外研版（2019）选择性必修四册Unit4 Every day Economics单元教学设计 （表格式）
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| 名称 | 外研版（2019）选择性必修四册Unit4 Every day Economics单元教学设计 （表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 75.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-22 10:04:53 | ||
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Book 7 Unit 4 教案设计
Unit theme The subject context of this unit is“People and Society”, and the subject context content covers personal professional orientation and future planning, innovation and entrepreneurship awareness, social and economic phenomena, information technology innovation, and personal information security. Starting from the development of currency, this unit uses the entrepreneurial stories of university graduates, the construction of the social credit system, the cultivation of financial management concepts of college students, the sharing economy, cashless payment and other topics of multi modal discourse, closely follow the hot spots and trends of social development, guide students to pay attention to and understand the economic phenomena in daily life, and cultivate their correctness.At the same time, it enables students to dialectically think about the economic phenomena and behaviors around them, enhance their risk awareness, do not follow the trend or blindly follow, and establish a correct view of money and financial management.
The target students of the unit can focus on the contextual content of the topic of this unit, based on the multi-modal discourse such as charts, news features, product archives, flyers, travelnotes, and Online forums provided by the unit, comprehensively use various language skills, read the content of the discourse, understand topics related to the credit system, personal finance, etc., and use all Learn language to talk about methods and suggestions for effectively carrying out self-financial management and maintaining a good credit history; be able to properly use attributive clauses to modify, explain and supplement the target content, introduce and analyze the pros and cons of cashless payment, understand the economic-related development history and representative economic activities of various countries around the world, and deepen the understanding of the unit.Understanding of the meaning of the theme; at the same time, be able to use what you have learned in the unit to explain your views, analyze the pros and cons, and combine your own actual situation to correctly understand the phenomenon of entrepreneurship among college students, think carefully about your future career choices, and analyze the pros and cons of the sharing economy to form a correct outlook on life, values and money; be able to use various learning strategies, inIn the process of autonomy, cooperation and inquiry-based learning, combined with the reflective and evaluative questions provided by the unit, constantly monitor, evaluate, reflect on and adjust one's own learning content and process, stimulate interest in English learning, improve the ability to analyze and solve problems, improve one's own understanding and expression skills, and ultimately promote Comprehensive improvement of one's own language ability, cultural awareness, thinking quality and learning ability.
Starting out板块 (the recommended durationis 10minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Listening + Viewing
Theme Context People and Society-Social Progress and Human civilization
Content analysis Activity1presents a video related to the theme of the unit, introducing a brief history of the emergence and development of money. Activity2presents four pictures, showing several different types of currency-related economic activities in daily life. Students are asked to find out the commonalities of these economic activities and describe the economic activities they participate in in their lives based on their own experiences. The purpose of this section is to introduce unit topics, activate students' existing language and background knowledge, stimulate interest in the topic, and pave the way for the next learning activities of the entire unit.
Teaching goal 1 Lead students to watch the video, understand the thrust of the video, quickly extract key information from the video, and activate the students' existing language and background knowledge; 2 Guide students to observe and understand the pictures, initially understand the different economic activities in daily life, understand the role of currency in it, and activate the existing language, Background knowledge, and have a certain degree of thinking about the basic concept of economics of currency; 3 Guide students to briefly describe and talk about the role of currency in human social life based on the activities and their own experiences in the student's book, and make preliminary ideas about the future development trend of currency.
Key teaching teachers guide students to watch videos, understand the development history of money, and initially introduce unit topics.
Teaching difficulties guide students to capture and understand the details, and distinguish the similarities and differences of currencies in various periods.
Teaching strategy audiovisual teaching method,communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Show some pics of the currencies of the ancient times to lead into the topic. Ask questions to activate students’ background knowledge of the topic. Play the video. Ask the two questions. (Design 1) Play the video again, check the answers. If necessary, play the video a few more times. (Design 2) Organize group work. Ss exchange the info they’ve heard, and finish a mind map together. Check answers to the questions. Observe pics of the currencies of the ancient times. Activate personal background knowledge of the topic. Watch the video. Answer the two questions. (Design 1) Watch the video again, check the answers. (Design 2) Exchange the info they’ve heard,In groups and finish a mind map together. Check answers to the questions. To Activate students’ related background knowledge. To help students have an overall understanding of the development of currency.
Activity 2 Show pictures. Organize group work; ask students to observe pics and describe the economic activities. Guide students to draw the common features of the activities. Guide students to think about their everyday economic activities. Organize group work. Students exchange their thoughts. Invite groups to share their results of discussion. Guide students to appreciate healthier and thrifty economic activities. In groups, observe pics and describe the economic activities. Draw the common features of the activities. Think about everyday economic activities. Exchange thoughts on economic activities. Share the results of discussion. Learn to appreciate healthier and thrifty economic activities. To encourage students’ reflection on everyday economic activities. To guide students to appreciate healthy and thrifty economic behavior.
Understanding ideas板块 (the recommended durationis30-35–35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Reading
Theme Context Person and self-innovation and entrepreneurial awareness
Content analysis This section presents a text that reflects the theme of the unit. The type of text is a news feature, which introduces the protagonist's entrepreneurial experience after graduating from university, her experience and her suggestions for young people with entrepreneurial intentions. The pre-study activities present the employment choices of Chinese university graduates and the development trend of independent entrepreneurship of university graduates in recent years in the form of charts, activate students' background knowledge, help students familiarize themselves with discourse topics in advance, and pave the way for text learning. Middle school activities test students' ability to complete reading, locating information, and organizing information with specific tasks. The post-reading activities inspire students to think deeply about the protagonist's experience and suggestions through the understanding of the text's writing intent, article structure, core details, and open-ended questions, guide students to understand the topic of the article in depth, use what they have learned to creatively explore the meaning of the topic, and cultivate thinking skills.
The teaching goal is to lead students to read the text, so that students can be familiar with the context of the topic,and obtain the thrust and core information of the text; guide students to perceive的the discourse structure and language characteristics,of the text, learn and master the topic-related expressions in the text,and be able to use the expressions they have learned on the topic of young people starting a business.Conduct effective exchanges; Guide students to connect with their own lives based on the content of the text , draw a positive attitude to life from the protagonist of a successful business, learn her personal qualities, dialectically understand the problems of young people's entrepreneurship, and deepen their understanding of the subject of the unit.
Teaching focuses on guiding students to understand the text and obtain the thrust and core information; guiding students to connect with their own learning and life, paying attention to cultivating the quality of entrepreneurs, and establishing a positive outlook on life.
Teaching difficulties The role gap between students and entrepreneurs is relatively large, and it is difficult to have empathy to experience the hardships of entrepreneurs; the article is an interview, and the sequence of events and the causal relationship need理to be clarified.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Organize group work. Guide students to observe the two charts and understand the trend. Ask students to discuss the three questions below the charts. Guide students to make predictions about future job market. (Design 1) Ask groups to report their discussion and predictions. (Design 2) Encourage students to think about the reasons behind the job trend. Observe the two charts and understand the trend. Discuss the three questions below the charts. Make predictions about future job market. (Design 1) Report the discussion and predictions. (Design 2) Think about the reasons behind the job trend. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 1) State clearly about the target of the fast reading task. Ask students to read the passage quickly. Organize group work. Students discuss about Zhang Yue’s decision. Ask students to do some report. Make clear about the target of the fast reading task. Read the passage quickly. Discuss about Zhang Yue’s decision. Report the result of the group work. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 2) 1. Ask students to carefully read the title of the text and pics, build connection between them, and make predictions. 2. Ask students to read the requirement, and make predictions. 3. Ask students to read the text, and underline key words. 4. Ask students to do some report. 1. Carefully read the title of the text and pics, build connection between them, and make possible predictions. 2. Read the requirement, and make predictions. 3. Read the text, and underline key words. 4. Do group report.
Activity 3 (Design 1) Organize group work. Each group reads through the choices and decides which one to choose. Ask students to read through the text and find support for their decisions. Ask groups to share their decisions and reasons. 1. In groups, read through the choices and decide which one to choose. 2. Read through the text and find support for the decision. 3. Share the decisions and reasons. To learn how to draw the main idea of a passage.
Activity 3 (Design 2) 1. Ask students to make clear about the clue and structure of the passage. 2. Organize group work. Students discuss the main purpose of the passage. Give reasons. 3. Ask groups to share the results of their discussion. 1. Make clear about the clue and structure of the passage. 2. In groups, discuss the main purpose of the passage. Give reasons. 3. Share the results of the discussion. To learn how to draw the main idea of a passage.
Activity 4 (Design 1) Guide students to go through the main columns of the interview notes to make clear what info to get. Ask students to read the text. Arrange pair work to cooperate to complete the missing info for the blanks. Ask some pairs to present their works to the class. Organize a role-play game—an interview. Go through the main columns of the interview notes to make clear what info to get. Read the text. Cooperate in pairs to complete the missing info for the blanks. Present the works to the class. A role-play game—an interview. To understand the text in details. To understand the structure of an interview.
Activity 4 (Design 2) Ask students to read the article and take notes carefully. Organize pair work. Students help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Ask some pairs to share their works. Others make necessary supplements. Organize a role-play interview game. Read the article and take notes carefully. In pairs, help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Share the works in class and make necessary supplements. Do a role-play interview game. To understand the text in details. To understand the structure of an interview.
Think & Share Organize pair work. Students discuss the questions. Ask students to share their answers. Others can make necessary supplements. Discuss the questions in pairs. Share the answers. Make necessary supplements. To help students think about questions reasonably. Improve students’ level of thinking and reflection.
Using language板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Listening + Speaking
Theme context People and Society-Social progress and human civilization
Content analysis The main content of the grammar part is the re-learning of attributive clauses, the first of which introduces the Good Deal movement carried out by some countries to help farmers and workers in under developed Good Deal movement areas., The second small discourse is a new product file that has benefited from this movement to help students review the usage of attributive clauses in a specific context. The topic of the comprehensive language use part is “Social credit system”. The listening and speaking part discusses the establishment and operation of the personal credit system in Chinese social life through dialogue between friends; the vocabulary part helps students master financial management-related vocabulary and expressions through financial management knowledge leaflets designed for college freshmen.Understand how to achieve good personal credit through reasonable financial management. This section aims to help students deeply focus on the meaning and function of language,enable students to think and communicate in the real context, and improve their comprehensive language use skills in all directions.
The teaching goal is to lead students to review attributive clauses so that students can better understand their form, meaning and pragmatic functions, and use them ina specific and real context; guide students to learn and use vocabulary and expressions related to personal financial management和, understand their meaning, and understand daily economic concepts and finance.Have a basic了understanding of management; guide students to pay attention to the construction and operation of the personal credit system in social life, think about how to standardize their economic behavior,establish good personal credit,and establish a correct view of money and values; guide students to pay attention to pragmatic functions and learn to use English for consultation, interpretation of doubts, and analysis of advantages, And can use the expressions learned in real life.
The teaching focus is to guide students to review the basic characteristics of attributive clauses and use them in the real context; to guide students to understand the importance of good financial management concepts and personal credit, and to exercise language expression skills.
Teaching difficulties guide students to flexibly use attributive clauses; students have little understanding of financial management and the construction of the credit system, which may cause obstacles to expression.
Teaching strategy task-based pedagogy, communicative pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to read sentence a & b with special attention to the words in bold. Organize group work to discuss Questions 1-4. Invite some students to share their answers. Ask students to find more attributive clauses in the text. Explain them in the same way. Read sentence a & b with special attention to the words in bold. Discuss Questions 1-4. Share the answers to the class. Find more attributive clauses in the text. Explain them in the same way. To go over attributive clauses. To help students learn from real text.
Activity 2 Ask students to carefully read the underlined sentences and try to understand the logic of them. Guide students to rewrite the sentences using attributive clauses. Invite some students to show their sentences to the class. Check all the rewritten sentences. Guide students to draw some rules about attributive clauses. Carefully read the underlined sentences and try to understand the logic of them. Rewrite the sentences using attributive clauses. Show the sentences to the class. Check all the sentences. Draw some rules about attributive clauses. To practice more about writing attributive clauses.
Activity 3 Guide students to read the profile of the Green Equator Coffee. Organize group work to discuss the logical relationship between the pieces of info. Ask each group to complete an introduction to the coffee with proper use of attributive clauses. Ask some groups to read aloud their works. Other groups listen and make proper modifications. Read the profile of the Green Equator Coffee. In groups, discuss the logical relationship between the pieces of info. In groups, complete an introduction to the coffee with proper use of attributive clauses. Read aloud the works. Other groups listen and make proper modifications. To practice using attributive clauses properly in passages.
Activity 4 Ask students to read the introduction work of Activity 3 again. Use it as an example for the next step. Organize group work. Discuss and write about something recently bought. Use attributive clauses appropriately. Ask students to exchange their works among group members. Try to improve their works. Ask each group to present one of their works to the class. Guide students to make their introductions better. Read the introduction work of Activity 3 again. Use it as an example for the next step. Discuss and write about something recently bought. Use attributive clauses appropriately. . Exchange the works among group members. Try to improve their works. Present one of the works to the classes. Make their introductions better. To further practice using the attributive clause in passages.
Activity 5 Play the audio record. Ask students to listen carefully and choose the topics discussed. Ask some students to present their answers and tell the reasons. Check the answers. Listen to the audio record carefully and choose the topics discussed. Present answers and tell the reasons. Check the answers. To practice listening and improve the ability of grasping what is discussed.
Activity 6 Ask students to read through the text with blanks and the three following questions. Help students to make clear what info is missing, which is the focus of the listening task. Play the audio record. Ask students to fill in the blanks and answer the three questions. Ask some students to read aloud the completed text and answers to the questions. Check the answers. Read through the text with blanks and the three following questions. Make clear what info is missing, which is the focus of the listening task. Listen to the audio record, fill in the blanks and answer the three questions. Read aloud the completed text and the answers to the questions. Check the answers. To practice listening ability of grasping the details.
Activity 7 Guide students to read through the listed expressions. Help students to make clear their functions (asking for clarification, clarifying, and stating advantages or benefits). Guide students to put the expressions into proper boxes. Ask some students to share his answers. Check the answers. Read through the listed expressions. Make clear their functions. Put the expressions into proper boxes. Share the answers. Check the answers. To learn expressions with the functions of asking for clarification, clarifying, and stating advantages or benefits.
Activity 8 Guide students to read through the title and Paragraph. Help students make predictions about what financial problems a university student may face. Ask students to read through the three questions below the leaflet. Ask students to read the details of the leaflet. Organize group work to discuss the three questions. Invite some groups to share their answers. Then check the answers. Read through the title and Paragraph. Make predictions about what financial problems a university student may face. Read through the three questions below the leaflet. Read the details of the leaflet. Discuss the three questions. Share the answers. Then check the answers. To learn about credit and finance management. To learn about related vocabulary and expressions.
Activity 9 Ask students to read through the listed meanings. Organize group work. Students cooperate and complete the matching work. Invite some groups to share their answers. Encourage students to think of more useful expressions related to finance management. Read through the listed meanings. In groups, cooperate and complete the matching work. Share the answers with other groups. Think of more useful expressions related to finance management. 1. To understand some terms or expressions on economics. 2. To encourage healthy economic behavior.
Activity 10 1. Organize pair work to talk about how to make healthy finance management . Use the useful expressions from previous activities. 2. Invite several groups to share their ideas. 3. Ask students to evaluate how well they learn and use the words and expressions in actual scenarios. Talk about how to make healthy finance management . Use useful expressions from the previous activities. Share ideas in the class. Evaluate how well they learn and use the words and expressions in actual scenarios. To understand the language circumstances better. To further practise language skills.
Developing ideas板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Subject type Reading + Writing
Subject Context People and Society-scientific and technological development and information technology innovation, scientific spirit, information security
Content analysis This section presents texts that reflect the theme of the unit from another perspective. The type of discourse is argumentative essays. The introduction activity of this section is two travel notes, which introduce the theme by explaining the comparison of the author's two trips to China. The main text introduces the concept, current situation, advantages and hidden dangers of the sharing economy, which is not only in line with the development of the times, but also inspires students to think from multiple angles and exercises students' critical thinking skills. The reading and writing part presents different views on “cashless payment” in the form of online forums, and further guides students to think deeply. This section is an extension of the theme of the unit. Through the study of this section, students can more dialectically understand the economic activities around them, establish correct values and money awareness, and further improve their language skills and thinking quality.
The teaching goal is to guide students to understand the content of the text and deepen their understanding of the meaning of the subject of the unit. Cultivate students' habit of observing and thinking about daily life, rationally analyze daily economic activities, look at things from multiple angles, and improve the quality of thinking; guide students to master“the basic characteristics and common reading methods of ”positive and negative argumentative" argumentative essays, so that students can use what they have learned to “cashless payment”Discuss this economic phenomenon; guide students to connect with their own actual situation, further dialectically and in-depth deeply understanding of daily life and emerging economic phenomena and economic activities, and establish a correct concept of value and sense of money.
Teaching focuses on leading students to understand the content of the text; learning the writing method of argumentative essays.
Teaching difficulties There are many long sentences in the article, and it is necessary to correctly understand their meaning and function; students lack understanding of the operating principles behind cashless payment.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Design 1) Organize group work to read different travel notes. Discuss what’s different and what’s the same between the two travels. Ask the two questions. Invite some groups to share their answers to the questions. Teacher makes necessary corrections or supplements. Group work. Read different travel notes. Discuss what’s different and what’s the same between the two travels. Answer the questions. Share answers to the questions. To activate students’ background knowledge. To prepare for the following reading tasks.
Activity 1 (Design 2) 1. Guide students to read different travel notes. Ask students to think about what’s different and what’s the same between the two travels. 2. Ask students to draw a chart about the differences and similarities, and think about the reasons behind. 3. Ask some students to talk about the chart, and improve the chart at the same time. 1. Read different travel notes. Think about what’s different and what’s the same between the two travels. 2. Draw a chart about the differences and similarities, and think about the reasons behind. 3. Talk about the chart, and improve the chart at the same time. 1. To activate students’ background knowledge. 2. To prepare for the following reading tasks.
Activity 2 Guide students to read the title of the text. Organize group work to discuss the meaning of the title. Invite some groups to share their understanding. Teacher takes notes on the blackboard. Ask students to read the text independently and check their understanding. Read the title of the text. In groups, discuss the meaning of the title. Share the understanding of the meaning of the title. Read the text independently and check the understanding. To emphasize the importance of the title of an article.
Activity 3 Guide students to go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Ask students to finish the matching work. Invite some students to share their matching works and tell the reasons. Check the answers. Go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Finish the matching work. Share answers in class and tell the reasons. Check the answers. To emphasize the importance of the structure of the article.
Activity 4 1. Guide students to locate focus on the parts of the article that talks about benefits and problems. 2. Ask students to read the parts of the article and fill in the blanks of Activity 4. 3. Invite students to share their work with others. 4. Check the answers. 1. Locate focus on the parts of the article that talks about benefits and problems. 2. Read the parts of the article and fill in the blanks of Activity 4. 3. Share the work with others. 4. Check the answers. To emphasize the importance of the structure of an article.
Think & Share Organize group work to discuss and exchange opinions of the questions. Invite some students to share their ideas. Encourage supplements and discussion. In pairs, discuss and exchange opinions of the questions. Share answers or ideas. Make supplements or discussion. To enhance students’ understanding of the topic and encourage them to show their own opinions.
Activity 5 Guide students to think about whether the sharing economy may happen in other aspects of our daily life. Organize group work to do brainstorming thinking and discussion on the future of the sharing economy. Ask students to answer the questions. Guide groups to sort out their discussion results, and make a report to share. Ask each group to present their report, and evaluate other groups’ reports. Think about whether the sharing economy may happen in other aspects of our daily life. Do brainstorming thinking and discussion on the future of the sharing economy. Answer the questions. Sort out the discussion results, and make a report to share. Present the report, and evaluate other groups’ reports. 1. To practice imagination and creative thinking. 2. To learn to transfer and use the knowledge in other fields or aspects of our life.
Activity 6 Ask students to think about the way of payment they use in their daily life. Guide students to read through the table they are going to fill in. Ask students to read the posts, get the needed info and complete the table. Ask students to share their work. Others make necessary supplements. Think about the way of payment they use in their daily life. Read through the table to fill in. Read the posts, get the needed info and complete the table. Share the work. Others make necessary supplements. To get ready for the following writing task.
Activity 7-8 1. Get clear what to write. Guide students to practice orally with the help of Activity 6. 2. Ask students to write an essay on paper. 2. Organize pair work. Swatch essays to read and evaluate. 3. Display essays written by them. Others try to help improve them. 1. Get clear what to write. Practice orally with the help of Activity 6. 2. Write an essay on paper. 2. In pairs, swatch essays to read and evaluate. 3. Display essays; others try to help improve them. To further practice writing.
Presenting ideas & Reflection板块 (the recommended duration is 40-45–45minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Speaking & writing
Theme Context People and society-scientific and technological development and information technology innovation; social progress and human civilization
Content analysis This section requires students to read several news headlines from news websites, and then contact their own lives to make suggestions for the economic development of their hometown and display them. By allowing students to think and express their views, this section promotes students to comprehensively use the content they have learned in real situations, cooperate with each other, show their individuality, and further deepen their understanding of the meaning of the subject of the unit, develop the quality of thinking, and complete the migration and innovation of the content they have learned.
The teaching goal is to guide students through the study of the entire unit and contact the actual life,increase their understanding of the economy, think more deeply about economic issues, and contribute to the economic development of their hometown; guide students to better use the basic method of “asking questions—analyzing problems—solving problems” to put forward their own opinions and suggestions to improve Comprehensive language use ability, exercise logical thinking ability; guide students to enhance their sense of responsibility and ownership, correctly understand the current economic situation and personal economic behavior, and cultivate good values and sense of responsibility.
Teaching focuses on understanding the new directions of social development and the emerging new formats; learning to use the basic methods of ”asking questions—analyzing problems—solving problems".
Teaching difficulties Understand the current economic situation and personal economic behavior, and cultivate good values and sense of responsibility.
Teaching strategy task-based pedagogy, communicative pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Guide students to read through the headlines and discuss the social phenomenon behind them. Organize group work. Students discuss the three questions. Invite some groups to present the results of their discussion. Other groups make supplements. Read through the headlines and discuss the social phenomenon behind them. In groups, discuss the three questions. Present the results of the discussion. Other groups make supplements. To help students broaden their views about the new industries.
Activity 2-5 Organize group work. Each group talk about the current economic development in their hometowns. Finish Activity 2. Guide each group to discuss the measures to help develop the economy of their hometowns. Guide students to sort out what they discuss and form a report. Invite some groups to present their reports. Other groups make necessary supplements. In groups, talk about the current economic development in their hometowns. Finish Activity 2. Discuss the measures to help develop the economy of their hometowns. Sort out what they discuss and form a report. Present the reports. Other groups make necessary supplements. To improve students’ understanding of the current and future economic development. To practice oral expression.
Reflection
Guide students to recall what they’ve learnt in this unit. Ask students to consider and answer the questions in the Reflection box. rate their own performance in this unit, and summarize what they’ve learnt. Consider and answer the questions in the Reflection box To help students evaluate their performance, review the unit, and think about ways to improve.
Projects板块 (this part of the teacher can deal with it at his discretion according to the actual teaching
Course type Speaking
Theme Context Person and self-Innovation and entrepreneurship awareness
Content analysis The project practice activities of this unit require students to develop a business plan and promote it. By transforming ideas and ideas into business plans,it helps students gain an in-depth understanding, effectively participate in daily economic activities, and establish correct economic awareness. Under the guidance of teachers, students comprehensively use the content learned in this unit, carry out independent learning, cooperative learning and inquiry-based learning, effectively complete open tasks, and further explore the subject context of a positive attitude to life, and develop comprehensive language skills.
Teaching objectives Guide students to understand and master the structure and content points of the business plan, and independently choose the appropriate structure, content and presentation method to introduce their own business plan; guide students to comprehensively use the content learned in this unit to promote their own business plan in detail, vividly and comprehensively; guide students to give full play to their creativity and carry out cooperative exploration,Learn more about different emerging business fields, cultivate a sense of innovation and
focus on teaching to guide students to cooperate in groups to form creative business plans and show them.
Teaching difficulties Both teachers and students are not familiar with business innovation, and may need to spend more time thinking; through this activity, students are guided to form a correct outlook on life and values.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Ask some brain-storming questions: Do you have any new ideas about business What are the conditions you need to start it And how will you start it Ask students to share ideas. Divide students into groups to do further discussion on their ideas. Ask groups to do some research to find out more about their ideas, and better their business plans. Ask each group to choose the best idea to pitch. Think and discuss the brain-storming questions. Share ideas. Further discuss their business ideas in groups. In groups, do some research about the ideas, and better their business plans. In groups, choose the best business idea to pitch. To activate students’ thinking and encourage creativity. To help students cooperate with each other. To help students get improved through individual research and team work.
Plan Ask each group to focus on the chosen plan and try to improve it. Give each group necessary help with a list of items or aspects of a business plan. In groups, focus on the chosen plan and try to improve it. In groups, make the plan complete with the teacher’s help To provide students with better guidance. To let students cooperate and cultivate team work spirit.
Create Ask each group to prepare a 10-minute pitch for their business plan. Help each group to use different forms of visuals to support their pitch. Ask them to rehearse it and make necessary adjustments. In groups, prepare a 10-minute pitch for their business plan. Complete different visuals to support the plan. Do some rehearsals make necessary adjustments. To help students learn how to make things better. To let students practice team work.
Present Arrange a presentation period for each group to do reports of their business plan. Let Ss vote for the most well-delivered, the most creative and the most probably successful ones. Each group pitch their business plan. Vote for the best-delivered, the most creative and the most probably successful ones. To help students improve skills in presentation. To help students learn to give proper judgment and evaluation.
Unit theme The subject context of this unit is“People and Society”, and the subject context content covers personal professional orientation and future planning, innovation and entrepreneurship awareness, social and economic phenomena, information technology innovation, and personal information security. Starting from the development of currency, this unit uses the entrepreneurial stories of university graduates, the construction of the social credit system, the cultivation of financial management concepts of college students, the sharing economy, cashless payment and other topics of multi modal discourse, closely follow the hot spots and trends of social development, guide students to pay attention to and understand the economic phenomena in daily life, and cultivate their correctness.At the same time, it enables students to dialectically think about the economic phenomena and behaviors around them, enhance their risk awareness, do not follow the trend or blindly follow, and establish a correct view of money and financial management.
The target students of the unit can focus on the contextual content of the topic of this unit, based on the multi-modal discourse such as charts, news features, product archives, flyers, travelnotes, and Online forums provided by the unit, comprehensively use various language skills, read the content of the discourse, understand topics related to the credit system, personal finance, etc., and use all Learn language to talk about methods and suggestions for effectively carrying out self-financial management and maintaining a good credit history; be able to properly use attributive clauses to modify, explain and supplement the target content, introduce and analyze the pros and cons of cashless payment, understand the economic-related development history and representative economic activities of various countries around the world, and deepen the understanding of the unit.Understanding of the meaning of the theme; at the same time, be able to use what you have learned in the unit to explain your views, analyze the pros and cons, and combine your own actual situation to correctly understand the phenomenon of entrepreneurship among college students, think carefully about your future career choices, and analyze the pros and cons of the sharing economy to form a correct outlook on life, values and money; be able to use various learning strategies, inIn the process of autonomy, cooperation and inquiry-based learning, combined with the reflective and evaluative questions provided by the unit, constantly monitor, evaluate, reflect on and adjust one's own learning content and process, stimulate interest in English learning, improve the ability to analyze and solve problems, improve one's own understanding and expression skills, and ultimately promote Comprehensive improvement of one's own language ability, cultural awareness, thinking quality and learning ability.
Starting out板块 (the recommended durationis 10minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course Type Listening + Viewing
Theme Context People and Society-Social Progress and Human civilization
Content analysis Activity1presents a video related to the theme of the unit, introducing a brief history of the emergence and development of money. Activity2presents four pictures, showing several different types of currency-related economic activities in daily life. Students are asked to find out the commonalities of these economic activities and describe the economic activities they participate in in their lives based on their own experiences. The purpose of this section is to introduce unit topics, activate students' existing language and background knowledge, stimulate interest in the topic, and pave the way for the next learning activities of the entire unit.
Teaching goal 1 Lead students to watch the video, understand the thrust of the video, quickly extract key information from the video, and activate the students' existing language and background knowledge; 2 Guide students to observe and understand the pictures, initially understand the different economic activities in daily life, understand the role of currency in it, and activate the existing language, Background knowledge, and have a certain degree of thinking about the basic concept of economics of currency; 3 Guide students to briefly describe and talk about the role of currency in human social life based on the activities and their own experiences in the student's book, and make preliminary ideas about the future development trend of currency.
Key teaching teachers guide students to watch videos, understand the development history of money, and initially introduce unit topics.
Teaching difficulties guide students to capture and understand the details, and distinguish the similarities and differences of currencies in various periods.
Teaching strategy audiovisual teaching method,communicative teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Show some pics of the currencies of the ancient times to lead into the topic. Ask questions to activate students’ background knowledge of the topic. Play the video. Ask the two questions. (Design 1) Play the video again, check the answers. If necessary, play the video a few more times. (Design 2) Organize group work. Ss exchange the info they’ve heard, and finish a mind map together. Check answers to the questions. Observe pics of the currencies of the ancient times. Activate personal background knowledge of the topic. Watch the video. Answer the two questions. (Design 1) Watch the video again, check the answers. (Design 2) Exchange the info they’ve heard,In groups and finish a mind map together. Check answers to the questions. To Activate students’ related background knowledge. To help students have an overall understanding of the development of currency.
Activity 2 Show pictures. Organize group work; ask students to observe pics and describe the economic activities. Guide students to draw the common features of the activities. Guide students to think about their everyday economic activities. Organize group work. Students exchange their thoughts. Invite groups to share their results of discussion. Guide students to appreciate healthier and thrifty economic activities. In groups, observe pics and describe the economic activities. Draw the common features of the activities. Think about everyday economic activities. Exchange thoughts on economic activities. Share the results of discussion. Learn to appreciate healthier and thrifty economic activities. To encourage students’ reflection on everyday economic activities. To guide students to appreciate healthy and thrifty economic behavior.
Understanding ideas板块 (the recommended durationis30-35–35minutes, and teachers can adjust it at their discretion according to the actual teaching. )
Course type Reading
Theme Context Person and self-innovation and entrepreneurial awareness
Content analysis This section presents a text that reflects the theme of the unit. The type of text is a news feature, which introduces the protagonist's entrepreneurial experience after graduating from university, her experience and her suggestions for young people with entrepreneurial intentions. The pre-study activities present the employment choices of Chinese university graduates and the development trend of independent entrepreneurship of university graduates in recent years in the form of charts, activate students' background knowledge, help students familiarize themselves with discourse topics in advance, and pave the way for text learning. Middle school activities test students' ability to complete reading, locating information, and organizing information with specific tasks. The post-reading activities inspire students to think deeply about the protagonist's experience and suggestions through the understanding of the text's writing intent, article structure, core details, and open-ended questions, guide students to understand the topic of the article in depth, use what they have learned to creatively explore the meaning of the topic, and cultivate thinking skills.
The teaching goal is to lead students to read the text, so that students can be familiar with the context of the topic,and obtain the thrust and core information of the text; guide students to perceive的the discourse structure and language characteristics,of the text, learn and master the topic-related expressions in the text,and be able to use the expressions they have learned on the topic of young people starting a business.Conduct effective exchanges; Guide students to connect with their own lives based on the content of the text , draw a positive attitude to life from the protagonist of a successful business, learn her personal qualities, dialectically understand the problems of young people's entrepreneurship, and deepen their understanding of the subject of the unit.
Teaching focuses on guiding students to understand the text and obtain the thrust and core information; guiding students to connect with their own learning and life, paying attention to cultivating the quality of entrepreneurs, and establishing a positive outlook on life.
Teaching difficulties The role gap between students and entrepreneurs is relatively large, and it is difficult to have empathy to experience the hardships of entrepreneurs; the article is an interview, and the sequence of events and the causal relationship need理to be clarified.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Organize group work. Guide students to observe the two charts and understand the trend. Ask students to discuss the three questions below the charts. Guide students to make predictions about future job market. (Design 1) Ask groups to report their discussion and predictions. (Design 2) Encourage students to think about the reasons behind the job trend. Observe the two charts and understand the trend. Discuss the three questions below the charts. Make predictions about future job market. (Design 1) Report the discussion and predictions. (Design 2) Think about the reasons behind the job trend. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 1) State clearly about the target of the fast reading task. Ask students to read the passage quickly. Organize group work. Students discuss about Zhang Yue’s decision. Ask students to do some report. Make clear about the target of the fast reading task. Read the passage quickly. Discuss about Zhang Yue’s decision. Report the result of the group work. 1. To guide students to learn how to conduct a reading task. 2. To help students get the general idea of the text.
Activity 2 (Design 2) 1. Ask students to carefully read the title of the text and pics, build connection between them, and make predictions. 2. Ask students to read the requirement, and make predictions. 3. Ask students to read the text, and underline key words. 4. Ask students to do some report. 1. Carefully read the title of the text and pics, build connection between them, and make possible predictions. 2. Read the requirement, and make predictions. 3. Read the text, and underline key words. 4. Do group report.
Activity 3 (Design 1) Organize group work. Each group reads through the choices and decides which one to choose. Ask students to read through the text and find support for their decisions. Ask groups to share their decisions and reasons. 1. In groups, read through the choices and decide which one to choose. 2. Read through the text and find support for the decision. 3. Share the decisions and reasons. To learn how to draw the main idea of a passage.
Activity 3 (Design 2) 1. Ask students to make clear about the clue and structure of the passage. 2. Organize group work. Students discuss the main purpose of the passage. Give reasons. 3. Ask groups to share the results of their discussion. 1. Make clear about the clue and structure of the passage. 2. In groups, discuss the main purpose of the passage. Give reasons. 3. Share the results of the discussion. To learn how to draw the main idea of a passage.
Activity 4 (Design 1) Guide students to go through the main columns of the interview notes to make clear what info to get. Ask students to read the text. Arrange pair work to cooperate to complete the missing info for the blanks. Ask some pairs to present their works to the class. Organize a role-play game—an interview. Go through the main columns of the interview notes to make clear what info to get. Read the text. Cooperate in pairs to complete the missing info for the blanks. Present the works to the class. A role-play game—an interview. To understand the text in details. To understand the structure of an interview.
Activity 4 (Design 2) Ask students to read the article and take notes carefully. Organize pair work. Students help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Ask some pairs to share their works. Others make necessary supplements. Organize a role-play interview game. Read the article and take notes carefully. In pairs, help each other to better the notes with a proper structure. Then complete the interview notes on Page 40. Share the works in class and make necessary supplements. Do a role-play interview game. To understand the text in details. To understand the structure of an interview.
Think & Share Organize pair work. Students discuss the questions. Ask students to share their answers. Others can make necessary supplements. Discuss the questions in pairs. Share the answers. Make necessary supplements. To help students think about questions reasonably. Improve students’ level of thinking and reflection.
Using language板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Reading + Listening + Speaking
Theme context People and Society-Social progress and human civilization
Content analysis The main content of the grammar part is the re-learning of attributive clauses, the first of which introduces the Good Deal movement carried out by some countries to help farmers and workers in under developed Good Deal movement areas., The second small discourse is a new product file that has benefited from this movement to help students review the usage of attributive clauses in a specific context. The topic of the comprehensive language use part is “Social credit system”. The listening and speaking part discusses the establishment and operation of the personal credit system in Chinese social life through dialogue between friends; the vocabulary part helps students master financial management-related vocabulary and expressions through financial management knowledge leaflets designed for college freshmen.Understand how to achieve good personal credit through reasonable financial management. This section aims to help students deeply focus on the meaning and function of language,enable students to think and communicate in the real context, and improve their comprehensive language use skills in all directions.
The teaching goal is to lead students to review attributive clauses so that students can better understand their form, meaning and pragmatic functions, and use them ina specific and real context; guide students to learn and use vocabulary and expressions related to personal financial management和, understand their meaning, and understand daily economic concepts and finance.Have a basic了understanding of management; guide students to pay attention to the construction and operation of the personal credit system in social life, think about how to standardize their economic behavior,establish good personal credit,and establish a correct view of money and values; guide students to pay attention to pragmatic functions and learn to use English for consultation, interpretation of doubts, and analysis of advantages, And can use the expressions learned in real life.
The teaching focus is to guide students to review the basic characteristics of attributive clauses and use them in the real context; to guide students to understand the importance of good financial management concepts and personal credit, and to exercise language expression skills.
Teaching difficulties guide students to flexibly use attributive clauses; students have little understanding of financial management and the construction of the credit system, which may cause obstacles to expression.
Teaching strategy task-based pedagogy, communicative pedagogy, listening and speaking pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Ask students to read sentence a & b with special attention to the words in bold. Organize group work to discuss Questions 1-4. Invite some students to share their answers. Ask students to find more attributive clauses in the text. Explain them in the same way. Read sentence a & b with special attention to the words in bold. Discuss Questions 1-4. Share the answers to the class. Find more attributive clauses in the text. Explain them in the same way. To go over attributive clauses. To help students learn from real text.
Activity 2 Ask students to carefully read the underlined sentences and try to understand the logic of them. Guide students to rewrite the sentences using attributive clauses. Invite some students to show their sentences to the class. Check all the rewritten sentences. Guide students to draw some rules about attributive clauses. Carefully read the underlined sentences and try to understand the logic of them. Rewrite the sentences using attributive clauses. Show the sentences to the class. Check all the sentences. Draw some rules about attributive clauses. To practice more about writing attributive clauses.
Activity 3 Guide students to read the profile of the Green Equator Coffee. Organize group work to discuss the logical relationship between the pieces of info. Ask each group to complete an introduction to the coffee with proper use of attributive clauses. Ask some groups to read aloud their works. Other groups listen and make proper modifications. Read the profile of the Green Equator Coffee. In groups, discuss the logical relationship between the pieces of info. In groups, complete an introduction to the coffee with proper use of attributive clauses. Read aloud the works. Other groups listen and make proper modifications. To practice using attributive clauses properly in passages.
Activity 4 Ask students to read the introduction work of Activity 3 again. Use it as an example for the next step. Organize group work. Discuss and write about something recently bought. Use attributive clauses appropriately. Ask students to exchange their works among group members. Try to improve their works. Ask each group to present one of their works to the class. Guide students to make their introductions better. Read the introduction work of Activity 3 again. Use it as an example for the next step. Discuss and write about something recently bought. Use attributive clauses appropriately. . Exchange the works among group members. Try to improve their works. Present one of the works to the classes. Make their introductions better. To further practice using the attributive clause in passages.
Activity 5 Play the audio record. Ask students to listen carefully and choose the topics discussed. Ask some students to present their answers and tell the reasons. Check the answers. Listen to the audio record carefully and choose the topics discussed. Present answers and tell the reasons. Check the answers. To practice listening and improve the ability of grasping what is discussed.
Activity 6 Ask students to read through the text with blanks and the three following questions. Help students to make clear what info is missing, which is the focus of the listening task. Play the audio record. Ask students to fill in the blanks and answer the three questions. Ask some students to read aloud the completed text and answers to the questions. Check the answers. Read through the text with blanks and the three following questions. Make clear what info is missing, which is the focus of the listening task. Listen to the audio record, fill in the blanks and answer the three questions. Read aloud the completed text and the answers to the questions. Check the answers. To practice listening ability of grasping the details.
Activity 7 Guide students to read through the listed expressions. Help students to make clear their functions (asking for clarification, clarifying, and stating advantages or benefits). Guide students to put the expressions into proper boxes. Ask some students to share his answers. Check the answers. Read through the listed expressions. Make clear their functions. Put the expressions into proper boxes. Share the answers. Check the answers. To learn expressions with the functions of asking for clarification, clarifying, and stating advantages or benefits.
Activity 8 Guide students to read through the title and Paragraph. Help students make predictions about what financial problems a university student may face. Ask students to read through the three questions below the leaflet. Ask students to read the details of the leaflet. Organize group work to discuss the three questions. Invite some groups to share their answers. Then check the answers. Read through the title and Paragraph. Make predictions about what financial problems a university student may face. Read through the three questions below the leaflet. Read the details of the leaflet. Discuss the three questions. Share the answers. Then check the answers. To learn about credit and finance management. To learn about related vocabulary and expressions.
Activity 9 Ask students to read through the listed meanings. Organize group work. Students cooperate and complete the matching work. Invite some groups to share their answers. Encourage students to think of more useful expressions related to finance management. Read through the listed meanings. In groups, cooperate and complete the matching work. Share the answers with other groups. Think of more useful expressions related to finance management. 1. To understand some terms or expressions on economics. 2. To encourage healthy economic behavior.
Activity 10 1. Organize pair work to talk about how to make healthy finance management . Use the useful expressions from previous activities. 2. Invite several groups to share their ideas. 3. Ask students to evaluate how well they learn and use the words and expressions in actual scenarios. Talk about how to make healthy finance management . Use useful expressions from the previous activities. Share ideas in the class. Evaluate how well they learn and use the words and expressions in actual scenarios. To understand the language circumstances better. To further practise language skills.
Developing ideas板块 (the recommended duration is 80-90–90minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Subject type Reading + Writing
Subject Context People and Society-scientific and technological development and information technology innovation, scientific spirit, information security
Content analysis This section presents texts that reflect the theme of the unit from another perspective. The type of discourse is argumentative essays. The introduction activity of this section is two travel notes, which introduce the theme by explaining the comparison of the author's two trips to China. The main text introduces the concept, current situation, advantages and hidden dangers of the sharing economy, which is not only in line with the development of the times, but also inspires students to think from multiple angles and exercises students' critical thinking skills. The reading and writing part presents different views on “cashless payment” in the form of online forums, and further guides students to think deeply. This section is an extension of the theme of the unit. Through the study of this section, students can more dialectically understand the economic activities around them, establish correct values and money awareness, and further improve their language skills and thinking quality.
The teaching goal is to guide students to understand the content of the text and deepen their understanding of the meaning of the subject of the unit. Cultivate students' habit of observing and thinking about daily life, rationally analyze daily economic activities, look at things from multiple angles, and improve the quality of thinking; guide students to master“the basic characteristics and common reading methods of ”positive and negative argumentative" argumentative essays, so that students can use what they have learned to “cashless payment”Discuss this economic phenomenon; guide students to connect with their own actual situation, further dialectically and in-depth deeply understanding of daily life and emerging economic phenomena and economic activities, and establish a correct concept of value and sense of money.
Teaching focuses on leading students to understand the content of the text; learning the writing method of argumentative essays.
Teaching difficulties There are many long sentences in the article, and it is necessary to correctly understand their meaning and function; students lack understanding of the operating principles behind cashless payment.
Teaching strategy P-W-P model
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 (Design 1) Organize group work to read different travel notes. Discuss what’s different and what’s the same between the two travels. Ask the two questions. Invite some groups to share their answers to the questions. Teacher makes necessary corrections or supplements. Group work. Read different travel notes. Discuss what’s different and what’s the same between the two travels. Answer the questions. Share answers to the questions. To activate students’ background knowledge. To prepare for the following reading tasks.
Activity 1 (Design 2) 1. Guide students to read different travel notes. Ask students to think about what’s different and what’s the same between the two travels. 2. Ask students to draw a chart about the differences and similarities, and think about the reasons behind. 3. Ask some students to talk about the chart, and improve the chart at the same time. 1. Read different travel notes. Think about what’s different and what’s the same between the two travels. 2. Draw a chart about the differences and similarities, and think about the reasons behind. 3. Talk about the chart, and improve the chart at the same time. 1. To activate students’ background knowledge. 2. To prepare for the following reading tasks.
Activity 2 Guide students to read the title of the text. Organize group work to discuss the meaning of the title. Invite some groups to share their understanding. Teacher takes notes on the blackboard. Ask students to read the text independently and check their understanding. Read the title of the text. In groups, discuss the meaning of the title. Share the understanding of the meaning of the title. Read the text independently and check the understanding. To emphasize the importance of the title of an article.
Activity 3 Guide students to go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Ask students to finish the matching work. Invite some students to share their matching works and tell the reasons. Check the answers. Go through the article quickly and find the key sentence of each paragraph. Make clear the logic of the text. Finish the matching work. Share answers in class and tell the reasons. Check the answers. To emphasize the importance of the structure of the article.
Activity 4 1. Guide students to locate focus on the parts of the article that talks about benefits and problems. 2. Ask students to read the parts of the article and fill in the blanks of Activity 4. 3. Invite students to share their work with others. 4. Check the answers. 1. Locate focus on the parts of the article that talks about benefits and problems. 2. Read the parts of the article and fill in the blanks of Activity 4. 3. Share the work with others. 4. Check the answers. To emphasize the importance of the structure of an article.
Think & Share Organize group work to discuss and exchange opinions of the questions. Invite some students to share their ideas. Encourage supplements and discussion. In pairs, discuss and exchange opinions of the questions. Share answers or ideas. Make supplements or discussion. To enhance students’ understanding of the topic and encourage them to show their own opinions.
Activity 5 Guide students to think about whether the sharing economy may happen in other aspects of our daily life. Organize group work to do brainstorming thinking and discussion on the future of the sharing economy. Ask students to answer the questions. Guide groups to sort out their discussion results, and make a report to share. Ask each group to present their report, and evaluate other groups’ reports. Think about whether the sharing economy may happen in other aspects of our daily life. Do brainstorming thinking and discussion on the future of the sharing economy. Answer the questions. Sort out the discussion results, and make a report to share. Present the report, and evaluate other groups’ reports. 1. To practice imagination and creative thinking. 2. To learn to transfer and use the knowledge in other fields or aspects of our life.
Activity 6 Ask students to think about the way of payment they use in their daily life. Guide students to read through the table they are going to fill in. Ask students to read the posts, get the needed info and complete the table. Ask students to share their work. Others make necessary supplements. Think about the way of payment they use in their daily life. Read through the table to fill in. Read the posts, get the needed info and complete the table. Share the work. Others make necessary supplements. To get ready for the following writing task.
Activity 7-8 1. Get clear what to write. Guide students to practice orally with the help of Activity 6. 2. Ask students to write an essay on paper. 2. Organize pair work. Swatch essays to read and evaluate. 3. Display essays written by them. Others try to help improve them. 1. Get clear what to write. Practice orally with the help of Activity 6. 2. Write an essay on paper. 2. In pairs, swatch essays to read and evaluate. 3. Display essays; others try to help improve them. To further practice writing.
Presenting ideas & Reflection板块 (the recommended duration is 40-45–45minutes, and teachers can adjust it as appropriate according to the actual teaching. )
Course type Speaking & writing
Theme Context People and society-scientific and technological development and information technology innovation; social progress and human civilization
Content analysis This section requires students to read several news headlines from news websites, and then contact their own lives to make suggestions for the economic development of their hometown and display them. By allowing students to think and express their views, this section promotes students to comprehensively use the content they have learned in real situations, cooperate with each other, show their individuality, and further deepen their understanding of the meaning of the subject of the unit, develop the quality of thinking, and complete the migration and innovation of the content they have learned.
The teaching goal is to guide students through the study of the entire unit and contact the actual life,increase their understanding of the economy, think more deeply about economic issues, and contribute to the economic development of their hometown; guide students to better use the basic method of “asking questions—analyzing problems—solving problems” to put forward their own opinions and suggestions to improve Comprehensive language use ability, exercise logical thinking ability; guide students to enhance their sense of responsibility and ownership, correctly understand the current economic situation and personal economic behavior, and cultivate good values and sense of responsibility.
Teaching focuses on understanding the new directions of social development and the emerging new formats; learning to use the basic methods of ”asking questions—analyzing problems—solving problems".
Teaching difficulties Understand the current economic situation and personal economic behavior, and cultivate good values and sense of responsibility.
Teaching strategy task-based pedagogy, communicative pedagogy
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 Guide students to read through the headlines and discuss the social phenomenon behind them. Organize group work. Students discuss the three questions. Invite some groups to present the results of their discussion. Other groups make supplements. Read through the headlines and discuss the social phenomenon behind them. In groups, discuss the three questions. Present the results of the discussion. Other groups make supplements. To help students broaden their views about the new industries.
Activity 2-5 Organize group work. Each group talk about the current economic development in their hometowns. Finish Activity 2. Guide each group to discuss the measures to help develop the economy of their hometowns. Guide students to sort out what they discuss and form a report. Invite some groups to present their reports. Other groups make necessary supplements. In groups, talk about the current economic development in their hometowns. Finish Activity 2. Discuss the measures to help develop the economy of their hometowns. Sort out what they discuss and form a report. Present the reports. Other groups make necessary supplements. To improve students’ understanding of the current and future economic development. To practice oral expression.
Reflection
Guide students to recall what they’ve learnt in this unit. Ask students to consider and answer the questions in the Reflection box. rate their own performance in this unit, and summarize what they’ve learnt. Consider and answer the questions in the Reflection box To help students evaluate their performance, review the unit, and think about ways to improve.
Projects板块 (this part of the teacher can deal with it at his discretion according to the actual teaching
Course type Speaking
Theme Context Person and self-Innovation and entrepreneurship awareness
Content analysis The project practice activities of this unit require students to develop a business plan and promote it. By transforming ideas and ideas into business plans,it helps students gain an in-depth understanding, effectively participate in daily economic activities, and establish correct economic awareness. Under the guidance of teachers, students comprehensively use the content learned in this unit, carry out independent learning, cooperative learning and inquiry-based learning, effectively complete open tasks, and further explore the subject context of a positive attitude to life, and develop comprehensive language skills.
Teaching objectives Guide students to understand and master the structure and content points of the business plan, and independently choose the appropriate structure, content and presentation method to introduce their own business plan; guide students to comprehensively use the content learned in this unit to promote their own business plan in detail, vividly and comprehensively; guide students to give full play to their creativity and carry out cooperative exploration,Learn more about different emerging business fields, cultivate a sense of innovation and
focus on teaching to guide students to cooperate in groups to form creative business plans and show them.
Teaching difficulties Both teachers and students are not familiar with business innovation, and may need to spend more time thinking; through this activity, students are guided to form a correct outlook on life and values.
Teaching strategy task-based teaching method
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate Ask some brain-storming questions: Do you have any new ideas about business What are the conditions you need to start it And how will you start it Ask students to share ideas. Divide students into groups to do further discussion on their ideas. Ask groups to do some research to find out more about their ideas, and better their business plans. Ask each group to choose the best idea to pitch. Think and discuss the brain-storming questions. Share ideas. Further discuss their business ideas in groups. In groups, do some research about the ideas, and better their business plans. In groups, choose the best business idea to pitch. To activate students’ thinking and encourage creativity. To help students cooperate with each other. To help students get improved through individual research and team work.
Plan Ask each group to focus on the chosen plan and try to improve it. Give each group necessary help with a list of items or aspects of a business plan. In groups, focus on the chosen plan and try to improve it. In groups, make the plan complete with the teacher’s help To provide students with better guidance. To let students cooperate and cultivate team work spirit.
Create Ask each group to prepare a 10-minute pitch for their business plan. Help each group to use different forms of visuals to support their pitch. Ask them to rehearse it and make necessary adjustments. In groups, prepare a 10-minute pitch for their business plan. Complete different visuals to support the plan. Do some rehearsals make necessary adjustments. To help students learn how to make things better. To let students practice team work.
Present Arrange a presentation period for each group to do reports of their business plan. Let Ss vote for the most well-delivered, the most creative and the most probably successful ones. Each group pitch their business plan. Vote for the best-delivered, the most creative and the most probably successful ones. To help students improve skills in presentation. To help students learn to give proper judgment and evaluation.