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Unit 9 From Here to There-Exploring the Topic-Thinking Skills
This unit focuses on the theme of "From Here to There", aiming to help students master vocabulary and expressions related to locations, directions, and transportation. The Thinking Skills section in this unit is designed to cultivate students' logical thinking and problem - solving abilities through activities such as analyzing sequences and making inferences.
In Activity 1 of Thinking Skills (P42), students will learn about a process of finding a gift. Xiaoya first draws a map about the gift's location. Then Li Xiang looks at the map and digs under the tree according to it. Finally, Li Xiang finds the gift in the box. This activity shows students the importance of following a rational sequence of actions.
In another part, students will study the development of transportation methods over time. This not only enriches students' knowledge but also encourages them to think innovatively and break through traditional thinking.
教学目标 Students will be able to master key words and phrases such as "gift", "build", "speed", "stand for", "in a short time", etc. Students will learn to use time - order words like "first", "next", "then", "finally" to describe the sequence of events. Students will understand how to make inferences from texts by using context clues.
教学重难点 1. Key Points The correct use of time - order words to describe the sequence of development. Mastering the method of making inferences from texts, including finding context clues and using prior knowledge. Understanding and describing the development process of transportation. 2. Difficult Points Helping students make accurate inferences, especially when the context clues are not obvious. Guiding students to use the learned thinking skills to solve practical problems, such as describing a complex process clearly in English.
1. Key Words
Nouns: gift (礼物), map (地图), box (盒子), transportation (交通), speed (速度), invention (发明), clue (线索)
Verbs: build (建造), dig (挖掘), stand for (代表), infer (推断), develop (发展)
2. Key Phrases
in a short time (在短时间内), over time (随着时间的推移), look for (寻找), according to (根据)
3. Grammar Focus
The use of time - order words to show the sequence of actions or events.
Making inferences by analyzing context clues in texts.
教学过程
1. Warming - up (5 minutes)
Greet the students and start the class.
Show some pictures of different transportation means, such as bicycles, cars, trains, and airplanes on the PPT. Ask students to name them in English and briefly describe their characteristics. For example: "What's this Yes, it's a bicycle. It's slow but very convenient for short trips." This activity can quickly arouse students' interest and review related vocabulary.
2. Presentation (15 minutes)
Vocabulary Teaching
Teach new words and phrases in the context. For example, when teaching "build", show a picture of workers building a house and say: "Look, the workers are building a house. They work very hard." Then write the word "build" on the blackboard and explain its past form "built".
Use flashcards to drill the new words. Show the flashcards one by one and let students read the words aloud quickly.
Time - order Words
Present the time - order words "first", "next", "then", "finally" on the PPT. Use a simple example, like making a sandwich. Say: "First, take two pieces of bread. Next, put some butter on the bread. Then, add some ham and vegetables. Finally, put the two pieces of bread together." Let students repeat the example after the teacher and understand the order of making a sandwich.
Give students some simple tasks. For example, ask them to describe the process of getting up in the morning using time - order words. Invite some students to share their descriptions in class.
Making Inferences
Explain the concept of making inferences. Show a simple picture of a wet umbrella and a person with wet clothes standing at the door. Ask students: "What can you infer from this picture " Guide students to think and answer, such as "It must be raining outside." Then introduce the steps of making inferences: looking for clues, thinking about what you know, and making an inference.
Show a short text on the PPT: "It was dark, and the wind was strong. I rowed and rowed. Finally, there was an island in front of me. 'I'm safe', I told myself." Let students read the text and answer some inference - based questions, like "Where was the writer at first ", "How did the writer feel in the end "
3. Practice (15 minutes)
Activity 1: Sequence Chain
Divide students into groups of four. Give each group a set of pictures that show a process, such as planting a tree.
Ask students to discuss the order of the pictures in the group and use time - order words to describe the process. For example: "First, dig a hole. Next, put the tree in the hole. Then, fill the hole with soil. Finally, water the tree."
Each group selects a representative to come to the front of the class and describe the process using the pictures. The rest of the students listen and check if the description is correct.
Activity 2: Making Inferences Practice
Provide each group with a short passage. The passage can be about a person's experience, like a trip or an adventure.
Let students read the passage carefully in groups and find context clues. Then, they need to answer some inference - related questions, such as "What was the weather like at that time ", "How did the character feel "
Each group shares their answers and explanations with the whole class. The teacher guides students to analyze and discuss different answers to deepen their understanding of making inferences.
4. Production (7 minutes)
Group Project
Assign a project to each group. The project is to create a short story about a treasure hunt. The story should include a clear sequence of events and some clues for readers to make inferences.
Students in each group cooperate to write the story. They can draw some simple pictures to illustrate the story if they want.
After finishing the story, each group presents their work to the class. They can read the story aloud and show their pictures. The other groups listen carefully and try to make inferences from the story.
5. Summary and Homework (3 minutes)
Summary
Review the key points of this class with students, including new words, time - order words, and the method of making inferences.
Ask students to share what they have learned and what they are still confused about.
Homework
Ask students to write a passage to introduce how to make their favorite dish at home. They must use time - order words in the passage.
Let students find an English article from a magazine or the Internet. They need to read the article and write down at least three inferences they can make from the article and the corresponding context clues.
教学反思
After this class, students showed great interest in the activities, especially the group projects. Most students were able to master the use of time - order words to describe the sequence of events, which was reflected in their group presentations. However, when it came to making inferences, some students still had difficulties in finding accurate context clues, especially in more complex texts. In future teaching, more exercises and guidance on making inferences should be provided. Also, during group activities, some students were more active than others. Teachers need to encourage every student to participate actively and give more opportunities to those who are less involved. In general, through this class, students' logical thinking and language skills have been trained to a certain extent, but there is still room for improvement in teaching methods and content design.

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