1

Getting students ready for learning

(5 mins)

Class activity

1.Greeting.

2.Ask students to give a report.

1.Greeting.

2.Students report the differences between the Chinese dragon and the dragon in western countries.

教师可采用小组竞赛的方式鼓励学生积极主动地完成课后的任务。培养学生的集体荣誉感。

2

Revision

(3 mins)

Individual work

Lead students to introduce a place of interest with attributive clauses.

Introduce a place of interest of 2b in Page 4 using attributive clauses to describe them.

教师提供图片，学生用含有定语从句的句子进行介绍。可适当拓展。

3

Pre-reading

(5 mins)

Class activity

Play the video or show a picture of the Great Wall.

Watch the video or look at the picture to know about the topic.

创设与课文语境有关的课堂氛围，导入话题。

Pair work

Ask students to talk about the Great Wall in pairs, and help them understand the new words and phrases.

Talk about the Great Wall with the given expressions above the passage with the help of the teacher.

配对活动讨论出的有关长城的信息，激活相关的背景知识。

4

While-reading

(12 mins)

Individual work

1.Let students skim the passage and match the words with their meanings.

2.Ask students to watch the flash carefully to complete the diagram in 1c.

1.Read the passage quickly and match the words with their meanings. They can infer the words by reading the sentences with the words carefully. They can also put the English meanings into the sentences to understand the meanings.

2.Watch the flash carefully and underline the key points to complete the diagram about the Great Wall.

1.通过略读使学生整体了解文章大意，从而根据段意和句意辨认单词，猜测陌生词语。

2.通过分段细读完成图表任务，掌握细节。

Group work

Ask students to discuss their answers in groups.

Discuss the answers in groups.

小组讨论后让小组代表回答，其他小组补充，最后教师给予评价。

5

Post–reading

(5 mins)

Group work

1.Organize students to find out the key points and solve the difficulties.

2.Ask students to finish the tasks of 2 in groups.

1.Students sum up the key points and ask some questions they can’t understand, and then solve them with the help of each other. Report the results.

2.Work in groups and complete the tasks of 2. Choose one of group members to give a report.

1.小组合作学习，以学生为主体。教师可给予适时的指导，如可以把定语从句分成两个简单句来理解。

2.以阅读素材作为载体，进行任务型的口语操练。

6

Pre-writing

(4 mins)

Group work

1.Ask students to discuss the questions in 3.

2.Ask students to prepare the material for writing alone. Remind them to use the formation of the e-mail.

1.Talk about the given questions in groups.

2.Sort the material they can use for writing according to their discussion, including the words, phrases and sentences.

在完成写作任务之前让学生讨论给出的提示问题。

67

While-writing

(4 mins)

Individual work

Ask students to complete the e-mail alone.

Complete the e-mail alone.

此环节要留给学生独立思考、整理写作素材的时间。

8

Post–writing

(4 mins)

Class activity

Ask two students to read their e-mails and help them learn to proofread.

Read their e-mails and learn to proofread.

教师在学生朗读范文后要给予评价，并指导学生写作后如何进行修改。

9

Summarizing and assigning homework

(3 mins)

Class activity

1.Ask students to sum up the key points.

2.Ask students to consolidate the usage of the key phrases.

1.Sum up the main content of this class.

2.Make up sentences with

“stretch from…to …, bring… into…, be regarded as…and be famous for”.

通过总结培养学生的归纳能力，将课文重点内容系统化。

Individual work

Ask students to look up some information about tea.

Look up some books or search the Internet to know about something about the history of tea.