4). Divide the class into pairs.
5). Give out each student one questionnaire paper.
6). Explain the task. The students must question each other about their language learning needs (or motivations). Tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. It works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. If they wait till the end to swap, one student may use up all the time available.
7). When the task is finished, ask a couple of students to summarize their partners’ answers. (This may develop into a class discussion about language needs).
8). The students write five sentences on their feeling about learning English.
9). Collect the questionnaires. Needs Analysis Questionnaire
Interviewer_______________
Interviewee_______________
Present use: situations and skills
Reading (faxes, letters & reports)
Listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
Writing (faxes, letters & reports)
Future use: expectations & ambitions
课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。使学生了解了世界各地的英语是有所不同的，特别是了解英国英语和美国英语的区别。 同时使学生感受到学习英语的重要性。由于学生的'口语水平有限，所以探讨的时候不是很深入。
Period 2 Reading：The Road to modern English
Aims
To talk about English
To read about the history of English language
Step 1 Skimming
Read quickly to get the main idea of the text.
Let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other but they may not be able to understand everything.
Paragraph 3: All languages change when cultures communicate with one another.
Paragraph 4: English is spoken as a foreign language or second language in Africa and Asia.
Step 2 Scanning
Read to locate particular information and complete the comprehending Exercise One.
Step 3 Comprehending
1. Check the answers to exercise 1 (page 10
2. Answer these questions (Page 11)
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
1). Do you think it matters what kind of English you learn? Why?
Possible answer:
I don’t think so. Here are the reasons:
★ Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
★ It is necessary for us to learn the narrow difference between different kinds of English if we hope to communicate fluently with native speakers of English from all over the world.
★ Different kinds of English have the same language core. If you have got a good command of one kind, you will almost have no difficulty understanding another kind of English.
(Any persuasive and supporting reason the students give can be accepted.)
2) Why do you think people all over the world want to learn English?
Possible answer:
The reasons why people all over the world want to learn English:
★ With economy globalization, English has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ However, like all major languages in the world, English is always changing. In order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn English, whether in English speaking countries or in non-English speaking countries.
★ Also, people from different parts of the world speak English with various accent and dialects, and people have to learn about the difference between different kinds of English in order to avoid misunderstanding while communicating.
课后反思：本课是阅读课。英语阅读教学是高中教学的重中之重。许多英语教师对阅读训练也给予了足够的重视，但是在训练方式上却存在较多的问题。多数教师过分注重语法结构的分析和句子的机械翻译而忽视技巧培养。只有在阅读教学中教给学生一些学习策略，培养阅读技巧，才能让学生有可能通过课外自学来扩大知识的摄取量，从而弥补课堂英语阅读教学的不足。由于时间仓促以及学生口语水平的局限，本课时在学生让学生讨论的环节上，气氛不够热烈，讨论时间不足，今后应尽量鼓励学生多开口说英语，以弥补这方面的缺陷。
Period 3: Reading (Language points)
Aim
to master some words and phrases
1. include v.
a) contain
eg. The price includes both house and furniture.
b) embrace thing as part of whole eg. I include him among my friends. 2. present
a) adj: being at hand; being now出席的, 在场的;现在的, 当前的 该词可做前置定语也可做后置定语，当它做前置定语其义为“现在的”， 做后置定语其义为“出席的”
eg. The present members 现在的成员 The members present 在场的成员 b) n: gift
eg. He often gave his neighbor's kids little presents. C)vt: to offer赠送,呈献[(+to/with)]
eg. They presented him with a bunch of flowers.
3. culture
n: [C][U] understanding of literature, art, music, etc
eg. He has studied the cultures of many western countries.
4．identity n: who or what a person or thing is
eg. You should show your identity card before you enter it.
5．rule
a) n:custom or statement about what must not be done
eg. He’s made it a rule to rise early.
It’s against the rules of the school to smoke.
b) vt: to govern or control
c) eg. The queen ruled her country for 20 years.
6． Request
vt: to ask for
eg. They requested financial support.
注意：这个词所接的宾语从句要用虚拟语气
I requested that he (should) come an hour earlier.
B )n: asking or being asked
eg. Mr. Paine made a request that I should help him.
7.command
a) vt: give orders to
本文来源：http://www.010zaixian.com/jiaoan/2444404.htm