中小学教育资源及组卷应用平台
课题（Topic） M10 Australia
教材分析(Analysis of the teaching materials) 单元整体分析(Unit integral analysis): 【What】本模块主题为澳大利亚，属于“人与社会”和“人与自然”范畴，涉及“世界主要国家的地理位置，不同地区的生态特征与自然景观”、“跨文化沟通与交流，语言与文化”和“身份认同与文化自信”的子主题内容。本模块语篇涵盖对话、应用文（书信）等语篇类型。第一单元的对话是Tony 为了完成老师布置的任务而与爸爸展开的谈话。对话以澳大利亚为话题，以爸爸的所见所闻为主线，介绍了澳大利亚的景点和文化,包括艾尔斯岩、悉尼歌剧院、大堡礁等文化景点，以及牧羊人剃羊毛、澳洲人大部分来自英国、蚂蚁众多等文化背景和地方特色。第二单元的课文通过书信的形式描述了澳大利亚的景色。书信和Unit一样依然是以澳大利亚为话题，只是unit 1为去前，unit 2为到达后的游记所见所闻描写，文章从多角度介绍了澳大利亚的艾尔斯岩、生活方式、天气、动物、植物、语言等，塑造了地方比较丰富的形象。第三单元所涉及的语篇为拓展阅读，是一篇本土地区清远市的游记，属于应用文。作者围绕十一假期清远游行经历展开，首先介绍了清远市的基本信息，包括地理位置、旅游特色、少数民族特色、语言及气候等；第二部分具体介绍了游玩景点黄腾峡漂流和洞天仙境，最后介绍了美食清远鸡，整篇游记涵盖了地方特色景点及文化历史、风土人情。【Why】第一单元围绕有关Tony爸爸在澳洲的旅行经历展开，通过that引导的宾语从句进行对著名景点和地方特点的介绍。帮助学生了解澳大利亚的地理位置文化景点和风土人情，引导学生掌握介绍和描述文化景点和风土人情的语言表达能力，让学生学会尊重不同的文化，具有跨文化意识，并增强本土文化认同感。第二单元围绕Tony在澳大利亚的游记展开，使用定语从句的结构，详细介绍了地方风土人情，使学生更好了解不同地方的文化特征，对澳大利亚有个更直观的感受，学会尊重不同地方的文化。第三单元拓展阅读选取广东本土地区旅游语篇，能够拉近和学生的距离，更容易和学生产生共鸣，使学生理解和感悟本土优秀文化的内涵，增强文化认同感和自豪感。从结构、内容和语言上来看，该语篇对于学生完成模块任务———即制作广东本土地区旅游指南具有一定参考和借鉴意义。【How】 整个模块以广东省中山图书馆征集英文旅游指南用于对外宣传为情境，模块任务为制作英文旅游指南向图书馆投稿。其中第一单元以对话的形式展现，对话中Tony爸爸先用照片展示并描述他在澳大利亚去过的三个著名文化景点，牧羊人剃羊毛等地方特点，然后Tony爸爸以及再提及“澳洲人大部分源自英国”等文化背景，最后内容落脚在Tony爸爸不喜欢那边的蚂蚁众多。整个语篇穿插使用that引导的定于从句，让学生初步了解该语法点。整个对话风格日常化，如出现 “There you go!”等日常口语表达。对话主要使用了一般现在时和一般过去式两种时态。第二单元以书信的形式展开，信中详细描写了艾尔斯岩的特点，补充了unit 1的知识，后文通过描写澳大利亚人的土著人们的历史、食物的选择、喜欢的活动、晴朗的天气和英语语言的使用，让学生对澳大利亚有更深刻的了解。书信主要采用了一般过去时和一般现在时两种时态。第三单元为应用文游记类，语篇详细介绍了清远市地理位置、气候特点、旅游特色、人文等基本信息，以及作者游玩景点的过程，包括票价、纪念品等面面俱到。内容结构为总分式，语言用词考究，如abundant， numerous，recommend，architectural等，句式表达多样化，适合学生赏析和仿写。游记辅以图片同步呈现，使之更为生动形象，也有助于学生理解语篇。该模块主要语法为that 引导的定语从句，课上让学生在具体语境中通过仿写和扩写句子对语法进行操练。【模块教学设计框架图】
学情分析(Analysis of the students) 授课对象预计为现初三1班学生，大部分学生基础比较好，在之前就接触过定语从句的用法，并且本模块Unit 1也已经学习了定语从句的用法，所以学生对句子的理解问题不大。而关于不同地区文化的学习，在七上Module 4 Around the world，M9U2 People in different places are doing different things at this moment，九上M1Wonders of the world中,学生已经学习过关于介绍地方的文章，但之前的介绍只是粗略带过，这一模块则详细带大家学会通过不同方式描述一个地方。
教学目标(Teaching aims) 语言能力能积累日常生活中常用的习惯用语和交流信息的基本表达能力。（第1课时）能掌握介绍和描述澳大利亚文化景点和风土人情的核心语言。（第1、2课时）能分析并梳理关于介绍和描述文化景点应用文语篇的结构特征、基本语言特点和信息组织方式，用于描述广东本土的文化景点和风土人情。（第2、3课时）能运用所学的语言知识（语音、词汇、语法、语篇、语用）介绍和描述广东本土地区文化景点和风土人情。（第1、2、3、4课时）文化意识能认识不同地区文化的特征，尊重文化的多样性和差异性，增强本土文化认同感。（第1、2、3、4课时）能理解和感悟本土优秀文化的内涵。（第3、4课时）思维品质能提取、整理、概括语篇的关键信息、主要内容和观点。（第1、2、3课时）学习能力能运用现代信息技术检索本土景点和文化的相关资料，具备初步的信息素养。（第1、3课时）能整理归纳所学内容，能主动反思自己英语学习中的进步与不足，找到适合自己的英语学习方法。（第1、2、3、4课时）
教学重、难点(Key points and difficulties) 教学重点：获取、梳理和概括语篇的关键信息、主要内容和观点。教学难点：运用that引导的定语从句描述不同地区的文化景点和风土人情。
第一单元(Unit 1)听说实践 (Listening & speaking practice) 课题 (Topic) Unit 1: I have some photos that I took in Australia last year. 教学目标(Teaching aims)通过听Tony 和dad的对话，获取和梳理澳洲景点和风土人情的细节信息, 完成表格和填空。（学习理解）基于表格，提取、归纳并内化介绍景点和风土特色的语言表达方式。（应用实践）运用相关的语言表达，在照片的帮助下，向组员介绍自己的曾经旅行过的一个景点。（迁移创新）教学重、难点(Key points and difficulties)教学重点:通过听Tony 和dad的对话，获取和梳理澳洲景点和风土人情的细节信息, 完成表格和填空。基于表格，提取、归纳并内化介绍景点和风土特色的语言表达方式。（应用实践）教学难点:运用相关的语言表达，在照片的帮助下，向组员介绍自己的曾经旅行过的一个景点。
第二单元(Unit 2)阅读思考(Reading & thinking) 课题 (Topic) Unit 2 The game that they like most is Australian football.教学目标(Teaching aims)1.通过阅读和绘制思维导图，理解语篇主题和细节，能够用定语从句描写自己的旅游经历。2.基于对文章的梳理，能够总结旅游游记的介绍内容和结构。3. 运用所学的相关语言知识和结构，能够多角度描写自己的旅游经历。III. 教学重、难点(Key points and difficulties)教学重点：通过阅读和绘制思维导图，理解语篇主题和细节。教学难点：运用所学的相关语言知识和结构，能够多角度描写自己的旅游经历。
第三单元(Unit 3)语言运用(Language in use) I.课题 (Topic) Unit 3 Extensive reading & writingII.教学目标(Teaching aims)在本课学习结束时，学生能够：1.通过拓展阅读获取与梳理游记中所介绍的内容信息并形成结构化知识，即思维导图；2.赏析拓展阅读中的好词好句并用that引导的定语从句仿写句子,内化与运用文本句型结构；3.运用所学知识迁移到广东省内自己感兴趣的任意地点，绘制旅游指南。III.教学重、难点(Key points and difficulties)教学重点：通过拓展阅读获取尽可能多的文本信息并有逻辑地通过思维导图呈现出来教学难点：运用that引导的定语从句描述不同地区的文化景点和风土人情
第四单元(Unit 4)提升评价(Promotion ( https: / / www. / link url=kXr3cMw76EJbeaEsa9ElbTJmuMk70YeTKXYbd67QxBFhA5SCAreTQK3CxuJE9iRRjfoPHfhYxoVyY6Log2LOfmGVfW5rBq6xZBG-LHmzoUTb5OQuwFffz5Iu-4TVt1yr&wd=&eqid=daa4b40d00007a3f0000000363002332" \t "https: / / www. / _blank ) & assessment) 课题 (Topic) Make our guidebook better.教学目标(Teaching aims) 本课时学习结束后，学生能够：1.分析评价表内容，确定评价旅游指南的维度和标准，利用评价表评价他人作品并提出建议。2.利用模块日志，总结及评价自己本模块的学习。3.迁移运用所学技能及知识，解决实际问题。4.主动认识广东本土优秀传统文化项目并切身感受其魅力，增强文化认同感和自信力。III. 教学重、难点(Key points and difficulties)教学重点：进一步优化自己的旅游指南，从内容、语言、到排版有明显改进。教学难点：学生难以针对他人作品提出针对性建议，需要一定指导和提示。
教学过程：(Teaching procedures) (第一单元Unit 1) 听说实践 (Listening & speaking practice)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1:Lead-inStep 2:Pre - listening Students will be able to get ready for the listening task. Guessing game: Watch a video about Australia, and answer the question:Which country is it Free discussion:What do you know about Australia -Location -Famous animals -Famous tourist sites -way of life ...... 观察学生能否根据视频细节内容，猜测这是介绍哪个国家的视频。观察学生在讨论中的表现，根据学生的回答衡量学生对学习主题的熟悉程度，获知学生对相关背景知识和语言表达的了解程度，适时给予补充和帮助。
设计意图（Purpose）：To bring up the atmosphere and lead in the topic - Australia.To activate students’ background knowledge of the topic.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 3:While - listening Students will be able to obtain the general information and details while listening, using the note-taking skills. Listening task 1:Listen the conversation between Tony and his teacher, and choose the best answers.Listening Task 2:Listen the conversation between Tony and his dad, and finish the following tasks:How many sights did Tony and his dad mention What are they Please tick.Listen and fill in the blanks about 3 places of interest mentioned in the conversation between Tony and his dad.Listen and complete the sentences about something special in Australia. 观察学生能否获取对话内容的关键信息，选择和填写出正确的答案。根据学生听的过程中的反应及答题情况，调整听力播放的次数。
设计意图（Purpose）：To train students’ ability of predicting and listening for key information and details, as well as the skills of taking notes.To improve students speaking skill in terms of intonation and stress.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 4:Post-listening Students will be able to discuss in groups and share their ideas.Students will be able to talk about some places of interest in Australia based on the information they have mesmerized in the passage.Students will be able to introduce and share their favourite tourist site with the help of their photos. Think and discuss:Why do many Australians speak English Why is Australian flag similar to the British one Would you like to visit Australia Speaking:Task 1:Work in groups to retell Tony dad’s travel experience in the Australia.Task 2:show your photos to your group members and share your travel experience. 观察学生能否对问题进行深度思考。并用恰当语言表达自己的观点和想法。观察学生能否运用所学的语言表达，介绍和描述自己喜欢的一个景点。鼓励学生大胆表达，根据学生的表现进行鼓励和指导。
设计意图（Purpose）：To transfer what students have learned into real-life practice.To enhance students’ thinking ability.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 5:Assessment Students will be able to finish the assessment form and recognize their learning performance in the class. Do self assessment and peer assessment based on their performance in the class, with the help of the assessment form. 观察学生能否根据评价表客观进行自我评价和他人评价，鼓励学生相互之间提建议，对有困难的学生提出指导。
设计意图（Purpose）：To cultivate students’ ability of summarizing and cooperating, and the ability of reflecting.
Board Plan:Module 10 AustraliaUnit 1: I have some photos that I took in Australia last year.
教学过程：(Teaching procedures) (第二单元Unit 2)阅读思考(Reading & thinking)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1Revision of Unit 1 Refresh Ss’ memory and arouse their interest. Show Ss the video and lead to a letter from Australia 判断学生对上一个课时的记忆是否清晰，能否将两个模块联系起来，必要时给予提示。
设计意图（Purpose）：To create an interesting beginning and arouse Ss’ learning interest.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 2Reading Learn about the detail information about Ayers Rock and the Aborigines.Train the ability of reading on their own and summarizing the key information. Ask Ss to talk about Australia.Show the video of Ayers Rock and ask them to read for detail information.Ask them to summary the content and give them and example, ask them to read and draw by themselves.Check their understanding of the passage, then try to retell. 根据学生的课外知识量，补充文化知识背景。观察学生能否在限定时间内找出关键信息。考察学生自主阅读能力，是否能够自主画出段落结构图。
设计意图（Purpose）：To show the famous sights and culture of Australia to Ss and let them train the ability of summarizing on their own.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 3Writing Learn the structure of letters.Try to use the knowledge to write a letter to introduce a trip to some famous places. Ask Ss to summarize the structure of letters.Imitate the structure and use the sentences and phrases learnt in this unit to write an article to introduce a famous sight, 观察学生是否能够通过阅读文本，总结应用文--书信的格式通过展示所写书信，了解学生对本节课内容的掌握程度。
设计意图（Purpose）：To know how well Ss learn and make them think about their trip to other places and know that we should respect different places.
Board Plan:
教学过程：(Teaching procedures) (第三单元Unit 3)语言运用(Language in use)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1 (5mins)Revision&Unit task Ss will be able to review what we have learned in Unit2 and know the final task of this lesson. Review Unit 2 through retelling the mind map and know the task of this lesson: To make a guidebook of Guangdong area. 通过学生复述文本的准确度和流利度判断对已学知识的掌握程度；判断学生是否明确课时任务；能否将前两课时所学内容与最终任务联系起来，必要时给予指导。
设计意图（Purpose）：To check whether students are familiar with the structural knowledge they’ve learned and review the unit task to arouse students’ interests.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 2 Pre-reading (5mins) Ss will be able to be clear what preparations they should make to achieve our task and create a real situation to make the extensive reading reasonable Discuss what should be included in a guidebook and be ready to travel with Andrew Wang and learn from him 通过学生在头脑风暴中的回答判断学生对旅游指南的理解程度，鼓励学生发散思维，大胆表达，对学生回答给予肯定；观察学生表情和回答判断学生是否理解拓展阅读相关背景，必要时进行进一步解释。
设计意图（Purpose）：To activate students’ background knowledge about guidebook and do the reading task in a real situation.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 3While-reading (10mins) Ss will be able to acquire the specific information in the travel note and present the structure in a logical way Read the extensive reading and draw a mind map according to the tips given by teacher. Students in different levels have different tips. 观察学生能否在规定时间内获取和合理梳理本文结构及进行相关细节理解，画出思维导图，判断学生对目标话题文本的掌握程度，时刻关注学生状态，必要时给予指导和反馈。
设计意图（Purpose）：To get students prepared in structure and improve their ability of integrating information
Step 4Post-reading (10mins) Ss will be able to analyze and appreciate beautiful expressions; master the attributive clause leaded by that and apply it to their writing Read, find and appreciate beautiful words, sentences and useful expressions in the travel note.Pay attention to the attributive clause leaded by that and do some exercises to consolidate the grammar.Try to stretch the sentences related to travel topic with attributive clause leaded by that. 观察学生能否在规定时间内找到好词好句和实用的话题相关表达，判断学生是否理解文本内容和是否具备一定的分析与阅读鉴赏能力根据学生回答问题和扩写句子的表现，判断学生对本模块重点语法的掌握程度和语言运用能力
设计意图（Purpose）：To get students prepared in grammar and beautiful words, different sentence patterns so as to lay a foundation to writing
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 5Make a guidebook (5mins) Ss are able to work as a team to complete the task. Appreciate an example of guidebook and make a guidebook of Guangdong area in groups with what we have learned. 观察学生能否主动积极参与讨论，合作分工完成任务。
设计意图（Purpose）：To transfer what students have learned into a guidebook and develop their ability of learning by cooperating with others.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 6Assessment (5mins) Ss are able to have a peer and self-assessment on the performance of themselves and others from three aspects Complete the Self-evaluation and Peer-evaluation sheet 观察学生能否利用评价表对自己和他人表现给予客观评价，给予学生充分肯定和建议指导
设计意图（Purpose）：To improve teaching and learning by doing assessment.
Homework:Must-do: Finish your guidebook and polish it.Optional: Make a cover and catalogue for your guidebook.
Board Plan:
教学过程：(Teaching procedures) (第四单元Unit 4)提升评价(Promotion ( https: / / www. / link url=kXr3cMw76EJbeaEsa9ElbTJmuMk70YeTKXYbd67QxBFhA5SCAreTQK3CxuJE9iRRjfoPHfhYxoVyY6Log2LOfmGVfW5rBq6xZBG-LHmzoUTb5OQuwFffz5Iu-4TVt1yr&wd=&eqid=daa4b40d00007a3f0000000363002332" \t "https: / / www. / _blank ) & assessment)
环节/时间（Step &Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 1Module task & Unit task Make sure everyone knows the final task of this unit. Review the module task and know the task for this unit:Make your travel guidebook better and send it to Sun Yat-sen Library of Guangdong Province. 判断学生是否明晰可是任务，能否将课时任务与模块任务联系起来。
设计意图（Purpose）：To create a real=life situation and arouse students’ learning interest.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 2Watch and evaluate Understand how to evaluate self and others' works from different aspects, then have self-assessment and peerassessment with givingsuggestions.(学习理解&应用实践) 1. Share ideas on how to evaluate a guidebook from the following aspects: language, content, visual elements and layout.2. Have self- and peer assessment on the guidebooks and give suggestions.3. Appreciate the guidebooks in the form of Gallery Walk and take notes. 通过追问判断学生是否具备提升作品的能力，对学生回答给予肯定。关注学生的讨论情况，判断学生能否正确使用评价表并客观地评价他人作品并提出建议，根据情况给予必要的指导和反馈。
设计意图（Purpose）：To evaluate self- and others’ works according to the assessment sheet, and develop students’ ability of learning by cooperation.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 3Self-assessment on the module Reflect on this module and make a module diary according to the following aspects: 1. I have learnt (knowledge and skill)... 2. I have difficulty in... 3. Helpful ways of learning, 4. I need help in Have self-assessment on the module according to the module diary.Share ideas on their achievement and aspects to be improved after learning this module. 观察学生总结情况，判断学生能否总结自己在本模块学习中的收获及不足，对学生的成就表示认可，对学生的困难提供帮助。
设计意图（Purpose）：To improve teaching and learning by doing assessment.
环节/时间（Step & Time） 教学目标（Objectives） 学习活动（Activities） 评价（Assessment）
Step 4Transfer and create Work in groups to discuss how to introduce traditional Cantonese culture, and share ideas with the class. Think: What else can be included in the guidebook How can we introduce them 关注学生在小组讨论时是否谈到模块所学知识与技能，如以that引导的定语从句，以及游玩照片辅助、网上检索等技能，能否有意识运用所学解决实际问题，对各个小组的讨论结果给予针对性指导和点评。
设计意图（Purpose）：To transfer what students have learnt in a real-life situation and develop their interests in learning traditional Cantonese culture.
Homework:Must do: Polish your travel guide book.Choose to do: Design an English tourist slogan about Guangdong and add it to your guidebook.
Board Plan:
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M10 Australia
Unit 2 The game that they like most is Australian football.
外研版九年级上册
A letter from Australia
M10 Australia
I have some photos that I took in Australia last year.
Revision
Talk about Australia you know
During different periods of the day, The colors of the rock ______________________________________________________________________
turn dark blue, purple, yellow and red.
More information
I am writing this letter to you from the center of Australia. At the moment, we are staying near Ayers Rock. On the first day, we took a plane tour over the rock, and I was surprised at how big it was: 3.6 kilometres long and 348 metres high! During different periods of the day, the colours of the rock turn dark blue, purple, yellow and red. Ayers Rock is a centre of local Aboriginal culture.
be surprised to do… 做…很惊讶
见到你我感到惊讶。
I am surprised to see you.
The Aborigines are the people that have lived in Australia from the earliest times, and their ancient stories describe the spirits that created the world.
What can we know from Para 1
Location
Size
Colour
Culture
Ayers Rock
How about other paras？
5 minutes
Take Para 1 for example and read and draw the picture.
The Australians have a close relationship with the British. Many have British relatives, and they are like us in many ways. The foods that Australians like most are ham and beef with lots of salad. They also grow grapes and other fruits. They love all sports, but the game that they like most is Australian football. Because most Australians live near the coast, they also love to the beach for swimming and surfing or just lying in the sun.
Australians
Relationship
Foods
Sports
close with the British
ham and beef with much salad
Football/swimming/surfing/
lying in the sun
Australian way
of life
Ham and beef with lots of
salad, Australian football,
going to the beach
Although it is December, it is summer over here. The sun is very bright, and near the coast the countryside is very green. There are lots of sheep in the fields and on the hills, but the middle of the country has no trees or grass, just rocks and sand… And kangaroos!
Australians speak English, but in their own way. For example, when they say “G’day!” and “No worries.”, they mean “Hello!” and “Don’t worry about it. It’s not a problem!”
Others
Season
Animals
Language
What season in China Why
sheep/kangaroos...
English but in their own way
Although it is December, it is summer over here. The sun is very bright, and near the coast the countryside is very green. There are lots of sheep in the fields and on the hills, but the middle of the country has no trees or grass, just rocks and sand… And kangaroos!
Australians speak English, but in their own way. For example, when they say “G’day!” and “No worries.”, they mean “Hello!” and “Don’t worry about it. It’s not a problem!”
Others
Season
Animals
Language
What season in China Why
sheep/kangaroos...
English but in their own way
in one’s own way 用某人的方式
on one’s way (to) 在某人去…的路上
___ my way home, I saw an old friend.
A. In B. On C. At D. By
On the second day, we went horse riding. The horse that I rode was lazy, so I was left far behind the others. But I enjoyed the slow and relaxing riding.
Later this evening, we are taking the plane back to Sydney and coming home. It has been a wonderful trip.
Love,
Tony
Summary
Key:
1. 3.6 kilometres long and 348 metres high
2. a close relationship with the British
3. ham and beef with lots of salad
4. swimming and surfing
5. the countryside is green
6. went horse riding
Retelling：try to retell the passage according to the mind-map.
Key:
1. 3.6 kilometres long and 348 metres high
2. a close relationship with the British
3. ham and beef with lots of salad
4. swimming and surfing
5. the countryside is green
6. went horse riding
How do you write a letter
Dear Mum and Dad,
I am writing this letter ……….
……………………the world.
The Australian have a close
relationship………………......
…………………………………
Love,
Tony
Dear Mum and Dad,
I am writing this letter………………….
…………………………the world.
The Australian have a close relationship …
……………………………...........
……………………………………trip.
Love,
Tony
称呼
正文
结尾礼词
签名
1.简单的书信由以下四个部分组成：
称呼，正文，结尾礼词和签名。
2.各部分写作都不需要在段首空格，
直接顶格书写。
3. 各部分之间要空一行，正文部分
各个段落间也要空一行。
4. 称呼和结尾礼词后要加逗号。
Write a letter about a visit to a place .
*Choose a place you visited.
*Make a list of things you are going to write about:
1. people 2. food 3. ways of life 4. events during the trip
Now write a letter to a relative or a friend and tell them about your visit.
Begin and end your letter like Tony’s.
Production
Production
写作思路点拨——描述旅游经历
【话题分析】本模块内容与旅游相关，要求我们能够询问他人的旅游经历，能运用所学语句描述自己的旅游经历。写这类文章时，可以从旅游地点的地理位置、人口、历史、景点等方面进行描述。写作时常用到in the east/west/south/north of, be famous for等表达。
【实例分析】
Write a letter to your relative or your friend about a visit to a place.
题目要求给你的亲戚或朋友写一封有关在一个地方游览的信。
【思路点拨】 Step Idea Expression
1 开篇介绍游览地 I am writing this letter to you from… It’s a beautiful and exciting place.
2 介绍当地民风民俗 There are many different types of… They all have different ways of…
Today I saw… They wear… People grow…
3 介绍前一天的活动 Yesterday the bus broke down… we had to wait… I wasn’t bored…
I looked at… and made friends with…
Production
【参考范文】
Dear Mum and Dad,
I am writing this letter to you from the mountains of Yunnan! It’s a very beautiful and exciting place.
There are many different types of people living here. They all have different ways of dressing, cooking and living. Today I saw some Yi people. They wear colourful clothing and they also drink a lot of tea. Some Yi people are different to others—it depends on whether they live in the mountains or in the lowlands. People that live in the mountains grow different foods.
Yesterday the bus broke down in the middle of the country and we all had to wait quite a long time before it was fixed. I wasn’t bored though. I looked at the interesting countryside and made friends with some of the other travellers.
Coming home tomorrow—see you both soon!
Love,
Zhou Rui
Finish your assessment sheet
Items Self-evaluation Peer-evaluation Scores 1 2 3 1 2 3
I can write a letter to introduce a place.
I am engaged in the activities and I can encourage myclassmates to be engaged in it.
I can talk about a place in different aspects.
I can list and understand the topic about different sights.
I can interact well with my partners.
Homework
1. Share your article with
your partner and polish
it.
2. Finish the exercise of
M10U1.
Thanks!
谢谢
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