unit-3-diverse-cultures-period-4-教學(xué)設(shè)計-閱讀頁
2025-04-03 02:58本頁面
【正文】 m to refer to the evaluation form in the third part of activity 3. Analyze the text one by one according to the listed criteria and try to write ments.Step 5 Writing taskActivity 51. Have students brainstorm about their hometown:①What is unique about your city/town?②Is it a city/town with diverse cultures?③What examples can you give to illustrate its unique feature?Remind students to write down valuable ideas during the , ask the students to discuss how to organize the information, build a structure, and write a simple outline.2. Guide the students to learn the language of the city or town provided in the second step of Activity can provide key words first, let students say the corresponding sentence pattern and expression, such as: location→→ be located in/on…. historyhas a history of…. years,etc.In addition, teachers can add more relevant expressions for students, such as lie in, in/on/to the cast/west/north/south of, at the foot of, be surrounded by, be known for, be rich in, and some persuasive language, such as Go ahead, let your hair down, and enjoy your trip!You just have to e and experience the city yourself. There is such a variety of adventures You can have here.Teachers can also remind students to flexibly use adjectives, especially superlatives, in the introduction to enhance the attractiveness of the city or town, such as: the most popular tourist destination, the city39。s introduction to the hometown is more accurate and vivid, which student39。s writing purpose and writing characteris
醫(yī)療健康相關(guān)推薦
鄂ICP備17016276號-1