一、“六要素”整合的英语学习活动观内涵
1. 什么是“六要素”？
英语课程内容是发展学生英语学科和创新素养的基础和载体，包括六个要素: 主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。这六个要素是相互联系的有机的整体。
2. 什么是活动？
“活动”一般具有目的性，由一系列的行动构成的一个系统，在教育教学领域，活动即指在教与学过程中发生的学习行为的综合。
活动分为外部活动和内部活动，从发生的角度看，外部活动是参与客观世界的各种活动，而内部活动起源于内化的思想和认知发展活动，即思维活动。
英语教学活动具体类型：
（1） 学习理解类活动
主要包括感知与注意、获取与梳理、概括与整合等基于语篇的学习活动。
即教师围绕主题创设情境，激活学生已知，铺垫必要的语言和文化背景知识、引出要解决的问题。在此基础上，以解决问题为目的，鼓励学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息间的关联，形成新的知识结构，感知并理解语言所表达的意义和语篇所承载的文化价值取向。
（2）应用实践类活动
主要包括描述与阐述、分析与判断、内化与运用等深入语篇的学习活动。
即在学习理解活动的基础上，教师引导学生围绕主题和所形成的新的知识结构开展描述、阐释、推理、判断等交流活动，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
（3）迁移创新类活动
主要包括推理与论证、批判与评价、想象与创造等超越语篇的学习活动。
即教师引导学生针对语篇背后的价值取向或作者态度进行分析与论证，赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联，批判、评价作者的观点等，加深对主题意义的理解，进而使学生在新的语境中，基于新的知识结构，通过自主、合作、探究的学习方式，综合运用语言技能，进行多元思维，创造性地解决陌生情境中的问题，理解表达观点、情感和态度，体现正确的价值观，实现深度学习，促进能力向素养的转化。
3. 如何理解英语学习活动观？
《高中英语新课标（2017年版）》 提出了指向学科核心素养的英语学习活动观，即学生在主题意义引领下，以各种语篇为依托，通过学习理解、实践应用、迁移创新等一系列的英语学习活动，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。这一过程既是语言知识与语言技能整合发展的过程，也是文化意识不断增强、思维品质不断提升、学习能力不断提高的过程。
“六要素”整合的英语学习活动观，具体而言，指学生围绕某一具体的主题语境，基于不同类型的语篇，通过听、说、读、看、写等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学生基于已有知识，在解决问题的过程中，运用语言技能获取、梳理、整合语言知识和文化知识，深化对语言的理解，重视对语篇的赏析，比较和探究文化内涵，汲取文化精华。
二、基于六要素整合的英语学习活动观特点
1. 从学习内容上看
将知识学习和技能发展融入到主题与语境当中，在语境中围绕主题来进行语言知识的学习，以及语言技能的发展和训练。
2. 从学习方式上看
整合并关联发展课堂内容，实现对语言的深度学习，即把语言、文化和思维融合起来进行学习，即在主题意义引领下，依托语篇，运用语言技能和学习策略促进思维发展，把语言知识和文化知识整合起来，进行内化吸收，然后影响我们的行为取向。
3. 从教学方式上看
基于教学内容，深挖文本背后的文化和它的价值意义，在课程中实现育人的目标。
基于学生已知提出问题
（情境导入 ） 以解决问题为目的
主题引领
通过一系列相互关联的语言、思维、文化、策略
有机融合的活动，如：信息获取；梳理整合；内化运用、分析、比较、赏析、迁移创新、评价等。
语篇依托
实现对主题和语篇理解的提升和优化，形成新的知识结构。
形成语言能力；提升思维品质；建构文化知识；发展学习能力。
学科育人，知行合一
比如说，主题为重阳节的定语从句教学，学习活动都围绕这一主题展开。教学设计要将主题意义、主题语篇、语言知识（定语从句）、语言技能、文化知识（重阳节）和学习策略整合起来。
首先，课前教师给学生提供主题语篇，布置自主学习任务，让学生带着任务探究主题意义，了解重阳节的历史、习俗和意义等，学习语言知识，通过结合语境和已有知识，区别限制性定语从句和非限制性定语从句的功能等。
课堂上以《九月九日易山东兄弟》这首诗歌导入，提出问题，让学生在感知、欣赏、表达中进入主题探究和语言学习，激发学习兴趣，激活学生已有图式。
在激活已知的基础上，让学生用定语从句完成句子、语篇填词、绘制思维导图，通过以上应用实践类的活动，生成新的内容，形成结构化的知识，发现新的问题，并通过讨论、提问、答疑等方式解决问题。
然后教师引导学生迁移创新，让学生选句子完成语篇，训练学生对语篇逻辑关系的分析能力，在实践中尝试使用语言，在语境中理解和运用定语从句，理解语篇的深层含义。并引导学生探究性学习，通过讨论、分工合作、信息检索、交流汇报等形式用英语介绍中国传统节日，并用网页呈现，培养学生的创造性思维和综合语言运用能力。
在“重阳节”这一主题情境下，通过听、说、读、看、写等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学生基于已有知识，在解决问题的过程中，运用语言技能获取、梳理、整合语言知识和文化知识，深化对语言的理解，重视对语篇的赏析，探究文化内涵，汲取文化精华，形成正确的价值观。
再以词汇教学促写作为例，教师以“未来职业”这一主题为引领，依托语篇、语境，在“基于语篇”的互动环节中理解词汇，如阅读一篇父母对于“我”未来职业的建议的文章，学生理解关于职业类别、某一职业需具备的能力的词汇；在“深入语篇”和“超越语篇”的互动环节中运用词汇，同时建构与话题相关的词汇，如让学生阅读别人对职业和职业素质的看法的文章，通过填词、分析篇章结构，将零散的词汇学习整合为信息、资源的互联互通，实现词汇学习目标、内容和方法的融合统一。
整个教学过程中，通过听（其他同学对未来职业的看法）、说（自己未来理想的职业）、读（关于别人正在从事的职业的文章）、看（关于职业的视频）、写（自己未来职业的文章）等各类活动，引导学生学习与主题相关的词汇，积累词块，激活词汇相关的话题语义网，汲取文化精华；通过独立思考、小组合作讨论、组内和组间及教师评价等多维性评价，让学生在语境中有效地使用词汇，正确理解、确切表达比较复杂的主题意义和观点，选择适合自己的工作，形成正确的价值取向。
基于六要素整合的英语学习活动观的教学设计，把语言能力、思维品质、文化意识和学习能力整合在一起，通过落实培养学生核心素养这一目标，最终实现学科育人和知行合一。这样的教学设计，可以分为以下几个环节。
1.情境导入，激活主题
情境可以是视频、对话、图片、问题、诗歌、游戏等。不管是哪种情境导入方式，都是基于主题，提供主题语境和在学生完成自学任务的基础上。这些导入方式联系生活，紧扣主题，直接、简洁、有效。既激发了学生的学习兴趣、学习动机，又激活了学生的已有图式，达到了温故知新的目的。
2.释疑探究，理解主题
教师提供新的情景和语篇，设计各种学习活动，帮助学生利用思维导图等工具与手段梳理、归纳相关知识，探究其意义和用法；教师指导学生讨论自主学习和活动练习过程中发现的问题，探究语篇意义，学运用所学知识，解决问题。即细节梳理－概括、整合、重组信息－阐述、输出、表达信息－赏析语言、语篇内涵、评价作者态度，由感知体验逐步从外部向内部转化，进而深度学习。
3.迁移运用，深化主题
教师指导学生迁移所学知识，完成新的任务。在这个过程中，教师创设一个真实的生活情境，基于这个要解决的问题，学生运用所学的语言以及前期整合的知识结构、文化知识，学会理性地表达个人观点，体现多元思维和正确的价值判断。
三、教学设计案例一
Overview of Attributive Clauses (Period One)
Teaching objectives:
By the end of this period, students will be able to
1 use the relative pronouns and relative adverbs correctly
2 create a web to introduce a festival using attributive clauses properly
3 get a better understanding of our traditional festival — the Double Ninth Festival
4 have a more filial attitude towards the elderly
Teaching method:
Task-based teaching method
Task 1 Use the relative pronouns and relative adverbs correctly;
Task 2 create a web to introduce a festival using attributive clauses properly
Teaching procedures:
Before class:
Read a passage about the Double Ninth Festival before class and
A. find out the main idea of the passage.
B. introduce why the Double Ninth Festival was started and how people celebrated it.
C. underline the sentences with attributive clauses.
D. complete the table.
关系代词 | 关系副词 | 功能 | |
限定性定语从句 | |||
非限定性定语从句 |
[设计意图]
（课前阅读语篇见附录）“重阳节”属于“人与社会”这一主题语境，要求学生能掌握不同名族文化习俗与传统节日。以具体的阅读任务驱动自主学习的有效开展，帮助学生整体理解语篇内容、提炼语篇主题、介绍重阳节的历史、习俗、庆祝方式以及意义。在语篇中自主学习语言知识，结合语境和已有知识，区别限定性定语从句和非限定性定语从句的功能，归纳定语从句的关系代词、关系副词及其作用。这些学习活动起着激活已知、导入学习主题、诊断学情的作用，培养了学生的自学能力。
Step 1
Read the following poem and answer some questions.
What festival does the poem describe?
What activity does the poem mention?
Why did people wear dogwood sprays?
How did the poet feel?
On the mountain holiday thinking of my brothers in Shandong
Wang Wei
Alone, a lonely stranger in a foreign land,
I doubly pine for kinsfolk on a holiday.
I know my brothers would, with dogwood spray in hand,
Climb up mountain and miss me so far away.
Translated by Xu Yuanchong
参考答案:
1. The Double Ninth Festival.
2. Wearing dogwood and climbing mountains.
3. The reason why people wore dogwood sprays was to avoid evilness.
4. He missed his relatives and felt sad.
[设计意图]
此活动围绕主题，创设语境。用王维的《九月九日忆山东兄弟》这首诗导入,引出主题。这首诗写出了游子的思乡怀亲之情，让学生在感知、欣赏、表达中进入主题探究和语言学习。语篇（诗歌）的主题与自主学习阶段的语篇的主题是一致的，相关联的。通过几个问题的回答，进一步帮助学生理解主题意义，了解重阳节的文化习俗，在学习语言知识的同时学习相关的文化知识。
Step 2
Activity 1 Complete the following sentences according to the passage. The first one has been done for you.
1.The passage tells us the Double Ninth Festival, which is celebrated on the ninth day of the ninth lunar month. It mainly introduces its origin and traditional customs.
2.The Double Ninth Festival is also known as the Senior’s Festival, ____________________.
3.The reason ____________________________________ is that Chinese ancestors thought double ninth as an auspicious day.
4.The ways _____________________________________ are various, including climbing mountains, drinking chrysanthemum wine, wearing dogwood and eating Double Ninth Cake.
5. People used to wear dogwoods__________________________________.
6.Climbing mountains is valued by people, especially by the elderly_____________________.
参考答案:
2.when the seniors are supposed to improve their health by taking part in the activities
3. why ancient Chinese began to celebrate this festival
4. that ancient people celebrated it
5. whose bark and leaves are valued for their medical properties
6. who want to live a longer life
[设计意图]
使用定语从句完成句子。这既是对预习效果的检测，又是对定语从句的复习。学生四人一组，讨论预习案中的问题，又通过完成句子生成新的内容，即定语从句，发现新的问题。这个活动，学生动脑、动口，动手，既能调动学生的积极性，又能感悟语言知识，进行语言输入与输出，还能培养学生的合作意识。
Activity 2: Li Hua has done some research on Chongyang festival. Read and complete Li Hua’s e-mail to Army with correct relative pronouns or relative adverbs.
Dear Amy,
I am glad to receive your letter, saying that you are interested in the Double Ninth Festival. Here is some information about it.
The Double Ninth Festival, 1______ is also called Chongyang festival, falls on the Ninth day of the ninth lunar month. In Chinese culture, nine has long been regarded as the number of yang, making the day of the festival one of two yang
numbers, while “chong” in Chinese means double. Thus, the name of the festival is Chongyang. Chongyang Festival is a time 2_______ chrysanthemum is blooming, so enjoying the flourishing chrysanthemum is blooming, so enjoying the flourishing chrysanthemum also becomes a key activity on this festival. Another traditional activity is carrying a spray of dogwood, 3._______ is a plant with a strong fragrance, and is often used as a Chinese herbal medicine. People in ancient times believed it could drive away evil spirits and prevent one from getting a chill in late autumn.
Nowadays, the ninth day of the ninth lunar month has become a special day for people to pay their respects to the elderly and a day for the elderly to enjoy themselves. It has also been declared China’s day for the elderly. The ways 4._______ people celebrate the festival are various. For example, many people 5._______ grandparents live far away will go home to spend the festival with them. Family outings are organized during 6._______ people renew their appreciation of nature and to reaffirm their love and concern for family members and close friends.
This Double Ninth Festival, I climbed the Fenghuang Mountain near my school with my grandparents, 7.______ we enjoyed warm sunshine and beautiful scenery.
It is such a significant Chinese traditional festival that I sincerely invite you to China to experience it. I am looking forward to your early reply.
Yours,
Li Hua
参考答案: 1. which 2. when 3. which 4. in which/that 5. whose 6. which 7. where/in which
[设计意图]
定语从句的过程性评价可以是专项训练，以帮助学生掌握定语从句的某种表达方式。对于定语从句表达能力的评价可以是对定语从句的一个项目进行评价，也可以是综合的，主要看涉及什么样的活动（王笃勤，2007，319）。根据学习需要，教师建构了一个语篇。这是写给外国朋友的一封电子邮件,介绍中国重阳节文化，用英语讲中国故事。这个学习评价活动主要是针对学生在语篇中如何判断选择关系代词或关系副词而设计的。通过这个活动，可以让学生进一步探究重阳节文化，在语境中比较关系代词和关系副词的用法，体会定语从句在语篇中的使用。学生通过讨论、提问、答疑等方式，解决问题。
Activity 3: Draw a mind map in groups of four.
Draw a mind map in groups of four.
[设计意图]
经过前面几个学习活动，学生对于定语从句有了一定的认知。此时，教师鼓励学生利用思维导图，将定语从句的知识结构化。在讨论的过程中，学生开展发现式、探究性学习。这也是一个学习加工的过程，将零碎的语法知识系统化，进一步加深了学生对定语从句核心知识的理解，训练了学生总结归纳语法知识的能力。同时，也是为后续的迁移运用学习活动，实现由知识向能力转化搭建了支架。
Step 4
Activity 1: Complete the article with attributive clauses A-F.
The Double Ninth Festival, (1)_____, is a traditional Chinese holiday.
According to Yi Jing(《易经》), nine is a yang(阳) number; the ninth day of the ninth lunar month (or double nine) has too much yang (a traditional Chinese spiritual concept),which is a potentially dangerous date. Hence, the day is also called “Double Yang Festival”. To protect against danger, it is a custom to climb a high mountain, and wear dogwood on that day, (2)_____, and which gradually evolved into a relaxation and exercise.
In recent years, new contents have been added into this ancient festival, which has become a time to show respect for the elderly. Those (3)_____ wish them good health and a long life.
As is often the case, the festival is held in the golden season of autumn, (4)_____. The Double Ninth Festival is usually perfect for outdoor activities. Many go hiking and climbing in the countryside, (5)_____. There are a variety of ways (6)_____.
A. in which people celebrate this festival
B. where they can enjoy beautiful scenery
C. who hold various activities in honor of senior citizens
D. which falls on the ninth day of the ninth lunar month in the Chinese calendar
E. which ancient people thought could help them avoid misfortune and prevent disasters
F. when the bright clear weather and the joy of harvest make for a festive happy atmosphere
参考答案: (1) D (2) E (3) C (4) F (5) B (6) A
[设计意图]
语篇承载着学生学习语言、体验文化、发展思维、和形成学习能力的基本内容。完成上述语篇是学生对定语从句在语篇中的运用的一个深层次的理解过程,关注点在于语法意义。它既评估了学生对定语从句的理解，又训练了学生对语篇逻辑关系的分析能力。学生通过学习语篇，在实践活动中尝试使用语言，在语境中理解和运用定语从句，同时理解语篇的基本意义和深层意义。
Activity 2: A foreign friend is interested in Chinese culture, and he is quite curious about the following items. Please describe or say something about them using attributive clauses for him.
the word Nian（年） setting off firecrackers in the Spring Festival
the dragon-boat racing the moon cake the ninth day of the ninth lunar month
For example: One legend goes that the word Nian, which in modern Chinese means “year”, is originally the name of a monstrous beast that started to eat people the night before the beginning of a year.
[设计意图]
在开放性的学习活动中，学生可以根据自己的理解和了解，而不是单纯地根据定语从句结构来描述事物、事件和活动。根据表达的需要，选择词汇和语法结构，给学生提供机会实践定语从句的形式、意义和用法，运用所学的语法知识正确地、有意义地描述或谈论事物或活动，帮助学生发展语言能力，在活动中意识到所学语法知识在交际中的价值。
Activity 3： Create a web page to introduce one of the Chinese traditional festivals including its history, activities, customs , purposes and others. It is necessary to use the attributive clauses properly.
[设计意图]
教师引导学生进行探究性学习，把课内学到的知识与技能拓展到课外。这是一项实践性、综合性很强的学习活动，要求学生通过小组讨论、分工合作、信息检索、交流汇报等形式的活动，及听、说、读、写训练于一体，用英语介绍中国传统节日，最后呈现网页，培养了学生的创造性思维和综合运用语言的能力。
Homework assignment
Finish the web page.
附录：课前阅读语篇
The Double Ninth Festival
The Double Ninth Festival is celebrated on the ninth day of the ninth lunar month, which is also called Chongyang Festival. On this day, people eat the Double Ninth Cake, drink chrysanthemum wine, appreciate chrysanthemum flowers, and climb mountains. It is also known as the Senior’s Festival, when the seniors are supposed to improve their health by taking part in the activities. The festival is also a time for families to get together, during which family outings are arranged and people enjoy the beautiful nature together. Family members and friends feel closer to each other by participating in these activities.
Origin
The festival is said to date from the Warring States period. According to the yin/yang(阴/阳) dichotomy which forms a basic to the Chinese world view, yin stands for the elements of darkness and yang stands for life and brightness. The number nine is considered as yang. So, the ninth day of the ninth lunar month is a double yang day, therefore the name Chongyang festival (Chong means “double” in Chinese). Also, as double ninth was pronounced jiujiu, the same as the words to indicate “forever”, Chinese ancestors thought it as an auspicious day. That’s the reason why ancient Chinese began to celebrate this festival.
Traditional Customs
Climbing mountains People like to climb mountains during this festival, so the festival is also known as “Mountain -climbing Festival”. In most parts of China, the 9th lunar month is a good time for sightseeing. So, people, both in ancient times and at present, love to go sightseeing in this month. Apart from expelling bad luck and disasters, climbing mountains also indicates climbing to a higher position, and this is the important reason why ancient people loved this custom. It is also valued by people, especially by the elderly, because it means “climb to a longer life”. And it is really refreshing to climb mountains and enjoy the beauty of nature during the bright, clear and cool time in autumn. Climbing mountains on the Double Ninth Festival was already popular in the Tang dynasty, and a lot of poems were written to celebrate this custom.
Drinking chrysanthemum wine The way that chrysanthemum wine is brewed is unique. In ancient times, people usually picked fresh chrysanthemum flowers and leaves on the Double Ninth Festival, then brewed them and grains together to make the wine. People would drink the wine on the same day the next year. The wine is said to have many positive effects--it sharpens people’s eyesight, alleviates headache, reduces hypertension, helps people lose weight and removes any stomach trouble, thus contributing to longevity.
Wearing dogwood The dogwood is an evergreen, heavily scented plant whose fruit is edible. Its bark and leaves are valued for their medical properties. The dogwood blossoms with white or yellow flowers in spring, and in autumn it produces red and sour fruit. On the Double Ninth Festival, people used to stick dogwood into their hair or hang its branches on windows or doors to avoid evilness.
Eating Double Ninth Cake As moon cakes to the Middle Autumn Festival, the Double Ninth Cake is very important for the Double Ninth Festival. The Double Ninth Cake is known as “flower cake” or “chrysanthemum cake”. It can be traced back to the Zhou dynasty. It is said that the cake was first made to celebrate the autumn harvest. People made the Double Ninth Cake in different ways, because there was no fixed way to make it. The cake was gradually made into different types, and the “super cake” was said to have as many as layers, looking like a tower with two sheep on the top. In Chinese, “糕” (cake) has the same pronunciation as “高”(height), and “羊”(sheep) has the same pronunciation as “阳”, so people hope to make progress in life by eating the cake.
(改编自程晓堂 张祖春 扈华唯等Learn English Tell China’s Stories- Traditional festivals, 2019:68-72)
教学设计二
Writing an e-mail about the future job
Teaching objectives:
By the end of this period, students will be able to
1 talk about different types of jobs and qualities needed for each job
2 write an e-mail about their choices of the future jobs
3 prepare for our future jobs
Teaching method:
Task-based teaching method
Task 1 talk about different types of jobs and qualities needed for each job
Task 2 write a passage about students’ choices of future jobs
Guided Previewing and Self-test.
A What kind of job do you want to choose in the future? Why?
B What qualities should you have for the job?
C Fill in the blanks. .
Dear Wu Ping,
Like you, I have been thinking hard about what job I want to do in the future. I read one article that was really useful. It identified some of the different________(category) of jobs we can do. The first category was _________ (practice) jobs, such as carpenters, hairdressers, dressmakers and chefs.
My mum thinks I should get a job in one of the caring professions. She thinks I would be a good nurse. I have thought about the qualities one needs to be a nurse. I am quite caring, but I think that I am not _________(efficiency) or practical. The next category in the article was _________(analyze) jobs. I would not be any good at those sorts of jobs because I am not good at maths or figures, so I could not be an accountant. You know I cannot sing or dance, so I could not do a job in the _________(entertain) industry either. Another category included _________ (education) jobs, and my dad has always said that I would be a great teacher. I am _________(patience) and able to explain things well, and apart from maths, I am quite _________(knowledge) about most subjects. If I were more like my cousin, I could be an architect. He is full of _________(imagine) and great at drawing. There were some other categories like public service jobs, which included jobs like police officers and firefighters. My best friend Joanne is thinking about becoming a police officer. She loves all the _________(detect) programmes and is very quick-witted.
I had better stop thinking about jobs and get on with my homework. Let me know if you have found any useful information about jobs
Yours,
Yang Min
【设计思路】话题词汇、句式的预习可以达到课前检测的目的，敦促学生带着问题进课堂，更利于显现学生的主体地位。教师利用教材的篇章(p7)进行了改编，既和主题相关，便于学生搜集话题词汇，也和高考结合，帮助学生训练填词的技巧。学生在完成练习的同时，可以对职业的相关信息有大致了解，为课堂写作铺垫知识。
Teaching procedures:
Step 1 Guided Presentation
A Talk with students about the teacher’s qualities and reasons for the choice of the job.
B Assign the writing task of the class.
【设计思路】教师用自己作为话题导入，紧扣主题，既给学生轻松感，又让学生有话可说，可以激活学生的已有图式和知识。因为话题贴近学生生活，所以这种导入是情景化的、生活化的，也是以学生为中心的自然导入。告诉学生本堂课的任务，可以让学生带着目标学习。由于有任务，学生的学习也就变得更有效，而不是“漫无目的”。因为是写作课，所以审题是至关重要的。教师指导学生完成写作要点的规整，可以给学生以示范作用，也可以让他们更准确的完成任务。
Step 2 Guided Questioning and Guided Training
Activity 1 Sharing the answers to students’ self-learning sheets.
Share two of students’ self-learning sheets and talk about some relevant sentences about jobs and qualities..
【设计思路】教师课堂上展示学生的预习成果，检验学生已有的知识水平和学习状态。同时，教师抓住时机，针对学生的自学情况，提出一些富含思维量的问题，让同学们在师生交流，生生交流中思维碰撞，为写作积累素材。
Activity 2 Reading the following passage and fulfilling the assignment.
My wonderful career
Hello, I am Sonia from Argentina. I have a very exciting job, which I would like to tell you about. I am a mountain climbing instructor in Patagonia. Patagonia is a large area covering Argentina and Chile in South America. It is one of the most beautiful places in the world and it has mountains covered with snow.
The reason why I chose this job was that I have loved the outdoors ever since I was a child. My family and I would often go walking in the mountains. Although I studied business at university, I did not want to work in an office. One day, just after I had graduated, I saw an advertisement for mountain climbing instructors at Southern Way Mountain School. I applied for the job, and because of my previous experience, they hired me. I was sent on a training programme for mountain climbing instructors. Then I took a test to show that I knew the proper climbing techniques and that I could guide others. Now, seven years later, I am the assistant director of Southern Way Mountain School.
My job requires many skills. First of all, I must be a good teacher, as I have to explain mountain climbing techniques and safety rules. Because tourists come to Patagonia from all over the world, language skills are also important. My first language is Spanish and I am also fluent in English and French. Finally, mountain climbing can be dangerous, so I am trained for emergency situations, such as how to give aid to and rescue someone if they fall or get hurt. If someone gets hurt, I have to figure out the best way to get them down the mountain without causing them any more pain.
Becoming a mountain climbing instructor is a great job for me. Every day, I get to be outside and enjoy beautiful scenery. Besides, I meet people from all over the world, which makes my job even more interesting.
I want you to know that it is possible to combine something you love with a career.
Draw a mind map of this passage according to the questions below.
1 What’s her job?
2 Why did she choose the job?
3 What are the requirements for the job?
Her wonderful career
【设计思路】通过篇章的整体阅读对学生的能力由词到句过渡到篇章。这篇文章的结构和本堂课的任务是“不谋而合”的，为接下来的写作提供了模板。通过思维导图的绘制，学生在获取信息、梳理整合、阐释评价的过程中体验英语语言的美，积累了丰富的语言素材。不同的学生有不同的学习基础，对语篇的理解、知识的掌握、任务的完成也不同。这篇文章也符合了少量基础较弱学生的需求。他们可以仿写。
Step 3 Guided Practice
Write an e-mail according to the following requirements.
假定你是李华，你的英国笔友给你发来邮件询问你对于自己未来职业的想法。请你回复邮件，内容包括：
1. 你未来想选择的职业；
2. 你选择该职业的原因；
3. 你认为从事该选择职业应具备的素质。
注意：
1. 词数100左右；
2. 可以适当增加细节，以使行文连贯。
【设计思路】学生通过前面一系列梳理与获取、概括与整合、实践与内化的活动，应该已经完全构建了自己的作文思路和框架，所以可以轻松地完成这一写作任务，从而实现语言知识的迁移与创新的目标。
Step 4 Guided Evaluation
A Share the composition with the class.
B Students make comments on some of the work. Then, the teacher makes appropriate comments.
作文评价标准
评价项目 | 互评 | 师评 | |
美观 | 书写（整洁、清晰） 2 | ||
内容（问题规范、语句通顺） 5 | |||
结构（层次分明、详略得当） 2 | |||
| 标点、大小写、拼写 2 | ||
语法（尤其动词形式） 6 | |||
衔接手法（过渡语、连接词） 3 | |||
语言结构和词汇（恰当、丰富） 5 | |||
总评 | |||
【设计思路】这一环节分为两步。首先是学生评价：教师展示学生的作文，并指导学生从以上的评价角度对班级同学的任务完成情况进行评价；然后教师引导学生共同分析带有普遍性的问题和一些典型性的错误，并及时进行讲评（恰当的给予鼓励和赞赏），将信息反馈给学生，既让学生学会倾听、欣赏，又使学生能够站在老师的立场上去评价自己的学习结果，进而改善学习效果。
Homework assignment
A Have students think about what kinds of jobs may disappear in the future？What kinds of new jobs will be created? Write down their opinions.
B Have students finish the following passage and talk about the purpose of it.
Rich and Famous
Twenty years ago the most common ambition of American children was to be a teacher, followed by working in banking and finance, and then medicine. But today’s situation is quite different. 1 Instead they most commonly say they want to be a sports star, or an actor—in other words, they hope to become a celebrity.
According to experts, young people desire these jobs largely because of the wealth and the fame. 2 Let’s take athletes and singers as an example. Their careers are short-lived. Many athletes’ best time only lasts a few years and singers can have a very limited career. The field that was once the focus of their lives becomes something they have little or no involvement in. As a result, they’ll have a feeling of worthlessness and a lack of control. 3 The truth is quite simple: they have been so far removed from it for so long.
In spite of these disadvantages, there is greater ambition than ever among young people to achieve that status. They are not satisfied just making a living—they want to be rich and famous. Globally, more and more TV shows provide talent competitions where winners can achieve their goals in just a few weeks or months. 4 They unrealistically believe that this lifestyle is easily obtained and leads to great satisfaction.
While many people argue that there is nothing wrong with having such ambitions, others feel that this trend will finally lead to dissatisfaction as more and more people are unable to reach their goals. 5 That means they ignore the simple fact that great effort is needed before success. As a result, many people won’t realize their childhood dreams, which could have a negative effect on their happiness.
A. The younger generation don’t favor these professions any more.
B. In many ways this has been brought about by the celebrity culture.
C. Unfortunately, they do not always have a positive effect on people’s life.
D. Besides, it can be difficult for them to adapt back to a normal everyday life.
E. People no longer have a sense of satisfaction once their goals have been achieved.
F. This quick way of gaining wealth and fame creates a celebrity culture among people.
G. The reason is that they don’t realize it takes talent and hard work to be rich and famous.
【设计思路】这两个作业的设计目的一是让学生思考未来的职业发展趋势，通过英语学习帮助学生成长；二是培养学生的思辨能力，让学生正视自己对未来职业的选择，避免一些对自己生活没有积极影响、不切实际的工作种类。
审编 杨斯琦
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