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Book 6 Unit 4 A glimpse of the future：Starting out教案设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是未来与科技发展、认识与探索未来。本单元从不同角度展现了未来科技发展带来的便利和可能存在的问题，依次呈现了科幻电影海报、人工智能发展、时间旅行、未来的医疗与交通、科幻小说等内容，旨在引导学生思考未来科技发展给生活带来的改变和世界的发展趋势，以及如何对待这种发展趋势，如何应对人工智能时代给人类带来的挑战等，进而更好地预测未来、创造未来。
单元目标 1.语言能力目标 能够围绕本单元的主题语境内容，基于单元提供的海报、论坛专题讨论、图表、对话、小说等多模态语篇，综合运用各种语言技能，读懂与人工智能相关的论坛内容和科幻小说，听懂并谈论与时间旅行相关的话题，恰当使用所学词汇和表达谈论未来科技发展，能够概括和续写故事，运用所学语言知识阐述相关话题。 2.文化意识目标 能够了解现代科技进步对人类的影响和未来世界的发展趋势，拓展科学思维，深化对单元主题意义的理解。 3.思维品质目标 能够通过对比、分析并联系自身实际，辩证地看待科技进步和人工智能的发展，实现知识和思维能力的拓展与迁移，在积极迎接科技发展带来的新时代的同时，反思可能存在的问题并寻求解决方案。 4.学习能力目标 能够运用多种学习策略，在自主学习、合作学习与探究式学习的过程中，结合本单元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，激发英语学习的兴趣，提高分析和解决问题的能力，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 人与社会——未来与科技发展、认识与探索未来
内容分析 活动1呈现一段与单元主题相关的视频，通过介绍历史上人们对未来的正确的和错误的预测，引导学生 认识到未来充满无限可能。活动2呈现四张科幻电影的海报，引导学生回顾这些科幻电影的内容，初步思考未来世界可能是什么样子的。本板块旨在激活学生已有的背景知识和语言知识，激发学生对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。
教学目标 1.学生通过观看视频，理解视频的主旨大意，并能够从视频中迅速提取关键信息； 2.学生通过看电影海报及查找相关资料，了解并谈论这四部科幻电影的内容，并就科幻电影的主题和内容发表自己的看法； 3.学生通过谈论与未来相关的话题，激发探索科技和未来的兴趣。。
教学重点 1.指导学生从视频中迅速提取关键信息，理解视频的主旨大意； 2.通过听说活动，激活学生已有的背景知识和语言知识，引发思考。
教学难点 1.引导学生观看视频过程中记录关键信息； 2.引导学生深入思考我们所处的世界未来将会怎样。
教学策略 视听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shows Ss some pictures about the inventions mentioned in the video text and asks them to guess which of predictions have been achieved. 2. T plays the video and asks Ss the first question in Activity 1. 3. T plays the video again and asks Ss to answer the second question in Activity 1. 4. T asks Ss about their understanding of the quoted sentence in the second question. 1. Ss look at the pictures and guess. 2. Ss watch the video about the future or fantasy and take notes. Answer the question. 3. Ss listen and check the answers. 4. Ss think and express ideas. Introduce the unit topic by guessing, watching the video and expressing opinions.
Activity 2 1. T shows posters of the four sci-fi movies and invites Ss to introduce the stories based on their preview before class. 2. T asks Ss to summarise what the future world looks like in the movies. 3. T guides Ss to answer the second question and make predictions for the future. 1. Ss watch, listen, make group presentations and report to the class. 2. Ss summarise and report. 3. Ss offer answers and make predictions. T leads Ss to explore the theme and the content of sci-fi movies, stimulates students’ in-depth thinking and paves the way for further study.Book 6 Unit 4 A glimpse of the future：Using Language教案设计
课型 Reading + Listening +Speaking
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 本板块包括语法部分Subject-verb agreement(2)和词汇听说部分The world of tomorrow。语法部分的主要内容为主谓一致，教师在引导学生归纳总结课文中主谓一致用法的同时，通过关于基因检测和未来星球两个语言材料，进一步巩固学生对主谓一致的理解和掌握。综合语言运用部分的话题为“明日世界”，涉及时间旅行、未来医学和交通等内容，帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考和交际，全方位提升综合语言运用能力。
教学目标 1.学生在能够在教师的引导下进一步关注主谓一致的形式和用法，学会根据上下文语境理解主谓一致，并尝试进行判断； 2.带领学生总结有分数（百分数）、不定代词、否定词修饰的名词的主谓一致的用法，并正确运用主谓一致完成语篇活动； 3.引导学生关注英语语法的语用功能，了解语言的形式和意义是统一的，并且能够在实际生活中加以运用。
教学重点 1.引导学生根据上下文语境正确使用主谓一致； 2.引导学生正确理解和使用表达激动以及请求确认的功能句式。
教学难点 引导学生理解和运用主谓一致、表达激动及请求确认的功能句式。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read example sentences, focus on the bold parts, and answer the two questions. 2. T guides Ss to discover and discuss the form and usage of subjective-verb agreement in groups. 3. T invites group representatives to report their findings and summarise the use of subject-verb agreement modified by fractions, indefinite pronouns or negative words. 4. T asks Ss to read the passage again to find more sentences with subject-verb agreement. 1. Ss read the example sentences and answer the questions. 2. Ss read, find out and discuss in groups. 3. Ss report, listen and take notes. 4. Ss read the passage and pick out the sentences. T guides Ss to summarise the form and usage of subject-verb agreement.
Activity 2 1. T asks Ss to read the passage and complete it by choosing the singular or plural form. 2. T invites some Ss to read the passage and check the answers with the whole class. 3. T invites Ss to express their opinions based on their knowledge on genetic testing. 1. Ss read the passage, understand the main idea and choose the correct forms. 2. Ss listen and check. 3. Ss listen to different views and express their own opinions. Improve Ss’ grammar.
Activity 3 1. T asks Ss to discuss and interpret the meaning of the charts in pairs and to describe the ideal planet using subject-verb agreement. 2. T asks several Ss to describe the ideal planet to the class. 1. Ss discuss and describe in pairs. 2. Ss report and listen. Improve Ss’ use of subject-verb agreement, stimulate Ss’ imagination and cultivate Ss’ creative thinking.
Activity 4 1. T leads Ss to brainstorm the features of an ideal planet. 2. T asks Ss to think about their ideal planet independently, then write down specific descriptions using subject-verb agreement. 3. T asks Ss to exchange designs with their partner and make evaluations in terms of content and grammar. 4. T invites some Ss to represent their designs. 1. Ss expand imagination and express views. 2. Ss work independently and record the details. 3. Ss exchange opinions and evaluate their work in pairs. 4. Ss report and listen. Apply the target grammar into practical use.
Activity 5 1. T leads Ss to look at the picture and read the introduction below to understand the paradox of time travel. 2. T plays the recording, asks Ss to grasp the main idea and complete Activity 5. 3. T leads Ss to check the answers. 1. Ss read the introduction in “Did You Know” and focus on the word “paradox”. 2. Ss listen, understand the main idea and complete the task. 3. Ss check the answers and correct possible bine the skills of reading and listening to grasp the main idea of the listening text.
Activity 6 1. T asks Ss to read the content of Activity 6 and understand the listening task. 2. T plays the recording. 3. T plays the recording again and asks Ss to complete the table. 4. T asks Ss to report their answers and check with the class. 5. T asks Ss to role play the guide according to the form in Activity 6. 1. Ss browse the content and understand the listening task. 2. Ss listen and try to take down key words. 3. Ss listen and complete the table using the key words. 4.Ss check the answers. 5. Ss work in pairs to role-play the guide. Understand the main idea and details by capturing key messages and taking shorthand. While acquiring information, cultivate Ss’ awareness of rules.
Activity 7 1. T leads Ss to study the sentences for expressing excitement and asking for confirmation. If necessary, T can ask Ss to translate the given sentences. 2. T asks Ss to complete the boxes and make sentences with relevant expressions. 3. (Suitable for better classes or students) T asks Ss to figure out more sentence patterns of “expressing excitement” and “asking for confirmation”. 1. Ss listen, take notes and memorise the expressions. 2. Ss learn the given expressions, complete the boxes and make sentences using them. 3. Ss take notes of the useful expressions. Learn how to express excitement and ask for confirmation, which pave the way for the following listening & speaking activities.
Activity 8 1. T asks Ss to read the passage. 2. T asks Ss to guess the meaning of bold phrases based on the context. 3. T asks Ss to find out the meaning of the chunks and look them up in the dictionary if necessary. After that T asks Ss to complete the boxes of Activity 8. 4. T invites some Ss to report and check the answers. 1. Ss read the passage and figure out its general idea. 2. Ss read and guess. 3. Ss confirm the meaning of the expressions, sort them out and put them into the boxes. 4. Ss listen and check the answers. Expand vocabulary, develop Ss’ imagination and creativity as well as interest in high-tech.
Activity 9 1. T asks Ss to read the passage and complete it with the expressions in Activity 8. 2. T asks Ss to report their answers and check. 3. (Suitable for better classes or students) T invites Ss to share their views on future medical care and transportation. 1. Ss read and then do the exercise. 2. Ss listen and check. 3. Ss discuss and share their opinions. Further practise expressions learned in Activity 8.
Activity 10 1. T asks Ss to gather information about other aspects of the future life in advance. 2. T asks Ss to discuss in groups based on the information obtained and the expressions learnt in this part. 3. T invites some Ss to perform to the class. 1. Ss gather relevant information from the Internet. 2. Ss make group discussion using the target expressions. 3. Ss watch, listen and comment. Apply what have been learnt to practice.Book 6 Unit 4 A glimpse of the future：Understanding ideas
教案设计
课型 Reading + Speaking
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 本篇文章是一篇网络论坛专题讨论，是新媒体语篇，反映了单元主题。文章介绍了三位发帖人分别就“迄今为止，人工智能是人类最伟大的成就还是最大的威胁”发表了不同的看法。Millenniumbutterfly认为人工智能的发展会使日常生活变得更加便利，而在Popkid看来，能够独立思考的高级人工智能固然能够帮助人类解决许多难题，但也可能对人类的生存构成威胁；Pink_haze则认为我们不应阻止人工智能技术的发展，而是要在发展的同时去规范它。 读前的导入活动以时间轴的形式回顾了人工智能的发展史，为学生提供背景知识，并引导学生初步思考人工智能“是福还是祸”，为课文学习做铺垫。读中活动请学生阅读全文，归纳文中观点，并与自己之前的观点进行对比。读后活动通过细节理解、观点判断、开放性问题等活动，帮助学生深入理解课文，探究主题意义，促进学生知识和思维能力的拓展与迁移。。
教学目标 1.学生通过略读课文，获取文章主要信息，总结三位发帖人对人工智能的不同看法； 2.学生通过细读课文，理解语篇结构及语言特点，并会运用所学表达进行交流； 3.学生基于文章内容，学会辩证地看待人工智能技术，加深对单元主题的认识。
教学重点 引导学生通过分析语篇，总结发帖人的不同观点，理解文章内容。
教学难点 引导学生分享观点，学会倾听不同的声音，关注人工智能的发展。
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
Activity 1 1. T asks Ss to collect relevant information before class . 2. T asks Ss to browse the timeline, get to know the development stage of AI and answer Question 1. 3. T asks Ss to conduct a group discussion and report on Question 2 and Question 3. 1. Ss collect relevant information before class and share at class. 2. Ss read, analyse and answer Question 1. 3. Ss discuss in groups and report to the class. Make Ss know more about the development of AI.
Activity 2 1. T asks Ss to predict the content of the article by reading the title and looking at the pictures.. 2. T asks Ss to read through the full text and verify previous guesses. 3. T invites some Ss to share their answers and explain the key points. 4. T asks Ss to read the text again, find out the difficulties and try to solve them within groups. 5. T invites Ss to report and explains the common problems. 1. Ss take a quick look and make predictions. 2. Ss read the text and check. 3. Ss share, listen and take notes. 4. Ss read the text, find out the difficulties, look for references in cooperation with each other and share information. 5. Ss share, listen and take notes. Train students’ reading skills of predicting and getting the main ideas. Cultivate Ss’ ability to learn in an independent and cooperative way.
Activity 3 1. T asks Ss to read the opinions and match them to the persons. 2. T asks Ss to discuss the answers in groups and give reasons. 3. T invites groups to share their answers and check with the class. 1. Ss read and match. 2. Ss have group discussions. 3. Ss listen and present the answers to the whole class. Check Ss’ understanding and mastery of the text.
Activity 4 1. T asks Ss to read the text again and underline the advantages and disadvantages of AI mentioned. 2. T asks Ss to complete the diagram of Activity 4 independently and then check the answers. 3. T asks Ss to discuss in groups and answer the questions below the diagram. After that T invites group representatives to present their views and make comments. 4. (Suitable for better classes or students) T asks Ss to write a short essay based on the diagram in Activity 4 and give their own opinions on the pros and cons of AI development and offer suggestions. 1. Ss read the text, find out and underline the pros and cons of AI. 2. Ss organise information from the passage, complete the diagram alone and check with partners. 3. Ss have a group discussion and express their opinions. 4. Ss organise the information, choose proper expressions and complete the writing task. T guides Ss to summarise the pros and cons of AI proposed in the article. Interpret the text further and add Ss’ own points.
Think & Share 1. T asks Ss to discuss the questions in groups and provides necessary help. 2. T asks several Ss to offer the answers and others to make suggestions. 1. Ss discuss the questions in groups. 2. Ss share their ideas and make suggestions. T helps Ss to better understand the theme , improve the ability of thinking and self-awareness and bring about periodic self-reflection.Book 6 Unit 4 A glimpse of the future：Presenting ideas & Reflection教案设计
课型 Speaking
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 Presenting ideas板块要求学生先通过观察图片，了解未来可能存在的各种学习和生活场景，然后描述对未来日常生活的畅想。本板块旨在通过对本单元主题的思考与表达，促进学生综合运用语言知识，相互合作，展示个性，提升对于单元主题的理解与认识。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 1.学生能够总结本单元的学习内容，从不同角度思考解决问题的方法； 2.学生能够运用本单元所学知识，设计自己理想的一天； 3.学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。
教学重点 1.指导学生运用本单元所学内容，阐述对人工智能发展的看法； 2.引导学生从语言能力、思维品质等方面对自己在学习本单元后的效果做出合理的评价。
教学难点 1.引导学生思考面对人工智能的发展，人类应该做好哪些应对准备； 2.指导学生对自己的学习行为和效果做出评估和分析，反思得失情况，不断改进学习方法，养成良好的学习习惯。
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
Activity 1 1. T asks Ss to look at the pictures and answer the first question. 2. T asks Ss to talk about in what ways AI brings convenience to our life and make comments in pairs. 3. T invites some Ss to share their opinions. 1. Ss observe and describe the pictures. 2. Ss exchange ideas in pairs. 3. Ss listen and share. Prepare for the ideal day design.
Activity 2 1. T asks Ss to brainstorm other changes AI will bring to our future life. 2. T asks Ss to complete the table in groups. 3. T invites some Ss to share ideas. 1. Ss offer ideas. 2. Ss discuss and complete the task. 3. Ss share ideas. Brainstorm ideas to prepare for the design.
Activity 3 1. T asks Ss to choose a future day and describe what to do on the day independently. 2. T asks Ss to write a short passage to design an ideal day which should combine the table in Activity2 and what have been learnt in this unit. 3. T asks Ss to describe their ideal day in groups. 4. T invites some Ss to share their designs with the class. 1. Ss think independently and list the main points. 2. Ss work independently to design their ideal day. 3. Ss describe ideas, offer suggestions and make improvements. 4. Ss share their designs. Practise skills in designing an ideal day.
Reflection 1. T asks Ss to rate their performance with the help of reflection questions on P48. 2. T asks Ss to summarise what they have learnt in this unit. 3. T asks Ss to identify what they should improve on the basis of self-evaluation and analysis. 4. T invites Ss to make timely communication to improve their learning strategies based on the self-evaluation. Ss rate their performance in this unit, make self-assessment, summarise what they have learnt and consider what they need to improve. Review, rate performance and think about ways to improve.
Project板块教学设计
课型 Speaking
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 本板块要求学生设计未来城市并制作海报。教师引导学生通过自主学习、合作学习和探究式学习，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.学生能够运用图书馆或网络等途径查找资料，收集有关未来城市设计的各种信息； 2.学生能够小组合作，结合收集的材料，制作图文并茂的海报； 3.学生能够关注科技发展和社会问题，形成积极面向未来的态度。
教学重点 1.引导学生利用网络搜集有关未来城市的信息，并结合单元所学，设计自己的理想城市； 2.引导学生通过小组合作完成海报制作。
教学难点 1.引导学生在介绍自己的理想城市海报时，要结合本单元所学的内容，达到学以致用的目的； 2.引导学生通过搜集资料和小组合作等活动，学会自主学习、合作学习。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T asks Ss to surf the Internet for problems cities today are facing, main features of a livable city, high-tech applied in present cities and plans for the construction of future cities. 2. T asks Ss to share information with the class. 1. Ss search for information about modern city issues and future cities described in sci-fi novels or films. 2. Ss share information. Develop skills of searching information.
Plan 1.T asks Ss to list the key elements of their ideal city in groups. 2. T asks Ss to have a group discussion and clarify the respective tasks. 1. Ss list the location, scale, facilities and features of their ideal city. 2. Ss work in groups. Prepare for poster making.
Create 1. T asks Ss to draw a map of the ideal city with description and illustration. 2. T offers Ss instruction and help. 1. Ss draw maps, write down description and collect pictures. 2. Ss match the text and pictures and add certain design to form a complete poster. Create posters by working together.
Present T asks Ss to present their posters and vote for the best design. Ss give presentations and vote. Practise skills in making posters, and learn from each other.Book 6 Unit 4 A glimpse of the future：Developing ideas教案设计
课型 Reading + Writing
主题语境 人与社会——未来与科技发展、认识与探索未来
内容分析 本篇文章是小说节选，选自Isaac Asimov的短篇科幻小说《男孩的挚友》，从另一角度反映单元主题。文章讲述了Jimmy的父母花大价钱为他从地球上运来一只真正的狗，可是Jimmy却更喜欢一直陪伴他的机器狗。通过这一板块的学习，学生能够从情感角度体会人工智能可能带来的影响。读写部分提供了一篇科幻文章的开头，学生能够根据此前学到的小说结构和“伏笔”写作手法，续写科幻小说。本版块旨在启发学生辩证地看待人工智能的发展，帮助学生进一步提升语言能力和思维品质。
教学目标 1.学生能够理解课文内容并叙述故事的梗概，同时能够理解课文中的“伏笔”写作手法，欣赏文学作品； 2.学生能够感悟文章主题，加深对单元主题意义的认识，形成积极接受但辩证地看待技术创新的情感态度； 3.学生能够结合短篇小说的写作手法和特点，发挥想象力和创造力，续写一篇科幻小说。
教学重点 1.引导学生根据小说的写作要素，梳理文章主要结构，读懂故事梗概； 2.引导学生通过关键词分析主人公的情感变化，预测故事走向。
教学难点 引导学生思考在人工智能发展过程中可能产生的人机之间的友谊、困惑、人的主观选择等问题，学会辩证地看待科技发展。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look for information before class to understand the author’s life and works. At class, T asks Ss to introduce the author using the expressions learnt in this unit. 2. T plays the video, asks Ss to take notes , summarise and answer the questions. 3. T invites some Ss to share their answers. 4. T asks Ss to discuss Question 2 in groups. 5. T asks group representatives to express their views. 1. Ss gather information in advance and report at class. 2. Ss take notes while watching and answer the questions. 3. Ss share their answers. 4. Ss have a group discussion. 5. Group representatives express opinions and others make suggestions. Provide background knowledge and bring up the topic.
Activity 2 1. T leads Ss to brainstorm differences between life on the Moon and life on Earth and complete the table. 2. T asks Ss to browse the text quickly, find out sentences describing lunar life, and compare with their own answers. 3. T asks Ss to read the text again, underline the key points and discuss in groups. 4. (Suitable for better classes or students) T asks some Ss to share their views on this Sci-Fi story. 1. Ss brainstorm, list differences and complete the table. 2. Ss read the passage, underline sentences describing lunar life and compare. 3. Ss read the text, find out difficult language points and solve the problems in groups. 4. Ss organise language and express opinions. Make preparations for reading. Cultivate Ss’ ability of independent and cooperative learning.
Activity 3 1. T leads Ss to point out the writing elements of the passage. 2. T asks Ss to read the passage again, complete the summary of the story independently and check in pairs. 3. T asks some Ss to share their answers. 4. T invites some Ss to talk about their views on Robutt. 5. (Suitable for better classes or students) T asks Ss to consider what might happen next and share their views with the class. 1. Ss read the text and name the corresponding writing elements. 2. Ss complete the summary first and work in pairs to share their answers. 3. Ss share their answers. 4. Ss listen and express views. 5. Ss express ideas. Appreciate the ideological and literary nature of the novel while analysing the structure of the passage.
Think & Share 1. T asks Ss to discuss the four questions in “Think & Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their opinions with the class. Focus on the application of foreshadowing and the connection between the two texts.
Activity 4 Method 1: (Suitable for average-level classes or students) 1. T guides Ss to review Jimmy and his parents’ different attitudes towards robot dog summarised in Activity 3 and analyse the reasons. 2. T asks Ss to make the choice if they were Jimmy and state the reasons. 3. T asks Ss to complete the table independently and share the answers in pairs. 4. T invites some Ss to share their answers with the class. Method 2: (Suitable for better classes or students) 1. T asks Ss to discuss the first two questions in Step1 in pairs and share with the class. 2. T asks Ss to brainstorm, list the pros and cons of robot friends. T asks Ss to list at least three supporting or opposing reasons to talk about whether robots and humans can have a true friendship. 3. T asks Ss to work in pairs, choose the opinion and have a debate. 4. T invites some Ss to perform to the class. 1. Students review the text, analyse reasons and report opinions. 2. Ss make choices and state reasons. 3. Ss organise the main points, complete the table and share with partners. 4. Ss share answers. 1. Students do pair work and report their answers. 2. Ss brainstorm and list their opinions. 3. Ss choose the opinion, organise the reasons and debate with the partners. 4. Ss perform the debate to the class. Summarise the theme of the unit and cultivate Ss’ thinking ability.
Activity 5 1. T leads Ss to review the use of foreshadowing in the text. 2. T asks Ss to read the story, talk about three questions in Activity 5 and discuss in pairs. 3. T invites some Ss to share their answers. 1. Ss read the passage and experience the use of foreshadowing. 2. Ss read the story and discuss in pairs. 3. Ss share their answers. Learn the writing techniques and pave the way for writing task.
Activity 6-7 1. T asks Ss to brainstorm and predict the following story. 2. T asks Ss to complete the notes for Activity 6 based on the information given in Activity 5. 3. T asks Ss to continue the story independently with the notes in Activity 6. 4. T asks Ss to exchange stories and help partners to improve the writing. 5. T invites some Ss to share their stories. 1. Ss offer ideas about what will happen next. 2. Ss complete the notes to plan the rest of the story. 3. Ss finish writing the story independently. 4. Ss exchange stories, correct possible errors and promote the language. 5. Ss share stories and give comments. Apply the languageskills and writing strategies learnt in this unit to practice.

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