资源简介

Book 4 Unit 6 Nurturing nature:Developing ideas教学设计
课型 Reading + Writing
主题语境 人与自然——保护自然文化遗产
内容分析 这个版块第一个内容是一个视频，展示了澳大利亚大堡礁所面临的来自人类活动和天气变化的威胁。 阅读语篇介绍了世界上最好的工作— 岛屿看护员，这个在风景如画的岛屿上写写博客，拍拍照，通过自己在岛屿上的“探索之旅”的工作唤起人们保护环境、保护美丽海洋的意识。写作部分通过一篇招聘广告使学生了解此类写作的基本要素，然后进行模仿练习。这个版块是本模块主题话题的延展，使学生通过学习更加珍惜大自然赐予我们的一切，增强环保意识，进一步提升语言能力和思维品质。
教学目标 引导学生理解语篇内容，通过阅读“世界上最好的工作”，加深对本单元人与自然的主题的理解，提升热爱自然、保护环境、与自然和谐共处的意识； 2 引导学生完成相应活动，为文章的段落找到主题句，同时让学生观察文章中过渡句的使用，理解其在文章中承上启下、增强文章逻辑的作用； 3 启发学生分析招聘广告的要素，并根据所给文段内容，仿写招聘广告。
教学重点 引导学生在文章中找主题句，过渡句，并理解在文章中的作用； 培养学生阅读技能。
教学难点 引导学生仿写招聘广告 ； 引导学生热爱自然，保护环境，与自然和谐共处的意识。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to review starting out and encourages students to discuss what kind of threat the world natural heritage is facing and how to solve it. Teacher plays the video and asks students to work in groups to discuss the question. Teacher asks some students to share their answers with the class, and asks other students to make supplementation. Teacher makes comments. Students review starting out and discuss what kind of threat the world natural heritage is facing and how to solve it. Students watch the video and work in groups to discuss the question. Some students share answers and other students make supplementation. To activate students’ theme-related background knowledge.
Activity 2 Teacher asks students to work in groups to look at the pictures, discuss what the pictures express, and predict what the passage is about. Teacher asks each group to read the title of the passage and discuss whether the predicted result can happen. Teacher invites students to present their reports and encourages students to state their reasons. Students work in groups to look at the pictures, discuss what the pictures express, and predict what the passage is about. Students read the title of the passage and discuss whether the predicted result can happen. Students present their reports and state their reasons. To train students’ analyzing abilities.
Activity 3 Teacher guides students to understand the content of Learning to learn, and get to know the function of transition. Teacher asks students to read the passage individually, choose the topic sentences for the paragraphs and write them on the lines to complete the passage. Teacher asks students to work in groups to share their answers with others and discuss the functions of the four sentences in the passage. Teacher asks some students to present their answers and state reasons. Others make supplementation. 1. Students understand the content of Learning to learn, and get to know the function of transition. 2. Students read the passage individually, choose the topic sentences for the paragraphs and write them on the lines to complete the passage. 3. Students work in groups to share their answers with others and discuss the functions of the four sentences in the passage. 4. Some students present their answers and state reasons. Others make supplementation. To get students to understand the function of transition.
Think & Share Teacher asks students to work in groups to discuss the answers to the questions. Teacher asks students to answer the questions and other students to make supplementation or free discussion. Students work in groups to discuss the answers to the questions. Some students answer the questions and other students make supplementation or free discussion. To help students further explore the topic. To improve students’ advanced thinking ability. To guide students to pay attention to the connection between the two passages.
Activity 4 Teacher asks students to work in groups, imagine he is an applicant for the job of island caretaker, discuss and present their ideas for the short video required. Teacher asks each group to discuss the presented ideas by considering the following points.(1. What I know about the reef 2. Why I think environmental protection is important 3. Why I should get the job 4. What I will do if I get the job ) Teacher asks students to work in groups to make supplementation and finally write an entire job advertisement. Teacher asks several groups to present their ideas. Teacher guides students to pay attention to the self-evaluation. Teacher asks students to read the presentation again and underline some language knowledge students have learned from the passage. Make a reflection to find out what are advantages and disadvantages. Students work in groups, imagine he is an applicant for the job of island caretaker, discuss and present their ideas for the short video required. Each group discuss the presented ideas by considering the following points. Students work in groups to make supplementation and finally write an entire job advertisement. Several groups present their ideas. Students pay attention to the self-evaluation, read the presentation again and underline some language knowledge they have learned from the passage. Make a reflection to find out what are advantages and disadvantages. 1. To guide students to make evaluation and reflection. 2. To develop students’ ability to solve problems
Activity 5 Teacher asks students to discuss their favorite jobs and state reasons so as to lead to the writing topic. Teacher asks students to read the job advertisement individually and answer the questions in Activity 5. Teacher asks some students to answer the questions and check answers with the class. Teacher asks students to work in groups to discuss what are the essential elements in writing a job advertisement. Teacher asks some groups to present their reports, summarize ideas, and prepare for Activity 6. Students discuss their favorite jobs and state reasons. Students read the job advertisement individually and answer the questions in Activity 5. Some students answer the questions and check answers with the teacher. Students work in groups to discuss what are the essential elements in writing a job advertisement. Some groups present their reports, summarize ideas, and prepare for Activity 6. To activate students’ interest to write a job advertisement and prepare for activity 6
Activity 6-7 Teacher asks students to work in groups to read the three short passages, choose one of the jobs and complete the notes. Teacher invites three groups that choose different jobs to share their answers and other groups make supplementation. Teacher asks students to finish the writing task individually according to notes, and polish their writing, finally form an attractive job advertisement. Teacher asks students to work in pairs, make improvements to each other’s job advertisement and choose the best one in the group to share it with the class. Teacher asks several groups to present their job advertisement. Teacher asks students to share and learn from each other. Teacher makes comments. Students work in groups to read the three short passages, choose one of the jobs and complete the notes. Three groups that choose different jobs share their answers and other groups make supplementation. Students finish the writing task individually according to notes, and polish their writing, finally form an attractive job advertisement. Students work in pairs, make improvements to each other’s job advertisement and choose the best one in the group to share it with the class. Several groups present their job advertisement. Students share and learn from each other. 1. To teach students how to analyze a passage, train their ability to summarize and prepare for the following writing activity. 2. To provide opportunities for students to present their writing.
19Book 4 Unit 6 Nurturing nature：Starting out教学设计
单元主题 本单元主题语境是“人与自然”，涉及的主题语境内容是保护自然环境和自然遗产。本单元通过介绍中外著名的自然文化遗产，包括埃及的吉萨金字塔群、西伯利亚东南部的贝加尔湖、中国的泰山和西藏天路以及澳大利亚的大堡礁，使学生感受自然的美丽与神奇，体会前人为我们留下的文化遗产的魅力，激发他们保护自然文化遗产的欲望，传达了人与自然和谐共处这一理念。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容；能够运用阅读策略，从文本中提取信息并解读文本；能够厘清现在完成进行时的概念及用法，并在具体语境中应用；能够听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇与表达说服他人，并学会表示折中、妥协的表达方式，深化对单元主题意义的理解；能够分析招聘广告的基本要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学知识，通过辩论、分析，联系生活实际，辩证地看待问题，分析利弊，并做出正确评判；能够找到合理的解决方法，创造性地表达自己的观点，实现知识与思维能力的拓展与迁移；通过了解世界各地的自然文化遗产，增强爱护环境，保护自然文化遗产的意识。通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传册；并能够结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Viewing + Speaking
主题语境 人与自然——保护自然文化遗产
内容分析 活动1呈现四张与单元主题相关的图片，图片内容分别为中国的黄龙风景名胜区、阿根廷和巴西交界处的伊瓜苏大瀑布、坦桑尼亚的乞力马扎罗山和澳大利亚的乌卢鲁巨石，以吸引学生兴趣，进入单元话题。活动2呈现的是一段与主题相关的视频，内容介绍了世界遗产的三种类型，即世界文化遗产、世界文化与自然双重遗产、世界自然遗产，并一一举例说明。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1 引导学生讨论图片内容，归纳总结它们的共同之处，激活已有的语言、背景知识； 2 带领学生观看世界自然文化遗产视频，使学生了解相关知识的同时，培养学生理解视频的主旨大意，并能够从视频中提取关键信息的能力； 3 引发学生初步思考人类发展经济的同时如何保护自然文化遗产。
教学重点 引导学生归纳总结四张图片的共同之处。
教学难点 引导学生初步思考人类发展经济的同时如何保护自然文化遗产。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to work in groups to look at pictures and discuss some information about these places. Teacher invites the representative of each group to present their reports. Teacher makes supplementation if necessary. Teacher guides students to discuss what these places have in common. Students work in groups to look at pictures and discuss some information about these places. The representative of each group presents their reports. Students discuss what these places have in common. To arouse students’ interest and encourage students to extend their thinking.
Activity 2 Teacher guides students to predict what they will get from the video. Teacher plays the video and asks students to complete the table. Teacher asks students to work in groups to exchange the information they get from the video. Teacher plays the video again and asks students to answer questions. Teacher asks students to check answers with the class. Students predict what they will get from the video. Students watch the video and complete the table. Students work in groups to exchange the information they get from the video. Students watch the video again and answer questions. Students check answers with the class To make students know about the three types of world natural and cultural heritage and some related knowledge.
19Book 4 Unit 6 Nurturing nature:Project教学设计
课型 Speaking
主题语境 人与自然——保护自然文化遗产
内容分析 本单元的项目实践活动要求学生开展调研，上网搜集相关信息。通过小组合作探究，图文并茂地制成自然遗产地宣传册，向全班分享。本环节突出培养学生的调研与动手能力，让学生对单元主题做进一步的延伸和探索。
教学目标 1 鼓励学生通过搜索、筛选和研究中国被联合国教科文组织列为世界自然遗产的地方，培养识别、分析和整合信息的能力； 2 引导学生了解和掌握宣传册的特点，能够自主选择合适的设计和呈现方式介绍中国的世界自然遗产； 3 引导学生综合运用本单元所学，具体、详细、全面地介绍一处自然遗产； 4 引导学生开展合作探究，提升沟通、协作能力，树立保护自然环境和自然遗产、与自然和谐相处的正确价值观，同时提升民族自豪感。
教学重点 1 引导学生搜索、筛选、识别、分析和整合信息的能力； 2 引导学生运用本单元所学，具体、详细、全面地介绍一处自然遗产。
教学难点 引导学生综合运用本单元所学知识，有效完成开放型任务； 引导学生树立保护自然环境和自然遗产、与自然和谐相处的正确价值观，同时提升民族自豪感。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate (In the previous class) Teacher asks students to visit UNESCO’s website or other websites to find what natural sites there are in china. Teacher asks students to work in groups to share the three sites that they have chosen with group members and choose the top three sites that their group wants to visit. Teacher asks students to do further research on line or in the library to find out (1. their locations 2. how many visitors each of them receives each day / month / year 3. the key features of each site 4. why they are significant 5. what is being done to protect them 6.any interesting facts and figures). (In the previous class) Students visit UNESCO’s website or other websites to find what natural sites there are in china. Students work in groups to share the three sites that they have chosen with group members and choose the top three sites that their group wants to visit. Students do further research on line or in the library to find out answers. To get students prepared for the project, and develop their individual learning and exploring abilities.
Plan Teacher asks students to decide what information about the natural heritage sites to include in their brochure. Teacher asks students to look for a list of visuals, such as photos, diagrams and maps. Teacher asks students to draft the layout of their brochure. Students decide what information about the natural heritage sites to include in their brochure. Students look for a list of visuals, such as photos, diagrams and maps. Students draft the layout of their brochure. To help students prepare for the presentation.
Create Teacher asks students to name the brochure. Teacher asks students to write the text, select suitable visuals, set up the layout and insert content for their brochures. 1. Students name the brochure. 2. Students write the text, select suitable visuals, set up the layout and insert content for their brochures. To teach students to cooperate with each other.
Present Teacher encourages each group to present their brochures to the class. Teacher asks students to find out which place they would most like to visit and why. 1. Each group presents their brochures to the class. 2. Students find out which place they would most like to visit and explain reasons. To help students learn from each other.
19Book 4 Unit 6 Nurturing nature:Presenting ideas & Reflection
教学设计
单元主题 本单元主题语境是“人与自然”，涉及的主题语境内容是保护自然环境和自然遗产。本单元通过介绍中外著名的自然文化遗产，包括埃及的吉萨金字塔群、西伯利亚东南部的贝加尔湖、中国的泰山和西藏天路以及澳大利亚的大堡礁，使学生感受自然的美丽与神奇，体会前人为我们留下的文化遗产的魅力，激发他们保护自然文化遗产的欲望，传达了人与自然和谐共处这一理念。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容；能够运用阅读策略，从文本中提取信息并解读文本；能够厘清现在完成进行时的概念及用法，并在具体语境中应用；能够听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇与表达说服他人，并学会表示折中、妥协的表达方式，深化对单元主题意义的理解；能够分析招聘广告的基本要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学知识，通过辩论、分析，联系生活实际，辩证地看待问题，分析利弊，并做出正确评判；能够找到合理的解决方法，创造性地表达自己的观点，实现知识与思维能力的拓展与迁移；通过了解世界各地的自然文化遗产，增强爱护环境，保护自然文化遗产的意识。通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传册；并能够结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Speaking
主题语境 人与自然——保护自然文化遗产
内容分析 该板块要求学生首先阅读两条观点，思考自然遗产地是否应该对公众开放。然后寻找充足的论点和论据支持自己的观点，并组成正反方进行辩论。通过观点的思考与表达，促进学生在真实的情境下综合运用语言，相互合作，展示个性，充分表达自己对主题思想的理解和认识。
教学目标 1 引导学生对如何保护自然遗产有更深入的理解； 2 带领学生探究开放与保护自然遗产之间的平衡，以培养学生发现问题及解决问题的能力； 3 指导学生准确使用本单元所学的短语和句式恰当表达自己的观点，与小组成员合作达成最终意见，与其他小组有理有据地进行辩论，提高综合语言运用能力，锻炼逻辑思维能力。
教学重点 引导学生探究开放与保护自然遗产之间的平衡,并恰当地运用本单元所学内容与同学协作进行辩论； 引导学生根据学生用书中的评价内容评估自己的学习表现。
教学难点 引导学生发现问题及解决问题的能力； 引导学生在自我评价分析的基础上确定自己要改进和提高的方面。
教学策略 任务型教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Teacher guides students to look at pictures of world natural heritage to arouse their awareness of environmental protection. Lead to debate. Teacher asks students to work in groups to discuss the two points of view, reach an agreement, finally decide the point of their group. Students look at pictures of world natural heritage. Students work in groups to discuss the two points of view, reach an agreement, finally decide the point of their group. To encourage students to think actively and express themselves bravely.
Activity 2-4 Teacher asks students to discuss in groups, think of arguments to support their point of view and make notes, fill in the table. Teacher guides students to think of the opposite arguments they might face, and write the arguments using the words, expressions and structures learned before. Teacher asks students to team up with a group with the opposite point of view and hold the debate. Students discuss in groups, think of arguments to support their point of view and make notes, fill in the table. Students think of the opposite arguments they might face and write the arguments. Students team up with a group with the opposite point of view and hold the debate. To guide students to pay attention to language expressions as well as the content and the logic of it.
Reflection
Reflection Teacher asks students to recall what they’ve learned in this unit. Teacher asks students to complete “Reflection” in Student’s Book. Students rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. To help students evaluate their performance, review the unit, and think about ways to improve.
19Book 4 Unit 6 Nurturing nature:Understanding ideas教学设计
课型 Reading
主题语境 人与自然——保护自然文化遗产
内容分析 该板块呈现了一篇体现单元主题的课文，语篇类型为游记。作者通过描述一次天路之旅，回顾了在青藏铁路修建过程中始终以保护生态为前提，克服重重困难，最终建成世界上第一条“不可能建成的”铁路工程。表达了作为建设者的满腔自豪，也表达了工程建设要以保护生态为前提的环保理念。读前活动的小测试旨在帮助学生熟悉语篇内容，为课文学习做铺垫。读中活动请学生找到青藏铁路对作者的特殊意义。 读后活动通过总结主旨大意，找到在建设铁路时遇到的挑战和解决方式，深入理解体会作者写作意图， 赏析文本，探究主题意义，培养阅读思维能力。
教学目标 1 带领学生通过略读锁定关键词，获取课文主要信息，体会天路对作者的特殊意义，并把握作者的写作意图； 2 带领学生通过精读，找出主要细节在文中的位置，即青藏铁路建设过程中克服的种种困难以及青藏铁路给当地居民生活带来的影响，感受建设者的伟大，激发民族自豪感； 3 引导学生通过阅读文本，感知文章的语言特点，在语篇中学习和掌握与话题相关词汇和短语并能 运用所学词汇介绍青藏铁路。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解文章的主旨大意； 引导学生了解游记类文章的文体特征。
教学难点 引导学生把握略读和精读的阅读技巧； 引导学生运用在语篇中学习和掌握的词汇和短语，介绍青藏铁路。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher shows some pictures of Xizang and asks students to discuss how to go to Xizang. Teacher asks students to work in pairs to answer the quiz. Teacher checks their answers. Students discuss how to go to Xizang. Some students share their answers. To have students get to know the information about the Qinghai-Xizang Railway.
Activity 2 Teacher asks students to skim the passage and pay attention to some specific information. Teacher asks students to read the passage with tasks and find out why the railway is particularly special to the author and grasp the main idea of the passage. Teacher asks students to work in pairs to discuss questions. Teacher asks some students to share their answers and explains some key points. Students skim the passage and pay attention to some specific information. Students read the passage with tasks and find out why the railway is particularly special to the author and grasp the main idea of the passage. Students work in pairs to discuss the questions. Students share their answers. 1. To train students’ ability to read the passage with tasks. 2. To prepare students for reading.
Activity 3 Teacher asks students to read the passage individually, complete the table, and find out the supporting ideas to explain their opinions. Teacher asks students to discuss in groups, check their answers and express their opinions. Teacher asks some students to present their answers and give the reasons. 1. Students read the passage individually, complete the table, and find out the supporting ideas to explain their opinions. Students discuss in groups, check their answers and express their opinions Students share their answers. To get the main idea of the passage. To let students gather information about the passage.
Activity 4 Teacher asks students to read the passage again and organize the information from the passage to complete the table. Teacher asks students to share answers and find out what challenges were met and overcome by the railway workers. Teacher asks students to draw a map of Xizang and mark the sites referred to in the passage. Teacher asks the students to retell the passage according to the map. Students read the passage again and organize the information from the passage to complete the table. Students share answers and find out what challenges were met and overcome by the railway workers. Students draw a map of Xizang and mark the sites referred to in the passage. Students retell the passage according to the map. 1. To train students’ abilities to understand the passage deeply. 2 . To train students’ abilities to explore theme meaning.
Think & Share Teacher asks students to work in groups to discuss questions. Students answer the questions and make supplementation. To develop students’ abilities to transfer knowledge and learn more about the passage.
19Book 4 Unit 6 Nurturing nature:Using language教学设计
课型 Reading + Listening + Speaking
主题语境 人与自然——保护自然文化遗产
内容分析 语法部分的主要内容为现在完成进行时的概念及用法。小语段讲述了作者戴上虚拟现实头盔装置探索亚马孙雨林的经历。接下来通过对比二十年前和现在的环境状况使学生进一步熟悉现在完成进行时的用法。听说部分首先介绍了生态旅游相关信息，然后是父女之间的一段对话，商讨生态旅游事宜。听说语段探讨了发展旅游经济与保护环境的问题。这部分是单元话题下的句子表达及应用和听说结合的综合活动，帮助学生聚焦语言的意义和功能，进行真实语境下思考和交际运用，全方位提升综合语言运用水平。
教学目标 1 引导学生通过观察例句归纳现在完成进行时的概念及用法，理解这种时态的功能，并在具体语境中应用； 2 通过听力对话的学习，帮助学生掌握说服他人的表达方式，以及在有 分歧时如何表示折中、妥协，以达成一致的看法； 3 引领学生阅读并听听力材料，帮助学生进行优势条件和劣势条件的归 纳及对比，并引导学生思考如何达成在发展经济的同时保护自然环境 的共识。
教学重点 引导学生进一步了解并掌握现在完成进行时的用法及概念； 引导学生掌握说服他人的表达方式。
教学难点 引导学生理解现在完成进行时与现在完成时的区别； 引导学生思考如何达成在发展经济的同时保护自然环境的共识。
教学策略 任务型教学法、发现教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to answer some questions (When did you begin to learn English How long have you been learning English ). Teacher shows some pictures (the picture of raining), then explains the concept of present perfect continuous tense. Teacher asks students to read sentence (a) and pay attention to the words in bold, then asks students to answer Question 1. Teacher checks answers with the class. Teacher asks students to work in groups to look for more sentences with the similar structures in the reading passage. Then asks students to discuss the differences between sentence (a) and sentence (b). Teacher invites the representative of each group to present their view. Teacher helps students to summarize present perfect continuous tense. Students answer the questions. Students understand the concept of present perfect continuous tense. Students read sentence (a) and pay attention to the words in bold, then answer Question 1. Students checks answers with the teacher. Students work in groups to look for more sentences with the similar structures in the reading passage. Then discuss the differences between sentence (a) and sentence (b). The representative of each group presents their view. To encourage students to discover the grammar usage by themselves. 2. To further enhance students’ understanding of the functions and usages of present perfect continuous tense.
Activity 2 Teacher asks students to read and complete the passage with the correct form of the verbs in brackets individually. Teacher checks the answers with the class. Students read and complete the passage with the correct form of the verbs in brackets individually. Students check the answers with the teacher. To get students to practice using present perfect continuous tense.
Activity 3 Teacher asks students to make some sentences according to the pictures in students’ book individually. Teacher asks students to share their answers and encourages students to make different sentences. Students make some sentences according to the pictures in students’ book individually. Students share their answers and make different sentences. To help students consolidate the application of present perfect continuous tense.
Activity 4 Teacher asks students to work in groups to discuss the environmental changes in recent years, using present perfect continuous tense as many as possible. Teacher invites the representative of each group to present their view. Teacher makes comments Students work in groups to discuss the environmental changes in recent years, and use present perfect continuous tense as many as possible. The representative of each group presents their view. To arose students’ awareness of environmental protection.
Activity 5 Teacher asks students to read the passage Did You Know. Teacher shares some information about ecotourism and prepares for listening activity. Teacher shows some pictures of tourist attractions, then asks students to work in groups to discuss what kind of activity we can do in these tourist attractions. Teacher asks each group to choose one speaker to share the group’s answers, and asks other groups to make supplementation. Teacher plays the audio and asks students to pick out the places mentioned. Teacher checks the answers with the students. 1. Students read the passage Did You Know. 2. Students work in groups to discuss what kind of activity we can do in these tourist attractions. 3. Group speakers share their answers with the class. Other groups make supplementation. 4. Students listen to the audio and pick out the places mentioned. Students check answers with the teacher. To train students to grasp key information of the listening materials.
Activity 6 Teacher plays the audio again and asks students to make notes and complete the notes. Teacher asks students to read their entire notes, and check answers with the class. Teacher asks students to work in groups to discuss what type of travel they prefer. Teacher makes comments. Students listen to the audio, make notes, complete the notes. Students read their entire notes, and check answer with the class. Students work in groups to discuss what type of travel they prefer. 1. To train students to practice listening skills and express themselves. 2. To train students’ ability to make key notes while listening.
Activity 7 Teacher asks students to understand and remember the expression of persuading others and compromising through the conversation. Teacher asks students to complete the boxes with the expressions from the conversation. Teacher asks some students to share their information, and checks answers with the class. 4 Teacher divides students into groups and asks them to choose one situation and act out a conversation. 5 Teacher invites several groups to act out their conversations in front of the class and asks other students to make comments. Students understand and remember the expression of persuading others and compromising through the conversation. Students complete the boxes with the expressions from the conversation. 3. Students share their information, and check answers with the teacher. 4. Students choose one situation and act out a conversation in groups. 5. Several groups act out their conversations in front of the class. Other students make comments. To train students’ ability to express themselves.
Activity 8-9 Teacher downloads some pictures of White Beach, and guides students to describe the beautiful scenery, then leads to the topic. Teacher asks students to get to know the phrases in the box before listening. Teacher asks some students to read the whole passage individually and complete the passage with the expressions in the box. Teacher asks students to share answers with the class. Teacher plays the audio again, and asks students to check answers again. Teacher asks students to work in groups to look for similar expressions in the passage, and add more phrases through searching for materials. Teacher invites the representative of each group to present their information. Teacher makes supplementation. Students describe the beautiful scenery. Students get to know the phrases in the box. Students read the whole passage individually and complete the passage with the expressions in the box before listening. 4. Students check answers with the teacher. 5. Students check the answers again. 6. Students work in groups to look for similar expressions in the passage, and add more phrases through searching for materials. 7. The representative of each group presents their information. To help students get familiar with the topic and prepare for Activity 8. To train students’ ability to searching for materials.
Activity 10 Teacher guides students to understand the activity, then asks students to work in pairs to choose a role to play respectively. Teacher asks students to make a dialogue using learned vocabulary according to his own task. Teacher asks students to work in groups to discuss, express their opinions and finally reach an agreement. Teacher invites several pairs to act out their dialogues in front of the class and asks other students to make comments. Students work in pairs to choose a role to play respectively. 2. Students make a dialogue using learned vocabulary according to his own task. Students work in groups to discuss, express their opinions and finally reach an agreement. Several pairs act out their dialogues in front of the class. Other students make comments. To encourage students to make free and open communication under relevant topics using the vocabulary and expressions they have learned. To guide students to make evaluation and reflection.
19

展开更多......

收起↑