Unit6NurturingNature單元教學設計高中英語選擇性

Book4Unit6Nurturingnature教學設計單元主題Thethemecontextofthisunitis"manandnature",andthethemecontextinvolvestheprotectionofthenaturalenvironmentandnaturalheritage.ThisunitbyintroducingtheChineseandforeignfamousnaturalandculturalheritage,includingEgyptthepyramids,southeastSiberianLakeBaikal,China'smounttaiandTibetandAustralia'sgreatbarrierreef,makestudentsfeelthebeautyofnatureandmagic,experiencethecharmofculturalheritage,inspiretheirdesiretoprotectnaturalculturalheritage,conveytheconceptofharmoniouscoexistencebetweenmanandnature。單元目標Studentswereabletofollowaroundthethematiccontextcontentofthisunit,Basedonmultimodaltextssuchastravelnotesandadvertisementsprovidedbyunits,Usingavarietyoflanguageskills,Readthecontentofarticlesrelatedtotheprotectionofnaturalandculturalheritage;Abilitytousereadingstrategies,Extractinformationfromthetextandinterpretthetext;Abilitytoclarifytheconceptandusageofpresentperfectcontinuoustense,Anditisappliedinthespecificcontext;Beabletounderstandecotourismrelatedtopicsandtalkaboutenvironmentalprotectionissues,Properuseoflearnedwordsandexpressionstopersuadeothers,Andlearntoexpresspromise,promise,Deepentheunderstandingofthemeaningoftheunittheme;Abilitytoanalyzetheessentialelementsofjobadvertising,Accordingtothecontentofthegivenparagraph,Writeajobadvertisement;Alsobeabletousetheknowledgelearnedintheunit,Throughthedebate,theanalysis,Contactwiththerealityoflife,Treattheproblemdialectically,Analyzingtheprosandcons,Andmaketherightjudgment;Beabletofindreasonablesolutions,Expressyouropinionscreatively,Realizetheexpansionandmigrationofknowledgeandthinkingability;Byunderstandingthenaturalandculturalheritagesitesaroundtheworld,Enhancethecarefortheenvironment,Theawarenessofprotectingthenaturalandculturalheritage.Byusingvariouslearningstrategies,conductresearchandeffectivelystudyindependently;usenetworkresources,screen,integrateandeditnaturalheritageprotectionbrochures,evaluate,reflectandadjustthelearningcontentandprocess,improvetheirunderstandingandexpressionability,andfinallypromotetheprehensiveimprovementoflanguageability,culturalawareness,thinkingqualityandlearningability.Startingout板塊教學設計（建議時長10–15分鐘，教師可根據(jù)教學實際酌情調整。）課型Viewing+Speaking主題語境Manandnature——toprotectthenaturalandculturalheritage內容分析Activity1presentsfourpicturesrelatedtothethemeoftheunit,whicharetheHuanglongScenicAreainChina,IguazuFallsontheborderofArgentinaandBrazil,MountKilimanjaroinTanzaniaandUluruRockinAustralia,toattractstudents'interestandentertheunittopic.Activity2presentsavideorelatedtothetheme,introducingthethreetypesofworldheritage,namely,worldculturalheritage,worldculturalandnaturalheritage,andworldnaturalHeritage,andexplainingtheexamplesonebyone.Thissectionaimstoactivatestudents'existingbackgroundknowledgeandlanguageknowledge,andpavethewayandpreheatingforthenextlearningactivitiesofthewholeunit.教學目標1.Guidethestudentstodiscussthecontentofthepictures,summarizetheirmonfeatures,andactivatetheexistinglanguageandbackgroundknowledge;2.Leadstudentstowatchtheworldnaturalandculturalheritagevideo,sothatstudentscanunderstandtherelevantknowledge,cultivatetheabilitytounderstandthegeneralideaofthevideo,andtoextractkeyinformationfromthevideo;3.Leadstudentstothinkabouthowtoprotectnaturalandculturalheritagewhiledevelopinghumaneconomy.教學重點Guidethestudentstosummarizethemonfeaturesofthefourpictures.教學難點Toguidethestudentstoinitiallythinkabouthowtoprotectthenaturalandculturalheritagewhiledevelopingthehumaneconomy.教學策略Audiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoworkingroupstolookatpicturesanddiscusssomeinformationabouttheseplaces.Teacherinvitestherepresentativeofeachgrouptopresenttheirreports.Teachermakessupplementationifnecessary.Teacherguidesstudentstodiscusswhattheseplaceshaveinmon.Studentsworkingroupstolookatpicturesanddiscusssomeinformationabouttheseplaces.Therepresentativeofeachgrouppresentstheirreports.Studentsdiscusswhattheseplaceshaveinmon.Toarousestudents’interestandencouragestudentstoextendtheirthinking.Activity2Teacherguidesstudentstopredictwhattheywillgetfromthevideo.Teacherplaysthevideoandasksstudentstopletethetable.Teacherasksstudentstoworkingroupstoexchangetheinformationtheygetfromthevideo.Teacherplaysthevideoagainandasksstudentstoanswerquestions.Teacherasksstudentstocheckanswerswiththeclass.Studentspredictwhattheywillgetfromthevideo.Studentswatchthevideoandpletethetable.Studentsworkingroupstoexchangetheinformationtheygetfromthevideo.Studentswatchthevideoagainandanswerquestions.StudentscheckanswerswiththeclassTomakestudentsknowaboutthethreetypesofworldnaturalandculturalheritageandsomerelatedknowledge.Understandingideas板塊教學設計（建議時長30–35分鐘，教師可根據(jù)教學實際酌情調整。）課型Reading主題語境Manandnature——toprotectthenaturalandculturalheritage內容分析Thissectionpresentsatextreflectingthethemeoftheunit,andthediscoursetypeistravelnotes.Bydescribingajourneytothesky,theauthorreviewsthatduringtheconstructionoftheQinghaiTibetRailway,heovercamemanydifficultiesandfinallybuilttheworld'sfirst"impossible"railwayproject.Expressedasthebuilderisfullofpride,butalsoexpressedtheprojectconstructiontoprotecttheecologyasthepremiseoftheconceptofenvironmentalprotection.Theprereadingactivitytestaimstohelpstudentsgetfamiliarwiththetextcontentandpavethewayforthetextlearning.PleasefindoutthespecialsignificanceoftheQinghaiTibetRailwaytotheauthor.Afterreading,theactivitysummarizedthegeneralideaofthetheme,foundthechallengesandsolutionsencounteredintherailwayconstruction,deeplyunderstandtheauthor'swritingintention,appreciatethetext,explorethesignificanceofthetheme,andcultivatetheabilityofreadingthinking.教學目標1.Leadthestudentstolockthekeywordsthroughskimming,obtainthemaininformationofthetext,understandthespecialmeaningofTianlutotheauthor,andgrasptheauthor'swritingintention;2.Leadthestudentstofindoutthelocationofthemaindetailsinthearticlethroughintensivereading,thatis,thedifficultiesovereintheconstructionprocessoftheQinghaiTibetRailwayandtheimpactoftheQinghaiTibetRailwayonthelifeofthelocalresidents,feelthegreatnessofthebuilders,andstimulatethenationalpride;3Guidestudentstoperceivethelanguagecharacteristicsofthearticlebyreadingthetext,learnandmasterthevocabularyandphrasesrelatedtothetopicinthediscourse,andcanusethevocabularytointroducetheQinghaiTibetRailway.教學重點Guidethestudentstoreadthetext,understandtheauthor'swritingintention,andunderstandthemainideaofthearticle;Guidethestudentstounderstandthestylisticcharacteristicsoftravelnotesarticles.教學難點Guidethestudentstograspthereadingskillsofskimmingandintensivereading;GuidethestudentstousethevocabularyandphraseslearnedandmasteredinthediscoursetointroducetheQinghaiTibetRailway.教學策略PWPpatternTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeachershowssomepicturesofTibetandasksstudentstodiscusshowtogotoTibet.Teacherasksstudentstoworkinpairstoanswerthequiz.Teachercheckstheiranswers.StudentsdiscusshowtogotoTibet.Somestudentssharetheiranswers.TohavestudentsgettoknowtheinformationabouttheQinghaiTibetRailway.Activity2Teacherasksstudentstoskimthepassageandpayattentiontosomespecificinformation.Teacherasksstudentstoreadthepassagewithtasksandfindoutwhytherailwayisparticularlyspecialtotheauthorandgraspthemainideaofthepassage.Teacherasksstudentstoworkinpairstodiscussquestions.Teacheraskssomestudentstosharetheiranswersandexplainssomekeypoints.Studentsskimthepassageandpayattentiontosomespecificinformation.Studentsreadthepassagewithtasksandfindoutwhytherailwayisparticularlyspecialtotheauthorandgraspthemainideaofthepassage.Studentsworkinpairstodiscussthequestions.Studentssharetheiranswers.1.Totrainstudents’abilitytoreadthepassagewithtasks.2.Topreparestudentsforreading.Activity3Teacherasksstudentstoreadthepassageindividually,pletethetable,andfindoutthesupportingideastoexplaintheiropinions.Teacherasksstudentstodiscussingroups,checktheiranswersandexpresstheiropinions.Teacheraskssomestudentstopresenttheiranswersandgivethereasons.1.Studentsreadthepassageindividually,pletethetable,andfindoutthesupportingideastoexplaintheiropinions.Studentsdiscussingroups,checktheiranswersandexpresstheiropinionsStudentssharetheiranswers.Togetthemainideaofthepassage.Toletstudentsgatherinformationaboutthepassage.Activity4Teacherasksstudentstoreadthepassageagainandorganizetheinformationfromthepassagetopletethetable.Teacherasksstudentstoshareanswersandfindoutwhatchallengesweremetandoverebytherailwayworkers.TeacherasksstudentstodrawamapofTibetandmarkthesitesreferredtointhepassage.Teacherasksthestudentstoretellthepassageaccordingtothemap.Studentsreadthepassageagainandorganizetheinformationfromthepassagetopletethetable.Studentsshareanswersandfindoutwhatchallengesweremetandoverebytherailwayworkers.StudentsdrawamapofTibetandmarkthesitesreferredtointhepassage.Studentsretellthepassageaccordingtothemap.1.Totrainstudents’abilitiestounderstandthepassagedeeply.2Totrainstudents’abilitiestoexplorethememeaning.Think&ShareTeacherasksstudentstoworkingroupstodiscussquestions.Studentsanswerthequestionsandmakesupplementation.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthepassage.Usinglanguage板塊教學設計（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調整。）課型Reading+Listening+Speaking主題語境Manandnature——toprotectthenaturalandculturalheritage內容分析Themaincontentofthegrammarpartistheconceptandusageofpresentperfectcontinuoustense.Thepassagetellstheauthor'sexperienceofwearingavirtualrealityhelmettoexploretheAmazonrainforest.Next,studentsarefurtherfamiliarwiththeuseofpresentperfectcontinuoustensebyparingtheenvironmentalconditionsof20yearsagoandnow.IheardthatIfirstintroducedtheinformationaboutecotourism,andthenIhadadialoguebetweenfatheranddaughtertodiscussecotourismmatters.Thisparagraphdiscussestheproblemofdevelopingtourismeconomyandprotectingtheenvironment.Thispartisaprehensiveactivityofsentenceexpressionandapplicationwithlisteningandspeakingundertheunittopic,whichhelpsstudentsfocusonthemeaningandfunctionoflanguage,thinkandmunicateinrealcontext,andimprovetheprehensivelanguageapplicationlevelinanallroundway.教學目標1.Guidestudentstosummarizetheconceptandusageofthecurrentcurrenttensethroughobservationexamplesentences,understandthefunctionofthistense,andapplyitinthespecificcontext;2.Throughthestudyoflisteningdialogue,helpstudentstomastertheexpressionwayofpersuadingothers,andhowtopromiseandpromisewhentherearedifferences,soastoreachaconsensus;3.Leadstudentstoreadandlistentolisteningmaterials,helpstudentstoreturn,acceptandparetheiradvantagesanddisadvantages,andguidestudentstothinkabouthowtoreachaconsensusonprotectingthenaturalenvironmentwhiledevelopingtheeconomy.教學重點Toguidestudentstofurtherunderstandandmastertheusageandconceptofpresentperfectcontinuoustense;Guidestudentstomasterthewayofpersuadingothers.教學難點Toguidestudentstounderstandthedifferencebetweenpresentperfectcontinuoustenseandpresentperfecttense;Guidethestudentstothinkabouthowtoreachaconsensusonprotectingthenaturalenvironmentwhiledevelopingtheeconomy.教學策略Taskbasedteachingmethod,discoveryteachingmethod,municativeteachingmethod,listeningandspeakingteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoanswersomequestions(WhendidyoubegintolearnEnglish?HowlonghaveyoubeenlearningEnglish?).Teachershowssomepictures(thepictureofraining),thenexplainstheconceptofpresentperfectcontinuoustense.Teacherasksstudentstoreadsentence(a)andpayattentiontothewordsinbold,thenasksstudentstoanswerQuestion1.Teacherchecksanswerswiththeclass.Teacherasksstudentstoworkingroupstolookformoresentenceswiththesimilarstructuresinthereadingpassage.Thenasksstudentstodiscussthedifferencesbetweensentence(a)andsentence(b).Teacherinvitestherepresentativeofeachgrouptopresenttheirview.Teacherhelpsstudentstosummarizepresentperfectcontinuoustense.Studentsanswerthequestions.Studentsunderstandtheconceptofpresentperfectcontinuoustense.Studentsreadsentence(a)andpayattentiontothewordsinbold,thenanswerQuestion1.Studentschecksanswerswiththeteacher.Studentsworkingroupstolookformoresentenceswiththesimilarstructuresinthereadingpassage.Thendiscussthedifferencesbetweensentence(a)andsentence(b).Therepresentativeofeachgrouppresentstheirview.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhancestudents’understandingofthefunctionsandusagesofpresentperfectcontinuoustense.Activity2Teacherasksstudentstoreadandpletethepassagewiththecorrectformoftheverbsinbracketsindividually.Teachercheckstheanswerswiththeclass.Studentsreadandpletethepassagewiththecorrectformoftheverbsinbracketsindividually.Studentschecktheanswerswiththeteacher.Togetstudentstopracticeusingpresentperfectcontinuoustense.Activity3Teacherasksstudentstomakesomesentencesaccordingtothepicturesinstudents’bookindividually.Teacherasksstudentstosharetheiranswersandencouragesstudentstomakedifferentsentences.Studentsmakesomesentencesaccordingtothepicturesinstudents’bookindividually.Studentssharetheiranswersandmakedifferentsentences.Tohelpstudentsconsolidatetheapplicationofpresentperfectcontinuoustense.Activity4Teacherasksstudentstoworkingroupstodiscusstheenvironmentalchangesinrecentyears,usingpresentperfectcontinuoustenseasmanyaspossible.Teacherinvitestherepresentativeofeachgrouptopresenttheirview.TeachermakesmentsStudentsworkingroupstodiscusstheenvironmentalchangesinrecentyears,andusepresentperfectcontinuoustenseasmanyaspossible.Therepresentativeofeachgrouppresentstheirview.Toarosestudents’awarenessofenvironmentalprotection.Activity5TeacherasksstudentstoreadthepassageDidYouKnow.Teachersharessomeinformationaboutecotourismandpreparesforlisteningactivity.Teachershowssomepicturesoftouristattractions,thenasksstudentstoworkingroupstodiscusswhatkindofactivitywecandointhesetouristattractions.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswers,andasksothergroupstomakesupplementation.Teacherplaystheaudioandasksstudentstopickouttheplacesmentioned.Teachercheckstheanswerswiththestudents.1.StudentsreadthepassageDidYouKnow.2.Studentsworkingroupstodiscusswhatkindofactivitywecandointhesetouristattractions.3.Groupspeakerssharetheiranswerswiththeclass.Othergroupsmakesupplementation.4.Studentslistentotheaudioandpickouttheplacesmentioned.Studentscheckanswerswiththeteacher.Totrainstudentstograspkeyinformationofthelisteningmaterials.Activity6Teacherplaystheaudioagainandasksstudentstomakenotesandpletethenotes.Teacherasksstudentstoreadtheirentirenotes,andcheckanswerswiththeclass.Teacherasksstudentstoworkingroupstodiscusswhattypeoftraveltheyprefer.Teachermakesments.Studentslistentotheaudio,makenotes,pletethenotes.Studentsreadtheirentirenotes,andcheckanswerwiththeclass.Studentsworkingroupstodiscusswhattypeoftraveltheyprefer.1.Totrainstudentstopracticelisteningskillsandexpressthemselves.2.Totrainstudents’abilitytomakekeynoteswhilelistening.Activity7Teacherasksstudentstounderstandandremembertheexpressionofpersuadingothersandpromisingthroughtheconversation.Teacherasksstudentstopletetheboxeswiththeexpressionsfromtheconversation.Teacheraskssomestudentstosharetheirinformation,andchecksanswerswiththeclass.4Teacherdividesstudentsintogroupsandasksthemtochooseonesituationandactoutaconversation.5Teacherinvitesseveralgroupstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakements.Studentsunderstandandremembertheexpressionofpersuadingothersandpromisingthroughtheconversation.Studentspletetheboxeswiththeexpressionsfromtheconversation.3.Studentssharetheirinformation,andcheckanswerswiththeteacher.4.Studentschooseonesituationandactoutaconversationingroups.5.Severalgroupsactouttheirconversationsinfrontoftheclass.Otherstudentsmakements.Totrainstudents’abilitytoexpressthemselves.Activity89TeacherdownloadssomepicturesofWhiteBeach,andguidesstudentstodescribethebeautifulscenery,thenleadstothetopic.Teacherasksstudentstogettoknowthephrasesintheboxbeforelistening.Teacheraskssomestudentstoreadthewholepassageindividuallyandpletethepassagewiththeexpressionsinthebox.Teacherasksstudentstoshareanswerswiththeclass.Teacherplaystheaudioagain,andasksstudentstocheckanswersagain.Teacherasksstudentstoworkingroupstolookforsimilarexpressionsinthepassage,andaddmorephrasesthroughsearchingformaterials.Teacherinvitestherepresentativeofeachgrouptopresenttheirinformation.Teachermakessupplementation.Studentsdescribethebeautifulscenery.Studentsgettoknowthephrasesinthebox.Studentsreadthewholepassageindividuallyandpletethepassagewiththeexpressionsintheboxbeforelistening.4.Studentscheckanswerswiththeteacher.5.Studentschecktheanswersagain.6.Studentsworkingroupstolookforsimilarexpressionsinthepassage,andaddmorephrasesthroughsearchingformaterials.7.Therepresentativeofeachgrouppresentstheirinformation.TohelpstudentsgetfamiliarwiththetopicandprepareforActivity8.Totrainstudents’abilitytosearchingformaterials.Activity10Teacherguidesstudentstounderstandtheactivity,thenasksstudentstoworkinpairstochoosearoletoplayrespectively.Teacherasksstudentstomakeadialogueusinglearnedvocabularyaccordingtohisowntask.Teacherasksstudentstoworkingroupstodiscuss,expresstheiropinionsandfinallyreachanagreement.Teacherinvitesseveralpairstoactouttheirdialoguesinfrontoftheclassandasksotherstudentstomakements.Studentsworkinpairstochoosearoletoplayrespectively.2.Studentsmakeadialogueusinglearnedvocabularyaccordingtohisowntask.Studentsworkingroupstodiscuss,expresstheiropinionsandfinallyreachanagreement.Severalpairsactouttheirdialoguesinfrontoftheclass.Otherstudentsmakements.Toencouragestudentstomakefreeandopenmunicationunderrelevanttopicsusingthevocabularyandexpressionstheyhavelearned.Toguidestudentstomakeevaluationandreflection.Developingideas板塊教學設計（建議時長80–90分鐘，教師可根據(jù)教學實際酌情調整。）課型Reading+Writing主題語境Manandnature——toprotectthenaturalandculturalheritage內容分析ThefirstcontentofthissectionisavideoshowingthethreattotheGreatBarrierReefinAustraliafromhumanactivityandweatherchange.Thereadingarticleintroducesthebestjobintheworldtheislandcaretaker,whoblogsandshootsonapicturesqueisland,andraisestheawarenessofprotectingtheenvironmentandprotectingthebeautifuloceanthroughhis"explorationjourney"ontheisland.Thewritingsectionallowsstudentstounderstandthebasicelementsofsuchwritingthroughajobadvertisement,andthenconductsimitationexercises.Thissectionisanextensionofthethemetopicofthismodule,sothatstudentscancherisheverythinggiventousbynaturemorethroughlearning,enhancetheirenvironmentalawareness,andfurtherimprovetheirlanguageabilityandthinkingquality.教學目標Guidestudentstounderstandthecontentofthetext,throughreading"thebestworkintheworld",deepentheunderstandingofthethemeofpeopleandnatureintheunit,enhancetheawarenessoflovingnature,protectingtheenvironment,andharmoniouscoexistencewithnature;2.Guidestudentstopletethecorrespondingactivities,findthethemesentencesfortheparagraphsofthearticle,andatthesametime,letstudentsobservetheuseofthetransitionsentencesinthearticle,understandtheirroleofconnectingtheprecedingandthenextinthearticleandenhancingthelogicofthearticle;3Inspirestudentstoanalyzetheelementsoftherecruitmentadvertisement,andwritetherecruitmentadvertisementaccordingtothecontentofthegivenparagraph.教學重點Guidethestudentstofindthetopicsentence,thetransitionsentenceinthearticle,andunderstandtheroleinthearticle;Cultivatestudents'readingskills.教學難點Guidethestudentstowriteacopyoftherecruitmentadvertisement;Guidestudentstolovenature,protecttheenvironment,andtheconsciousnessofharmonywithnature.教學策略PWPpatternTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreviewstartingoutandencouragesstudentstodiscusswhatkindofthreattheworldnaturalheritageisfacingandhowtosolveit.Teacherplaysthevideoandasksstudentstoworkingroupstodiscussthequestion.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplementation.Teachermakesments.Studentsreviewstartingoutanddiscusswhatkindofthreattheworldnaturalheritageisfacingandhowtosolveit.Studentswatchthevideoandworkingroupstodiscussthequestion.Somestudentsshareanswersandotherstudentsmakesupplementation.Toactivatestudents’themerelatedbackgroundknowledge.Activity2Teacherasksstudentstoworkingroupstolookatthepictures,discusswhatthepicturesexpress,andpredictwhatthepassageisabout.Teacheraskseachgrouptoreadthetitleofthepassageanddiscusswhetherthepredictedresultcanhappen.Teacherinvitesstudentstopresenttheirreportsandencouragesstudentstostatetheirreasons.Studentsworkingroupstolookatthepictures,discusswhatthepicturesexpress,andpredictwhatthepassageisabout.Studentsreadthetitleofthepassageanddiscusswhetherthepredictedresultcanhappen.Studentspresenttheirreportsandstatetheirreasons.Totrainstudents’analyzingabilities.Activity3TeacherguidesstudentstounderstandthecontentofLearningtolearn,andgettoknowthefunctionoftransition.Teacherasksstudentstoreadthepassageindividually,choosethetopicsentencesfortheparagraphsandwritethemonthelinestopletethepassage.Teacherasksstudentstoworkingroupstosharetheiranswerswithothersanddiscussthefunctionsofthefoursentencesinthepassage.Teacheraskssomestudentstopresenttheiranswersandstatereasons.Othersmakesupplementation.1.StudentsunderstandthecontentofLearningtolearn,andgettoknowthefunctionoftransition.2.Studentsreadthepassageindividually,choosethetopicsentencesfortheparagraphsandwritethemonthelinestopletethepassage.3.Studentsworkingroupstosharetheiranswerswithothersanddiscussthefunctionsofthefoursentencesinthepassage.4.Somestudentspresenttheiranswersandstatereasons.Othersmakesupplementation.Togetstudentstounderstandthefunctionoftransition.Think&ShareTeacherasksstudentstoworkingroupstodiscusstheanswerstothequestions.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementationorfreediscussion.Studentsworkingroupstodiscusstheanswerstothequestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementationorfreediscussion.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’advancedthinkingability.Toguidestudentstopayattentiontotheconnectionbetweenthetwopassages.Activity4Teacherasksstudentstoworkingroups,imagineheisanapplicantforthejobofislandcaretaker,discussandpresenttheirideasfortheshortvideorequired.Teacheraskseachgrouptodiscussthepresentedideasbyconsideringthefollowingpoints.(1.WhatIknowaboutthereef?2.WhyIthinkenvironmentalprotectionisimportant?3.WhyIshouldgetthejob?4.WhatIwilldoifIgetthejob?)Teacherasksstudentstoworkingroupstomakesupplementationandfinallywriteanentirejobadvertisement.Teacherasksseveralgroupstopresenttheirideas.Teacherguidesstudentstopayattentiontotheselfevaluation.Teacherasksstudentstoreadthepresentationagainandunderlinesomelanguageknowledgestudentshavelearnedfromthepassage.Makeareflectiontofindoutwhatareadvantagesanddisadvantages.Studentsworkingroups,imagineheisanapplicantforthejobofislandcaretaker,discussandpresenttheirideasfortheshortvideorequired.Eachgroupdiscussthepresentedideasbyconsideringthefollowingpoints.Studentsworkingroupstomakesupplementationandfinallywriteanentirejobadvertisement.Severalgroupspresenttheirideas.Studentspayattentiontotheselfevaluation,readthepresentationagainandunderlinesomelanguageknowledgetheyhavelearnedfromthepassage.Makeareflectiontofindout