Unit2Alife'sWork单元教学设计件-高中英语选择性

Book6Unit2Alife'sworkUnitthemeThesubjectcontextofthisunitis“Personandself”,andthecontentofthesubjectcontextinvolvedisthespiritofcraftsmanship.Thisunitintroducestheunderstandingandpracticeofthecraftsmanspiritbyoutstandingfiguresindifferentfieldsatdifferentperiodsinhistoryintheirrespectivecareers.Thecontentofthisunitstartswiththestoryof"PaoDingJieNiu"andintroducesthefamousAmericanphotographerBillCunn,PekingOperaPerformanceArtmasterMeiLanfang,“TwoBulletsandOneStar”foundingscientistsDengJiaxian,YuMinandQianXuesen,theclockrestoreroftheForbiddenCityWangJin,and“StyleLei".”family.Thepurposeofthisunitisto，introducerelevantvocabularyandgrammaticalstructurethroughthetopicofcraftsmanspirit,toachievetheoverallgoaloftheunit,thatis,toguidestudentstolearntheircraftsmanspiritafterunderstandingthedeedsofthesecelebrities,overedifficulties,meetchallenges,cultivatethespiritofstudyandexploration,discoverthevalueofone'sownlife,andusenoregrets.Spirittorealizetheidealsoflife.Unitgoal1.Thegoaloflanguageproficiencyistobeabletoprehensivelyusevariouslanguageskills,understandtopicsrelatedtothespiritofcraftsmanship,properlyusethevocabularyandexpressionslearnedtotalkaboutanddescribethepracticeandinheritanceofthespiritofcraftsmanshipbyoutstandingfiguresinvariousfields.2.Thegoalofculturalawarenessistobeabletounderstandthespiritualqualitiesofoutstandingpeoplefromallwalksoflifeathomeandabroad,learntobehumananddothings,deepentheunderstandingofthethemeofthisunit,andestablisha“perseveranceandexcellence”attitudeinlife.3.ThegoalofthinkingqualityCanbethroughparison,analysis,andconnectionwithactuallife,andintroducethelivesanddeedsofoutstandingpeopleinalogicalandhierarchicalmanner,soastorealizetheexpansionandmigrationofknowledgeandthinkingskills.4.Thegoaloflearningabilityistocontinuouslymonitor,evaluate,reflectonandadjustone'slearningcontentandprocessthroughtheuseofvariouslearningstrategiesintheprocessofindependentlearning,cooperativelearningandinquirybasedlearning,soastoimprovetheabilitytoanalyzeandsolveproblems,andimproveone'sunderstandingandexpressionskills.Startingout(theremendeddurationis1015–15minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CourseTypeViewing+SpeakingThemeContextPersonandselfexcellentquality,CorrectattitudetolifeContentanalysisAvideopresentsthestoryoftheancientChinese"PaoDingJieNiu",andintroducesandintroducestheskillsandexperiencesummedupbyPaoDingthroughrepeatedpracticeinthecourseofmanyyearsofNiucareer.ThethreepicturespresentAlbertEinsteinthreecelebritiesAlbertEinstein,FrankLloydWrightandJohannesBrahmsandtheirfamousquotesaboutthe“spiritofcraftsmanship”，.Theyaimtointroducetopics,activatestudents'existinglanguageandbackgroundinformation,stimulatestudents'interestintopics,andwarmupthelearningactivitiesoftheentireunit.Teachinggoal1.StudentslearnaboutthespiritofcraftsmanshipinancientChineseclassicstoriesthroughvideos.2.Studentsunderstandtheirunderstandingoftheelementsofsuccessandpersonalqualitiesbyreadingfamousquotes.3.Studentscan”formapreliminaryunderstandingofthe“craftsmanspirit”through“seeing”,“reading”,and“listening”,andcansimplyexpresstheirownviewsandopinions.Teachingfocus1.GuidestudentstowatchvideomaterialstounderstandthekeysandskillsofPaoDingtosuccessfullysolvecattle.2.Guidestudentstounderstandcelebrities'understandingoftheelementsofsuccessbyreadingfamousquotes.Teachingdifficulty1.Guidestudentstowatchvideos,recordthemainpointsofinformationandsummarizethemainthrust;2.Guidestudentstoreadfamousquotesaloudrepeatedly,discusstheinformationconveyedbyfamousquotes,andexpresstheirownviews.TeachingstrategyAudiovisuallisteningandspeakingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TlistssomenewwordsthatappearinthevideoandhelpsSstounderstandthemeaningsofthewords.2.TplaysthevideoandasksSsthequestionsinActivity1.3.TplaysthevideoagainandasksSstoanswerthequestionsinActivity2individuallybeforecheckingtheanswersintheclass.1.SsreadthenewwordsandtrytounderstandthemeaningsofthesewordswiththeT’shelp.2.Sswatchthevideo,takenotesaboutthekeyinformationandanswerthequestionsinActivity1.3.SswatchthevideoagainandanswerthequestionsinActivity2.Getintothetopicandgettheinitialunderstandingofthetopic“craftsmanship”Activity21.Tintroducestherelatedinformationaboutthethreefamouspeopleandtheirquotes.2.Tasksstudentrepresentativestoanswerthequestion.3.TasksSstoreadthequotesindividuallyandtrytotranslatethemintoChinese.4.TpresentsthreeEnglishexplanationstothequotesandasksSstomatchtheexplanationswiththequotes.AndasksSstoanswertheotherquestionsinActivity2.1.Sslistentotheteacher’sintroductionandtalkaboutQuestion1inActivity2.2.Sssharetheirideasaboutthequestionafterthestudentrepresentativesgivetheanswers.3.Ssreadthequotesindividuallyandtrytotranslatethequotes.4.SsreadandmatchtheEnglishexplanationsgivenbytheTwiththequotesasfastastheycan.Andanswertheotherquestions.ArouseSs’interestinthetopicandinspirethemtothinkdeeplyaboutcraftsmanship.Understandingideas板块(theremendeddurationis3035–35minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+SpeakingThemeContextPeopleandSelfexcellentquality,correct人生attitudetolife,socialresponsibilityanalysisofcontentThisarticleisanewsfeature.ThearticleintroducestheprofessionalismandphilosophyoflifeofBillCunningham,alegendaryAmericanstreetphotographer.TheprereadingactivitiesallowstudentstoparethedifferencesbetweenBillCunninghamandgeneralfashionphotographers.Theyaimtobuildaconnectionbetweenstudentsandthetopicandcontentofthetext,andpavethewayforthestudyofthetext.Themiddlereadingactivitiesverifythespeculationsoftheprereadingactivitiestohelpstudentsunderstandthemeaningofthetext.Thepostreadingactivitiesinspirestudentstothinkdeeplyandexplorethemeaningofthetopicthroughactivitiessuchasgeneralsummaryofthesubjectmatter,detailedunderstanding,andopenquestionandanswer.Teachinggoal1.Throughspeculationandskimming,studentsobtainthemeaningofthetext,andaccuratelyunderstandthetitleofthetextandtheauthor'swritingintentionbasedonthecontentofthetext;2.Throughintensivereading,studentsanalyzetheoverallstructureofthearticleandlearnthewritingmethodofparativedescription;3.Bylinkingthecontentofthetextwiththeactuallifeoftheirownlives,studentsthinkaboutBillCunningham'sphilosophyoflifeandgetinspirationandencouragementfromit,deepentheirunderstandingofthespiritofcraftsmanship,andatthesametimefurtherthinkabouthowtoworkhardinlearningandlife,striveforexcellenceandachievesuccess.Theteachingfocusistoguidestudentstoaccuratelyunderstandthesubject,titleandauthor'swritingintentthroughtheuseofprediction,intensivereading,skimmingandotherreadingskills、.TeachingdifficultiesguidestudentstothinkdeeplyaboutBillCunningham'sphilosophyoflifeanddeepentheirunderstandingofthespiritofcraftsmanshipbasedontheauthor'sparativewritingmethodsandthenarrativestructureofthearticle.TeachingstrategyTaskBasedLearning&ProblemBasedLearningTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TorganisesgroupworkandasksSstohaveadiscussionaboutthemessagesconveyedbythepicturesandpredictthecontentsofthereading.2.TasksSstodoteamworkandtalkaboutQuestions1,2,3inActivity1.3.Tasksstudentrepresentativestoreporttheanswersandencouragesthemtogivesupportingreasons.4.TasksSstoreadthepassageandlaterdiscusswhethertheanswershavechanged.1.Sslookatthepicturesandpredictthecontentsofthereadingbasedonthemessagesconveyedbythepictures.2.SsdoteamworkandhaveadiscussionaboutQuestions1,2,3.3.Studentrepresentativesreporttheanswersonbehalfoftheirteamsandgivesupportingreasons.4.Ssreadthepassageandlaterdiscusswhethertheanswershavechangedornot.LeadtothetopicandinspireSstothinkaboutthedifferencesandtraintheirabilitytomakepredictionaboutthecontentsofthereading.Activity21.TasksSstoreadthefoursubtitlesindividuallyandchoosetherighttitle.2.TasksSstosharetheiranswersandexplainthereasons.1.Ssreadthefoursubtitlesandchoosethetitletheythinkright.2.Ssreporttheiranswerstotheclassandexplainthereasons.TrainSs’readingskillsofgettingthemainideaandfindingoutthesupportingdetails.Activity31.TasksSstoreadthedirectionsandinformationinActivity3andmakesuretheyunderstandtheintentionoftheactivity.2.TasksSstoworkinpairsandpletethediagramaccordingtothepassage.3.TasksSstochooserepresentativestosharetheanswers.4.TasksSstothinkofatleastfivewordsorexpressionstodescribeBillCunninghamandgivetheirreasons.1.SsreadthedirectionsandinformationinActivity3individuallyandfigureouttheintentionoftheactivity.2.Ssworkinpairs,readthepassagecarefullyandpletethediagram.3.Sschoosetherepresentativestosharetheanswers.4.SsthinkofatleastfivewordsandexpressionstodescribeBillCunninghamandgivetheirreasonsbasedontheinformationinthediagram.ImproveSs’abilitytograspthestructureandkeyinformationofthepassageandunderstandthewriter’swritingintention.Think&Share1.TdividesSsingroupsandasksthemtodiscussthequestionsinthispart.2.TinvitessomeSstoanswerthequestions,meanwhileencouragestheotherstocarryoutopendiscussionandgivementswhennecessary,soastomakethemthinkdeeplyaboutthethemeofthepassage.1.Ssdiscussthetwoquestionsingroupsandthensharetheirideaswiththeclass.2.Sscarryoutopendiscussion,listentoothers’opinions,voicetheiranswersoutandthinkdeeplyaboutthethemeofthepassageundertheguidanceoftheteacher.TrainSs’abilitytothinkdeeply,learntodigthehiddeninformationofthepassageandexpresstheirideasinalogicalway.UsingLanguage板块(theremendedduration8is8090–90minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+Listening+SpeakingThemeContextPeopleandselfexcellentquality,correctattitudetolife,civicdutyandsocialresponsibilityContentanalysisThissectionincludesthegrammaticalpartPredictiveClausesandthelisteningandspeakingpartThespiritofcraftsmanship.ThegrammarpartintroducestheusageofEnglishphoneticclauses,whichconsistsoftwosmallparagraphs.ThefirstshortparagraphintroducesRuthBancroftandhergarden,andthesecondshortparagraphintroducesMeiLanfang,afamousPekingoperaperformanceartistinourcountry,andhisartisticcontributions.Thematerialsinthelisteningandspeakingpartaretwodiscoursesrelatedtotraditionalhandicrafts.Theyanalyzethecurrentsituationofthegraduallossoftraditionalhandicrafts,callonpeopletoprotecttraditionalhandicrafts,andhelpstudentsbuildvocabularyandexpressionsdescribingtraditionalhandicrafts,sothatstudentscanthinkandmunicateintherealcontext,andimprovetheirprehensivelanguageskillsinalldirections.Teachinggoal1.Undertheguidanceofteachers,studentscandiscoverandsummarizethepositionandbasicusageofexpressiveclauses.2.Studentscanfurtherunderstandthecharacteristicsandmeaningsofexpressiveclauses.3.Studentscanuseexpressiveclausesappropriatelyinrealsituationsasneeded.4.Studentscanuserelevantvocabularyandexpressionstodescribethecurrentsituationoftraditionalhandicraftsandthequalitiesthatreflectthespiritofartisans.Theteachingfocusistoguidestudentstolearntouseexpressiveclausesanddescribethevocabularyandexpressionsoftraditionalhandicrafts.Teachingdifficultiesguidestudentstolearntouseexpressiveclausesandrelatedwordsappropriatelyaccordingtothecontext.Teachingstrategy,municativeteachingmethod,taskbasedteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TasksSstoreadthesentences，payattentiontotheboldpartsandanswerQuestion1.2.TasksSstoreadthesentencesagain,thinkingaboutQuestion2andfindoutthesimilaritiesanddifferencesbyparingtheexamplesentences.3.TguidesSstosumuptheusageofpredicativeclauses.4.TasksSstolookformoreexamplesofpredicativeclausesinthereadingpassage.1.Ssreadthesentences,thinkabouttheboldpartsinthesentencesandanswerQuestion1.2.SsreadthesentencesagainwithQuestion2inmindandtrytofindoutthesamefunctionanddifferentcharacteristicsintheexamplesentenceswiththeteacher’shelp.3.Sscheckanswerstogether,sumuptheusageofpredicativeclausesandfindoutmoreexamples.TrainSs’learningabilitytosumupthegrammaticalrules.Activity21.TgivesabriefintroductiontoRuthBancroft.2.TplaysthetapeandasksSstogetthemainideasofthelistening.3.TasksSstopletethesentencesaccordingtothelisteninginActivity2.4.TasksSstoreadthesentencestheypleteandchecktheanswers.1.Sslistentotheintroductionandgetfamiliarwiththetopic.2.Sslistentothetapeandsumupthemainideaofthelistening.3.SslistencarefullyandfinishthesentencesinActivity2.4.Ssreadthesentencesandchecktheanswerstogether.Usepredicativeclausesinarealcontexttogetbetterunderstandingofthem.Activity31.TasksSstoreadtheshortpassageandpayattentiontotheunderlinedsentences.2.TasksSstorewritetheunderlinedsentencesintothesentenceswithpredicativeclausesusingcorrectrelatedwords.3.Tinvitessomestudentstoreadtheirrewrittensentencesandchecktheanswers.1.Ssreadthepassageandfocusontheunderlinedsentences.2.Ssrewritetheunderlinedsentencesintothesentenceswithpredicativeclauses.3.Ssreadandsharetheirrewrittensentencesandchecktheanswerstogether.ImproveSs’abilitytousepredicativeclausescorrectlybycreatingtheirownsentences.Activity41.TasksSstobrainstormthenamesofsomeartiststhattheylikeorarefamiliarwith.2.TasksSstoworkingroupsandtalkaboutthelifeandcontributionsoftheartiststhattheylikeorarefamiliarwith.3.TasksSstointroduceanartistwrittenatleastfivesentencesusingpredicativeclauseswhereappropriate.1.Ssthinkfastandtellthenamesoftheartiststhateintotheirminds.2.Ssworkingroupsandintroducethelifeandcontributionsoftheartists.3.Ssintroduceanartistincludinghisorherlifeandcontributionusingpredicativeclauseswhereappropriate.TrainSs’abilitytotransferandinnovatewhattheyhavelearntinareallanguagecontext.Activity571.TcreatesarealcontextrelatedtothetopictohelpSstoreviewtherelevantvocabulary.2.TguidesSstoreadandunderstandthefoursentencesinActivity5.3.TplaysthetapeandasksSstofinishthetaskinActivity5.4.TplaysthetapeagainandasksSstofinishthetaskinActivity6bydetailedinformation;andthenworkinpairstohaveadiscussionabouttheinformationtheygetrelatedtotraditionalcrafts.5.TdividesSsintogroupsandasksthemtotalkaboutthemeaningsandpragmaticfunctionofthelistedexpressionsandfinishActivity7.1.Ssreviewusefulwordsandrelevantphraseswiththehelpoftherealcontext.2.SsreadthesentencesinActivity5andtrytounderstandthemeanings.3.Sslistentothetape,finishthetask,discusstheanswersingroupsandchecktheanswer.4.Sslistentothetapeagain,takenotesaboutthedetailedinformationandfinishActivity6;andthendopairworktotalkabouttraditionalcraftsusingtheinformationtheyget.5.SsworkingroupsandtalkaboutthemeaningsandpragmaticfunctionofthelistedexpressionsandfinishActivity7.TrainSs’abilitytolistenfordetailsandunderstandtheintentionoflisteningmaterialaswellastheirabilitytoexpressthemselvesbygivingreasonstosupporttheiropinions.Activity81.Tpresentspicturesorvideostoleadinthetopicoftraditionalcrafts.2.TasksSstoreadthepassageindividuallyandanswerQuestions1and2accordingtotheinformationtheygetfromthepassage.1.Sswatchthepicturesorvideosandthinkaboutthetopic.2.Ssreadthepassage,gettheinformationandfinishQuestions1and2inActivity8.RaiseSs’awarenessofprotectingtraditionalcrafts.Activity91.TasksSstoreadandunderstandthetext,focusingontheboldwordsandexpressions.2.TasksSstoreadthetextagainwiththequestionsbelowandthendividesSsintogroupstodiscussthesequestions.3.Taskssomegroupstosharetheiranswerswithothergroupssupplementingandassessing.1.Ssreadthetextandtrytoguessthemeaningsoftheboldwordsandexpressionsaccordingtothecontext.2.Sssearchfortheanswerstothequestionsinthetextandthensharewiththeirgroupmembers.3.Ssgivetheirimprovedanswersafterthecooperationbeforelisteningtoothergroups’opinions.Knowaboutsomewordsandexpressionsandthemainideaofthepassage—the23scientists’contributionsandtheirharshconditions.Activity101.TasksSstofindthewordsandexpressionsaboutthequalitiesasmanyaspossibleinthetext.2.TdividesSsintogroupstodiscusshowtoputtheirfindingsintotheboxeswithfourqualities.3.Tchoosessomestudentstoshowtheirideasandthenencouragesotherstudentstosupplementorassess.4.ThelpsSsbrainstormwordsorexpressionsaboutpositivequalitiesinActivity9andputthemintotheboxes.5.TmotivesSstohaveawordpetitionamongthem,inwhichthewinnerpresentsmorewordsorexpressions.1.Ssfindthequalitiesthescientistshaveinthetext.2.Ssdistinguishthewordsorexpressionsaboutqualitiesandputthemintotherightboxes.3.SomeSsgivetheiranswerswhileothersvoicetheirownopinionstomodify.4.Ssthinkoutotherpositivequalities,onesthatarenotmentionedinthetextandaddthemintothesuitableboxes.5.Sstrytheirbesttoeupwithwordsorexpressionsaboutpositivequalitiesscientistsshouldhaveasmanyaspossible,helpingtheirowngrouptobethewinnerinthewordpetition.Havingabetterunderstandingofgoodqualitiesthesescientistshave.Activity111.TassignsatasktoSsinpairstointroduceyourfavoritepeoplewithspiritsofcraftsmanship,usingthewordsandexpressionsinActivity10asmanyaspossible.2.TencouragespairsofSstoshowtheirwork,contributingtoactiveinteractionwitheachother.1.SsdescribetheirfavoritepeoplewhodedicatetheirlifetotheirworkusingthewordsandexpressionsinActivity10asmanyaspossibleinpairs.2.Sssharetheirdescriptionwiththeclasswhilelearningfromotherpeers.Consolidateandintegratethelanguageandcontentlearnt.Developingideas板块(theremendeddurationis8090–90minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+WritingThemeContextPersonandselfanalysisofthedailyworkandspiritualcontentofcraftsmenanalysisThissectionpresentsatextthatreflectsthethemeoftheunitfromanotherperspective.Thetypeoftextisnarrative,介绍whichintroduces钟表修复师WangJin,aclockrestorerofthePalaceMuseum,whorepairsnationaltreasureclocksandculturalrelicsdayafterdayandracesagainsttime;thereadingandwritingpartofThesampletextisanintroductiontothe“Xiaolei”family.Throughthestudyofthissection,studentscandeepentheirunderstandingofthespiritofcraftsmanship,andinitiallymasterthewritingcontentandwritingmethodoftheexplanatorytext.Teachingobjective1Studentscanunderstandthecontentofthetext,understandtheplexityanddifficultyoftherestorationofclockandclockculturalrelicsintheForbiddenCityMuseum,andfeelthecraftsmanspiritofWangJin,aclockrestorer,whocanwithstandlonelinessandisconscientiouslydoingrestorationwork的therestorationwork;2Guidestudentstocontacttheirownactualsituation,deepentheirunderstandingofthemeaningofthesubjectofthisunit,andinspirestudentsUnderstandthespiritofcraftsmanshipandthemeaningof“doingonethingwellinalifetime”;3Guidestudentstopletereadingtasksandlearnthewritingmethodofexplanatorytexts,andusewhattheyhavelearnedtowriteanexplanatorytext.TheteachingfocusistoguidestudentstoreadthearticlesandunderstandthedeedsofWangJin,aclockrestorerofthePalaceMuseum,whoisracingagainsttimetorepairnationaltreasureclocksandwatchesdayafterday,的事迹andtherelatedsituationofthe“Xiaolei”family相关情况，,soastohaveadeeperunderstandingofmorecraftsmenandtheirspirit.Teachingdifficultiesguidestudentstopayattentiontotheinternalizationandoutputoflanguageatthethinkinglevel.Teachingstrategy,municativeteachingmethod,taskbasedteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TplaysavideoandasksSstowatchandthenfindtheanswerstoQuestions13.2.TplaysthevideoagaintohelpSsdoublechecktheiranswers.Thevideowillbeplayedmoretimesifnecessary.3.TaskssomeSstogivetheiranswers,helpingSscheckwhethertheiranswersarerightornot.4.TdividesSsintogroupstodiscussaboutQuestion4.5.TchoosessomegroupstosharetheiropinionsandtheanswertoQuestion4,askingothergroupstosupplementandcarryoutafreetalk.1.SsreadtheQuestions13firstandtrytofindtheanswerstothemwhilewatchingthevideo.2.SsturntoTforhelptowatchthevideoagainiftheyhavedifficultyansweringthequestions.3.Ssshowandchecktheiranswers..4.SsworkwiththeirpartnerstodiscussaboutQuestion4.5.Ssshowtheiranswerstothewholeclasstolearnfromotherstoimprovetheirownanswersthroughafreetalk.LeadtothetopicandactivateSs’backgroundknowledge.Activity21.TguidesSstofocusonthepictures,thetitleandthevideotheyjustwatched,predictingwhatthetextisabout.2.TaskssomeSstoexpresstheirpredictionsandthereasons.3.TasksSstoskimthetexttograspthemainideaofthetextwhichcanhelpchecktheirpredictions.1.Ssfixtheirattentiontothepicturesandthetitleandthenpredictwhatthetextisaboutwiththehelpofthevideotheyjustwatched.2.Ssgivetheirpredictionsandreasonstotheirpeers.3.Ssreadthetextquicklytofindthemainideaandprovewhethertheirpredictionsarerightorwrong.Cultivatetheinterestandcuriosityaboutthetopicandgraspthemainideaofthetext.Activity31.TasksSstoreadthetextcarefullyagainandmatchthequestionstotheparagraphs.2.TdividesSsintogroupsandasksthemtosummarisethemainideaforeachparagraph.3.TaskseachgroupofSstocheckthematchesanddiscussabouttheiranswerstothequestions.4.Tinvitessomegroupstosharetheiranswersandtheirreasonswithothergroupstosupplement.1.Ssreadthetextcarefullyanddothematchingexercise.2.Sssummarisethemainideaofeachparagraphwiththehelpoftheirgroup.3.Sschecktheirmatchingresultsaccordingtothesummariesanddiscusswiththeirpartnersabouttheanswerstothequestions.5.Ssshowtheiranswersandreasonstogetimprovedwithothers’help.CheckSs’understandingofthepassage.Think&Share1.TinstructsSstodiscusstheanswerstothequestionsinthepartandprovoketheirdeepthoughtsonthebasisoftheirownexperiences,providingmorebackgroundknowledgeifnecessary.2.TaskssomeSstosharetheiranswersandotherstosupplement,creatingafreetalk.1.SsdiscussthefourquestionsingroupsonthebasisoftheirownexperiencesandwiththehelpofT.2.Sssharetheiropinionswithothersandcarryoutafreetalk.DeepenSs’understandingofthepassageandstimulatetheirthinking.Activity41.TgetsSspreparedtodelivertheirspeechbyencouragingthemtosurftheInternetforsomerelatedinformationtogetfurtherunderstandingofothermasters’restorationjobsintheForbiddenCity.2.TdividesSsintogroupstodiscussthefivequestions.3.ThelpsSstofilluptheformandgetthemreadyfortheirspeech.4.TinstructsandencouragesSstoshowtheirpresentationsinthefrontoftheclassroom.5.TasksSstoselectthemostpersuasivespeechandexplaintheirreasons,andthenTgivesasummaryabouthowtoorganiseaspeechandwhatspeechskillstobeused.6.ThelpsSsimprovetheirspeechandencouragesthemtopresentinfront.1.SssurftheInternetforsomeresourcesaboutothermasters’restorationjobsintheForbiddenCityandsetouttopreparetheirspeech.2.Ssdiscussthefivequestionswiththemembersoftheirgroup.3.Ssfilluptheformandgetpreparedforthespeech.4.Ssdelivertheirspeechinfrontofothers.5.Ssvoicetheiropinionsandgivereasonsfortheirchoicesaboutthemostpersuasivespeech.Consolidateandintegratethelanguageandcontentlearnt.Activity51.TasksSstoreadthequestionsbelowthetextandtrytofindtheanswerswhilereadingthetext.2.TdividesSsintogroupstodiscusstheanswerstothequestionsandunderlinethewordsandexpressionsdescribingthequalitiesoftheLeifamily.3.TrequiresSstochecktheanswersaftersomeSs’presentations.1.Ssreadthequestionsbelowthetextandreadthetexttofindtheanswers.2.Sssharetheiranswerswiththeirmembersingroupsandunderlinethewordsandexpressionsabouttheq