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  analyze the features of your generation (Episode 1)

⚫  To  write about your hopes for the future (Episode 2)

⚫  To  write an essay about different generations and their dreams (Project)

⚫  To  write an essay describing the characteristics of a hero from other countries  (Text A)

语言目标：

⚫  To  invite contributions in discussion (Episode 2)

⚫  To  summarize a text (Text A)

⚫  To  expand vocabulary talking about generations and dreams

高阶能力目标：

⚫  To  compare and contrast viewpoints (Episode 1)

⚫  To  keep an open mind about other cultures (Episode 2)

⚫  To  analyze the chronology of events using a timeline (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：

⚫  通过分析不同世代人的特点，帮助学生理解代与代之间之间的差异与共性，学会尊重差异，加深学生对自己世代的认同感和归属感；

⚫  引导学生探索当代青年的特点和梦想，思考自己对未来的期待，明确发展目标，制定未来规划，将个人的梦想与社会相联系。

Section 2：

⚫  了解科学家的人生故事，引导学生志存高远，培养坚持不懈、顽强拼搏的个人品质，以及服务人民的爱国情怀；

⚫  引导学生认识个人梦想与中国梦的紧密关系，以及个人梦想的实现与祖国发展同频共振，并思考如何为实现中国梦做出贡献；

⚫  引导学生学会发现和尊敬“英雄”，学习美好品德，懂得榜样的力量；

⚫  带领学生了解不同时代人的特质和差异，从而保持积极开放的态度，接受多样生活方式和多元工作方式，树立健康的“职业观”。

（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  analyze the features of your generation

2.  To  compare and contrast viewpoints

（二）   教学重难点：

Key points: Analyzing the features of your  generation; Comparing and contrasting viewpoints

Difficult points: Analyzing  the features of your generation; Comparing and contrasting viewpoints

（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，引导学生思考自己这一代人的突出特点，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讨论，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，思考并记录自己这一代人的特点、产生原因以及与自身相关性，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，使学生熟悉内容，扫清词汇障碍。

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)

Ask Ss to think about and discuss  the similarities and differences between their generation and their parents’  to complete Ex 1 & 2 on P159.

Step  2: Introducing the plotline (10 mins)

Step  1: Warming up

Work in pairs to discuss the  similarities and differences between their generation and their parents’ to  complete Ex 1 & 2 on P159.

1）   通过小组讨论分享，进行主题预热。

2）   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、

1）通过练习完成情况和课堂讨论效果考查学生的掌握情况，利用练习要点引导学生进行思考和归

1)       Introduce  the plotline of Section 1 to Ss, two OTY tasks and the project they are going  to do using the plotline and Road map on P160. 

2)       Introduce  the plotline of the video in Episode 1 on P161.

Step 3: Episode 1 Video (25 mins)

1)       Ask  Ss to watch the first part of the interview and complete Ex 1 on P161 to have  a thorough understanding.

2)       Ask  Ss to watch thesecond part of the interview and  complete Ex 2 on P161 to find out more about the features of their generation  and the older generations.

3)       Ask  Ss to work in pairs and  further  discuss generational features to complete Ex 3 on P161.

Step  2: Getting to know the plotline

1)       Read  the plotline of Section 1 and Road map on P160.

2)       Read  the plotline of video in

Episode  1 on P161.

Step 3: Episode 1 Video 

1) Watch the first part of the interview and finish Ex 1  on P161. 2) Watch the second part of the interview and finish Ex 2 on P161.  3) Work in pairs and complete Ex 3 on P161.

学习内容和任务，并引出第

一段输入材料。

3）通过完成理解性填空练习，使学生初步了解不同世代人群的特点，并进一步输出，提升其视听说能力。

纳。

2）教师对学生的讨论进行评价，并举例进行示范。

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

P162.  

Step 2: Episode 1 Text (30 mins)

1)       Ask  Ss to briefly read the forum posts on P162163. Then explain the Culture note  “Gen-Z” anduse the Genre analysis in TB to  introduce the features of a forum post.

2)       Ask  Ss to read the posts again and complete Ex 4 on P164.   

3)       Explain  the Critical thinking skill of comparing and contrasting viewpoint to Ss  using the skill box

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

Read the plotline of the text in  Episode 1 on P162.

Step 2: Episode 1 Text

1)       Read  the forum posts on P162163 and make an analysis of it following T’s  explanation.

2)       Read  the posts again and answer the questions in Ex 4 on P164.

3)       Get  to know the Critical think skill of comparing and contrasting viewpoint  following T’s

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）   分析文本内容并完成练习，了解不同发帖人对“Z  世代”人的相同与不同观点，帮助学生进一步理解文本。

3）   通过学习技能框，帮助学生进一步掌握比较和对比观点的技巧，并进行输出练习，增强其对于技巧的理解与运用。

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。

on  P164. Then Ask them to complete Ex 5 on P165 referring to the Critical  thinking skill.

4) Let Ss work in pairs to  complete Ex 6 on P165 to further practice the Critical thinking skill. Then  select some pairs to report their discussion to the class.

[Supplementary activity]

•Put  Ss in groups to come up with two more topics that characterize generational  differences.

· Have  them list contrasting viewpoints that different people may hold toward them.

·Ask  Ss to work in pairs and discuss the reasons behind the differences.

Step 3: OTY 1 (10 mins)

1)       Introducethe plotline of OTY 1 on P166 to Ss. Then ask them to read  Wang Hao’s sample to learn the distinguishing features of his generation. 

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

explanation. Then complete Ex 5 on  P165 to practice the Critical thinking skill.

4) Work in pairs to complete Ex 6  on P165 to further practice the Critical thinking skill, and some pairs to  report their discussion to the class.

[Supplementary activity]

·Work  in groups to come up with two more topics that characterize generational differences.  

·List  contrasting viewpoints that different people may hold toward them.

·Discuss  the reasons behind the differences in pairs.

Step 3: OTY 1

1)       Read  the plotline of OTY 1 and the sample on P166.   

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

Post-class

1)       Ask  Ss to complete OTY 1 on P166 and the Language in focus on P167 via  Unipus. 

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

1)       Complete  the OTY 1 on P166 and the Language in focus on P167 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）   通过课后语言练习帮助学

1）   根据教师用书OTY  1 的建议评估标准进行评价。

2）   通过课后语言

生巩固所学知识。

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 about your hopes for the future

2.  To  invite contributions in discussion

3.  To  keep an open mind about other cultures   

（二）   教学重难点：

Key points: Writing about your hopes for the  future; Inviting contributions in discussion; Keeping an open mind about  other cultures 

Difficult points: Writing  about your hopes for the future; Keeping an open mind about other cultures

（三）   教学理念与方法：体验式教学法：通过创设校园广播的真实交际情境，引导学生思考并讨论对未来的期望与计划，提高学生交际能力和跨文化思辨能力。

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，完成有关不同世代人梦想的参赛文章，让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 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。

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

P168.

Step  2: Episode 2 Audio (40 mins)

Step 1: Getting to know the plotline Episode 2 audio

Read the plotline of the audio in

Episode 2 on P168.

Step  2: Episode 2 Audio

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）   通过完成理解性练习，让学生充分了解剧

1）教师通过练习考查学生的掌握情况，并对重点内容进行讲解，引导学生进行思考和归纳。

1)       Ask  Ss to listen to the podcast for the first time and complete Ex 1 on P168 to  get to know the two characters’ future hopes.

2)       Ask  Ss to listen to the podcast for the second time and complete Ex 2 on P168.

3)       Listen  to the podcast again and guide Ss to notice how Alice and Tom invite each  other to express thoughts or opinions.   

4)       Ask  Ss to skim the Communication Skill of inviting contributions in discussion on  P169, then work in pairs to complete Ex 3 on P169 to practice the  communication skill.  

1) Listen to the podcast for the  first time and complete Ex 1 on P168. 2) Listen to the podcast for the second  time and complete Ex 2 on P168.

3)       Listen  to the podcast again and notice how the characters invite each other to  express thoughts or opinions.

4)       Skim  the Communication skill of inviting contributions in discussion on P169, then  complete Ex 3 on P169 in pairs.

情，初步了解主角不同的未来规划，并学习沟通技巧，有效衔接后续输出任务，提升其听说能力。

3）通过学习技能框，帮助学生进一步掌握如何在讨论中邀请对方提出看法或观点，并进行输出练习，增强其对于技巧的理解与运用。

2）教师对学生的观点进行评价，并举例进行示范。

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 P170.

Step  2: Episode 2 Text (30 mins)

1)       Ask  Ss to read the text on P170-171 and complete Ex 4 on P172 to learn about  different people’s hopes and ambitions for the future.

2)       Let  Ss read the text again and complete Ex 5 on

P172.

3)       Explain  the Intercultural skill of keeping an open mind about other cultures on P173  to Ss.

4)       Introduce  the word “misconception” to Ss by breaking it down into two parts “mis” and  “conception”. Then ask Ss to think about any common misconceptions that  foreigners might have about China.

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

Read the plotline of text in Episode 2 on P170.

Step  2: Episode 2 Text   

1)       Read  the text on P170-171 and finish Ex 4 on P172.

2)       Read  the text again and finish Ex 5 on P172.

3)       Read  the Intercultural skill on

P173.

4)       Learn      the meaning  of

“misconception. Think about any common misconceptions that  foreigners might have about China.  5)  Work in pairs to discuss their

1）   通过讲解剧情线引入场景，进入情景教学，使学生对文本有整体了解。

2）   结合文本完成练习，使学生了解不同人对的未来的期待与规划，从

而引发个人思考。

3）   通过学习技能框，培养学生对于其他文化保持开放的态度，从而避免对他国文化产生误解，以及打破文化刻板印象，并让学生进一步输出，加强其对于技巧

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。

5) Ask Ss to work in pairs and  discuss their viewpoints about the misconceptions concerning China and  complete Ex 6 on P173 to further foster their understanding of the  Intercultural skill.

[Supplementary  activity]

·Inspire  Ss to think about some assumptions they have about foreigners that they have  learned from TVs, movies, or books.

·Ask  Ss to work in small groups to share their assumptions and discuss why they  think that way. Then ask them to discuss if their assumptions might be  misconceptions. 

·Invite some groups to share their assumptions and explain  whether these assumptions are truths or misconceptions. 

Step  3: OTY 2 and Project (10 mins)

1)       Introduce  the plotline of OTY 2 on P174 to Ss. Ask them to read Wang Hao’s sample and  think about their hopes for the future. Walk Ss through the steps of OTY 2.  Then provide the Suggested evaluation criteria in TB.

2)       Walk  Ss through the steps of Project on P176-177, then provide the Suggested  evaluation criteria in TB.

viewpoints referring to the misconceptions in Ex 6 on  P173.

[Supplementary  activity]

· Think  about assumptions they have about foreigners.

·Share  their assumptions in small groups    and  decide    if     their assumptions   might     be  misconceptions.

· Some groups share their assumptions and explain whether  these assumptions are truths or misconceptions.

Step  3: OTY 2and  Project  1)  Read the plotline of OTY 2 and the sample on P174.

2) Follow T’s instruction of the

OTY 2 and Project on P174, P176177.  

的理解与运用。

Post-class

1) Ask Ss to complete the writing  task in OTY 2 on P174 and Language in focus on P175 via Unipus. 2) Let Ss  complete Project on P176-177 and submit their work via Unipus. 

3) Ask Ss to preview the new words  and expressions

1)       Complete  OTY 2 on P174 and Language in focus on P175 via Unipus.

2)       Complete  Project on P176-177 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，并为后续的综合产出任务做好准备。

1）根据教师用书 OTY  2和Project的建议评估标准进行评价。

of Text A via Unipus.  

4) Assign Ss the preview task of  Text A on P178.

3) Preview the new words and expressions of Text A via  Unipus. 4) Preview Text A and complete the Preview task on P178.

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。

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 summarize a text

2.  To analyze the chronology of events using a timeline

3.  To write an essay describing the characteristics of a hero  from other countries

（二）   教学重难点：

Key points: Summarizing a text; Analyzing the  chronology of events using a timeline; Writing an essay describing the  characteristics of a hero from other countries

Difficult points: Analyzing the chronology of events using a timeline; Writing  an essay describing the characteristics of a hero from other countries

（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，帮助学生习得如何总结文本、如何用时间轴来梳理事件发展过程；通过对文章内涵的深度学习和讨论，引导学生学习南仁东的爱国情怀、进取精神和科学态度，并明白拥有梦想的重要性。

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 P178.

1) Preview new words and expressions via Unipus, and take  the online quiz. 2) Read the text and complete the Preview task on P178.

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 them to answer the questions in the Preview  task.

Text A Session 1

Step  1: Warming up

Discuss  and answer the questions in Preview task.

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。

While-class  

(Period  5: 45 mins)

Step  2: Deep reading (15 mins)

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

2)       Introduce  the Culture notes “FAST” to Ss. Then ask them to describe what FAST is based  on the text and give them more information about it.

Step  3: Global  comprehension (20 mins)

1)       Ask  Ss to read the text on P178-179 and walk them through the Reading skill on  P180 to learn how to summarize a text. Then ask them to complete Ex 1 on P180  to practice the Reading skill 

2)       Let  Ss read the text on P178-179 again and complete Ex 2 on P180.

3)       Ask  Ss to work in pairs to discuss the questions in Ex 3. And choose some pairs  to share their ideas in class if time allows.

Step  2: Deep reading

1)       Listen  to the audio of the text and answer T’s questions to get the key information.  Learn some difficult language following T’s instructions.

2)       Describe  “FAST” based on the text and learn more about it following T’s explanation.

Step  3: Global understanding

1) Read the text on P178-179 and  the Reading skill box on 180 to finish Ex 1 on P180 to practice the reading  skill.  2) Read the text on P178-179  again and complete Ex 2 on P180.

3) Work in pairs and discussion the questions in Ex 3.  Some pairs share their ideas in class if time allows.

2）   通过任务型阅读，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总结文本的阅读技巧，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 discuss and answer  the following questions:

Ÿ    What  is the genre of the text?

Ÿ    How  does the text develop or what is the structure of the text?

Ÿ    What  is the most important element in developing this kind of text?

Text A Session 2

Step  1: Critical thinking  

1)       Discuss  and answer the questions with partners.   

2)       Read  the Critical thinking skill on P181 and follow T’s guidance to learn how to  analyze the chronology of events using a timeline. 

3)       Complete  Think-Pair-Share on P181

1）   通过学习技能框内容并完成分组活动，使学生掌握用时间轴来分析事件的纪年，增强其对于思辨技巧的理解与运用。

2）   引导学生思考与讨论南仁东的人生故事、

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。

2)       Introduce  the Critical thinking skill on P181 to Ss to learn how to analyze the  chronology of events using a timeline.

3)       Ask  Ss to think about the meaning of the word “milestone”. Then guide Ss to  complete ThinkPair-Share on P181 to practice the Critical thinking skill.

Step  2: Intercultural writing (15 mins)

1)       Ask  Ss to work in groups to reflect on Nan Rendong’s story of achieving his  dreams, and discuss the qualities and virtues that lead people to success.

2)       Introduce  the writing task on P181 to Ss, and provide some expressions for reference.  Then present the sample essay and analyze its structure and features.

to practice the Critical thinking skill.

Step  2: Intercultural writing  

1) Work in groups to reflect on Nan Rendong’s story and  discuss the qualities and virtues that lead people to success. 2) Learn the  topic of the essay and some expressions for reference.Then read the sample essay to learn its structure and  language.

筑梦之旅，以及其他国家的英雄人物，培养学生养成优秀品质，并为后续写作任务做准备。

Post-class  

1)       Assign  Ss Language in focus on P188-189 via Unipus.

2)       Ask  Ss to finish Intercultural writing on P187 via Unipus.

1)       Complete  Language in focus on P188189 via Unipus.

2)       Complete  the intercultural writing on P187 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）   根据教师用书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 write an essay about different generations and their dreams  

2.  To write an essay describing the characteristics of a hero  from other countries

（二）   教学重难点：

Key points: Writing an essay about different  generations and their dreams; Writing an essay describing the characteristics  of a hero from other countries 

Difficult points: Writing  an essay about different generations and their dreams; Writing an essay  describing the characteristics of a hero from other countries  

（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 on P176-177. Ask 4 groups to present their essays in  front of the whole class.

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

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

Session  1: Project 

1)       Review  the plotline and Project on P176-177, then read the selected essays.

2)       Discuss  and comment on the selected essays. 

3)       Learn  how to improve their own following T’s feedback. 

4)       Vote  for their favorite one via

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.

Unipus after class.

While-class  

(Period  8: 45 mins)

Session  2: Intercultural writing (45 mins) 1)  Restate the task on P187, then show selected Ss’ writings.

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

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

4)       Ask  Ss to discuss how to improve the selected writings. 

[Moral education]

Inspire Ss to think about what they can learn from those  heroes and what qualities and virtues they should foster to achieve both  their personal dream and the Chinese dream.

Session  2: Intercultural writing 1) Follow T’s guidance to analyze  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）   根据写作任务主题，引导学生学习英雄人物的品质和美德，并结合自身实际，进一步思考如何将个人梦想与中国梦的实现相结合，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

Require Ss to revise their  projects and intercultural writings.

Revise  their projects and intercultural writings.

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。