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：

⚫  To  write a simple synopsis for a play (Episode 1)

⚫  To  write a scene-by-scene synopsis for a three-scene play (Episode 2)

⚫  To  write the script for three-scene play and perform it (Project)

⚫  To  write an essay reflecting on how you would like to express love (Text A)

语言目标：

⚫  To  express uncertainty in conversations (Episode 2)

⚫  To  recognize the question-answer organizational pattern (Text A)

⚫  To  expand the vocabulary about play

高阶能力目标：

⚫  To  discuss cultural differences in social expectations (Episode 1)

⚫  To  infer the author’s message (Episode 2)   

⚫  To  evaluate viewpoints in an objective way (Text A)

（二）教学内容与课时分配

⚫  1-2  课时：Warming  up, Episode 1

⚫  3-4  课时：Episode  2 , Text A 导入

⚫  5-6  课时：Text  A 

⚫  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：

⚫  引导学生讨论“爱”的类型，帮助其树立健全、健康的爱情观、友情观、亲情观和爱国情怀；

⚫  带领学生认识戏剧的结构与特点，指导学生设计剧本并撰写剧情梗概，培养其对戏剧这一艺术形式的热爱。

Section 2：

⚫  引导学生从社会学视角思考爱的对象以及表达爱的方式与时机，来重新思考“爱”这一主题，培养正确的人生观、价值观；

⚫  启发学生联系自身经历，基于爱的社会基础，进一步思考爱的本质属性和爱的原因，以及爱的内涵是否会因时空变化而改变，帮助学生正确看待“爱” 这一情感，学会爱自己、爱他人、爱世界；

⚫  带领学生分析婚姻的优势和挑战，帮助其树立正确的“婚姻观”“文化观”，明白在一段关系中如何相处。

（四）教学模式与评价理念与方式

⚫  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。

⚫  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  write a simple synopsis for a play

2.  To  discuss cultural differences in social expectations

（二）教学重难点：

Key points: Writing a simple synopsis for a  play; Being aware of cultural differences in social expectations

Difficult points:  Writing a simple synopsis for a play; Being aware of cultural differences in  social expectations

（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，通过为参加英语戏剧节做准备这一真实情境，加强学生撰写剧本概要的体验感，提高学生综合运用所学解决问题的能力。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，撰写剧本梗概，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

1)       Ask  Ss to preview the three play synopses to get familiar with the genre type.  Then ask them which type of love those three plays demonstrate and share  their ideas via Unipus.  

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

1)       Preview  the three play synopses. Tell which type of love those three plays  demonstrate. Share their ideas via Unipus.

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

1）   课前预习 E1  涉及到的剧本概要，了解类型体裁，了解不同的爱的表达，为后续

学习打基础。

2）   预习 Episode  1 生词，扫清词汇障碍，

1）   通过让学生线上分享的方式来了解学生预习情况。

2）   通过在线测试了解学生对于生词的预习情况。

为课上学习做准备。

While-class

(Period  1: 45 mins)

Step 1: Warming up (10 mins)

1)       Ask  Ss to work in pairs and look at the examples of different kinds of love and  list one or two more to completing Ex 1 on P127. Share their ideas in class  if time allows. 

2)       Ask  Ss to share some famous love stories about different types of love in pairs  to complete Ex 2 on P127, then list the key elements of these love stories,  and to see whether they agree on, and then rate them in the order of  importance.

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 using the plotline and Road map on  P128. Highlight and explain some play-related language like synopses, plot,  script and perform. 2) Introduce the plotline of the video in Episode

1  on P129.

Step 3: Episode 1 Video (25mins)

1)       Ask  Ss to watch the video for the first time and complete Ex 1 on P129 to have a  thorough understanding.

2)       Guide  Ss to skim the key points in Ex 2 on P129 and pay attention to what kind of  information is required. Explain some key terms like exposition, conflict,  climax, and denouement.

Step  1:Warming up 

1)       Work  in pairs and look at the examples of different kinds of love and list one or  two more to complete Ex 1 on P127. Share their ideas in class if time allows.  

2)       Share  some famous love stories in pairs by completing Ex 2 on P127, then list the key elements of these love  stories, and rate them in the order of importance.

Step  2: Introducing the plotline 

1)       Read  the plotline of Section 1 and Road map on P128.

2)       Read  the plotline of video in Episode 1 on P129.

Step  3: Episode 1 Video

1)       Watch  the video for the first time and complete Ex 1 on P129 

2)       Skim  the leaflet in Ex 2 on P129 and pay attention to what kind of information is  required. Learn some key terms based on T’s explanation.

3)       Watch  the video again to fill in the blanks of the entry requirements for the  English drama festival, and note the play structure. 4) Discuss the main  features of romantic love stories in pairs, and choose the theme of their  plays and give their reasons to complete Ex 3

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）   通过对不同类型“爱”进行小组讨论与分享，引入单元主题；学生根据个人最喜欢的爱情故事，分析其中的关键元素，为后续创作剧本内容提供依据。

3）   通过学习视频内容并完成练习，了解英语戏剧节参赛要求，从而确定剧本主题、结构和主要内容，为后续撰写剧本

概要做准备。

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）   教师通过练习考查学生的知识掌握情况，并对重点内容进行讲解。

3）   教师对学生的发言进行评价，并举例进行示范。注重正面价值观的引导。

3)       Let  Ss watch the video again to fill in the blanks of the entry requirements for  the English drama festival, and ask them to note the play structure.

4)       Let  Ss discuss the main features of romantic love stories in pairs, and ask them  to choose the theme of their plays and give their reasons to complete Ex 3 on  P129. Then pick 3 pairs to share their ideas in class. Then introduce that  life, death and love are common themes of play, if time allows.

on P129. Then 3 pairs share their  ideas in class. Get to know other common themes of play by T’s explanation.

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 P130.

Step 2: Episode 1 Text (30 mins)

1)       Ask  Ss to briefly read the three play synopses on P130-131 and finish the Ex 4 on  P132. Then introduce the concept  of great love including filial piety based on Hua Mulan referring to Wisdom of China.

2)       Guide  Ss to read the synopses again and complete Ex 5 on P132-133 to get to know  the synopsis structure.

3)       Explain  the concept of social expectations to Ss and how to be aware of cultural  differences in social expectations using the skill box on P133.

4)       Divide  Ss into different pairs to complete Ex 6 on P133 to practice the  Intercultural skill, and ask

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

Read  the plotline of the text in Episode 1 on P130.

Step  2: Episode 1 Text

1) Read the three play synopses on  P130-131 and answer the questions in Ex 4 on P132. 2) Read the synopses again  and complete Ex 5 on P132-133.

3) Get to know the Intercultural  skill of being aware of cultural differences in social expectations following  T’s explanation. 4) Complete Ex 6 on P133 to practice the Intercultural  skill, and share their ideas in class.

[Supplementary  activity]

Work in pairs and list the  different ways to

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，并通过文本分析和小组讨论了解剧本梗概的结构，为后续输出任务做准备。

3）   通过学习技能框内容，帮助学生认识社会期望中的文化差异，并对其产生问题意识；通过让学生进一步输出，加强其对于技巧的理解与

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跨文化能力的掌握情况，并对其输出任务进行评价。

2  Ss to share their ideas in class.

[Supplementary activity]

Ask Ss to work in pairs and list  the different ways to express romantic love in China in different times.  Share their ideas if time allows.

Step 3: OTY 1 (10 mins)

1)       Introduce  the plotline of OTY 1 on P134. Then ask Ss to read four friends’ sample and  think about what kind of love they want to focus on in their plays. 

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

express love in China in different times. Share their  ideas if time allows.

Step  3: OTY 1 

1)       Read  the plotline of OTY 1 and the sample on P134. Then think about what kind of  love they want to focus on in their plays.

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

运用。

Post-class

1)       Ask  Ss to complete the writing task in OTY 1 on P134 and Language in focus on  P135 via Unipus. 

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

1) Complete the OTY 1 on P134 and

Language in focus on P135 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  write a scene-by-scene synopsis for a three-scene play

2.  To  express uncertainty in conversations

3.  To  infer the author’s message 

（二）教学重难点：

Key points: Write a scene-by-scene synopsis  for a three-scene play; Express uncertainty in conversations; Inferring the  author’s message 

Difficult points:  Write a scene-by-scene synopsis for a three-scene play; Inferring the  author’s message

（二）教学理念与方法：体验式教学法：通过创设与戏剧活动相关的情境，引导学生分析了解三幕式戏剧剧情概要的曲折情节、场景变化、背景设定、语言选择、意图表达等相关知识点，并结合经典戏剧故事增强学生体验感，提高学生思辨能力和创作能力。

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，撰写三幕式戏剧剧情概要、剧本并进行排练及演出，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

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

2)       Assign  Ss to gather some background information about After Twenty years.

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

2)       Gather  some background information about After  Twenty years.

预习 Episode  2 生词，扫清词汇障碍，并初步了解课文背景知识，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

Step  1: Introducing the plotline of Episode 2

Audio  (10 mins)

Step  1: Getting to know the plotline of

Episode  2 Audio

1）通过介绍剧情线进入情景教学，使学生对输

1）教师通过练习

考查学生的知识

mins)

Introduce  the plotline of the audio in Episode 2 on P136 by asking Ss how they plan to  develop their scripts.

Step  2: Episode 2 Audio (35 mins)

1)       Ask  Ss to listen to the conversation between Wang Hao, Tom and Professor Clark  and complete Ex 1 on P136 to get to know the idea of their play and  Professor’s advice about developing the script. Then introduce the what is  “plot twist” and “mood of the scene”.

2)       Ask  Ss to listen to the conversation again and complete the notes in Ex 2 on 136  to know the tips on developing the script.   

3)       Guide  Ss to listen to the conversation for the third times and explain the  Communication Skill of expressing uncertainty in conversations on P136. Then  provide other phrases to express uncertainty:

•           One possibility is …

•           I’m just thinking out loud here,  but …

•           I’m not sure if this is right, but  …

•           I’m no expert, but …

•           I don’t know for sure, but …

•           I’m not a hundred percent sure  about this, but …

4) Ask Ss to work in pairs and complete Ex 3 on P136 to  make suggestions to improve the synopsis they wrote in OTY 1 using  expressions of uncertainty. Choose 2 pairs to share their

Read the plotline of the audio in  Episode 2 on P136 and think about how to develop their scripts.

Step  2: Episode 2 Audio 

1) Listen to the conversation and  complete Ex 1 on P136. Get to know “plot twist” and “mood of the scene” by  T’s explanation. 2) Listen to the conversation again and complete the notes  in Ex 2 on 136. 

3)       Listen  to the conversation again and learn the Communication Skill of expressing  uncertainty in conversations on P136. 

4)       Work  in pairs to complete Ex 3 on P136 referring to the communication skill. Two  pairs share their conversations in class if time allows.

入材料有整体了解。

2）   通过学习听力材料并完成练习，帮助学生了解如何推进剧情，如何设定不同场景的氛围。

3）   通过学习技能框内容，使学生掌握在交流中表达不确定性，并进一步讨论修改，完善  OTY 1 的输出任务，加强其对于技巧的理解与运用，并为后续输出任务做准备。

掌握情况，并对重点内容进行讲解。

2）教师对学生的小组讨论进行评价，并举例进行示范。

conversations in class if time allows.

While-class

(Period  4: 45 mins)

Step  1: Introducing the plotline of Episode 2 Text (5 mins)

Introduce the plotline of the text in Episode 2 on P137.

Step  2: Episode 2 Text (30 mins)

1)    Ask  Ss to read the three-scene play on P137138 and complete Ex 4 on P138 to have  a better understanding of the play.

2)    Ask  Ss to work in pairs and complete Ex 5 on P139 to discuss the structure of the  play by completing.

3)    Guide  Ss to learn the Critical thinking skill about inferring the author’s message  on P139.

4)    Ask  Ss to work in groups to complete Ex 6 on P139 referring to the Critical  thinking skill and emphasize that when writing dramas, we should also design  the characters’ behaviors and consequences based on the message we want to  convey.  

Step  3: OTY 2 and Project (10 mins)

1)    Introduce  the plotline of OTY 2 on P140. Ask Ss to read four friend’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 P142-143, then present Suggested  evaluation

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

Read the plotline of the text in Episode 2 on P137.  

Step  2: Episode 2 Text  

1)    Read  the text on P137-138 and complete Ex 4 on P138.

2)    Work  in pairs and complete Ex 5 on P139. 

3)    Learn  the Critical thinking skill about inferring the author’s message on P139.

4)    Work  in groups to complete Ex 6 on P139 and learn how to design the characters’  behaviors and consequences based on the message they want to convey.

Step  3: OTY 2 and Project 

1)    Read  the plotline of OTY 2 and the sample on P140.

2)    Follow  T’s instruction of the OTY 2 on P140 and Project onP142-143.

1）   通过讲解剧情线引入本课场景，使学生对文

本有整体了解。

2）   结合文本完成练习理解剧情内容，了解如何设定剧本场景服务剧情，让剧情更丰满，培养学生自主学习意识和思辨能力。

3）   通过学习技能框，帮助学生了解如何推断作者的信息，从而掌握通

过设计角色行为特点、  语言特色和剧情结果，来传递潜在信息和价值观，让学生进一步输出，加强其对于技巧的理解与运用。

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与课堂活动积极性，并对其表现进行评价。

criteria in TB.

Post-class

1)       Ask  Ss to complete the writing task in OTY 2 on P140 and Language in focus on  P141 via Unipus.

2)       Let  Ss complete Project on P142-143 developing script and performing it and  submit the video and script 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 Preview task on P144.

1)       Complete  OTY 2 on P140 and Language in focus on P141 via Unipus.

2)       Complete  Project on P142-143 via Unipus.

3)       Preview  the new words and expressions of Text A via Unipus.

4)       Preview  Text A and complete the Preview task on P144.

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  recognize the question-answer organizational pattern

2.  To  evaluate viewpoints in an objective way

3.  To  write an essay reflecting on how you would like to express love

（二）   教学重难点：

Key points: Recognizing  the question-answer organizational pattern; Evaluating viewpoints in an  objective way; Writing an essay reflecting on how you would like to express  love

Difficult points: Evaluating  viewpoints in an objective way; Writing an essay reflecting on how you would  like to express love

（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，帮助学生认识“问题-答案”式样的段落组织方法，并习得如何客观地评价观点；通过对文章内涵的深度学习和讨论，帮助学生从社会学角度剖析“爱”这一情感，从而学会正确看待“爱”，学会爱自己，爱他人，爱世界。

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 P144.

1) Preview new words and expressions via Unipus, and take  the online quiz. 2) Read the text and complete the Preview task on P144.

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。

While-class

(Period  5: 45 mins)

Text A Session 1 (45 mins)

Step  1: Warming up (10 mins)   

Check  Ss’ preview results by asking Ss to answer 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。

•           Do  you think that we are born with the ability to love? Why or why not? 

•           Does  the author share your opinion?

•           What  may be the popular way to express love among the youth?

Step  2: Deep reading (15 mins)

Guide Ss to read the text  paragraph by paragraph 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 P144-145 and complete the diagram in Ex 1 on  P146. 

2)       Guide  Ss to learn the Reading skill on P146 of recognizing the question-answer  organizational pattern. Then introduce some other common paragraph patterns  to Ss referring to the Additional note in TB if time allows.

3)       Ask  Ss to complete the follow-up exercise of Ex 1 P146 in pairs to practice the  reading skill.

4)       Let  Ss complete the Ex 2 on P146 by checking the true statements according to the  text.

Step 2: Deep reading

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

Step 3: Global comprehension 

1) Read the text on P144-145 and  complete the diagram in Ex 1 on P146.   2) Learn the Reading skill on P146 of recognizing the question-answer  organizational pattern, and get to know some other common paragraph patterns.  3) Complete the follow-up exercise of Ex 1 P146 in pairs to practice the  reading skill.

4) Complete the Ex 2 on P146 by  checking the true statements according to the text.

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）   通过学习技能框内容掌握“问题-答案”式段落组织方法，使读者阅读文章时更有参与感，并完成练习进一步增强对于技巧的理解与运用。

While-class

(Period  6: 45 mins)

Text A Session 2 (45 mins)

Step  1: Critical thinking (30mins)

1)       Ask  Ss to work in pairs to complete Ex 3 on P146 by reading the text again and  summarize the author’s viewpoint and the counter-argument referring to the  text on P193. 

2)       Let  Ss read the Critical thinking skill on P147 and

Text A Session 2

Step 1: Critical thinking  

1) Work in pairs to complete Ex 3 on P146 by reading the  text again and summarize the author’s viewpoint and the counter-argument  referring to the text on P193. 

1）通过学习技能框内容并完成分组活动，培养学生总结观点的能力，并学会客观评价观点，增强其对于思辨技巧的理解与运用。 

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。

explain how to evaluate viewpoints  in an objective way. Then ask them to refer back to Ex 3 to discuss the two  viewpoints and decide which is more convincing in pairs. And 2 pairs share  their ideas with the class.

3) Guide Ss to complete Think-Pair-Share on P147 to  practice the Critical thinking skill.

Step  2: Intercultural writing (15 mins)

1) Ask Ss to work in groups and consider their own way of  expressing love in their life by discussing the following questions:

•           For  whom would you like to express your love?   

•           How  would you like to express love?

•           How  are you affected by culturally-approved ways to express love?

Then invite some Ss to share their opinions with the whole  class. 

2) Introduce the writing task on P147 to Ss and provide  some expressions for reference. Then present the sample essay and analyze its  structure and language features.

2)       Read  the Critical thinking skill on P147 and follow T’s guidance to learn how to  evaluate viewpoints in an objective way. Then refer back to Ex 3 to discuss  the two viewpoints and decide which is more convincing in pairs, and 2 pairs  share their ideas with the class.

3)       Complete  Think-Pair-Share on P147 to practice the Critical thinking skill.

Step 2: Intercultural writing

1)       Work  in groups and consider their own way of expressing love in their life by  discussing the questions, and share their ideas with the whole class. 

2)       Learn  the topic of the essay. Then read the sample essay to learn the structure and  language features.

2）引导学生回忆并思考个人表达爱的方式，并对比他人反思不同表达方式背后的文化因素，从而正确看待“爱”这一情感，学会正确表达 “爱”，进一步培养其跨

文化思辨能力。

Post-class

1)       Assign  Ss Language in focus on P148-149 via Unipus.

2)       Ask  Ss to finish Intercultural writing on P147 via Unipus.

1)       Complete  Language in focus on P148-149 via Unipus.

2)       Complete  the Intercultural writing on P147 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）   教师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  write the script for three-scene play and perform it

2.  To  write an essay reflecting on how you would like to express love

（二）   教学重难点：

Key points: Writing the script for three-scene  play; Writing an essay reflecting on how you would like to express love

Difficult points: Writing  the script for three-scene play; Writing an essay reflecting on how you would  like to express love

（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 play their performance video in  front of the whole class.

2)       Invite  other Ss to give comments and evaluation on the selected scripts. 

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

Session  1: Project

1)       Review  the plotline and Project, then watch the selected plays.

2)       Discuss  and comment on the selected scripts. 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。

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 P147, then show selected Ss’ writings.

2)       Guide  Ss to analyze the strengths and weaknesses of the selected writings from the  perspective of content, language and structure. Let Ss score the selected  writings. 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 analyze the selected writings. Score the selected writings.

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

3)       Discuss  how to improve their own 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，引导学生联系自身经历，进一步思考和爱相关的其他问题，树立正确人生观、价值观。

教师进行写作批改与点评，或使用学生互评方式对写作进行评价。

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 6.

1)       Revise  their projects and intercultural writings.

2)       Preview  the new words and expressions of Episode 1, Unit 6.

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。