资源简介

Unit 4 Everyday economics
【单元主题】
本单元的主题语境是“人与社会”，涉及的主题语境内容涵盖个人职业倾向与未来规划、创新与创业的意识、社会热点经济现象、信息技术创新和个人信息安全等。本单元从货币的发展说起，通过大学毕业生的创业故事、社会信用体系构建、大学生理财观念培养、共享经济、无现金支付等话题的多模态语篇，紧扣社会发展的热点和趋势，引导学生关注和理解日常生活中的经济学现象，培养其正确的职业思考习惯与创新意识，同时使学生能够辩证地思考身边的经济现象和行为，增强风险意识，不跟风不盲从，树立正确的金钱观、理财观。
【单元目标】
学生能够围绕本单元的主题语境内容，基于单元提供的图表、新闻特写、产品档案、传单、旅行笔记、网络论坛等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与信用体系、个人理财等相关的话题，使用所学语言谈论有效开展自我财务管理、保持良好信用记录的方法与建议；能够恰当运用定语从句对目标内容进行修饰、说明和补充，介绍并分析无现金支付的利弊，了解世界各国与经济相关的发展历史和有代表性的经济活动，深化对单元主题意义的理解；同时能够运用单元所学，解释观点、分析利弊，结合自身实际，正确认识大学生创业现象，细致思考今后择业的意向，辨析共享经济的利弊，形成正确的人生观、价值观和金钱观；能够运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提升分析和解决问题的能力，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
【课时分解】
依据大单元整体教学设计原则，旨在培养学生听说读写看五种技能，结合单元内容和学情，设置6个课时，说明如下：
Period 1: Starting out & Understanding ideas:
本课时为本单元主题引入部分，课文以一篇新闻特写的体裁，向大家展示了张悦在留学回国后，在家乡种植玫瑰花，成功创业的历程。学生可以在自主预习的环节中，尝试搜集有关创业现象的数据信息，并提前了解和就业创业相关的词汇及表达方式。在阅读环节，可以通过略读，获取文章结构框架，使学生能够明确标题一语双关的含义；通过精读，能够了解张悦创业的原因、过程中遇到的挑战以及总结其创业的时间线等具体信息；最后学生通过活动进行深入思考，促进了知识的拓展与迁移，与此同时也能汲取张悦个人的优秀品质，并能辩证看待年轻人创业的问题，加深对单元主题的认知。
Period 2: Using language: Grammar
本课时为本单元语法部分------定语从句。课前通过读者观看视频---- I Remember, 激发学生的兴趣和已知。结合Understanding Idea 课文的例句，带领学生复习定语从句的形式、意义和语用功能。通过让学生在课文中找出更多的定语从句，进一步让同学们体会不同关系词的用法、体会限制性定语从句和非限制性定语从句在结构、用词与功能意义上的不同。通过引导学生改写语篇中的句子，复习定语从句的用法。通过阅读这一文本，了解了解一种经济活动------一些国家为了帮助欠发达地区农民与工人而开展的活动。通过引导学生运用定语从句介绍一款咖啡的产品档案，在真实语境中复习、运用英语语法知识，加深对定语从句的理解。最后引导学生总结本节课所学知识，让学生们具有获得感。
Period 3: Using language: Integrated skills
本课时为本单元的综合语言运用部分，话题是“社会信用体系”，分为听说部分--Social credit和词汇部分--Finance management两个环节进行。第一部分引导学生了解信贷的相关信息，鼓励学生搜集社会信用信息，听说部分通过朋友间的通话，讨论了中国社会生活中个人信用体系的建立和运作，引导学生关注语用功能，学会听力文本中用英语进行咨询、释疑和优势分析的表达方式，并能在实际生活中运用所学表达。第二部分通过阅读针对大学新生设计的财务管理知识传单，帮助学生掌握与理财相关的词汇和表达，了解如何通过合理的财务管理建立良好的个人信用，并给出建议。通过真实语境下听说读写技能的综合训练，学生能够加深对单元主题的理解，提高综合运用语言的能力。
Period 4: Developing ideas: Reading
本课时为本单元主题拓展部分，课文话题为共享经济。课文是一篇议论文，作者从小时候与他人分享的经历引出经济活动领域的分享，即共享经济。读前学生观看共享KTV、共享单车等相关视频，激发学生兴趣和已知；通过略读，学生能了解议论文thesis-arguments-conclusion的基本框架，把握课文结构；通过精读，能够详细了解共享经济现象，并辩证分析其利与弊，培养学生批判性思维；结尾通过设问结束，“What will we be sharing next ”“Who will be sharing and how？”“And the most interesting question of all--what type of society will all this sharing take us to ”启发读者对未来共享经济发展的思考，留有悬念，开放性的结尾给读者留有想象空间，有利于进一步激发学生兴趣，促进思维品质的培养。这篇文章告诉人们：共享经济是一把双刃剑，有利也有弊，读者需要思考共享经济的未来发展，加深对经济现象的理解，要增强风险意识，树立正确理财观，学会运用批判性思维探究主题意义，从而增强语篇学习能力和阅读策略，并为后续阅读同一体裁和类似话题的文章奠定基础。
Period 5: Developing ideas: Writing
本课时为单元主题的延展板块，既是上一课时知识的补充和应用环节，也是进行下一课时学习的语言和思维基础。本课时以网络论坛的形式呈现了关于“无现金支付”的不同观点，通过填写表格和口头作文等活动的设置，由浅入深的引导学生达成议论文写作目的。在写作前，通过头脑风暴形式，激发学生对日常支付方式的思考，引入本课时话题。随后通过提取语篇的关键信息和小组活动，学生完成表格并初步识别议论文的基本要素，发展归纳概括的能力，丰富语言技能。在写作过程中，学生以所填表格为基础，就“无现金支付”这一经济现象展开口头论述，通过搭档互评等活动完善文章框架，然后根据框架进行书面作文。写作完成后，通过同伴互评和教师指导，学生能够批判性地审视议论文的结构、语言特征和行文格式，并给出有创造性的合理改进建议，并能根据建议润色文章，进一步提高语言运用能力。最后，通过反思和联系自身实际，学生能辩证的看待日常生活中新兴的经济现象，树立正确的价值观念，发展批判性思维，为后续学习打下基础。
Period 6: Presenting ideas & Project
本课时为本单元的综合语言运用和项目实践活动部分，Presenting ideas部分通过阅读和理解新闻标题， 联系生活实际，运用“提出问题—分析问题—解决问题”的基本方法提出自己的观点，为家乡发展提出建议；Project部分通过了解和掌握商业计划的结构和内容要点，自主选择合适的结构、内容和呈现方式介绍自己的商业计划。通过本节课的学习让学生增强责任意识和主人翁意识，正确认识当前经济形势和个人的经济行为，进一步了解不同的新兴商业领域培养学生创新意识和正确的经济意识，树立良好的价值观和责任感。同时让学生反思和总结本单元的学习，分析存在的问题，运用正确的策略解决问题。
Unit 4 Everyday Economics
【课题与课时】
课题：Period 1: Unit 4 Starting out & Understanding ideas：Business Blossom
—from Optional Compulsory Textbook 4 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
　　能够读懂与创业相关的话题，使用新学语言简单谈论与自主创业的事例，并能够正反论述创业的利弊。在自主、合作与探究式学习的过程中，使学生能够结合自己的个人经验对自己的职业倾向做出初步的规划。
【学习目标】
　　1.主题意义：理解课文的主题：通过了解张悦创业成功的案例，引导学生汲取其个人品质，进而对于大学毕业生自主创业进行辩证的思考。
　　2.语篇类型：了解新闻特写的语篇特点，把握在新闻特写的写作中恰当使用直接和间接引语的写作特点。
　　3.语言知识：能在语篇中学习blank，dizzy，potential, enterprising, purchase, distribution, guidance, consultant等8个生词和短语，并灵活应用独立主格结构。
　　4.语言技能：
　　（1）通过课文的标题和教材中的图片，推测课文题材与内容，理解题目的一语双关；通过略读，感知新闻特写的文体特征及语言特色；运用快读和细读技能，从课文中获取主要信息；
　　（2）能借助与大学毕业生就业相关的英语词汇和句式，读懂该话题下的专栏文章和报刊社论等类型的语篇。并能用所学习语言就“自主创业”话题进行讨论；
　　（3）能够就“年轻人创业”这一话题进行观点类的短文写作。
5.策略与思维：
能应用相关认知策略和思维方式，利用图片及标题、数据图，分析、整理信息；能够梳理文本内容并辩证的对待年轻人创业这一社会现象。
【评价任务】
　　一、课堂嵌入式评价
　　1. 结合观看与话题相关视频、分析课文表格和教材中的图片等多模态语篇的学习，完成Task 2（评价任务1）；
　　2.结合导读，文章提供的图片以及文章题目，预测本课内容Task 3&4（评价任务2）；
3.略读和细读课文，完成Task 5-6（评价任务3&4）；
　　4.应用学习策略和批判性思维，完成Task 8 （评价任务5）；
　　5.学习运用词汇，完成Task 9（评价任务6）。
　　二、课时形成性评价
　　1.总结本课所学，完成Task 10 （评价任务7）；
　　2.读后笔头输出（课后完成），完成Task 11 （评价任务8）。
【学习过程】
资源与建议
1.本单元的主题意义是“人与社会”，课文话题为大学毕业生自主创业。文章讲述了张悦在学成回国后，回乡创业，种植玫瑰的故事。本文通过对张悦在争取投资时紧张心情的描述，进而展开其创业的艰辛历程，并给有创业意向的年轻人提出了建议。这篇文章告诉人们：在经济迅速发展的大背景下，大学毕业生自主创业的趋势日益强劲，我们应当结合自身情况，汲取张悦身上的人生态度和个人品质，辩证的看待创业问题。本篇课文的体裁为新闻特写。文章并没有按照时间先后顺序组织材料，而是在时间和空间上处理的相对灵活。通过本篇课文的学习，能为后续阅读同一体裁和类似话题的文章奠定基础。
2.本文的主题学习大致按以下程序展开：通过多模态语篇（视频和图片）的学习激活学生已有经验——通过文章标题和图片，预测文本内容——泛读文章，获取文章结构大意，培养学生归纳概括能力——细读和理解文本内容，获取文章细节信息——学习和运用主题词汇，组内讨论并还原采访过程——运用批判性思维理解年轻人自主创业的现象——话题写作。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进读写能力同步提升。
3.本课的学习重点是训练学生的基本阅读技能，包括：1）全面掌握本课时重点单词/词组/句型；2）能够通过阅读文章，快速获取细节信息,并归纳文章的主旨大意。难点有两个：一是运用主题词汇进行组内讨论，能够结合自身表达对年轻人自主创业的观点看法；二是读写结合，运用所学语言进行有关就业和创业的话题写作训练（课后延伸）。
4.预习要求：1）思考自己的就业意向; 2) 预习课本118页相关词汇；3）提前阅读一遍课文。
Step 1 Warm up（4 minutes）
1.Lead in: Play a short video extracted from an interview to senior college students.
Task1.After watching the video, try to answer: if you are one of them, what will you choose to do
2. Analysis of the charts: 【评价任务1】
Task 2. What options do college students have after graduation
What trend can you find about starting one’s own business
3. Discussion:
Task 3. Do you have any idea of setting up your own business Why and why not
Step 2. Prediction (2 minutes) 【评价任务2】
Task 4. What do you think are needed in setting up one’s own business
What are we going to learn according to the title and the picture in the passage
Step 3 Reading（25 minutes）
Task 5. Read for the Structure. 【评价任务3】
(1)Read the passage and try to finish the mind map of the passage.
Suggested answers:working conditionsReasonsChallengesfeelings and advice
(2)Look though the passage and try to analysewhat is the type of the passage
A. a narrative
(
Direct speech.
)B. a feature story
C. an exposition
(
The descriptive words in the beginning.
)D. an argumentation
Suggested answers:magazines newspapers persuasive attractive
Task 6. Read for Details【评价任务4】
Work alone to scan the whole passage to find more detailed information to fill in the form on P40---Interview Notes.
Work in group to draw a timeline of Zhang Yue’s story.
Suggested answers:1. potential 2.decision 3.Start up 4.investment 5.challenges
Step 4 Consolidation (4minutes)
Task 7. Work in pairs to act out the interview based on the interview notes.(the 2nd predictive question)
One possible version:
A: Hello, ladies and gentlemen, today we have Miss Zhang Yue here to talk about her start-up story. Miss Zhang, welcome to our program!
B: Hello, everyone, I’m Zhang Yue, chairman of Rose Valley.
A: Miss Zhang, why did you start your own business in your hometown
B:…
A: Did you meet any challenges
B:…
Step 5 Reading and Thinking. (8minutes)
Task 8. What do you think are needed in setting up one’s own business (the first predictive question) 【评价任务5】
Suggested answers: A sharp insight; perseverance; dedication and giving back to people and society.(open answers)
Task 9. Now, let’s give your opinions again! Would you like to set up your own business or do a white-collar job in an office Give your reasons. 【评价任务6】
Step 6 Summary(5minutes) 【评价任务7】
Task 10. Can you retell the pros and cons of young people starting their own business.
Do you understand the characteristic of a feature story well
Step 7 Assignment 【评价任务8】
Task 11. Write an short essay to show your opinions about setting up one’s own business.
【检测与作业】
Ⅰ.单词拼写 (功能指向：词汇巩固与检测)
1.When I entered the room, the girl looked at me with a 　　(无表情的) expression.
2.I felt 　　　(头晕目眩的) when I looked down from the top of the television tower.
3.Believe in your 　　　(潜力) and study hard, and you will surely achieve your dream.
4.At present, the novel coronavirus vaccine(疫苗) in China is in the 　　　(阶段) of free vaccination.
5.He bent forward and laid a kiss softly upon her f　　　.
6.She likes comparing prices before she makes a p　　　.
7.A lack of qualifications can be a major o　　　 to finding a job.
8.A b　　　 is an extra amount of money that is added to someone's pay, usually because he has worked very hard.
1.blank 2.dizzy　3.potential　4.phase　5.forehead 6.purchase　7.obstacle　8.bonus
Ⅱ.用方框内短语的适当形式填空 (功能指向：词汇巩固与检测)
as to, take a deep breath, row upon row, end up, a world away from, in the hope of
1.She offered no explanation　　　　　　why she had left so suddenly.
2.Nearer in sight are dull grey rooftops, and farther on stand 　　　　　　of buildings.
3.His new luxury mansion was 　　　　　　the tiny house where he was born.
4.You just have to wait and give it some time because they can 　　　　　　doing very well.
5.We are studying hard 　　　　　　having a bright future and making our parents live more comfortably.
6.With the bell ringing, he stopped writing, 　　　　　and handed in his paper.
Ⅱ.1.as to　2.row upon row　3.a world away from 4.end up 5.in the hope of　6.took a deep breath
Ⅲ.课文语法填空 (功能指向：应用提高)
　 1　(surround)by roses as she was growing up, Zhang Yue paid them little attention. It was only after graduating　2　university overseas and returning to visit her parents that Zhang realised the potential.
Zhang therefore decided to return to her home town and grow roses,　3　surprised many people. She is not the only young person who 　4　(bite) by the start-up bug. All over the world, an increasing number of enterprising young people　5　(think) of starting their own businesses, as the growing economy creates more　6　(opportunity). A few, like Zhang Yue, find themselves lucky enough to get　7　(invest) and the all-important input and support from more experienced business people.
As someone who grew up in the country, Zhang already knew about growing plants. However, like any entrepreneur who was just starting out, she still had a lot to learn. She has overcome　8　number of obstacles in nursing her business to the success it is today.
　 9　(see) her peers who also dream of success and independence, Zhang has mixed feelings. Though she welcomes the new entrepreneurial spirit, she advises that people be　10　(real) and seek guidance from expert consultants before rushing into things.
1.Surrounded　 2.from　3.which　4.has been bitten　5.are thinking　 6.opportunities　 7.investment　 8.a　 9.Seeing　 10.realistic　
Ⅳ.读后写作：（功能指向：创新迁移）
Write an short essay to show your opinions about setting up one’s own business.
【学后反思】
1. List 10 words or phrases about the starting one’s own business;
2. Can you draw the mind map of the text
3. Share the reading techniques you’ve learned;
4. What would you do to prepare for your future career
5. What help would you like to get from your teacher
【板书设计】
Unit4 Business Blossom
Unit 4 Everyday economics
【课题与课时】
　　课题：Period 2：Using Language：Grammar
　　—from Optional Textbook 4 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能够恰当运用定语从句对目标内容进行修饰、说明和补充；帮助学生深度聚焦定语从句的意义和功能。
【学习目标】
1.主题意义：理解课文的主题：第一个语篇介绍了一些国家为了帮助欠发达地区农民与工人而开展的活动。第二个语篇是得益于这一运动的一款咖啡的产品档案。
2.语言知识：能在语篇中学习与理财相关的词汇和表达。　　
3.语言技能：
（1）学生能更好地理解定语从句的形式、意义与语用功能；能在具体的语境中运用。　　　
（2）写产品介绍。
4.策略与思维：能运用小组合作的方式，复习定语从句的基础知识。关注社会生活中个人信用体系的构建和运行，思考如何规范自己的经济行为，建立良好的个人信用，树立正确的金钱观、价值观。　　
【评价任务】
一、课堂嵌入式评价
1. 观看视频--- I remember, 唤起同学们对定语从句的记忆，完成Task 1（评价任务1）；
2.分析两个定语从句例句，完成Task 2（评价任务2）；
3.应用批判性思维，找出understanding idea text 中的定语从句。完成Task 3 （评价任务3）；
4.复习定语从句的基本知识点，完成Task 4（评价任务4）。
5.运用所学知识，把画线句子改为定语从句，完成Task 5 (评价任务5)。
6. 完成课本41页，第三题，使用定语从句介绍Green Equator Coffee （评价任务6）。
二、课时形成性评价
1.总结本课所学，完成Task 7（评价任务7）。
2.使用定语从句，写产品介绍（课后完成），完成Task 8（评价任务8）。
【学习过程】
资源与建议
1.本单元的主题意义是“人与社会”。 本堂课涉及的话题语境内容是第一个语篇介绍了一些国家为了帮助欠发达地区农民与工人而开展的活动。第二个语篇是得益于这一运动的一款咖啡的产品档案。
2.本文的主题学习大致按以下程序展开：通过多模态语篇（视频）的学习激活学生已有经验——仔细分析两个定语从句例句——复习定语从句基本知识——学习用定语从句改写句子——使用定语从句写产品介绍。另外，将词汇学习和语言文化学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进读写能力同步提升。
3.本课的学习重点是通过分析课文中的定语从句，复习定语从句的用法，区分限制性定语从句和非限制性定语从句的区别，并能运用定语从句改写句子。
4.预习要求：7个词汇（on P118），以及通过词汇了解相关话题内容——Good Deal 和Green Equator Coffee
Step 1 Warm up（3 minutes）
Lead in
Listen to a song: I remember, and find out attributive clauses included in the video.
Task 1: Share the attributive clauses in the video. (评价任务1)(2 minutes)
Answers:
I remember the way you glanced at me.
I remember all the things that we shared.
I remember all the wishes we made upon the roof at dawn.
Task 2: Discussion
Show the other two attributive clauses from the reading passage, and discuss the questions.(评价任务2)(5 minutes)
A. This is a place where roses grow wild.
B. The biggest challenge at the initial phase was to persuade people to work for me, which was totally outside my experience.
(1) What does “where” refer to in sentence (a)
(2) What does “which” refer to in sentence (b)
(3) Which sentence contains a clause with essential information about the subject
(4) Which sentence contains a clause with extra information about the subject
Answers:
(1) “Where” in sentence (a) refers to “a place”.
(2) “Which” in sentence (b) refers to “to persuade people to work for me”.
(3) Sentence (a).
(4) Sentence (b).
总结：
（1）限定性定语从句紧跟先行词，主句与从句不用逗号分开，从句不可省去。
非限定性定语从句与主句之间有逗号分开，起补充说明作用，如省去，意思仍完整。
Step 2 Presentation (15 minutes)
Task 3：Look for more sentences with attributive clauses in the reading passage and ask them to share them with classmates. （评价任务3）
Answers:
She couldn’t, however, hide the line of sweat running down her forehead, which was caused partly by the heat of the television studio, but more by fear of the four people seated in front of her.
The place where this happens is a valley ...
Zhang therefore decided to return to her home town and grow roses, which surprised many people.
As someone who grew up in the country, Zhang already knew about growing plants.
Seeing her peers who also dream of success and independence, Zhang has mixed feelings.
You should know your own limits and those of the people you work with.
For young people who have little life experience, that can be a challenge.
Task 4: Review the attributive clauses together. Ask Ss to fill blanks below. （评价任务4）
1.定义：在复合句中，充当____________用的从句是定语从句，被定语从句限定的词是_____________,引导定语从句的词叫做_____________或_______________.
2.定语从句的结构：__________________________
3.关系代词：__________________________
关系副词：__________________________
4.定语从句分类： __________________________
Answers:
1. 定语；先行词；关系代词；关系副词
2. 先行词+ 关系词+ 定语从句
3.that, which, who, whom, whose, as； when, where, why
4. 限制性定语从句和非限制性定语从句
Have a discussion. Four students in a group. Analyze all the attributive clauses to summarize the usages of relative pronouns and adverbs. The following blanks should be completed after the discussion.
补充关系词的用法
先行词 句法功能
关 系 代 词 that 指代人或物 在句中作主语、宾语或表语；作宾语时可省略
which 指物 在句中作主语、宾语或表语；作宾语时可省略
who 指人 在句中作主语、宾语或表语
whom 指人 在句中作宾语
as ① 引导限定性定语从句时，指与先行词相似的人或物必须用于such/so...as或the same...as...结构中。 ② 引导非限定性定语从句时，只能修饰句子，可置于被修饰句子后面、前面或主谓之间，翻译成“正如……那样”。
关 系 副 词 when 指时间 在句中作时间状语
where 指地点 在句中作地点状语
why 指原因 在句中作原因状语
Step 3 Practice (10 minutes)
Task 5: Read the passage and rewrite the underlined sentences using attributive clauses.(评价任务5)
Answers:
(1) Good Deal is a local movement in some countries, which works to help farmers and workers in less developed areas receive a better deal for their produce.
(2) The movement has proven popular among young people who want to help producers get the payment they deserve.
(３) However, some people who are less optimistic argue that it discriminates against producers who are not part of the Good Deal movement.
Step 4 Production (7 minutes)
Task 6: Read the profile and write an introduction to a Good Deal product using attributive clauses where appropriate. (评价任务6)
Reference answer: Green Equator Coffee is a Good Deal product, which sells at the price of＄25 per kg. It is grown on the Green Equator Estate, whose coffee is 100% organic. It is a superior, smooth blend with a mild flavour, which has less than one calorie per cup. The product is sold under the Good Deal guarantee, which promises that one third of the sale price will be returned to local producers.
Task 7: Summarize what we have learned and how to write an attributive clause. (评价任务7)（2 minutes）
Answer:
题干中出现两句涉及同一事物的简单句
1>找出这两个简单句中都出现了的同一个事物
2>将其中一个简单句改成从句,去修饰另外一个句子中那个相同的事物（注意关系词的选用）
Task 8:Assignment: Write an introduction to something you have bought recently using attributive clauses where appropriate.（评价任务8）(1 minute)
根据以下内容，向你的同学介绍这款词典，内容如下：
1.产品制造商：香港宏远外贸公司（HongKong Company Itd）
2.性能；公司20年来最新技术成果
内存一百万的词汇量(store)
尺寸娇小，方便携带，易于操作，价格合理
3.材质：机身由轻金属制作
A possible version：
The e-dictionary is made in Hong Kong, China, the latest product of HongYun Company ltd. With a large vocabulary of one million words and phrases stored in it , you can look up any word (that/which) you meet in your senior period, which is also the latest technical result of the company's 20-year research. The body of it is made of light metal. Therefore it is small in size and convenient to carry as well as easy to operate, whose price is reasonable. it is a wise choice for English learners.
【检测与作业】
1.This is the factory _________ I visited last year.
2.This is the factory ________ I worked last year.
3.The reason __________ he gave is unbelievable.
4.The reason _______ I went there was that I wanted to meet your friends.
5.I won’t forget the day_______ I joined the army.
6.I won’t forget the day _________ I spent with you on the farm.
7.The basketball team, _______ are having a rest, will begin another match in twenty minutes.
8.There was one point _________ we must insist on.
Answers:
that/ which 2. where 3. that/ which 4. why
5. when 6. that/ which 7. who 8. where
【学后反思】
1. Can you draw a mind map of the attributive clause
2. Can you write a short passage to talk about some products using attributive clauses
3. What help would you like to get from your teacher
【板书设计】
Attributive Clauses
先行词 句法功能
关系代词 that
which
who
whom
as
关系副词 when
where
why
Unit 4 Everyday economics
【课题与课时】
课题：Period 3: Using languages: Integrated skills
—from Optional Compulsory Textbook 4 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
在听的过程中，能抓住日常生活语篇的大意，获取主要事实、观点和文化背景。
在听的过程中，能注意到图片、表格、流程图等传递的信息，能够通过重音、语调、节奏等有效表达意义、意图和态度等。
学会用英语进行咨询、释疑和优势分析的表达方式，并能够在实际生活中运用所学表达。
初步了解社会信用体系和理财观念在日常生活和人们价值观中的表现。
【学习目标】
　　1.主题意义：“人与社会”---社会信用体系构建和大学生理财观念培养，引导学生思考如何规范自己的经济行为、建立良好的个人信用，树立正确的金钱观和价值观。
2.语篇类型：说明文+通话对话， 通过通话中“free talk” 的自由反应型模式， 学会用英语进行咨询、释疑和优势分析，并能够在实际生活中运用所学表达。
　　3.语言知识：能在语篇中学习budget, tax, interest, make ends meet, stay afloat, build credit, agreed credit limit, go into debt, annual fee等9个生词和短语，掌握并灵活应用以下句式:
1 How did that happen 6 How is that so
2 What’s that 7 What does that mean
3 Could you tell me more about it 8 It means...
4 Let me explain. 9 It’s definitely an encouragement to...
5 It enables ... 10 ... an effective way to...
　4.语言技能：
　　（1）通过听前预测以及递进式的听，了解对话中涉及的社会信用体系的具体信息；
　　（2）根据听力文本与生活常识较为准确地概括出良好社会信用体系的构建；
（3）根据交际的策略能准确找出进行咨询、释疑和优势分析的英语表达方式，并能够在实际生活中运用所学表达。
（4）学习并运用与个人财务管理相关的词汇和表达，给出财务管理和构建社会信用体系的建议。
5.策略与思维：
能应用预测、标题探索和做笔记的学习策略完成听力活动；采用 “感知-归纳-运用”的口语学习策略和小组内交互性策略进行会话交流；利用图片及标题，激活学生大脑中的相关图式，结合自身生活实际，用本部分所学的词汇和表达，给出一些合理管理自我财务、保持良好社会信用记录的建议，实现知识和能力的拓展和迁移。
【评价任务】
　　一、课堂嵌入式评价
　　1. 结合观看与话题相关视频、阅读Did you know 文字和教材中的图片等多模态语篇的学习，为听力任务做铺垫，完成Task 1（评价任务1）；
　　2.通过第一遍泛听材料获取通话对话的大致信息，完成Task2（评价任务2）；
3.通过第二遍精听材料获取通话对话的细节信息，完成Task 3&4（评价任务3&4）；
　　4.在听力文本中划出进行咨询、释疑和优势分析的英语表达方式，应用学习策略和批判性思维，完成Task 5（评价任务5）；
5.阅读leaflet语篇获取个人存钱建议和财务管理相关词汇，完成Task 6&7（评价任务6&7）；
6.通过感知归纳自我财务管理的词汇和表达，小组讨论合理管理自我财务、保持良好社会信用记录的方法，结合自身生活实际给出合理管理自我财务、保持良好社会信用记录的建议，完成Task 8（评价任务8）。
　　二、课时形成性评价
综合运用所学表达，笔头输出（课后完成），设计财务知识管理宣传单，完成Task 9（评价任务9）。
　　【学习过程】
资源与建议
1.本单元的主题意义是“人与社会”。 本堂课涉及的话题语境内容是社会信用和财务管理，语篇类型涵盖了说明文和通话对话两种篇章形式，内容形式涉及了听说和阅读的训练，围绕着单元主题进行，通过社会信用体系构建和大学生理财观念培养引导学生辩证地思考身边的经济现象和行为，树立正确的金钱观和理财观。通过本节课的学习，能为后续类似话题和同一体裁文章的学习奠定基础。
2.本文的主题学习大致按以下程序展开：通过多模态语篇（视频和图片）的学习激活学生已有经验——预测听力主旨大意——泛听获取主旨大意和结构——精听理解文本内容——学习运用咨询、释疑和优势分析的英语表达方式——从语篇中获取主题词汇和大学生理财方式——运用批判性思维给出合理管理自我财务、保持良好社会信用记录的建议——设计财务知识管理宣传单。另外，将词汇学习和语言文化学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进听说读写能力同步提升。
3.本课的学习重点是通过阅读和听说，梳理和运用和单元主题相关的词汇和功能表达，训练学生的基本听力技能，包括预测,泛听，细听等。
4.预习要求：12个词汇（on P118- P119），以及通过词汇了解相关话题内容——社会信用和财务管理。
Step 1 Warm up（2 minutes）
Show pictures of credit cards and ask questions:
1.Do you know these cards What kinds of cards are they
2.What’s the difference between Visa cards and Union pay cards
Answer:
1.Yes, they are credit cards.
2.Visa cards can be used in foreign countries while Union cards are only used in China.
Step 2. Pre-listening (5mins)
Task 1: Before listening, read the passage about social credit and answer the following three questions. Then predict what topics will be talked about in the listening part.
1) What is credit
2) How is a person’s creditworthiness judged in different times
3) Besides what are mentioned in the passage, what other activities can you think of will affect your future creditworthiness
Answer:
1) Credit is the offering of money loans for repayment.
2) For most of this history, it was judged mainly on lenders’ subjective judgment. Nowadays more and more countries are building their own credit systems with objective credit rating methods.
3)Students’ own ideas.
Step3.While-listening(13mins)
Task 2: Activity 5 (3mins for listening +2mins for checking and explanation)
Listen to the conversation and choose the topics discussed in the chatting.
A. The tips to book a good hotel.
B. The importance of being creditworthy.
C. The origin of the credit system.
D. The benefits of a social credit system.
E. The cost of having a bad social credit record.
Answer: BDE
Task 3: (Activity 6-1) Listen to Part I and complete the paragraph. (2mins for listening +2mins for checking )
I have been 1_________ on time, returning books to the library 2 ___________. and using 3___________ properly. As a reward, we didn’t have to pay a deposit when 4 __________ during our trip to Hangzhou. The hotel is very nice, and it’s quite near the West Lake. This is just one of the many benefits of the social credit system which enables 5_____________ to enjoy a more convenient life 6 _______________.
Answer:
1. paying credit card bills
2. in a good condition without delay
3. the shared bicycle
4. we checked in at a hotel
5. people with good social credit
6. at a lower cost
Task 4: (Activity 6-2) Listen to Part II and answer the following questions. (1mins for listening +3mins for speaking )
① What was the man prohibited from doing and why
② What restrictions are mentioned that are caused by a bad social credit record
③ What could the social credit system contribute to
Answer:
He was prohibited from renting an expensive car because the credit system showed that he was a laolai.
Apart from renting expensive cars, they may also find it hard to buy flight tickets or tickets for high-speed rail services, among other things.
The social credit system is an encouragement to those who can be relied upon to do the right thing, and the system is an effective way to build a friendly, honest and safe society.
Step 4. Posting listening (3mins)
Task 5: (Activity 7) Have the students master some expressions about how to ask for clarification, clarify themselves or state advantages.
1 How did that happen 6 How is that so
2 What’s that 7 What does that mean
3 Could you tell me more about it 8 It means...
4 Let me explain. 9 It’s definitely an encouragement to...
5 It enables ... 10 ... an effective way to...
Answer:
Asking for clarification: 1/ 2/ 3/ 6/ 7
Clarifying: 4/ 8
Stating advantages: 5/ 9/ 10
Step 5.Reading--- Finance management tips for freshmen(12mins)
Free talk: What financial difficulties may freshmen run into (1min)
Task 6: (Activity 8) Read the leaflet and answer the questions according to the leaflet. (8mins)
1)What suggestions are given to help students save money
2) What do you need to pay attention to when spending money
3) Why do you need to bear in mind when making extra money
Answer:
1) Find the banking services that meet your needs and will help you save money. Save a small amount of money each week from now on, and increase it each month.
2) Be careful when opening your first credit card account. Look for a card with good benefits and no annual fees. Always make payments on time. Make rational spending choices and never exceed your agreed credit limit. Avoid luxuries so that you don’t go into debt.
Task 7:(Activity 9) Focus on vocabulary(3mins)
1. Match the words and expressions learned in the leaflet to their meanings
1 ____________: the amount of money needed or available for certain purposes
2 ____________: to have enough money to buy what you need to live
3 ____________: to be out of debt or financial difficulty
4 ____________: money paid to the government, usually a percentage of personal income or of the cost of goods
5 ____________: to accumulate the quality of being creditworthy
6 ____________: the maximum amount of money that may be borrowed under a credit arrangement
7 ____________: to get into the state of owing money
8 ____________: costs automatically charged once a year to your credit card account
9 ____________: the amount of money charged by a bank when you borrow money, or paid to you when you keep money in an account
Answer:
1 budget: 6 agreed credit limit:
2 make ends meet: 7 go into debt:
3 stay afloat: 8 annual fee:
4 tax: 9 interest:
5 build credit:
2. Think about other words and expressions associated with managing personal finance.
Step 6. Discussion (9mins)
Task 8: (Activity 10) Work in groups and make suggestions on how to manage your finances and maintain a good social credit record using the words and expressions in this section.
Step7. Assignment (1mins)
Task 9: Design a leaflet on the topic of how to manage personal finances and maintain a good social credit record for high school students based on what have been learned in class. Use as many words and expressions mentioned above as possible.
【检测与作业】
I.课堂检测--用所给短语的适当形式填空（功能指向：词汇巩固与检测）
go into debt, in common, make ends meet, on one's own, rely on, interfere with
1．I haven't a thing ________________ with my father.
2．If we________________ nature, many problems may arise.
3．Many people ________________mobile phones too much and when they forget to take the phone one day, they feel uneasy.
4．Don't take any measures________________ before you consult your doctor if the pain continues.
5．When Mike lost his job, we couldn't barely ________________．
6．The factory was closed because it ________________．
Answer：
1．in common　2.interfere with　3.rely on　4.on your own　5.make ends meet　6.went into debt
II. 语法填空（功能指向：应用提高）
China has once again shown its ability to change the world with its “new four great 1.________ (invent)”—high－speed rail, electronic payment, shared bicycles, and online shopping.
China's new－generation of high－speed trains, the Fuxing, is now one of 2.________ fastest trains in the world, which can travel 3.________ a speed of 350 km/h. Besides this, China 4.________ (improve) people's lives in many other aspects over the last decade.
The shared bicycle, for example, is not new 5.________ (it). But China has made it much more convenient and popular both in China 6.________ overseas. Chinese bike－sharing company Mobike is now operating in foreign countries.
And back in China, when riding a shared bicycle, you can stop to buy and eat whatever you want 7.________ (simple) with a tap on your phone. You could easily pay with your smartphone by 8.________ (scan) the seller's QR code. The cashless payment has grown into a 9.________ (choose) for Chinese people.
Besides, the four “inventions” of life are most appealing to the youth from 20 countries 10.________ (participate) in the Belt and Road Initiative, and they wish their countries would catch up with China.
Answer：
1．inventions　 2．the　3．at　4．has improved　 5．itself　
6．and　 7．simply　 8．scanning　 9．choice　 10．participating　
【学后反思】
1. List at least 10 words or phrases about finance management.
2. Can you write a short passage to give advice about how to manage your finances and maintain a good social credit record with the aid of this section
3. What listening techniques have you acquired through the process of learning of this period
4. What are still your difficulties What help would you like to get from your teacher
听力评价量规
指标 项目 全部正确理解并完成任务 （4分） 能完成全部任务，但有个别模糊之处 (3分) 能听懂部分，但大部分需要同伴的启发和帮助才能完成任务（2分） 完全大部分听不懂，但能抓住个别词 (1分) 什么都听不懂(0分)
第一次听力任务
第二次听力任务
第三次听力任务
日常用语理解
合计得分
学生英语课堂口头表达量规
一级指标 二级指标 4分 3分 2分 1分
内容 信息量 丰富有意义 丰富但不完全有意义 信息不足 信息量很少
逻辑性 紧扣主题，思路清晰，逻辑性强 接近主题，部分内容有逻辑性 涉及主题，但多次偏题，逻辑性不强 无主题，无逻辑
语言使用 开头结尾 精彩吸引人且有意义 有意义 头尾较为平淡 开头混乱，无结尾
用词句式 词汇丰富正确，无语法错误 词汇正确，无语法错误 词汇不够精确，语法有错误 无法用词汇表达，语法错误多。
时间把握 时间利用充分 超时一分钟内 时间剩余或超时一小段 剩余一半时间或超时较长。
表达能力 语音语调 发音地道，语调自然，重音清晰 发音准确，适当停顿，音调起伏 有发音错误，停顿和起伏不恰当 发音错误多，停顿错误，语调无起伏
音量语速 声音响亮，语速自然 大多数情况声音响亮，语速可接受 一些情况声音低，语速过快或过慢 声音不清，语速过快或过慢，无法听到内容
肢体语言 有很多与听从的眼神交流，动作自然有意义 有眼神交流，使用动作来帮助说明 眼神不集中，没有肢体表达 表情紧张，肢体发抖
【板书设计】
Unit 4 Using languages: Integrated skills
Asking for clarification: How did that happen What’s that Could you tell me more about it How is that so What does that mean
Clarifying: Let me explain. It means...
Stating advantages: It enables ... It’s definitely an encouragement to... ... an effective way to...
Unit 4 Everyday economics
【课题与课时】
课题：Period 4: Developing ideas: What’s mine is yours.
　　—from Optional Textbook 4 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
能从课文中获取主要信息，能阅读主题为日常经济学相关的议论性短文，并能与人就“共享经济”话题进行探讨交流。
【学习目标】
　　1.主题意义：理解课文的主题：如今，共享经济越来越普遍，学生要学会辨析其利弊；加深学生对“人与社会”的关系理解，辩证思考身边的经济现象和行为，树立正确的人生观、价值观和金钱观。 （Task 1）
　　2.语篇类型：理解议论文的语篇特点，把握本篇课文的thesis -arguments(analysis of benefits and drawbacks)--conclusion的结构模式，从正反两方面进行议论文论证。(重点，Task 2)
　　3.语言知识：能在语篇中学习sharing economy, at the click of, rent out, regulations, supervision, at the expense of, comprise等生词和短语。(Task 3)
　　4.语言技能：
　　（1）通过课文的标题和教材中的图片，理解两者在语篇中的作用，并推测课文题材与内容；通过略读，感知议论文体裁文章的文体特征及语言特色；运用快读和细读技能，从课文中获取主要信息；(难点，Task 4)
　　（2）并能用本课所学习语言就“共享经济的利弊”话题进行讨论；(Task 5)
　　（3）写课文概要。(Task 6)
　　5.策略与思维：能应用相关学习策略和思维方式，梳理文本内容并分析共享经济的利弊，培养辩证思维，进而探讨共享经济未来的发展。(Task 7)
　【评价任务】
　一、课堂嵌入式评价
　　1. 结合观看与话题相关视频、阅读课文标题和教材中的图片等多模态语篇的学习，完成Task 1（评价任务1）；
　　2.略读和细读课文，完成Task 2&3（评价任务2&3）；
　　3.应用学习策略和批判性思维，完成Task 4 （评价任务4）；
　　4.学习运用词汇，完成Task 5（评价任务5）。
　二、课时形成性评价
　　1.总结本课所学，完成Task 6 （评价任务6）；
　　2.读后笔头输出（课后完成），完成Task 7 （评价任务7）。
【学习过程】
资源与建议
1.本单元的主题意义是“人与社会”，本课时为拓展延伸部分，课文话题为共享经济。作者从小时候分享的经历引出经济活动领域的分享：共享经济。详细解释了共享经济，并辩证分析其利与弊，最后通过三个问题结束，“What will we be sharing next ”“Who will be sharing and how？”“And the most interesting question of all--what type of society will all this sharing take us to ”启发读者对未来共享经济发展的思考，留有悬念，开放性的结尾给读者留有想象空间，有利于进一步激发兴趣，促进思维品质的培养。这篇文章告诉人们：共享经济有利也有弊，读者需要思考共享经济的未来发展，学会运用批判性思维进行探讨。本篇课文的体裁为议论文，基本结构为thesis-arguments-conclusion模式，通过本篇课文的学习，能为后续阅读同一体裁和类似话题的文章奠定基础。
2.本文的主题学习大致按以下程序展开：通过多模态语篇（视频、图片）的学习激活学生已有经验——预测文本内容——略读文本获取主旨大意——细读和理解文本内容——学习和运用主题词汇——运用批判性思维理解共享经济利与弊——概要写作。另外，将词汇学习融入有意义的语言活动中，并以语篇形式进行笔头输出，促进读写能力同步提升。
3.本课的学习重点是训练学生的基本阅读技能，包括：预测（predict）、略读（skim）、寻读（scan）、细读（detailed-Reading）等。难点有两个：一是运用主题词汇进行小组讨论，就共享经济进行交流；二是读写结合，运用所学语言进行概要进行议论文写作训练（课外延伸）。
4.预习要求：生词及短语（on p.44-45），以及通过词汇了解相关话题内容——共享经济。
Step 1: Pre-reading
Activity 1: Lead in（5 minutes）
Say to the Ss: Look at the video and answer the questions.
1) Who is the main character in the video
2) What is she talking about
Suggested answers：
1）She is Katie from the Global Times.
2) She has come to Beijing’s Chaoyang district mall,and she has found a mini-KTV that looks like a telephone box. It’s adding to the emerging sharing economy, which also involves stuff like shared bike and phone charger. And overall, this is making people’s lives so much more fun and so much more convenient.
Activity 2: Prediction（thinking quality, 2 minutes）
Talk about your understanding of the title of the passage.
Suggested answers: Students’ answers.
Step 2: While-Reading（25 minutes）
Activity 1: Skimming
Read the text and check if what you have predicted is right. (评价任务1)Summarize the main idea of the text and share it in class.
Suggested answer: In everyday life, people share common items, joy or sorrows. With the rapid development of economy, goods, service and technologies etc. can be shared at competitive prices at the click of a button, which brings people more benefits.
The passage is about the idea of sharing economy, which elaborates the benefits and drawbacks of sharing economy.
Read the text again and answer the questions.(评价任务2&4)
1). What is the author’s attitude towards the sharing economy
A. critical. 　 　　　 B. optimistic.
C. pessimistic. D. objective.
2). What is the purpose of the 1st paragraph
A. To introduce the topic.
B. To inform us of the concept of the sharing economy.
C. To call on us to share things with others.
D. To arouse the reader’s interest in the sharing economy.
3) What is the writing style and the structure of the text
A. Expository writing; introduction–body–conclusion
B. Argumentation; thesis-arguments-conclusion
C. narrative writing; characters-setting-events
Suggested answer: 1)D; 2)A; 3)B
Activity 2:Scanning
Read the text and divide the passage into three parts. (评价任务4)
The teacher emphasizes the feature of argumentation.
Complete the diagram with key information from the text.(评价任务3)
Benefits The sharing economy Problems
◎It meets people’s increasing demand for 1 ______________________ ◎ The sharing economy is developing faster than 6_______________________
◎ It allows people to make or save money ◎ The sharing economy is subject to 7 __________
◎ It helps people 2 __________ and even 3 ______ ◎ Personal information about 8 ______________ is 9 ______________________________ in the sharing economy.
◎ It favors the environment by 4___________ and 5 __________________________.
Suggested answers:
1. quality goods and services at competitive prices. 2. make connections.
3. make new friends. 4. encouraging people to reuse items.
5. reducing pollution. 6. existing regulations. 7. abuse of trust.
8. almost every part of our lives. 9. not yet secure.
Step 3: Post-reading（11 mins, critical thinking, 评价任务5&7）
Activity 1: Debate (group work)
(
I am for the development of sharing economy
) (
I am against the development of sharing economy
)
Suggested answers: Students’ free answers. But the teacher can give some key words to activate students’ critical thinking, such as: convenient, easy, cheaper& dangerous, no privacy, etc.
Activity2: Discussion (pair work)
1. What will happen in the next 20 years as the world’s economy becomes ever more global and digital Consider the following:
◎ What will people be sharing next
◎ How will they be sharing these things
◎ Why: What benefits will people get from sharing these things
◎ What kind of attitude should we have towards sharing
Suggested answers:
As far as I know, with the the world’s economy becoming more global and digital, sharing economy will exceed earlier items from the shared vehicles, to shared housing, parking spaces, household tools. Sharing clothing, and even the sharing of land planting are on the way. Due to knowledge, data, resources and other contents, driven by Internet plus, the coverage of the sharing economy is becoming wider and richer, and cooperative contents have been formed, such as massive data management, mobile communication, and social media.
Sharing economy in different fields will inevitably impact the traditional development model in these fields.
We should adhere to critical thinking and the correct view of money and values. Sharing is a double-edged sword, just as the saying goes, every coin has two sides.
Step 4: Summary （2 minutes）
Activity: Ask some Ss summarize the text by the mind map.(评价任务6）　
Step 5: Assignment（1 minute）
　　Write an argumentationof making friends online. (评价任务7)
【检测与作业】
　　1.课堂检测（功能指向：词汇巩固与检测）
We have been told to share things with others since we were toddlers, but today the action of sharing takes on extra meaning, varying from car shares to home shares, and even to pet shares.
The sharing economy is taking off in all sorts of areas. We can benefit from (1)__. It meets people’s increasing demand for quality goods and services at (2)__________ (compete)prices. It not only allows people (3) _______(make)or save money and to make connections and even new friends but also favours the environment by reusing items and reducing the number of polluting (4)_______ (vehicle)on the road. However, the sharing economy has some problems. (5)___ is
often the case with new areas of economic activity, it is developing faster than existing regulations or ongoing supervision. Besides, it is subject (6)__ abuse of trust. What’s more, personal information about almost every part of our lives may (7) __________(collect). (8) _________ there are some problems with the sharing economy, what is in no doubt is that the sharing economy is (9) ___________ (increasing)relevant to our daily lives and the global economy. It is expanding at such a rate that we can imagine (10) _____ it will comprise in the future.
Answer list：
（1）the behaviour （2）competitive （3）to make（4）vehicles（5）As
（6）to （7）be collected （8）Although （9）increasingly （10）what
☆说明：黑体字为本课所学生词与短语。
2.文本素养提升：Write an argumentation of making friends online.（功能指向：应用提高）。
[技法指导]
1．文体介绍
正反观点型文章，也称观点对比型文章，属于议论文的一种。文章通过讨论某种现象或剖析某种事物来论述道理、发表意见或提出主张。作者往往从两方面阐明观点，一方面是通过摆事实、讲道理以及给论据来辩证地说明某种现象，另一方面则是简单地陈述自己的观点。
这种体裁的文章，观点明确，句式较为整齐。在时态方面，陈述正反两方面观点时常用一般现在时，并且人称以第三人称为主。
2．篇章结构
这种类型的文章一般可分为四段：
第一段：开门见山，引入话题；
第二段：列举正方(一方)观点及理由；
第三段：列举反方(另一方)观点及理由；
第四段：表明自己的观点。
3．常用表示
Recently, we've had a hot discussion about...
最近，我们就……进行了热烈的讨论。
Opinions are divided on the topic.
在这个问题上，人们的意见存在分歧。
People take different views on this problem.
人们对这个问题有不同的看法。
People who are for/against the idea think that...
赞成/反对这一观点的人认为……
However, ...hold a different view/the opposite opinion.
然而，……持有一种不同的/相反的观点。
However, each coin has two sides.
然而，事物都有两面性。
People who are against it don't think so.
反对它的人不这么认为。
From my point of view，...
在我看来，……
As far as I am concerned, I am for/in favour of the former/latter view.
就我而言，我赞成前一/后一种观点。
A possible version：
Dear Ben，
I'm glad to receive your letter. It's my pleasure to share with you my opinion about whether students should make friends online.
Some people say yes. The Internet helps make many friends. Chatting online, students can express their feelings and opinions more freely.
Others, however, think students should not. They believe making friends online is a waste of time, which should be spent more meaningfully on study.
It is my opinion that students should place their study, health and safety before other things. As for friendship, they can readily find it among their classmates and other people around them.
Yours，
Li Hua
【学后反思】
Self-assessment chart-sharing economy
KWL chart
What do you know What do you want to know？ What have you learnt
Peer assessment-pair work&group work
Name Learning Attitudes Learning contents Cooperative spirits Critical thinking .......
member 1
member 2
member 3
member 4
【板书设计】
U4 What’s mine is yours
(
Attitude: Every coin has two sides.
) (
Benefits
) (
Problems
) (
The sharing economy
)
Unit 4 Everyday economics
【课题与课时】
课题：Period 5: Developing ideas: Writing an essay about non-cash payment
—from Optional Textbook 4 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
区分、分析和概括语篇中的主要观点和事实；通过比较、分析、思考，区分和鉴别语篇包含或反映的社会文化现象，做出正确的价值判断；有效地陈述事件，传递信息，表达个人观点和情感，体现意图，态度和价值取向；能够批判性地审视语篇的结构、语言特征和行文格式，并给出有创造性的合理改进建议。
【学习目标】
1.语言知识: 通过同伴互评和教师指导，学生能够批判性地审视“正反论证”式议论文的结构、语言特征和行文格式，并给出有创造性的合理改进建议，丰富学生的语篇知识。
2.语言技能：
目标 序号 知识维度 （指事实性知识、概念性 知识、程序性知识、元认 知知识） 认知水平维度
记忆/回忆 理解 应用 分析 评价 创造
1 元认知知识 √ √ √
2 程序性知识 √ √ √
3 程序性知识 √ √ √ √
（1）通过阅读语篇和小组活动，学生能提取语篇中的关键信息，初步识别议论文的基本要素，丰富学生归纳概括能力。
（2）通过小组合作和梳理语篇，进一步体悟议论文的结构，能就“无现金支付”这一经济现象展开口头论述并进行书面作文，提高学生的语言运用能力。
3.策略与思维：通过反思和联系自身实际，学生能辩证的看待日常生活中及新兴的经济现象、经济活动，树立正确的价值观念和金钱意识，发展批判性思维。
【设计分析】
【评价任务】
一、课堂嵌入式评价
1. 通过自主阅读语篇和小组探讨，归纳信息填写表格，完成Activity 1 & 2 (评价任务1 &2)。
2. 通过梳理语篇要点和搭档合作，逐步熟悉“正反论证”式议论文的结构，完成Activity 3 & 4 & 5（评价任务3 &4 &5）。
3. 通过同伴互评和教师指导，完成Activity6 & 7（评价任务6 & 7）。
二、课时形成性评价
通过课堂探讨和思考，完成Activity 8 &9。（评价任务8&9）。
【学习过程】
资源与建议
1、本单元主题人与社会，本课时既是上一课时知识的补充和应用环节，也是进行下一课时学习的语言和思维基础。课本以网络论坛的形式呈现了关于“无现金支付”的不同观点，通过填写表格和口头作文等活动的设置，由浅入深的引导学生达成议论文写作目的。
2、本次写作学习主要通过以下程序展开：通过头脑风暴，激发学生对日常支付方式的思考，引入本课时话题——提取语篇的关键信息，完成表格，初步识别议论文的基本结构组成——以所填表格为基础，就“无现金支付”这一经济现象展开口头论述——通过搭档互评等活动完善文章框架——根据框架进行书面作文——通过同伴互评和教师指导，给出有创造性的合理改进建议——根据建议润色文章——通过反思和联系自身实际，辩证的看待日常生活中新兴的经济现象，树立正确的价值观念，发展批判性思维，为后续学习打下基础。
3、本课重点是通过一系列读写任务，逐步认识“正反论证”式议论文的结构、语言特征和行文格式，并能就该类型文章给出有创造性的合理改进建议，丰富学生的语篇知识。
4、预习要求：1.网上搜集关于“no-cash payments”的定义和相关资料。2.提前预习课本47页中的语篇，尝试说出你的看法。
Step 1：Lead in（2 mins）
Brainstorm：
What kind of payment method do you use in your daily life
According to your preview and research, what is non-cash payment Can you give us some examples
Step 2：Pre-writing（10 mins）
Activity 1: Suppose you are a journalist. The press you are working for assigned you with a task to write an argumentation about “non-cash payment”. You interviewed three persons about how they think about non-cash payment. Now please conclude what they have said and finish your interview record form in page 47. (评价任务1 )
Definition of non-cash payments
Benefits
Problem
Conclusion
Reference Version ：
Definition of non-cash payments
No cash is involved when people are making their payments. People make their payments with cards, mobile phones and other electronic devices.
Benefits
Convenient and fast. Do not need to carry lots of heavy coins or dirty notes. No more worries about losing wallets.
Problem
Not safe enough and may lead to over-consumption. Some forms of electronic payments are restricted to the Internet. Potential inconvenience exists if the phone battery dies. Some forms are unfriendly to those who don’t know how to use electronic payments, especially the elderly.
Conclusion
Non-cash payments, or electronic payments, bring us a lot of advantages. However, the disadvantages can’t be ignored. Maybe we could try to use money less often, rather than replacing it with non-cash payments for ever. Meanwhile, we need to think of ways to make non-cash payments better, friendlier and more scientific.
Activity 2: Please share your form in your group and give each other some necessary suggestions and additions. (评价任务2 )
Activity 3: According to the text and table, please think about the structure of the passage before you start to write. After that，please share your ideas with your partner. Then please present your ideas to the class. (评价任务3 )
The structure of the passage:
(Reference Version:
)
Step 3:While-writing （20 mins）
Activity 4: To make your essay better, please do an oral composition with your partner according to your interview form. Then please score your partner's oral essay on the following aspects and give your suggestions based on the scores. (评价任务4 )
Scoring Criteria Score 0 5 10
Gives a reasonable definition of non-cash payments.
Discusses cashless payment from positive and negative aspects.
Gives an objective conclusion.
Activity 5：Please write an argumentative essay independently based on the oral composition. (评价任务5 )
_______________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________
(A possible version:
Nowadays non-cash payments are becoming more and more popular across the world, especially in China, it refers to the method of making payments with cards, mobile phones and other electronic devices. New ways of supporting non-cash payments are quickly turning up one after another.
Obviously, there are many benefits of non-cash payments. First, they are so convenient and fast that people could make almost all the payments with a single click on their smart phones. In some shopping centers, they can pay by simply standing in front of a camera and let it recognize their face. Second, non-cash payments are safe and hygienic. they free people from carrying heavy coins and dirty notes, or even a Wallet. Therefore, the risk of losing money or the wallet is not a threat anymore. What is more, non-cash payments eliminate the risk of counterfeit money.
However, as the old saying goes, every coin has two sides, and so does the non-cash payments, even though they don't require a coin. The problems that accompany non-cash payments should not be ignored. When thinking it further, non-cash payments might not be quite safe as people have assumed, as it is not that hard for hackers to access people's bank account and steal the money. It is also easier for your personal information to be stolen, which may bring great trouble. Meanwhile, to some degree, non-cash payments encourage over-consumption. They also depend too much on the Internet access or battery capacity-just imagine being at a place with no wi-fi and a flat battery, how can people make payments via their computers or smartphones then Last but not least, non-cash payments aren't quite friendly with people not knowing how, especially the elderly. It is such a pity to make them feel excluded and left out.
Nonetheless, non-cash payments are increasingly part of our fast-growing modern society. The current trend is for more non-cash payments, and this trend will probably continue in the future. But embracing a new trend doesn't mean to exclude the "old-fashioned" ways. Perhaps it is more convenient for everyone—young and old, men and women —to have various options, in both cash and non-cash forms, when it comes to making payments, for the better good.)
Step 4：Post-writing （10 mins）
Activity 6：Evaluate your writings by yourself and then exchange your writing with your partner to conduct peer reviews according to the following criteria. After that, please revise the article according to your peers' feedback and opinions. (评价任务6)
Content: (内容) Logic (逻辑) Coherent (连贯) Complete (完整)
Language: (语言) Correct (正确) Abundant (丰富) Accurate (准确)
Structure: (结构) Consistent (连贯) Clear (清晰) Transitive (过渡)
The accuracy of the language
The coherence of the full text
The appropriateness of expression
Activity 7：Present your writing to the class and record suggestions from the teachers and classmates in the following aspects. (评价任务7)
Activity 8：Please polish your essay again based on what you learned in this lesson and the suggestions your teachers and classmates gave you. Then please share your work with the class. (评价任务8)
Activity 9：Think and share
what attitude should we take when faced with some newly sprouted things like "non-cash payments" (评价任务9)
【检测与作业】
1.Please continue to polish your composition according to what you have learned in this lesson.
2.Please summarize and analyze the main characteristics of the argumentation and try to complete the following assignment. We will share your work next class.
Your Assignment:
假定你是李华，你的英国朋友Ben来信询问你对学生上网交友的看法。请你用英文给他回一封信，介绍人们的观点并表达自己的看法。要点包括：
1．赞成的理由：可广交朋友、自由表达思想；
2．反对的理由：浪费时间、影响学习；
3．你的看法。
注意： 1．词数80左右； 2．可适当增加细节，以使行文连贯。
____________________________________________________________________________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________
(A possible version:
Dear Ben，
I'm glad to receive your letter. It's my pleasure to share with you my opinion about whether students should make friends online.
Some people say yes. The Internet helps make many friends. Chatting online, students can express their feelings and opinions more freely.
Others, however, think students should not. They believe making friends online is a waste of time, which should be spent more meaningfully on study.
It is my opinion that students should place their study, health and safety before other things. As for friendship, they can readily find it among their classmates and other people around them.
Yours，
Li Hua )
【学后反思】（3 mins）
What do you think are the advantages and disadvantages of your article
What difficulties have you encountered in writing your composition
What steps do you think are necessary to write a good argumentative essay
【板书设计】
U4 Writing an essay about non-cash payment
Unit 4 Everyday economics
【课题与课时】
课题：Period 6: Presenting ideas & Project
—from Optional Compulsory Textbook 4 of New edition of FLTRP New Standard English
课时量：One period
【课标要求】
1. 能够根据图片，新闻标题理解语篇中的隐含意义。
2. 能够运用“提出问题—分析问题—解决问题”的基本方法提出自己的观点和建议，提高综合语言运用能力，锻炼逻辑思维能力。
3. 能够进行阶段性反思和总结， 分析存在的问题和取得的学习成效， 归纳和总结有效的方法， 提高学习效率。
【学习目标】
1. 阅读和理解新闻标题， 联系生活实际，运用“提出问题—分析问题—解决问题”的基本方法提出自己的观点，为家乡发展提出建议；
2. 了解和掌握商业计划的结构和内容要点，自主选择合适的结构、内容和呈现方式介绍自己的商业计划；
3.增强责任意识和主人翁意识，正确认识当前经济形势和个人的经济行为，培养良好的价值观和责任感；
4.发挥创造力，开展合作探究，进一步了解不同的新兴商业领域，培养创新意识和正确的经济意识；
5. 反思和总结本单元的学习，分析存在的问题，运用正确的策略解决问题。
【评价任务】
　　一、课堂嵌入式评价
　　1. 阅读 4个新闻标题， 回答三个问题， 加深对提升当地经济状况的认识。完成Task 1（评价任务1）；
　　2. 小组讨论话题---当地经济的发展， 并在全班做分享如何促进当地经济的发展。（ 评价任务 2&3）；
3. 运用本单元所学语言知识和文化知识， 准备一个演讲话题为： How to improve economic development in your home town （评价任务 4&5）；
4. 根据课本 P48 的课后反思任务， 反思和总结本单元的学习。 （评价任务 6）
二、课时形成性评价
1.整理自己的演讲稿（评价任务 7）；
2.展示自己的商业计划（评价任务 8）
【学习过程】
资源与建议
本节课要求我们通过阅读4个新闻标题，讨论探讨提升当地经济状况的的方法， 然后结合自身的思考、理解和实践，联系自身生活实际，表达自己对当地经济发展形势、问题和潜力的看法，为家乡的经济发展提出建议，并制定出一个商业计划进行推广。本节课旨在通过解读新闻标题探讨提升当地经济状况的的方法， 促进对所学内容的复习与掌握， 使我们能够联系自身实际对所学内容加以综合运用，同时帮助我们内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。
本节课也会利用调查问卷的方式， 开展自主学习、合作学习和探究式学习，进一步探索人与社会这一主题语境，帮助我们反思整个单元的学习，发展思维品质，将想法和创意转化为商业计划，帮助学生深入了解、切实参与日常经济生活，树立正确的经济意识。
Step 1 Warm up（2 minutes）
Show pictures and ask questions:
Can you describe the four pictures？What can these contribute to local economy
Answer:
The first picture is about high technology; the second is about the traditional crafts; the third is about eco-tourism; the fourth is about the e-commerce.
They play an important part in our daily life and make a great contribution to the local economic development.
Step 2. Read the think.
Task 1. Read the headlines and answer the following questions.
1. What is each headline about
2. What do the news items have in common concerning economic development
3. What is the current situation regarding economic development in your home town
Answer:
1.1) A city is booming as its high-tech sector develops fast, which wins the city a nickname—a new “Silicon Valley”.
2) The local economy has been given new life by traditional crafts.
3) Eco-tourism is now the largest and most valuable sector of the local economy.
4) Sellers of farm products who are located in remote areas are using e—commerce to grow their business.
2. They are all about improved local economic conditions.
3. Students’ own answers.
Task 2. Discuss the current economic development in your home town and make notes.
Current situation of economic development
Problems demanding prompt solutions
Potential for further development
Task 3: Share your ideas in class.
Answers: open.
Step 3. Make a speech.
Task 4. Discuss the key points of making a speech in groups and share your ideas
in class.
1. the structure of your speech
2. useful words, expressions and structures
3. helpful public speaking skills.
Possible answers:
1.Structure:
What could be done to help promote economic development
Why you propose take such measures
How you plan to implement your suggested measures
What your goals are and how you will measure them
2.Useful words, expressions and structures learned in this unit:
words about economic development;
expressions on suggestions;
the use of conjunctions and so on.
3. Helpful public speaking skills:
pronunciation;
tone;
body language and so on.
Task 5. Make your speech.
Step 4. Self-Reflection.
Task 6. Answer the questions and make your self-reflection.
1. What is your understanding of the economic activities around you and their influence
2. What text types have you learned about What are the features
3. What words, expressions and structures have you learned
4. What improvement have you made in understanding different cultures
5. What improvement have you made in using learning strategies and exploring effective ways of learning
6. What improvement have you made in analyzing and solving problems
Step 5. Project--pitching a business plan
Task 7. Investigate and create a business plan considering the following:
target market custom support
branding investment
product differentiation and placement potential return
pricing other opportunities and risks
delivery
Task 8. Present your business plan and vote for :
the most well-delivered pitch
the most creative business plan
the pitch most likely to be successful in the real world
Step 6. Summary.
Ask students to summarize the period from the following aspects.
1. How to promote the current economic development in your home town
2. How to pitch a business plan
3. How to make a presentation
4. Do I have unsolved questions about this unit
Step 7. Assignment
Write your self-reflection of this unit and prepare for the test.
【 检测与作业】
1. Write your self-reflection of this unit and prepare for the test.
2. 整理单元知识小报， 复习备考 Unit4 单元测试。
【 学后反思】
经过本课的学习，我是否

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