资源简介

Unit 12 Better Together
Lesson 1 Listening & Speaking
I. Material analysis
内容解读：Listening and Speaking部分为听说活动。通过6张活动照片，将学生带入到“团队活动”的情景中。首先，通过图文匹配认识团队活动，并通过语境选出不同场景下相应的团队活动，接着，学生通过替换练习巩固所学知识。然后，通过听力练习帮助学生学习更多团队活动的相关表达。最后，利用本部分的相关知识，结合自身情况，迁移创新，谈论个人的校园团队活动经历。本部分共有3个活动。
II. Teaching aims
1. 在看、听的活动中，获取团队活动的相关表达；
2. 在真实的语境中，分享彼此团队活动经历；
3. 理解并认识到协同合作在团队活动中的重要性。
III. Teaching procedures
课时教学内容概述
本课时为听说活动，以单元主题词汇学习为引领开展听说活动，帮助学生打开话题。Activity1 为词汇学习，分为A、B和C三个小活动。活动A呈现团队活动图片，学生通过图文匹配学习有关团队活动的词汇；活动B学生根据具体的语境选择相应的团队活动；C活动学生进行替换练习，对A、B两部分内容进行简单操练，理解和巩固如何询问他人的团队活动经历。此活动旨在帮助学生学习理解单词、短语和句型，为学习理解类活动。Activity 2为听力训练，输入更多类型的团队活动。学生通过听力勾选团队活动中的分工协作活动，复习所学知识并能简单介绍一家人家庭大扫除的团队活动经历，此活动为应用实践类活动。Activity 3为自由对话，学生结合自身情况，谈论个人的学校团队活动经历。此活动为迁移创新类活动。
教学流程图
教学步骤学习活动效果评价Step 1 Lead-inLook at the pictures on Page 93 and answer：·Who are they ·Where are they ·What are they doing together ·Do you often take part in group activities How do you feel about working together with your friends or classmates 观察学生回答问题的表现，评价其融入新课堂的情况。设计意图：利用图片创设情境，导入团队活动主题，激发学生参与的兴趣，为后续学习做好铺垫。Step 2 Viewing &Pre-listeningMatch the activities(a-f) with the pictures on Page 93. Then check the answers.Read the activities together.Read and understand the sentences in B and fill in the blanks with suitable activities in Activity A. Then check the answers.Read the sentences together.根据学生对团队活动的图文匹配情况，判断学生的读图能力。观察学生填空情况，评价其对句子的理解能力。设计意图: 引导学生观察图片并基于图片信息提取、理解和内化有关团队活动的表达，帮助学生在语境中学习并正确使用目标语言，为听力活动做铺垫。Step 3Listening & SpeakingListen and repeat the conversation in C. Work in pairs.Practice the conversation in C.Work in pairs. Replace the parts in bold and practice with the partner.Share in class。Predict the main idea according to the information given in Activity 2.Listen and tick the activities family members did on House Cleaning Day, then check the answers.Introduce the activities on House Cleaning Day based on the information in listening, paying attention to the use of simple past tense.观察学生朗读和模仿表达是否正确，以及两两对话中的表现，评价其在真实语境中信息置换的能力，把握学生对重点语言表达的学习和内化情况。观察学生对家庭清洁日的活动的勾选情况，判断学生在听中提取关键信息的能力。观察展示中学生能否正确描述团队活动中的细节信息，根据需要给出必要的指导。设计意图：通过听读活动及角色扮演，引导学生获取文本中的团队活动及家庭成员行为等关键信息，在交流中运用所学知识，内化语言，为后续语言输出奠定基础。Step 4Post-listeningWork in groups.Choose one of the activity in the school. Discuss how you and your classmates work together in it.3. Some students share in the class and vote for “The best team activity”观察小组讨论活动中学生表现，根据需要给出必要指导和反馈。观察学生向全班展示的情况，评价教与学的成效。设计意图：引导学生联系实际生活，介绍自己的团队活动经历，用所学语言做事情，实现迁移创新。
IV. Blackboard design
Unit 12 Better TogetherLesson 1 Listening & SpeakingPhrases:School drama show dragon-boat race tree planting blackboard newspaper making basketball match spring picnicHow did you work together in the … --I dug the hole and …
Unit 12 Better Together
Lesson 2 Function and Pronunciation
I. Material analysis
内容解读：Function部分为功能句的学习，结合语用知识学习，从“听”的视角切入单元“团队活动”的主题。开展听、读、说、写语言综合运用能力训练。首先，学生通过两两对话的形式讨论图片中的活动，预测听力内容，为听力活动做准备。然后，通过听2遍音频，分别完成回答问题和填词两个活动，帮助学生学习和巩固本单元有关团队活动的功能句。最后，通过小组讨论活动，引导学生联系自我，在真实语境中运用所学语言知识，分享自己在团队活动中遇到的问题和处理的方法。本部分共有4个活动。
Pronunciation部分为语音训练，包括音标/ /, / /, /u /, / /, u/j (r)/, / n/, /j/, / /, /a /以及单词的强读式和弱读式。首先，通过听Chant感知含有以上发音的彩色字母及字母组合的读音，再通过跟读模仿练习发音，进而归纳读音规则，做到见词能读。然后，通过听音辨析的应用实践活动，区别相同字母组合在单词中的不同发音，提高发音的准确性。最后，通过朗读对话和句子，体验在英文句子中需要强读式和弱读式单词的特点。本部分共有4个活动。
II. Teaching aims
1. 根据所给语篇，运用听力策略获取李想和王俊峰足球比赛后个人反思的具体信息；
2. 在创设的新情景中，运用所学语言探讨解决团队成员分歧的办法，深刻体会良好的沟通、高度的信任以及默契等团队合作所必备的优秀品质；
3. 根据字母组合or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/及字母y/j/, / /, /a /的读音规则拼读单词，做到见词能读，听音能辨；
体验英文句子中介词和助动词等词的强读式和弱读式。
III. Teaching procedures
课时教学内容概述
本课时是功能部分和语音训练。Function部分结合语用知识学习，从“听”的视角切入单元主题。Activity 1为听前热身讨论活动，以图片的形式呈现足球赛后队员因输球相互抱怨到达成和解的故事，为听力活动作准备。Activity 2为听中学习理解活动。学生听音回答问题，并思考故事给与的启示与思考。Activity 3为听后应用实践活动。学生再次听音梳理细节信息，完成李想和王俊峰的赛后总结和思考。Activity 4为听后迁移创新活动。学生使用所学语言得体、恰当地与他人进行沟通和交流，处理团队活动中的分歧、达成共识。Pronunciation部分为语音训练。Activity 1帮助学生感知语音现象，学生通过chant感知字母组合or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/及字母y/j/, / /, /a /的发音。Activity 2帮助学生归纳语音规则。学生通过跟读单词及其发音归纳和总结字母组合or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/及字母y/j/, / /, /a /的发音规则。Activity 3帮助学生内化语音知识。学生通过听音区别相同字母和字母组合在单词中的不同发音，提高发音的准确性，巩固所学语音知识。Activity 4帮助学生提升语音技能。学生通过听音跟读句子，体验英文句子中强读式和弱读式的单词特点，学会用语音知识更好地表达自己的意图和态度。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Watch a highlight of a football match to understand the teamwork in the game.Work in pairs. Brainstorm more team sports. (basketball, football, volleyball, handball, water polo, field hockey, rugby, Softball, cricket) 观察学生回答问题的表现，了解其有关体育团体项目话题词汇的储备情况。
设计意图：利用视频导入本节课的教学情境，激活已知，为后续的语言学习做好铺垫。
Step 2Listening& Speaking Pair work. Look at the pictures and discuss what happen to them.Listen to the conversation and answer the questions in Activity 2.Listen and read. Then complete the refection of Wang Junfeng and Li Xiang. Then check the answersListen and repeat.Work in groups. Role play the conversation and show it in class. 根据学生的回答，判断学生读图以及预判听力内容的能力。根据学生表现，评价学生获取关键信息的能力。观察角色扮演展示中学生表现，根据需要给出必要指导和反馈。根据评价量表评价学生的表现。
设计意图：根据文本回答问题及补全信息，培养学生提取关键信息的能力；通过角色扮演促其内化所学，为后续的迁移活动做好准备。
Step 3Group work Suppose you and your team members have some disagreements, and discuss how you’ll deal with them.Share your discussions and solutions in class. 根据学生表现，评价其在综合运用所学词语、句型和结构的情况，给予必要指导和反馈。
设计意图：在迁移创新的语境中，通过小组讨论活动，帮助学生正确使用所学语言，学以致用，发展语言能力。
Step 4Pronunciation Read the chant in Activity 1 individually. Pay attention to the pronunciation of the colored letters. Listen and repeat the chant.Listen and repeat the sounds and words aloud in Activity 2. Read aloud and sum up the pronunciation rules of some groups of letters (or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/，y/j/, / /, /a /).Read aloud the new words with the same groups of letters. Listen and circle. Pay attention to the different pronunciations of the same letter combinations.Listen and identify the words: When some words with similar letter combinations are presented, one student reads aloud these words and the others try to identify the words they hear.Read the sentences in Activity 4 compare the strong forms and weak forms. The listen and imitate. 观察学生跟读、根据规则读新词以及识别相近单词不同读音的活动表现，判断其对语音规则掌握和运用的情况。观察学生的模仿情况，判断其对介词、助动词等功能词的强读和弱读的掌握情况。
设计意图：通过听、跟读chant、朗读单词、识别读音等一系列活动，培养拼读能力；通过模仿操练，体验在英文句子中介词等功能词的强读和弱读的特点。
IV. Blackboard design
Unit 12 Better TogetherLesson 2 Function and PronunciationFunction:You tried your best.They have good skills and teamwork.Let’s help each other and learn more about team work.One player doesn’t make a team.PronunciationOr ow ui ur ure tion y[ :] [ ] [u:] [ :] [j (r)] [ n] [j] [i:] [a ]
Unit 12 Better Together
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：Thinking Skills部分为思维技能学习，内容为分析问题和解决方案。首先，学生通过阅读分析问题和解决方案的说明了解该思维技能的含义。其次，学生借助图片、文本和思维导图学习如何使用图表来分析团队活动中的问题和解决方案。然后，学生阅读文本，完成分析问题和解决方案的图表，实践和内化所学。最后，延伸到学生自己学校的活动场景，运用图表分析教室清洁活动中的问题，讨论解决这一问题的方案，在新情境中运用所学完成任务。本部分共有3个活动。
Reading Strategies部分为阅读策略学习，通过“略读和扫读”策略获取文本主旨大意和查找关键细节。首先，学生简单介绍“略读和扫读”阅读策略。其次，学生通过跳过细节，略读文本，获取主旨大意。接着，扫读文本查找细节，回答问题，使学生初步感知和学习如何进行略读和扫读。最后，学生运用“略读和扫读”策略，阅读新文本并回答问题。本部分共有3个活动。
II. Teaching aims
1. 运用分析问题和解决办法思维技能，绘制图表，培养批判性思维和问题解决能力，增强团队合作与交流意识；
2. 运用略读和扫读的阅读策略，获取文章的主旨大意和关键细节，提升阅读技巧和信息处理能力；
3. 绘制分析问题和解决方案图表，组织语言，清晰、有条理地分享解决问题的办法，提高表达能力和知识应用水平。
III. Teaching procedures
课时教学内容概述
本课时为思维技能和阅读策略的学习。Thinking Skills部分为“分析问题和解决方案”思维技能的学习。Activity 1为学习理解活动，通过呈现图片、文本、分析问题及解决方案图表，帮助学生学习通过图文结合的方式梳理文本信息，分析问题及解决方案，初步掌握思维技能。Activity 2为应用实践活动。学生阅读语篇内容完成分析问题和解决方案图表，巩固和内化Activity 1中所学技能。Activity 3为迁移创新活动，学生针对某一教室清洁问题绘制问题及解决方案图表，并根据图表进行讨论，帮助学生掌握分析问题及解决方案的思维技能，在新语境中运用所学完成任务。Reading Strategies部分为“略读和扫读”阅读策略的学习，帮助学生快速获取语篇的主旨大意和关键细节。Activity 1和Activity 2为学习理解和应用实践活动。学生通过图片和略读获取文本大意，再通过扫读回答细节问题，开展思维技能的学习。Activity 3为迁移创新活动。在新语境下学生运用所学阅读策略，获取新语篇的主旨大意和关键细节，完成任务。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Read and understand the thinking skill of “analyzing problems and solutions”. Observe the pictures in Activity 1 and answer the question: What happened to Li Xiang And What did his friends do then 观察学生回答问题的表现，判断其提取图片信息的能力。
设计意图：通过观察图片，引导学生通过图片获取关键信息，预测情节发展，为接下来的学习做好铺垫。
Step 2Reading&Learning Read the text, study the problem and solution chart, and learn this thinking skill.Read the text in Activity 2, Complete the problem and solution chart. Then check the answer. Retell the text based on the problem and solution chart. 根据学生绘制分析问题和解决方案图表的情况，判断其对分析问题和解决方案这一思维技能的掌握情况。
设计意图： 引导学生使用分析问题和解决方案的技能来整理文本内容，创建分析问题和解决方案，为在现实生活情境中应用该技能打下基础。
Step 3Drawing &Sharing Work in groups. Think of a problem of classroom cleaning.Discuss how to solve the problem by using the problem and solution chart.Some students share their problem and solution charts and discuss the solutions in class. 观察学生分析问题和解决方案图表的完成情况，评价其对分析问题和解决方案这一思维技能的使用情况。观察学生分享分析问题和解决方案的表现，根据需要给出必要指导和反馈。
设计意图：引导学生利用分析问题和解决方案的思维技能，结合自身实际情况，绘制自己的教室清洁问题和解决方案图，并整合运用所学知识分享分析问题和解决方案，学以致用。
Step 4Reading strategies Read and understand the strategy of “skimming and scanning”.Look at the picture in Activity 1 and predict the main idea.Skim the text and underline the main idea, then check it.Scan the text and answer the question.Read the text and answer the questions in Activity 3 and then check them. 观察学生在读标题、看图过程中预测主旨的表现，判断学生对该阅读策略的掌握情况，必要时给予指导。
设计意图： 通过预览图片来预测文本的主旨，利用略读和扫读帮助学生熟悉在快速获取主旨大意和关键细节时应注意的关键点，从而培养他们的信息处理能力，提升阅读技巧。
IV. Blackboard design
Unit 12 Better TogetherLesson 3 Thinking Skills and Reading StrategiesThinking Skills: Analyzing problems and solutionsA problem is what goes wrong.A solution is the way to solve the problem.Reading Strategies: skimming and scanningSkim for the main idea.Scan the text only for details to answer the question.
V. Teaching material
Thinking Skills: Analyzing problems and solutions
Exercise 1: Find the Problem or Solution
Problems Solutions
I couldn’t find my favorite toy bear before sleeping. __________
I rode with my grandpa instead of riding with my parents in their car.
Susie broke her mom’s favorite cup when she was running around the house. __________
I hide my diary so my little sister couldn’t find it.
Exercise 2 Match the problem to their best solution.
PROBLEMS:
A. It’s a hot day and the air conditioner isn’t working.
B. You want chocolate ice cream, but the store doesn't have it.
C. You have to do your homework, but you don’t understand it.
D. He wants to play basketball, but nobody wants to play with him.
SOLUTIONS:
1 Ask other people to help you.
2 Go out and sit under a big tree.
3 Try a different one with chocolate sticks.
4 Play on something else and wait for other people.
Exercise 3 Judge the colored part is problem or solution.
1.I forgot my lunch at home so my mom brought it to me.
The red part of the sentence is the_______
1. It is raining outside so I ran and got an umbrella.
The red part of the sentence is the_______
2. Kevin got sick and went to the doctor.
The red part of the sentence is the_______
3. Alex got a D on his test so he studied harder.
The red part of the sentence is the_______
5.I dropped my cup of juice on the floor so I cleaned it up.
The red part of the sentence is the_______
Reading Strategies: Skimming and scanning
Exercise 1 Read the text and finish the tasks.
Better Together
In our class, we had a group project. At first, everyone had different ideas and it was a little noisy. But then we began to listen to one another. Some were good at drawing, some were excellent at writing, and some were great at getting things in order. When we worked as a team, putting our skills together, the project went well. We realized that by helping and supporting each other, we could do a much better job than by ourselves. Just like in a team, when we are better together, we can reach our goals and enjoy the process more.
Part 1:Skimming Questions
1. What is the main idea of the text
2. ]What did they learn from the experience
Part 2:Scanning Questions
1.What were some students good at
2.How did the project go in the end
3.What happened when they listened to each other
Exercise 2 Skimming and Scanning Challenge
1.The word “garden” appears 6 times. Underline them all in red.
2.The word “flowers” appears 3 times. Underline them all in green.
3.Circle the word “pool” in blue. How many are there
4.Circle the word “people” in yellow. How many are there
5.Circle the word “community” in purple. How many are there
Our Community Garden
Our community has a wonderful garden. It's full of life and beauty. In the spring, the garden is filled with colorful flowers. The flowers bloom in reds and yellows. There are also small trees and they start to grow new leaves.
The community members take good care of the garden. Some people come to water the plants regularly. Others help to clear away the dead grass to keep the garden clean. Children like to run around and play in the flower beds. They are always excited to discover little insects and butterflies.
In the center of the garden, there is a small pool. The water is clear, and you can see some fish swimming freely. There are many seats around the pool. People can sit and relax there, and enjoy the fresh air. The community garden is not just a place with plants and flowers, but also can bring people closer and makes our community a better place to live in.
Unit 12 Better Together
Lesson 4 Theme Reading
I. Material analysis
内容解读：Theme Reading部分为主题阅读活动，为单元最核心的部分。内容为故事主人公曹东从大公司辞职，回到家乡，和三位朋友一起帮助村民种植和销售橘子，助力乡村农业振兴发展的故事。首先，学生通过看图讨论活动，激活主题相关背景和知识，为语篇学习做好准备。其次，学生运用“略读与扫读”策略获取文本主旨大意和关键细节并回答问题，回扣本单元的阅读策略，提升策略运用能力和阅读理解能力。接着，学生再通过阅读文本，完成段落主旨大意。然后，学生运用本单元所学思维技能，复读语篇，用图表梳理曹东团队助农过程中遇到的问题及解决方案，巩固本单元的思维技能。最后，学生通过选词完成句子，开展语言知识学习与应用活动，巩固话题词汇。本部分共分为5个活动。
II. Teaching aims
1. 用略读和扫读的阅读策略快速获取语篇及段落的主旨大意和关键信息；
2. 用分析问题和解决方案思维技能梳理文本，完成图表以理解情节发展；
3. 体会语篇中所体现的团队精神，并领悟到团结协作的力量。
III. Teaching procedures
课时教学内容概述
本课时为主题阅读，语篇为记叙文，内容围绕工程师周东从大公司辞职回到家乡，和他的三位朋友一起帮助村民种植和销售橘子的故事展开。Activity 1为热身准备活动。学生通过两两合作，看图并讨论超市里的橙子来自哪里，激活主题相关背景知识，为语篇学习做好准备。Activity 2为阅读理解及策略应用活动。学生通过略读和扫读获取文本主旨大意和关键细节，起到回顾本单元阅读策略的作用，提升策略运用能力和阅读理解能力。Activity 3为语篇精读及深入理解活动。学生通过阅读语篇深入理解每一段的段落大意。Activity 4为思维技能实践应用活动。学生再读语篇分析问题及解决方案，完成图表，回顾本单元的思维技能。Activity 5为语言知识学习与应用活动。学生通过完成选词并用其正确形式填空的练习，巩固团队活动的相关词汇。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Free talk：Ask and answer:·Do you enjoy eating fruits What's your favorite and why do you like it ·Do you know how fruits get from the farm to our supermarket Can you name a few steps ·Growing and selling fruits can be hard work for farmers. What do you think might be difficult for them How could you help 观察学生的回答情况，评价学生对水果供应链及农业劳作的理解，了解他们在相关话题的知识储备情况。
设计意图：通过师生对话的形式，引导学生讨论水果种植到销售的流程，激活已有知识，激发兴趣，为本课的学习做铺垫。
Step 2Pre-reading Work in pairs. Observe the pictures and talk about where the oranges in the supermarkets come from.2. Predict the main idea of the text. Then check the prediction. 观察学生的讨论，判断其是否具有依据图片获取信息、预测文本内容的能力。
设计意图：引导学生观察图片，依据场景、人物行为等获取信息，预测文本内容。
Step 3While-reading Skim and scan the text to answer the questions. Then check the answers.Read and complete the main idea of each paragraph.3. Complete the problem and solution chart according to the text. Then check the answers. 观察学生读中回答问题的情况，评价学生对文章主旨大意和关键细节的理解能力。观察学生分析问题与解决方案的图表填写情况，判断其对分析问题与解决方案图结构化知识的掌握情况。
设计意图：引导学生阅读课文，捕捉主旨大意、提取关键信息。通过绘制问题与解决方案的分析图表，梳理文本内容, 理解情节发展，应实践分析问题与解决方案这一思维技能。
Step 4Post-reading Fill in the blanks with the correct form of the phrases in the box. Then check the answers.Work in groupsRetell the text based on the problem and solution chart in Activity 4. Then show it in class.Further thinking: ·What do you think of Zhou Dong and his friends ·What kind of team spirit can you learn from them ·What can you do to help the villagers 观察学生在选词填空中的填写情况，判断学生对核心词汇的掌握情况。观察学生的复述是否全面具体，使用语言是否正确，把握学生对目标语言的内化情况。 根据学生对问题的回答判断学生对语篇隐含信息的理解情况。
设计意图：基于分析问题与解决方案图表，复述周东和他的朋友帮助农民的故事，内化所学知识，并通过深度思考，引导学生感受文中所体现的团队精神，并领悟团结协作的力量。
IV. Blackboard design
Unit 12 Better TogetherLesson 4 Theme ReadingWorking together to develop our hometownWhat’s the main idea of the text What problems did they meet How did they solve them Phrases:work as give up make up one’s mind to set to try every means to
Unit 12 Better Together
Lesson 5 Grammar in Use
I. Material analysis
内容解读：Grammar in use部分为语法学习，内容为后缀“-ly”和连词“and/but/or”的用法。在后缀“-ly”部分，首先，学生通过观察图片和阅读句子，感知形容词加后缀“-ly”转变为副词的构词法，归纳其变化规则。然后，学生通过完成句子和短文，观察、归纳和总结副词的用法和语用功能。在连词“and/but/or”部分，学生通过对话感知语言现象，再通过填写表格梳理使用规则，最后，学生在特定语境中运用本部分所学语言知识正确使用连词“and/but/or”。本部分共有6个活动。
II. Teaching aims
1. 在语境中理解后缀-ly构词法和连词and/but/or的形式、意义和用法；
2.初步具有运用后缀-ly的构词法和连词and/but/or的意识和能力；
3.在新语境中运用所学语法知识，描述团队活动，体会沟通与协作的团队精神。
III. Teaching procedures
课时教学内容概述
本课时为语法学习与使用，分为两个部分，包括后缀 -ly和连词and、but、or。后缀-ly部分：Activity 1 呈现语法现象。学生通过观察图片和阅读句子，了解和感知形容词加后缀-ly变副词的构词法和基本意义。Activity 2归纳语法规则。在Activity1的基础上，学生用所给单词的正确形式完成句子，并归纳和总结形容词加后缀-ly变副词的变化规律和副词的用法，Activity 3 为迁移创新类活动，学生应用 通过选词填空的方式，在新语境中选择正确的副词完成语篇，巩固所学知识。学生通过3个活动感知意义、归纳形式和实践应用。连词and、but、or部分：Activity 1呈现语法现象。学生通过对话感知连词and、but、or在连接一个句子的两个部分或两个句子的形式、意义。Activity 2归纳语法规则。学生结合表格中呈现连词and、but、or的用法，填空完成句子，完成连词and、but、or的表格。Activity 3为迁移创新应用。学生阅读语篇，在新语境下选用正确的连词补全短文，巩固所学。学生通过3个活动感知意义、归纳形式、实践应用。
教学流程图
教学步骤 学习活动 效果评价
Step 1Observing Look at the pictures in Activity 1 and read the accompanying sentences. Pay attention to the adjectives and adverbs that are in bold.Read the sentences in Activity 1 and identify the word formation of adverbs created by adding "-ly" to adjectives. 观察学生的表现，根据学生的梳理情况，了解其对后缀-ly构成副词的认知。
设计意图：在语境中呈现后缀-ly的语法知识，在图文语境中指导学生对比形容词和副词，感知形容词加后缀-ly变副词的构词法，进而理解副词的基本意义和语用功能。
Step 2Summarizing Compare the positions of adjectives and adverbs in the sentences in Activity 1 to understand their distinct functions and plete the sentences with the correct form of given words in Activity 2. Check the answers.Summarize the transformation rules of adjectives to adverbs with the -ly suffix and the usage of adverbs. 观察学生的表现，根据学生完成句子及归纳情况，了解其对后缀-ly及副词用法的认知。
设计意图：引导学生讨论，对比、分析、发现形容词加后缀-ly构成副词以及形容词和副词在意义和使用上的区别。
Step 3Applying Play a game. Adjective-Adverb practice: the teacher gives each team a set of cards with adjectives. Teams work together to add -ly to turn them into adverbs and use them correctly in sentences. The team with the most accurate and creative sentences wins.Read the text in Activity 3 and complete the text with the adverbs in the box. Check the answers.Read the text in Activity 3 aloud and understand the usage of adverbs in the context.Work in groups.Discuss how the students collaborate on the project. Create a chart that outlines the problems and their solutions. 观察学生在练习中的表现，判断其能否运用后缀-ly构词法及副词。观察学生在语篇中根据语境选择副词的情况，判断其是否能理解其形式和意义并在语境中正确使用。观察学生的讨论，根据需要给出必要的指导和反馈。
设计意图: 通过形容词变副词和选词填空完成短文的练习活动，帮助学生在语境中正确使用后缀-ly构词法及副词。同时通过阅读文本，培养学生沟通与协作的团队精神。
Step 4 Observing Read the dialogue in Activity 1 to understand the meanings of the conjunctions and/but/or.Pay attention to their positions and functions within the sentences. 观察学生在讨论中的回应和反馈，给与鼓励和帮助。
设计意图：通过讨论，引导学生初步感知and，but，or的用法.
Step 5 Summarizing 1. Complete the table in Activity 2 and learn how to use the conjunctions "and，but，or".2. Check the answers. 3. Summarize the rules for using conjunctions "and/but/or" 观察学生完成表格的情况，了解其对连词and，but，or的形式、意义及使用的掌握。
设计意图：通过表格梳理连词and/but/or的语法规则，帮助学生理解并掌握连词and/but/or的用法。
Step 6 Applying Look at the picture in Activity 3 and discuss where they were and why they shook hands with each other. Read the text in Activity 3 and complete the text with and，but，or. Check the answers. Read the text together.5. Discuss what team spirit the text shows. 观察学生讨论和回答问题的表现，根据需要给出必要的指导和反馈。观察学生完成语篇的情况，了解其对连词and，but，or的形式、意义及使用的掌握。观察学生的讨论，根据需要给出必要的指导和反馈。
设计意图：引导学生在新语境中理解和使用连词and，but，or，提高文章连贯性和逻辑性，更清晰、更有效地表达思想和观点，正确使用连词。
IV. Blackboard design
Unit 12 Better TogetherLesson 5 Grammar in UseThe suffix-lyHeavy- heavily quiet- quietly loud- loudly happy-happilyIt was raining heavily. We should speak quietly. I speak to her loudly.Conjunctions and/but/orHe can read and write.It wasn’t the white one but the blue one.Would you like a cup of coffee or a cup of tea – I’d like a cup of tea.
Unit 12 Better Together
Lesson 6 Oral Communication
I. Material analysis
内容解读：Oral Communication部分为口语交际活动，采取“以听促说”的形式引导学生拓展单元“团队活动”话题，开展语言交际活动。首先，学生听音频，内容为介绍个人团队活动经历的独白，完成信息连线匹配；接着，学生再听一遍，完成表格填写。最后，学生利用所给活动素材和语言提示，进行小组讨论，谈论个人的团队活动的经历。在此过程中，学生熟练运用介绍团队活动的目标语言及相关语法进行交流做到语言得体自然。本部分共有2个活动。
II. Teaching aims
1. 运用所学听力策略获取关于团队活动经历的重要信息；
2. 正确使用相关语言描述团队活动经历；
3. 在分享活动中，深入理解团队活动的意义，领会团队精神。
III. Teaching procedures
课时教学内容概述
本课时为口语交际活动，内容围绕团队活动经历展开。Activity 1为听力理解活动，分为A和B两个小活动。在活动A中，学生根据听力内容完成信息匹配；在活动B中，学生二听文本，完成听力填词活动。两个活动从信息匹配到用词填空，由浅入深地帮助学生梳理、掌握听力文本中的关键信息，了解邓华和高老师的团队活动经历和感悟。Activity 2 为口头表达活动。在Activity 1 的基础上，以问题为支架，帮助学生组织语言谈论自身参加团队活动的经历，进行小组讨论和分享。听力策略的小贴士部分引导学生阅读表格后再听录，以预测将要听到的内容。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Look at the pictures and talk about the teamwork activities in the pictures.Share your personal experiences with teamwork 依据学生回答内容，判断学生描述图片活动和谈论自身团队合作活动经历的语言能力。
设计意图：通过展示团队活动的图片，引导学生讨论图片，复习团队活动的相关表达，并引导学生尝试分享个人的团队活动经历，激活已有知识。
Step 2 Listening Read through the information in Activity 1 A and guess what the monologs is about.Listen to the monologs and match the information.3. Check the answers.4. Listen again and fill in the blanks in 1B.5. Check the answers.6. Read the monologs in Activity 1 aloud. Pay attention to the strong forms and weak forms. 观察学生听力活动完成情况，评价其听力活动中获取和记录关键信息的能力。观察学生朗读和模仿独白情况，给出必要指导和反馈。
设计意图：通过多层次的听力活动，培养学生听前确定目标、听中获取和记录关键信息的听力技能。
Step 3 Oral Communication Work in Groups. Think back to a teamwork activity you've participated in. Record the key details based on the questions provided in Activity 4.3. Take turns to share the experiences of teamwork within the group.4. Some students share in the class. 观察学生的小组活动表现，判断其能否在口语交际中使用较为准确的词语和表达法，语音、语调基本正确，必要时给予帮助。
设计意图: 通过小组合作的口语交际形式，引导学生在口头表达中使用恰当的句型、流畅的语言介绍自己的团队活动经历，提升学生口语交际能力。
IV. Blackboard design
Unit 12 Better TogetherLesson 6 Oral CommunicationExperiences of teamwork activitiesWhat is the teamwork Teamwork makes the dream come true.Alone, we can do so little, together, we can do so much.What teamwork did you take part in Group WorkShare your experience of a teamwork activity.
Unit 12 Better Together
Lesson 8 Project and Review
I. Material analysis
内容解读：Project部分为实践项目活动。基于单元“合作促交流，团队共成长”主题，学习与运用跨学科知识和社会文化知识，策划一项团队活动，学会使用语言做事，深切体会运用所学解决现实生活中的真实问题的乐趣，促进语言能力、文化意识、思维品质和学习能力等协同发展。首先，学生通过观察团队合作活动的图片，回答问题，了解团队活动项目的实践内容和实施方法。接着，学生以小组形式开展实践项目，策划的团队活动，并绘制图表，分析活动中可能存在的问题和解决方案，并仿照示例呈现团队活动策划案。最后，学生对项目成果进行总结，以口头汇报的方式向全班介绍小组团队活动策划案，完成项目实践活动。本部分共有3个活动。
Review部分为单元复习，通过听、说活动和阅读理解回顾单元主题，并对单元的主题词汇和语法项目进行复习。首先，学生听音频，完成听力填空活动，并就短文内容进行讨论，加深对单元主题“合作促交流，团队共成长”的理解。其次，学生通过字迷游戏复习主题词汇，巩固和内化词汇知识，提高词汇运用能力。然后，学生阅读文本用连接词and/but/or完成故事，在具体语境中使用所学知识，提升语法知识的实践应用和迁移创新能力。最后，学生阅读文本回答问题，巩固本单元的所学的思维技能和阅读策略，提升语言综合运用能力。本部分共有4个活动。
II. Teaching aims
1. 通过听、说、读、写的活动，复习巩固本单元话题词汇、语法、思维技能和阅读策略；
2. 通过项目实践活动，综合所学语言策划团队活动并汇报活动策划案;
对照自评表，进行自评和反思，促进自我监督式学习。
III. Teaching procedures
课时教学内容概述
本部分为实践项目、复习和学生自评。Project部分为策划一项团队活动。Activity 1为学习理解活动。通过阅读策划案和回答问题的方式，了解策划活动的实践内容和实施方法。Activity 2为应用实践活动。学生以小组为单位，开展团队活动策划实践活动，并仿照示例呈现项目成果。Activity 3为迁移创新活动。对策划的团队活动成果进行总结，各小组向班级报告本小组的团队活动策划案。Review部分通过听说活动和阅读理解。回顾单元主题并对单元的主题词汇和语法项目进行复习。Activity 1 为听说活动。学生听文本并填空，然后讨论如何协同合作、共同完成任务。Activity 2为词汇练习。学生根据文本完成字谜，然后在字谜中圈出文章的标题。 Activity3为语法复习。学生根据上下文语境，用连词and/but/or填空，完成故事，复习巩固连词and/but/or的用法。Activity 4为阅读理解，学生运用本单元所学的阅读策略，阅读语篇，回答问题。Self-assessment部分以客观评价和主观评价相结合的方式引导学生进行自评和反思。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead in Free Talk:What do you think of the teamwork activities at your school If you were to plan a team activity, what aspects would you consider 根据学生的回答，了解学生策划团队活动的语言和知识储备。
设计意图：通过师生对话，导入本课，激发学生有关团队活动话题的已知。
Step 2 Making a survey 1. Observe the pictures in Activity 1 and know what it is about.2. Read the teamwork activity plan in Activity 1. And then answer the questions.3. Check the answers. 依据学生回答情况，判断其对策划团队活动的几个要素的了解情况，给出必要指导和反馈。
设计意图：通过阅读团队合作的策划案和回答问题的方式，学习策划团队活动的流程和包含的内容，为后续策划团队活动做好准备。
Step 3 Drawing & analyzing Work in groups. Consider a team activity organized by the group.2. Draw a chart to plan the teamwork activity, considering the following aspects: goal, jobs and members, difficulties, and solutions. 观察学生讨论和制定团队活动策划案的过程，给予必要的指导和反馈。
设计意图： 通过组织策划团队活动的项目实践活动，培养学生的综合语言运用能力、沟通交流能力、批判性思维能力以及问题解决能力等关键团队协作技能。鼓励学生在实际情境中应用所学知识，促进他们在团队环境中相互合作，共同达成目标。
Step 4 Presenting & Evaluating 1. Some groups present the team activity plans to the class.2. Evaluate each other's plans and reports. 观察学生的汇报是否涵盖了图表信息，语言是否准确性，表达是否流利，判断其语言的综合运用能力。
设计意图： 通过汇报团队活动策划，提升学生对本单元所学语言知识的运用能力，实现知识与实践的紧密结合。帮助学生将所学知识应用于实际情境，学以致用、学用一体。
Step 5Reviewing Read through the text in Activity 1 and predict the words that will be used to fill in the blanks.Listen to the text in Activity 1 and fill in the blanks. Then check the answers.Work in pairs. Talk about how to work as a team based on personal experience and the plete the word puzzle according to the text in Activity 2 and circle the title of the passage in the puzzle.Check the answers.Read the text aloud plete the story with and，but，or in Activity 3. Check the answers.Read the story together.Observe the picture in Activity 4 and predict the main idea of the text.Read the passage in Activity 4 and answer the questions. Then check the answers. Review the big question “Why is teamwork important ”Then, discuss the elements of teamwork in groups. ( Shared Goals, Defined Roles, Problem Solving, Effective Communication, Trust Building , Collaboration and so on) 观察学生听力填词的表现，判断其获取并记录信息的全面和准确程度。根据学生说出的团队活动的观点，了解学生对语言和信息的内化情况。观察学生根据上下文语境用连词and，but，or完成短文的情况，判断其是否正确使用连词，并给予必要的指导和反馈。根据学生的回答情况，评价学生阅读策略运用能力和文本的理解能力。观察班级讨论时学生是否能提炼团队合作的基本要素，判断其对团队活动和团队精神的理解，并提供必要的指导和反馈。
设计意图：通过听力活动，培养学生听前预测、听中记录、听后检查的听力策略；在语境中复习本单元谈论的团队活动及团队合作的基本要素以及连词and，but，or的用法；通过阅读获取文章的主旨大意和关键细节，回答问题，提升阅读技巧和信息处理能力，提高综合阅读能力。
Step 6 Assessment Complete the self-assessment list.Reflect on what the students have learned in this unit. 依据学生评价量表了解学生本单元的学习情况，调整下一单元教学规划。
设计意图：通过单元评价量表，发挥学生主体作用，引导学生成为评价活动的参与者和合作者，主动反思和评价自我表现，促进自我监督式学习；教师由此获取英语教学的反馈信息，对自身的教学行为进行反思总结，不断提高教学水平和专业能力。
IV. Blackboard design
Unit 12 Better TogetherLesson 8 Project and ReviewProject: Planning a teamwork activityWhat teamwork activity did you have Jobs and membersdifficultiessolutions
Unit 12 Better Together
Lesson 7 Reading for Writing
I. Material analysis
Reading for writing部分为以读促写活动，培养学生的书面表达能力。首先，学生通过阅读范文获取有关“小组合作制作黑板报”的相关信息，了解篇章结构，其次，学生借助图表，分析小组合作制作黑板报过程中遇到的问题和解决方法，回扣本单元的思维技能。接着，迁移创新，学生联系自身情况设置情景，在新情境下，使用图表分析个人团队活动中经历的问题和解决办法。然后，学生根据所提供的写作模板，模仿范文起草作文，完成介绍个人团队活动经历的作文初稿。接着，学生对照范文检查初稿，修改后定稿。最后，学生根据评价量表进行同伴互评。本部分共有5个活动。
II. Teaching aims
1. 基于写作目的、文体和要求，分析范文结构，列出描述团队活动经历的内容要点；
2. 绘制思维导图，谋篇布局，依据模板进行仿写；
3．通过自评和互评，学会反思，改进文章的结构、内容和语言。
III. Teaching procedures
课时教学内容概述
本课时为以读促写活动，培养学生的书面表达能力。写作内容为介绍自己经历的团队活动，过程中遇到的问题和解决办法以及最后的结果。Activity 1为学习范文和思维导图。学生通过阅读范文获取“小组合作制作黑板报”语篇所提供的话题知识、篇章结构、关键词汇和句型句式等。其次，借助图表，分析小组合作制作黑板报过程中遇到的问题和解决方法，回扣本单元的思维技能。Activity 2为绘制思维导图。学生围绕自己的团队活动经历，运用单元所学思维技能，绘制图表，深入思考写作内容，为仿写做准备。Activity 3 为撰写初稿。学生通过填写范文中的关键词块进行半开放式写作，完成书面表达的仿写。Activity 4 为修改并定稿，学生对照范文检查初稿，修改后抄写在作业本上。Activity 5为同伴互评。 学生依据评价量表与同伴互评。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Free Talk. Ask and answer between the teacher and students: ·What team activities have you taken part in ·What were those activities about ·Is there a team activity that has left a strong impression on you ·In that team activity, what difficulties did you and your teammates face, and how did you solve them 依据学生回答内容，判断学生谈论自身团队活动经历的语言表达储备。
设计意图：通过师生自由交谈导入本课情境，并引导学生尝试分享个人团队活动经历，围绕写作主题做好前测，激活学生已有知识，提高写作的针对性和有效性。
Step 2 Reading Observe the title “Making a Blackboard Newspaper” and predict the main idea of the writing.Read the model essay and complete the problem and solution chart in Activity 1. Then check the answers.Read the text. Analyze the text structure and use keywords to summarize the main idea of each paragraph. Then make an outline of the text. 根据学生情节分析图的完成情况，了解其对写作要点的理解情况。观察学生对语篇结构的分析和对问题和解决办法的梳理，评价学生写作前谋篇布局意识。
设计意图：通过学习课文结构，梳理文章要点，为笔头输出作好准备。
Step 3Writing Draw a chart to analyze the problems and solutions you experienced in teamwork.Fill in the key blocks in the model essay to do semi-open writing and complete a draft.Check the draft against the model, revise, finalize it. Make the final draft in the exercise book. 观察学生写作任务完成情况，给出必要指导和反馈。
设计意图：通过层次递进的活动，引导学生从构思文章内容架构，起草文章要点，综合运用所学目标语言，完成写作任务，提升语言综合运用能力。
Step 4 Evaluating 1. Invite the partner to rate the final draft.2. Edit the draft.3. Some students present the final draft to the whole class. 根据学生呈现的作品评价其综合运用所学词语、句型和结构的情况，给与必要指导和反馈。
设计意图: 引导学生通过自评和同伴互评，反思和评价自己文章的表达效果，修改完善文章，提升写作质量，实现以评促学。
IV. Blackboard design
Unit 12 Better TogetherLesson 7 Reading for WritingTeamworkTitle: Making a Blackboard NewspaperBeginning: background. What the teamwork activity was Body: Problem and solutionWhat problems did you meet How did you solve them End: Reault
Know about the experiences of group activities
Pair work:
Talk about group activities
Know about group activities
Group work:
Discuss how to work together in the school group activities
Listen and tick the activities people do
Function
Pair work:
Look at the pictures and discuss what happen to Kangkang and his friends
Group work:
Have a discussion about how to deal with the disagreement between team members
First Listening:
Answer questions
Second Listening:
Complete the reflection
Chant:
Listen and follow
Sum up the pronunciation of some groups of letters and the strong forms and weak forms of some words.
Listen and repeat
Pronunciation
Listen and circle the words
Pair work：
Read and compare the strong forms and weak forms
Read and understand the thinking skill of “analyzing problems and solutions”
Thinking skill:
Analyzing plot
Read the text and learn how to analyze the problems and solutions
Solve a problem by using the problem and solution chart
Read the text and complete the chart to show how to analyze the problems and solutions
Read and understand the strategy of “skimming and scanning”
Read the text to practice the reading strategy
Reading strategy:
Skimming and scanning
Skim the text and underline the main idea
Scan the text and answer the question
It’s a hot day and the air
conditioner isn’t working.
Pair work:
Look at the pictures and talk about where the oranges in the supermarkets come from
Skim and scan the text to answer the questions
Read the text and complete the main idea of each paragraph
Fill in the blanks with the correct form of the phrases
Group work:
Look at the problem and solution chart and retell the text
Complete the problem and solution chart
Understand how the suffix-ly for adverbs are used by studying the given sentences.
Fill in the blanks with the correct form of given words
Complete the text with the adverbs in the box
Understand the usage of conjunction and/but/or by studying the conversation
Summarize the usage of conjunction and/but/or
Complete the text with and/but/or to
First listening:
Listen and match the information
Pre-Listening：
read the information and predict what the text is about
Group work:
Talk about the experience of a teamwork activity
Second listening:
Listen again and complete the table
Group work:
Think about one teamwork activity and complete the chart
Report the teamwork activity to the class
Look at the pictures about a teamwork activity and answer the questions
Complete the word puzzle according to the text, and then circle the title of the passage in the puzzle.
Pair work:
Listen to the text and fill in the blanks and then talk about how to work as a team.
Complete the story with and，but，or
Read the text and answer the questions
Read the model essay and study the structure of the model essay
Draw a problem and solution chart about your teamwork experience
Read the model essay again and complete the problem and solution chart
Writing about a teamwork experience
Make the final draft in the exercise book, and then check
Draft the essay
Complete evaluation of the essay

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