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Unit 12 Better Together
Lesson 1 Listening & Speaking
I. Material analysis
內容解讀：Listening and Speaking部分為聽說活動。通過6張活動照片，將學生帶入到“團隊活動”的情景中。首先，通過圖文匹配認識團隊活動，并通過語境選出不同場景下相應的團隊活動，接著，學生通過替換練習鞏固所學知識。然后，通過聽力練習幫助學生學習更多團隊活動的相關表達。最后，利用本部分的相關知識，結合自身情況，遷移創新，談論個人的校園團隊活動經歷。本部分共有3個活動。
II. Teaching aims
1. 在看、聽的活動中，獲取團隊活動的相關表達；
2. 在真實的語境中，分享彼此團隊活動經歷；
3. 理解并認識到協同合作在團隊活動中的重要性。
III. Teaching procedures
課時教學內容概述
本課時為聽說活動，以單元主題詞匯學習為引領開展聽說活動，幫助學生打開話題。Activity1 為詞匯學習，分為A、B和C三個小活動。活動A呈現團隊活動圖片，學生通過圖文匹配學習有關團隊活動的詞匯；活動B學生根據具體的語境選擇相應的團隊活動；C活動學生進行替換練習，對A、B兩部分內容進行簡單操練，理解和鞏固如何詢問他人的團隊活動經歷。此活動旨在幫助學生學習理解單詞、短語和句型，為學習理解類活動。Activity 2為聽力訓練，輸入更多類型的團隊活動。學生通過聽力勾選團隊活動中的分工協作活動，復習所學知識并能簡單介紹一家人家庭大掃除的團隊活動經歷，此活動為應用實踐類活動。Activity 3為自由對話，學生結合自身情況，談論個人的學校團隊活動經歷。此活動為遷移創新類活動。
教學流程圖
教學步驟學習活動效果評價Step 1 Lead-inLook at the pictures on Page 93 and answer：·Who are they ·Where are they ·What are they doing together ·Do you often take part in group activities How do you feel about working together with your friends or classmates 觀察學生回答問題的表現，評價其融入新課堂的情況。設計意圖：利用圖片創設情境，導入團隊活動主題，激發學生參與的興趣，為后續學習做好鋪墊。Step 2 Viewing &Pre-listeningMatch the activities(a-f) with the pictures on Page 93. Then check the answers.Read the activities together.Read and understand the sentences in B and fill in the blanks with suitable activities in Activity A. Then check the answers.Read the sentences together.根據學生對團隊活動的圖文匹配情況，判斷學生的讀圖能力。觀察學生填空情況，評價其對句子的理解能力。設計意圖: 引導學生觀察圖片并基于圖片信息提取、理解和內化有關團隊活動的表達，幫助學生在語境中學習并正確使用目標語言，為聽力活動做鋪墊。Step 3Listening & SpeakingListen and repeat the conversation in C. Work in pairs.Practice the conversation in C.Work in pairs. Replace the parts in bold and practice with the partner.Share in class。Predict the main idea according to the information given in Activity 2.Listen and tick the activities family members did on House Cleaning Day, then check the answers.Introduce the activities on House Cleaning Day based on the information in listening, paying attention to the use of simple past tense.觀察學生朗讀和模仿表達是否正確，以及兩兩對話中的表現，評價其在真實語境中信息置換的能力，把握學生對重點語言表達的學習和內化情況。觀察學生對家庭清潔日的活動的勾選情況，判斷學生在聽中提取關鍵信息的能力。觀察展示中學生能否正確描述團隊活動中的細節信息，根據需要給出必要的指導。設計意圖：通過聽讀活動及角色扮演，引導學生獲取文本中的團隊活動及家庭成員行為等關鍵信息，在交流中運用所學知識，內化語言，為后續語言輸出奠定基礎。Step 4Post-listeningWork in groups.Choose one of the activity in the school. Discuss how you and your classmates work together in it.3. Some students share in the class and vote for “The best team activity”觀察小組討論活動中學生表現，根據需要給出必要指導和反饋。觀察學生向全班展示的情況，評價教與學的成效。設計意圖：引導學生聯系實際生活，介紹自己的團隊活動經歷，用所學語言做事情，實現遷移創新。
IV. Blackboard design
Unit 12 Better TogetherLesson 1 Listening & SpeakingPhrases:School drama show dragon-boat race tree planting blackboard newspaper making basketball match spring picnicHow did you work together in the … --I dug the hole and …
Unit 12 Better Together
Lesson 2 Function and Pronunciation
I. Material analysis
內容解讀：Function部分為功能句的學習，結合語用知識學習，從“聽”的視角切入單元“團隊活動”的主題。開展聽、讀、說、寫語言綜合運用能力訓練。首先，學生通過兩兩對話的形式討論圖片中的活動，預測聽力內容，為聽力活動做準備。然后，通過聽2遍音頻，分別完成回答問題和填詞兩個活動，幫助學生學習和鞏固本單元有關團隊活動的功能句。最后，通過小組討論活動，引導學生聯系自我，在真實語境中運用所學語言知識，分享自己在團隊活動中遇到的問題和處理的方法。本部分共有4個活動。
Pronunciation部分為語音訓練，包括音標/ /, / /, /u /, / /, u/j (r)/, / n/, /j/, / /, /a /以及單詞的強讀式和弱讀式。首先，通過聽Chant感知含有以上發音的彩色字母及字母組合的讀音，再通過跟讀模仿練習發音，進而歸納讀音規則，做到見詞能讀。然后，通過聽音辨析的應用實踐活動，區別相同字母組合在單詞中的不同發音，提高發音的準確性。最后，通過朗讀對話和句子，體驗在英文句子中需要強讀式和弱讀式單詞的特點。本部分共有4個活動。
II. Teaching aims
1. 根據所給語篇，運用聽力策略獲取李想和王俊峰足球比賽后個人反思的具體信息；
2. 在創設的新情景中，運用所學語言探討解決團隊成員分歧的辦法，深刻體會良好的溝通、高度的信任以及默契等團隊合作所必備的優秀品質；
3. 根據字母組合or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/及字母y/j/, / /, /a /的讀音規則拼讀單詞，做到見詞能讀，聽音能辨；
體驗英文句子中介詞和助動詞等詞的強讀式和弱讀式。
III. Teaching procedures
課時教學內容概述
本課時是功能部分和語音訓練。Function部分結合語用知識學習，從“聽”的視角切入單元主題。Activity 1為聽前熱身討論活動，以圖片的形式呈現足球賽后隊員因輸球相互抱怨到達成和解的故事，為聽力活動作準備。Activity 2為聽中學習理解活動。學生聽音回答問題，并思考故事給與的啟示與思考。Activity 3為聽后應用實踐活動。學生再次聽音梳理細節信息，完成李想和王俊峰的賽后總結和思考。Activity 4為聽后遷移創新活動。學生使用所學語言得體、恰當地與他人進行溝通和交流，處理團隊活動中的分歧、達成共識。Pronunciation部分為語音訓練。Activity 1幫助學生感知語音現象，學生通過chant感知字母組合or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/及字母y/j/, / /, /a /的發音。Activity 2幫助學生歸納語音規則。學生通過跟讀單詞及其發音歸納和總結字母組合or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/及字母y/j/, / /, /a /的發音規則。Activity 3幫助學生內化語音知識。學生通過聽音區別相同字母和字母組合在單詞中的不同發音，提高發音的準確性，鞏固所學語音知識。Activity 4幫助學生提升語音技能。學生通過聽音跟讀句子，體驗英文句子中強讀式和弱讀式的單詞特點，學會用語音知識更好地表達自己的意圖和態度。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Lead-in Watch a highlight of a football match to understand the teamwork in the game.Work in pairs. Brainstorm more team sports. (basketball, football, volleyball, handball, water polo, field hockey, rugby, Softball, cricket) 觀察學生回答問題的表現，了解其有關體育團體項目話題詞匯的儲備情況。
設計意圖：利用視頻導入本節課的教學情境，激活已知，為后續的語言學習做好鋪墊。
Step 2Listening& Speaking Pair work. Look at the pictures and discuss what happen to them.Listen to the conversation and answer the questions in Activity 2.Listen and read. Then complete the refection of Wang Junfeng and Li Xiang. Then check the answersListen and repeat.Work in groups. Role play the conversation and show it in class. 根據學生的回答，判斷學生讀圖以及預判聽力內容的能力。根據學生表現，評價學生獲取關鍵信息的能力。觀察角色扮演展示中學生表現，根據需要給出必要指導和反饋。根據評價量表評價學生的表現。
設計意圖：根據文本回答問題及補全信息，培養學生提取關鍵信息的能力；通過角色扮演促其內化所學，為后續的遷移活動做好準備。
Step 3Group work Suppose you and your team members have some disagreements, and discuss how you’ll deal with them.Share your discussions and solutions in class. 根據學生表現，評價其在綜合運用所學詞語、句型和結構的情況，給予必要指導和反饋。
設計意圖：在遷移創新的語境中，通過小組討論活動，幫助學生正確使用所學語言，學以致用，發展語言能力。
Step 4Pronunciation Read the chant in Activity 1 individually. Pay attention to the pronunciation of the colored letters. Listen and repeat the chant.Listen and repeat the sounds and words aloud in Activity 2. Read aloud and sum up the pronunciation rules of some groups of letters (or/ /, ow/ /, ui/u /, ur/ /, ure/j (r)/, tion / n/，y/j/, / /, /a /).Read aloud the new words with the same groups of letters. Listen and circle. Pay attention to the different pronunciations of the same letter combinations.Listen and identify the words: When some words with similar letter combinations are presented, one student reads aloud these words and the others try to identify the words they hear.Read the sentences in Activity 4 compare the strong forms and weak forms. The listen and imitate. 觀察學生跟讀、根據規則讀新詞以及識別相近單詞不同讀音的活動表現，判斷其對語音規則掌握和運用的情況。觀察學生的模仿情況，判斷其對介詞、助動詞等功能詞的強讀和弱讀的掌握情況。
設計意圖：通過聽、跟讀chant、朗讀單詞、識別讀音等一系列活動，培養拼讀能力；通過模仿操練，體驗在英文句子中介詞等功能詞的強讀和弱讀的特點。
IV. Blackboard design
Unit 12 Better TogetherLesson 2 Function and PronunciationFunction:You tried your best.They have good skills and teamwork.Let’s help each other and learn more about team work.One player doesn’t make a team.PronunciationOr ow ui ur ure tion y[ :] [ ] [u:] [ :] [j (r)] [ n] [j] [i:] [a ]
Unit 12 Better Together
Lesson 3 Thinking Skills and Reading Strategies
I. Material analysis
內容解讀：Thinking Skills部分為思維技能學習，內容為分析問題和解決方案。首先，學生通過閱讀分析問題和解決方案的說明了解該思維技能的含義。其次，學生借助圖片、文本和思維導圖學習如何使用圖表來分析團隊活動中的問題和解決方案。然后，學生閱讀文本，完成分析問題和解決方案的圖表，實踐和內化所學。最后，延伸到學生自己學校的活動場景，運用圖表分析教室清潔活動中的問題，討論解決這一問題的方案，在新情境中運用所學完成任務。本部分共有3個活動。
Reading Strategies部分為閱讀策略學習，通過“略讀和掃讀”策略獲取文本主旨大意和查找關鍵細節。首先，學生簡單介紹“略讀和掃讀”閱讀策略。其次，學生通過跳過細節，略讀文本，獲取主旨大意。接著，掃讀文本查找細節，回答問題，使學生初步感知和學習如何進行略讀和掃讀。最后，學生運用“略讀和掃讀”策略，閱讀新文本并回答問題。本部分共有3個活動。
II. Teaching aims
1. 運用分析問題和解決辦法思維技能，繪制圖表，培養批判性思維和問題解決能力，增強團隊合作與交流意識；
2. 運用略讀和掃讀的閱讀策略，獲取文章的主旨大意和關鍵細節，提升閱讀技巧和信息處理能力；
3. 繪制分析問題和解決方案圖表，組織語言，清晰、有條理地分享解決問題的辦法，提高表達能力和知識應用水平。
III. Teaching procedures
課時教學內容概述
本課時為思維技能和閱讀策略的學習。Thinking Skills部分為“分析問題和解決方案”思維技能的學習。Activity 1為學習理解活動，通過呈現圖片、文本、分析問題及解決方案圖表，幫助學生學習通過圖文結合的方式梳理文本信息，分析問題及解決方案，初步掌握思維技能。Activity 2為應用實踐活動。學生閱讀語篇內容完成分析問題和解決方案圖表，鞏固和內化Activity 1中所學技能。Activity 3為遷移創新活動，學生針對某一教室清潔問題繪制問題及解決方案圖表，并根據圖表進行討論，幫助學生掌握分析問題及解決方案的思維技能，在新語境中運用所學完成任務。Reading Strategies部分為“略讀和掃讀”閱讀策略的學習，幫助學生快速獲取語篇的主旨大意和關鍵細節。Activity 1和Activity 2為學習理解和應用實踐活動。學生通過圖片和略讀獲取文本大意，再通過掃讀回答細節問題，開展思維技能的學習。Activity 3為遷移創新活動。在新語境下學生運用所學閱讀策略，獲取新語篇的主旨大意和關鍵細節，完成任務。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Lead-in Read and understand the thinking skill of “analyzing problems and solutions”. Observe the pictures in Activity 1 and answer the question: What happened to Li Xiang And What did his friends do then 觀察學生回答問題的表現，判斷其提取圖片信息的能力。
設計意圖：通過觀察圖片，引導學生通過圖片獲取關鍵信息，預測情節發展，為接下來的學習做好鋪墊。
Step 2Reading&Learning Read the text, study the problem and solution chart, and learn this thinking skill.Read the text in Activity 2, Complete the problem and solution chart. Then check the answer. Retell the text based on the problem and solution chart. 根據學生繪制分析問題和解決方案圖表的情況，判斷其對分析問題和解決方案這一思維技能的掌握情況。
設計意圖： 引導學生使用分析問題和解決方案的技能來整理文本內容，創建分析問題和解決方案，為在現實生活情境中應用該技能打下基礎。
Step 3Drawing &Sharing Work in groups. Think of a problem of classroom cleaning.Discuss how to solve the problem by using the problem and solution chart.Some students share their problem and solution charts and discuss the solutions in class. 觀察學生分析問題和解決方案圖表的完成情況，評價其對分析問題和解決方案這一思維技能的使用情況。觀察學生分享分析問題和解決方案的表現，根據需要給出必要指導和反饋。
設計意圖：引導學生利用分析問題和解決方案的思維技能，結合自身實際情況，繪制自己的教室清潔問題和解決方案圖，并整合運用所學知識分享分析問題和解決方案，學以致用。
Step 4Reading strategies Read and understand the strategy of “skimming and scanning”.Look at the picture in Activity 1 and predict the main idea.Skim the text and underline the main idea, then check it.Scan the text and answer the question.Read the text and answer the questions in Activity 3 and then check them. 觀察學生在讀標題、看圖過程中預測主旨的表現，判斷學生對該閱讀策略的掌握情況，必要時給予指導。
設計意圖： 通過預覽圖片來預測文本的主旨，利用略讀和掃讀幫助學生熟悉在快速獲取主旨大意和關鍵細節時應注意的關鍵點，從而培養他們的信息處理能力，提升閱讀技巧。
IV. Blackboard design
Unit 12 Better TogetherLesson 3 Thinking Skills and Reading StrategiesThinking Skills: Analyzing problems and solutionsA problem is what goes wrong.A solution is the way to solve the problem.Reading Strategies: skimming and scanningSkim for the main idea.Scan the text only for details to answer the question.
V. Teaching material
Thinking Skills: Analyzing problems and solutions
Exercise 1: Find the Problem or Solution
Problems Solutions
I couldn’t find my favorite toy bear before sleeping. __________
I rode with my grandpa instead of riding with my parents in their car.
Susie broke her mom’s favorite cup when she was running around the house. __________
I hide my diary so my little sister couldn’t find it.
Exercise 2 Match the problem to their best solution.
PROBLEMS:
A. It’s a hot day and the air conditioner isn’t working.
B. You want chocolate ice cream, but the store doesn't have it.
C. You have to do your homework, but you don’t understand it.
D. He wants to play basketball, but nobody wants to play with him.
SOLUTIONS:
1 Ask other people to help you.
2 Go out and sit under a big tree.
3 Try a different one with chocolate sticks.
4 Play on something else and wait for other people.
Exercise 3 Judge the colored part is problem or solution.
1.I forgot my lunch at home so my mom brought it to me.
The red part of the sentence is the_______
1. It is raining outside so I ran and got an umbrella.
The red part of the sentence is the_______
2. Kevin got sick and went to the doctor.
The red part of the sentence is the_______
3. Alex got a D on his test so he studied harder.
The red part of the sentence is the_______
5.I dropped my cup of juice on the floor so I cleaned it up.
The red part of the sentence is the_______
Reading Strategies: Skimming and scanning
Exercise 1 Read the text and finish the tasks.
Better Together
In our class, we had a group project. At first, everyone had different ideas and it was a little noisy. But then we began to listen to one another. Some were good at drawing, some were excellent at writing, and some were great at getting things in order. When we worked as a team, putting our skills together, the project went well. We realized that by helping and supporting each other, we could do a much better job than by ourselves. Just like in a team, when we are better together, we can reach our goals and enjoy the process more.
Part 1:Skimming Questions
1. What is the main idea of the text
2. ]What did they learn from the experience
Part 2:Scanning Questions
1.What were some students good at
2.How did the project go in the end
3.What happened when they listened to each other
Exercise 2 Skimming and Scanning Challenge
1.The word “garden” appears 6 times. Underline them all in red.
2.The word “flowers” appears 3 times. Underline them all in green.
3.Circle the word “pool” in blue. How many are there
4.Circle the word “people” in yellow. How many are there
5.Circle the word “community” in purple. How many are there
Our Community Garden
Our community has a wonderful garden. It's full of life and beauty. In the spring, the garden is filled with colorful flowers. The flowers bloom in reds and yellows. There are also small trees and they start to grow new leaves.
The community members take good care of the garden. Some people come to water the plants regularly. Others help to clear away the dead grass to keep the garden clean. Children like to run around and play in the flower beds. They are always excited to discover little insects and butterflies.
In the center of the garden, there is a small pool. The water is clear, and you can see some fish swimming freely. There are many seats around the pool. People can sit and relax there, and enjoy the fresh air. The community garden is not just a place with plants and flowers, but also can bring people closer and makes our community a better place to live in.
Unit 12 Better Together
Lesson 4 Theme Reading
I. Material analysis
內容解讀：Theme Reading部分為主題閱讀活動，為單元最核心的部分。內容為故事主人公曹東從大公司辭職，回到家鄉，和三位朋友一起幫助村民種植和銷售橘子，助力鄉村農業振興發展的故事。首先，學生通過看圖討論活動，激活主題相關背景和知識，為語篇學習做好準備。其次，學生運用“略讀與掃讀”策略獲取文本主旨大意和關鍵細節并回答問題，回扣本單元的閱讀策略，提升策略運用能力和閱讀理解能力。接著，學生再通過閱讀文本，完成段落主旨大意。然后，學生運用本單元所學思維技能，復讀語篇，用圖表梳理曹東團隊助農過程中遇到的問題及解決方案，鞏固本單元的思維技能。最后，學生通過選詞完成句子，開展語言知識學習與應用活動，鞏固話題詞匯。本部分共分為5個活動。
II. Teaching aims
1. 用略讀和掃讀的閱讀策略快速獲取語篇及段落的主旨大意和關鍵信息；
2. 用分析問題和解決方案思維技能梳理文本，完成圖表以理解情節發展；
3. 體會語篇中所體現的團隊精神，并領悟到團結協作的力量。
III. Teaching procedures
課時教學內容概述
本課時為主題閱讀，語篇為記敘文，內容圍繞工程師周東從大公司辭職回到家鄉，和他的三位朋友一起幫助村民種植和銷售橘子的故事展開。Activity 1為熱身準備活動。學生通過兩兩合作，看圖并討論超市里的橙子來自哪里，激活主題相關背景知識，為語篇學習做好準備。Activity 2為閱讀理解及策略應用活動。學生通過略讀和掃讀獲取文本主旨大意和關鍵細節，起到回顧本單元閱讀策略的作用，提升策略運用能力和閱讀理解能力。Activity 3為語篇精讀及深入理解活動。學生通過閱讀語篇深入理解每一段的段落大意。Activity 4為思維技能實踐應用活動。學生再讀語篇分析問題及解決方案，完成圖表，回顧本單元的思維技能。Activity 5為語言知識學習與應用活動。學生通過完成選詞并用其正確形式填空的練習，鞏固團隊活動的相關詞匯。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Lead-in Free talk：Ask and answer:·Do you enjoy eating fruits What's your favorite and why do you like it ·Do you know how fruits get from the farm to our supermarket Can you name a few steps ·Growing and selling fruits can be hard work for farmers. What do you think might be difficult for them How could you help 觀察學生的回答情況，評價學生對水果供應鏈及農業勞作的理解，了解他們在相關話題的知識儲備情況。
設計意圖：通過師生對話的形式，引導學生討論水果種植到銷售的流程，激活已有知識，激發興趣，為本課的學習做鋪墊。
Step 2Pre-reading Work in pairs. Observe the pictures and talk about where the oranges in the supermarkets come from.2. Predict the main idea of the text. Then check the prediction. 觀察學生的討論，判斷其是否具有依據圖片獲取信息、預測文本內容的能力。
設計意圖：引導學生觀察圖片，依據場景、人物行為等獲取信息，預測文本內容。
Step 3While-reading Skim and scan the text to answer the questions. Then check the answers.Read and complete the main idea of each paragraph.3. Complete the problem and solution chart according to the text. Then check the answers. 觀察學生讀中回答問題的情況，評價學生對文章主旨大意和關鍵細節的理解能力。觀察學生分析問題與解決方案的圖表填寫情況，判斷其對分析問題與解決方案圖結構化知識的掌握情況。
設計意圖：引導學生閱讀課文，捕捉主旨大意、提取關鍵信息。通過繪制問題與解決方案的分析圖表，梳理文本內容, 理解情節發展，應實踐分析問題與解決方案這一思維技能。
Step 4Post-reading Fill in the blanks with the correct form of the phrases in the box. Then check the answers.Work in groupsRetell the text based on the problem and solution chart in Activity 4. Then show it in class.Further thinking: ·What do you think of Zhou Dong and his friends ·What kind of team spirit can you learn from them ·What can you do to help the villagers 觀察學生在選詞填空中的填寫情況，判斷學生對核心詞匯的掌握情況。觀察學生的復述是否全面具體，使用語言是否正確，把握學生對目標語言的內化情況。 根據學生對問題的回答判斷學生對語篇隱含信息的理解情況。
設計意圖：基于分析問題與解決方案圖表，復述周東和他的朋友幫助農民的故事，內化所學知識，并通過深度思考，引導學生感受文中所體現的團隊精神，并領悟團結協作的力量。
IV. Blackboard design
Unit 12 Better TogetherLesson 4 Theme ReadingWorking together to develop our hometownWhat’s the main idea of the text What problems did they meet How did they solve them Phrases:work as give up make up one’s mind to set to try every means to
Unit 12 Better Together
Lesson 5 Grammar in Use
I. Material analysis
內容解讀：Grammar in use部分為語法學習，內容為后綴“-ly”和連詞“and/but/or”的用法。在后綴“-ly”部分，首先，學生通過觀察圖片和閱讀句子，感知形容詞加后綴“-ly”轉變為副詞的構詞法，歸納其變化規則。然后，學生通過完成句子和短文，觀察、歸納和總結副詞的用法和語用功能。在連詞“and/but/or”部分，學生通過對話感知語言現象，再通過填寫表格梳理使用規則，最后，學生在特定語境中運用本部分所學語言知識正確使用連詞“and/but/or”。本部分共有6個活動。
II. Teaching aims
1. 在語境中理解后綴-ly構詞法和連詞and/but/or的形式、意義和用法；
2.初步具有運用后綴-ly的構詞法和連詞and/but/or的意識和能力；
3.在新語境中運用所學語法知識，描述團隊活動，體會溝通與協作的團隊精神。
III. Teaching procedures
課時教學內容概述
本課時為語法學習與使用，分為兩個部分，包括后綴 -ly和連詞and、but、or。后綴-ly部分：Activity 1 呈現語法現象。學生通過觀察圖片和閱讀句子，了解和感知形容詞加后綴-ly變副詞的構詞法和基本意義。Activity 2歸納語法規則。在Activity1的基礎上，學生用所給單詞的正確形式完成句子，并歸納和總結形容詞加后綴-ly變副詞的變化規律和副詞的用法，Activity 3 為遷移創新類活動，學生應用 通過選詞填空的方式，在新語境中選擇正確的副詞完成語篇，鞏固所學知識。學生通過3個活動感知意義、歸納形式和實踐應用。連詞and、but、or部分：Activity 1呈現語法現象。學生通過對話感知連詞and、but、or在連接一個句子的兩個部分或兩個句子的形式、意義。Activity 2歸納語法規則。學生結合表格中呈現連詞and、but、or的用法，填空完成句子，完成連詞and、but、or的表格。Activity 3為遷移創新應用。學生閱讀語篇，在新語境下選用正確的連詞補全短文，鞏固所學。學生通過3個活動感知意義、歸納形式、實踐應用。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Observing Look at the pictures in Activity 1 and read the accompanying sentences. Pay attention to the adjectives and adverbs that are in bold.Read the sentences in Activity 1 and identify the word formation of adverbs created by adding "-ly" to adjectives. 觀察學生的表現，根據學生的梳理情況，了解其對后綴-ly構成副詞的認知。
設計意圖：在語境中呈現后綴-ly的語法知識，在圖文語境中指導學生對比形容詞和副詞，感知形容詞加后綴-ly變副詞的構詞法，進而理解副詞的基本意義和語用功能。
Step 2Summarizing Compare the positions of adjectives and adverbs in the sentences in Activity 1 to understand their distinct functions and plete the sentences with the correct form of given words in Activity 2. Check the answers.Summarize the transformation rules of adjectives to adverbs with the -ly suffix and the usage of adverbs. 觀察學生的表現，根據學生完成句子及歸納情況，了解其對后綴-ly及副詞用法的認知。
設計意圖：引導學生討論，對比、分析、發現形容詞加后綴-ly構成副詞以及形容詞和副詞在意義和使用上的區別。
Step 3Applying Play a game. Adjective-Adverb practice: the teacher gives each team a set of cards with adjectives. Teams work together to add -ly to turn them into adverbs and use them correctly in sentences. The team with the most accurate and creative sentences wins.Read the text in Activity 3 and complete the text with the adverbs in the box. Check the answers.Read the text in Activity 3 aloud and understand the usage of adverbs in the context.Work in groups.Discuss how the students collaborate on the project. Create a chart that outlines the problems and their solutions. 觀察學生在練習中的表現，判斷其能否運用后綴-ly構詞法及副詞。觀察學生在語篇中根據語境選擇副詞的情況，判斷其是否能理解其形式和意義并在語境中正確使用。觀察學生的討論，根據需要給出必要的指導和反饋。
設計意圖: 通過形容詞變副詞和選詞填空完成短文的練習活動，幫助學生在語境中正確使用后綴-ly構詞法及副詞。同時通過閱讀文本，培養學生溝通與協作的團隊精神。
Step 4 Observing Read the dialogue in Activity 1 to understand the meanings of the conjunctions and/but/or.Pay attention to their positions and functions within the sentences. 觀察學生在討論中的回應和反饋，給與鼓勵和幫助。
設計意圖：通過討論，引導學生初步感知and，but，or的用法.
Step 5 Summarizing 1. Complete the table in Activity 2 and learn how to use the conjunctions "and，but，or".2. Check the answers. 3. Summarize the rules for using conjunctions "and/but/or" 觀察學生完成表格的情況，了解其對連詞and，but，or的形式、意義及使用的掌握。
設計意圖：通過表格梳理連詞and/but/or的語法規則，幫助學生理解并掌握連詞and/but/or的用法。
Step 6 Applying Look at the picture in Activity 3 and discuss where they were and why they shook hands with each other. Read the text in Activity 3 and complete the text with and，but，or. Check the answers. Read the text together.5. Discuss what team spirit the text shows. 觀察學生討論和回答問題的表現，根據需要給出必要的指導和反饋。觀察學生完成語篇的情況，了解其對連詞and，but，or的形式、意義及使用的掌握。觀察學生的討論，根據需要給出必要的指導和反饋。
設計意圖：引導學生在新語境中理解和使用連詞and，but，or，提高文章連貫性和邏輯性，更清晰、更有效地表達思想和觀點，正確使用連詞。
IV. Blackboard design
Unit 12 Better TogetherLesson 5 Grammar in UseThe suffix-lyHeavy- heavily quiet- quietly loud- loudly happy-happilyIt was raining heavily. We should speak quietly. I speak to her loudly.Conjunctions and/but/orHe can read and write.It wasn’t the white one but the blue one.Would you like a cup of coffee or a cup of tea – I’d like a cup of tea.
Unit 12 Better Together
Lesson 6 Oral Communication
I. Material analysis
內容解讀：Oral Communication部分為口語交際活動，采取“以聽促說”的形式引導學生拓展單元“團隊活動”話題，開展語言交際活動。首先，學生聽音頻，內容為介紹個人團隊活動經歷的獨白，完成信息連線匹配；接著，學生再聽一遍，完成表格填寫。最后，學生利用所給活動素材和語言提示，進行小組討論，談論個人的團隊活動的經歷。在此過程中，學生熟練運用介紹團隊活動的目標語言及相關語法進行交流做到語言得體自然。本部分共有2個活動。
II. Teaching aims
1. 運用所學聽力策略獲取關于團隊活動經歷的重要信息；
2. 正確使用相關語言描述團隊活動經歷；
3. 在分享活動中，深入理解團隊活動的意義，領會團隊精神。
III. Teaching procedures
課時教學內容概述
本課時為口語交際活動，內容圍繞團隊活動經歷展開。Activity 1為聽力理解活動，分為A和B兩個小活動。在活動A中，學生根據聽力內容完成信息匹配；在活動B中，學生二聽文本，完成聽力填詞活動。兩個活動從信息匹配到用詞填空，由淺入深地幫助學生梳理、掌握聽力文本中的關鍵信息，了解鄧華和高老師的團隊活動經歷和感悟。Activity 2 為口頭表達活動。在Activity 1 的基礎上，以問題為支架，幫助學生組織語言談論自身參加團隊活動的經歷，進行小組討論和分享。聽力策略的小貼士部分引導學生閱讀表格后再聽錄，以預測將要聽到的內容。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Lead-in Look at the pictures and talk about the teamwork activities in the pictures.Share your personal experiences with teamwork 依據學生回答內容，判斷學生描述圖片活動和談論自身團隊合作活動經歷的語言能力。
設計意圖：通過展示團隊活動的圖片，引導學生討論圖片，復習團隊活動的相關表達，并引導學生嘗試分享個人的團隊活動經歷，激活已有知識。
Step 2 Listening Read through the information in Activity 1 A and guess what the monologs is about.Listen to the monologs and match the information.3. Check the answers.4. Listen again and fill in the blanks in 1B.5. Check the answers.6. Read the monologs in Activity 1 aloud. Pay attention to the strong forms and weak forms. 觀察學生聽力活動完成情況，評價其聽力活動中獲取和記錄關鍵信息的能力。觀察學生朗讀和模仿獨白情況，給出必要指導和反饋。
設計意圖：通過多層次的聽力活動，培養學生聽前確定目標、聽中獲取和記錄關鍵信息的聽力技能。
Step 3 Oral Communication Work in Groups. Think back to a teamwork activity you've participated in. Record the key details based on the questions provided in Activity 4.3. Take turns to share the experiences of teamwork within the group.4. Some students share in the class. 觀察學生的小組活動表現，判斷其能否在口語交際中使用較為準確的詞語和表達法，語音、語調基本正確，必要時給予幫助。
設計意圖: 通過小組合作的口語交際形式，引導學生在口頭表達中使用恰當的句型、流暢的語言介紹自己的團隊活動經歷，提升學生口語交際能力。
IV. Blackboard design
Unit 12 Better TogetherLesson 6 Oral CommunicationExperiences of teamwork activitiesWhat is the teamwork Teamwork makes the dream come true.Alone, we can do so little, together, we can do so much.What teamwork did you take part in Group WorkShare your experience of a teamwork activity.
Unit 12 Better Together
Lesson 8 Project and Review
I. Material analysis
內容解讀：Project部分為實踐項目活動。基于單元“合作促交流，團隊共成長”主題，學習與運用跨學科知識和社會文化知識，策劃一項團隊活動，學會使用語言做事，深切體會運用所學解決現實生活中的真實問題的樂趣，促進語言能力、文化意識、思維品質和學習能力等協同發展。首先，學生通過觀察團隊合作活動的圖片，回答問題，了解團隊活動項目的實踐內容和實施方法。接著，學生以小組形式開展實踐項目，策劃的團隊活動，并繪制圖表，分析活動中可能存在的問題和解決方案，并仿照示例呈現團隊活動策劃案。最后，學生對項目成果進行總結，以口頭匯報的方式向全班介紹小組團隊活動策劃案，完成項目實踐活動。本部分共有3個活動。
Review部分為單元復習，通過聽、說活動和閱讀理解回顧單元主題，并對單元的主題詞匯和語法項目進行復習。首先，學生聽音頻，完成聽力填空活動，并就短文內容進行討論，加深對單元主題“合作促交流，團隊共成長”的理解。其次，學生通過字迷游戲復習主題詞匯，鞏固和內化詞匯知識，提高詞匯運用能力。然后，學生閱讀文本用連接詞and/but/or完成故事，在具體語境中使用所學知識，提升語法知識的實踐應用和遷移創新能力。最后，學生閱讀文本回答問題，鞏固本單元的所學的思維技能和閱讀策略，提升語言綜合運用能力。本部分共有4個活動。
II. Teaching aims
1. 通過聽、說、讀、寫的活動，復習鞏固本單元話題詞匯、語法、思維技能和閱讀策略；
2. 通過項目實踐活動，綜合所學語言策劃團隊活動并匯報活動策劃案;
對照自評表，進行自評和反思，促進自我監督式學習。
III. Teaching procedures
課時教學內容概述
本部分為實踐項目、復習和學生自評。Project部分為策劃一項團隊活動。Activity 1為學習理解活動。通過閱讀策劃案和回答問題的方式，了解策劃活動的實踐內容和實施方法。Activity 2為應用實踐活動。學生以小組為單位，開展團隊活動策劃實踐活動，并仿照示例呈現項目成果。Activity 3為遷移創新活動。對策劃的團隊活動成果進行總結，各小組向班級報告本小組的團隊活動策劃案。Review部分通過聽說活動和閱讀理解。回顧單元主題并對單元的主題詞匯和語法項目進行復習。Activity 1 為聽說活動。學生聽文本并填空，然后討論如何協同合作、共同完成任務。Activity 2為詞匯練習。學生根據文本完成字謎，然后在字謎中圈出文章的標題。 Activity3為語法復習。學生根據上下文語境，用連詞and/but/or填空，完成故事，復習鞏固連詞and/but/or的用法。Activity 4為閱讀理解，學生運用本單元所學的閱讀策略，閱讀語篇，回答問題。Self-assessment部分以客觀評價和主觀評價相結合的方式引導學生進行自評和反思。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Lead in Free Talk:What do you think of the teamwork activities at your school If you were to plan a team activity, what aspects would you consider 根據學生的回答，了解學生策劃團隊活動的語言和知識儲備。
設計意圖：通過師生對話，導入本課，激發學生有關團隊活動話題的已知。
Step 2 Making a survey 1. Observe the pictures in Activity 1 and know what it is about.2. Read the teamwork activity plan in Activity 1. And then answer the questions.3. Check the answers. 依據學生回答情況，判斷其對策劃團隊活動的幾個要素的了解情況，給出必要指導和反饋。
設計意圖：通過閱讀團隊合作的策劃案和回答問題的方式，學習策劃團隊活動的流程和包含的內容，為后續策劃團隊活動做好準備。
Step 3 Drawing & analyzing Work in groups. Consider a team activity organized by the group.2. Draw a chart to plan the teamwork activity, considering the following aspects: goal, jobs and members, difficulties, and solutions. 觀察學生討論和制定團隊活動策劃案的過程，給予必要的指導和反饋。
設計意圖： 通過組織策劃團隊活動的項目實踐活動，培養學生的綜合語言運用能力、溝通交流能力、批判性思維能力以及問題解決能力等關鍵團隊協作技能。鼓勵學生在實際情境中應用所學知識，促進他們在團隊環境中相互合作，共同達成目標。
Step 4 Presenting & Evaluating 1. Some groups present the team activity plans to the class.2. Evaluate each other's plans and reports. 觀察學生的匯報是否涵蓋了圖表信息，語言是否準確性，表達是否流利，判斷其語言的綜合運用能力。
設計意圖： 通過匯報團隊活動策劃，提升學生對本單元所學語言知識的運用能力，實現知識與實踐的緊密結合。幫助學生將所學知識應用于實際情境，學以致用、學用一體。
Step 5Reviewing Read through the text in Activity 1 and predict the words that will be used to fill in the blanks.Listen to the text in Activity 1 and fill in the blanks. Then check the answers.Work in pairs. Talk about how to work as a team based on personal experience and the plete the word puzzle according to the text in Activity 2 and circle the title of the passage in the puzzle.Check the answers.Read the text aloud plete the story with and，but，or in Activity 3. Check the answers.Read the story together.Observe the picture in Activity 4 and predict the main idea of the text.Read the passage in Activity 4 and answer the questions. Then check the answers. Review the big question “Why is teamwork important ”Then, discuss the elements of teamwork in groups. ( Shared Goals, Defined Roles, Problem Solving, Effective Communication, Trust Building , Collaboration and so on) 觀察學生聽力填詞的表現，判斷其獲取并記錄信息的全面和準確程度。根據學生說出的團隊活動的觀點，了解學生對語言和信息的內化情況。觀察學生根據上下文語境用連詞and，but，or完成短文的情況，判斷其是否正確使用連詞，并給予必要的指導和反饋。根據學生的回答情況，評價學生閱讀策略運用能力和文本的理解能力。觀察班級討論時學生是否能提煉團隊合作的基本要素，判斷其對團隊活動和團隊精神的理解，并提供必要的指導和反饋。
設計意圖：通過聽力活動，培養學生聽前預測、聽中記錄、聽后檢查的聽力策略；在語境中復習本單元談論的團隊活動及團隊合作的基本要素以及連詞and，but，or的用法；通過閱讀獲取文章的主旨大意和關鍵細節，回答問題，提升閱讀技巧和信息處理能力，提高綜合閱讀能力。
Step 6 Assessment Complete the self-assessment list.Reflect on what the students have learned in this unit. 依據學生評價量表了解學生本單元的學習情況，調整下一單元教學規劃。
設計意圖：通過單元評價量表，發揮學生主體作用，引導學生成為評價活動的參與者和合作者，主動反思和評價自我表現，促進自我監督式學習；教師由此獲取英語教學的反饋信息，對自身的教學行為進行反思總結，不斷提高教學水平和專業能力。
IV. Blackboard design
Unit 12 Better TogetherLesson 8 Project and ReviewProject: Planning a teamwork activityWhat teamwork activity did you have Jobs and membersdifficultiessolutions
Unit 12 Better Together
Lesson 7 Reading for Writing
I. Material analysis
Reading for writing部分為以讀促寫活動，培養學生的書面表達能力。首先，學生通過閱讀范文獲取有關“小組合作制作黑板報”的相關信息，了解篇章結構，其次，學生借助圖表，分析小組合作制作黑板報過程中遇到的問題和解決方法，回扣本單元的思維技能。接著，遷移創新，學生聯系自身情況設置情景，在新情境下，使用圖表分析個人團隊活動中經歷的問題和解決辦法。然后，學生根據所提供的寫作模板，模仿范文起草作文，完成介紹個人團隊活動經歷的作文初稿。接著，學生對照范文檢查初稿，修改后定稿。最后，學生根據評價量表進行同伴互評。本部分共有5個活動。
II. Teaching aims
1. 基于寫作目的、文體和要求，分析范文結構，列出描述團隊活動經歷的內容要點；
2. 繪制思維導圖，謀篇布局，依據模板進行仿寫；
3．通過自評和互評，學會反思，改進文章的結構、內容和語言。
III. Teaching procedures
課時教學內容概述
本課時為以讀促寫活動，培養學生的書面表達能力。寫作內容為介紹自己經歷的團隊活動，過程中遇到的問題和解決辦法以及最后的結果。Activity 1為學習范文和思維導圖。學生通過閱讀范文獲取“小組合作制作黑板報”語篇所提供的話題知識、篇章結構、關鍵詞匯和句型句式等。其次，借助圖表，分析小組合作制作黑板報過程中遇到的問題和解決方法，回扣本單元的思維技能。Activity 2為繪制思維導圖。學生圍繞自己的團隊活動經歷，運用單元所學思維技能，繪制圖表，深入思考寫作內容，為仿寫做準備。Activity 3 為撰寫初稿。學生通過填寫范文中的關鍵詞塊進行半開放式寫作，完成書面表達的仿寫。Activity 4 為修改并定稿，學生對照范文檢查初稿，修改后抄寫在作業本上。Activity 5為同伴互評。 學生依據評價量表與同伴互評。
教學流程圖
教學步驟 學習活動 效果評價
Step 1Lead-in Free Talk. Ask and answer between the teacher and students: ·What team activities have you taken part in ·What were those activities about ·Is there a team activity that has left a strong impression on you ·In that team activity, what difficulties did you and your teammates face, and how did you solve them 依據學生回答內容，判斷學生談論自身團隊活動經歷的語言表達儲備。
設計意圖：通過師生自由交談導入本課情境，并引導學生嘗試分享個人團隊活動經歷，圍繞寫作主題做好前測，激活學生已有知識，提高寫作的針對性和有效性。
Step 2 Reading Observe the title “Making a Blackboard Newspaper” and predict the main idea of the writing.Read the model essay and complete the problem and solution chart in Activity 1. Then check the answers.Read the text. Analyze the text structure and use keywords to summarize the main idea of each paragraph. Then make an outline of the text. 根據學生情節分析圖的完成情況，了解其對寫作要點的理解情況。觀察學生對語篇結構的分析和對問題和解決辦法的梳理，評價學生寫作前謀篇布局意識。
設計意圖：通過學習課文結構，梳理文章要點，為筆頭輸出作好準備。
Step 3Writing Draw a chart to analyze the problems and solutions you experienced in teamwork.Fill in the key blocks in the model essay to do semi-open writing and complete a draft.Check the draft against the model, revise, finalize it. Make the final draft in the exercise book. 觀察學生寫作任務完成情況，給出必要指導和反饋。
設計意圖：通過層次遞進的活動，引導學生從構思文章內容架構，起草文章要點，綜合運用所學目標語言，完成寫作任務，提升語言綜合運用能力。
Step 4 Evaluating 1. Invite the partner to rate the final draft.2. Edit the draft.3. Some students present the final draft to the whole class. 根據學生呈現的作品評價其綜合運用所學詞語、句型和結構的情況，給與必要指導和反饋。
設計意圖: 引導學生通過自評和同伴互評，反思和評價自己文章的表達效果，修改完善文章，提升寫作質量，實現以評促學。
IV. Blackboard design
Unit 12 Better TogetherLesson 7 Reading for WritingTeamworkTitle: Making a Blackboard NewspaperBeginning: background. What the teamwork activity was Body: Problem and solutionWhat problems did you meet How did you solve them End: Reault
Know about the experiences of group activities
Pair work:
Talk about group activities
Know about group activities
Group work:
Discuss how to work together in the school group activities
Listen and tick the activities people do
Function
Pair work:
Look at the pictures and discuss what happen to Kangkang and his friends
Group work:
Have a discussion about how to deal with the disagreement between team members
First Listening:
Answer questions
Second Listening:
Complete the reflection
Chant:
Listen and follow
Sum up the pronunciation of some groups of letters and the strong forms and weak forms of some words.
Listen and repeat
Pronunciation
Listen and circle the words
Pair work：
Read and compare the strong forms and weak forms
Read and understand the thinking skill of “analyzing problems and solutions”
Thinking skill:
Analyzing plot
Read the text and learn how to analyze the problems and solutions
Solve a problem by using the problem and solution chart
Read the text and complete the chart to show how to analyze the problems and solutions
Read and understand the strategy of “skimming and scanning”
Read the text to practice the reading strategy
Reading strategy:
Skimming and scanning
Skim the text and underline the main idea
Scan the text and answer the question
It’s a hot day and the air
conditioner isn’t working.
Pair work:
Look at the pictures and talk about where the oranges in the supermarkets come from
Skim and scan the text to answer the questions
Read the text and complete the main idea of each paragraph
Fill in the blanks with the correct form of the phrases
Group work:
Look at the problem and solution chart and retell the text
Complete the problem and solution chart
Understand how the suffix-ly for adverbs are used by studying the given sentences.
Fill in the blanks with the correct form of given words
Complete the text with the adverbs in the box
Understand the usage of conjunction and/but/or by studying the conversation
Summarize the usage of conjunction and/but/or
Complete the text with and/but/or to
First listening:
Listen and match the information
Pre-Listening：
read the information and predict what the text is about
Group work:
Talk about the experience of a teamwork activity
Second listening:
Listen again and complete the table
Group work:
Think about one teamwork activity and complete the chart
Report the teamwork activity to the class
Look at the pictures about a teamwork activity and answer the questions
Complete the word puzzle according to the text, and then circle the title of the passage in the puzzle.
Pair work:
Listen to the text and fill in the blanks and then talk about how to work as a team.
Complete the story with and，but，or
Read the text and answer the questions
Read the model essay and study the structure of the model essay
Draw a problem and solution chart about your teamwork experience
Read the model essay again and complete the problem and solution chart
Writing about a teamwork experience
Make the final draft in the exercise book, and then check
Draft the essay
Complete evaluation of the essay

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