Unit 1 A new life, a new you 教案
一、单元教学概况
| 教学目标、教学内容与课时分配、思政特色、教学模式与评价方式 |
| （一）教学目标任务目标： l To write a description of a place on campus (Episode 1) l To write an outline of clubs and events on campus (Episode 2) l To create a campus guide brochure for international students (Project) l To write an essay sharing ideas about the future of education in China (Text A)
语言目标： l To make small talk (Episode 1) l To skim texts for general ideas (Text A) l To expand vocabulary about college life
高阶能力目标： l To evaluate relevance of information (Episode 1) l To explore other cultures at university (Episode 2) l To develop counter-arguments (Text A)
（二）教学内容与课时分配 l 1-2 课时：Icebreaking, Warming up, Episode 1 l 3-4 课时：Episode 2, Text A 导入 |
| l 5-6 课时：Text A l 7-8 课时：Project & Intercultural writing 学生成果展示与教师反馈 （三）思政特色 Section 1： l 通过设计自己学校的校园手册，培养学生对大学校园的归属感和认同感； l 引导学生思考国际留学生在国内大学生活的不便，培养推己及人的品质； l 了解国外大学社团文化，对比分析国内社团文化，培养跨文化思辨能力。
Section 2： l 引导学生思考大学的育人目标，帮助其树立明确的学习和发展目标，培养积极的大学观； l 了解国际留学生来中国学习的原因与现状，加深对本国文化的认同感。
（四）教学模式与评价方式 l 教学模式：基于 U 校园的混合式教学模式本课程倡导课堂教学与在线自主学习结合的混合式教学模式。教师可结合教材，并利用“U 校园智慧教学云平台”提供的数字课程、教学管理、互动讨论等内容与功能，实现课堂内外融合和线上线下贯通。 l 评价方式：形成性评价 教师引导学生利用教材 Self-reflection 板块进行自评，并依据教学目标对学生的课堂表现和任务成果进行评价。 |
二、第 1-2课时教学
| 教学目标、教学重难点、教学理念与方法 |
| （一）教学目标： 1. To write a description of a place on campus 2. To make small talk 3. To evaluate relevance of information
（二）教学重难点： Key points: Writing a description of a place on campus; Making small talk; Evaluating relevance of information Difficult points: Evaluating relevance of information; Writing a description of a place on campus
（三）教学理念与方法： 体验式学习：利用情景剧展开教学，引导学生与剧中的人物建立情感联系，结合真实校园场景增强学生的体验感、提高学生思辨能力，以及在真实交际中运用英语完成富有挑战性任务的能力。交际型教学法：基于对情景剧人物对话的分析和讨论，在课堂上设置问题并进行小组对话练习，通过生生互动和师生互动提高学生学习的主动性。项目式学习法：教师围绕单元主题，指导学生通过小组讨论与分享，为国际留学生撰写校园中的某一地点的说明，让学生在完成任务的过程中培养自主学习及团队协作等能力。 |
| 教学过程 | ||||
| T for teacher; Ss for students; TB for Teacher’s Book; OTY for Over to you task | ||||
| 教学阶段（时长） | 教师活动 | 学生活动 | 设置意图 | 教学评价 |
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Pre-class | 1) Ask Ss to read and watch the introduction of the four characters in Character profile on Page XIV-XV, and note down key information about the characters including personalities, hobbies and goals.
| 1) Read and watch the introduction of the four characters in Character profileon Page XIV-XV, and note down the key information.
| 1）预习本系列教材的主角简介，使学生与四位主角产生情感联系，为后续以主角为中心展开的情境任务和学习做铺垫。 | 通过在线测试了解学生对于生词的预习情况。 |
| 2) Ask Ss to preview the new words and expressions of Episode 1 via Unipus, and take the online quiz. | 2) Preview the new words and expressions of Episode 1 via Unipus, and take the online quiz. | 2）预习 Episode 1 生词，扫清词汇障碍，为课上学习做准备。 | ||
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While-class (Period 1: 45 mins) | Step 1: Introducing the four characters (5 mins) Invite Ss to briefly introduce the four characters who will be with them for the whole learning process including personalities, hobbies and goals, and vote for the character they like best via Unipus.
Step 2: Warming up (5 mins) Ask Ss to work in pairs to share their expectations of college life by completing Ex 1 & 2 on P3.
Step 3: Introducing the plotline (5 mins) 1) Introduce to Ss the plotline of Section 1, two OTY tasks and the Project they are going to complete by using the plotline and the Road map on P4. 2) Introduce the plotline of the video in Episode 1 on P5.
Step 4: Episode 1 Video (30 mins) 1) Lead Ss to watch the video for the first time and complete Ex 1 on P5 to have a thorough understanding. Explain the culture note “Lake Tahoe” if necessary. 2) Ask Ss to watch the video again and | Step 1: Getting to know the four characters Introduce the four characters in their own words and vote for the character they like best via Unipus.
Step 2: Warming up Work in pairs to share expectations of college life by completing Ex 1 & 2 on P3.
Step 3: Getting to know the plotline 1) Read the plotline of Section 1 and the Road map on P4. 2) Read the plotline of video in Episode 1 on P5.
Step 4: Episode 1 Video 1) Watch the video and complete Ex 1 on P5. 2) Watch the video again and complete Ex 2 on P6. 3) Read the Communication skill of making small talk on P6. 4) Complete the matching part of Ex 3 on P6. 5) Work in pairs to complete the follow-up exercise of Ex 3 and 3 pairs share their | 1） 通过对四位主角简介的复述练习，检测学生的预习效果。同时，了解学生对主角的喜爱程度，可在今后教学中有针对性地使用。
2） 通过师生问答与生生问答，了解学生对大学生活的期待，进 行主题预热。
3） 通过介绍剧情线和路线图建立情境感，帮助学生整体了解 Section 1 的剧情逻 辑、学习内容和任务，并引出第一段输入材料。
4） 通过完成理解性练习，让学生充分了解剧情，并有效衔接后续输出任务，提升其 视听说能力。
| 1） 教师以开放式问题引领学生对单元主题进行讨论，并对学生的回答进行评价。
2） 教师通过练习考察学生的掌握情况，并对重点内容进行讲解。
3） 教师可以采用生生互评的方式，并对学生的对话进行总结和评价。 |
| complete Ex 2 on P6 to help Ss notice the strategies that the four characters use to start the conversation. 3) Guide Ss to read the Communication skill and learn about how to make small talk by using the skill box on P6. 4) Ask Ss to complete the matching part of Ex 3 on P6 to strengthen their understanding of the skill. 5) Get Ss to work in pairs and complete the follow-up exercise of Ex 3. Then pick up 3 pairs to share their conversations in class and choose Ss to make comments on the conversations if time allows. | conversations in class. Then discuss with partners and try to make comments on the conversations. | 5）通过学习技能框和视频内容，帮助学生掌握用英语进行闲聊的技巧和要点；通过让学生进一步进行输出，加强其对于技巧的理解与运用。 | ||
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While-class (Period 2: 45 mins)
| Step 1: Introducing the plotline of Episode 1 Text (5 mins) Introduce the plotline of the text in Episode 1 on P7.
Step 2: Episode 1 Text (30 mins) 1) Ask Ss to scan the campus map on P8-9 and answer the questions in Ex 4 on P7.
[Supplementary activities] a. Ask Ss about what a campus map should include and what the function of a campus map is. Then use the Genre analysis in TB to introduce the features of a campus map. b. Lead Ss to have a discussion based on the following questions: | Step 1: Getting to know the plotline of Episode 1 Text Read the plotline of the text in Episode 1 on P7.
Step 2: Episode 1 Text 1) Read the campus map on P8-9 and complete the Ex 4 on P7.
[Supplementary activities] a. Answer the questions about the basic information and the function of a campus map by analyzing the text. b. Discuss the questions.
2) Work in 4 groups to read the boxouts on | 1） 引入场景，通过介绍剧情线使学生了解剧情发展与输入素材。
2） 结合文本内容完成练习，将具体情形与地点进行匹配，帮助学生进一步理解文本。
3） 通过补充活动，让学生了解“校园地图” 这一体裁的功能和特特点。同时进行课堂讨论，引导学生深入 | 1） 通过练习完成情况和课堂讨论效果考查学生对于文本内容的理解。
2） 通过提问、布置任务等方式来评判学生的掌握情况，并对其输出任务进行评价。 |
| • Would you like to exchange your books with other students in ISSC or donate them to ISSC? Why? (The value of sharing, the importance of study and intercultural communication) • Do you expect a 24-hour library on campus, and why? (Self-study and discussions)
2) Divide Ss into 4 groups. Each group reads one boxout on P8-9 and complete Ex 5 on P7. Then ask Ss to read the Critical thinking skill on P7 to learn how to evaluate relevance of information and explain the skill in detail using the boxouts on P8-9 as examples. 3) If time allows, ask Ss to complete Ex 6 on P7, and ask 2 Ss to share their ideas in class to practice the Critical thinking skill.
Step 3: Introducing OTY 1 (10 mins) 1) Introduce the plotline of OTY 1 on P10. Then ask Ss to read Yi Fei and Wang Hao’s sample and guide Ss to use the Critical thinking skill to evaluate the relevance of information. 2) Walk Ss through the steps of OTY 1. Then offer them the Suggested evaluation criteria in TB. | P8-9 and complete Ex 5 on P7. Then read the Critical thinking skill on P7 to learn how to evaluate relevance of information. 3) Complete Ex 6 on P7 and 2 Ss share ideas in class.
Step 3: Getting to know OTY 1 1) Read the plotline of OTY 1 and the sample on P10. Then evaluate the relevance of information of the sample. 2) Follow T’s introduction to OTY 1. | 思考课文中蕴含的价值导向。
4）通过学习技能框，帮助学生进一步掌握评估信息相关性的技巧，并进行输出练习，增强实际运用能力。
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| Post-class | 1) Ask Ss to complete the task of OTY 1 on P10 and the exercises of Language in focus on P11via Unipus. 2) Ask Ss to preview the new words and | 1) Complete the task of OTY 1 on P10 and the exercises of Language in focus on P11 via Unipus. 2) Preview the new words and expressions | 1）通过阶段性产出任务，帮助学生运用所学语言和技能完成交际任务，并为最终的 | 1 ）根据教师用书 OTY 1 的建议评估标 准进行评价。
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| expressions in Episode 2 via Unipus. | in Episode 2 via Unipus. | 综合产出任务做好准备。
2）通过课后语言练习帮助学生巩固所学知识。 | 2）通过课后语言练习的完成情况了解学生对知识的掌握程度。 |
三、第 3-4课时教学
| 教学目标、教学重难点、教学理念与方法 |
| （一） 教学目标： 1. To write an outline of clubs and events on campus 2. To explore other cultures at university
（二） 教学重难点： Key points: Writing an outline of clubs and events on campus; Exploring other cultures at university Difficult points: Writing an outline of clubs and events on campus; Exploring other cultures at university;
（三） 教学理念与方法：体验式教学法：通过创设与社团活动相关的情境，引导学生分析和讨论不同的校园文化，提高学生跨文化能力。 项目式学习法：教师围绕单元主题，创建为国际留学生设计校园手册的项目。通过对项目进行分解，指导学生分组完成任务，在过程中培养自主学习及团队协作等能力。 |
| 教学过程 | ||||
| T for teacher; Ss for students; TB for Teacher’s Book; OTY for Over to you task | ||||
| 教学阶段（时长） | 教师活动 | 学生活动 | 设置意图 | 教学评价 |
| Pre-class | Ask Ss to preview the new words and expressions of Episode 2 via Unipus, and take the online quiz. | Preview the new words and expressions of Episode 2 via Unipus, and take the online quiz. | 预习 Episode 2 生词，扫清词汇障碍，为课上学习做准备。 | 通过在线测试了解学生对于生词的预习情况。 |
| Step 1: Introducing the plotline of Episode 2 Text (10 mins) 1) Pose the following questions to get Ss into the scene: • What else should be included in a brochure | Step 1: Getting to know the plotline of Episode 2 Text 1) Answer the questions to get into the scene. 2) Read the plotline of the text in | 1） 通过提问引入场景并讲解剧情线，使学生对文本有整体了解。
2） 通过分析文本完成对应 | 1）通过练习完成情况和课堂讨论效果考查学生对于文本内容的理解，并利用练习引导学生进 | |
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While-class (Period 3: 45 mins)
| except for places on campus? • Do you like clubs? Which club is the most popular at our university? 2) Introduce the plotline of the text in Episode 2 on P12.
Step 2: Episode 2 Text (35 mins) 1) Ask Ss to work in groups of four. Each group member reads one poster on P12-13 and each group works together to complete Ex 1 & 2 on P14 to have a better understanding of clubs / events posters. 2) Get Ss to read the posters again and analyze the posters together to answer the following questions: • What is the function of a poster? • Who are the potential audience of a poster? • What do you think of the language style of a poster? Then use the Genre analysis in TB to make further explanation. 3) Ask Ss to skim the Intercultural skill on P14 to gain a better understanding of cultural differences of clubs and societies across countries. 4) Ask Ss to work in pairs to complete Ex 3 on P14, so as to deepen their understanding of the Intercultural skill. Then choose 2 pairs to share their ideas in class if time allows.
| Episode 2 on P12.
Step 2: Episode 2 Text 1) Work in groups of four to read and discuss the posters on P12-13 and complete Ex 1 & 2 on P14. 2) Read the posters again and analyze the posters by answering the questions. 3) Skim the Intercultural skill on P14. 4) Work in pairs and complete Ex 3 on P14 and 2 pairs share ideas in class.
[Supplementary activities] Think about and discuss the ways of introducing campus culture to international students, and consider intercultural factors involved in the practice.
| 练习，了解海报的作用、潜在受众、主要信息呈现方式以及语言风格，帮助学生初步掌握制作海报要点，为后 续输出任务做准备。
3）通过学习技能框完成练习，培养学生跨文化能力；引导学生进一步进行输出，思考如果将校园文化介绍给国际学生，应该考虑哪些跨文化因素，加强其对于跨文化技巧的理解与运用。 | 行思考和归纳。
2）通过提问、布置任务等方式引导学生参与课堂活动，对其表现进行评价。 |
| [Supplementary activities] Guide Ss to think about and discuss how to introduce campus culture to international students, and what intercultural factors should be considered carefully. | ||||
| While-class (Period 4: 45 mins)
| Step 1: Introducing the plotline of Episode 2 Audio (5 mins) Introduce the plotline of the audio in Episode 2 on P15.
Step 2: Episode 2 Audio (30 mins) 1) Ask Ss to listen to the audio on P15 and complete Ex 4 to understand the functions of different clubs. 2) Get Ss to listen to the audio again and complete Ex 5 on P15. Ask them to pay attention to how Alice and Tom respond to the interviewees. 3) Guide Ss to discuss Q1 in Ex 6 on P15 in pairs and then invite 2 pairs to share their ideas in class.
[Moral education] • Inspire Ss to compare high school life with college life (Incorporating ideological beliefs and socialism values in language teaching). • Guide Ss to think about their reasons for joining a club (Emphasizing the importance of balanced development and whole-person education). | Step 1: Getting to know the plotline of Episode 2 Audio Read the plotline of audio in Episode 2 on P15.
Step 2: Episode 2 Audio 1) Listen to the audio and complete Ex 4 on P15. 2) Listen to the audio again and complete Ex 5 on P15 and pay attention to how the characters respond to the interviewees. 3) Discuss Q1 in Ex 6 on P15 in pairs and 2 pairs share ideas in class.
[Moral education] • Compare high school life with college life. • Think about their reasons for joining a club. • Discuss the meaning of “Autonomy”. • Think of their own roles in terms of responsibilities, contributions to society and their expectations of the coming 4 years. | 1） 通过介绍剧情线引入场景，进入情景教学，使学生对输入材料有整体了解。
2） 通过完成听力输入练习，让学生了解各种社团及其作用，提升其听说能力。并且基于听力内容对学生提出延伸性问题，展开话题讨论，加强其对于跨文化技巧 的理解与运用。
3） 通过引导学生对比高中与大学生活，引入课程思政教育，并启发学生深入探讨自主性、自身责任感和社会贡献，以及对大学四年生活的期待，进一步加强思政教育。
4） 通过完成 Ex 6 的第二个问题，使学生了解创设社团需要考虑的方面，进一步增强其合作解决实际问题的能力。 | 1） 根据练习完成情况和学生课堂表现做出评价。
2） 思政教育内容由教师点评并做出示范。
3） 通过提问、布置任务等方式来考查学生对素材内容的掌握情况，并进一步采取生生互评和师生评价。
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| • Invite Ss to discuss the meaning of “Autonomy”. • Guide Ss to explore their new roles in terms of responsibilities, contributions to society and their expectations of the coming 4 years.
4) Ask Ss to discuss Q2 in Ex 6 on P15 in pairs and pick 2 pairs to share their ideas in class. Then lead a class discussion and ask Ss to vote for their favorite club proposed by their classmates, sharing their reasons in class. Scaffolding: Use the following table to help students create their own club.
Step 3: Introducing OTY 2 and Project (10 mins) 1) Introduce the plotline of OTY 2 on P16. Ask Ss to read Yi Fei and Wang Hao’s sample andwalk Ss through the steps of OTY 2. Then present the Suggested evaluation criteria in TB. 2) Walk Ss through the steps of Project on P1819, then present the Suggested evaluation criteria in TB. |
4) Discuss Q2 in Ex 6 on P15 in pairs and fill in the form to create a club and 2 pairs share ideas in class. Then have a discussion and vote for the favorite club, explaining reasons in class.
Step 3: Getting to know OTY 2 and Project Follow T’s instruction to OTY 2 on P16 and Project on P18-19.
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Post-class | 1) Ask Ss to complete the task of OTY 2 on P16 and the exercises of Language in focus on P17 via Unipus. 2) Ask Ss to complete the Project on P18-19 via Unipus. 3) Ask Ss to preview the new words and expressions of Text A via Unipus. 4) Ask Ss to preview Text A and complete the Preview task of Text A on P20. | 1) Complete the task of OTY 2 on P16 and the exercises of Language in focus on P17 via Unipus. 2) Submit their work of the Project on P18-19 via Unipus. 3) Preview the new words and expressions of Text A via Unipus. 4) Preview Text A and complete the Preview task on P20. | 1） 通过阶段性产出任务，帮助学生运用所学语言和技能完成交际任务，并为后续的综合产出任务做好准备。
2） 通过完成综合产出任务，实现对所学知识和技能的综合运用。
3） 通过课后练习帮助学生巩固所学知识。 | 1） 根据教师用书OTY 2 和 Project 的建议评估标准进行评价。
2） 通过提交的课后练习答案了解学生对知识的掌握情况。
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四、第 5-6课时教学
| 教学目标、教学重难点、教学理念与方法 |
| （一） 教学目标： 1. To skim texts for general ideas 2. To develop counter-arguments 3. To write an essay sharing ideas about the future of education in China
（二） 教学重难点： Key points: Skimming texts for general ideas; Developing counter-arguments; Writing an essay sharing ideas about the future of education in China Difficult points: Developing counter-arguments; Writing an essay sharing ideas about the future of education in China
（三） 教学理念与方法： 基于主题和内容教学：教师围绕单元主题，通过分析文章内容，帮助学生习得如何通过略读获取文章大意、如何进行驳论；通过对文章内涵的深度学习和讨论，引导学生思考大学的含义，培养积极的大学观。 |
| 教学过程 | ||||
| T for teacher; Ss for students. | ||||
| 教学阶段（时长） | 教师活动 | 学生活动 | 设置意图 | 教学评价 |
| Pre-class | 1) Ask Ss to preview Text A and complete the Preview task on P20. 2) Ask Ss to preview the new words and expressions of Text A via Unipus, and take the online quiz. | 1) Preview the text and complete the Preview task on P20. 2) Preview the new words and expressions of Text A via Unipus, and take the online quiz. | 预习 Text A 生词，扫清词汇障碍。思考相关问题完成课前任务，为课上学习做准备。 | 通过在线测试了解学生对于生词的掌握程度。 |
| Text A Session 1 (45 mins) Step 1: Warming up (10 mins) Introduce the topic of the text by asking the following questions: | Text A Session 1 Step 1: Warming up Discuss and answer the questions.
| 1）通过提问引入课文主题，引导学生思考并讨论相关话题，为接下来理解文本做准备。 | 依据参考答案以及学生课堂表现进行评价。
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While-class (Period 5: 45 mins)
| • Are universities slowly becoming a thing of the past? • What is your opinion on distance learning during the quarantine in 2020? • Compared with distance learning during the quarantine, what are the advantages of offline learning?
Step 2: Deep reading (20 mins) 1) Introduce the background information: distance learning and online learning in TB. 2) Lead Ss to listen to the audio of the text paragraph by paragraph to grasp the key information. Explain some language points referring to TB where necessary. 3）Introduce culture notes: Jean-Marc Côté. Ask Ss to think about the reason why he drew the picture around 1900 and what were his other imaginations of 2000. Then give the explanation.
Step 3: Global comprehension (15 mins) 1) Ask Ss to skim the text and complete Ex 1 on P22 to notice the Reading skill. 2) Explain the Reading skill of how to skim the text for general ideas on P22 and the additional notes in TB. | Step 2: Deep reading 1) Get to know the background information. 2) Listen to the audio of the text to grasp the key information. Learn some language points through T’s explanation. 3) Get to know the culture notes and answer T’s questions.
Step 3: Global comprehension 1) Skim the text on P20-21 and complete Ex 1 on P22. 2) Follow T’s explanation to learn the Reading skill.
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2） 在阅读文本的过程中帮助学生梳理文章结构并讲解知识点。
3） 通过学习技能框并完成练习掌握如何使用阅读技巧快速阅读文章了解大意。 | |
| Text A Session 2 (45 mins) Step 1: Detailed comprehension (5 mins) Ask Ss to read the text on P20-21 again and complete Ex 2 on P22. | Text A Session 2 Step 1: Detailed comprehension Read the text on P20-21 again and complete Ex 2 on P22. | 1）通过课堂习题，让学生进行自主阅读，加深 对课文的理解。
| 1）根据练习完成情况和学生课堂表现做出评价。
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While-class (Period 6: 45 mins)
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Step 2: Critical thinking (25 mins) 1) Introduce the Critical thinking skill on P23 by asking Ss to discuss and answer the following questions: • Whether their opinions are consistent with those of the author’s? • Is the argument in the text comprehensive or are there any missing points? 2) Ask Ss to read the Critical thinking skill on P23 to learn how to develop counter-arguments. 3) Guide Ss to complete the Think-Pair-Share exercise on P23 to practice the Critical thinking skill.
Step 3: Intercultural writing (15 mins) 1) Ask Ss to work in groups and discuss what the illustration on P20 really meant around 1900, and the situation in China around 1900. 2) Guide Ss to interpret the message behind the image in their own words. Remind them only to include the important details. 3) Introduce the writing task on P23 to Ss and provide some expressions for reference. Then present the sample essay and analyze its structure and language features. |
Step 2: Critical thinking 1) Discuss and answer the questions to notice the Critical thinking skill. 2) Read the Critical thinking skill on P23 and follow T’s explanation to learn how to develop counterarguments 3) Complete the Think-Pair-Share exercise on P23.
Step 3: Intercultural writing 1) Work in groups to discuss what the illustration meant around 1900 and the situation in China around 1900. 2) Interpret the message behind the illustration in their own words. 3) Learn the main aspects that need to include in the essay. Then read the sample essay to learn the structure and language. | 2） 通过提问引导学生思考，促进学生课堂互动，打破课堂沉默。通过学习技能框完成小组活动和写作任务，培养学生的跨文化思辨能力。
3） 引导学生思考讨论 Text A 中的插画，为后续写作任务做准备。通过写作范例分析，让学生习得写作结构以及相关语言表达。 | 2）教师对小组活动进行评价以及学生互评。 |
| Post-class | 1) Ask Ss to finish the exercises of Language in focus on P24-25 via Unipus. 2) Ask Ss to finish Intercultural writing on P23 via Unipus.
| 1) Complete Language in focus on P24-25 via Unipus. 2) Complete Intercultural writing on P23 via Unipus.
| 1）完成写作任务，进一步巩固学生跨文化思辨能力和语言运用能力。
| 1） 根据教师手册中的建议评标准进行写作批改与点评。
2） 根据语言练习参 |
| 2）通过课后语言练习巩固所学知识。 | 考答案给出评价。
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五、第 7-8课时教学
| 教学目标、教学重难点、教学理念与方法 |
| （一）教学目标： 1. To create a campus guide brochure for international students 2. To write an essay sharing the ideas about the future of education in China
（二） 教学重难点： Key points: Creating a campus guide brochure for international students; Writing an essay sharing the ideas about the future of education in China Difficult points: Creating a campus guide brochure for international students;Writing an essay sharing the ideas about the future of education in China
（三） 教学理念与方法：项目式学习法：学生展示产出任务成果，进行生生互评和教师点评，实现相互学习，共同成长。 |
| 教学过程 | ||||
| T for teacher; Ss for students. | ||||
| 教学阶段（时长） | 教师活动 | 学生活动 | 设置意图 | 教学评价 |
| Pre-class | Review and select some Ss’ projects and intercultural writings via Unipus. | |||
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While-class (Period 7: 45 mins)
| Session 1: Project (45 mins) 1) Restate the plotline and Project. Walk Ss through the structure and key aspects of the Project by using the Suggested evaluation criteria in TB. Then ask 4 Ss to present their projects in front of the whole class. 2) After Ss’ presentation, ask other Ss to comment on and evaluate the projects. 3) Give the overall feedback and ask Ss to | Session 1: Project 1) Review the plotline and Project, then 4 Ss present their projects in class. 2) Comment on and evaluate the presented works. 3) Learn how to improve their own Projects following T’s feedback.
| 通过生生互评和教师点评，使学生了解任务完成要点，从而改进自己的任务成果。 | 根 据 教 师 用 书 中 Project 的建议评标准教师进行评价以及采取学生互评。
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| further improve their projects after class and submit their revisions via Unipus. 4) Get Ss to vote for their favorite one via Unipus. | ||||
| While-class (Period 8: 45 mins) | Session 2: Intercultural writing (45 mins) 1) Restate the writing task on P23. 2) Show selected writings, then guide Ss to analyze the strengths and weaknesses of these works from the perspective of content, structure and language. 3) Guide Ss to score the writings according to the Suggested evaluation criteria in TB. 4) Show the sample writing and summarize the writing tips. 5) Ask Ss to discuss how to improve their own writings.
[Moral education] Provide Ss with more ideas about future trends of Chinese education to help them set up the correct educational view. | Session 2: Intercultural writing 1) Read the Intercultural writing again. 2) Follow T’s guidance to analyze the selected writings. 3) Score the writings following the Suggested evaluation criteria, and summarize the writing tips based on the sample writing. 4) Discuss how to improve their own writings.
[Moral education] Think about the future trends of Chinese education. | 1） 通过在课堂上对挑选出的作文进行分析，帮助学生掌握写作要点，从而提升写作水平，培养其跨文化思辨能力。
2） 根据输入材料主题，引导学生联系中国实际情况思考问题，从跨文化思辨角度探讨中国教育的未来，引入思政教育。 | 根据教师手册中的建议评标准进行写作批改与点评，以及采取学生互评。
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| Post-class | 1) Ask Ss to revise their projects and intercultural writings. 2) Ask Ss to preview the new words and expressions of Episode 1, Unit 2. | 1) Revise their projects and intercultural writings via Unipus. 2) Preview the new words and expressions of Episode 1, Unit 2. | 通过对产出任务的完善与改进，提升任务质量，实现任务技能的内化。 | |
