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选择性必修1 Unit 5 Revealing nature教学设计
单元主题 The theme context of this unit is "man and nature", and the theme context involved is understanding and exploring nature. Make students through learning a preliminary understanding of nature, understand nature, actively explore and try to reveal the law of nature, discover the mystery of nature. Unit through the biological species, biological evolution, biological diversity, nature plant language mystery, make students initially understand the origin of species, plant development, cause thinking about nature, stimulate the exploration of nature, the fear of the law, and help students understand the significance of harmony between man and nature. At the same time, the unit tells the story of Darwin's work "The Origin of Species", guiding students to experience the hardships of exploration, and learning the scientific spirit and innovative spirit of scientists who brave difficulties, bold questioning and brave inquiry.
单元目标 Students were able to follow around the thematic context content of this unit, Based on the multimodal discourse provided in this unit, Using a variety of language skills, Master the vocabulary and expressions of plants and animals and biological evolution in this unit, Understand the topics related to biodiversity in nature, Appropriate use of learned vocabulary and expression to talk about and elaborate related topics; Preliminary understanding of the exploration of nature by Chinese and foreign scientists, Get information about plants and animals in different parts of the world, Deepen the understanding and mining of the unit theme significance; Using the knowledge learned in the unit, After comparison, analysis and contact with their own reality, Introduce nature-related documentaries and the world-renowned natural history museums, Actively exploring nature, Cultivate the thinking consciousness of continuous exploration and continuous innovation; In the process of autonomous, cooperative and inquiry-based learning, Using various strategies, Combining the reflective and evaluative questions provided by the unit, Constantly monitor, evaluate, reflect, and adjust their own learning content and process, To stimulate your interest in learning, Improve your ability to analyze and solve problems, Finally, to promote the comprehensive improvement of their own language ability, cultural consciousness, thinking quality and learning ability.
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 Man and nature —— to understand and explore nature
内容分析 There are two activities in this section. Activity one is a page of the science journal, introducing three rare animals and introducing the unit theme —— nature. Activity 2 presents a video related to the unit topic to help students have a preliminary understanding of the transmission route of seeds in nature. This section aims to activate students' existing background knowledge and language knowledge of natural animals and plants, and introduce new knowledge, and pave the way and preheating for the follow-up topics and learning activities of the unit.
教学目标 At the end of this section, students can: Understand the basic information of the three rare animals, guide the students to master the relevant vocabulary about the animals, introduce the theme and pave the way for further reading and expression; Activate the existing language and background knowledge, and stimulate the interest in the topic; 3. Talk about knowledge about animals and plants and explore nature.
教学重点 Guide students to initially understand the relevant vocabulary about animals, and contact the actual life and their own experience, stimulate the interest in the topic, so as to pave the way and preheating for the activities of the whole unit.
教学难点 Talk about knowledge about plants and animals, and introduce animals with new words and accumulated words.
教学策略 Audio-visual teaching method, communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher divides the students into groups before class and asks them to collect words about wildlife and information of their favourite animals. Teacher asks students to introduce their favourite animals. Teacher asks students to scan the magazine page and discuss Question1 in groups. Teacher asks some pairs to share their answers in front of the class and other students make supplements or free discussion. Teacher asks students to read the page carefully to refine relevant animal vocabulary and discuss and answer Question 2. Teacher asks students to report their outcome of the discussion, and introduce similar animals by using the new vocabulary. Students collect words about wildlife and information of their favourite animals. Students introduce their favourite animals. Students scan the magazine page and discuss Question 1 in groups. Students share their answers in front of the class and other students make supplements or free discussion. Students read the page carefully to refine relevant animal vocabulary and discuss and answer Question 2. Students report their outcome of the discussion, and introduce similar animals by using the new vocabulary. To arouse students’ interest in the three animals and draw their attention to the theme of this unit – Revealing nature.
Activity 2 Teacher plays the video and asks students to watch the video and answer how seeds travel. Teacher plays the video again and helps students to refine relevant information. Teacher asks students to answer how seeds travelling benefit plants. Teacher asks students to think about another example of seeds travelling and answer the question. Students watch the video and answer how seeds travel. Students watch the video and complete the information. Students share the information in groups and answer how seeds travelling benefit plants. Students think about another example of seeds travelling and answer the question. To make students realize ways of seeds travelling.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 Man and nature —— to understand and explore nature
内容分析 The plate for this unit main body text, genre for narrative, the article to time and travel route for clues, introduces the famous biological scientists Darwin famous discovery trip, the trip, Darwin did a lot of research and get a lot of information about biological evolution and discovery, and based on the trip, published the late change the world famous book "the origin of species". The pre-reading introduction activity aims to help students activate relevant knowledge about biological evolution and reserve corresponding vocabulary, and pave the way for the introduction of Darwin and its important discoveries. The reading activities guide students to interpret the title of the article and understand the content of the article through text interpretation. After reading activities including judgment idea, understand the article structure and details and open questions, guide students to further understand, appreciate text, experience Darwin discovery journey of great historical significance, further explore the theme significance, feeling Darwin to explore science, the pursuit of truth of the road of difficulties and obstacles, at the same time, also motivate students to its example, learning he not afraid of difficulties, bold question, have the courage to explore the scientific spirit and innovative spirit.
教学目标 At the end of this section, students can: Familiar with the topic context, get the general idea of the theme of the article; Percve the structure and language characteristics of narrative texts, and sort out Darwin's journey of biological evolution according to the order of things; Learn and master the vocabulary related to the topic and can use the vocabulary to communicate; Experience the hardships of exploration from the story of Darwin, learn the scientific spirit and innovative spirit of scientists, bold questioning and brave inquiry; draw on the positive scientific research attitude to guide the actual study and life.
教学重点 Guide the students to read the text, understand the author's writing intention, and understand Ervin about biology A journey of discovery; Guide students to understand the text structure and language characteristics of narrative text.
教学难点 1. Guide students to grasp the nouns d and verb infinitive as object uses and use them to express; 2. Guide students to think deeply about the hardships of exploration, and learn the scientific spirit and innovative spirit of brave difficulties, bold questioning and brave exploration.
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher guides students to brainstorm the words about plants and animals. Teacher collects answers and presents them on the blackboard. Teacher guides students to look at the pictures and answer Question 1, reviewing old words and learning new words. Teacher asks students to discuss in groups and answer Question 2. Students brainstorm the words about plants and animals. Students observe the pictures and answer Question 1, reviewing old words and learning new words. Students discuss in groups and answer the question. To understand the pictures and lead in the topic. To review old words and learn new words.
Activity 2 Teacher asks students to read the passage quickly and predict the content, referring to pictures and topic. Teacher asks students to discuss the topic in groups. Teacher asks students to check answers in groups and share effective ways of reading. Students read the passage quickly and predict the content. Students discuss in groups. Students check answers in groups and share effective ways of reading. To get the main idea of the passage.
Activity 3 Teacher asks students to read the passage individually and choose the main idea of the passage. Teacher invites some students to share their answers with the class. Students read the passage individually and choose the main idea of the passage. Some students share their answers with the class and give the reason. To train students’ ability to summarize. To help students understand the structure of the passage, thus preparing for Activity 4.
Activity 4 Teacher guides students to pay attention to the title of the puzzle pieces and try to understand the intention. Teacher asks students to put the puzzle pieces in right order. Teacher asks students to read the passage carefully and complete the detailed information. Teacher checks the answers with the class. Teacher asks the students to retell the passage according to time. Students try to understand the intention. Students put the puzzle pieces in right order. Students read the passage carefully and complete the detailed information. Students check the answers with the teacher. Students retell the passage according to time. To examine how much the students have grasped the detailed information, and cultivate students’ analyzing abilities.
Think & Share Teacher asks students to discuss and answer the questions in groups. Teacher asks individual students to answer the questions. Teacher comments and lead students to think about Darwin’s scientific spirit. Students discuss and answer the questions in groups. Students answer and talk about how to study and inherit the spirit. To deepen understanding the passage and raise their awareness of getting along well with nature.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 Man and nature —— to understand and explore nature
内容分析 This section focuses on the topic of "man and nature" in the unit, and leads students to learn unit grammar and related vocabulary through discourse, listening and speaking training through multi-modal form, so as to help students broaden their horizons from different perspectives, improve their language learning ability, consolidate the unit topic, and further understand the unit topic. This part is a comprehensive activity combining vocabulary and listening and speaking under the unit topic, which helps students deeply focus on the meaning and function of language, think and communicate in real context, and improve the comprehensive language use level in an all-round way. In the grammar part, it helps students to summarize the usage of "the tense and voice past perfect tense of verbs" through the statement of the text, and consolidate the grammar and vocabulary knowledge through the experiments of Yuan Longping and Mendel and the introduction of the turtle. In addition, by hearing material introduced cells, bacteria, and some unique species on earth, such as: blue whale, water bear, Galapagos island turtle, Isabela mangrove island, San Cristobal and the Siberian lizard, metasequoia, yak, poplar, peacock, help students to further understand the biological diversity in nature, inspire students to understand the magic nature, into the natural interest, so as to understand the harmonious relationship between people and the heat.
教学目标 At the end of this section, students can: Discover and master the concept, characteristics and usage of "past perfect tense", and can use it flexibly in the real context; Complete vocabulary learning in a discourse on biodiversity and further understand the diversity of organisms in nature; Understand the topics related to biodiversity and nature, and be able to properly use functional expression to ask for information and supplement information; 4. Learn more about biodiversity by using different methods to find information, and think about the effectiveness of these methods, and improve the ability to search for information.
教学重点 To guide students to further understand and master the concept, characteristics and usage of "past perfect tense"; Guide the students to learn to simply express the inquiry information and supplement the information.
教学难点 Guide the students to master the use of "past perfect tense"; Guide students to think about biodiversity and improve their ability to search for information.
教学策略 Task-based teaching method, discovery teaching method, communicative teaching method, listening and speaking teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to find sentences a and b in the passage and pay attention to the words in bold. Then ask students to answer Questions 1–2. Teacher asks students to look for more sentences with the similar structures in the reading passage, and helps students to summarise the functions and usage of the past perfect. Teacher encourages students to use the grammar in groups and present in class. Students find the two sentences in the first box and answer Questions 1–2. Students look for more sentences with the similar structures in the reading passage, and answer what the structure had done indicate. Students use the grammar in groups and present in class. To encourage students to discover the grammar usage by themselves. To further enhance students’ understanding the functions and usage of the past perfect.
Activity 2 Teacher asks students to read the instructions, sentences and paragraphs to get the main aim and idea. Teacher guides the students to pay attention to the orders and complete Activity 2. Teacher asks some individuals to share their answers in front of the class and teacher checks the answers with the students. Students read and get the main aim and idea. Students pay attention to the orders and complete Activity 2. Students check the answers with the teacher. To get students to practise use of tenses.
Activity 3-4 Teacher asks students to read the passage and get its main idea and complete the entry with the correct form of the words. Teacher asks individual students to share their answers and the class discuss. Teacher asks students to discuss why Lonesome George disappeared. Teacher asks some students to act out a role-play in pairs using the information in Activity 3. One will play the keeper of Lonesome George, and the other will play the reporter asking about George. Students get the main idea and complete the entry with the correct form of the words. Students share their answers and the class discuss. Students discuss why Lonesome George disappeared. Students work in pairs to act out. Use the past perfect tense where appropriate. To help students consolidate the application of past perfect in authentic context.
Activity 5-7 Teacher asks students to review and learn new relevant vocabulary by creating authentic context and and prepare for the following listening practice. Teacher guides students to read the 5 sentences in Activity 5 and helps them understand their meanings, to prepare for the listening part. Teacher plays the audio and asks students to listen and finish the task in Activity 5. Discuss and check the answers in groups. Teacher asks students to listen again and get specific information to finish Activity 6. Ask the students to discuss knowledge on cell and bacterium in groups and share in class. Teacher asks students to discuss relevant sentence structures in Activity 7 and pay attention to the pragmatic function. Teacher asks students to make dialogues by using the sentence structures. Students review and learn new relevant vocabulary by creating authentic context and and prepare for the following listening practice. Students read the 5 sentences and try to understand the meanings to prepare for the listening part. Students listen and finish the task. Discuss and check the answers . Students listen again and get specific information to finish Activity 6. Discuss knowledge on cell and bacterium in groups and share in class. Students discuss relevant sentence structures in Activity 7 and pay attention to the pragmatic function. Students make dialogues by using the sentence structures. To train students to grasp key information of the listening materials, and make key notes while listening.
Activity 8 Teacher asks students to look at the pictures and video. Teacher asks students to read the materials on Page 54 respectively and answer Question 1 and 2. Teacher checks the answers with the students. Students look at the pictures and video. Students read the materials on Page 54 respectively and answer Question 1 and 2. Students check the answers with the teacher. To arouse their interest in reading. To help students know more species to enlarge their knowledge about biodiversity To help students improve their ability of getting information.
Activity 9 Teacher guides students to review the passage to consolidate. Teacher asks students to discuss the vocabulary in Activity 9 in groups. Teacher asks students to read the paragraphs on Page 55 respectively and complete the task. Teacher asks some individuals to share their answers with the class. Students review the passage to consolidate. Students discuss the vocabulary in Activity 9. Students read the paragraphs on Page 55 respectively and complete the task. The representative of each group presents their view. To consolidate vocabulary and knowledge to lead in “the Galapagos Islands”. To help students deeply understand biodiversity.
Activity 10 Teacher asks students to look at the pictures of the species native to different regions of China. Talk about biodiversity in China using the words and expressions in Activity 5 and 9. Teacher divides students into pairs and asks them to choose one species they are interested in and collect information, study and discuss its evolution and present situation according to the pictures. Teacher asks students to discuss in groups and add more information from other groups. Teacher asks students to discuss using sentence structures in Activity 7 and vocabulary in Activity 8 and 9. Teacher asks students to share what they discussed in groups and report their data, and other groups make supplements and comment. Teacher arrange homework: To introduce species in their home town. Students look at the pictures, talking about biodiversity in China. Students choose one species and collect information, study and discuss its evolution and present situation according to the pictures. Students discuss in groups and add more information from other groups. Students discuss using sentence structures in Activity 7 and vocabulary in Activity 8 and 9. Students share what they discussed in groups and report their data, and other groups make supplements and comment. Students finish the homework. To help students understand the biodiversity in China. To strengthen students’ ability of using theme-related language to express views. To consolidate and use what they have learned.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 Man and nature —— to understand and explore nature
内容分析 This plate presents from another Angle reflects the theme of the text, discourse type for descriptive exposition, with the mystery of plant language, specifically introduces the different communication between different plants in nature, so that the students by understand the magical nature, not only increase the knowledge of nature, but also inspired the curiosity of nature. The writing part is the observation log, and students are encouraged to learn the log of the growth process of daffodils, and to copy the growth process of sunflower through practical observation. Through the study of this section, students can deepen their understanding and understanding of nature, further enter nature, explore nature, understand nature, appreciate nature, learn the harmonious coexistence of nature, and initially master the content characteristics, stylistic characteristics and writing techniques of the observation log.
教学目标 At the end of this section, students can: 1. Understand the article, by completing the corresponding activities, master the key words related to the theme, and can clearly describe the several ways of communication between the natural plants introduced in the text; 2. Master the stylistic characteristics of descriptive expositations, start from the text structure, through the analysis of the text paragraphs, grasp the theme on the basis of grasping the structure, deepen the understanding of the meaning of the unit theme, further understand nature, and form a positive attitude towards life in harmony with nature.
教学重点 Guide the students to grasp and summarize the general idea of the paragraph and speculate on the author's writing intention through reading; Cultivate students' ability to write descriptive essays.
教学难点 Guide the students to give descriptive explanations; Guide students to establish a positive attitude towards life of living in harmony with nature.
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to look at the pictures and tick what plants can do. Teacher asks some students to share their answers with the class, and further discuss what else plants can do. Students look at the pictures and tick what plants can do. Students share their answers with the class, and further discuss what else plants can do. To guides students to focus on what plants can do and activate their interest in the study.
Activity 2 Teacher asks students to read the instruction individually and find out the special information they should pay attention to. Teacher asks students to read the information quickly and find out the answers. Teacher organized the students to answer the questions and explain if necessary. Students read the instruction individually and find out the special information they should pay attention to. Students read the information quickly and find out the answers. Students answer the questions. To train students to read a passage with tasks and find out the key information.
Activity 3 Teacher asks students to scan the diagram to get key information, paying special attention to core vocabulary. Teacher asks students to scan the passage to find out the answers by using keyword position. Teacher invites some students to share their answers with the class. Students scan the diagram to get key information, paying special attention to core vocabulary. Students scan the passage to find out the answers. Some students share their answers with the class. To encourage students to figure out the structure and author’s purpose in writing the passage.
Think & Share Teacher asks students to work in pairs to discuss the answers. Teacher asks individual students to answer the questions and other students make supplements or free discussion. Students work in pairs to discuss the answers. Some individual students answer the questions and others make supplements or free discussion. To encourage students further explore the topic and inspire them to think more about natural rules and secrets. To help students understand personification and apply the figure of speech.
Activity 4 Teacher asks students to work in groups to retell ways of plants communication by referring to the diagram in Activity 3. Teacher introduces how bees and ants communicate and asks students to discuss animals’ other ways of communication. Teacher guides students to draft their speech. Teacher asks some groups to share their speeches with the class. Other groups comment. Students work in groups to retell ways of plants communication by referring to the diagram in Activity 3. Students discuss animals’ other ways of communication. Students finish their speech by referring to their notes and books. Some groups share their speeches with the class. Other groups comment. To improve students’ speaking skills. To cultivate students’ ability of creative thinking. To help students apply what they’ve learnt in a real-life context.
Activity 5 Teacher asks students to read the journal and understand the main idea. Teacher divides the class into groups, and asks them to pick out n. / v. / adj. and adv to describe daffodil bulbs and discuss the questions. Teacher asks some groups to share their opinions with the class. Students read the journal and try to understand the main idea. Students pick out n. / v. / adj. and adv to describe daffodil bulbs and discuss the questions in groups. Some groups share their opinions with the class. To improve students’ reading skills. To understand how the daffodil bulbs grow.
Activity 6-7 Teacher ask students to sort out structure and language to clarify key points in observational journal. Teacher ask students to observe the three pictures in Activity 6 to finish the writing, using correct n. / v. adj. and adv. / to describe sunflower. Teacher asks students to present their writing and guide other students to make comment. Students sort out structure and language to clarify key points in observational journal. Students observe the three pictures in Activity 6 to finish the writing, using correct n. / v. / adj. and adv. / to describe sunflower. Some students answer the questions and other students check the answers. Students present their writing and other students make comment. To teach students how to analyse a passage, train their ability to summarise.
Presenting ideas & Reflection板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 Man and nature —— to understand and explore nature
内容分析 Presenting ideas This section requires students to introduce a documentary that reveals the mysteries of nature, review the main content of the documentary and give the reasons for recommending it. Through the content and viewpoint elaboration, the students are encouraged to review the content, and then master, and in the real situation to use and practice. Reflection Section guides students to review what they have learned in this unit, evaluate and judge their learning behavior and effects in time, reflect on themselves and improve them.
教学目标 At the end of this section, students can: 1. Understand the nature from multiple angles, reserve relevant vocabulary and knowledge, and properly use what we have learned in this unit to tell the relevant content of nature; 2. Recommend an excellent discipline film related to the unit theme, so as to have a deeper understanding of the topic of man and nature; 3 A deeper understanding of the relationship between man and nature, and then help students understand the significance of harmonious coexistence between man and nature.
教学重点 Guide students to understand the nature, understand the relationship between man and nature white so as to have a deeper understanding of man and nature; and properly use the content of this unit to make speeches; Guide students to evaluate their learning performance according to the evaluation content in the students' book.
教学难点 Guide students to learn to understand nature, and form a positive attitude towards life in harmony with nature; Guide students to determine their own aspects to improve and improve on the basis of self-evaluation analysis.
教学策略 Task-based teaching method, communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher asks students to work in groups to discuss the four pictures to discover the secrets of nature. Teacher asks groups to share their outcomes and give the reasons. Other groups make supplements or free discussion. Teacher asks students to brainstorm their favourite nature documentary and give their reasons. Students work in groups to discuss the four pictures to discover the secrets of nature. Students share their outcomes and give their reasons. Other groups make supplements or free discussion. Students brainstorm their favourite natural documentary and give their reasons. To encourage students to think actively and express themselves bravely.
Activity 2-4 Teacher asks students to decide what their group are going to introduce according to Activity 1. Teacher asks students to discuss documentaries in groups, writing down key information and sort out notes to make preparations for presentation. Teacher asks students to introduce and choose the best one in their groups. Teacher asks the representatives of each group to share their documentary. Students decide what their group are going to introduce according to Activity 1. Students discuss documentaries in groups, writing down key information and sort out notes, considering useful words, expressions and structures to make preparations for presentation. Students present their documentary in their group. The representatives of each group share their documentary. To guide students to understand the topic correctly and pay attention to language expression as well as the logic of the content.
Reflection
Reflection Teacher asks students to evaluate themselves. Teacher asks students to recall what they’ve learned in this unit. Teacher asks students to think about what they need to improve and how to improve it. Students evaluate themselves. Students summarise what they’ve learnt. Students their think about what they need to improve and how to improve it. To help students evaluate their performance, review the unit, and think about ways to improve.
Project板块教学设计 (此部分教师可根据教学实际酌情处理。)
课型 Speaking
主题语境 Man and nature —— to understand and explore nature
内容分析 The project practice in this unit requires students to carry out research, learn about the world's famous natural history museum, and give them a comprehensive introduction, so as to arouse their awareness of exploring the natural history. Under the guidance of teachers, students make comprehensive use of what they have learned in this unit, cooperate independently, effectively complete the open task, further explore the theme context of man and nature, and develop the comprehensive language use ability.
教学目标 At the end of this section, students can: 1. Understand the different aspects of natural history museums (country, name, features, facilities, collections, etc.), and be able to choose the appropriate design and presentation method to introduce the natural history museum; 2. Query the relevant information of the museum through various ways, carry out cooperative exploration, and improve the communication and cooperation ability; 3. Combine research and experience to solve practical problems in life, so as to improve the practical ability of research, planning and re-creation; 4. Pay attention to nature, love nature, and form the consciousness of harmony with nature.
教学重点 Guide students to understand different aspects of natural history museum (country, name, features, facilities, collections, etc.), and can independently choose appropriate design and presentation methods to introduce natural history museum; share slides; Guide students to pay attention to nature, love nature, and form the consciousness of harmony with nature.
教学难点 Guide students to comprehensively use the knowledge they have learned in this unit to effectively complete the open task; Guide students to further explore to pay attention to nature, love nature, and form the theme of harmony with nature.
教学策略 Task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to go online to find information about natural history museums. Teacher asks students to work in groups, and tell about the natural museums they searched and choose one to do further research. (In the previous class) Students find information about natural history museums online and make notes. Students work in groups, and tell about the natural museums they searched and choose one to do further research. To get students to prepare for the project, and develop their individual learning and exploring abilities.
Plan： Teacher asks each group to gather relevant information about the chosen museum. Teacher asks students to discuss in groups and make notes about its features, items facilities, services and routes. Teacher asks each group to collect latest information of activities and shows. Each group gather relevant information about the chosen museum. Students discuss in groups and make notes about its features, items facilities, services and routes.. Each group collects latest information of activities and shows. To help students prepare for the presentation.
Create Teacher asks students to search for photos and other pictures related to the museum. Teacher guides each group to make a complete report and set up the presentation. Students search for photos and other pictures related to the museum. Students make a complete report and set up the presentation. To teach students to cooperate with each other.
Present Teacher encourages each group to present their museums to the class. Other students make comments. Teacher asks the whole class to vote for the museum the class would most like to visit. Each group presents their museums to the class. Other students make comments. Students vote for the museum the class would most like to visit. To help students learn from each other.

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