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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)
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Notion |
Technology |
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Topic |
Hi-tech |
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Functional Items |
1. Describe things 2. Expressing agreement & disagreement |
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Structure |
The Passive Voice (3) The Present Continuous Passive Voice |
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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 |
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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
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Sub Topic |
New Uses of Things |
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Focus |
Listening |
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Function |
Describing things how they work |
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Structure |
It is used for… They are made of… This thing can be put… …… |
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Tasks |
1. A Guessing Game 2. Describing and Drawing |
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Moral Focus |
Creative thinking |
第二课时
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Sub Topic |
Problems and Solutions |
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Focus |
Speaking |
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Function |
Expressing agreement and disagreement |
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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… |
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Tasks |
1. Role Play Give advice and make suggestions 2. A TV Chitchat Program Help is on the Way |
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Moral Focus |
Communication and Cooperation |
第三课时
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Sub Topic |
Life in a Technological Era |
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Focus |
Reading |
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Function |
Designing and describing a new model of cell phone |
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Structure |
It is made of… It will be improved in…New functions is being added to…Various sounds can be produced… |
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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 |
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Moral Focus |
Love & Caring |
第四课时
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Sub Topic |
Teaching and Living Facilities of the School | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Focus |
Writing | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Function |
Describing problems and giving opinions | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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…. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Tasks |
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