2019新人教必修1unit2Travelling-Around整單元完整教案

2019新人教必修1Unit2Travellingaround整單元教案教學(xué)設(shè)計(jì)單元內(nèi)容分析：本單元圍繞旅行這一主題展開(kāi)，內(nèi)容涉及計(jì)劃制訂、旅行前的準(zhǔn)備、景點(diǎn)介紹、旅游文明行為以及旅游業(yè)發(fā)展利弊的討論等內(nèi)容。旅游不僅是欣賞風(fēng)景，還可以讓人開(kāi)闊視野、陶冶性情、鍛煉身體、磨煉意志等，是人生歷練和學(xué)習(xí)的一部分。本單元旨在引導(dǎo)學(xué)生了解中國(guó)和秘魯?shù)葒?guó)家的著名景點(diǎn)和文化特色，拓展學(xué)生的國(guó)際視野，培養(yǎng)學(xué)生的愛(ài)國(guó)情懷。課時(shí)劃分：課時(shí)名稱(chēng)Period1ListeningandSpeakingPeriod2ReadingandThinkingPeriod3Languagefocus/pointsPeriod4DiscoveringUsefulStructuresPeriod5ListeningandTalkingPeriod6ReadingforWritingPeriod1ListeningandspeakingTeachingobjectives:EnablestudentsknowhowtogetreadyforatravelandgraspthetipoflisteningDevelopstudents’senseofcooperativelearningandindividualthinkingcapability.Bytheendofthisperiod,studentswillbeabletotalkabouttheplansusing“bedoing”andknowhowtoprepareforatravel.Teachingkeypoints:Helpthestudentstograspthekeywordsinthetape.Teachthestudentstouse“bedoing”toexpresstheirfutureplans.Teachingdifficultpoints:Enablethestudentstouse“bedoing”toexpresstheirfutureplansEnablethestudentstotalkfreelyusingwhattheyhavelearnedinthelisteningtext.Teachingmethods●Task-basedlanguageteaching●AudioLingualMethod●CommunicativeApproachLearningmethodsIndependentstudy,CooperativelearningandInquiry-basedlearningTeachingprocedures:Step1Lead-inAskstudentstolookatthepictureonP23anddiscussthefollowingquestions.T:Whatcanyouseeinthepicture?S:Thepictureisofafatherandhissonhikinginthemountain.T:Doyouthinkthetripisgoodforus?S:Yes,itisgoodforus.Gettingclosetonaturecandogoodtous,includingreducingstress,broadeningourhorizons,enrichourknowledgeandStep2Listening:GetreadytotravelActivity1:WarmingupBeforelistening,showthefourpicturestothestudentstoarousetheirinterest.T:Doyouwanttogototheplaces?S:YesT:Whatdoyouneedtodotoprepareforthetrip?S:Weneedtobooktickets,hotelrooms,buyaguidebook,dosomeresearchabouttheplacestovisit,packsomeclothes,getapassport,applyforavisa(students’answersarevarious)Activity2:FirstListeningListentothefirstpartoftheconversationandfinishEx.2onpage24.Suggestedanswer:(1)AD(2)B(3)AAndthenlistentothesecondpartoftheconversationandfinishEx.3onpage24.Suggestedanswer:(1)LijianginYunnan,China.(2)Oneofhisfather’sfriendslivesthereandheinvitedthemtovisit.Activity3:SecondlisteningListentothewholeconversationagainandfinishEx4onpage24NameTravelPreparationsMeilinGetherpassportApplyforhervisaBookairticketsonlineRentacarPaulTakeafewlightsweatersandacoatBuyaguidebookActivity4ThirdListeningListentothewholeconversationagainandfillintheblanksbelow.(payattentiontothe“bedoing”structure)Conversation1Paul:Hey,Meilin!Sowhatareyoudoingforthecomingholiday?Meilin:IamtravellingaroundEuropefortwoweekswithmyauntanduncle.Paul:Europe?Oh,I'vealwayswantedtogothere.Meilin:Yes.Me,too.I’msoexcited.IamplanningtovisitFranceandGermany.Paul:That'swonderful!Doyouhaveyourpassportandvisaalready?Meilin:Ialreadyhavemypassport,andIamapplyingformyvisatomorrow.OnceIgetthevisa,we'llbookflightticketsonline.Paul:Sohowdoyouplantotravelaround?Meilin:Wearerentingacaranddriving!MyunclehasalwayswantedtodrivearoundEurope!Conversation2Meilin:Sowhataboutyou,Paul?Doyouhaveanytravelplans?Paul:Yes,actually!MyparentsaretakingmetoYunnanProvinceinChinatovisitLijiang!····Meilin:Oh,that'snice!Sowhat'stheweatherlikethere?Paul:Itshouldbepleasantduringtheday,butitmightbecoldatnight,soIamtakingafewlightsweatersandacoat.Meilin:WhatareyouplanningtoseetherePaul:Well,IknowI'mdefinitelygoingtoseetheOldTownofLijiangandYulongSnowMountain.Otherthanthat,I’mnotsure.IambuyingaLijiangguidebooktoday,actually.Step3Speaking(freetalk)Chooseatraveldestinationandthinkaboutwhatyouwoulddotopreparetotravelthere.Thenshareyourtravelplanswithyourpartner.(theexampleisonp25)Step4HomeworkUsethe“bedoing”structuretodescribeyourweekendplanwithyourpartner.Period2ReadingandThinkingExplorePeruTeachingobjectives:StudentswillbeabletolearnsomethingaboutthetouristattractionsinPeruandlearnsomethingaboutPeruingeography,historyandculture.Figureoutthepurposeandmainstructureofthepassage.Graspandusesomewordsandexpressionsdescribingatouristattraction.Teachingkeypoints:ExploreandunderstandthebasicinformationaboutPeruingeography,historyandfamoustraveldestinations.Helpstudentsidentifythetexttypeanditslanguagefeatures.Enablestudentsgraspandusesomewordsandphrasesdescribingatouristattraction.Teachingdifficultpoints:Enablestudentstoidentifythetexttypeanditslanguagefeaturesandapplydifferentapproachestodeepentheunderstandingofthetextandlanguageuse.Guidestudentstoputthelanguagefeaturesintouse.Teachingmethods●Task-basedlanguageteaching●CommunicativeApproachLearningmethodsCooperativelearningandInquiry-basedlearningTeachingprocedures:Step1Lead-inAskstudentsafewquestions.T:IfyouwanttohaveagoodtriptoPeru,whatinformationdoyouneedtoknow?S:Iwouldliketoknowthetravellingroutesandthedestinationspots.T:Howcanyouknowit?S:WecansurftheInternetlookingforinformation;wecanalsogotothetravelagencytofindoutsometravellingbrochurestocollectmoreinformationStep2Scanningfortherighttexttype.T:Boysandgirls,pleasescanthetwotextsaboutPeruandtellmewhichtextisatravellingbrochureandwhy.S：Thesecondtextisabrochure.Becausethetitleofthesecondtextis“TravelPeru”,andtherearefourbeautifulpicturesanditslanguageismorevivid.WecanalsofindthewordsthatpersuadeustotravelPeru.Sothesecondtextisabrochure.Bycomparison,thefirsttextisanencyclopedia.Step3ScanningfordetailsActivity1Readthefirsttextandfillinthetable.（紅色為學(xué)生填寫(xiě)部分）LocationonthePacificcoastofSouthAmericaGeographiccharacteristic(3mainarea)narrow,dry,flatlandrunningalongthecoasttheAndesMountainstheAmazonrainforestHistoryInthe1400sand1500sthecentreoftheancientIncaEmpireFromthe1500sto1821InthecontrolofSpainOfficialLanguageSpanishActivity2Readthesecondtextandfillinthetable.（紅色為學(xué)生填寫(xiě)部分）AmzonRainforestMachuPicchuCuscoLakeTiticacaNumberofdays4days4days4days4daysTransportFlight,boatwalkingcar,boatAccommodationInthemiddleoftheforestlocalhotellocalhomeActivityboating.hiking,exploringnatureWalkingintheAndesMountains,exploringtheancientcityVisitingthemuseums,admiringthearchitecture,enjoyingthelocalfoodandgoingshoppingatthelocalmarketsEnjoyingthebeautifulcountryside,stayingwithalocalfamilyStep4:Topicrelatedlexis（詞匯）Askstudentstoreadthesecondtextagainandtrytofindoutthefollowingtopiclexis:Wordsandphrasesusedfortransportation:flight,byboat,walking,driving...Wordsandphrasesusedforactivity:explore,enjoy,visit,admire...Wordsandphrasesusedforemotionsorevaluation:enjoy,unique,amazed,amazing,perfect,admire,excellent,beautiful...Wordsandphrasesusedfordestinationspots:rainforest,plantsandanimals,ancientcity,building,museum,food,architecture,island,waterplantsVerbsusedforbothactionsandemotions:enjoy,admireStep5Languageuse（team-work）T:Boysandgirls,pleaselookatthefourpicturesonP26-27andwrite1,2,3,4oneachpieceofpapertostandforeachofthepicture.Andnowsupposeyouarealocalguide,describetheonetoyourpartnerbycastinglots（抓鬮）.Pleasepayattentiontoprovidingnecessaryinformation(nameoftheplace,time,activities...)andusinginvitinglanguage.Step6HomeworkReviewthewholetextandfindoutalltheimperativesentencesinit.FindoutmoreinformationaboutPeruandmakeadifferenttravellingbrochure.Period3LanguageFocus/PointsTeachingobjectives:Bytheendoftheperiod,studentswillbeabletoMastertheusageofsuchimportantwordsandexpressionsasnarrow,unique,otherthan,besides,contactetc;learntoexpressthemselvesbyusingthem.EnjoythefunofexpressingthemselvesusingEnglishandparticipateinclasswithpassion.Teachingkeypoints:Helpstudentstomastertheusageofimportantwords,phrasesandsentencepatternsandcheck.ExercisesareexpectedtoassiststudentstoexpressthemselvesfreelyinEnglish.Teachingdifficultpoints:Howtousethewordsandphrasesinrealsituations.Teachingmethods●Task-basedlanguageteaching●CommunicativeApproachLearningmethodsself-study&cooperativeexplorationTeachingprocedures:Stpe1:Self-directedstudyT:Inthisclasswewilllearntheimportantwordsandexpressionsinthisunit.First,it’sselfstudytime.Pleaseobservetheexamplesentencesinthesheetandtrytofindoutthemeaningorusageoftheunderlinedwordsorphrasesbyreferringtothedictionaryorreferencebooks.Makeamarkwhereyoucan’tunderstand.Then,15minuteslater,we’llseewhoisthebestself-learner.Pleasebeginnow.（15minutes）Step2:Presentation:T:Timeisup.Let’sseehowtolearnthewords,expressionsandsentencepatternsonebyone.narrow①adj.狹窄的；勉強(qiáng)的；狹隘的Thegateistoonarrowforacar.門(mén)太窄了，汽車(chē)進(jìn)不去。常用搭配：narrowescape死里逃生narrowvictory/defeat/majority險(xiǎn)勝/惜敗/微弱多數(shù)Shehadanarrowescapefromacarcrashyesterday.昨天他出了車(chē)禍，險(xiǎn)些丟了性命。Thepresidentwonanarrowvictoryintheelection.總統(tǒng)在競(jìng)選中險(xiǎn)勝。②vi&vt（使）變窄（使）（范圍、差距等）縮小Thisiswheretherivernarrows.這條河就是在這里變窄的。Mostrecentopinionpollssuggestthatthegapbetweenthetwomainpartieshasnarrowed.最新的民意調(diào)查顯示這兩大政黨之間的差距已經(jīng)縮小了。uniqueadj獨(dú)特的；唯一的；特有的Everysnowflakehasauniqueshape.每片雪花都有自己獨(dú)特的形狀。常用搭配：beuniqueto（某地或某人）獨(dú)具的；特有的auniqueopportunity難得的機(jī)會(huì)ThekoalaisuniquetoAustralia.樹(shù)袋熊是澳大利亞獨(dú)有的。contact①vt（通過(guò)寫(xiě)信或打電話(huà)）聯(lián)絡(luò)，聯(lián)系Forfurtherinformation,contactyourlocalagent.想要獲得更多信息，請(qǐng)聯(lián)系當(dāng)?shù)卮砩?。②n.〔U〕接觸；聯(lián)系；聯(lián)絡(luò)〔c〕社會(huì)關(guān)系；熟人Hislifelongcontactwithtoughmenhadhardenedhim.他一生接觸堅(jiān)強(qiáng)的人，這使他變得堅(jiān)強(qiáng)。常用搭配：makecontactwith與取得聯(lián)系getincontact/touchwith與取得聯(lián)系Keep/beintouch/contactwith與保持聯(lián)系losecontact/touchwith與失去聯(lián)系beoutofcontact/touchwith與失去聯(lián)系即學(xué)即用：我和朋友已經(jīng)失聯(lián)了。________________________________________________________________但昨日我偶然和朋友們?nèi)〉寐?lián)系。Suggestedanswers:（1）Ihavebeenoutofcontactwithmyfriends.（2）ButyesterdayIgotincontactwithmyfriends.4.Incabuilderscutstonestoexactsizessothatnothingwasneededtoholdwallstogetherotherthantheperfectfitofthestones.otherthan除以外（不包括所除之人/物在內(nèi)，前后的意思通常有轉(zhuǎn)折）Idon’tknowanyFrenchpeopleotherthanyou.除了你，我不認(rèn)識(shí)別的法國(guó)人。其他意為“除了”的單詞①besidesprep.除...之外還有（包括所除之人/物）BesidestheworksofdaVinci,theLouvreMuseumhasmanyotherEuropeanpaintings.除了達(dá).芬奇的作品，盧浮宮還有許多幅其他歐洲繪畫(huà)作品。②exceptprep除...之外（不包括所除之人/物）AllthepresentexceptHelen.除了海倫外，大家都到了。（海倫未到）5.【教材原句】ItisforthisreasonthatSpanishisthemainofficiallanguageofPeru.正因?yàn)槿绱?，西班牙語(yǔ)是秘魯主要的官方語(yǔ)言?！揪湫汀窟@是一個(gè)強(qiáng)調(diào)句。強(qiáng)調(diào)句的結(jié)構(gòu)為“Itis/was+被強(qiáng)調(diào)部分+that（強(qiáng)調(diào)主語(yǔ)是人時(shí)也可以用who）＋句子剩余部分”?！驹~塊】forthisreason由于這個(gè)原因Hismotherwasill.Andforthisreason,hewaslateforschoolyesterday.他媽媽病了。由于這個(gè)原因，他昨天上學(xué)遲到了。Hewaslateforschoolyesterday.Thereasonforthatwasthathismotherwasill.他昨天上學(xué)遲到了。因?yàn)樗麐寢尣×??！驓w納總結(jié)thereasonfor...……的原因reasonvi.推理勸說(shuō)vt.推斷，推論（2）reasonwithsb與某人講理（3）Thereasonwhy…isthat.……的原因是……即學(xué)活用（1）Hereceivedseverepunishmentforbreakingthelaw.（對(duì)句中畫(huà)線(xiàn)部分進(jìn)行強(qiáng)調(diào)）a.____________________________________________________________b.____________________________________________________________（2）完成句子a.Thereason_______hewaslatewas________hismotherwasill.b._________（reason）withthemisawasteoftime.Suggestedanswers:（1）a.Itwashethat/whoreceivedseverepunishmentforbreakingthelaw.b.Itwasforbreakingthelawthathereceivedsevereseverepunishment.（2）a.why;thatb.Reasoning6.【教材原句】EspeciallyamazingistheInca'sdrystonemethodofbuilding.尤其令人稱(chēng)奇的是印加人的干石建筑法?！揪湫汀窟@是一個(gè)倒裝結(jié)構(gòu)，因語(yǔ)篇銜接和語(yǔ)義需要而使用，表語(yǔ)especiallyamazing前置是為了突出和強(qiáng)調(diào)?！蛴^察思考Higherupwasanoldcastlewhereakingoncelived.=Anoldcastlewhereakingoncelivedwashigherup.再往高處去就是一座舊城堡，一位國(guó)王曾在此居住。在一個(gè)主系表結(jié)構(gòu)中，若主語(yǔ)是名詞，則可以將表語(yǔ)提前構(gòu)成一個(gè)全部倒裝結(jié)構(gòu)。即學(xué)活用掛在墻上的是一幅很好看的畫(huà)。_____________________________________________________________________拴在樹(shù)上的是一只可憐的猴子。_____________________________________________________________________Suggestedanswers:（1）Hangingonthewallisanicepicture.Tiedtothetreeisapoormonkey.Step3:ConsolidationStep4:HomeworkMemorizeallthewords,expressionsandsentencepatternswehavelearnedinclass.Period4DiscoveringUsefulStructuresTalkaboutyourfutureplansTeachingobjectives:Enablestudentstoanalysehowthepresentcontinuoustenseisusedtoexpressfutureplans.Learnthelanguagesituationsofusingthisgrammar.Applytheusagetotalkingandwritingfutureplans.Teachingkeypoints:Enablestudentstoknowhowthepresentcontinuoustenseisusedtoexpressfutureplans.Helpstudentstosummarizethedifferencesamong“willdo”,“begoingtodo”and“bedoing”Teachingdifficultpoints:Enablestudentstoknowaboutthedifferencesamong“willdo”,“begoingto”and“bedoing”andapplytheusagetotheirtalkingandwritingfutureplans.Teachingmethods:Grammar-Translationmethod,thecommunicativeapproach,task-basedlanguageteachingTeachingprocedures:Step1:lead-infreetalkT:Boysandgirls,doyoustillrememberwe’vetalkedaboutPaulandMeilin’sholidayplans?WhatisMeilin’splan?S:ShewilltravelaroundEuropewithherauntanduncle.T:Yes,wecanalsosaysheistravellingaroundEuropewithherauntanduncle.Andhowdoessheplantotravelaroundthere?S:Sheisgoingtorentacar.T:Good.WecanalsosaysheisrentingacartotravelaroundStep2：ObserveandanalyseActivity1:Lookatthesentencesonpage28Ex1andanswerthequestion.T:Whatdoyouthinkthetenseinthesentencesexpresses?S:Ineveryexamplesentence,thepresentcontinuoustenseisusedtotalkaboutfutureplans.Activity2:ReadtheconversationonP28andunderlineverbsinthepresentcontinuoustense.Anddiscusswithapartnerwhenandhowtheseverbsareused.Amy:Hello,Jeremy!Whatareyoudoingthisweekend?Jeremy:Hi,Amy!SomefriendsandIaregoingtothatnewwaterparkonSaturday.Doyouwanttojoinus?Amy:Sure,I'dloveto!Whattimeandwhere?Jeremy:We'remeetingat10:00a.m.atthebusstopnearourschool.Amy:Howaboutlunch?Areyoueatingatthewaterpark?Jeremy:Well,I'mbringingmyownlunch.Ithinksomeoftheothersareeatingatthepark,butthefoodthereisreallyexpensive.T:Whenandhowaretheunderlinedverbsused?S1:Theverbsallusethepresentcontinuoustensetoexpresssomearrangementsforeventsinthenearestfuture.T:Whatothermethodscanyouthinkoftoexpressyourfutureplan?S2:Wecanuse“willdo”“begoingtodo”toexpressourfutureplans.Activity3:Readthesentencesandtickthosethatexpressfutureplans.Rewritetheminthepresentcontinuoustense.I'vejustbookedmyairticket!I'llvisitmygrandparentsinDecember.amvisitingKatehasbeeninvitedtoameetinginlceland.Shewillapplyforavisasoon.IsapplyingA:Hey,areyoufreefordinnertonight?B:I'msorry,no.I'llhavedinnerwithmycousinstonight.amhavingThecruisewillleaveon23Marchandreturnon1April.isleavingActivity4:AnalyseT:Boysandgirls,observethefollowingtwosentencesandthinkaboutwhethertheycanberewrittenintothe“bedoing”structuresandtellmewhy.GarymightvisitChinanextyear,buthe’llstillnotsure.Couldyouhelpmewiththisbox,please?I’mafraidI’mgoingtodropit.S:Thetwosentencescannotberewritten.Becauseinthefirstsentence“mightvisit”isnotexpressingthefutureeventbutexpressingakindofpossibility;andinthesecondsentence,“begoingto”isexpressingakindoftendency,butnotathingthatissuretohappen.Activity5Summarybedoing強(qiáng)調(diào)事先計(jì)劃好的安排，確定要做的事情，一般帶明顯的表將來(lái)的時(shí)間狀語(yǔ)。It’s8:30.I’mgoingtobelateformyclass.I’mgivingmystudentsaveryimportanttestthismorning.begoingtodo表示說(shuō)話(huà)者的打算和意圖或者表示根據(jù)當(dāng)前情況作出的預(yù)言willdo更強(qiáng)調(diào)個(gè)人意愿和瞬間的決定Honey,don’tworry.I’lldriveyoutoyourschoolrightawayStep3：practiceActivity1Usethepresentcontinuoustenseoftheverbsinbracketstocompletethesentences（page78UsingStructuresExercise1）HeisapplyingforacreditcardnextTuesday.HeisnotvisitingtheEiffelTowernextweeksinceheisattendingameetinginSeoul.Iamnotpackinguntilthedayaftertomorrow.Idon’tknowifsheischeckingintonightortomorrow.Areyoucheckingoutofthehoteltomorrow?Howlongareyoustayinghere?Activity2:discussionDiscussweekendplanswithyourpartner,basedontheweatherreportbelow（page28Activity4）Example:A:WhatareyoudoingonSaturdaymorning?B:Well,it’sgoingtobesunnyinthemorningandnotverywindy,soI’mhavingapicnicwithmyfriends.Step4:WritingChooseoneofthetwoitinerariesbelow.Writeafewsentencestodescribeyourtravelplans,usingthepresentcontinuoustense.（page79Activity5）Example:TravelItinerary:Hangzhou,ChinaOnMonday,I’mtakinga9:00a.m.flighttoHangzhou.I’mcheckinginatthehotelintheafternoon...Period5listeningandTalkingMakereservationsTeachingaims:Enablestudentsknowhowtomakereservationsandwhattoreservebeforetravelling.PracticethetipoflisteninglisteningforthekeywordsKnowtheformalandpolitepatternsandexpressionsinmakingareservation.Role-playaphonecalltomakereservationswithapartnerTeachingkeypoints:Studentswillbeabletoknowhowtomakeareservationbytelephoneandknowsomeusefulpatternsandexpressionsinmakingareservation.Teachingdifficultpoints:Enablestudentstomakedialoguestomakeallkindsofreservations.Teachingmethods:theAudio-VisualMethod,task-basedlanguageteaching,thesituationalmethodTeachingprocedures:Step1:Lead-inT:Boysandgirls.Letusguessariddle:Hereisaword,ithas7lettersalltogether,ofwhichithas3“e”s,andbeginswiththeletter“r”.Ithasatightrelationshipwiththepreparationsbeforetravelling.Canyouguesswhatitis?S:reserve.Step2:Listening:Makereservations Activity1:warmingupT:Let’shaveabrainstormaboutthereservationsbeforetravelling.Whatthingsshouldwereservebeforetravelling?tablefordinnerreservationhotelreservationairticketreservationreservationtablefordinnerreservationhotelreservationairticketreservationreservationActivity2:FirstListeningListentothephonecallandanswerthequestions.Whatarethetwospeakerstalkingabout?TheyaretalkingaboutbuyingaplaneticketWhatistherelationshipbetweenthetwospeakers?（C）A.FriendsB.Teacherandstudentc.Customerandreservationagent.Activity3:SecondlisteningListenagainandcompletethetablewiththewordsyouhear.TalkingabouttimeOnwhatdateareyoutravelling?Onthe23rdofDecemberTalkingaboutwhatyoupreferTherearetwoflights...Whichdoyouprefer?Wouldyouliketotravelbusinessclassoreconomy?Wouldyouliketobookareturnflightthistime?The9:30flight,please.I’dliketotravelbusinessclass.No,thanks.I’mtakingthetrainback.OtherinformationMayIhaveyourname,sir?RobertWilliamsPaymentMayIaskhowwouldyouliketopay?BycreditcardActivity4:ThirdlisteningListenagainandfindoutthepoliteandformalexpressionswhenyouaremakingreservations.I’dliketo/MayIhave.../MayIask.../Wouldyouliketo...Step3:TalkingandSpeakingChooseoneofthesituationsbelowandrole-playaphonecallwithapartner.（P29）Example:A:ZhengzhouHotel.HowcanIhelpyou?B:I’dliketobookaroominyourhotel.A:Certainly,madam.Onwhatdateareyoucheckingin?B:Onthe3rdofSeptember.AndI’llstayfor4days.A:Whatkindofroomdoyouprefer,adoublebedroomorasinglebedroom?B:Asinglebedroom,please.A:B:Step4:HomeworkMakeaconversationaboutbookingatablefordinner.（AccordingtothereferenceonPage29,Activity3）Period6ReadingforwritingWritetoafriendaboutatravelplanTeachingaims:KnowabouttheTerracottaArmyfromthebriefintroduction.Togetsomeimportantinformationforwritingfromthereading.Feelproudofourcountryandculture.Teachingkeypoints:EnablestudentstoknowsomethingaboutXi’an.Masterthestructuresandlanguagefeaturesofatravelplan.Teachingdifficultpoints:Enablestudentstomasterthestructuresandlanguagefeaturesofatravelplan.Applywhattheyhavelearnedinclasstowritingatravelplan.Teachingmethods:Discourseapproach,Task-basedlanguageteachingTeachingprocedures:Step1:lead-inProvide