinion is of no account in my research.14. Books introduce us into the best society; they bring us into the presence of the greatestminds that have ever lived. (Paragraph 8): Books usher us into the best society, where we find ourselves in front of the most important thinkers, people of letters, philosophers, etc. that have ever lived in this world.15. … as if we were in a measure actors with them in the scenes which they describe.(Paragraph 8): … as though we played various roles, to some degree, with the writers in the scenes they depict.in a measure: to a degreee.g. Drunkenness is in a measure responsible for traffic accidents.16. Embalmed in books, their spirits walk abroad. (Paragraph 9): Preserved in their books,authors can still speak to us after death.abroad: over a wide area; everywheree.g. Corporations do not want their commercial secrets spread abroad.17. The imperial intellects of the world are as much alive now as they were ages ago.(Paragraph 9): Great thoughts of the world gain everlasting power and authority, appealing to readers of all generations.Questions for discussion1. Why is a good book the most patient and cheerful of companions?2. What are the essential qualities of a good book?3. How does the good and true thought act as an angel of mercy?4. Why are good works immortal?5. According to the author, what is the ultimate goal of reading a good book?Key to Questions for discussion1. A good book offers the reader a means of communication with the author, we find pleasure inlearning about life and possible solutions to our problems in a good book. Through it, we sometimes understand situations which are hard to understand in real life.2. Good books beyond time and place expose us to the accumulated wisdom of human civilization.They see into the very depths of our souls and guide our behavior. They point out evils in society and challenge us to seek social or political reforms. They express feelings that people anywhere might have at any time and provide knowledge about unfamiliar subjects or give new insights into familiar ones.3. It may hel p to purify and exalt one’s narrow, selfish and petty personal aims of life into a nobleand meaningful purpose of life.4. Good work speak to us about broad human values besides the meaningful words and phrasesused. These values are universal and have a far-reaching impression5. The ultimate goal of reading a good book is to be able to understand it, to evaluate it, and to use it for one’s needs. A good book expand our experiences and abilities and to find new interests.Memorable QuotesRead the following quotes and find out what do they have in common regarding "art".Guidance: Art has not always been what we think it is today. An object regarded as art today may not have been perceived as such when it was first made, nor was the person who made it necessarily regarded as an artist. Art may be described as the use of skill and imagination in the creation of aesthetic objects, environments, or experiences — rather than what it is i.e. ―work of art‖ It is difficult to define art, while as a matter of fact art plays a large part in making our lives infinitely rich.Friedrich von Schiller (1759 –1805) was a German poet, philosopher, historian and playwright. Modest Petrovich Mussorgsky (1839 – 1881) was an innovator of Russian music in the romantic period.1.Art is the right hand of nature. The latter only gave us being, but the former made us men.– Friedrich von SchillerParaphrase: Art is the right hand of nature. Nature only gave us the body, while art gave us spirit and then we became men with thought.the former … the latter: being the first of the two mentioned … being the second of the two mentionede.g. He got the offer from P&G and Unilever; he prefer the former over the latter.2. Art is not an end in itself, but a means of addressing humanity. — M.P. Mousorgsky Paraphrase: Art is created not for the art itself, but for acting as a way to communicate with people.address: to speak to sb. directlye.g. President Obama addresses the nation on education reform.。

Lesson plan 1Silent WheelsName: Elaine ChenStudent: Grade One, Senior, Tianmen High SchoolMaterials: Silent WheelsLesson type: Intensive Reading LessonDuration: 45minDate: 10/03/2011Teaching IdeologyWith the curriculum reform in China, the new curriculum has been widely promoted in China until now. The new curriculum promotes communicative approach to develop students’ comprehensive language competence. According to the functional linguistic view, on one hand, language learning should focus on language use, not only on language knowledge learning; on the other hand, real communication should be used in classes.Based on the theory of communicative language learning, many tasks are designed to be finished by students under the lead of teacher. Through real communication in classes, students realize how to apply English into use. Furthermore, the language class should be students-oriented. At the same time, students’ lifetime development is taken into consideration in language classes. Under the guidance and the help of teacher, students develop their language skills, good study habits and effective learning strategies in an integrated way through real communication learning environment. Moreover students can feel some cultural awareness in the process of language learning.Learner profilesThe class will consist of 50-60 students from grade one, senior. According toinvestigation of the students, the number of female and male students is almost the same. The average level of the students is a little higher than the other classes in the school, but the level of the class is different, great individual difference exists, so more attention should be paid to keep the balance of tasks designing.Teaching material and learning conditionThe analysis of teaching materialThis passage is about a new style car. It introduces the great advantages of this kind of new environmental car, and some of its disadvantages. At the same time, through comparing the new car with the previous car, we can learn a notion of environment protection is throughout our daily life. Therefore, from this passage we can not only learn a new scientific product, but can form a sense of environment protection. Nowadays, environment protection is a very hot topic in our daily life, students will be very interest in it and as for these senor students, they are interested in any new things, so the material of a new car will ignite their curiosity and sense of innovation. All in all, it is a good reading material to be learnt by students.Teaching objectiveBy the end of the lesson, students will be able to achieve the following objectives: 1 Language knowledge1)Students can memorize the new words and expressions and can use themproperly: the new words and expressions as follows:Special, petrol engine, pollution, cleaner and quieter, double, recharge the battery; take a long time, fiber-glass, distance.2)Learn more related knowledge about this kind of new car.3)Help students under the whole text deeply.2 Language skills1）Get some reading skills through the context, such as scanning, skipping andso on2）Students can use these new words and expressions to describe the new car by their own words.3）Learn to compare the advantages and disadvantages between the new-styled car and others, and form two groups to debate them.3 Moral objectives1)Form the notion of environment protection.2)Cultivate innovative thinking.2Learning strategy1)Learning actively, autonomously and cooperatively.2)Prepare a debate.Languages focuses and anticipated difficultiesLanguage focusesMain Focus:1)Some useful words and expressions.2)Reading skills, such as scanning, skimming and summarizing.Secondary Focus:1)Cultural awarenessAnticipated difficulties1) A good mastery of the new words and expressions and can use them smmothly.2)Debate the advantages and disadvantages between the new-styled car and theothers.Teaching method / Teaching modelAs for reading teaching, usually take 3-stage Model (pre-reading, while-reading, and post-reading)PPP teaching model (presentation, practice and production)Teaching aidsWhite board, chalk, PPT, flashcards, white cardsTeaching proceduresLead-in (3 min)Greet students with drawing a car on the white board, and then ask them to discuss something about car they have known. Please give me your ideal car in your mind. Stage 1 Pre-reading (8 min)Activity1. Scanning (5 min)Scanning the context with the following questions:1)Why the car is special?2)What are the advantages and the disadvantages of the car respectively?3)What is the material of the car?[Aims] firstly through scanning the context quickly with these questions, it can help students achieve the language skill objective—scanning. What’s more, it’s the lead-in of this lesson; students can firstly know something about the content, so it will be easier for the students to cut to the point. Which also lay the foundation of next step of debating. Activity2. Debating (3 min)Debate the advantages and disadvantages between the new-styled car and the others.[Aim] After scanning the context quickly, students may have an overall view of the new car, thus they can freely debate something about the advantages and disadvantages about the car. The debate may not have a conclusion, but it can develop the students’ ability of critical thinking and expressing.Stage 2. While-reading (30 min)Activity1.close-reading and the teacher presents the new words and expressions, using flashcards to show the new words and expressions, tell the meaning of them. Special, petrol engine, pollution, cleaner and quieter, double, recharge the battery; take a long time, fiber-glass, distance.Grammar and sentences: the comparative formation of adjective[Aim] help students learn the new words and expressions and get the meaning ofthem and can memorize them in class. Master the comparative formation of adjective and can transform them from one to another.Activity2.Students practice the learned new knowledge through making sentences and making dialogue by group work or pair work, or describing what they are. The teacher guides the students to use these new expressions.[Aim] help students to use the newly-learned knowledge properly, and learn them by heart.Activity3 freely practice by students. Use related words and expressions to describe a car you are interested.[Aim] through this, students can use these new words and expressions freely and skillfully. Also, they can develop the ability to describe a new thing, which advance their oral English too.Stage 3. Post-reading (6min)Activity: Group listeningStudents close the textbook and listen to the textbook carefully, after ask some students to repeat the content of what they have got from listening.[Aim] to help the students advance the ability of listeningHomework（1 min）1 moral objective: find more products designed for environment protection and get some ideas in environment protection.2 writing homework: write down your own experience of environment protection. Blackboard design。