教学目标、内容与课时分配、思政特色、教学模式、评价理念与方式

（一）教学目标任务目标：

l  To  write a reflective journal about yourEnglish  course (Episode 1)

l  To  identify your strengths and weaknesses as a language learner (Episode 2)

l  To  create and share your new semester resolution about English learning  (Project)

l  To  write an essay describing your experience of “learning to become local” (Text  A)

语言目标：

l  To  make polite corrections (Episode 1)

l  To  identify narrative structure (Text A)

l  To  expand vocabulary about English learning and learning experience

高阶能力目标：

l  To  engage in self-reflection (Episode 2)

l  To  explain how culture affects learning (Episode 2)

l  To  analyze underlying reasons (Text A)

（二）教学内容与课时分配

l  1-2  课时：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  通过自我反思及撰写反思日志，认识高中与大学学习尤其是英语学习方面的差异，引导学生发现大学英语课堂的人文性和多样性，做好学习策略的调整；

l  分析个人学习者类型，认识并正确看待自我优势与不足，积极寻求解决方法，提高自主学习能力，树立健全的“学习观”。

Section 2：

l  带领学生思考并讨论文化多样性和文化差异，以及如何应对文化差异、如何积极面对生活中的变化和挫折，培养其自信心和独立能力；

l  引导学生联系个人实际经历，对人生困境与机遇进一步探索和反思，帮助学生更好更快地适应大学环境，并为以后可能面临的新文化、新环境做准备；

l  帮助学生梳理什么是终身学习、终身学习的重要性以及如何进行终身学习，培养学生终身学习的意识和能力。

（四）教学模式、评价理念与方式

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  评价理念与方式：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。

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 reflective journal about your English course 2. To make polite  corrections

（二）   教学重难点：

Key points: Making polite corrections;  Writing a reflective journal about one’s English course

Difficult points: Making  polite corrections; Writing a reflective journal about one’s English course

（三）    教学理念与方法：体验式学习：利用情景剧的方式展开教学，使学生体验到大学英语学习与高中英语学习的差异，从而自我反思，为未来英语学习做好规划。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，撰写一篇英语课程学习的反思日志，并对自己遇到的学习困难积极寻求解决方法，使学生在完成任务过程中掌握大学英语的学习方法，培养其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

1)       Ask  Ss to review their learning experience and write down the major differences  they find between high school and university.   

2)       Ask  Ss to preview the new words and expressions of Episode 1 via Unipus, and take  the online quiz. 

1)       Review  and compare their learning experience in university with the one in the high  school, and write down the major differences.   

2)       Preview  new words and expressions of Episode 1 via Unipus, and take the online quiz.

1）   回顾大学这段时间的学习体验，思考并总结高中与大学学习的主要差异，为课上讨论和后续情境任务

的开展做好准备。

2）   预习 Episode  1 生词，扫清词汇障碍，为

1）   通过让学生比较对照不同阶段的学习生活经历，对其描述的内容进行评价。

2）   通过在线测试了解学生对于生词的预习情况。

课上学习做准备。

While-class

(Period 1: 45 mins)

Step  1: Warming up (10 mins)

1)       Ask  Ss about the differences they think between high school and university and  complete Ex 1 on P35.

2)       Ask  Ss to discuss how to deal with these differences with their partners and  complete Ex 2 on P35.

Step  2: Introducing the plotline (5 mins)

1) Introduce to Ss the plotline of  Section 1, two OTY tasks and the project they are going to do by using the  plotline and Road map on P36.  2)  Introduce the plotline of the video in Episode 1 on P37.

Step  3: Episode 1 Video (30 mins)

1)       Ask  Ss to watch the video for the first time and complete Ex 1 on P37 to have a  thorough understanding.

2)       Ask  Ss to skim the summary chart in Ex 2 on P37 and predict what kind of  information is required. Then lead Ss to watch the video again to complete  the chart. 

3)       Guide  Ss to read the Communication skill box and learn about how to make polite  corrections by using the skill box on P37.   

4)       Ask  Ss to work in pairs and complete the Ex 3 on P37 to further apply and master  the communication skill. Then pick up 3 pairs to

Step 1: Warming up

1)       Add  more differences between high school and university based on the aspects  listed in Ex 1 on P35.

2)       Work  in pairs to discuss their lists and answer the questions in Ex 2 on P35. 

Step  2: Getting to know the plotline 1) Read the plotline of Section 1  and Road map on P36.

2)  Read the plotline of the video in Episode 1 on P37.

Step 3: Episode 1 Video

1) Watch the video and finish Ex 1  on P37. 2) Skim the summary chart in Ex 2 on P37 and predict the required  information. Then watch the video again to complete the chart. 3) Read the  Communication skill of making polite corrections on P37.

4) Work in pairs and complete the Ex 3 on P37 using  expressions for making polite corrections. And 3 pairs share their  conversations in class. Then discuss and try to comment on the 3  conversations.

1）   通过师生问答与小组讨论分享，检测学生的预习效果，并进

行主题预热。

2）   通过介绍剧情线和路线图进入情景教学，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。

3）   通过学习技能框和视频内容，帮助学生掌握用英语礼貌纠正他人的技巧和要点；通过让学生进一步输出，加强其对于技巧的理解与运用。

1）   教师以开放式问题引领学生对课前的预习内容进行复习，并对学生回答进行评价。

2）   教师通过练习考察学生的知识掌握情况，并对重点内容进行讲解。

3）   教师可以采用生生互评的方式，让学生投票选举对话完成最好的小组。

4）   教师对学生的对话进行评价，并举例进行示范。

share  their conversations in class and choose Ss to comment on the conversations if  time allows.

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 P38.

Step  2: Episode 1 Text (30 mins)

1)       Organize  a class discussion about whether Ss have ever written a reflective journal  and why or why not, so as to activate their prior knowledge and interest in  reflective journals.

2)       Ask  Ss to briefly read the three journal entries on P38-39 and choose the best  summary for each to complete Ex 4 on P38. Then Ask Ss to underline the  information needed in Ex 5 on P39.

[Supplementary  activities]

Ask Ss what the function of a  reflective journal is and what elements a reflective journal should include.  Then use the Genre analysis in TB to introduce the features of a reflective  journal.

3)       Ask  Ss to work in pairs and discuss the questions in the follow-up exercise of Ex  5 on P39.

[Moral  education]

• Inspire Ss to reflect on how they learn English

Step  1: Getting to know the plotline of Episode 1 Text

Read  the plotline of the text in Episode 1 on P38.

Step 2: Episode 1 Text

1)       Discuss  the questions about whether they have ever written a reflective journal and  give their reasons.

2)       Read  the journal entries and choose the best summary for each to complete Ex 4 on  P38. Underline the key information needed t in Ex 5 on P39.

[Supplementary activities]

Answer the questions about the function and basic  information of a reflective journal by analyzing the text.

3)       Work  in pairs to discuss the questions in the follow-up exercise of Ex 5 on P39.

[Moral education]

· Reflect  on how they learn English differently from before, and recognize their  strengths and weaknesses.

• Discuss challenges in learning English and come up with  possible solutions.

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，帮助学生进一步理解文本，并通过文本分析了解撰写反

思日志的要点。

3）   通过对比高中与大学英语学习的差异性，引入课程思政，引导学生认识大学自主学习的重要性，从而调整个人学习策略。

4）   学生通过讨论与分享进一步确定反思日志的内容框架，并进行输出练习，增强实际运用能力。

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思辨能力的掌握情况，并对其输出任务进行评价。

differently from before, and recognize their strengths and  weaknesses, then guide them to realize the importance of autonomous learning  in college.

•  Guide Ss to discuss challenges in learning English and come up with possible  solutions.

Step  3: OTY 1 (10 mins)

1) Introduce the plotline of OTY 1 on P40. Then  ask Ss to read Yi Fei’s sample and think about their own reflections on the  English course.  2)  Walk Ss through the steps of OTY 1. Then offer them the  Suggested evaluation criteria in TB.

Step 3: OTY 1

1)       Read  the plotline of OTY 1 and the sample on  P40. Then think about their own reflections on the English  course.

2)       Follow  T’s introduction of the OTY 1.

Post-class

1)       Ask  Ss to complete the writing task in OTY 1 on P40 and Language in focus on P41  via Unipus. 

2)       Ask  Ss to preview the new words and expressions in Episode 2 via Unipus.

1)  Complete the OTY 1 on P40 and

Language in focus on P41 via Unipus. 2) Preview the new  words and expressions in Episode 2 via Unipus.

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，并为最终的综合产出任务做好准备。

2）   通过课后练习帮助学生巩固所学知识。

1）   根据教师用书OTY  1 的建议评估标准进行评价。

2）   通过课后练习的完成情况了解学生对知识的掌握程度。

教学目标、教学重难点、教学理念与方法

（一） 教学目标：

1.  To  identify your strengths and weaknesses as a language learner

2.  To  engage in self-reflection

3.  To  explain how culture affects learning

（二）   教学重难点：

Key points: Engaging in self-reflection;  Explaining how culture affects learning; Identifying your strengths and  weaknesses as a language learner

Difficult points: Explaining  how culture affects learning; Explaining how culture affects learning;  Identifying your strengths and weaknesses as a language learner

（三）    教学理念与方法：体验式学习：通过创设英语学习相关情境，引导学生体验文化对学习方式的影响，结合实际学习场景增强学生的体验感，提高学生跨文化思辨能力。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，认识并正确看待自我优势与不足，从而制定学习规划，使学生在完成任务的过程中提高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 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)

Introduce the plotline on P42 of the text in Episode 2.

Step 1: Getting to know the plotline of Episode 2 Text

1) Think about the purposes of writing a reflective  journal and the implication of some famous quotes.

1）通过提问让学生回顾上节课内容并引入本课场景；讲解剧情线，使学生对文本有整体了解。

1）通过课堂讨论效果和练习完成情况考查学生对于文本内容的理解，并利用练习引

While-class

(Period 3: 45 mins)

Step  2: Episode 2 Text (35 mins)

1)       Ask  Ss to read the survey on P43 and complete Ex 1 & 2 on P42 to find out  their own learner types.

2)       Ask  Ss to work in pairs and have a discussion about whether they agree with the  survey results and gives reasons.

3)       Ask  Ss to skim the Critical thinking skill of engaging in self-reflection on P42.  Then ask them to review the purposes of writing a reflective journal and  introduce some famous quotes about self-reflection in traditional Chinese  culture:

· Every  day I examine myself on three counts.

—  The Analects of Confucius

吾日三省吾身。——《论语》

· Who understands the world is learned; Who understands the  self is enlightened. — Tao De Ching

知人者明，自知者明。——《道德经》

· Learning without thought is labor lost. —  The Analects of Confucius

学而不思则罔。——《论语》

4)       Let  Ss complete the step 1 in Ex 3 on P42 and pick 3 Ss to share their ideas in  class. Then introduce more learner types and features based on the additional  notes in TB if time allows. 

5)       Ask  Ss to categorize their learning features and complete the step 2 in Ex 3 and  work in groups to compare their learning features. Then

2) Read the plotline of the text  in Episode 2 on P42.

Step 2: Episode 2 Text  

1)       Read  the survey on P43 and complete Ex 1 & 2 on P42

2)       Work  in pairs and discuss whether they agree with the survey results and give  reasons.

3)       Skim  the Critical thinking skill of engaging in self-reflection on P42. Then  follow the T’s guidance to review the purposes of writing a reflective  journal and learn some famous quotes. 

4)       Complete  the step 1 in Ex 3 on P42 and share their ideas in class. 

5)       Finish  the step 2 & 3 in Ex 3 and work in groups to compare their learning  features. Then 3 pairs present their conversations in class. 

2）   学生通过完成问卷调查了解个人学习者类型，并参与课堂讨论，了解不同学习者类型，培养自主学习意识和自我反思能力。

3）   通过学习技能框完成练习，提升学生思辨能力；结合文本完成练习并总结归纳英语学习中个人的优势及不足，为后续输出任务做准备。

导学生进行反思和总结。

2）通过提问、小组任务等方式激发学生参与课堂活动积极性，并对其表现进行评价。

pick 3 pairs to present their  conversations in class. 

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 P44.

Step  2: Episode 2 Audio (30 mins)

1)       Ask  Ss to listen to the audio on P44 and complete Ex 4 to know how people from  different cultures learn English.

2)       Let  Ss listen to the audio again and complete Ex 5 on P45. Ask them to pay  attention to how Rosa and Liu Xiang deal with the problems they encounter in  learning English.

3)       Explain  the background information of a flipped classroom.

4)       Guide  Ss to read the Intercultural skill of explaining how culture affects learning  on P45. Then ask them to work in pairs to discuss how the 3 listed factors in  Ex 6 influence their learning referring to the Intercultural skill.

5)       Pick  3 pairs, and assign one factor for each pair. Ask each pair to share their  discussion results in class.

6)       Provide  some other factors that could influence learning.

[Moral  education]

1) Invite Ss to comment on their  own strengths

Step 1: Getting to know the plotline of Episode 2 Audio

Read  the plotline of text in Episode 2 on P44.

Step 2: Episode 2 Audio  

1)       Listen  to an audio and finish Ex 4 on P44.

2)       Listen  to the audio again and complete Ex 5 on P45. Pay attention to the solutions  to the problems Rosa and Liu Xiang encounter in learning English.

3)       Get  to know the background information of a flipped classroom.

4)       Read  the Intercultural skill on P45. Then work in pairs to discuss how the 3  factors listed in Ex 6 influence their learning. 5) 3 pairs share their  discussion results in class.

6) Think of some other factors  that could influence learning.

[Moral education]

2) Comment on their strengths and weaknesses due to their  own learning style. 3) Think of ways to overcome their weaknesses and also  offer helpful advice to others.

1）   通过介绍剧情线进入情景教学，使学生对输入材料有整体了解。

2）   通过完成听力输入练习，使学生了解其他人可能在英语学习中遇到的困难并学习

相关解决方法。

3）   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。

4）   通过引导学生讨论文化对学习方式的影响，并结合个人实际学习情况引入课程思政，使学生能够正确看待自身的优势与不足，积极寻求解决方法更好促进英语学习，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）   教师点评思政教育内容并做出示范。

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

进行评价。

and weaknesses due to their learning styles. Encourage Ss  to be objective and honest. 2) Guide Ss to explore how to overcome their  weaknesses. Remind Ss to be sympathetic and  supportive and try to give each other helpful advice.

Step  3: OTY 2 and Project (10 mins)

1)       Introduce  the plotline of OTY 2 on P46. Ask Ss to read Yi Fei’s sample  and walk Ss through the steps of OTY 2. Then present Suggested evaluation  criteria in TB.

2)       Walk  Ss through the steps of Project on P4849, then present Suggested evaluation  criteria in TB.

Step 3: OTY 2 and project   

Follow T’s instruction of the OTY  2 on P46 and Project on P48-49.

Post-class

1)       Ask  Ss to complete the writing task in OTY 2 on P46 and Language in focus on P47  via Unipus.

2)       Let  Ss complete Project on P48-49 and submit their work via Unipus. 

3)       Asks  Ss to preview the new words and expressions of Text A via Unipus.

4)       Let  Ss preview Text A and complete the Preview task on P50.

1)       Complete  OTY 2 on P46 and Language in focus on P47 via Unipus.

2)       Complete  Project on P48-49 via Unipus. 3) Preview the new words and expressions of  Text A via Unipus.

4) Preview Text A and complete the  Preview task on P50.

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。

教学目标、教学重难点、教学理念与方法

（一）教学目标：

1.  To  identify narrative structure

2.  To  analyze underlying reasons

3.  To  write an essay describing your experience of “learning to become local”

（二）  教学重难点：

Key points: Identifying  narrative structure; Analyzing underlying reasons; Writing an essay  describing your experience of “learning to become local” Difficult points: Analyzing underlying reasons; Writing an essay  describing your experience of “learning to become local”

（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，帮助学生习得如何分析文章叙事结构、如何分析根本原因；通过对文章内涵的深度学习和讨论，帮助学生更好更快地适应大学环境，并学习为以后可能面临的新文化、新环境做准备，进一步树立包容、乐观、积极的人生态度。

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 the new words and expressions of Text A via Unipus, and take  the online quiz.

2)       Ask  Ss to preview Text A and complete the Preview task on P50.

1)       Preview  new words and expressions via Unipus, and take the online quiz.

2)       Read  the text and complete the Preview task on P50.

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)   

Check Ss’ preview results by  asking the following

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

依据参考答案以及学生课堂表现进行评价。

While-class

(Period  5: 45 mins)

questions:

•           Look  at the text title and the pictures, and predict what might be talked about in  the text.

•           If  you were to study abroad, what difficulties do you think you would face?  

•           How  will you deal with the above challenges?  

Step  2: Deep reading (20 mins)

Let Ss listen to the audio of the text para by para and  explain some key information and difficult language points referring to TB  where necessary.

Step  3: Global  comprehension (15 mins)

1)       Ask  Ss to skim the text on P50-51 and complete Ex 1 & 2 on P52 to have a  better understanding of the text.

2)       Let  Ss read the Reading skill and answer the following questions:

•  Can you summarize the features of  narratives based on this text?

•  Where else might we find texts  like this? 

•  Do we use a similar structure for  oral narratives? 

3)  Guide Ss to practice the Reading skill by completing Ex 3 on P52.

Step  2: Deep reading

Listen to the audio of the text and answer

T’s questions to get the key information.

Learn difficult language points following

T’s instructions.

Step  3: Global comprehension

1)       Skim  the text on P50-51 and finish Ex 1 & 2 on P52.

2)       Read  the Reading skill and answer the T’s questions.

3)       Practice  the Reading skill by completing Ex 3 on P52.

接下来理解文本做准备。

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分析文章的叙事结构。

Text A Session 2 (45 mins)

Step  1: Critical thinking (30mins)

1) Introduce the Critical thinking skill on P53 by asking  Ss to discuss and answer the following questions:

Text A Session 2

Step  1: Critical thinking

1) Discuss and  answer T’s questions with partners to learn Critical thinking skill. 2) Read  the Critical thinking skill on P53

1）通过提问激发并引导学生从个人、文化及社会等不同角度思考问题产生的内因与外因。

1）   根据练习完成情况和学生课堂表现做出评价。

2）   教师对小组活

While-class

(Period  6: 45 mins)

•           What  are the problems that the author was faced with?

•           What  lead to these problems? Internal or external factors?

2) Ask Ss read the Critical thinking skill on P53 and  explain how to analyze underlying reasons. 3) Guide Ss complete  Think-Pair-Share on P53 to practice the critical thinking skill.

[Moral  Education]

1) Inspire Ss to think the cultural factors leading to  author’s problems.

2）Ask Ss to discuss the pros and cons of studying abroad.

3) Guide Ss to explore how to positively face changes and  setbacks in life.

Step  2: Intercultural writing (15 mins)

1)       Ask  Ss to work in groups and discuss what problems they had encountered when they  first came to university, and recall the details of the situation.

2)       Let  Ss write down the five categories listed in the Reading skill box in a draft  and discuss what content should be included in the conflict and climax of  their narratives. Reminsd them only to include the important details. 

3)       Introduce  the writing task on P53 to Ss and provide some expressions for reference.  Then present the sample essay and analyze its structure

and  follow T’s guidance to learn how to analyze underlying reasons.

3)  Complete Think-Pair-Share on P53 to practice the critical thinking skill.

[Moral Education]

1)  Think about the cultural factors leading to the author’s problems.

2）Discuss  the pros and cons of studying abroad.

3)  Explore how to positively face changes and setbacks in life.

Step 2: Intercultural writing

1)       Work  in groups and discuss what problems they had met when they first came to  university, and recall the details of the situation.

2)       Write  down the five categories listed in the Reading skill box in a draft, then  discuss what content should be included in the conflict and climax part. 

3)       Learn  the main aspects that need to be included in the essay. Then read the sample  essay to learn the structure and language.

2）   通过对课文主题进一步探索和反思，引入思政教育，帮助学生培养包容、乐观、积极的人生态度，使其更好更快地适应大学环境，并为以后可能面临的新文化、新

环境做准备。

3）   通过学习技能框内容并完成分组活动，提高学生的思辨能力，加强其对于思辨技巧的理解与运用。

4）   引导学生回忆个人大学经历并重温记叙文的叙事结构，讨论文章冲突及高潮部分内容，以及分析参考写作范文为后续写作

任务做好准备。

动进行评价。

and features.

Post-class

1)       Let  Ss complete Language in focus on P54-55 via Unipus.

2)       Ask  Ss to finish Intercultural writing on P53 via Unipus.

1)       Complete  Language in focus on P54&55 via Unipus.

2)       Finish  the intercultural writing on P53 via Unipus.

1）   通过课后练习巩固

所学知识。

2）   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）   根据练习题参考答案给出评价。

2）   根据教师手册中的建议评价标准进行写作批改与点评。

教学目标、教学重难点、教学理念与方法

（一） 教学目标：

1.  To  create and share your new semester resolution about English learning

2.  To  write an essay describing your experience of “learning to become local”

（二）   教学重难点：

Key points: Creating and sharing your new  semester resolution about English learning; Writing an essay describing your  experience of “learning to become local”

Difficult points: Creating  and sharing your new semester resolution about English learning; Writing an  essay describing your experience of “learning to become local”

（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，促进学生对所学内容的进一步应用和内化，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.

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  Project by using the Suggested evaluation criteria in TB. Then ask 4 groups  to present their projects in front of the whole class.

2)       After  Ss’ presentation, invite other Ss to give

Session 1: Project 

1)       Review  the plotline and Project, then present their projects.

2)       Discuss  and comment on other’s work and vote for their favorite one via Unipus.

通过生生互评和教师点评，使学生了解任务完成要点，从而参考评价标准改进自己的任务成果。

根据教师用书中 Project  的建议评标准，教师进行评价以及学生互评。

comments and evaluation on their projects.

3)       Give  an overall feedback and ask Ss to further improve their projects after class  and submit their projects via Unipus.

4)       Let  Ss vote for their favorite one via Unipus after class.

While-class

(Period 8: 45 mins)

Session  2: Intercultural writing (35 mins) 1)  Restate the task on P53, then let Ss explain the narrative structure they  adopted and share the challenges they described in the essays.

2)       Show  selected Ss’ writings, then guide them to analyze the strengths and  weaknesses of these writings from the perspective of content and language.

3)       Let  Ss score the selected writings according to the evaluation criteria. 

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 so as to lead them to explore  how to adapt to university life and new environment better. 

Session 2: Intercultural writing

1)       Explain  the narrative structure they adopted and share the challenges they described  in the essays.

2)       Analyze  the selected writings from the perspective of content and language.

3)       Score  the selected writings following T’s evaluation criteria, and summarize the  writing tips based on the sample writing. 4) Discuss how to improve their own  writings.

[Moral education]

Follow T’s guidance to explore how  to adapt to university life and new environment better. 

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，从跨文化角度思考如何更好更快地适应大学生活，引入思政环节，并为以后可能面临的新文化、新环境做准备。

教师根据教师手册中的建议评价标准进行写作批改与点评，以及采

取学生互评。

Post-class

1)       Require  Ss to revise their projects and intercultural writings.

2)       Ask  Ss to preview the new words and expressions of Episode 1, Unit 3.

1)       Revise  their projects and intercultural writings.

2)       Preview  the new words and expressions of Episode 1, Unit 3.

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。