Book 3 Unit 3 The World of science：Starting out教案设计
单元主题 本单元的主题是科技发展和科学精神。单元从科幻小说中出现过的科学猜想开始，展现了人类历史从古代中国，西方到现代的科学发展史，丰富学生对生活中的科学的认知，引导学生深入思考科学与生活之间的关系，然后引导学生认识科学态度，培养批判性的思维方式，最后学生尝试用科学改变自己的生活。
单元目标 1. 语言能力目标 能够围绕科学技术与社会发展这一具体内容，基于单元提供的人物访谈、科学故事、日常发明、实验报告等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并能独立进行科学实验，撰写实验报告，并使用新语言描述与科技有关的职业和著名科学家，恰当使用现在完成时的被动语态描述人类世界未来将要发生的变化，撰写实验报告。 2. 文化意识目标 能够运用单元所学描述科学发展中的不同领域，以及每个领域中的优秀人物，并分享自己感兴趣的科学领域，丰富对科技发展给人类带来巨大变化的认识，。 3. 思维品质目标 能够探究科学精神的内涵，深化对单元主题意义的理解与挖掘，培养自己初步的科学思想和科学探究精神。 4. 学习能力目标 能够通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Viewing + Speaking
主题语境 人与社会——科学技术
内容分析 本部分包含一段描述公元3000年人类生活发生巨大变化的视频和四段节选自著名科幻小说的片段。视频旨在通过展示在未来3000年人类生活学习中发生的巨大变化，让学生对科学技术的发展有基本的了解，进而思考科技给人类带来的巨大影响；小说节选内容旨在引导学生理解语段描述的科技发明，激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
教学目标 通过观看视频，了解公元3000年人类生活的变化，认识科技给生活带来的巨大影响； 谈论人类历史上科技的不断发展，初步感知科技给人类带来的影响。
教学重点 引导学生通过观看视频材料，获取关于公元3000年人类社会生活变化的主要信息，对比与现在生活的不同之处； 认识科技给人类带来的巨大变化。
教学难点 引导学生比较并表达未来生活与当今生活的不同； 引导学生通过阅读科幻小说的片段，对科学幻想进行简单的评价。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read about the inventions from novels. 2. T asks Ss to communicate in pairs and choose those that have become a reality. 3. T asks Ss to choose one or two inventions to share with the class. 1. Ss read the inventions. 2. Ss communicate in pairs and choose those that have become a reality. 3. Ss choose one or two inventions and share in class. Train comprehensive language application ability to express ideas and give reasons.
Activity 2 1. T asks the Ss to read the questions in Activity 2 and plays the video 2. 2. T asks the Ss to watch the video again and think about question 1. 3. T asks the Ss to read question 2 and 3, and share their opinions in class. 1. Ss read the questions in Activity 2 and watch a video about the humans’ life in 3000 BC. 2. Ss watch the video again and answer the questions 1: Which of the inventions in the video interests you most Why 3. Ss answer the questions 2 and 3: Q2: Which of the inventions in the video will become a reality Q3: Of all the inventions in the world, which is the most useful one Why Understand the development of science via watching video and widen knowledge as well as raising cultural awareness.Book 3 Unit 3 The World of science:Project教案设计
单元主题 本单元的主题是科技发展和科学精神。单元从科幻小说中出现过的科学猜想开始，展现了人类历史从古代中国，西方到现代的科学发展史，丰富学生对生活中的科学的认知，引导学生深入思考科学与生活之间的关系，然后引导学生认识科学态度，培养批判性的思维方式，最后学生尝试用科学改变自己的生活。
单元目标 1. 语言能力目标 能够围绕科学技术与社会发展这一具体内容，基于单元提供的人物访谈、科学故事、日常发明、实验报告等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并能独立进行科学实验，撰写实验报告，并使用新语言描述与科技有关的职业和著名科学家，恰当使用现在完成时的被动语态描述人类世界未来将要发生的变化，撰写实验报告。 2. 文化意识目标 能够运用单元所学描述科学发展中的不同领域，以及每个领域中的优秀人物，并分享自己感兴趣的科学领域，丰富对科技发展给人类带来巨大变化的认识，。 3. 思维品质目标 能够探究科学精神的内涵，深化对单元主题意义的理解与挖掘，培养自己初步的科学思想和科学探究精神。 4. 学习能力目标 能够通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Speaking
主题语境 人与自我——学校生活、积极的生活态度
内容分析 本板块要求学生在班级内部开展头脑风暴和讨论，思考日常生活中面对的一些问题，收集信息并发挥创造性，设计发明。通过小组展示，学生在教师的指导下进一步打开思路，发挥想象力和创造力，争取早日将构想付诸实践。
教学目标 1. 开展调研，用科学发展的眼光，用心观察、了解日常生活中我们有待解决的问题。 2．综合运用本单元所学内容，通过研究和小组讨论协作，发挥想象力和创造力，设计出自己的发明。 3. 小组合作分工，完成小发明创造的方案，并在全班汇报展示。
教学重点 1. 引导学生利用单元所学，上网查找资料，用英语做事情； 2. 引导学生进一步发挥想象力和创造力，解决实际生活中的问题。
教学难点 引导学生明确小组分工合作，相互协作完成小发明创造的方案。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T asks Ss to think of some practical problems that they face in daily life and make a list. 2. T asks Ss to choose the problem they would most like to solve and discuss: ①What has caused the problem ②How could you solve the problem 1. Ss think of some practical problems that they face in daily life and make a list. 2. Ss choose the problem they would most like to solve and discuss the two questions. Develop skills of searching information.
Plan 1. T asks Ss to decide what invention they will design to solve the problem and discuss its working principles. 2. T guides Ss to make notes about the key features of their invention. 3. T asks Ss to discuss and decide what skills and materials they will need to create it. 1. Ss choose an invention they will design to solve the problem and discuss its working principles. 2. Ss make notes about the key features of their invention. 3. Ss discuss and decide what skills and materials they will need to create it. Understand how to draw up a plan before making an invention.
Create 1. T asks Ss to draw a picture of their invention. 2. T asks Ss to label the key features and list the materials needed to make it. 3. T guides Ss to write a general introduction explaining the working principles of the invention. 1. Ss draw a picture of their invention. 2. Ss label the key features and list the materials needed to make it. 3. Ss write a general introduction explaining the working principles of the invention. Understand the process of making an invention.
Present T arranges time in later periods for Ss to show their invention to the class and do presentations. Each group shows their invention to the class and do presentations. Practise skills in presentation, and learn from each other.Book 3 Unit 3 The World of science:Presenting ideas & Reflection教案设计
单元主题 本单元的主题是科技发展和科学精神。单元从科幻小说中出现过的科学猜想开始，展现了人类历史从古代中国，西方到现代的科学发展史，丰富学生对生活中的科学的认知，引导学生深入思考科学与生活之间的关系，然后引导学生认识科学态度，培养批判性的思维方式，最后学生尝试用科学改变自己的生活。
单元目标 1. 语言能力目标 能够围绕科学技术与社会发展这一具体内容，基于单元提供的人物访谈、科学故事、日常发明、实验报告等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并能独立进行科学实验，撰写实验报告，并使用新语言描述与科技有关的职业和著名科学家，恰当使用现在完成时的被动语态描述人类世界未来将要发生的变化，撰写实验报告。 2. 文化意识目标 能够运用单元所学描述科学发展中的不同领域，以及每个领域中的优秀人物，并分享自己感兴趣的科学领域，丰富对科技发展给人类带来巨大变化的认识，。 3. 思维品质目标 能够探究科学精神的内涵，深化对单元主题意义的理解与挖掘，培养自己初步的科学思想和科学探究精神。 4. 学习能力目标 能够通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Speaking
主题语境 人与社会——科技发展、人类生活的变化
内容分析 Presenting ideas版块要求学生先看图，讨论这些年来家用电器的变化与发展，然后请学生选择一种在日常生活中常用的电器，预测其在未来50年会发生什么样的变化。本版块旨在通过观点阐述促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 1. 通过本单元的学习，对科学技术的发展有了更进一步的了解，能够用英文表达科技发展对人类社会的总体影响； 2. 运用本单元所学的语言知识，描述科技给生活带来的改变，并预测在未来的50年中，生活还将发生什么变化； 3. 进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点 引导学生运用本单元所学内容，描述科技给人类生活带来的变化，恰当表达自己的观点； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1.T asks Ss to look at the pictures and discuss how these objects have changed over the years. 2. T asks Ss to write down the changes and share their ideas with the class. 1. Ss look at the pictures and discuss how these objects have changed over the years. 2. Ss write down the changes and share their ideas with the class. Brainstorm and prepare for the presentation.
Activity 2 1. T divides Ss into several groups, with each group having a leader, a note-taker and 2–4 idea providers. 2. T asks every student to choose one of the objects in Activity 1 and predict how it will further change over the next 50 years. 3. T asks Ss to share their ideas in groups and prepare a short presentation. 1. Ss take different roles in their group. 2. Ss work in groups, share their ideas and prepare a short presentation. Organise presentation in groups.
Activity 3 1. T invites some groups to do presentations in class. 2. T asks Ss to vote for the best suggestions. 1. Ss do presentations in class. 2. Ss vote for the best suggestions. Practise skills in presentation, and learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 36. Ss rate their performances in this unit, summarize what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.Book 3 Unit 3 The World of science：Understanding ideas
教案设计
单元主题 本单元的主题是科技发展和科学精神。单元从科幻小说中出现过的科学猜想开始，展现了人类历史从古代中国，西方到现代的科学发展史，丰富学生对生活中的科学的认知，引导学生深入思考科学与生活之间的关系，然后引导学生认识科学态度，培养批判性的思维方式，最后学生尝试用科学改变自己的生活。
单元目标 1. 语言能力目标 能够围绕科学技术与社会发展这一具体内容，基于单元提供的人物访谈、科学故事、日常发明、实验报告等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并能独立进行科学实验，撰写实验报告，并使用新语言描述与科技有关的职业和著名科学家，恰当使用现在完成时的被动语态描述人类世界未来将要发生的变化，撰写实验报告。 2. 文化意识目标 能够运用单元所学描述科学发展中的不同领域，以及每个领域中的优秀人物，并分享自己感兴趣的科学领域，丰富对科技发展给人类带来巨大变化的认识，。 3. 思维品质目标 能够探究科学精神的内涵，深化对单元主题意义的理解与挖掘，培养自己初步的科学思想和科学探究精神。 4. 学习能力目标 能够通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 Reading + Speaking
主题语境 人与社会——科技发展、人类生活的变化
内容分析 本文体裁为访谈，课文以问答的形式介绍了古今中外人类的伟大新发明、这些发明给生活带来的巨大变化以及发明的原动力。读前的导入活动通过比较古代人和现代人生活的不同，帮助学生熟悉语篇话题，为课文学习作铺垫。读中活动考查学生对文章内容的理解。读后活动则是通过细节理解、思维导图和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息，激发学生了解现代科技发展的兴趣。 2. 运用话题相关词汇、句型，从“inventions of the past”,“inventions of today”“inspiration”三个方面描述“新发明时代”； 3. 通过阅读，理解未来世界科技发展的趋势，形成国际视野，加深对单元主题的认知。
教学重点 引导学生通过自主阅读和小组合作了解人类科技发展史，完成信息获取和整合，并基于文本理解科技发明的力量。
教学难点 引导学生根据文本和图片准确理解人类的科技发展史，了解语篇结构，并完成思维导图。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to watch the pictures and discuss what they see in these pictures. 2. T asks the Ss to compare the two pictures and play the game“Find the differences” 3. T asks the Ss to discuss in groups about the reasons hidden behind the differences. 4. T asks some Ss to share their answers and give the reasons. 1. Ss watch the pictures and discuss what they see in these pictures. 2. Ss compare the two pictures and find the differences between the pictures. 3. Ss discuss in groups about the reasons hidden behind the differences. 4.Ss share their opinions in class. Lead to the topic and activate knowledge.
Activity 2 1. T asks Ss to read the title of the passage and predict the content of the passage. 2. T asks the Ss to discuss their ideas about “The new age of invention” and give the reasons. 3. T asks the Ss to read the passage and find out what inventions are mentioned. 1. Ss read the title of the passage and predict the content of the passage. 2. Ss discuss their ideas about “The new age of invention” and give the reasons. 3. Ss read the passage and find out what inventions are mentioned. Train students’ reading skills of locate certain information.
Activity 3 1. T asks the Ss to look at Activity 3 and choose the sentences that describe Dr Fairhurst’s opinions. 2. T asks the Ss to read the passage again and check their answers. 3. T asks the Ss to exchange their ideas in groups. 4. T asks some Ss to present their ideas in class and give the reasons. 1. Ss look at Activity 3 and choose the sentences that describe Dr Fairhurst’s opinions. 2. Ss read the passage again and check their answers. 3. Ss exchange their ideas in groups. 4. Some Ss present their ideas in class and give the reasons. Train students’ reading skills of getting the main ideas.
Activity 4 1. T asks Ss to complete the mind map with information according to the passage. 2. T asks some groups to present their mind map and choose the best one. 3. T asks Ss to discuss and exchange their idea to polish their mind map. 4. T asks Ss to retell the passage according to the mind map. 1. Ss complete the mind map with information according to the passage. 2. Some groups present their mind map and choose the best one. 3. Ss discuss and exchange their idea to polish their mind map. 4. Ss retell the passage according to the mind map. Train Ss’ skills of getting specific information and better understanding of the structure of the passage.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups then share with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way.Book 3 Unit 3 The World of science:Developing ideas教案设计
课型 Reading + Writing
主题语境 人与社会——科技发展、人类生活的变化
内容分析 本文是一篇议论文，介绍了人们对富兰克林著名的“风筝实验”真实性的怀疑和求证，学生通过阅读和完成活动初步了解科学精神的内涵，培养批判性思维。 读写部分的范文介绍了鸡蛋入杯压强实验的过程及结果。实验报告共分为三段，采用总分总的结构。第一段总体介绍实验的目的，第二段介绍实验所需材料和实验过程，第三段汇报实验结果，以及实验收获。语篇通过This experiment is designed to…I prepared…Procedure, After the experiment…等句型，把整个实验过程一一展开。
教学目标 1. 读懂语篇大意，获取文章的主要信息，概括文章的主要内容； 2.了解议论文的文体特征； 3. 进一步加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神； 4. 理解并掌握实验报告的文体特征； 5. 模仿范文，写一篇实验报告。在写作过程中学习和运用新的词汇、句型。
教学重点 1. 引导学生读懂文章，获取富兰克林的风筝实验真实的过程，加深对本单元主题意义的认识，形成初步的科学思想和科学探索精神； 2. 引导学生梳理实验报告的篇章结构，勾画并运用有关 “an experiment report” 的过渡性词汇及句型表达。
教学难点 1. 引导学生通过阅读文章，认识到“we should not always believe everything we read or hear, even if it is a great story”，形成对“seeing is believing ”的理解； 2. 引导学生掌握实验报告的篇章结构和实用表达。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the introduction to Benjamin Franklin. 2. T asks Ss to share any other information about him. 1. Ss read the introduction to Benjamin Franklin. 2. Ss share some information about him. Lead to the topic, activate the Ss’ background knowledge.
Activity 2 1. T asks the Ss to read “learning to learn” and the title to predict what the essay might focus on. 2. T asks Ss to read the passage and check their prediction. 1. Ss read “learning to learn” and the title to predict the essay. 2. Ss read the passage and check their prediction. Predict the topic of the essay through tips and the title.
Activity 3 T asks Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed. Ss number the statements in Activity 3 based on the information from the interview. Understand the information intended to convey to Ss in the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share with the class. Use the useful expressions related to the theme of the unit to express their own ideas.
Activity 4 1. T asks the Ss to explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups. 2. T asks the Ss to make notes about their understanding and list supporting ideas using information in the passage. 3. T asks the Ss to exchange the ideas in groups and helps the Ss organise their talk following the steps in Activity 4. 4. T encourages some Ss to make presentations. 1. Ss explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups. 2. Ss make notes about their understanding and list supporting ideas. 3. Ss exchange the ideas in groups 4. Some Ss make presentations. Consolidate and integrate the language and content learnt.
Activity 5 1. T asks Ss to read the instructions of the experiment and predict the results of this experiment. 2. T encourages some Ss to demonstrate the experiment on the platform. 3. T guides Ss to watch the experiment carefully and check the result. 4. T asks the Ss to discuss the result and try to find out what they learn from the experiment. 1. Ss to read the instructions of the experiment and predict the results of this experiment. 2. Some Ss demonstrate the experiment on the platform. 3. Ss watch the experiment carefully and check the result. 4. Ss discuss the result and find out what they learn from the experiment. Read an experiment report and understand the structure of an experiment report.
Activity 6 1. T asks Ss to complete the boxes with the information in Activity 5. And do further research if necessary. 2. T asks Ss to write a report of the experiment, and reminds them to use the useful expressions. 1. Ss complete the boxes with the information in Activity 5. 2. Ss write their experiment report according to the notes. Practise an experiment report with the help of the given structure.
Activity 7 1. T shows the criteria of a good experiment report and demonstrates how to judge an experiment report. 2. T asks some Ss to show their experiment report to the class, and invites other Ss to judge. Ss show their experiment report to the class, and do peer evaluation. Improve writing through peer evaluation.Book 3 Unit 3 The World of science：Using Language教案设计
课型 Reading + Listening + Speaking
主题语境 人与社会——科技发展、人类生活的变化
内容分析 本板块包括语法部分Present perfect passive、词汇部分Career in science和听说部分Invention stories。语法部分旨在引导学生感知发现、总结规律、在真实语境中运用英语基本句型；词汇部分旨在引导学生掌握并运用介绍不同领域著名科学家及其成就的词汇，并谈论自己喜欢的科学领域；听说部分引导学生关注日常生活，鼓励他们成为小小发明家。
教学目标 1.能够在教师的引导下，复习并运用现在完成时的被动语态； 2. 学习并运用话题词汇介绍各个领域的科学家及其成就； 3. 听懂与日常生活中的发明有关的一般性话题内容； 4. 运用所学语言知识介绍自己对科技领域的兴趣。
教学重点 1. 引导学生熟悉并运用现在完成时的被动语态； 2. 引导学生通过阅读材料和听录音了解每一项发明背后的故事，激发学生对科技小发明产生兴趣。
教学难点 引导学生通过文字和音频的学习，了解日常生活中的发明创造，加深对主题的理解，提高语言应用的能力。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences in the left column in Activity 1 and pay attention to the boldfaced words. 2. T asks the Ss to read questions 1&2 and think about the relationship between subject and verb. 3. T asks the Ss to read the sentences in two groups, and compare the differences between them. 4. T asks the Ss to rewrite the sentences in the passage using Present perfect passive and experience their differences. 1. Ss review Present perfect passive. 2. Ss finish Activity 1 on page 29. Find the basic structures of Present perfect passive and make a conclusion according to the rule.
Activity 2 T gives the task in Activity 2 and offers help. 1. Ss read the paragraph and grasp the main idea. 2. Ss use the Present perfect passive to rewrite the underlined parts. 3. Ss discuss the development of 3D printing in groups. Use language in the real situation.
Activity 3 1. T asks Ss to look at the pictures and get to know what happened in the lab. 2. T introduces some words related to the chemistry lab and experiment. 2. T asks Ss to do a role play and use the present perfect passive where appropriate to tell the police the damage and loss in the lab. 1. Ss look at the pictures and get to know what happened in the lab. 2. Ss get to know some words related to the chemistry lab and experiment. 2. Ss do a role play and tell the police the damage and loss in the lab with using the present perfect passive where appropriate. Use the present perfect passive in the context.
Activity 4 1. T asks Ss to look at the pictures in the left column and say something about these careers. 2. T asks Ss to name the famous scientists in these field. Ss work in pairs. Talk about different careers in science and some famous scientists in this field. Practice oral English according to the theme of this unit.
Activity 5 1. T asks the Ss to read the introductions about different scientists and complete these introductions with the words in Activity 4. 2. T asks the Ss to pay attention to the language that describes their careers. 3. T asks the Ss to pick up their favorite scientist and introduce the scientist to his partner. 4. T asks some students to make presentations and exchange their ideas. 1. Ss read the introductions about different scientists and complete them it with the words in Activity 4. 2. Ss pick out their favorite scientist and introduce the scientist to their partners. 4. Some students make presentations and exchange their ideas. Practise the words related to the theme of this unit.
Activity 6 T asks the Ss to think about other careers in science and discuss what interests them most. Ss think about other careers in science and exchange ideas about the career which interests them most. Use language in the real situation.
Did you know T asks Ss to read the short passage in “Did you know ” on page 31 and get to know Alzheimer’s disease and some information related to it. Ss read the passage on page 31 and get to know Alzheimer’s disease and some information related to it. Know some information about Alzheimer’s disease.
Activity 7 1. T asks the Ss to read Activity 7 and plays the recording. 2. T asks the Ss to get the main idea of the conversation and number the pictures in the correct order. Ss listen for the first time to get the main idea of the conversation and number the pictures in the correct order. Train the skills of getting the main idea in a quick way.
Activity 8 1. T asks Ss to read “Learning to learn” on this page and reminds Ss of taking notes during listening. 2. T plays the recording again for the Ss to complete Activity 8. 3. T asks Ss to recall how the speakers describe the story behind an invention. Play the recording again if necessary. 1. Ss read “Learning to learn” on this page and get the point. 2. Ss listen for the second time and complete the notes and check answers in groups. 3. Ss work in groups and talk about how the speakers describe the story behind an invention. Understand the details of the listening and learn the strategy of listening.
Activity 9 1. T asks Ss to turn to Communication bank on page 82&85 and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to perform to the class. 1. Ss read the information on the Communication bank. 2. Ss work in pairs and act out the conversation. Use the useful expressions of exchanging ideas to carry out a conversation.
Activity 10 T asks Ss to choose another story of an invention and have a similar conversation. Ss choose another story and have a similar conversation. Further practise exchanging ideas.
