资源简介

Unit 11 Fantastic Chinese Culture
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
内容解读：
Thinking Skills为思维技能学习，重点训练学生理解人物动机的能力。首先是思维技能的学习理解活动，学生通过阅读学习人物动机的说明，了解相关概念。其次，学生借助图片、文本和人物动机图表，观察并理解人物行为与动机的逻辑关系，动机如何反映人物的想法和情感。再次，学生阅读文本，识别介绍功夫俱乐部相关内容的语篇中的人物动机，完成人物动机图表的填写，进一步巩固所学技能。最后，学生尝试谈论自己喜爱的中华文化相关内容，并与同伴分享自己的动机，将思维技能与实际语言运用相结合。本部分共有3个活动。
Reading Strategies为阅读策略的学习，重点培养学生监控与澄清阅读策略的能力，即在阅读时若遇到不理解的内容，可通过回读寻找线索，也可借助图片或继续阅读下文等方式来查询线索。首先，学生通过阅读材料，了解监控与澄清阅读策略的定义及其具体步骤，初步掌握如何在阅读中运用这一策略。其次，学生阅读文本，针对不理解之处运用监控与澄清策略，为后续活动做好准备。最后，学生通过结对活动再次阅读文本，圈出不理解内容并向同伴阐述理解过程，运用监控与澄清策略加深对文本内容的理解，提升阅读理解能力，同时培养自主阅读和解决问题的能力。本部分共有3个活动。
II. Teaching aims
通过本课的学习，学生能够：
1. 运用辨识人物动机的思维技能，梳理文本中人物行为背后的原因；
2. 运用监控与澄清阅读策略，在阅读过程中及时发现并解决疑惑，提升阅读理解能力；
3. 拓宽文化视野，加深对中华文化的理解，培养对中华文化的热爱之情；
4. 能运用所学技能和策略进行简单的交流和表达，分享自己对中华文化的喜好及动机。
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 部分为理解人物动机思维技能的学习。Activity 1 为学习理解活动。通过观察图片、阅读句子并填写人物动机图表，帮助学生初步掌握理解人物动机的思维技能。Activity 2 为应用实践活动。学生阅读文本内容，完成人物动机图表，巩固和内化 Activity 1 中所学技能。Activity 3 为迁移创新活动。学生以两人一组的形式，谈论自己对中华文化的喜好并分享相关动机，提升语言表达、信息整合、合作交流等方面的能力。 Reading Strategies 部分为监控与澄清阅读策略的学习。Activity 1 引导学生学习如何在阅读中进行监控与澄清，通过示例了解相关方法。Activity 2 和 Activity 3 为应用实践活动。要求学生运用监控与澄清阅读策略，阅读关于旗袍的文本，加深对旗袍这一中华文化元素的理解。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in 1. Read and understand the thinking skill of understanding characters’ motives. 2. Observe the pictures in Activity 1 and answer the question: *What is Mr. Zhang’s motive for traveling *What is the motive of people in Chinatown for performing lion dances 根据学生回答问题的表现，判断其对人物动机的理解能力。
设计意图：引导学生通过观察图片和阅读句子，初步接触人物动机的概念，为接下来的学习做好铺垫。
Step 2Reading &Learning Read the text in Activity 1, study the character’s motive chart, and learn the thinking skill.Read the text in Activity 2, complete the character’s motive chart. Then check the answers. Retell the text based on the chart. 根据学生完成人物动机图表的情况，判断其对理解人物动机思维技能的掌握情况。
设计意图： 引导学生使用理解人物动机的技能来分析文本中人物的行为和原因，为在现实生活情境中应用所学知识打下基础。
Step 3Discussing &Sharing Work in pairs. Talk about what you like about Chinese culture and share your motives with your partner.Share in class. 根据学生在交流中的表现，判断其对人物动机思维技能的运用情况，必要时给与指导和反馈。
设计意图：引导学生利用理解人物动机的思维技能，分享自己对中华文化的喜好及动机，提升语言表达和文化认知能力。
Step 4Reading strategies Read and understand the strategy of monitoring and clarifying.Read the text and learn how to monitor and clarify.Practice.Read the text in Activity 2 and practice the strategy of monitoring and plete the sentences.Share the steps with the partner.4. Work in pairs.(1) Read the text again and circle what you don’t understand.(2) Tell your partner how you get to understand them. 观察学生在阅读和交流中的表现，判断其对监控与澄清阅读策略的掌握情况，必要时给予指导和反馈。根据学生在交流中的表现，判断其对监控与澄清阅读策略的运用能力，必要时给予指导。
设计意图：通过运用监控与澄清阅读策略，引导学生在阅读过程中及时解决疑惑，加深对文本的理解，提升学生的自主阅读能力。与此同时，增进对中华文化元素的理解，培养学生的文化素养和跨文化交际意识。
IV. Blackboard-writing design
Unit 11 Fantastic Chinese CultureLesson 3 Thinking Skills and Reading StrategyThinking Skill: Understanding characters’ motivesUnderstanding characters’ motives means figuring out why a character in a story does something.Reading strategy: Monitoring and clarifyingMonitoring and clarifying means you need to check if you understand the text when you are reading.
V. Teaching materials
Thinking Skills: Understanding characters’ motives
Exercise 1 Read the story and complete the table below.
Lin was excited. His school’s Lion Dance team needed a new drummer(鼓手). Lin practiced hard every day. He was strong and could beat the drum very loudly. He believed he was the best choice.
During the tryout（面试）, Lin played the drum with all his power. The sound was thunderous（雷鸣般的）. He felt proud. But after, his teacher, Mr. Chen, shook his head gently. “Lin, your power is good,” he said. “But the drum is the heart of the lion. It must tell a story. Watch Mei.”
Mei was a quiet girl. When she played, her beats were not just loud. They were soft, then fast, then strong. She made the drum speak. Lin was confused. Why wasn’t power enough
Later, Mr. Chen explained, “The lion isn’t just a monster. It is a creature of joy and spirit. The drummer must show its feelings.” Lin finally understood. Mr. Chen didn’t want the loudest drummer; he wanted the one who could understand and express the lion’s soul（灵魂）.
Character’s Action Character’s Motive
Lin practiced playing the drum hard every day.
Lin played the drum very loudly at the tryout.
Mr. Chen asked Lin to watch Mei.
Lin was confused after seeing Mei play.
Answer Key:
Character’s Action Character’s Motive
Lin practiced playing the drum hard every day. He really wanted to become the new drummer for the Lion Dance team.
Lin played the drum very loudly at the tryout. He believed that a good drummer should be strong and beat the drum loudly.
Mr. Chen asked Lin to watch Mei. He wanted Lin to learn that playing the drum was about showing feelings and telling story, not just power.
Lin was confused after seeing Mei play. He did not understand why power was not enough, and he started to question his own idea.
Exercise 2 Read the text and answer the questions.
Mei’s grandfather was a master of playing the erhu, a two-stringed Chinese violin. He tried to teach Mei, but she found it boring. The screechy( 声音尖锐的) sounds hurt her ears, and practicing felt like a chore. She preferred listening to pop music on her phone.
One rainy afternoon, her grandfather played a melody（旋律） that sounded very sad. He explained it was a song from his childhood village, but it no longer existed. Mei suddenly understood his motive: he wasn’t just teaching her an instrument; he was trying to pass on a piece of their family’s history and his most cherished（珍藏的） memories before they were forgotten. He was afraid his world would disappear forever.
With this new understanding, Mei picked up the bow(琴弓) again. This time, she wasn’t just practicing notes（音符）; she was learning to listen to her grandfather’s story.
1. Why did Mei find it boring to learn the erhu at first
__________________________________________________.
2. What was grandfather’s real motive for wanting to teach Mei
__________________________________________________.
3. What caused Mei to change her mind about learning the erhu
__________________________________________________.
Answers Key:
1. She thought the erhu sounded screechy and practicing it felt like a chore, and she preferred modern pop music.
2. His real motive was to pass on a piece of their family’s history and his most cherished memories.
3. She changed her mind when she understood that her grandfather was trying to pass on his memories, not just to teach her an instrument.
Exercise 3 Read the text and answer the questions.
Leo hated the idea of tea. It smelled like old leaves and looked like dirty water. His grandmother, however, drank a cup every afternoon. One rainy Saturday, feeling bored, Leo finally asked, “Grandma, why do you drink that ”
She poured him a small cup of green tea. “Just try it,” she said. To answer his own question, Leo tried the tea. The first sip（一小口） was hot and bitter. He almost spat（吐出） it out. But then, a small sweetness was still there in his mouth. He felt surprisingly calm and warm inside. Leo then understood his grandmother. It wasn’t about the taste. She drank tea for the inner peace it gave her. After feeling stressed about exams, Leo now had the same feeling with her.
1. Why did Leo decide to try the tea
___________________________________________________.
2. Why did grandma offer Leo the tea instead of just answering his question
___________________________________________________.
3. Why did grandma drink a cup of tea every day
___________________________________________________.
Key Answer:
1. Because he wanted to see why his grandmother liked drinking tea.
2. Because she wanted Leo to experience the feeling of calmness by himself.
3.Because she wanted to find peace and relaxation in her day.
Reading strategies: Monitoring and clarifying
Exercise 1 Read the text and complete the task.
The Silent Chess Game
Ben was losing another game of Chinese chess to his cousin. “I don’t get it,” he thought, feeling upset. “I can see all his moves, but he still wins.” He realized he was only watching his cousin’s pieces, not thinking about his strategy.
To clarify, Ben asked, “How do you always know what I’m going to do ” His cousin smiled. “I watch your eyes. You look at the piece you want to move. That tells me your plan.”
Now Ben understood. The real game wasn’t just about the pieces on the board; it was about hiding his thoughts. He learned that in chess and in life, sometimes what you don’t show is as important as what you do.
To Monitor1. What was Ben’s problem in the chess game 2. What did Ben think of the game at first
To Clarify1. What question did Ben ask to understand better 2. What was the secret his cousin shared
Now You Understand1. What did Ben learn about the real strategy of chess 2. How can this lesson apply to other situations in life
Answers Key:
To Monitor1. He kept losing even though he could see all the moves.2. He thought seeing the pieces was enough to win.
To Clarify1. He asked how his cousin always knew his moves.2. That Ben’s eye movements showed his plans.
Now You Understand1. The red game wasn’t just about the pieces on the board; It was about hiding his thoughts..2. In exams or sports, sometimes keeping your strategy private can be the key to success.
Exercise 2 Read the text and complete the task.
The Empty Space
Emma was helping her grandfather hang a traditional Chinese painting in their living room.“Why are we leaving so much empty wall space around it ”she wondered, and didn’t find any proper reason by herself . “It looks ... unfinished.” Then, she asked her grandfather. He explained, “In Chinese art, the empty space isn’t really empty. It’s called 'liú bái' - staying white. It gives the painting room to breathe and lets your imagination fill in the rest.”
Now Emma understood. The emptiness had a purpose -- it was part of the art itself. Just like the quiet moments between conversations with friends, the space around the painting made what was there more meaningful and beautiful.
To Monitor:1. What couldn’t Emma understand about hanging the painting 2. What did she think about the empty space at first
To Clarify1. What did Emma ask her grandfather 2. What did grandfather explain to her
Now You Understand1. What is special about this “emptiness” in Chinese painting 2. How did Emma connect this to her own life
Answer Key:
To Monitor1. Why they left so much empty wall space around the painting.2. She thought it looked unfinished.
To Clarify1. Why they needed to leave empty space around it.2. In Chinese art, “Liú bái” gives the painting room to breathe and lets people’s imagination fill in the rest.
Now You Understand1. It had a purpose and it was part of the art itself.2. She connected it to the quiet moments her between conversations with friends that make talking more meaningful.
Exercise 3 Read the text and complete the task.
Leo was practicing Chinese calligraphy for a school project. His brush strokes looked shaky and uneven. “I’m pressing too hard," he thought, noticing his tight hand. “But when I press lightly, the characters look faint.”
To understand better, he watched his teacher show him how. “The brush should dance,” she said. “Don’t fight the paper. Let the ink flow like water. Don’t push like a fist.” She showed him how to hold the brush loosely and move it by his shoulder, not his hand.
Now Leo understood. Calligraphy wasn't about forcing the ink onto the paper; it was about guiding it with easy control. It was like making a new friend - trying too hard pushes people away, but being yourself helps friendship grow.
To Monitor1. What two problems did Leo notice about his calligraphy 2. How did his hand feel when he was writing
To Clarify1. What did the teacher say about how to use the brush 2. What two tips did the teacher give Leo about how to hold the brush
Now You Understand1. What was the main difference between “forcing” and “guiding” the ink 2. How did Leo compare calligraphy to making friends
Answer Key:
To Monitor1. First, his brush strokes were shaky and uneven when he pressed too hard. Second, the characters looked faint when he pressed too lightly.2. His hand felt tight.
To Clarify1. She said the brush should "dance" and "flow like water", but not “fight the paper” or “push like a fist".2. She told him to hold the brush loosely and move it by his shoulder, not by his hand.
Now You Understand1. Forcing is tight and hard, while guiding is relaxed and uses easy control.2. Trying too hard to make a friend can push them away, but being yourself helps friendship grow naturally, just like guiding the brush easily makes better calligraphy.
Read and understand the thinking skill of understanding characters’ motives
Pair work: Talk about Chinese culture and share motives
Thinking skill:
Understanding characters’ motives
Read the text and complete the characters’ motive chart
Read and understand the strategy of monitoring and clarifying
Read the text to practice the reading strategy
Reading strategy:
Monitoring and clarifying
Read and follow the steps to monitor and clarifyUnit 11 Fantastic Chinese Culture
Lesson 7 Reading for Writing
I. Material analysis
内容解读：
本部分为以读促写活动，旨在培养学生的书面表达能力。第一步，学生通过问答活动完成句子，谈论自己喜爱的传统食物，激活相关语言知识和背景知识，明确写作主题与写作目的。第二步，学生阅读李梅关于第一次品尝北京烤鸭经历的范文，理解其内容，并借助“人物、行为和动机”图表梳理范文的主要信息及篇章结构，为写作奠定基础。第三步，学生运用本单元的思维技能，绘制自己首次品尝某一传统食物经历的“人物、行为和动机”图表，明确写作的核心内容和逻辑框架，并依据该图表，借助所提供的短语和句型，模仿范文起草作文，完成初稿。第四步，学生对照范文检查初稿，修改后定稿。第五步，学生根据评价量表进行同伴互评，并提出改进建议，进一步提升写作质量。本部分共有4个活动。
II. Teaching aims
通过本课的学习，学生能够：
基于写作目的、文体和要求，绘制人物、行为和动机思维导图，列出描述家乡传统美食相关经历的内容要点；
归纳范文中用于介绍家乡传统美食相关经历的表达方式和句型，将其应用于自己的写作中；
通过自评和互评，学会反思，改进作文的结构、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。写作内容为介绍品尝传统美食的经历。Activity 1为准备活动。学生以教材中的三个问题为支架，通过口头的方式从不同角度分享自己最喜欢的传统美食，激活语言知识和背景知识，明确写作主题与写作目的。Activity 2为范文学习和人物分析。学生阅读范文，并基于范文内容完成Character-Actions-Motives图表，学习如何通过“人物-行为-动机”的逻辑组织内容，为写作积累语篇结构和表达技巧。Activity 3为迁移创作与初稿撰写。学生迁移Activity 2的Character-Actions-Motives框架，绘制自己第一次品尝传统美食的经历图表，并借助教材提供的短语和句型，完成作文初稿。Activity 4为评价与定稿。学生依据评价量表进行自评和同伴互评，重点检查初稿中的语法、拼写、结构等问题；根据反馈修稿改作文，最终定稿。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Work in pairs.Write down your answers to the questions in Activity 1.Talk about your favorite traditional food to your partner. 依据学生借助问题链谈论自己最喜欢的传统美食的情况，判断其对相关主题的语言表达储备。
设计意图：通过引导学生以问题链为导引，以口头的方式分享自己最喜欢的传统美食，明确写作任务，激活学生已知和相关储备，提高写作教学的针对性和有效性。
Step 2 Reading Read for the content.Read the model essay and complete the chart in Activity 2. Then check the answers.Read for the structure.Read and answer the questions:*How many paragraphs are there in the passage *What’s the main idea of each paragraph 3. Read for the language.Read and find out its language features, such as key expressions and sentence patterns, with the help of the following questions.*What is Li Mei’s traditional food *When and where did Li Mei eat it for the first time *How do people cook or eat the food 根据学生人物、行为和动机图表的完成情况，了解其对范文内容要点的梳理情况。观察学生对范文结构的分析，评价学生写作前谋篇布局意识的强弱。观察学生能否在范文中找到有用的词语和句型，根据学生的表现，必要时提供帮助。
设计意图：通过学习范文的内容要点、篇章结构和语言特点等为笔头输出作好准备。
Step 3Writing 1. Draw a chart of character, actions and motives. 2. Make an outline of the text.3. Draft your essay about the traditional food with the phrases and sentences patterns in Activity 3.4. Check the draft against the model, revise, finalize it. 5. Make the final draft. 观察学生写作任务完成情况，必要时给予指导和反馈。
设计意图：通过层层递进的活动，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，必要时给予指导和反馈。
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-writing design
Unit 11 Fantastic Chinese CultureLesson 7 Reading for WritingFree talkMy favorite food is … I first ate … at the age of … People cook it when …Your essayUseful phrases: be know for … for the first time do wellSentence patterns: Last week, I visited …I was lucky to …… has a long history and ...By eating it, you can get …
Pair work: Talk about favorite traditional food.
Read the model essay and complete the chart
Draw a chart
Writing Task: Personal Dream Job
Check and make the final draft
Draft the essayUnit 11 Fantastic Chinese Culture
Lesson 8 Project and Review
I. Material analysis
内容解读：
本部分为实践项目活动。围绕单元主题，引导学生结合跨学科知识和本单元所学内容，制作“中华文化海报集”。首先，学生阅读有关功夫茶的海报范例，了解海报所包含的项目内容，为实践项目做好准备。其次，学生运用本单元所学内容和跨学科知识，以小组形式开展实践项目，制作中华文化主题海报。最后，学生在班级内分享和展示自己制作的海报，介绍所选中华文化内容，提升语言表达能力和自信心。通过以上实践项目，帮助学生将语言学习与实际生活相结合，培养综合语言运用能力和跨学科思维能力。本部分共有3个活动。
II. Teaching aims
通过本课的学习，学生能够：
制作中华文化海报并与他人分享；
通过听、说、读、写活动，复习巩固与本单元话题相关的词汇、语法、思维技能和阅读策略；
对照单元自评表，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 部分为制作中国文化海报。Activity 1 为学习理解类活动。学生通过阅读功夫茶的海报，了解其所包含的项目和内容。Activity 2 为应用实践类活动。学生以小组为单位，制作自己的中华文化海报。Activity 3 为迁移创新类活动。在班级分享中国文化海报并汇集海报形成中华文化海报集。 Review 部分通过听说活动和阅读理解，回顾单元主题，并对单元的主要词汇和语法项目进行复习。Activity 1 为听说活动。学生听音频并填空，然后就唐装的相关内容进行问答。Activity 2 为词汇练习。学生根据首字母提示完成文本，巩固本单元重点词汇和句子结构。Activity 3 为语法复习。学生根据上下文语境，用所给词汇构成宾语从句完成练习，复习巩固由that引导的宾语从句的用法。Activity 4 为阅读理解。学生运用本单元所学的阅读策略，阅读文本，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 traditional culture do you know *Have you ever made a poster about Chinese culture
根据学生的回答，了解学生对中华文化及海报制作的了解情况以及语言和知识储备情况。
设计意图：通过师生对话，导入本课，激发学生有关中华文化及海报制作的已有知识。
Step 2 Making a poster 1. Observe the poster in Activity 1 and understand what it is about.*What is Gongfu tea *What’s its importance *What’s its history *What are its features 依据学生的回答情况，判断其对中华文化海报要素的理解程度，必要时给予指导和反馈。
设计意图：通过阅读功夫茶的海报，学习中华文化海报包含的内容，为后续制作自己的中国文化海报做好准备。
Step 3 Drawing & Sharing Work in groups. Make a poster of Chinese Culture in Activity2.Describe it to your partners. 观察学生制作中华文化海报及分享的过程，必要时给予指导和反馈。
设计意图：学生通过制作中华文化海报，整合本单元所学文化知识，呈现学习成果，深化对中华文化内涵的理解；在合作创作中增强文化认同感，巩固文化自信。
Step 4 Presenting & Evaluating Share the poster about Chinese culture in classEvaluate each other's works and reports. 根据学生的作品及介绍，评价学生运用所学进行有意义的思考、建构、交流和表达能力。
设计意图： 通过呈现和介绍中华文化海报，培养学生将本单元所学语言知识的运用于实践的能力，学以致用、学用一体。
Step 5 Reviewing Work in pairs.Read through the outline in Activity 1 and predict what the text is about and the words that will be used to fill in the blanks.Listen to the monolog in Activity 1 and fill in the blanks. Then check the answers. Ask and answer questions about the Tang suit.2. Work in plete the text with the help of the first letters in Activity 2 Check the answers.Read the text aloud together.2. Work in pairs.(1) Read the text in Activity 3, make object clauses with the given words. (2) Check the answers.(3) Read the text aloud together.4. Observe the picture in Activity 4 and predict the main idea of the text.5. Read the text in Activity 4 and answer the questions. Then check the answers. 5. Review the big question “What should we do with tradition ”, and discuss in groups, sharing your ideas on how to deal with tradition, the skills and knowledge needed for it. 观察学生完成练习的情况，判断学生对单元所学语言知识、思维技能和阅读策略的掌握和内化情况，必要时给予指导和反馈。根据班级讨论时学生能否阐述关于如何对待传统的观点，判断其对传统的理解，必要时给予指导和反馈。
设计意图：通过听力训练活动，培养学生听前预测、听中记录、听后检查的听力策略；以文本为依托，回顾单元主题，巩固和内化词汇知识，提高学生的词汇运用能力；在具体语境中，巩固和复习that引导的宾语从句的用法，提升学生的语法知识的实践应用和迁移创新能力。通过回顾单元之问——“ What should we do with tradition ”引导学生进行主题意义探究，加深对传统的思考，强化本单元中华文化话题的语言学习，助力学生树立正确的文化传承与发展观念，激励他们为传播中华文化贡献力量。
Step 6 Assessment Complete the self-assessment list.Reflect on what you 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-writing design
Unit 11 Fantastic Chinese CultureLesson 8 Project and ReviewProject: Making a collection of posters of Chinese cultureWhat is the importance of Chinese culture Importance: How long is the history of Chinese culture History :What are the features of Chinese culture Features:
Group work:
Make posters of Chinese culture
Share posters in the class
Read the poster, learn more about Gongfu tea and introduce it
Pair work:
Listen and complete outline.
Complete the text with the help of first letters
Make object clauses with the given words
Read the text and answer the questionsUnit 11 Fantastic Chinese Culture
Lesson 2 Function and Pronunciation
I. Material analysis
内容解读：
Function为功能句的学习，结合语用知识，从“听”的角度切入单元“探文化之源，悟传承之道，铸自信之基”的主题，帮助学生开展听、读、说、写语言综合运用能力训练。首先，学生两人一组，谈论图片中展示的爱国主题的相关活动，激活已有的知识，随后通过回答问题谈论自身经常会进行哪些活动来表达爱国情怀，为后续听力训练活动做准备。其次，学生通过听音频，完成判断正误、信息填空等练习，学习重点词汇和功能句。通过该部分学习，学生能够认识到举办爱国主题班会等活动是表达爱国情怀的重要方式，从而加深对爱国行为的理解。最后，学生在小组活动中，结合自身实际情况，运用所学知识，在真实语境中讨论爱国主题班会的活动安排，树立爱国意识。本部分共有4个活动。
Pronunciation为语音训练，学习语句中的重音、弱读及节奏。首先，学生通过听读句子，着重留意重音变化，感受语句中重音不同所带来的语义侧重差异，初步建立对语句重音的认知。其次，学生朗读李白的著名中国诗歌，特别关注其中的重音、弱读和节奏，强化对诗歌韵律的把握能力，加深对语音规则在文学作品中运用的理解。通过该部分学习，学生能够认识到重音、弱读和节奏在表达语义和情感方面的重要作用，从而提升语音运用的准确性和流利性。本部分共有2个活动。
II. Teaching aims
通过本课的学习，学生能够：
运用听力策略，从所听文语篇获取关于“爱我中华”主题班会的具体信息。
在小组活动中，运用所学知识讨论“爱我中华”主题班会相关内容。
认识到爱国的多种表达方式，激发爱国情感。
识别重音、弱读和节奏，根据规则朗读句子、诗歌，做到语音、语调基本正确。
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，帮助学生从“听”的视角切入单元主题。Activity 1 为听前热身讨论活动。学生两人一组，通过谈论图片中展示的爱国行为，激活已有的知识，为听力训练活动做准备。Activity 2 为听中学习理解活动。学生听音频判断正误，了解班会相关情况。Activity 3 为听后应用实践活动。学生再次听音频，梳理细节信息，完成表格，建立对班会内容的全面认识。Activity 4 为听后迁移创新活动。学生通过小组讨论活动，巩固对重点词汇和功能句型的掌握。 Pronunciation 部分为语音训练。Activity 1 帮助学生了解语音现象，引导学生通过听音频跟读句子认识重音变化现象。Activity 2 要求学生通过听音频跟读李白的诗识别重音、弱读和节奏，提高发音的准确性。 语音小贴士：当你想改变一个句子的侧重点时，只需更换重读的单词即可。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Present the pictures about some activities which show love for China and discuss the related contents（including what people are doing and the ways to show love for the country）.Work in pairs. Talk about what you often do to show your love for our country and explain the reasons. 观察学生课堂的表现，了解其对爱国话题词汇的储备情况。
设计意图：利用图片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 in Activity 1 and discuss what the students are doing.Listen to the conversation and circle T (True) or F (False) in Activity 2. Then check the answers.Listen again. Complete the table in Activity 3. Then check the answersListen and repeat.5. Further thinking. What can you learn from the class meeting 根据学生的讨论，判断学生读图以及预判音频内容的能力。根据学生判断正误和完成表格的情况，评价学生获取关键信息的能力。观察学生在思考和回答中的表现，判断学生对班会意义的理解程度。
设计意图：通过判断文本信息正误和补全内容，培养学生提取关键信息的能力；再经小组讨论内化所学知识，为后续的迁移活动做好准备；最后引导学生深入思考，领悟爱国的多种表达方式。
Step 3Group work 1. Work in groups.Suppose you’ll hold a class meeting with the same theme in Activity 3, discuss what you will do and make up a new conversation. 2. Show the new conversation in class. 观察学生在小组讨论和展示中的表现，评价其综合运用所学词语、句型的情况，给与指导和反馈。
设计意图：在迁移创新的语境中，以小组合作的形式，通过编写关于“爱我中华”主题班会的新对话，帮助学生正确使用所学语言，学以致用，发展语言能力。同时，深化对爱国主题意义的探究，进一步激发学生的爱国情感。
Step 4Pronunciation Listen and read the sentences aloud in Activity 1. Pay attention to the emphasis of the wordsRead the sentences aloud.Read the famous Chinese poem by Li Bai in Activity 2. Pay attention to the stresses, weak forms and rhythms.Read the poem together. Summarize the rules of stresses, weak forms and rhythms. 根据学生的朗读情况，判断其对重音变化的掌握程度。根据学生的朗读情况，判断其对重音、弱读和节奏的掌握情况。
设计意图：通过听、跟读和识别读音等一系列活动，提高学生发音的准确性；通过模仿练习，帮助学生领会重音、弱读和节奏的发音特点与要领，做到语音、语调基本正确。
IV. Blackboard-writing design
Unit 11 Fantastic Chinese CultureLesson 2 Function and PronunciationFunctionWhat do you often do to show your love for your country -- I often ... How about singing some songs about loving China -- Sound great! I love …PronunciationStresses, weak forms and rhythms：From whose house comes the voice of the flute of jade un seen It fills the town of Luoyang, spread by wind of spring.
Pair work:
Talk about pictures and answer questions
Group work:
Interviewing and report
First Listening:
Circle T or F
Function
Second Listening:
Complete the table
Group work: Discuss and make a new conversation
Listen and read the sentences
Sum up the rules of stresses, weak forms and rhythms
Pronunciation
Read the poem and pay attention to stresses, weak forms and rhythmsUnit 11 Fantastic Chinese Culture
Lesson 4 Theme Reading
I. Material analysis
内容解读：
本部分为主语篇，学生利用本单元所学的思维技能和阅读策略，深入阅读文本，理解主题意义，是整个单元的核心部分。文本讲述了在古代丝绸之路上，三位来自不同地方的商人——长安的丝绸商人、印度的马匹商人以及山西的茶叶商人的贸易故事。第一步，学生通过观察图片并讨论，激活相关背景知识，为文本学习做好准备。第二步，学生初读文本，回顾本单元所学的监控与澄清阅读策略，并按照相应步骤，运用阅读策略提升阅读理解能力。第三步，学生根据文本内容，完成人物行为与人物动机表格，深入理解文本细节。第四步，学生根据首字母提示，填写单词完成句子，巩固对文本核心词汇和关键信息的掌握。第五步，学生小组讨论，探讨“一带一路”项目带来的影响，深化对贸易文化交流意义的理解，达成迁移创新的学习目标。本部分共有5个活动。
II. Teaching aims
通过本课的学习，学生能够：
运用监控与澄清阅读策略，在阅读过程中及时发现并解决疑惑，提升阅读理解能力；
运用理解人物动机的思维技能，梳理文本中三位古代丝绸之路商人行为背后的原因；
准确理解并运用所学词汇转述文本内容；
感悟古代丝绸之路在商贸往来、文化交流与传承方面的重要意义，树立开放包容、促进交流合作的价值观。
III. Teaching procedures
课时教学内容概述
本课时为主语篇阅读，语篇为记叙文，讲述了古代丝绸之路上三位商人（丝绸商人、马匹商人、茶叶商人）的贸易故事，展现了丝绸之路在商贸往来、文化交流与传承方面的重要意义。Activity 1 为热身准备活动。学生两人一组，通过观察关于丝绸之路的图片并讨论古代商人可能会有的经历，激活与主题相关的背景知识，为文本学习做好铺垫。Activity 2 为阅读理解及策略应用活动。学生运用监控与澄清阅读策略，在阅读过程中及时发现并解决疑惑，提升阅读理解能力。Activity 3 为文本精读及深入理解活动。学生通过完成人物行为与动机图表活动，运用理解人物动机的思维技能，深入理解文本细节，掌握词汇在特定语境中的意义，从而提升对文本整体的把握能力。Activity 4 为语言运用活动。学生通过单词填空活动，巩固所学词汇，提高语言运用能力。Activity 5 为思维技能实践应用活动。学生通过讨论“一带一路”倡议的意义，深化对主题的理解，同时树立开放包容、促进交流合作的价值观。
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:What do you know about the Silk Road What do you think traders did on the Silk Road in ancient times 观察学生的回答情况，评价学生对丝绸之路相关话题的知识储备情况。
设计意图：通过师生对话讨论丝绸之路，激活兴趣，为本课的学习做铺垫。
Step 2Pre-reading Work in pairs. Observe the pictures about the Silk Road in Activity 1. Discuss what you might experience as a trader in ancient times.2. Predict the main idea of the text. Then check the prediction. 根据学生的讨论情况，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，从场景、人物行为中获取信息，预测文本内容。
Step 3While-reading Read the text in Activity 2. Use the monitoring and clarifying strategy:Mark parts you don’t understand.Solve them by re-reading or connecting context, then check the answers.2. Read the text again and complete the “Character’s Action and Motive Chart” in Activity 3. Then check the answers.3. Read the text aloud.4. Retell the text according the “Character’s Action and Motive Chart”.5. Fill in the blanks in Activity 4 with words from the text, using the first letters as hints. Check answers. 观察学生对监控与澄清阅读策略的运用情况，判断其阅读理解能力的提升情况。根据学生的对人物行为与动机图表的填写情况，评价其对理解人物动机思维技能的掌握情况。。根据学生的单词填空情况，评价其对所学词汇和掌握和运用能力。
设计意图：引导学生阅读文本，运用监控与澄清阅读策略解决疑惑，在分析人物行为与动机中深化文本细节及词汇理解，初步感知丝绸之路的贸易与文化双重意义，为后续主题意义探究奠定基础。
Step 4Post-reading Work in groups.Discuss the question in Activity 5: What can the Belt and Road Initiative bring us Share your ideas in class. 根据学生对问题回答与观点分享情况, 判断学生对主题知识的理解和拓展情况，以及是否树立了正确的文化价值观和交流合作意识。
设计意图：基于对古代丝绸之路在商贸和文化交流等方面意义的理解，引导学生讨论“一带一路”倡议，深化主题认知，树立开放包容、促进交流合作的价值观。
IV. Blackboard-writing design
Unit 11 Fantastic Chinese CultureLesson 4 Theme Reading1. Words: trader camel transport northwestern tradition 2. Monitoring and clarifying:I stop and ask ____________.I do something ___________.Now I understand __________.3. What the topic of the text 4. What’s the main idea of the text
Read the text and practice monitoring and clarifying
Pair work:
Look at the pictures and discuss
Match the text again and complete the character’s action and motive chart
Group work: Discuss the Belt and Road Initiative
Fill in the blanks with proper wordsUnit 11 Fantastic Chinese Culture
Lesson 6 Oral Communication
I. Material analysis
内容解读：
本部分为口语交际活动，采用“以听促说”的形式，引导学生围绕单元主题“探文化之源，悟传承之道，铸自信之基”开展语言交际活动。首先，学生浏览所给信息，预测音频内容，并通过听音频完成匹配练习，初步理解音频内容。其次，学生再听音频，填写所缺信息完成句子，进一步理解音频内容，加强听力理解能力，并为后续口语活动积累语言素材。最后，学生借助所提供的图片，谈论图片中的中医相关内容，在真实语境中运用所学知识进行交际。本部分共有2个活动。
II. Teaching aims
通过本课的学习，学生能够：
运用所学听力策略获取关于传统中医疗法的关键信息；
正确使用相关语言进行小组讨论，了解小组成员对传统中医疗法的看法；
深入理解传统中医疗法的意义，树立对传统医学文化的正确认知。
III. Teaching procedures
课时教学内容概述
本课时为口语交际活动，内容围绕传统中医疗法展开。Activity 1为听力理解活动，分为 A和 B两个部分。在 A部分中，学生根据音频内容完成信息匹配；在 B部分中，学生再听音频，完成填词活动。两个部分从信息匹配到词汇填空，由浅入深地帮助学生梳理、掌握听力文本中的关键信息，了解传统中医疗法的相关内容。Activity 2 为小组讨论活动。在 Activity 1的基础上，以图片为依托，学生通过问答和模仿示例分享对传统中医疗法的看法，完成讨论并在班级汇报。
教学流程图
教学步骤 学习活动 效果评价
Step 1Lead-in Ask and answer*Have you ever tried traditional Chinese medicine *What do you think of it 依据学生回答内容，判断其对传统中医疗法的了解程度和语言表达能力。
设计意图：通过问答激活学生对传统中医疗法的已有知识，为新课学习做好准备。
Step 2 Listening Read through the information in Activity 1-A and guess what the monologues are about.Listen to the monologues and match the information in Activity 1A3. Check the answers.4. Listen again and fill in the blanks in Activity 1B.5. Check the answers.6. Read the monologues in Activity 1 aloud. Pay attention to stresses, weak forms and rhythms. 根据学生听力训练活动完成情况，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，必要时给予指导和反馈。
设计意图：通过多层次的听力训练活动，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. Discuss the traditional Chinese medicine shown in the pictures.2. Report to the group members using the given example as a reference.3. Some students share their ideas in class. 观察学生的小组活动表现，判断其在口语交际中能否使用较为准确的词语和表达，语音、语调是否基本正确。
设计意图: 通过小组成员间的口语交际活动，引导学生在口头表达中使用恰当的句型、流畅的语言介绍传统中医疗法，提升学生的口语交际能力。
IV. Blackboard-writing design
Unit 11 Fantastic Chinese CultureLesson 6 Oral CommunicationWords: herbal medicine tuina baguan zhenjiuGroup work:NameDo people often use herbs in traditional Chinese medicine Can traditional Chinese medicine help with headaches What do you think of tuina Yes, they do. Herbs ... Yes, it can. Traditional Chinese medicine is often used to ... I think it is ...
First listening:
Listen and match the information
Pre-Listening：
Read the information and predict what the text is about
Group work: Discuss and report.
Second listening:
Listen again and fill in the blanksUnit 11 Fantastic Chinese Culture
Lesson 5 Grammar in Use
I. Material analysis
内容解读：
本部分为语法学习，内容为词性转换和宾语从句（I）两方面内容。在词性转换部分，首先，学生通过观察图片和阅读句子，在语境中理解黑体单词在句子中不同的词性和意义。其次，学生运用词性转换知识，用单词的正确形式完成句子，加深对其形式、意义和用法的理解。最后，学生在新语境中判断划线单词的词性和意义，进一步理解词性转换的现象及其语用功能。在宾语从句（I）部分，第一步，学生通过对话学习that引导的宾语从句的结构和用法。第二步，学生通过填写表格，梳理that引导的宾语从句的使用规则，明确其语法结构和语用功能。第三步，学生在新语境中运用that引导的宾语从句，正确表达想法和传递信息，巩固语法知识的实际运用能力。本部分共有6个活动。
II. Teaching aims
通过本课的学习，学生能够：
在语境中理解词性转换（单词形式不变而词性发生变化的现象）的形式、意义和用法，以及由that引导的宾语从句的形式、意义和主从句之间的时态关系；
初步运用词性转换和that引导的宾语从句；
在新语境中运用所学语法知识，描述相关事物和表达想法。
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，包括词性转换和宾语从句（I）。 词性转换部分：Activity 1 呈现语法现象。学生通过观察图片和阅读句子，了解和掌握词性转换（单词形式不变而词性变化）的特点及基本意义。Activity 2 实践运用语法规则。学生通过运用词性转换完成句子，加深对其形式和意义的理解。Activity 3 为迁移创新应用。学生在新语境中判断单词的词性并展开讨论，进一步体会词性转换的语用功能。 宾语从句（I）部分：Activity 1 呈现语法现象。学生通过对话学习由that引导的宾语从句的表达形式、意义以及主从句之间的时态关系。Activity 2 归纳语法规则。学生通过填写表格，梳理由that引导的宾语从句的使用规则及主从句时态关系。Activity 3 为迁移创新类活动。学生阅读文本，在新语境下运用由that引导的宾语从句讨论民间运动，巩固所学知识。学生通过3个活动理解意义、归纳形式并实践应用。
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 sentences. Pay attention to the conversion of nouns, verbs and adjectives.Read the sentences in Activity 1 and observe how the highlighted words convert between different parts of speech. 观察学生的表现，根据学生的梳理情况，了解其词性转换的掌握程度。
设计意图：在语境中呈现词性转换的语法知识，在图文语境中指导学生通过观察学习词性转换，进而理解其基本意义和语用功能。
Step 2Summarizing Complete the sentences in Activity 2 with the correct form of the words in the box.Check the answers.Read the sentences. Pay attention to the converted words. 观察学生的表现，根据学生完成句子的情况，了解其词性转换的掌握程度。
设计意图：引导学生讨论并对比词性转换后的意义和用法。
Step 3Applying 1. Work in pairs.Read the text in Activity 3 and discuss whether each underlined word is a noun, an adjective or a verb.2. Check the answers. Then try to tell the Chinese meaning of each underlined word to understand the use of converted words in context.3. Read the text aloud. 观察学生在讨论中的表现，判断其在语境中运用词性转换的的能力及在语境中的使用情况。观察学生的讨论，必要时给与指导和反馈。
设计意图: 通过引导学生运用词性转换、判断词性并展开讨论，帮助其在语境中正确理解使用词性转换。通过讨论文本内容，给予学生语言运用的实践机会，引导学生增强语法运用意识。
Step 4 Observing Work in pairs.Read the conversation in Activity 1 to understand the meanings of object clauses and the tenses in main and subordinate clauses.Discuss the sentence patterns and pay attention to the usage of object clauses and the tenses. 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：通过朗读、观察和讨论，引到学生在语境中理解由that引导的宾语从句的形式、意义以及主从句之间的时态关系。
Step 5 Summarizing 1. Complete the table in Activity 2 and learn how to use object clauses, focusing on the tenses.2. Check the answers. 3. Summarize the rules for using the object clauses, focusing on its forms, functions and tenses. 根据学生完成表格的情况，了解其对宾语从句用法及主从句时态关系的的掌握程度。
设计意图：通过表格梳理由that引导的宾语从句的语法规则及主从句时态关系，帮助学生理解并掌握宾语从句的用法。
Step 6 Applying Work in groups. Read the text in Activity 3 and discuss the folk sport with object clauses.Check the answers. 3. Read the text together.4. Share your ideas in groups. 观察学生讨论和回答问题的表现，必要时给予指导和反馈。根据学生完成讨论的情况，了解其对宾语从句的形式、意义、主从句时态关系及使用的掌握情况。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：在真实语境中，引导学生正确使用由that引导的宾语从句及注意主从句时态关系，发展学生英语语法的学习意识和能力。
IV. Blackboard-writing design
Unit 11 Fantastic Chinese CultureLesson 5 Grammar in UseConversion:water(n. & v.) ship(n. & v.) clean(adj. & v.) correct(adj. & v.)The object clause (I):Main ClauseObject ClauseExample SentencesSimple present tenseAny tense according to the actual situationHe says he will visit his grandma tomorrow.Simple past tenseA kind of past tenseShe said she was reading at that time.Objective truths/factsAlways simple present tenseThe teacher told us the earth goes around the sun.
Understand conversion by studying the given sentences.
Read the text and identify word types
Complete the sentences with converted words
Discuss the folk sport with object clauses
Summarize rules of object clauses
Understand object clauses through conversation

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