(8) 教学过程：详见以下分课时教学设计。

(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中

(10) 教学反思或值得改进的地方： 见每个课时最后部分。

Period 1: Speaking Warming Up and Pre-Reading

Aims

To talk about varieties of English

To discuss why do so many people speak English

Procedures

I. Warming up

1. Warming up by answering a questionnaire

1). Tell the students they are going to answer a questionnaire about why they are learning English.

2). Write the words: Reasons for learning a foreign language on the center of the board:

3). Ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Write their suggestions on the board as they make them.

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