资源简介

Unit 4 Journey Across A Vast Land(Assessing Your Progress)教 学设计
教学内容分析
What This period mainly focuses on three parts.The first part is a test for vocabulary and useful structure,including two activities.The second part is a self-reflection and evaluation on the content of this unit.The third part is a project,whose theme is "preparing for a long journey". How Activity 1 of the first part focuses on the use of the four words:freeze,arise,astonish,proceed. Students are supposed to use the four words in their correct forms in different contexts.Activity 2 of the first part is a conversation of a discussion of the novel Anne of Green Gables.Students are supposed to complete the conversation with the correct forms(V-ing or V-ed)of the words in brackets.In the second part,students are supposed to reflect on several questions concerning the content of this unit.In the third part,students are to work in groups to prepare for a summer holiday journey across a vast land. Why This period is intended to assess students'learning progress of this unit,work out improvement plans and properly put in use what they have learned in this unit.
学情分析
The target students are from Grade two,who have a proper command of skimming and scanning and have learned vocabulary about journeys in the word list of this unit.So there won't be much trouble for them in understanding the text.However,they had little awareness of self-assessment and lack practical self-assessing methods.
教学目标
At the end of this period,students will be able to:
1.Describe Li Daiyu's travelling stories with expressions concerning journeys and the significance of travelling. 2.Apply v-ING and v-ed and speaking skills--expressing surprise and curiosity and ending conversations naturally. 3.Know whether they have remembered some vocabulary about journeys,whether they can accurately use v-ING and v-ed and whether they can express surprise and curiosity and end conversations naturally.
教学内容
教学重点： 1.Guide students to describe Li Daiyu's travelling stories with expressions concerning journeys.2.Instruct studens to reflect and assess their learning progress. 教学难点： Guide students to accurately put in use v-ING and v-ed,properly express strprise and curiosity in conversations and end conversations naturally.
教学过程
Teaching steps Teaching Activities Purposes Levels
Lead-in (2min) Enjoy a video that Li Daiyu emailed to her parents and then answer the question: Besides time,what other elements are always included fo describe a journey Review Li Daiyu's journey across Canada Consolidating
Activity 1 (8min) Partl: 1.Answer the question: Besides time,what other elements are always included todescribe a journey 2.Work in groups to accumulate expressions about journeys by drawing a mind map covering the following elements; time,transport, Consolidate what students have learned in this unit when it comes to vocabulary and expressions. Generalizing
features, feelings markers activities and and discourse
Part2: Retell Li Daiyu's travelling stories with the help of the map on page 45. When one is retelling,others assess his/her performance with the following checklist
Apply and vocabulary check and Applying and Assessing
expressions that students have learned in this unit
Activity 2 (7min) Context: Liu Qian and Li Daiyu are taking a Prize-winning Quiz(有奖竞猜)in a shopping mall in Halifax.But they find it a little difficult.So they call for some help. Part1:Work in pairs to list all the possible forms of the four words:freeze,arise,astonish, proceed Part2:Individually fill in the blanks in the Prize-winning Quiz(exercise 1 on page 46) Part3:Work in pairs to check answers by discussing their meaning and the usage of y-ING and v-ed. Context Thanks to your help,Li Daiyu and Liu Qian eventually Put in use what students have learned in this unit about vocabulary (freeze, arise,astonish,proceed.) and grammar:v-ING and v-ed. Applying
finished the Prize-winning Quiz and got so many gifts
Activity 3 (7min) Context: After shopping,Li Daiyu and Liu Qian was invited to attend their cousin's literature class.Their teacher;Mr Clark was asking his students about a novel:Anne of Green Gables. Li Daiyu listened to their conversation and took some notes(see ex.2 on page 46), however;she missed some details.please help her complete it Part1: Complete the conversation in ex.2 Part2:Work in pairs to check answers and identify the usage of v-ING and v-ed. Part3: Summarize the usage of y-TNG and V-ed 1.Put in use and check wha t students have learned in this unit about grammar: v-ING and v-ed. 2.Summarize the usage of v-ING and v-ed. Applying and integrating
Context: Later,Mr Clark asked students to have a discussion about the novel:Anne of Green Gables In fact,Li Daiyu is very curious about this novel.
Activity 4 (10min) Partl: Listen to their conversation.While listening, pay attention to discourse markers and how they express surprise and curiosity. Context: Soon,Nancy and Sue joined in Li Daiyu and their cousins conversation Part2 :Work in pairs to role-play and continue their conversation Do use some sentences to express surprise and curiosity Do end conversation the naturally. out your Part3:Act in class conversatio n meanwhile,others vote for the best group with a checklist 1.Put in use what students have learned in this unit about speaking skills. 2.Check what students have learned in this unit when it comes to speaking skills Applying, Creating Assessing and
Activity 5 (4min) Partl:Enjoy the video and think:why do people take trips or journeys Part2:Review Li Daiyu and Liu Qian's feelings during their journey and summarize the significance of travelling 1.Get students to think about the significance of travelling. 2.Activate students interest in travelling Generalizing and Integrating
Conclusion (2min) Do some Self-assessment by completing a Self-assessment sheet for this unit. Guide students to do self-assessment Evaluating
Homework Choose one of the following tasks. Option A: Suppose you and your friends are going to take a journey to see the true north of China Talk with your partner about your plan and work in groups to make a poster for your journey.Send it for a tourist route design competition if possible. Option B: Talk with your partner about one of your own journeys and then write a travel journal.Send it to one of the English newspaper publishers and see if you can get it published. Get students to apply what they have learned in this unit to their daily lives. Applying and Creating
附互评表及自评表：
Peer Assessment for describing journeys
Items Yes/No
Does he/she use expressions to state time or duration
Does he/she use expressions to indicate transport means
Does he/she use expressions to describe the authors'activities
Does he/she use expressions to show features of places
Does he/she use expressions to convey the authors'feelings
Does he/she use necessary discourse markers
Peer Assessment for speaking skills
Items perfect (5') g0od (3') SO-SO (1') (0 (n)o’ (ne))
They properly use sentences to express surprise and curiosity.
They end the conversation naturally
They use proper body language.
There are no grammar mistakes.
Self-assessment sheet for this unit
After learning this unit, choose one or more and tick( √)
I can describe LiDaiyu's travelling stories with relevant expressions, including: time ■transport means ■ activities ■places'features ■feelings ■discourse markers
I can talk about the significance of travelling: yes ■no
I can accurately use v-ING 画yes omostly aseldom no
I can accurately use v-ed ■yes mostly ■seldom no
in conversations,I can: ■ properly express surprise and curiosity ■ end the conversation naturally
my improvement plan:

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