Unit 3　The world at one click 教学设计-2025-2026学年译林版英语八年级下册

Unit 3 The world at one click 》】 02 课标落实 The world at one click Scenic Cognition Online Urban Culture Grammar Online Practice Writing Introduction Welcome to Reading Grammar Integration (A-C) Integration D the unit Understand Distinguish the Understand related Analyze model Identify and write urban culture simple past tense materials.finish essay strcture, scenic spot names articles,extract and the present listening tasks and write with understand key information perfect tense and use discuss the expressions and introductions and and answer travel them to finish advantages and describe the tour discuss ways to preference exercises. disadvantages of process and learn about the questions online travel. eelings. world online. Online travel and cross-cultural exploration. Guide students to explore diverse cultures through the internet,improve language skills,rationally view the differences between online and offline travel,and stimulate the interest in global cultural exploration Unit 3　The world at one click 导入一　世界景点拼图挑战 将武陵源、金字塔等景点的图片分割成拼图,分组让学生完成拼图并说出景点名称,完成后提问 “完成拼图后,你还想深入了解这个景点的哪些方面?”,引导学生思考在线探索景点的方式,引入单元主题。 导入二　世界景点文化小问答 准备关于悉尼歌剧院建筑风格、武陵源景观特色等世界景点文化的小问题,以抢答的形式开展,答错的学生需说明自己是通过什么方式了解该景点知识的,由此引出在线旅游了解世界文化的主题。 导入三　世界景点视频片段赏析 播放一段包含多个世界知名景点的短视频片段,如埃菲尔铁塔的夜景、黄石公园的地热景观等,播放后提问“这些景观是如何被记录和传播的?我们如何进一步了解它们?”,引发学生对在线旅游的思考,引入单元主题。 导入四　“足不出户知世界”话题讨论 在黑板上写下“如何在不离开家的情况下了解世界各地?”这一问题,让学生分组讨论并列举方法,如在线游览、查阅书籍等,之后结合讨论结果引入本单元关于在线旅游探索世界的主题。 导入五　“在线旅游VS实地旅游”观点碰撞 在教室两侧分别写下“在线旅游好”和“实地旅游好”,让学生根据自己的观点选择阵营,然后各自阐述理由,通过观点碰撞引发学生对在线旅游探索世界的兴趣,从而引入本单元主题。 导入六　“云游世界”经历分享 课前让学生通过网络了解一处世界景点并记录,课堂上请学生分享自己的“云游”经历,如看到的景观、了解的文化等,分享后引导学生讨论在线了解世界景点的便捷性,从而导入单元主题。 活动设计　　　　　　　　　　　　　　　　　　　　　　　　　 活动一　Introduction to the Theme——世界景点认知之旅 活动目标: 1.学生能准确识别世界知名景点并说出名称,锻炼英语词汇运用能力。 2.认识世界景点的多样性与文化特色,激发学生对在线探索全球景点的兴趣。 3.引导学生思考“足不出户了解世界景点”的方式。 实施步骤: 1.在黑板上写下“Wulingyuan, the Sydney Opera House”等景点名称及英文释义,简单介绍其所属国家与特色。 2.学生独自观察教材中的景点图片,回忆或查阅这些景点的关键信息(如景观特点、文化地位等),用英语记录要点。 3.邀请学生自愿上台,用英语向全班介绍自己最感兴趣的一处景点,包括其外观、特色等,其他学生认真倾听并可提问互动。 活动二　Group Discussion——在线知世界研讨会 活动目标: 1.探讨“足不出户了解世界景点”的多种方式及其优劣之处。 2.促进学生思想交流,培养学生的合作与表达能力。 实施步骤: 1.提供几个场景,如“想了解黄石国家公园,选择在线游览还是查阅书籍”“如何向朋友推荐一处在线景点游览资源”“在线旅游与实地旅游的体验差异”等。将学生分组,每组选一个场景进行讨论。 2.小组内成员积极发表看法,共同总结方法,推选代表记录。 3.各小组代表向全班汇报,其他小组补充或提出不同意见,教师总结点评,引导学生明确在线探索世界的意义。 活动三　Role⁃play——在线旅游情景再现 活动目标: 1.通过角色扮演,让学生体验在线旅游相关的交流场景。 2.提升学生英语实际运用能力和场景应变能力。 实施步骤: 1.教师准备情景卡片,如“你向同学推荐 Digital Dunhuang 在线项目,如何介绍其特色”“你和朋友在线游览吉萨金字塔后,讨论各自的感受”“你在网上发现一处小众景点,如何用英语分享给小组同学”等。 2.学生抽取卡片,进行角色分配和准备。 3.学生进行角色扮演表演,尽量用英语对话交流。表演结束后,其他学生分享观察到的优缺点,教师给予指导,加深学生对在线旅游交流的理解与实践能力。 语法探究　　　　　　　　　　　　　　　　　　　　　　　　　 　　掌握一般过去时与现在完成时的用法 【观察】 一般过去时例句: My family moved to Liverpool two years ago. 我的家人两年前搬到了利物浦。 He went to China last month. 他上个月去了中国。 现在完成时例句: We've lived in a small flat since we arrived. 我们到达后就住在一个小公寓里。 He's been to China three times so far. 到目前为止,他已经去过中国三次了。 【探究】 用法 一般过去时(Simple Past Tense) 现在完成时(Present Perfect Tense) 定义 描述过去发生且已结束的动作。 描述过去开始持续到现在的动作;过去动作与现在的关联;到目前为止动作发生的次数。 结构 肯定句 主语+动词过去式+其他. 肯定句 主语+have/has+过去分词+其他. 否定句 主语+didn't+动词原形+其他. 否定句 主语+haven't/hasn't+过去分词+其他. 一般疑 问句 Did+主语+动词原形+其他? 一般疑 问句 Have/Has+主语+过去分词+其他? 时间标志词 与表示过去的时间状语连用,如:yesterday, last month, two years ago等。 与表示从过去持续到现在的时间状语连用,如:since we arrived, so far, already, just等。 例句 He introduced some online museums to his friend last month. 他上个月给他的朋友们介绍了一些在线博物馆。 I have seen ten caves on the Digital Dunhuang website so far. 到目前为止,我在数字敦煌网站上已经看到了十个洞窟。 【注意事项】 1.一般过去时的时间状语明确指向过去,动作不延续到现在。其否定句和疑问句需借助助动词did。 2.现在完成时的时间状语体现动作与现在的联系,动作可延续或强调结果、次数。其否定句和疑问句需借助助动词have或has。 听说训练——世界景点认知与在线探索交流　　　　　　　　　　　　　　　　　　　　　　　　　 　　目标: 1.通过多样的听力任务,锻炼学生的理解能力,助其快速准确地提取世界景点的关键信息,提高听力水平。 2.借讨论和模拟对话,为学生创造口语表达的机会,促其清晰阐述在线探索世界的方式,提升口语流畅性与准确性。 实施步骤: Step 1　预习活动: 提供与世界知名景点相关的文字材料,如包含“Wulingyuan is famous for its unique stone peaks.”, “The Sydney Opera House is an architectural masterpiece in Australia.”等内容,帮助学生提前熟悉景点名称与特色,为后续听力训练建立知识储备,降低听力理解难度。 Step 2　听力训练: (1)第一遍听力:要求学生聆听景点介绍并匹配图片名称,从给定的Wulingyuan, the Sydney Opera House等选项中作出正确选择,训练学生快速抓住听力材料核心内容,培养学生整体理解能力。 (2)第二遍听力:学生再次聆听,完成“填写景点所属国家、景观特色”等细致任务,引导学生关注具体信息,加深对景点文化的理解,提高对英语细节的敏感度。 (3)讨论与反思:围绕“足不出户了解世界景点的方式”这一主题进行讨论,如在线游览、查阅书籍的优劣之处,自己偏好的方式和原因等。 (4)模拟汇报:给出情境示例,如“我昨天在线游览了吉萨金字塔,发现了很多有趣的历史故事。”“我喜欢从图书馆借关于黄石国家公园的书,这样能了解到更详细的生态知识。”学生运用教材中Daniel和Millie的对话模式交流,分组进行对话模拟。 学科网（北京）股份有限公司 $Unit 3 The world at one click 》 01 教材导学 Theme: Welcome to the unit is to introduce popular attractions around Human the world.Students will learn to identify different attractions Society including the Sydney Opera House,Wulingyuan and so on. Additionally,it includes a conversation between Daniel and Millie about learning about the world without leaving home, encouraging students to discuss the topic in pairs.Finally, students need to use the internet to learn about different places around the world and share one with classmates. Reading is to introduce two world-famous cities,Liverpool and New York,focusing on their features in music,sports,culture and This unit is attractions.Students will learn relevant vocabulary and centred on the expressions,.such as“the birthplace of the Beatles”and“Times topic of“The Square",and understand the unique charm of the two cities. world at one Inspired by the articles,students are motivated to think about the click”,which development features of different cities,compare urban belongs to the differences,and further appreciate the diversity of world urban hematic cluster cultures. of“Human& Society'”.It Grammar focuses on the learning of the simple past tense and the covers scenarios present perfect tense.Students will learn their uses,including the such as simple past tense for an action in the past,and the present identifying world Unit 3 perfect tense for an action started in the past and continues to the scenic spots, The world present,the connection between a past action and the present,and understanding at one click how many times an action has happened up to the present. urban culture, Through exercises,students can improve their ability to use these and exploring tenses and enhance their mastery of grammar and language tourism resources accuracy. through the internet,guiding students to Integration(A-C)focuses on online travel,including an article perceive global about the Digital Dunhuang project,notes on the Great Barrier ourism culture Reef online tour,and a conversation about Niagara Falls and the online,master CN Tower.Students will learn about the forms and features of language skills, online travel,acquire relevant expressions,and be encouraged to and conduct discuss the advantages and disadvantages of online travel in pairs communication and writing. Integration D focuses on writing about online travel experiences. including Simon's outline and article about his online tour of the Louvre Museum,and tasks guiding students to explore tourist attractions online and write about their own experiences.Students will learn to record and describe online travel experiences from aspects like how to start the tour,what to see and learn,and personal thoughts,using relevant useful expressions to organize content and fostering their observation.summarization,and written expression abilities. Unit 3　The world at one click 第1课时　Welcome to the unit Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around popular attractions around the world, introducing several famous scenic spots such as the Sydney Opera House, Wulingyuan, Machu Picchu, Yellowstone National Park, the Eiffel Tower and the Pyramids of Giza. It guides students to match the attractions with their corresponding pictures, then facilitates discussions about ways to learn about the world without leaving home through a model conversation, and finally prompts students to use the internet to learn about different places and share one with classmates. Why: The text aims to help students recognize famous global attractions, expand their geographical and cultural knowledge, and improve their ability to communicate about travel and scenic spots. It also intends to foster students' interest in exploring the world and their awareness of using diverse resources(like the internet and libraries) to learn about different cultures, conveying the value of cultural exchange and global awareness. How: The text is structured in an interactive and task⁃based manner, starting with a picture⁃matching task to identify attractions, followed by a conversational practice based on a model conversation, and ending with internet⁃based research and a sharing task. It uses simple and clear English, with visual aids like pictures of attractions to enhance comprehension, which are suitable for language learners to grasp vocabulary related to travel and scenic spots. The text adopts a step⁃by⁃step approach, from recognizing attractions to discussing ways to know about the world and then to practical exploration, creating an engaging learning environment. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.recognize and correctly match the names of world⁃famous attractions(Wulingyuan, Machu Picchu, the Sydney Opera House, etc.) with their corresponding pictures, and gain basic information about them through listening materials; 2.engage in a simple dialogue with peers on the topic of “ways to learn about the world without leaving home(e.g. online tours, reading books)” based on the model conversation; 3.independently explore a location or an attraction in the world using the internet, collect and organize relevant information, and share it orally with classmates. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Show the pictures of the attractions, guide students to identify the attractions' names and state the country it is located in, and then prompt students to think about ways to learn about these attractions without leaving home, and share the corresponding method. Assess whether students can accurately identify the attractions and their countries in the lead⁃in, and propose reasonable ways to learn about the attractions at home. Purpose To activate students' prior knowledge about attractions, spark their interest in the topic, and lay the groundwork for subsequent learning by linking attractions to their countries and exploring ways to learn about attractions at home. 1.To recognize and correctly match the names of world⁃ famous attractions (Wulingyuan, Machu Picchu, the Sydney Opera House, etc.) with their corres⁃ ponding pictures, and gain basic infor⁃ mation about them through listening materials. Step 2: Pre⁃listening 1.Let's look Display pictures of various world attractions, guide students to learn the name of each attraction, and help them perceive the unique styles and characteristics of different attractions by combining videos with supporting simple written descriptions. 2.Let's write Present the attraction pictures and the name options, guide students to write the correct attraction names under the corresponding pictures, and check their matching results to reinforce their recognition of the attraction names. Check if students can correctly match attraction names with the pictures and initially summarize their features after pre⁃listening activities. Purpose To help students recognize the names and features of various global attractions, reinforce their memory of attractions' information through matching exercises, and prepare vocabulary for the listening section. 2.To engage in a simple dialogue with peers on the topic of“ways to learn about the world without leaving home(e.g. online tours, reading books)”based on the model conver⁃sation. Step 3: While⁃listening 1.Listen and fill in the gaps Play the introductory content, guide students to listen and fill in the gaps in the text simultaneously, and after completion, lead students to check the filled content to strengthen their ability to capture and record listening information. 2.Listen and repeat Play the text content, guide students to repeat each sentence aloud, and at the same time, use the checklist prompts to instruct students to focus on pronunciation, fluency and emotional delivery, helping them improve the quality of their oral language expression. Assess students' ability to capture key listening infor⁃mation, and whether their oral repetition shows improve⁃ment in fluency and emotional delivery. Purpose To enhance students' ability to capture and record key listening information, and improve the quality of their oral expression(including pronunciation, fluency and emotional delivery) through follow⁃along reading. 3.To independently explore a location or an attraction in the world using the internet, collect and organize relevant information, and share it orally with classmates. Step 4: Post⁃listening 1.Pair work Present the conversation model, guide students to work in pairs and communicate about the topic with reference to the model. Meanwhile, use the assessment form to prompt students to pay attention to points like pronunciation and fluency during communication, observe their performance and provide guidance on cooperation and expressions. Check if students can communicate effectively using the conversation model in pair work, and share attractions' information with clear logic. 2.Learn and share Instruct students to use the internet to learn about content related to places around the world, guide them to choose one item and share the information they get with class⁃mates, and inspire students to perceive the significance of this method with relevant materials. Purpose To enable students to use the learned language in pair communication, deepen their understanding of the topic through independent exploration and sharing, and improve their comprehensive language output and cooperation skills. Step 5: Language Point Explain the language points to students, including the usage of“enable sb to do sth”, the collocation rule of the preposition“without”followed by gerunds, the meaning of the oral expression“no way”, the sentence structure“It's+adj.+to do sth.”and the use of transition words for discourse logic, and help them understand and master them with example sentences. Assess whether students can distinguish the usage differences between different language points and select them accurately in specific contexts. Purpose To assess whether students can correctly distinguish the usages of different language points in simple contexts and apply them accurately in basic expressions. Step 6: Exercise Guide students to complete the phrase⁃matching task, then have them finish the text blank⁃filling exercise with given words, and finally instruct them to do sentence translation to help strengthen their ability to use the learned language content. Check if students can transfer the learned language content to the exercises, completing tasks with natural and standard expressions. Purpose To check whether students can flexibly transfer the learned language content to different exercise tasks, completing them with accurate and context⁃appropriate expressions. Homework Basic homework Review the words and sentences learned in this lesson and preview the Reading part. Practical homework Design a travel slogan for the place you“visited”. Extended homework Write a passage with the title of“Online Tours VS Real Trips”. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第2课时　Reading Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around travel destinations around the world, focusing on two cities: Liverpool in the UK and New York in the USA. It introduces Liverpool's features in music, sports and culture(such as being the birthplace of the Beatles and having Anfield Stadium), and New York's scale and attractions(like Times Square and Central Park). It also includes reading tasks such as completing charts, choosing correct options, and filling in blanks with appropriate words and phrases, as well as discussion questions about travel preferences. Why: The text aims to help students understand the cultural, historical and scenic features of famous international cities, expand their global vision and cultural knowledge, and improve their ability to extract and integrate information from reading materials. It also intends to foster students' interest in international travel and cultural exploration, and convey the value of appreciating diverse cultures and geographical landscapes. How: The text is structured in a task⁃driven and comparative manner, presenting two city introductions in a travel website format. It starts with pre⁃reading questions to activate prior knowledge, followed by detailed descriptions of Liverpool and New York with visual aids(city images) to enhance students' comprehension. Then it designs diverse reading tasks(chart completion, multiple⁃choice, word⁃filling) and discussion activities. The language is formal and descriptive, suitable for travel articles, using comparative structures and vivid vocabulary to highlight city features. The text adopts a “input—practice—output” framework, helping students systematically learn about international cities while improving reading and critical thinking skills. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.read travel articles about Liverpool and New York, and accurately identify and extract key detailed information(e.g. geographical locations, cultural features, famous attractions, activities); 2.analyze and express opinions based on the text and their own knowledge, by considering and discussing questions such as travel city preferences, other known attractions in the UK or in the USA and preferences between online travel methods(travel websites or travel vlogs); 3.understand and correctly use core vocabulary and expressions(such as “second to none”, “a bit of everything” and “count down”) in context to complete vocabulary⁃based gap⁃filling exercises related to the articles. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Warm⁃up Pose topic⁃related questions, and guide students to share personal preferences and reasons with the help of prompt vocabulary. Then raise a connected question, inspire students to associate relevant content around the theme, and activate their existing knowledge and willingness to express. Check if students can use prompt vocabulary to share preferences and reasons, and assess whether their existing knowledge and expression willingness are effectively activated. Purpose To activate students' topic⁃related prior knowledge, stimulate their desire to express, and guide them to use prompt vocabulary to share personal preferences and reasons. Step 2: Pre⁃reading Show the pictures, and ask questions to guide students to share what they know about these two cities. Purpose To arouse students' interest in the two cities, explore their prior knowledge of the cities, and lay a preparatory foundation for subsequent reading. 1.To read travel articles about Liverpool and New York, and accur⁃ ately identify and extract key detailed information(e.g. geographical loca⁃tions, cultural fea⁃tures, famous attrac⁃tions, activities). Step 3: While⁃reading 1.Read and answer Present the article, ask the question about Liverpool's location, and guide students to find the specific information that it is on the north⁃west coast of England from the text. 2.Read and complete the chart Guide students to complete the chart with the information in the article and organize the corres⁃ponding content categories. Assess how much prior knowledge students have about the two cities through their sharing, and check if the pre⁃reading interaction lays a foundation for subse⁃quent reading. Check if students can locate and extract specific location information of Liverpool from the article accurately. 3.Read and answer Present the article, ask the question about New York having a bit of everything, and guide students to find specific content like buildings, bridges and museums from the article as evidence. 4.Read and complete the chart Guide students to extract specific information about New York(its size, sights and attractions such as Times Square and Central Park) from the article, and organize the corresponding content. 5.Read and circle Guide students to read the two articles again, and circle the correct words for each sentence about Liverpool(e.g. location, band type) and New York(e.g. celebration spot) to reinforce the understanding of specific information. 6.Read and answer Pose a series of questions, guide students to share their preference for the three cities and reasons, list other attractions in the UK and in the USA, and compare their preference for travel websites or travel vlogs, expressing with specific content(e.g. Times Square in New York, Beatles⁃related experiences in Liverpool). Assess students' ability to sort city⁃related content(e.g. attractions, sizes) into charts using the information from the article. Evaluate if students can reinforce and apply their understanding of city information(e.g. New York's features, Liverpool's band type) through multiple reading⁃based tasks. Purpose To guide students to extract specific city information(e.g. location, attractions) accurately from the article, cultivate their ability to organize content with charts, and deepen their understanding of city information through multi⁃round reading tasks. Step 4: Post⁃reading 1.Pair work Organize students to work in pairs, with one as a travel agent and the other as a tourist. Guide the travel agent to recommend either Liverpool or New York to the tourist(who can't decide between the two) and give reasons based on the article. 2.To analyze and express opinions based on the text and their own knowledge, by considering and discussing questions such as travel city preferences, other known attractions in the UK or in the USA and prefer⁃ ences between online travel methods(travel websites or travel vlogs). 2.Let's summarize Play the video, pose thinking questions about travel, and guide students to discuss the meaning and pace of travel against the background of fast⁃paced life and share their views on the relationship between travel and life. Assess if students can apply article information to the travel agent⁃tourist role⁃play and check if they can logically express views on travel's meaning and pace in discussions. Purpose To enable students to apply article information to role⁃play, inspire them to reflect on travel's meaning and pace, and foster their logical expression of views on the relationship between travel and life. 3.To understand and correctly use core vocabulary and expressions(such as“second to none”,“a bit of every⁃thing”and“count down”) in context to complete vocabu⁃lary⁃based gap⁃filling exercises related to the articles. Step 5: Language Point Learn these language points, including phrases and structures like“a must”“second to none”“there is no doubt(that)…”and“whether…or not”, and help students understand and use them with example sentences and translation exercises. Step 6: Exercise Guide students to fill in the missing words based on sentence meanings and Chinese hints, and complete sentences according to Chinese meanings to practise the learned vocabulary and sentence patterns. Assess if students can correctly use learned vocabulary and sentence patterns to complete fill⁃in⁃the⁃blanks and sentence⁃completion task. Check students' mastery of key language content. Purpose To help students grasp the meanings and use of target phrases and sentence patterns, and enhance their ability to use these language points in example sentences and translation exercises. Homework Basic homework Write a sentence for each of the following useful phrases: a must, get a taste of, there is no doubt, would not be complete without. Practical homework Imagine you just returned from a one⁃day online tour of either Liverpool or New York. Write a short paragraph(5—6 sentences) on your social media. Extended homework “Online or On⁃site”debate preparation:Which is better for learning about a new culture, online travel or on⁃site travel? Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第3课时　Grammar Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around the simple past tense and the present perfect tense in English grammar. It introduces the differences between the two tenses through a message from Daniel's online friend Mark, summarizing their usage scenarios(the simple past tense for an action in the past and the present perfect tense for an action that started in the past and continues to the present, or for the result of an action). It also includes multiple exercises for students to practise, such as completing conversations and texts with the correct verb forms. Why: The text aims to help students master the differences between the simple past tense and the present perfect tense, enabling them to accurately choose and use the appropriate tense in English communication. It intends to cultivate students' grammatical awareness and application ability, and convey the importance of tense accuracy in expressing time relationships and action states in language. How: The text is structured in a clear and progressive manner for grammar teaching. It starts with a contextual example(Mark's message) to present the target tenses, and then systematically summarizes the rules and differences(using time axis diagrams and bullet points for clarity). Finally, it consolidates learning through diverse exercises. The language is simple and precise, suitable for grammar explanation, with visual aids like time axis diagrams to illustrate tense differences. The text adopts a “example—rule—practice” framework, creating a step⁃by⁃step learning process that helps students effectively understand and apply the two tenses. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.identify the differences between the simple past tense and the present perfect tense; 2.use correct time expressions in each tense; 3.talk about online and real⁃world experiences using both tenses. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Play the video clip, display the lyrics with highlighted verbs, and guide students to observe and identify the verb forms used in the sentences. Check if students can correctly observe and identify the verb forms in the lyrics, grasping their initial aware⁃ness of the target tenses. Purpose To spark students' curiosity through the video and lyrics, guide them to initially identify the target verb forms, and activate their prior language awareness for the subsequent tense learning. 1.To identify the differences between the simple past tense and the pres⁃ent perfect tense. Step 2: Presentation 1.Read Present the text, instruct students to read it carefully, and then guide them to underline the verbs in the simple past tense and circle those in the present perfect tense to distinguish the two tenses. 2.Let's learn Explain the use of the simple past tense and the present perfect tense with examples and timeline visuals, point out their corresponding time expressions, and guide students to understand the differences between the two tenses. 3.Let's work out the rule Display the summarized rules of the two tenses, guide students to read and sort out the usage scenarios, and help them clarify the core functions of each tense. Assess if students can distinguish the two tenses by underlining or circling verbs, and check whether they understand the usage rules and time expressions of each tense. Purpose To guide students to distinguish the two tenses through text analysis, clarify their usage scenarios and matching time expressions with examples and timelines, and help students internalize the structural rules of each tense. 2.To use correct time expressions in each tense. Step 3: Practice Let's fill Present the conversation and text⁃based practice tasks, and guide students to identify time expressions in the content, and then choose and fill in the correct verb forms to apply the learned tense rules in context. Check if students can correctly identify time expressions and fill in the right verb forms, and evaluate their ability to apply tense rules in context. Purpose To guide students to apply learned rules to fill⁃in⁃the⁃blank tasks, and enhance their ability to integrate tense usage into specific contexts. 3.To talk about online and real⁃world experiences using both tenses. Step 4: Production Group work Divide students into small groups, assign them to create a short travel⁃themed dialogue, require them to include at least 4 examples of each target tense, and guide them to practise the dialogue before preparing to perform it for the class. Assess if students can include sufficient examples of both tenses in the dialogue and perform it smoothly and check their mastery of flexible tense application. Purpose To enable students to flexibly use the two tenses in collaborative dialogue creation and practise oral expression skills, and deepen their mastery of tense application through interactive performance. Step 5: Exercise Instruct students to complete exercises of choosing correct verbs, filling in verb forms and completing dialogues, and let them consolidate the usage distinctions between the present perfect tense and the simple past tense in different contexts. Check if students can complete the exercises with accurate verb forms and evaluate their consolidation of tense usage distinctions in various contexts. Purpose To reinforce students' grasp of the usage distinctions between the two tenses through diverse exercises, and verify their ability to accurately apply tenses across different language scenarios. Homework Basic homework Write at least five sentences about one of your trips, using the simple past tense and the present perfect tense. Practical homework Write a short paragraph about a real or virtual tour. Write at least 3 sentences with the simple past tense and 3 sentences with the present perfect tense. Extended homework Create a“My Digital World Map”to show the places you've visited online. Present it with the sentences that include both tenses. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第4课时　Integration (A-C) Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around online travel, focusing on digital tours of famous attractions like the Mogao Caves, the Great Barrier Reef, Niagara Falls and the CN Tower. It introduces how Digital Dunhuang shares the Mogao Caves' treasures online, and guides students through listening tasks to complete notes about online tours of the Great Barrier Reef, Niagara Falls and the CN Tower, as well as a conversation practice about the advantages and disadvantages of online travel. Why: The text aims to help students understand the new form of online travel, recognize its role in cultural dissemination and global accessibility to attractions, and improve their ability to process information from reading and listening materials. It also intends to foster students' awareness of technological impact on travel and culture, and convey the value of exploring diverse travel methods while reflecting on the balance between online and in⁃person experiences. How: The text is structured in an integrated and practical manner, combining reading, listening and speaking tasks. It starts with a reading article about Digital Dunhuang to introduce online cultural travel, followed by listening exercises about the Great Barrier Reef, Niagara Falls and the CN Tower(including note completion and sentence filling), and ends with a conversation practice about online travel pros and cons. The language is formal and descriptive for travel and cultural topics, with visual aids like attraction images to enhance comprehension. The text adopts a “knowledge input—skill practice—topic discussion” framework, helping students comprehensively engage with the theme of online travel. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.grasp core information about Digital Dunhuang, the Great Barrier Reef, Niagara Falls and the CN Tower from the listening and reading materials; 2.obtain key information through the listening and reading materials and complete related exercises; 3.conduct simple conversations about the advantages and disadvantages of online travel, express their personal opinions and politely respond to others' views. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Play the video with the theme of“Charming Dunhuang”, guide students to watch the content closely, and prompt them to share their initial thoughts and impressions related to this topic. Assess whether students can actively engage with the Dunhuang⁃themed video and express clear initial thoughts related to the topic. Purpose To arouse students' interest in Dunhuang, activate their prior knowledge and initial impressions related to the topic, guide them to quickly engage with the learning content by watching the video, and lay a foundation for in⁃depth exploration. 1.To grasp core information about Digital Dunhuang, the Great Barrier Reef, Niagara Falls and the CN Tower from the listening and reading materials. 2.To obtain key information through the listening and reading materials and complete related exercises. Step 2: Reading 1.Read and answer Present the article about the Digital Dunhuang project, instruct students to read it closely, guide them to identify key details of the project(like three⁃D images and cultural protection functions), and then have them answer questions about the website and share their preferences for experiencing Dunhuang online or in person with explanations. 2.Listen and complete the sentences (1)Play the audio about the online tour, instruct students to listen carefully, and guide them to fill in the blanks in the notes based on what they hear. (2)Play the conversation, instruct students to listen attentively, guide them to fill in the blanks to complete the sentences based on the content, and then have them use the information from the listening tasks to finish the article. Check if students can identify key details of the Digital Dunhuang project through reading, and verify whether they can accurately extract information from the audio to complete tasks and share rational preferences. Purpose To guide students to grasp key information of the Digital Dunhuang project through reading, improve their ability to extract details from texts. Meanwhile, to train their information⁃capturing skills in listening, help them organize and integrate information, and express personal preferences with logical explanations. 3.To conduct simple conversations about the advantages and disadvantages of online travel, express their personal opin⁃ions and politely respond to others' views. Step 3: Talking Present the sample dialogue about online travel, guide students to learn the useful expressions in it, then divide them into groups and instruct them to discuss the advantages and disad⁃vantages of online travel using the learned expressions. Assess whether students can correctly use the learned expressions in the sample dialogue to discuss the advantages and disadvantages of online travel in group conversations. Purpose To enable students to internalize and apply the learned expressions to the dialogue, train their oral communication skills in group discussions, and guide them to think comprehensively about the advantages and disadvantages of online travel through interactive exchanges. Step 4: Language Point Guide students to learn language points like“provide sth for sb”,“provide sb with sth”,“thanks to”and“ways to do sth”and understand their meanings and usages with example sentences, and help them improve the ability to use these structures in speaking and writing. Check if students can correctly understand the meanings and usages of the target phrases, assess whether they can use these structures with example sentences, and grasp their internalization of key language expressions. Purpose To assist students in understanding the meanings and usages of the target language structures, master their application scenarios, and improve their ability to use these structures accurately in both oral and written communications. Step 5: Exercise Have students complete sentence⁃blank exercises with correct word forms, then have them do Chinese⁃English translation tasks, and let them finish a passage with proper verb tenses. Assess whether students can use correct word forms, sentence patterns and tenses in blank⁃filling, translation and passage completion, and grasp their ability to apply the learned language knowledge. Purpose To consolidate students' mastery of target vocabulary, sentence patterns and tenses through various exercises, promote their flexible application of learned language knowledge in practical contexts, and improve the accuracy and coherence of language output. Homework Basic homework Copy the key phrases from class. Practical homework Plan a 5⁃minute online travel tour for a place you're interested in(e.g. the Great Wall, the Eiffel Tower). Write a 60⁃word plan. Extended homework List 2 advantages and 1 disadvantage of online travel(based on the class content or your ideas). Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       第5课时　Integration D Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　 What: The text is centred around writing about online travel experiences, taking Simon's online tour of the Louvre Museum as an example. It includes an outline for an article(covering how to start the tour, what to learn and see, and personal thoughts), Simon's model article structured into the introduction, main body and conclusion, and a task guiding students to explore a tourist attraction online and write their own article with useful expressions provided. Why: The text aims to help students master the structure and skills of writing about online travel experiences, enabling them to accurately express their exploration processes and feelings in English. It intends to cultivate students' writing ability and logical thinking, and convey the value of combining online exploration with written expressions to record and share travel experiences, thereby enhancing their ability to organize and present information. How: The text is structured in a guided and practical manner for writing instruction. It starts with an outline to organize information, followed by a model article that demonstrates a clear structure(Introduction—Main body—Conclusion) and the use of descriptive language to highlight online travel details. Finally, it provides useful expressions and a writing task for students to practise. The language is formal and descriptive, suitable for experience⁃sharing writing, and it adopts a “information organization—model demonstration—practical application” framework to help students systematically complete a writing task about online travel experiences. Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　 By the end of this lesson, students will be able to: 1.organize and present key information about their online travel experiences based on the outline table(how they started, what they learnt and saw and how they felt); 2.follow the structure of the model article and utilize the provided expressions to write a short article about their own online travel experiences. Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　 Teaching Objectives Teaching Activities Effectiveness Evaluation Step 1: Lead⁃in Display the image of the Louvre Museum, present the question“Have you visited it online?”, and guide students to share their thoughts or experiences related to visiting attraction through the internet. Assess whether students can actively respond to the question and share specific thoughts or experiences about online attraction visits to grasp their engagement with the topic. Purpose To arouse students' interest in online attraction visits, activate their prior experiences related to the topic, and guide them to quickly engage with the lesson content. 1.To organize and present key infor⁃mation about their online travel experiences based on the outline table(how they started, what they learnt and saw and how they felt). Step 2: Reading 1.Let's complete the table Show the table about an online travel experience, explain the table's sections, guide students to fill in their own online travel details by referring to Simon's information in the table. 2.Read and match Provide the article about the online tour of the Louvre Museum, instruct students to read it carefully and identify key details about the museum and the tour experience. Then show the matching task, and guide students to connect content points(like how the tour started) to the corresponding sections(introduc⁃tion, main body and conclusion) of the article. Check if students can accurately fill in the table with personal details, identify key article infor⁃mation, match content to text structure, and answer questions correctly. Assess their mastery of reading skills and text comprehension. 2.To follow the structure of the model article and utilize the provided expressions to write a short article about their own online travel experiences. 3.Read Display the article with labeled structure sections, guide students to analyze how the content(the start of the tour, museum details and personal feelings) corresponds to the introduction, main body and conclusion, and help them recognize the organizational framework of the article. 4.Read and answer Guide students to read the given text segments, explain the marked vocabulary, prompt them to answer the related questions based on the content, and then lead them to discuss the extended question by sharing their own opinions. Purpose To guide students to extract and organize text information, recognize the structure of travel articles, master key vocabulary, and develop their reading comprehension and analytical skills. Step 3: Writing Think and write First, guide students to fill in the table with their own relevant content by referring to the sample information. Then present the article model, and instruct them to write a piece about their own experiences based on the details they've filled in the table. Assess whether students can complete the table with logical personal content and write a coherent article following the model, and check their ability to apply text structure and language to writing. Purpose To help students apply the text structure and learned language to organize personal experiences, and improve their ability to write a coherent article based on structured information. Step 4: Assessment Show the self⁃assessment form covering four aspects (e.g. knowing world attractions, using tenses correctly), explain each criterion, guide students to rate themselves and get peer feedback on these aspects. Then instruct them to fill in their strengths, areas needing more practice, and an action plan, and remind them to assess vocabulary and grammar by doing the exercises on page 128. Assess whether students can objectively rate themselves and peers, clearly identify strengths and areas for improvement, and make a feasible action plan to grasp their self⁃reflection ability. Step 5: Further Study Present the text and the images about the Natural History Museum in London, and guide students to explore the museum online to collect information, and then instruct them to share their findings with classmates. Step 6: Language Point Guide students to learn the present perfect tense, the simple past tense, the usage of“used to”and“a great way to do sth”, as well as the phrase“learn about”, understand their meanings and application scenarios with example sentences, and improve their mastery of these grammar points and phrases. Step 7: Exercise Assign the three exercises(tense filling, blank⁃filling with words and translation), guide students to complete them by applying the learned grammar and vocabulary, and then check their answers and clarify misun⁃ derstandings to reinforce their mastery. Check if students can collect valid information about the museum online and share findings with classmates clearly and assess their information⁃gathering and communication skills. Check if students can correctly explain the meanings and application scenarios of the target grammar and phrases, and assess their mastery of these language points. Assess whether students can complete the exercises with correct answers by applying learned grammar and vocabulary, and check their ability to use knowledge in practical tasks. Purpose To reinforce students' mastery of learned grammar and vocabulary, and help them consolidate knowledge through practical application in different exercise forms. Homework Basic homework Review the language points. Practical homework Write a short paragraph about your online tour experience. Extended homework Explore the Natural History Museum in London online and share your findings with your classmates. Teaching Reflection　　　 　　　　　　　　　　　　　　　　　　　　　　       学科网（北京）股份有限公司 $