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  create an itinerary (Episode 1)

l  To  describe a tourist attraction (Episode 2)

l  To  make travel arrangements (Project)

l  To  write an essay describing your travel experience and your reflection on it  (Text A)

语言目标：

l  To  ask for and give opinions (Episode 1)

l  To  scan texts for specific information (Text A)

l  To  expand their vocabulary about travel

高阶能力目标：

l  To  categorize information (Episode 2)

l  To  ask appropriate questions about other cultures (Episode 2)

l  To  examine positive and negative aspects of an issue (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  带领学生了解国内人文景观，加深对本国风土人情的认识，增强民族自豪感；

l  帮助学生学习制定家乡旅行规划，培养其解决实际问题的能力；

l  引导学生分享各自家乡文化并练习如何介绍家乡景点，增强文化自信并培养讲好中国故事的能力。

Section 2：

l  引导学生思考旅行式家庭教育和传统学校教育的利弊，并联系自身以及所处的家庭和文化环境，进一步反思旅行的意义和收获；

l  启发学生追求幸福的家庭生活和健康的生活方式，培养积极的人生态度，树立正确的人生观、价值观；

l  带领学生了解中国游客的变化，增强民族自信和在国外旅游时作为中国形象代表的意识。

（四）教学模式与评价理念与方式

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

教师引导学生利用课本 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  create an itinerary

2.  To  ask for and give opinions

（二）   教学重难点：

Key points: Creating an itinerary; Asking for  and giving opinions

Difficult points: Creating  an itinerary; Asking for and giving opinions

（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，通过制定家乡旅行规划这一真实交际情境，提高学生运用语言和思辨性思维解决问题的能力。

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安排小组对话练习，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，制定旅行规划，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

Pre-class

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

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

预习 Episode  1 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。

While-class (Period 1: 45 mins)

Step 1:Warming up (10 mins)

1) Ask Ss to think about what kind of traveler they are,  then work out their traveling preferences lists by completing Ex 1 on P97. 2)  Ask Ss to work in pairs to discuss what they like or dislike about traveling  and complete Ex 2 on P97.

Step  1:Warming up

1)       Make  a list of traveling preferences based on the points listed in Ex 1 on P97.

2)       Work  in pairs to discuss the aspects about traveling they like or dislike about  traveling and complete Ex 2 on P97.

1）   通过师生问答与小组讨论分享，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

1）   教师以开放式问题引领学生对单元主题进行讨论，并对学生回答进行评价。

2）   教师通过练习考

Step 2: Introducing the plotline (10 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 P98. 2) Introduce the plotline of the video in Episode 1 on P99.

Step 3: Episode 1 Video (25 mins)

1)       Ask  Ss to watch the video for the first time and complete Ex 1 on P99 to have a  thorough understanding.

2)       Ask  Ss to skim the key points in Ex 2 on P99. Then ask them to watch the video  again to fill in the itinerary information.

3)       Ask  Ss to watch the video for the third time to find out expressions the four  characters used to ask for and give opinions.

4)       Guide  Ss to learn the Communication skill about how to ask for and give opinions by  using the skill box on P99.

5)       Ask  Ss to work in groups and discuss the questions in Ex 3 on P99 to further  apply and cultivate the communication skill. Then pick 3 pairs to share their  conversations in class and choose Ss to make comments if time allows.

Step  2: Getting to know the plotline 1) Read the plotline of Section 1  and Road map on P98.

2) Read the plotline of video in Episode 1 on P99.

Step  3: Episode 1 Video

1)       Watch  the video for the first time and complete Ex 1 on P99.

2)       Skim  the itinerary information in Ex 2 on P99. Then watch the video again and  complete it.

3)       Watch  the video again to find out expressions the four characters used to ask for  and give opinions.

4)       Read  the Communication skill of asking for and giving opinions on P99.

5)       Work  in groups and discuss the questions in Ex 3 on P99 using expressions for  asking for and giving opinions. And 3 pairs share their conversations in  class. Then discuss and try to make comments on the 3 conversations.

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，帮助学生掌握询问和提供观点的技巧和要点；通过让学生进一步输出，加强其对于技巧的理解与运用。

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，对学生的对话进行评价。

While-class

Step 1: Introducing the plotline of Episode 1

Text (5 mins)

Introduce  the plotline of the text in Episode 1

Step  1: Getting to know the plotline of

Episode  1 Text

Read the plotline of the text in  Episode 1 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

1）通过练习完成情况和课堂讨论效果考查学生对于文本

(Period  2: 45 mins)

on  P100.

Step 2: Episode 1 Text (30 mins)

1)       Ask  Ss to read the extracts from the guidebook about popular attractions in  Shanghai on P100-101 and answer the questions in Ex 4 on P100.

[Supplementary activities]

Guide Ss to think about the function and thelanguage style  of a travel guidebook. Then use the Genre analysis in TB to introduce the  features of a travel guidebook.

2)       Ask  Ss to read the extracts again and complete the table in Ex 5 on P101 and  exchange opinions about what they find most interesting by using the  communication skill on P99.

Step 3: OTY 1 (10 mins)

1)       Introduce  the plotline of OTY 1 on P102. Then ask Ss to read the four friends’ sample  itinerary and think about their own ones.

2)       Walk  Ss through the steps of OTY 1. Then offer them the Suggested evaluation  criteria in TB.

P100.

Step  2: Episode 1 Text

1)       Read       the   guidebook      extracts       on  P100-101, and answer questions in Ex 4 on P100.

[Supplementary  activities]

Answer the questions about the function and language style  of a travel guidebook by analyzing the text.

2)       Read  the extracts again and complete the table in Ex 5 on P101 and exchange their  opinions referring to the communication skill on P99.

Step  3: OTY 1

1)       Read  the plotline of OTY 1 and the sample on P102. Then think about their own  itinerary.

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

材。

2）   结合文本内容完成练习，帮助学生进一步理解文本，并通过文本分析和小组交流总结感兴趣的景点，再次练习询问观点和提供观点这一交流技巧。

3）   学生通过讨论与分享进一步确定旅行规划的内容框架，并进行输出练习，增强实际运用能力。

内容的理解。

2）通过提问、布置任务等方式来评判学生掌握情况，并对其输出任务进行评价。

Post-class

1)  Ask Ss to complete the writing task in OTY

1  on P102 and Language in focus on P103 via

Unipus.

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

1) Complete the OTY 1 on P102 and

Language in focus on P103 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  describe a tourist attraction

2.  To  categorize information

3.  To  ask appropriate questions about other cultures

（二）   教学重难点：

Key  points: Describing a tourist attraction; Categorizing information;  Asking appropriate questions about other cultures Difficult points: Describing a tourist attraction; Categorizing  information

（三）   教学理念与方法：体验式教学法：通过创设与旅行活动相关的情境，引导学生分享家乡文化并完成交际任务，结合实际游览场景增强学生的体验感，提高学生思辨能力和跨文化交际能力。

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，介绍家乡旅游景点并制作旅行规划，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。

While-class (Period 3: 45 mins)

Step 1: Introducing the plotline of Episode

2 Audio (5 mins)

Introduce the plotline of the  audio in Episode 2 on P104.

Step 1: Getting to know the plotline of

Episode 2 Audio

Read the plotline of the audio in  Episode 2 on P104.

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。

1）根据练习完成情况和学生课堂表现做出评价。

Step 2: Episode 2Audio (40 min)

1)       Ask  Ss to listen to the conversation between the tour guide and the four friends  and complete Ex 1 on P104 to learnthe key facts of two sights.

2)       Ask  Ss to read the Critical thinking skill of categorizing information on P105 to  get to know the helpful steps. Then, Let Ss complete Ex 2 on P105 by using  the skill.

3)       Ask  Ss to think of a famous place in their hometown and complete Ex 3 on P105 to  strengthen their understanding of the Critical thinking skill.

4)       Introduce  the Intercultural Skill of being curious about other cultures to Ss using the  skill box on P105. Then ask Ss to work in pairs to complete Ex 4 on P105  referring to the topics in the Intercultural skill box. Select some pairs to  share their conversations in class if time allows.

Step 2: Episode 2Audio

1)       Listen  to the conversation and complete Ex 1 on P104.

2)       Read  the Critical thinking skill of categorizing information on P105 and complete  Ex 2.

3)       Think  of a famous place in their hometown and complete Ex 3 on P105. 4) Get to know  the Intercultural Skill of being curious about other cultures on P105  following T’s explanation. Then work in pairs to complete Ex 4.

2）   通过学习思辨技能框和听力练习，帮助学生掌握信息分类的方法与步骤；通过让学生结合家乡景点完成后续练习，加强其对于技巧的理解与运用。

3）   通过学习跨文化技能，并就各自家乡文化进行讨论，帮助学生了解不同地区文化，增强文化自信，进一步提高跨文化交际能力。

2）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。

While-class (Period 4: 45 mins)

Step 1: Introducing the plotline of Episode

2 Text (10 mins)

1)       Introduce  the plotline of the text in Episode 2 on P106.

2)       Ask  Ss to guess the meaning of the phrase “off the beaten path” in the title of  the text based on their understanding of the plotline.

Step 2: Episode 2 Text (25 mins)

Step 1: Getting to know the plotline of

Episode 2 Text

1)       Read  the plotline of the text in Episode 2 on P106.

2)       Infer  the meaning of “off the beaten path”in the title of the text based on the plotline.

Step 2: Episode 2 Text

1）   通过讲解剧情线并就课文题目进行提问，引入本课场景，使学生对文本有整体了解。

2）   结合文本完成练习了解不同类型游客喜欢的旅行活动，培养学生自主学习意识和思

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

1)       Ask  Ss to read the text on P106-107 and complete Ex 5 on P106 to have a brief  understanding of the text.

2)       Ask  Ss to complete Ex 6 on P107 to think about what kind of people would enjoy  the activities introduced in the text and share their ideas in pairs.

3)       Let  Ss read the text again to find expressive and descriptive language and  complete Ex 7 on P107. Then complete follow-up exercise of Ex 7 to describe a  sight in their hometown using the expressions they found.

Step 3: OTY 2 and Project (10 mins)

1)       Introduce  the plotline of OTY 2 on P108. Ask Ss to read Yi Fei’s sample and walk Ss  through the steps of OTY 2. Then present the Suggested evaluation criteria in  TB.

2)       Walk  Ss through the steps of Project on P110-111, then present the Suggested  evaluation criteria in TB.

1)       Read  the text on P106-107 and complete Ex 5 on P106.

2)       Complete  Ex 6 on P107 and share their ideas in pairs.

3)       Read  the text again and note down expressive and descriptive language in the text,  then complete follow-up exercise of Ex 7 on P107.

Step 3: OTY 2 and Project

1)       Read  the plotline of OTY 2 and the sample on P108.

2)       Follow  T’s instruction of the OTY 2 on P108 and Project on P110-111.

辨能力。

3）让学生积累课文中具有表现力的语言，以便更好地描述家乡景点，为后续输出任务做准备。

与课堂活动积极性，并对其表现进行评价。

Post-class

1)  Ask Ss to complete the writing task in OTY

2 on P108 and Language in focus on P109 via Unipus.

2)       Ask  Ss to finish Project on P110-111 via Unipus.

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

4)       Let  Ss preview Text A and complete the

1)       CompleteOTY       2     on   P108       and

Language  in focus on P109 via Unipus.

2)       Submit  Project on P110-111 via Unipus. 3) Preview the new words and expressions of  Text A via Unipus.

      4)  Preview Text A and complete       the

Preview  task on P112.

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

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。

Preview  task on P112.

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。

教学目标、教学重难点、教学理念与方法

（一）   教学目标：

1.To  scan texts for specific information

2.To  examine positive and negative aspects of an issue

3.To  write an essay describing your travel experience and your reflection on it

（二）   教学重难点：

Key points: Scanning texts for  specific information; Examining positive and negative aspects of an issue;  Writing an essay describing your travel experience and your reflection on it

Difficult points: Examining positive and negative aspects of an  issue; Writing an essay describing your travel experience and your reflection  on it

（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，帮助学生习得如何浏览文本以获取特定信息、如何查验问题的积极和消极方面；通过对文章内涵的深度学习和讨论，引导学生辩证地看待辍学旅行的教育观念，认识将旅行与知识习得/教育相结合的重要性，激发学生对生命价值和人生态度等问题进行思考，启发学生追求积极、健康、快乐的家庭生活。

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 P112.

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

2)       Read  the text and complete the Preview task on P112.

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 Ss to

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

依据参考答案以及学生课堂表现进行评价。

While-class (Period 5: 45 mins)

answer the following questions:

•           If  you were a middle school student, would you like to quit school and travel  around the world with your parents? Why or why not?

•           Why  did the author’s family decide to take an educational adventure.

Step  2: Deep reading (15mins)

Guide Ss to read the text on P112-113 and explain some key  information and difficult language points referring to TB where necessary.

Step  3: Global comprehension (20 mins) 1)  Ask Ss to skim the text on P112-113 and complete Ex 1 on P114 to choosethe  best summary of the text.

2) Introduce the Reading skill on P114 to Ss and ask them  to scan the text to complete Ex 2&3 on P114. Select Ss to share their  ideas if time allows.

Step  2: Deep reading

Read the text on P112-113 to grasp the key information.  Learn some difficult language points by T’s explanation.

Step  3: Global comprehension 1) Skim the text on P112-113 and  complete Ex 1 on P114.

2) Learn the Reading skill on P114 and scan the text to complete  Ex 2&3 on P114. Share their ideas if time allows.

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浏览文本以获取特定信息。

While-class (Period 6: 45 mins)

Text A Session 2 (45 mins)

Step 1: Critical thinking (30mins)

1)       Introduce  the Critical thinking skill on P115 by asking Ss to refer back to Ex 3 on  P114. Ask them to think of any negative sides of the family’s experience.

2)       Ask  Ss to read the Critical thinking skill on P115 and explain how to examine  positive and negative aspects of an issue. 3) Guide Ss to complete  Think-Pair-Share on P115 to practice the critical thinking skill.

Step 2: Intercultural writing (15 mins)

1)       Ask  Ss to work in groups and discuss their meaningful travel experiences and what  they learned from these experiences. Then invite some Ss to share their  experiences with the whole class.

2)       Introduce  the writing task on P115 to Ss and provide some expressions for reference.  Then present the sample essay and analyze its structure and language  features.

Text A Session 2

Step  1: Critical thinking

1)       Refer  back to Ex 3 on P114 and think of any negative  sides of the family’s experience.

2)       Read  the Critical thinking skill on P115 and follow T’s guidance to learn how to  examine positive and negative aspects of an issue.

3)       Complete  Think-Pair-Share on P115 to practice the critical thinking skill.

Step  2: Intercultural writing

1) Work in groups and discuss their meaningful travel  experiences and what they learned from these experiences. Then share their  experiences with the whole class 2) Get to know the topic of the essay. Then  read the sample essay to learn the structure and language following T’s  analysis.

1）   通过提问引导学生思考讨论旅行式家庭教育和传统学校教育的利弊，以提高批判性思考能力。

2）   通过学习技能框内容并完成分组活动，培养学生查验问题积极和消极方面的能力，增强其对于思辨技巧的理解与运用。

3）   引导学生回忆个人难忘的旅行经历和收获，进一步思考旅行的意义，从中获得的生活体悟并树立正确的人生态度。

1）   根据练习完成情况和学生课堂表现做出评价。

2）   教师对小组活动进行评价。

Post-class

1)       Let  Ss finish Language in focus on P116-117 via Unipus.

2)       Ask  Ss to finish Intercultural writing on P115 via Unipus.

1)       Complete  Language in focus on P116-117 via Unipus.

2)       Complete  the intercultural writing on P115 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  make travel arrangements

2.  To write an essay describing your travel experience and your reflection on it

（二）   教学重难点：

Key points: Making travel arrangements;  Writing an essay describing your travel experience and your reflection on it

Difficult points: Making  travel arrangements; Writing an essay describing your travel experience and  your reflection on it

（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. Ask 2-3 groups to present their projects in front  of the whole class.

2)       After  Ss’ presentation, invite other Ss to give comments and evaluation on their  projects.

3)       Give  an overall feedback and ask Ss to further improve their projects and submit

Session 1: Project

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

2)       Discuss  and comment on other’s work. Then learn how to improve their own Projects  following T’s feedback.

3)       Vote  for their favorite one via Unipus after class.

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。

their  projects via Unipus after class.

4)  Let Ss vote for their favorite one via

Unipus  after class.

While-class (Period 8: 45 mins)

Session  2: Intercultural writing (45 mins) 1)  Restate the task on P115, then show selected Ss’writing.

2)       Guide  Ss to analyze the strengths and weaknesses of their writings from the  perspective of content, structure and language. Then let Ss score the  selected writings according to the Suggested evaluation criteria in TB.

3)       Show  the sample writing and summarize the writing tips.

4)       Ask  them to discuss how to improve their own writings.

Session 2: Intercultural writing.

1)       Follow  T’s guidance to review the writing task and analyze the selected writings.

2)       Score  the selected writings following the Suggested evaluation criteria.

3)       Summarize  the writing tips based on the sample writing.

4)       Discuss   howto    improve  theirown writings.

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，联系中国俗语“读万卷书，行万里路”，引导学生思考旅行的意义和收获，树立正确人生观、价值观。

教师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 5.

1)       Revise    their projects  and intercultural writings.

2)       Preview  the new words and expressions of Episode 1, Unit 5.

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。