资源简介

初中英语单元整体教学设计
设计者(Teacher)
课题(Topic) NSE 9A Module 1 Wonders of the world
教材分析 (Analysis of the teaching materials) 单元整体分析( Uni t i nt egra l analysis ) This module belongs to the category of "Man and Nature", which covers "Nature, History, Culture and Travel". The activ ities in this lesson are designed and implemented around the wonders of the world. It is the desire of every teenager to get to know and understand the world's famous natural and human landscapes, and then to experience first-hand the wonders of nature and the achievements of human c iv ilization. This module introduces world-famous landscapes such as the Giant's Causeway, the Colorado Grand Canyon, the Three Gorges Dam and the Terra Cotta Army. These can help students expand their knowledge and enhance their love of natural and human landscapes. The first unit of this module introduces famous sights such as the Giant's Causeway, Victoria Fal ls, the Three Gorges Dam and the Terra Cotta Army, using scenes of Tony, Ling and others listening to the Wonders of the World program and calling in to participate in discussions. Conversations effectively reproduce language items such as the simple present tense, the simple past tense, the present perfect tense, and the comparative and superlative adjectives with the help of context, allowing students to perceive how to use different forms of language to express their personal opinions accurately and appropriately, while respecting the different opinions of others. By studying this unit, students will not only know the wonders of the world's natural landscapes,but also perceive the greatness of human landscapes. In the second unit of this module, the author introduces the experience of "I" visiting the Grand Canyon of Colorado and its spectacular scenery with delicate writing. Through studying the text, students can feel the author's way of writing from far to near in space,from before to after sunrise in time, and from blurred to clear in feeling, and learn the writing technique of "reference and contrast" to enhance the image of things. Teachers should guide students to make reasonable speculations based on the information in the text and understand the author's writing intention. In addition, teachers should guide students to pay attention to the chapter structure of the article, especially the last paragraph of the article: the author tries to communicate with the reader by asking questions, and this paragraph also focuses on the author's intention of writing. The Learning to Learn part in this module guides students in identifying factual and opinion-based information in texts and helps them develop the ability to use adjectives to describe both types of infommation ◇ There is no new grammar content in this module. It mainly reproduces the tense content of simple present tense, simple past tense, simple future tense, present progressive tense and past progressive tense, which plays a role of carrying forward and carrying forward in the initial stage of Grade 9.Students will be able to improve their understanding and comprehensive application of these basic tenses through the study. The task of this module is for students to create a poster about the "Wonders of the World". The teacher can guide the students to choose one of the wonders of the world that they have visited or are interested in and follow the steps of the module task. The teacher should pay attention to the division of labor in the group, help students to play their own strengths, and develop their sense of cooperation and teamwork skills
中小学教育资源及组卷应用平台
21世纪教育网(www.21cnjy.com)
学情分析 (Analysis of the students) Psychological status: Students are developing abstract thinking ability, though they have difficulty distinguishing between fact and opinion. Students lack knowledge of the wonders of the world, but they are relatively aware of some famous local attractions and are happy to tell others about their favorite sites. Language ability There is no new grammar content in this module. For students who have a good language foundation, students and be guided to discuss the ways of classifying the wonders of the world, such as natural landscapes, human landscapes, etc. And discuss the difference between the historical value and the real value of human landscapes, such as the Great Wall's defensive value in history and its tourism and educational value now, and what this difference brings to us. Knowledge and experience: Due to the limitations of the reality, students do not have a sense of knowle dge or understanding of these well-known natural and human landscapes at home and abroad. Thus, leading in with some famous local sights which are comparatively familiar to students is a good way to motivate students. Most of the students have their favourite sights, so they are very interested in the topic. Before teaching this module, students can be given the task of finding relevant information. In the teaching pro cess, in order to enhance students' understanding of the world landscapes introduced in the text, some pictures or videos can be shown to create a visual and three-dimensional impression for students as much as possible, so as to motivate them to learn the text and participate in the activities.
教学目标 (Teaching aims) By the end of the lessons in Module 1, students will be able: Language ability: To learn about wonders of the world like the Giant's Causeway, the Terracotta Army, the Three Gorges Dam and Victoria Falls. To understand conversations about natural wonders and man-made wonders involving different tenses as well as and the comparative and superlative adjectives. To read and understand short travelogue texts, obtain factual information and make speculations, and understand the author's point of view and intention of writing. ◇To learn to describe a wonder of the world or of the local place with facts and express one's preference by making comparisons To give a factual description of a personally familiar landscape and be able to describe real or virtual travel experiences and personal feelings.
中小学教育资源及组卷应用平台
中小学教育资源及组卷应用平台
◇ To make posters introducing the landscape and present them to classmates Thinking ability: To learn to dis tinguish facts from opinions ◇ To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work Learning ability: To talk about wonders of the world and intro duce famous local places with target grammar To state facts or express opinions through the use of different adjectives To improve cooperative learning ability by doing pair work and group work ◇ To reflect on themselves by evaluating others and evaluating themselves with the assessment. Cultural awareness: To recognize and learn about famous natural and human landscapes in China and around the world. To love nature and appreciate human's creativity To be eager to introduce wonders of Shunde to others.
教学重、难点 (Key points and difficulties) Key points: To talk about and write about wonders of the world and"wonders" of the local place To better master the use of different tenses and the use of the comparative and superlative adjectives in lis tening, speaking, and reading. To compare the six basic tenses. Difficult points: 令Tolisten and read for "facts and opinions", and to recommend a good place for a visit to others ◇ To know how to write about what you see and your feelings when travelling. To practis e using the verbs and expressions in the proper tense in the given context.
第一单元(Unit 1) 听说实践 (Listening & speaking practice) I 课 题 ( T o p i c ) Module 1 Wonders of the world Unit 1 It's more than 2,000 years old. Ⅱ.教学目标(Teaching aims) By the end of the lesson in Unit 1, students will be able: Language ability: To learn about wonders of the world like the Giant's Causeway,the Terracotta Army, the Three Gorges Dam and Victoria Falls. To understand conversations about natural wonders and man-made wonders involving different tenses as well as and the comparative and superlative adjectives. ◇ To learn to describe a wonder of the world or of the local place with facts and express one's preference by making comparisons. Thinking ability: To learn to distinguish facts from opinions ◇ To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work. Learning ability To talk about wonders of the world and introduce famous local places with target grammar To state facts or express opinions through the use of different adjectives Cultural awareness: ◇ To recognize and learn abou t famous natural and human landscapes in China and around the world. To be eager to introduce wonders of Shunde to others. Ⅲ教学重、难点(Key points and difficultie s)
Key points ◇To talk about wonders of the world and"wonders" of the local place To better master the use of different tenses and the use of the comparative and superlative adjectives in listening and speaking Diffi cult points: To listen and read for"facts and opinions",and to recommend a good place for a vis it to others
第二单元(Unit 2) 阅读思考 (Reading & thinking) I .课题(Topic) Module 1 Wonders of the world Unit 2 The Grand Canyon was not just big Ⅱ.教学目标(Teaching aims) By the end of the lesson in Unit 2, students will be able: Language ability ◇To read and understand the passage abut the trip to the Grand Canyon ◇ To read and understand short travelogue texts, obtain factual information and make speculations, and understand the author's point of view and intention of writing. ◇ To learn to write about a wonder of the world or of the local place with facts and express one's preference by making comparisons To give a factual description of a personally familiar landscape and be able to describe real or virtual travel experiences and personal feelings. Thinking ability: To better distinguish facts from opinions. To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work Learning ability: To li sten well to the opinions of others and give full play to your role in group activities To state facts or express opinions through the use of different adjectives. ◇ To improve cooperative learning ability by doing pair work and group work ◇ To reflect on themselves by evaluating others and evaluating themselves with the assessment Cultural awareness: To recogniz e and learn abou t famous natural and human landscapes in China and around the world. ◇ To love nature and appreciate human's creativity ◇ To be eager to write about wonders of Shunde and introduce it to others. Ⅲ教学重、难点(Key points and difficulties) Key points: To write about wonders of the world and"wonders" of the local place ◇ To better master the use of different tenses and the use of the comparative and superlative adjectives in reading and writing Difficult points: To know how to write ab out what you see and your feelings when travelling
第三单元(Unit 3) 语言运用 (Language in use) I .课题(Topic) Module 1 Wonders of the world Unit 3 Language in use Ⅱ.教学目标(Teaching aims) By the end of the lesson in Unit 3, students will be able: Language ability: To learn about more wonders of the world. ◇To practise using the verbs and expressions in the proper tense in the given context To make posters introducing the landscape and present them to classmates.
Thinking ability: To well distinguish facts from opinions ◇ To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work. Learning ability To introduce wonders of the world in groups and compare famous local places with target grammar. To improve cooperative learning ability by doing pair work and group work To reflect on themselves by evaluating others and evaluating themselves with the assessment. Cultural awareness: ◇ To love nature and appreciate human's creativity To be willing to introduce wonders of the world to others. Ⅲ教学重、难点(Key points and difficulties) Key points: ◇ To give a factual description of a personally familiar landscape and be able to describe real or virtual travel experiences and personal feelings. To compare the six basic tenses Difficult points: ◇ To make posters introducing the landscape and present them to classmates To practise using the verbs and expressions in the proper tense in the given context.
第四单元(Unit 4) 提升评价 (Promotion& assessment) I . 课题(Topic) Module 1 Wonders of the world Ⅱ.教学目标(Teaching aims) By the end of this lesson in Unit 4, students will be able: To Analyze the content of evaluation fomms, determine the dimensions and criteria for evaluating posters, and use evaluation forms to evaluate the work of others and make suggestions To transfer and apply the skills and knowledge learned to solve practical problems. To proactive awareness of the Chinese landscape to enhance cultural identity and self-confidence. To give reasonable and appropriate suggestions according to specific requirements. To apply peer assessment in class according to certain criteria and ask for support to solve difficulties in learning when needed. To appreciate teamwork, and reflect on themselves and assess their works. Ⅲ教学重、难点(Key points and difficulties) To practise peer assessment among students th oroughly and effectively ◇ To guide students to make improvements after a self-reflection. To make a better poster with four tips.
教学过程：(Teaching procedures)(第一单元Unit 1)听说实践(Lis teni ng & speaking practice)
环节/时间 (Step &Time) 教学目标 (Objectives) 学 习 活 动 (Activities) 评 价 (Assessment)
Leading in (5 minutes) 1. To make sure everyone knows the module task of this lesson. 2.To check students' vocabulary and their master of the 1.Get to know the module task and the unit task: Introduce"wonders" of Shunde. 2. Set a real situation: Wechat message from Sophia. The teacher asks students to read her Wechat messages and get to know Sophia's question: Are there any good places for sig htseeing in Shunde. 3.Free talk: Are there any good places for sightseeing The teacher guides students to answer with the following 1. Observe students' interactive performance to determine whether students can actively participate in modu le and unit tasks,and adjust
language. 3. To have a better master of the new words, su ch as wonder man-made and natural. 4. To light up the atmosphere and lead to the topic of wonders of the world. structure: I think is a good place to visit, because Show pictures of famous places in Shunde, like Shunfeng Mountain Park, Fengjian Village and so on, and students think about two questions and share ideas: (1) Is it a man-made wonder or a natural wonder (2)Do you know any wonders of the world 3.Watch a video about the Giant's Causeway and answer the questions: Is it a natural wonder or a man-made wonder Why teaching strategies to motivate learning if necessary. 2.Encourage students to express their ideas boldly and measure their familiarity with the topic based on their responses.
设计意图(Purpose): To arouse students' interest in the topic about wonders of the world, and get vocabulary and background information ready.
环节/时间 (Step & Time) 教 学 目 标 (Objectives) 学 习 活 动 (Activities) 评价(Assessment)
Listening and speaking (26 minutes) Step 1. Pre-listening 1.To gain background information for the listening topic, and to ease students' worries about the proper names. 2.To check studen ts' master of the structure"I think.. because…". 3. To listen and get information about wonders of the world. 4. To enlarge students' yocabulary Step 2. While-listening 1. To get detailed information from the reading Step 1.Pre-listening 1.Look and match. (1) Have students match the names of the wonders with the pictures. (2)Students check answers and learn the Chinese translation of the names. 2.Look at the pictures and answer the questions. Use the words in the box. (1)Which two are natural wonders (2)Which two are man-made wonders (3)Which is an ancient wonder (4)Which is a modern wonder 3.Students answer questions together.Listen and check. 4. Read after the tape. Have students pay attention to the facts mentioned in the text. 5. Discuss in groups: Which do you think are more wonderful, the natural wonders or man-made wonders Share your reasons. 6. Students volunteer to share ideas, with the following structure giv en: I think ,because Step 2.While-listening 1.Listen and choose the best answer. Then check answers together. (1) It talks about man-made wonders in the passage. A.two B.three C.four (2) The Giant's Causeway and are natural wonders. Step 1. Pre-listening Observe students' performance in the interaction,follow up on students' responses to gauge their familiarity with the topic,understand their mastery of relevant vocabulary and provide supplementation and assistance when appropriate. Step 2. While-listening Observe student performance and verify student answers to determine if students can fully understand the conversation and use the micro-skills of note-taking to help them
material. 2.To learn l is tening strategies and adopt them in the listening process 3. To lead in the concept of"facts" and “opinions”, and help students better distinguish them. Step 3. Post-listening 1. To cultivate students' awareness of cooperation and their speaking ability. 2.To scaffold for the speaking task. 3.To better understand the dialogue and train studen ts' spoken English. 4. To get an overview of the dialogue. 5. To stimulate students to think about what we can talk about a wonder. A.the Terracotta Army B.Victoria Falls C.the Three Gorges Dam (3)The Terracotta Army was built in the Dynasty A.Tang B.Qin C.Song(4) The Three Gorges Dam is a(n) wonder.A.ancient B.modern C.new
(5) The dialogue is talking about A.the emperor Qinshihuang B.the weather C.wonders of the world 2.Have students pay attention to what the speakers are doing. The teachers demonstrate: They are giving their opinions of different kinds of wonders and giving facts about the four wonders. Step 3:Post-listening 1. Read aloud the dialogue in groups. 2.Have students underline the "facts" provided and circle the"opinions"expressed in the dialogue. The teacher show examples for students. Then students discuss in groups. 3.Check answers. The teacher demonstrate the "facts" with the following mind map. And then circle the expressions which express"opinions". 4. Sum up: (1) Learn to describe a wonder of the world with facts. (2)Learn to express one's preference about wonders by making comparisons. (3) Sum up the expressions about giv ing facts and
opinions
5.check (V)the true sentences. (Activity 3) 6. Read the dialogue and answer the questions. Show a table for retelling the dialogue after class. understand the details. Step 3. Post-listening Observe student performance, guide students to think outside the box based on their responses, stimulate creative thinking through follow-up questions, and give necessary prompts and demonstrations Observe whether students actively participate in thinking and discussing and whether they accurately use the language they have learned to talk about the wonders of the world, and give necessary encouragement and assistance. Give timely feedback and guidance based on students' responses.
设 计 意 图 ( P u r p o s e ) : To understand conversations about natural wonders and man-made wonders involv ing different tenses as well as and the comparative and superlative adjectives. To learn to distinguis h facts from opinions. To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work
环节时间 (Step &Time) 教学目标 (Objectives) 学 习 活 动 (Activities) 评 价 (Assessment)
Presentation and evaluation (12 minutes) 1.To train students' logical thinking, and develop students' habit of thinking. 2.To train students' speaking ability with the use of mind maps. 3.To cultivate students' cooperation awareness. 4. To build students' confidence by having them participating in the group task. 5.To cultivate students about the importance of peer evaluation and self-evaluation. (Emotional education) 6.To evaluate students' in-class work. 1.Group task: Recommend a good place for sights eeing for Sophia (1) Group Discussion: Have students work in grou ps of four. Share ideas about"wonders" of Shunde in groups giving facts and opinions. The questions for discussion are as follows: Which wonder would you most like to recommend (推 荐 ) Why would you like to recommend it What facts do you know about the wonder (2) Have students try to take notes in the following table while dis cussing. 1.Observe students performance in the presentation and encourage bold interpretation.Pay attention to students' voice,intonation, content, and feelings, and give guidance and feedback based on performance. 2.Observe whether studen ts can objectively evaluate the performance of othe rs based on the self-evaluation fonm encourage students to offer suggestions to others, and express recognition of students' suggestions. Provide assistance to students with problems.
classmate Wonders Opinions(观点) Facts(事实)
2.Presen ta t ion and evaluati on (1)Peer Eval uat i on: Students vo l unt eer to presen t their di al ogue i n front of the cl ass while the others evaluate their present at ion wi th t he foll owi ng t able
Total score (满分15 分 ) Contents(内容分5’)
Language(语言分8’)
Fluency(连贯分2')
Total score(总得分)
Group(组别)
(2)Enjoy the presentation and give comments. (3)Self-evaluation: Students evaluate themselves withe the following table. Items Gr e a t No t Bad Try Harder Total ☆ Score I know more about wonders of the world through listening. can describe a wonder with facts and express my preference by making comparisons. I can give advice to Sophia. can present confidently.
设 计 意 图 ( P u r p o s e ) : To talk abou t introduce famous local places with target grammar To state facts or express opinions through the use of different adjectives To be eager to introduce wonders of Shunde to others. To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work
环节/时间 (Step&Time) 教 学 目 标 (Objectives) 学 习 活 动 (Activities) 评 价 (Assessment)
Summary and homework (2 minutes) 1.To recall "facts and opinions” solution. 2.To assign various kinds of homework for students of different levels. 1. Summary: Facts and opinions. 2.Homework: (1)Must do: Read aloud the dialogue! (2)Choose to do: ① Make a dialogue:(编对话) Make a list of wonders of the world. Say which one you would like to visit and why. (At least five round) —Which wonder of the world you like to visit —I'd like to visit the Giant's Causeway because I love wild places by the sea. ②Make arecording:(录音频) Search for more information about"wonders of Shunde" Recommend some good places for sightseeing to Sophia. (Fac ts and opinions) Listen to students' recording, dialogues or reading, and judge how students master the key points and difficult points in this lesson. Give feedback and guidance for them to make improvement.
设计意图(Purpose): To better master the use of different tenses and the use of the comparative and superlative adjectives. ◇ To check students' master of the difficult points and key points in this lesson
Board Plan: Module 1 Wonders of the world Unit 1 It's more than 2,000 years old Opinions: more interesting, the most fantastic, more exciting, agree, sound great
教 学 过 程 ：(Teaching procedures)(第二单元Unit 2)阅读思考(Reading & th i nking)
环节/时间 (Step&Time) 教 学 目 标 (Objectives) 学 习 活 动 (Activities) 评 价 (Assessment)
Leading in (5 minutes) 1. To make sure everyone knows the module task of this lesson. 2.To check students' vocabulary and their background information of the local sights. 3.To learn a 1. Get to know the module task and the unit task: Write about a trip to a"wonder" of Shunde. 2.Set a real situation: Wechat message from Sophia. The teacher asks students to read her Wechat messages and get to know Sophia's question: She wants to know about Qinghui Garden. 3. Free talk: (1)Recommendations from Yan Xiangbao. The teacher plays a recording from Yan Xiangbao, which is recorded for Sophia. And then give comments to his recording. 1.Observe students' interactive performance to determine whether students can actively participate in modu le and unit tasks, and adjust teaching strategies to motivate learning if necessary.
possible way to write about a trig experience. 4. To light up the atmosphere and lead to the topic of a trip experience. (2) Read a mind map of Shunfeng Moutain Park, and students talk about Shunfeng Mountain Park. 2.Encourage students to express their ideas boldly and measure their familiarity with the topic based on their responses.
It' hags with many sights for a whit (
facs
)The lshe is dear and largn with cute nimals around i The air is fresh and the flowers are beautihil Shu nfng Moun tin Pat beatfu (
Opinions
)comorubie aingyunLske s my faouta. A good plce for ridng bkes.
(3)Read a letter from Sophia about her trip to Shunfeng Mountain Park. Answer the following two questions. √ What can be a title for the letter √ What is mentioned in the letter (4)Summary : A possible mind map for writing about a trip experience. Facts Opin i on s Feel l ing s 4.Pair work: Students discuss with there partner. √Have you ever visited a wonder of the world √What impressed you most in the trip
(
man-made
wonder
wonder
modern
wonder
natural
wonder
ancient
)
设 计 意 图 ( P u r p o s e ) : ◇ To arouse students'interest in the topic about wonders of Shunde and wonders of the world, and get vocabulary and background information ready. To learn a possible way to write about a trip experien ce from Diana's letter, to for-shadow for the writing task ◇To be eager to write about wonders of Shunde and introduce it to others.
环节/时间 (Step & Time) 教学目标 (Objectives) 学 习 活 动 (Activities) 评 价 (Assessment)
Reading and thinking (26 minutes) Step 1. Pre-reading 1.To gain background information for the reading topic, and to ease students' worries about the comparatively Step 1.Pre-reading 1.Pair work: Students talk about a great natural wonder they know. Use the words in the box for help. 2.Predict: Read the title and the picture to guess. (1)What did the writer write about (2)What is the name of the natural wonder (3)What do you expect to read about in the passage Step 2.While-reading 1. Students read and choose the correct answer. (Page 5) Step 1.Pre-reading Observe students' performance in the interaction, follow up on students responses to gauge their familiarity with the topic,understand their mastery of relevant vocabulary,
long text. 2.To check students' skills on writing about a trip experience. 3.To predict and get ready for the (
1.Where
did
the
) (
2.Who
3.What
) (
4.
What
did
the
writer
think
of
the
Gra
nd
Canyon
) (
5.How
long
did
the
writer
remain
by
the
Grand
Canyon
) (
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2. Students read and complete the table. The Grand CanyonHow deepHow wideHow long
3. Think and discover: (1)Students recall how Daming describes the Three Gorges Dam in Unit 1.(depth, width,length) Daming: I agree with you, Betty. And I think the ThreeGorges Dam is fantastic too. It's about 2,300 metres(long) 185 metre high and 15 metre(wide ht the top. It produces electricity lor millions ofpeople in China. (2)Students review how the writer describes the Grand Canyon.(depth, width, length) (3)Summary: Try to use different styles of language in your writing and make your writing more vivid. 4. Read and answer the following five questions. (
writer
walk
along
after
he
went
throwgh
a
gate
guided
the
writer
colour
was
the
Colorado
River
) Step 3: Post-reading 1.Students read the passage again and finish the mind map. Try to retell the passage with the mind map. 2.Learning to learn: Students learn to distinguish facts from opinions. (
Some
adjeetives
tell
you
facts,
such
as
wide,
deep
,
high
and
toll
;
some
adjectives
tell
you
the
opinion
of
the
author
,
like
won
derful
,
huge
and
great
,
Learn
to
use
them
to
talk
about
facts
and
give
your
opinion.
) 3.Students complete the passage with the words in the box.(Activity 4) 4. Students watch the flash and underline the expressions they like best. After watching, try to recite them and share with the class. and provide supplementation and assistance when appropriate. Step 2. While-reading Observe student performance and verify student answers to determine if students can fully understand the conversation and use the micro-skills of note-taking to help them understand the details. Step 3. Post-reading Observe student performance, guide students to think outside the box based on their responses, stimulate creative thinking through follow-up questions, and give necessary prompts and demonstrations. Give timely feedback and guidance based on students' responses.
reading Step task. 2.
While-reading 1. To read and get detailed information about the Grand Canyon 2.To learn reading strategies and adopt them in the reading process. 4. To learn different ways to describe depth, width,and length of something 5. To sense the beauty of the English language. Step 3. Post-reading 1.To cultivate students' awareness of cooperation and their thinking and speaking ability. 2.To scaffold for the writing task. 3. To get an overview of the reading material. 4. To stimulate students to think about what we can write about a trip.
设 计 意 图 ( P u r p o s e ) : To read and understand the passage abut the trip to the Grand Canyon To read and understand short travelogue texts, obtain factual information and make speculations, and understand the author's point of view and intention of writing ◇ To learn to write about a wonder of the world or of the local place with facts and express one's preference by making comparisons. To give a factual description of a personally familiar landscape and be able to describe real or virtual travel experiences and personal feelings. ◇ To recognize and learn about famous natural and human landscapes in China and around the world.
环节/时间 (Step & Time) 教 学 目 标 (Objectives) 学 习 活 动 (Activities) 评价 (Assessment)
Presentation and evaluation (12 minutes) 1.To train students' logical thinking, and develop students' habit of thinking 2.To train students' speaking ability with the use of mind maps. 3. To cultivate students' cooperation awareness. 4. To build students' confidence by having them part ic ipating in the group task. 5. To cultivate students about the importance of peer evaluation and self-evaluation. (Emotional education) 6.To evalua te students' in-class work. 1.Students read Dianna's again, and prepare to write a reply. Pay attention to Dianna's questions mentioned in the letter: Have you ever been there How did you feel about it 2.Group discussion: Talk about your trip to a"wonder" of Shunde. Use the following mind map for help. Observe whether students actively participate in thinking and discussing and whether they accurately use the language they have learned to talk about and write about the trip to"wonders" of Shunde, and give necessary encouragement and assistance. Give timely feedback and guidance based on students' presentation.
(
What
did
youdo
What
is
the
woader
like
What
was
your
opinion
ofit
An
epericmc
of
visiting
Qinghwi
Gorkn
)
3. Students volunteer to share their trip. 4.Get detailed infommation ready: What was the wonder like The teacher set Qinghui Garden as an example,and offers the following information card to students.
What was the wonder l ike Name Qinghu i Garden Whai (
Aerko
)W a Ger dy E 雨 r
Location in Dal ia ng, Shunde
Interesting facts 22,000 square meters was built in the las t period of Ming Dynas ty one of the ten famous ga rdens in China clear water and flour ishing woods many rare as well as ordinary plants wel l designed a typical representative of Lingnan ga rdening cu l ture
5.Writing: Studen ts write a le tter reply, sharing their trip to a "wonder" of Shunde. 6.Evaluation: (1) Students volunteer to present their letters in front of the class. (2) Peer evaluation: Students give comments to their classmates'letter, with the criteria given as follows: Contents(内容分5') Total core(满anguage(语言分') 分15分) Fluency(连贯分2') Total score(总得分)
(3) Self-evaluation: Students evaluate themselves with t he assessment sheet given as follows: Presentation and evaluation(展示与评价)
Items I know more about the Grand Canyon through Great Not Bad Tr y Ha rder ☆☆☆ ☆ Total Score
eading can share my travel experience, and describe a wonder with facts and opinions. can use different tenses orrectly in my writing. can present confidently
设 计 意 图 ( P u r p o s e ) : To better distinguish facts from opinions To state facts or express opinions through the use of different adjectives. To improve cooperative learning ability by doing pair work and group work. To reflect on themselves by evaluating others and evaluating themselves with the assessment ◇ To love nature and appreciate human's creativity
环节时间(Step &Time) 教学目标 (Objectives) 学习活动(Activities) 评价(Assessment)
Summary and homework (2 minutes) 1.To recall tips for writing 2.To assign various kinds of homework for students of different levels. 1. Summary: (1)Students recall a trip to the Grand Canyon. (2)Review some tips for writing: Use different styles of language in writing Use adjectives to state facts and express opinions. Amind map for writing about a trip. 2.Homework: (1)Must do: Polish your letter to Diana about your trip to a"wonder" of Shunde. (2)Choose to do: Search for information about a wonder of China, and take notes. Prepare to make a poster about it. (Experience, facts and opinions) Read students'letter and judge how students master the key points and difficult points in th is lesson. Give feedback and guidance for them to make improvement.
设 计 意 图 ( P u r p o s e ) : ◇ To better master the use of different tenses and the use of the comparative and superlative adjectives in writing. To check students'master of the difficult points and key points in this lesson.
Board Plan: Module 1 Wonders Unit 2 The Grand Canyon (
Exp
e
r
l
enge
What
did
you
do
An
experience
of
visiting
Ninghai
What
is
the
wonder
lik
e
Garden
What
was
your
opinion
ofit

) of the world was not just big. Contents(内容分5')
Total score(满 分15分) anguage(语言分8')
Fluency(连贯分2') Total score(总得分)
教学过程：(Teaching procedures) (第三单元Unit 3)语言运用(Language in use)
环节时间(Step &Time) 教学目标 (Objectives) 学习活动(Activities) 评价(Assessment)
Leading in (5 minutes) 1. To make sure everyone knows the module task of this lesson. 2. To consolidate the use of different tenses. 3. To lead in the unit task in this lesson. 4. To light up the atmosphere. 1. Get to know the module task and the unit task: Making a poster about a wonder of the world. 2. Set a real situation: Recall how we are going with the module task, focusing on the usage of verb changes in different tenses. Recall: How are we going with the module task Lea d-in We recieve d (recieve) a lettter from Sophia last week. So we learned(learn) about wonders of the world in class. And then we discus sed(discuss) about "wonders" of Shunde. For the homework, most of our classmates made (make) a recording to recommend good places for a visit in Shunde for Sophia. It was a pity that Sophia missed the chance to visit Qinghui Garden. We lea rned(leam) about the Grand Canyon and some writing skills in order to use beautiful language to share our trip. Now we are leaning (leam) more about wonders of the worild. I think we have done (do) a good job in the writing task so far.And we ar e going to tak(take) challenge to make a poster in thi s lesson 1. Observe students' interactive performance to determine whether students can actively participate in module and unit tasks, and adjust teaching strategies to motivate learning if necessary 2.Encourage studen ts to express their ideas bo ld ly and measure their familiarity with the topic based on their responses.
设 计 意 图 ( P u r p o s e ) : To arouse students' interest in the topic, and get vocabulary and background information ready. To get grammar ready
环节时间(Step &Time) 教 学 目 标 (Objectives) 学习活动(Activities) 评价(Assessment)
Reading and Application (26 minutes) Step 1. Pre-listening 1.To train students speaking kills and their comprehensive use of what they have learned about wonders of the world 2. To learn about more wonders of the world, and get background information for the poster making task. 3.To train Step 1.Grammar revision 1.Complete the sentences with the correct form of the words in the box. 2.Students think about some wonders of the world and ask and answer questions about them. A:Where is . B:Its.. A: How high is it B:It's ... metres high. Step 2.Reading and thinking 1. Watch and learn. (Stonehenge) Students watch a video about Stonehenge, and then think about the questions: (1)What else do you know about it (2)Is it a man-made wonder or a natural wonder 2.Students read a passage about Stonehenge, and fill in the blank. Step 1. Pre-listening Observe students' performance in the interaction, follow up on students' responses to gauge their familiarity with the topic, understand their mastery of relevant vocabula ry, and provide supplementation and assistance when appropriate. Step 2. While-listening Observe student
students' thinking ability. 4. To enlarge students' vocabulary. Step 2.Reading and thinking 1. To get detailed informati on from the reading material. 2.To use different tenses in the passage. Step 3. Speaking and sharing 1.To cultivate students' awareness of cooperation and their speaking ability. 2.To scaffold for the poster making task. 3.To have a sense of confidence when talking about wonde rs of China. 4.To train students' skills of note taking. 5.To stimulate students to think about what we can share about a wonder. Read and answer Fill in the blanks. Shape:(1) circ le Location: in (2)he south ofEngland History: about 5,000 years Detai ls about stones: There are dozens of stones, and they are different in (3)height.They came from about (4) 200 kilometreaaway. Possible usage: A place to (5) bury dead peop lo r study the stars and the sky at night. performance and verify student answers to determine if students can fully understand the conversation and use the micro-skills of note-taking to help them understand the details. Step 3. Post-listening Observe student performance, guide students to think outside the box based on their responses, stimulate creative thinking through follow-up questions, and give necessary prompts and demonstrations. Observe whether students actively participate in thinking and discussing and whether they accurately use the language they have learned to talk about the wonders of the world, and give necessary encouragement and assistance. Give timely feedback and guidance based on students' responses.
3. Students try to retell the passage with the information given. 4. Read and learn. (The Jin Mao Tower) Students read and complete the passage with the correct fomm of the words in brackets. And then students discuss in groups, paying attention to the changes of verbs used in different tenses. 3 Complete the passage with the correct form of the words in brackets. The sun was going down when we (1) arrived (arrive) at the ground floor of the building. | (2) was (be) afraid of going to the top of tall buildings, so I was a little nervous when 1 (3) walked (walk) into the lift. The lift (4) climbed (cimb) faster and faster until we (5) reached (reach) the 88th floor. It (6) was (be) high up there, but I was not afraid when I stood at the top. The Jin Mao Tower in Shanghal, one of the tallest buildings in the world,(7) is(be)420.5 metres high. It was built in 1999, and it (8) has(have) a fantastic view of Pudong District and the centre of Shanghai. I really like the tower and I am sure 1 (9) will visit (visit) it again. Step 3:Speaking and sharing 1.Pa ir work: Students work in pairs, talking abou t the wonders of the world they have or have not visited. The teacher illustrates with pictures and a sample for speaking Work in pairs Talk about the wonders of the worid younavect A: Have you ever visited the Great Wall B:Yes,Ihave./No, I haven't. A: When did you visit it /When will you visit it B:I visited it five years ago./ Maybe I'l/ visit it next year. 2.Sharing: Students recommend a wonder of China, using the following sentence. If you ever go to Beijing, make sure you visit 3.Students take notes of the wonders of the world they have or have not visited in the following chart. Wha p
Step 4.Listening and understanding 1.To cultivate students' love for wonders of the world and appreciate human creativity. 2.To learn about more wonders of the world. 4. Students share their notes and present in front of the class, using the following sample for the presentation Hello! I have ever been to .I went there But I havent ever been to , and I will visit it 5.Complete the sentences with the correct form of the words in the box. There is one extra word. Step 4. Listening and understanding 1. The teacher leads in the topic: In my opinion, the Great Wall is the greatest man-made wonder in the world. But some think these are the greatest wonders of the world. 2.Students listen and number the pictures. 3. Students listen again and complete the table. 4. Students listen and follow the tape script to get more detailed information about the three wonders. 6. Summary: Students think about the questions Do you still remember these wonders of the world Or do you have other wonders of the world to introduce
设计意图(Purpose): To learn about more wonders of the world To practise using the verbs and expressions in the proper tense in the given context. ◇ To introduce wonders of the world in groups with target grammar ☆ To improve coopera tive learning ability by doing pair work and group work. To improve cooperative learning ability by doing pair work and group work.
环节时间(Step &Time) 教学目标 (Objectives) 学习活动(Activities) 评价(Assessment)
Creation and evaluation (12 minutes) 1. To train students'ability in transferring 2.To develop students' awareness of cooperation. 3. To cultivate students'sense of self-evaluation and peer evaluation. 4. To help students gain 1. Recall the module task: 2.Group work:Students work in groups of four. Make a poster about a wonder of the world. (1) Discuss and decide on the wonder of the world for the poster. (2) Find out as much information as they can in books and on websites. Think about: Welcome Why to visit Why should people visit the wonder What to see What will people see there How to get How can people get there How much to pay How much does it cost to visit the wonder When to visit When is the best time to visit the wonder 3. Students make a poster in groups, and ten volunte er to make a presentation in front of the class. 1. Observe whether students actively participate in thinking and discussing and whether they accurately use the language they have learned to talk about and write about the wonders of the world, and give necessary encouragement and
confidence in participating in the group works and the presentation activities. 4. Evaluation: (1) Peer evaluation. (作品互评) assistance. 2.Give timely feedback and guidance based on students' presentation.
Peer evaluation. ( 作 品 互 评 Items ot Bad Try Harder Total Score Bad T ry H a rd er Total Score
There is nice pictures in the poster. There is a good recommedation of a wonder of the world in the poster. There is nice colour in the poster There are no mistakes in he writing in the poster. (2)Self-evaluation(自评) Sel f-evalua t ion ( 自 讲 ) Items ot I know more about wonders of the world in his lesson. can play a role in making a poster about a wonder of the world in this lesson. I can introduce a wonder of the world to others. can present confidently
设 计 意 图 ( P u r p o s e ) : ◇ To practise using the verbs and expressions in the proper tense in writing. ◇ To make posters introducing wonders of the world and present them to classmates. ◇ To strengthen the independence of study and to cultivate the creativity of thinking by participating in the group work To reflect on themselves by evaluating others and evaluating themselves with the assessment. ◇ To be willing to introduce wonders of the world to others.
环节时间 (Step & Time) 教学目标 (Objectives) 学 习 活 动 (Activities) 评价 (Assessment)
Summary and homework (2 minutes) 1. To recall how to make a good poster. 2.To assign various kinds of homework for students of different levels. 1. Summary. How to make a good poster. Beautiful Colourful Thoughtful 2.Homework: (1) Must do: Polis h your poster. Take a photo of it and send it to Sophia. (2)Choose to do: Make a Vlog in groups, introducing at least three wonders of the world or three famous places and making comparison. Enjoy students' posters or Vlogs, and judge how students master the key points and difficult points in this lesson.Give feedback and guidance for them to make improvement.
设 计 意 图 ( P u r p o s e ) : ◇ To better master the use of different tenses and the use of the comparative and superlative adjectives. ◇ To check students'master of the difficult points and key points in this lesson. ◇ To love nature and appreciate human's creativity
Board Plan: Why to visit What to see How to get How much to pay When to visit Modu le 1 Wonders of the world Unit 3 Language in use Wel come to Why should people visit the wonder What will people see there How can people get there How much does it cost to visit the wonder When is the best time to visit the wonder
教学过程：(Teaching procedures) (第四单元Unit 4)提升评价(Promotion & assessment)
环节/时间(Step &Time) 教 学 目 标 (Objectives) 学习活动(Activities) 评价(Assessment)
Leading in (10 minutes) 1. To make sure everyone knows the unit task of this lesson. 2.To con solidate the use of different tenses. 3. To lead in the unit task in this lesson. 4.To lig ht up the atmosphere. 1.Get to know the module task and the unit task: Making a better poster about a wonder of the world. 2. Set a real situation: Sophia send two posters of hers. One is her hand-made poster of the Pyramids, the other is her electronic poster of the Great Wall. But she has a question: How to make a better poster A hand-made poster and an electronic poster from Sophia he Great Wall of China The Great Pyramids The Great Wall 1. Observe students' interactive performance to determine whether students can actively participate in module and unit tasks, and adjust teaching strategies to motiva te learning if necessary. 2.Encourage studen ts to express their ideas boldly and measure their familiarity with the top ic based on their responses.
设 计 意 图 ( P u r p o s e ) : ◇ To arouse students' interest in the topic about making a better poster, and get ideas and background information ready
环节/时间(Step &Time) 教 学 目 标 (Objectives) 学习活动(Activities) 评价(Assessment)
Presenting and assessing (30 minutes) 1. To understand how to evaluate others'works from different aspects, then have peer assessment on others'posters 1.Group Discussion: (1)What do you think of Dianna's posters. Please give her some advice. (2)How to make a better poster Students discuss in groups and voice their ideas. 2.Evaluation points: (1) The teacher collects students'opinion on how to make 1.Determine if studen ts have the ability to enhance their work by asking fol low-up questions and giving them credit for their
and give suggestions. 2.To cultivate students' cooperative awareness. 3.To develop students'love for nature and for human creativity. a better poster, and then then demonstrates the possible evaluation points as follows. How to make a better poster answers. 2.Follow students' discussions, determine if they are using the evaluation form correctly and objectively evaluate others' work and make suggestions, and give necessary guidance and feedback as appropriate. 3.Observe whether students understand the video message, determine whether they understand the task by asking questions, and give guidance when necessary. 4.Pay attention to whether the student group discussion talks about the division of roles for the poster making
Column Colour Handwriting Poster Subject Texts Pictures
(2)Boy students evaluate Dianna's posters again according to the evaluation points. Girl students take notes and be ready to send them to Dianna after class. 3.Presentation and assessment: (1) The whole class learn to criteria for the assessment. Students are free to add new items or change some of the items and give reasons. (2) Each group present their poster in front of the class, illustrating the details in the poster, while the other groups watch and give assessment with the following chart. Peer assessment and group di scussion ★★★★★ Points Subject: Clearly use a subject for the poster Tents: Correctly use good phrases and sentence structures in the posten. Columns: Properly divide the poster into different columns. Handwriting: The words are beautifully written, and the lines are barely placed Pictures: The plctures are well drawn and enleyable, showing creativity. Colour: Properly and wvidly use colour in the dreawing Presentation: Give a presentation with a clear structure and bask information of the poster condidently and creatiwly (3) The winner group get a chance to send their poster to school for a poster-making competition. 4. Watch and learn. (1)To make a better poster about wonders of the world, one needs to get enough background information about the topic. Students watch a video about The Seven Wonders of the Modern World, to learn about more wonders of the world. (2)Students watch and take notes for their further poster making task. 5. Read and learn. (1)Students read seven short passages of the 7 wonders of the antic world. They highlight some important information for their further poster-making task, and take notes. (2)Think: What do we need to make a better poster in groups Students volunteer to answer. And then the teacher shows her idea as follows:
D i scus s and plan : Discuss and make a plan for making the poster task and the plan around the poster making.
Think: What Discuss in groups 1.Discuss the group division ef labor. 2.Choose a subject. 3.Make apln for making the posten. do we need to make a better poster in groups Leader Designer Poster making Writer Painter
Work in groups of 4, you need to choose: Share your plan. (3) Students share their notes in groups, and discuss about their poster making task √ Discuss the group division of labor. √ Choose a subject for the poster √ Decide other details for the poster. 3. Students make a good plan for making the poster in groups, and share their plan.
设计意图(Purpose): To improve teaching and learning by doing assessment ◇ To transfer what students have learned in a real-life situation and develop their interests in making a poster in groups
环节时间(Step &Time) 教学目标 (Objectives) 学习活动(Activities) 评价(Assessment)
Summary and homework. (5 minutes) 1. To recall how to make a better poster and make a good presentation. 2.To assign various kinds of homework for students of different levels. 1.Summary. (1) How to make a better poster. (2) Tips for a good presentation. (3) Teamwork: A group division of labour. Give a presentation with a clear structure and basic information of the poster, confidently and creatively 2.Homework: Must do: (1) Polish your poster according to your classmates'commen ts. Send your poster to Diana. (2)Send your advice to Dianna for her posters by email. (3) Make a new poster in groups, basing on your group dis cussion in class. Choose to do: Search for more information about wonders of the ancient world, and take notes. Make a Vlog to introduce it. Watch students'posters, and read their advice to Dianna, and judge how students master the key points and difficult points in this lesson. Give feedback and guidance for them to make improvement.
设计意图(Purpose): ◇ To summarize useful tips for students in their poster-making and teamwork To check students'master of the difficult points and key points in this module
Board Plan: Module 1 Wonders of the world Unit 4 Poster time Evaluation and assessment How to make a better poster
Evaluation points Column Colour Handwriting Poster Subject Texts Pictures Leade r Designe r Pos te r maki ng W r i te r Pa in te r
Attachment:( For a clearer view)
Unit theme content framework map of Module I Wonders ofthe world
Unit theme content framework map of
Modale 1 Wonders of the wortd
Wonders of the world
Disossions about wonders of the worlt: To perceive the greaness of
natural wonders and man-made
wonders
tistening and speaking practice to introduce wanders of Shunde
A.delicate writing to introdnce the esperience of"T" viiting the Grand Canyon of Colorado and is spechcahr sceaery: To be eage and
wiling to iatrodtuce a local landicape trough
Reading and thinking
To write a leter sharing a trip to wonders
of Shunds and introduce it to others
A comprehensive use of tanget grammar to talk and write about a wonder of the wortd: To love nature and aeprecite bumn' An upgraded application and transferto mabe a better poster: To proacive awareness of the Chinese landscape to enhance cultural identity and self confidence
Language in use To mske a poster about wonders of the worid in group Promotion and assessment To evaluate others' worts, and make a better poster in groups
Aporedation of nature and humans creativty:
to eapress personsl opinions acturately and appropristely
and respeat the difterent opinlons of others
Love nsture, appreciate human's creativity, and be willing to introduce local landscapes to
others in different ways. Enhante cultural sellf confidence.
The ativities ia this leston are designed and implemented around the wonders of the worid It
is the desire of evey tenager to get to kaow aad understand the worlds famout aatril ad
buman landscapet, and then to experieace first hand the wonders of nature aid the
xhievements of human avilization.

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