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Book 4 Unit 2 Success教案设计
单元主题 本单元围绕“成功”这一话题展开，属于“人与自我”主题。希望学生通过本单元的学习，从他人的经历获得启发，思考什么是真正的成功、如何才能走向成功等题，为个人取得成出努力，其对学生的学习和生活影响非常深刻。本单元从大学教授Jason Harley将百万家产捐赠给慈善机构，自己过起了简朴生活的事迹，依次呈现了成功的五个秘诀、一位奥运冠军介绍自己的成功之路和人生选择，展现了她对体育事业的热爱和不畏他人言论力争奥运冠军的人生态度，助学生对成功有新的认知；同时在语言能力、文化意识、思维品质和学习能力等方面得到融合发展。
单元目标 语言能力目标 本单元的重点语言知识和语言技能包括: 1.积累关于成功话题的词汇和词块，学会使用passionate, determined, focused等形容词; work hard, lean from failure, believe in yourself等动词词块。2.能理解并使用现在分词。3.能掌握定冠词和零冠词的用法。4.使用序数词first, second, third, fourth, finally及last连接内容。并学会使用如下句式… is the most important, the next thing is to..., after that等表现内容之间的逻辑性。此外，学会使用举例的说明方法。 文化意识目标 “成功”这一话题具有丰富的内涵。成功对每个人都很重要，人人都希望成功。通过本单元的学习，学生应该了解中外杰出人物成功的经历，从多个角度感知和理解成功的真正含义，并获得积极的人生态度，树立正确的价值观。 思维品质目标 通过学习本单元关于成功的语篇，理解、分析和归纳促使人们走向成功的要素，深入理解成功的内涵，并反思自己在追求成功的道路上做得不足的地方。 学习能力目标 学会在听和读的过程中，提取关键词，记录重要信息；依据主题表达的需要，列出主要信息，组建基本信息结构；通过解释、举例等手段与人交流；利用构思、谋篇布局、起草、修改、编辑等手段创建和完善文本。
Topic talk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 Viewing + Speaking
主题语境 人与自我
内容分析 第一个语篇是Yang Jin和Leo之间的一段对话。Leo在对话中具体介绍了他近期对成功要素所做的研究，发现成功的要素包括：热爱所做的事情、意志坚定、努力、心存感激、自信、保持积极心态、从失败中吸取教训以及专注。对话的双方分别提到了自己所敬佩的成功人物，中国首位女航天员刘洋和运动员刘翔，并讨论了他们成功的要素。 第二个听力文本是Peter和Natalie之间的一段对话。Natalie结合自己的情况对比分析了四个成功要素的重要性。两人都认为要想成功，最重要的是成为一个更好的人，接下来是坚持学习团队协作和努力工作。 本课包括两个听力语篇，介绍了取得成功的主要因素以及对个人的发，属于“人与自我”主题。其主题意义在于通过对成功要素的学习和分析，让学生正确认识成功、理解什么是成功、怎样才能成功、从而在今后的学习、工作和生活中通过个人的努力和付出取得成功。
教学目标 获取成功的要素和秘诀； 用本课语言谈论钦佩的成功人物； 按重要性排序并描述成功秘诀； 根据自身情况，选择并按重要性排序写出三个成功秘诀，并说明理由。
教学重点 用本课语言谈论钦佩的成功人物。
教学难点 做听力时获取文章大意。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Activity 1 Ask and answer 1. T asks the Ss to answer the questions. Ss watch a video and answer the question: What do you think are the keys to success Widen students’ knowledge as well as develop cultivate noble character.
Activity 2 Activate and share T asks Ss to work in pairs to brainstorm “Success” and organize the information in the mind map. 1. Ss complete the mind map and share. 2. Ss talk about how to achieve success, jobs, secrets of success and characteristics. Volunteer students can present their information to the class. Brainstorm through mind map to activate students’ background knowledge about success.
Listening 1 Listen to the dialogue and complete it by underlining the words or expressions Ss hear. Try to take notes while listening. Ss read the sentence frames, explain the meanings of unknown terms and discuss what the dialogue could be about. Ss listen and complete the Text Builder. Listen to the key information and analyze the logic of expression to cultivate students’ listening ability and thinking quality.
Activity 1 Summarize T asks Ss to draw a mind map for the text. Ss recall the information they heard in the talk to complete the sentences. If needed, play the dialogue and pause after key statements in the interview. Improve students’ information integration ability.
Activity 2 Express yourself Use the mind map to talk about a successful person in Ss’s mind. Ss call out words/phrases they learned in this section and talk about a successful person in different pairs or small groups. Students think about a successful person according to what they hear.
Listening 2 Listen to the dialogue. Put Natalie's priorities in order of importance. Focus on key words while listening. Ss should put Natalie's priorities in order of importance while listening. Ss tell a partner what they expect to hear, e.g., the person who is successful and what makes him/her successful. Create opportunities for students to internalize language and logic.
Explore further Activity 3 Group discussion T asks Ss to answer questions. ①What is a successful person in your mind ②What are the keys to success Ss discuss in pairs or small groups and give reasons for their answers. Students listen to key information.
Review Role play Work in groups of four. Each one talks about what Ss believe is the key to success and introduce it to their group members. Use the following two charts to help them. Volunteer Ss can read their paragraph in small groups or to the class. Find out whether they have similar ideas on the people that they admire. Guide students to write the key to success, share and learn from each other in groups, so as to cultivate students’ language ability, thinking quality and culture awareness.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short paragraph about the keys to success. Ss write a short paragraph about the keys to success. Refer Ss back to the Text Builder to write a short paragraph. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Lesson 1 Money VS Success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 Reading + Speaking
主题语境 人与自我
内容分析 很多人把追求物质生活作为成功的标志和毕生奋斗的目标，而该文本报道的主人公Jason Harley十六年前已经是一位百万富翁，有一栋六居室的大房子和两百万美元，过着吃穿不愁的日子，但是他并没有感到快乐。这世界上还有很多人深受饥饿和贫之苦，而自己有百万财富却未曾帮助过他们，这种痛苦至内疚的感受让Jason决定放富人的生活。他把钱给慈善机构并搬进一间只有几件二手家具的公寓，至当当现金超过两千美元时他会把多余的线分给无家可归的人们。教授的物质生活发生了由富到简的变化，他的精神生活却从“别人看起来很成功”但自己并不快乐的状态，转变为拥有了“一种从未有过的满足和成就感”的幸福。Jason在接受果时表示自己并不后悔这样做，他认为帮助他人他理解了生命的真正意义并获得了真正的成功。 其主题意义在于让读者在人们大多以追求物质目标为幸福的思维定式中重新认识和思考金钱与成功的关系：富足并不一定快乐；自给自足、奉献社会、帮助他人可以帮助自己发现生活的真正意义，并带来幸福和成功感。
教学目标 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；能够读懂细节信息并写出正文的摘要。 获取并梳理 Jason Harley物质和精神生活的变化及其原因（即Jason Harley的金钱观）； 描述并阐释Jason Harley改变生活方式的经过和影响，并对其言行做出评价。
教学重点 获取并梳理 Jason Harley物质和精神生活的变化及其原因（即Jason Harley的金钱观
教学难点 描述并阐释Jason Harley改变生活方式的经过和影响，并对其言行做出评价。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before reading Activity 1 Discuss and share T asks Ss to discuss and share the questions. 1. What do you think is success 2. Do you think being a millionaire means success Why or why not Use the phrases below to help you. Ss discuss and share the questions with their desk mates. Lead to the topic, activate the Ss’ background knowledge.
While reading Activity 1 Observe and predict T asks Ss what might be the content of the interview. Ss predict what might be the content of the interview. Predict the topic of the interview through pictures and the title.
Activity 2 Read and list T asks Ss to read the text carefully and list Jason Harley’s attitude towards money. Ss read the article in detail and list Jason Harley’s attitude towards money. Understand the information intended to the interview to students in the text.
Activity 3 Read and underline 1. T asks Ss to read again. Underline the descriptions of Jason’s life in the past and now. Use a graphic organiser to illustrate their understanding. . Ss complete the exercise independently. Ss can use their dictionaries for understanding. Guide students to talk about Jason’s life, and internalize and use language.
Activity 4 Critical thinking T asks Ss students questions. ① How did Jason feel when he was rich Why ②Why did he give away all his money to charities ③How did he feel after he gave away all his money to charities Why In small groups Ss discuss the questions and provide reasons for their answers. Renew the educational concept, improve students’ critical thinking ability and guide them to think independently.
After reading Activity 1 Analyze the text structure T asks Ss to read Jason’s interview again. How does the author organize his introduction . Ss discuss in groups to analyze how the author organizes the story. Guide the students to judge the author’s writing intention based on the understanding of the article and the analysis of the writing features.
Activity 2 Complex sentences: relative clauses T asks Ss to have a preliminary understanding of verb-ing form. In pairs Ss read the sentences and judge the functions of verb-ing form together. Consolidate the learning content, use and internalize the language.
Group discussion T asks Ss to work in groups of five. Select one student to be an interviewer who asks the other four students questions regarding their opinions of Jason and other people's views on Jason’s choice of life. Ss make notes as they discuss it and share their answers with the class. Renew the educational concept, improve students’ critical thinking ability and guide them to think independently.
Conclusion T asks Ss to design a schedule to express their views on Money VS Success. Ss make a conclusion and express their views on Money VS Success Students learn from the outstanding qualities of celebrities.
Review Activity 1 Retell T asks Ss to retell Jason’s interview with the help of the flow chart. One representative share their group’s answers with the class.. Ss retell Jason’s interview with the help of the flow chart. One representative share their group’s answers with the class. Learn the new by reviewing the old.
Activity 2 Create T asks Ss to make a comment on Money VS Success with the help of the flow chart and the expressions they learnt. Ss make a comment on Money VS Success with the help of the flow chart and the expressions they learnt. The flow chart is concise and clear, which can promote students’ English knowledge structure and stimulate their interest.
Quiz Exercise 1 Translation Exercise 2 Fill in blanks T asks Ss to do the quiz. Ss translate sentences and fill in blanks by using key words in the text. Practice makes perfect.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short passage about their views on Money VS Success with the help of the skills they have learnt. Pay attention to the structure of their writing and finish exercise 9, 10 on page 33. Ss express their views on Money VS Success and have a deeper understanding of success.. Students promote writing by reading, and stimulate writing enthusiasm effectively
Verb-ing form & Articles板块教学设计 （Verb-ing form和Articles部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Grammar
主题语境 人与自我
内容分析 本语法模块的主要内容是掌握动词ing形式（Verb-ing form）的使用情况和如何正确使用冠词。
教学目标 能掌握动词ing形式（Verb-ing form）的使用情况； 能够区别和理解动词ing形式作主语、宾语、表语、定语、状语、补语的情况； 能正确使用定冠词、不定冠词和零冠词。
教学重点 正确理解并运用动词ing形式； 正确理解并运用冠词。
教学难点 能正确掌握和使用动词ing形式作主语、宾语、表语、定语、状语、补语； 能正确识别和运用定冠词、不定冠词和零冠词。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lean-in Activity 1 1. T asks Ss what Jason Harley;s attitude towards money is. Ss answer the questions and find the sentences with verb-ing form in the original text. Students perceive verb-ing form in specific contexts.
Activity 2 Forms of relative clauses T asks Ss to figure out the structure of verb-ing form. Ss read examples with verb-ing form and summarize the rules. Through observation, students analyze the perceptual knowledge they have acquired, summarize their characteristics.
Have a look T asks Ss to find out the verb-ing form in the sentences. In pairs Ss read the sentences and find out the verb-ing form in the sentences. together. Students identify verb-ing form.
Analyze Principles of choosing correct prepositions T asks Ss to work out the functions of verb-ing forms in each sentence. Ss work out the functions of infinitives in each sentence. Students observe the common features of verb-ing form and summarize the grammatical rules.
Practice T asks Ss to do exercises. Ss complete the sentences with correct form of the word in the bracket. Practice makes perfect.
Review T asks Ss to review what they learned today. Ss describe their attitude towards money and success by using verb-ing form. Learn the new by reviewing the old.
Quiz T asks Ss to rewrite the sentences using verb-ing. Ss rewrite the sentences using verb-ing. Practice makes perfect.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let their self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to polish the writing about their views on Money VS Success in Lesson one by using more verb-ing forms. Ss polish the writing about their views on Money VS Success in Lesson one by using more verb-ing forms. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Lesson 2 Top Five Secrets of Success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 Listening + Speaking
主题语境 人与自我
内容分析 第一个听力语篇讲述了成功的五个秘诀：热爱所做的事情、自信、努力、确立高远的目标以及坚持不懈。每个秘分別辅以一个著名人物成功的故事，包括农学家隆平、商界精英马云、世界首富比尔 盖茨、世界顶级网球明星德约科维奇以及作家J.K.罗琳。他们都是从底层出发，经历了数年的努力后，最终在各自的领域取得了世界级的顶尖成就。 第二个听力语篇是Ann和Bob之间的对话。在对话中Ann向Bob分享了《成功的秘诀》这本书中提到获得成功有三个重要方面，即为成功做好准备，通过积极心态培养出好习惯、以及采用一些提高日常效率的方法。 其主题意义在于通过五个成功秘诀、五位著名人物的励志故事，以及获得成功的三个重要方面，让学生了解获取成功的方法和途径，激励学生努力成功。
教学目标 通过听获取五个成功秘快的事实性信息(如五个成功秘诀的具体内容)； 借助思维导图，梳理听力获取的事实信息，描述并阐释五位成功人物取得成功的事迹(如：成功人物的行为与所取得的成就之间的关系等)； 结合学生自身情况，评价五个成功的秘诀，体现出学生对取得成功的方法的新认知。
教学重点 引导学生通过阅读材料和听录音获取细节信息。
教学难点 结合自身情况，评价五个成功的秘诀，体现出学生对取得成功的方法的新认知。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before listening Activity 1 Activate and share 1. T asks Ss who they think are successful people and what they think are the top secrets of success. Ss think about who they think are successful people and what they think are the top secrets of success. Students are trained to obtain information from multimodal texts.
While listening Activity 1 Observe and predict T asks Ss to listen to a talk called “Top Five Secrets of Success”. Before listening, predict the possible secrets of success for the representative figures listed in Activity 4. Ss develop ability to predict and improve their listening ability. Predict before listening. Get twice the result with half the effort.
Activity 2 Listen and check T asks Ss to listen and check their predictions. Then write down the five secrets they hear in the first column in Activity 4. Ss listen and check their predictions. Then write down the five secrets they hear in the first column in Activity 4. Guide students to grasp the main content from the listening text and obtain relevant information; guide students to pay attention to the internal logic of the topic.
Activity 3 Listen for specific information T asks Ss to listen again and complete the supporting facts along with the five figures’ achievements. When they finish, check with their partner. Ss listen again and complete the forms. Ss take notes as they listen. Further strengthen the language ability to obtain detailed information and arouse students’ emotional resonance.
Activity 4 Summarize T asks Ss to draw a map to help them organize the general idea of the talk, using the key information. In pairs students summarize the general ideas of the discussion and draw a map. Improve the student’ ability of induction and improve in the summary.
After listening Express yourself T asks Ss to choose one successful person to introduce to other members based on the notes in Activity 4. Ss share with the class an example of a successful person and their reasons for choosing this person. Ss make a short presentation about this person to the class. Help students to deepen their understanding of the theme and characters on the basis of known information.
Review Retell T asks Ss to use the map to help them give a summary of the talk to their partners. Ss retell the listening content and improve oral expression ability. Learn the new by reviewing the old.
Quiz T asks Ss to complete the summary with words from the talk. Use the map to help them. Play a quiz game and award a point to each pair for giving a correct answer. Review answers as a class this way. Practice makes perfect.
Self- evaluation T asks Ss to check the things they did in this lesson. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short paragraph about a successful person. Provide supporting facts and achievements. Share their secrets of success in pursuing success. Students gather information about a successful person. Ss write by using their own words and the vocabulary that has been explored in this unit. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Lesson 3 Success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 Reading + Speaking
主题语境 人与自我
内容分析 该文从一位奥运冠军的视角介绍她的成功之路和人生选择。作者通过介绍自己从小到大的亲身经历，闻述了为什么挑战自己的能力极限并一路走向奥运冠军领奖台。作者先是讲述了由于长期专注于训练而失去和错过的生活，同时也引入了朋友的顾虑，担心她会失去生活只剩一块奥运金牌独自分享。作者接着分析了自己做出这样选择的原因，并进一步表明要想战胜对手，就要多付出那么一点点，而正是多付出的这一点点使她能够达到顶峰。 其主题意义在于引发学生对成功的理性思考，客观地认识他人获得的成功，批判性地审视作者的人生选择。
教学目标 获取并分享作者的经历并推测她关于人生选择矛盾心理的根源； 梳理并汇报作者走向成功的原因； 分角色采访，从不同人物角色呈现作者的经历； 依据文本信息总结作者的品质并评价她的人生选择； 根据文章结构和语言特性，判断文章文体。
教学重点 如何使用地道的英语表达对“超人”的理解。
教学难点 能用得体的英语表达值得钦佩的人，如何描述生活中真正的“超人”。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Before reading Activity 1 Activate and share T asks Ss to discuss the questions. ①Which athlete do you admire most Why ②What did they do to get to the top of the sport Ss discuss the questions and share with others. Lead to the topic and activate knowledge.
While reading Activity 1 Observe and predict T asks the Ss to look at the title and photos. Predict what they will read in the article. Ss brainstorm questions that they would like to ask. Train students’ reading skills of locate certain information.
Activity 2 Read for general idea T asks Ss to read the the article quickly and answer the questions. Ss read the article and find the answers to their questions. Train students’ reading skills of getting the main idea.
Activity 3 Read for specific idea T asks Ss to read Paragraphs 1-4, complete the information in the table and then describe the writer’s situation to their partner. Ss are divided into small groups. In each group, complete the information in the table and share their answers with the class. Train Ss’ skills of getting specific information and better understanding the language of the passage.
Activity 4 Read and identify T asks Ss to read paragraphs 5-8. Identify the reasons why the writer was able to get to the top. Use a diagram to illustrate and talk about their analysis. Ss talk about the reasons and share their answers with the class. Train Ss’ skills of getting specific information and better understanding the language of the passage.
Activity 5 Read and analyze T asks Ss to read the article again and paraphrase the phrases or sentence in the article. Ss work independently to paraphrase the phrases or sentence and share their answers with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way.
Group discussion T asks Ss to think about three most important reasons why the writer was able to get to the top and find evidence to support their conclusion. Ss think about three most important reasons why the writer was able to get to the top and find evidence to support their conclusion.. Students discuss in groups to develop their oral ability.
Conclusion Express yourself T asks Ss to express themselves. Ss read the questions and support their answers with reasons. Groups share their answers with the class. Grasp the “soul” of the article in the summary.
Review Talk show T asks Ss to choose the four most important things they need to get to the top. Then rank their choices from 1 (most important) to 4 (least important). Share their list with the other group members. Give reasons for their choices. Ss to choose the four most important things they need to get to the top. Then rank their choices from 1 (most important) to 4 (least important). Share their list with the other group members. Give reasons for their choices. . Learn the new by reviewing the old.
Quiz T asks Ss to complete the summary using the correct form of the words and phrases below. Ss complete the summary using the correct form of the words and phrases below. Practice makes perfect.
Self- evaluation T asks Ss do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to write a short passage to introduce four most important things they need to get to the top. Pay attention to the structure of their writing. Ss write a short passage to introduce four most important things they need to get to the top. Pay attention to the structure of their writing. Students promote writing by reading, and stimulate writing enthusiasm effectively.
Writing: A Life Story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 Reading + Writing
主题语境 人与自我
内容分析 该文本介绍了郎平作为中国最知名的运动员之一，当运动员和教练时期的重大经历和突出成就，是一篇描述人物的写作范例。 郎平作为排球明星35年，为排球运动做出了巨大的贡献，这使她成为中国排球史上最受欢迎的人物。郎平在20世纪80年代是中国国家排球队的一名队员，她的打球风格使她赢得了“铁榔头”的称号。在1984年奥运会上，在郎平的带领下中国队获得了金牌，从1981年到1985年取得了一系列令人惊叹的胜利，包括世界杯、奥运会和世界锦标赛冠军。郎平退役之后，在美国和意大利担任排球教练。1995年，在国家队面临很大的困难时，她毅然决然地回国担任女子国家队教练。在她的领导下，球队重新回到了顶峰，得了2015年世界杯。 文本掲示郎平之所以成为中国的明星，是因为她的成功、积极的态度和接受挑战的能力。人们喜欢她不仅是因为她对事业的热爱，也因为她对排球运动的巨大影响。其主题意义在于通过郎平的故事让学生探讨什么样的人物特质使郎平获得成功，结合她在关键时刻的決择，进一步了解她的爱国情怀和所坚持的体育精神，从而受到启发和感染。
教学目标 基于对写作范例的分析列出自己的写作提纲(基本行文结构)； 确定并筛选出自己喜爱人物的具体内容(重大事件和凸显人物的特质)； 借鉴范例中的精彩语言和句式并运用到自己的初稿写作中； 对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作。
教学重点 确定并筛选出自己喜爱人物的具体内容(重大事件和凸显人物的特质)。
教学难点 对照评价标准和细则，通过自评和互评，从结构、内容和语言等方面改进写作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Lead in Get ready for writing T asks Ss to discuss questions with their partner. ①Who are you going to write about ②What is special about him/her ③What big events did he/she experience in his/ her life Ss discuss questions with their partner. . Lead to the topic, activate the Ss’ background knowledge.
Reading & analyzing Read for content T asks Ss to read the article and answer the questions. ①Who is Lang Ping ②Why was Lang Ping named “Iron Hammer” ③What is Lang Ping's experience as an athlete ④What is Lang Ping's experience as a coach ⑤Why do people like Lang Ping Ss read the article and answer the questions. . Predict the topic of the interview through tips and pictures.
Read for structure T asks Ss to label the paragraphs (a-c) in the boxes of each paragraph. Ss label the paragraphs (a-c) in the boxes of each paragraph. Looking for the skeleton of the article.
Read for language T asks Ss to recall the words and phrases learned in Topic Talk describing a person’s life. Ss apply the words and phrases learned in Topic Talk to describe a person’s life. Dig the corresponding information according to their own understanding and relate the advice to Ss themselves.
Writing activity Practice T asks Ss to write 2-3 sentences about the person that they are going to write about. Use the Sentence Builder to help them. Ss write 2-3 sentences about the person that they are going to write about. Use the Sentence Builder to help them. Practise narrative writing with the help of the given structure.
Outline T asks Ss to complete the outline of the person's life story based on Activity 3. Ss complete the outline of the person's life story based on Activity 3. Read to extract and summarise the information and understand the narrative structure.
Drafting T asks Ss to use their outline and the Writing Help to write the first draft. Ss know draft is the first version of a piece of writing and that it is also called a rough draft because it is not “smooth” or finished. Ss draft their life stories. Improve writing through peer evaluation.
Editing T asks Ss to edit their essay in pairs according to the following Peer Editing Sheet. Ss know that the final stage of writing, before publishing, is editing. When they edit, they check that their ideas are clear and that their sentences are complete. Ss exchange their writing with a partner and offer each other suggestions to improve their drafts. Good articles are not written, but altered.
Review T asks Ss to answer the following questions based on what we have learned. Ss answer questions: ①How to show the person's speciality ②What important events do you use to show his / her speciality ③What tenses and time expressions do you use ④What is the proper format of a life story Learn the new by reviewing the old.
Self- evaluation T asks Ss to do the self-evaluation. Ss do the self-evaluation. Let students’ self-evaluation become the driving force to motivate them to move forward. Students’ self-assessment can improve their learning enthusiasm and improve their learning.
Homework T asks Ss to polish the passage written in class. Ss polish the passage written in class. Students promote writing by reading, and stimulate writing enthusiasm effectively

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