资料简介
Book2Unit6Earthfirst教学设计单元主题本单元的主题语境是“人与自然”，涉及的主题语境内容是关爱地球、保护环境。本单元从人类面临的诸多环境问题入手，引出单元话题，并进一步深入讨论了动物保护、自然保护区、全球变暖、空气污染、生活中的环保误区等子话题。整个单元的教学应牢牢把握该主题语境，帮助学生深度理解主题和语篇，有机渗透人与自然和谐相处的情感、态度和价值观。单元目标学生能够围绕本单元的主题语境内容，基于单元提供的视频、游记、广告等多模态语篇，综合运用各种语言技能，读懂与保护自然文化遗产相关的文章内容，能够运用阅读策略，从文本中提取信息并解读文本；能够理清现在完成进行时的用法及概念，并在具体语境中应用；听懂与生态旅游相关的话题并谈论环境保护问题，恰当使用所学词汇、句型及表达方式说服他人，以及表示折中、妥协的看法，深化对单元主题意义的理解与挖掘；能够分析招聘广告的要素，并根据所给文段内容，仿写招聘广告；同时能够运用单元所学，并通过辩论、分析，联系生活实际，辩证地看待问题，分析利弊，并做出正确评判；找到合理的解决方法，并创造性地表达自己的观点，实现知识与思维能力的迁移；通过了解联合国教科文组织世界自然遗产录，增强民族自豪感；提升热爱环境，保护自然遗产的环保意识。并通过运用各种学习策略，多渠道开展调研，有效进行自主学习；利用网络资源，筛选、整合、编辑自然遗产保护宣传册；并能够选择恰当的方法反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。Startingout板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。）课型Viewing+Speaking主题语境人与自然——人与环境的和谐相处内容分析活动1呈现一则环保主题公益广告的视频，介绍了与环境相关的数据，直观地展现了人类面临的严峻形势。活动2
要求学生看四幅环保主题漫画，基于已有知识讨论这四种环境问题的成因和应对措施，为后续环节进一步的主题意义探究做铺垫。教材提供的话题意义深远，视频和漫画生动有趣，有利于拉近学生和话题之间的距离，引发共鸣。教学目标1.带领学生熟悉话题，激活已有的语言、背景知识，激发对话题的兴趣；2.引导学生发散思维，能够通过描述视频与漫画、小组讨论等方式，用英语分析和探讨问题，表达观点；3.引导学生基于已有的知识和经验，对保护地球这一话题进行简单的讨论。教学重点学生获取视频中与数字相关的细节信息。教学难点启发学生说明环境问题堪忧的理由。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreadthequestionsinActivity1andplaysthevideo.2.Teachercollectsanswers.Ifstudentsarehavingtrouble,Teachercanplaythevideoagainuntilstudentsgettheinformationneeded.1.StudentswatchthevideoandfindanswerstothequestionsinActivity1.2.Studentspresenttheiranswerstotheclass.1.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–humanandnature.2.Toletstudentsunderstandsomeenvironmentalproblemswearefacingnowadaysthatmakesourfutureuncertainviawatchingvideoandwidenstudents’knowledge.Activity21.Teacherdividesstudentsintogroupsandletsthemtalkaboutwhatenvironmentalproblemeachpictureshowsandtrytothinkofpossiblereasons.2.Teacherprovidesbackgroundinformation.Studentsdiscussingroupsandsharetheirideasforeachquestion.Tomakestudentsknowmoreaboutenvironmentalissuesandknowhowtocooperatewitheachother.
3.Teacherasksstudentstosharetheirideasandinspiresthemtothinkabouthowtosolvetheseproblems.Understandingideas板块教学设计（建议时长40–45分钟，教师可根据教学实际酌情调整。）课型Reading+Speaking主题语境人与自然——人与环境的和谐相处内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为说明文。课文围绕“鲨鱼是危险的动物还是濒危动物”这一问题展开讨论，引发人们对保护海洋动物这一话题的关注。读前的导入活动激活学生对鲨鱼这种动物的已有认知，帮助学生提前熟悉语篇话题，为学习课文做铺垫。读中活动考查学生快速查找信息的能力。读后活动则通过探讨写作目的、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。教学目标1.带领学生通过略读，获取目标信息;2.帮助理清作者的观点和写作意图，理解课文信息；3.引导学生运用批判性思维分析课文，形成对文章主题思想的理解；4.引导学生基于课文内容联系生活实际，发表自己的意见和观点。教学重点引导学生通过自主阅读和小组合作，借助语篇知识，梳理语篇结构。教学难点引导学生运用审辩式思维梳理人们对鲨鱼的态度变化。教学策略任务型教学法、P–W–P阅读模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstotickthewordsthatwouldusetodescribesharks.StudentsfinishActivity1andaddmorewordsiftheycanthinkofany.1.Toleadstudentstothetopicandactivatetheirpriorknowledge.2.Topreparestudentsforreading.Activity21.Teacherasksstudents1.StudentssharetheirTotrainstudents’
tosharewhattheyknowaboutthefilmJaws.2.TeacherasksstudentstoskimthepassagetofindouthowsharksaredescribedinthefilmJaws.knowledgeofJaws.2.Studentsreadthepassagequicklyandfindouthowsharksaredescribedinthefilm.readingskillsinlocatingcertaininformation.Activity3TeacherasksstudentstochoosethewritingpurposeofthepassageinActivity3.StudentscompleteActivity3.1.Toencouragestudentstofigureouttheauthor’spurposeinwritingthepassage.2.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity41.TeacherasksstudentstoreadthepassagecarefullyandtrytofinishthechartinActivity4.2.Teacherasksstudentstoworkingroupsandexchangetheiranswersandcommentoneachother.1.Studentsreadthepassageagain,findtheinformationtheyneedtocompletethechart.2.Studentspresenttheircharttotherestoftheclass.Toexaminehowmuchstudentshavegraspedthedetailedinformation.Think&ShareTeacherasksstudentstodiscussthetwoquestionsingroupsandoffershelpiftheyneed.Studentsdiscussthetwoquestionsingroupsthensharetheirideaswiththeclass.1.Totrainstudents’abilitytouselanguageintheirreallifeandexpresstheideasinalogicalway.2.Toenhancestudents’criticalthinkingability.
UsingLanguage板块教学设计（建议时长60–70分钟，教师可根据教学实际酌情调整。）课型Reading+Listening+Speaking主题语境人与自然——人与环境的和谐相处内容分析本板块包括语法部分-ing和-ed做补语、词汇部分Dealingwithglobalwarming和听说部分Environmentalproblemstobesolved。语法部分的两个语篇分别呈现了“美人鱼”汉娜致力于保护海洋环境的事迹以及三江源自然保护区工作人员的访谈；词汇部分向学生呈现了与全球变暖相关的词汇，并要求学生完成一份主题为“你能为应对全球变暖做的六件事”的宣传手册；听说部分的材料讨论了雾霾的“前世今生”，引导学生关注身边的环境问题。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。教学目标1.带领学生识别现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，使学生在此基础上能够初步运用；2.引导学生运用相关词汇和语法结构讨论全球变暖问题，并提出可行的解决方案；3.引导学生运用话题词汇谈论空气污染问题，并能够根据需要有礼貌地打断别人。教学重点引导学生理解-ing和-ed做补语的区别；运用本单元已学词汇和语法结构表达如何应对全球变暖；在听力过程中，获取对话中关于雾霾的相关信息，归纳再进行语言输出。教学难点提取并总结归纳得体打断对方的表达，并迁移运用于相似情景的交流中；利用发散性思维拓展补充作者的观点。教学策略交际教学法、任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TeacherasksstudentstoreadthesentencesinActivity1andtrytoanswerthethreequestions.2.Teacherasks1.Studentsreadthesentencesandcomeupwithpossibleanswerstothethreequestions.2.Studentsfindmoresentencesinthereading1.Toencouragestudentstodiscoverthegrammarusagebythemselves.2.Tofurtherenhance
studentstofindmoresentenceswiththesestructuresinthereadingpassage.3.Teacherasksstudentstosummarisethefunctionsandusageof“-ingand-edascomplement”.passagewithsimilarstructures.3.Studentssummarisethefunctionsandusageof“-ingand-edascomplement”withthehelpoftheteacher.students’understandingof“-ingand-edascomplement”.Activity21.Teacherasksstudentstoreadthepassageandfigureoutthemainidea.2.Teacherasksstudentstochoosethecorrectformofgivenverbs.3.Teacherinvitesstudentstosharetheiranswers.1.StudentsreadthepassageandfindoutwhatHannahisdoingandwhy.2.Studentssharetheiranswers.Togetstudentstopractise“-ingand-edascomplement”.Activity31.Teacherasksstudentstoreadtheinterviewandthenrewritetheunderlinedsentencesusing-edor-ingformascomplement.2.Teacherinvitesstudentstoreadthenewsentencesandsharetheirunderstandingofthefunctionofusing-edand-ingformsascomplement.1.Studentsreadtheinterviewandrewritetheunderlinedsentencesusing-edor-ingformascomplement.2.Studentssharetheirunderstandingofthefunctionofusing-edand-ingformsascomplement.Tohelpstudentsconsolidatetheapplicationof-edor-ingformascomplementinareal-lifecontext.Activity41.Teacherasksstudentstolookatthesixpicturesandtrytodescribethem.1.Studentslookatthesixpicturesandtrytodescribethem.2.StudentsworkinpairsandshareToencouragestudentstolearnandsharemoretopic-relatedknowledge,especiallyinglobalwarming.
1.Teacherasksstudentstotalkaboutwhattheyknowabouttheexpressions.knowledgeofgivenexpressions.Activity51.TeacherasksstudentstoreadthebrochureinActivity5andcompletetheblanksusingexpressionsfromActivity4.2.Teacheraskssomestudentstosharetheiranswerswiththeclass.1.StudentsreadthebrochureinActivity5andcompletetheblanksusingexpressionsfromActivity4.2.Somestudentssharetheiranswerswiththeclass.3.Studentsreadthecompletebrochuretotherestoftheclass.Todeepenstudents’understandingofglobalwarming.Activity6Teacherasksstudentstoworkinpairsanddiscusswhattheycandotohelpdealwithglobalwarming.Workingroupsandtalkaboutwhattheycandotohelpdealwithglobalwarming.Toenlargestudents’vocabularyandimprovetheirabilitiestosolveproblems.Activity71.Teacherasksstudentstoreadthetopics.2.Teacherplaystheaudioofthelectureandasksstudentstochoosethetopicsthatarecovered.1.Studentsreadtheseventopicstogetaglobalideaaboutthelecture.2.Studentslistentothelectureforthefirsttimetotickthetopicsthatarecovered.Totrainstudentstograspthemainideaandkeyinformationofthelisteningmaterials.Activity81.Teacherplaystheaudioagainandasksstudentstocompletetheslides.Playonemoretimeuntilstudentsgetthedetailedinformationneeded.Pausewhennecessary.2.Teacherchecksthe1.Studentslistentotheaudioagainandcompletetheslides.2.Studentschecktheanswerswiththeteacher.3.Studentsread1.Tohelpstudentsunderstandthedetailsofthelisteningmaterials.2.Tohelpstudentslearnhowtointerruptsomeonepolitely.
answerswiththeclass.3.Teacherasksstudentstoread“Learningtolearn”onthispageandremindsstudentstotakenotesduringlistening.4.Teacherasksstudentstorecallhowthespeakersinterrupteachother.Playtheaudioagainifnecessary.“Learningtolearn”onthispagetolearnhowtointerruptsomeonepolitely.3.Studentsworkingroupsandtalkabouthowthestudentsinterruptthelecturerpolitely.Activity91.TeacherdividesstudentsintopairsandasksthemtoreadthematerialsonPage84andPage87respectively.2.Teacherasksstudentstoworkinpairsandmaketheconversationaccordingtothedifferentmaterials.3.Teacherinvitesseveralpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.1.StudentsworkinpairsandreadthematerialsonPage84andPage87respectively.2.Studentsworkinpairsandmaketheconversationaccordingtothedifferentmaterials.3.Severalpairsactouttheirconversationsinfrontoftheclass.Othersmakecomments.1.Tohelpstudentslearnmoreaboutthefactualinformationaboutrecycling.2.Toencouragestudentstopractiseinterruptingotherspolitely.Activity101.Teacherdividesstudentsintopairsandasksthemtotalkaboutanotherenvironmentalproblem.2.Teacherinvites1.Studentsworkinpairsandtalkaboutanotherenvironmentalproblem.2.SeveralpairsactouttheirconversationsinToencouragestudentstofurtherpractiseexchangingideas.
severalpairstoactouttheirconversationsinfrontoftheclassandasksotherstudentstomakecomments.frontoftheclass.Othersmakecomments.Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自然——人与环境的和谐相处内容分析本课为Developingideas板块，是一篇阅读语篇。探讨了日常生活中的四个环保真理的真伪。作为说明文，文章结构清晰，采取总分总的结构。第一部分引入话题，引导人们思考我们所谓的环保常识/真理是否正确。第二部分四个副标题介绍了四条环保真理，并对其真伪进行辨析。最后一部分，作者提醒人们应该学会验证生活中的环保常识的真伪。通过对四个环保真理真伪的辨析，作者在澄清了环保常识的同时，也引发人们对于更多“环保真理”的批判性思考；读写部分的范文呈现了一封倡议“光盘行动”的信件。通过这一板块的学习，学生能够提升思维品质，并初步掌握倡议信的文体特点和写法。教学目标1.引导学生利用副标题梳理文章结构，理解语篇内容，归纳文中对环保真理真伪的原因分析；2.引导学生借助语篇知识分析本课语篇类型特点以及段落逻辑关系，使学生能够运用逻辑思维和批判性思维梳理和评判生活中常见的观点；3.引导学生通过自主学习与小组合作学习，进一步深入分析文中环保真理错误的原因以及应对措施，并做一个简短的报告；4.帮助学生进一步深化对单元主题的理解，了解倡议信的写作特点，使学生能够运用所学内容写一封与环保相关的倡议信。教学重点1.引导学生思考人们对四个“环保真理”产生误解的原因以及这些“真理”不正确的原因，培养其思辨能力；2.引导学生对文章观点做出自己的评论。教学难点1.引导学生思考如何变得更加环保；2.以环境问题为主题写一封倡议书。教学策略交际教学法、任务型教学法
TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstodothequestionnaireinActivity1.StudentschoosetheanswerstheyagreewithinActivity1.Toleadstudentstothetopicandactivatethestudents’backgroundknowledge.Activity21.Teacherasksstudentstoreadthesubheadingsinthepassageanddecideiftheyaretrueorfalse.2.Teacherasksstudentstosummarisethemainideaofthepassage.1.Studentsreadthepassagequicklyandreadthesubheadingsinthepassageanddecideiftheyaretrueorfalse.2.Studentssummarisethemainideaofthepassage.Toencouragestudentstoskimthepassagebyapplyingthelearningstrategytoreading.Activity3TeacherasksstudentstoreadthepassageindetailandcompletethecausesinActivity3.Studentsscanthepassageandcompletethecauses.1.Toencouragestudentstoscanandanalysethecausesandeffects.2.Toexaminehowmuchstudentshavegraspedthedetailedinformation.Think&Share1.Teacherasksstudentstodiscussthefourquestionsin“ThinkandShare”.2.Teacherinvitessomestudentstosharetheiropinions.Studentsdiscussthefourquestionsingroupsandthensharetheiropinionswiththeclass.Tohelpstudentsfurtherunderstandthetopicofthepassageandmakecomments.Activity41.Teacherhelpsstudentsorganiseatalkaboutoneofthe“greentruths”inthepassagebygettingstudentstolistimportantpoints.1.Studentsworkingroupsandorganisetheirideas.2.Studentsgiveatalkaboutoneofthe“greentruths”inthepassage.Tohelpstudentsconsolidatethelanguageandtopicknowledgetheyhavelearned.
2.Teacherhelpsstudentspresenttheirideasproperly.Activity5TeacherasksstudentstoreadtheletterandanswerthequestionsinActivity5.1.Studentsreadtheletterandfigureoutthestructureoftheletter.2.StudentsanswerthequestionsinActivity5.3.Studentsfindoutthesentencepatternstopersuadeothers.Tohelpstudentsreadandfigureoutthestructure,contentandlanguageexpressionsofapersuasiveletter.Activities6-71.Teacherasksstudentstoworkingroupsanddiscussanotherenvironmentalissue.2.TeacherasksstudentstowriteapersuasiveletterbasedonthestructureintheStudents’Book.3.Teachershowsthecriteriaofagoodcompositionanddemonstrateshowtoassessacomposition.4.Teacheraskssomestudentstoshowtheirwritingtotheclass,andinvitesotherstudentstomakecomments.1.Studentsworkingroupsandthinkaboutanotherenvironmentalissue.2.Studentsusetheexpressionsintheboxtowriteapersuasiveletterbasedonthestructure.2.Studentsdopeerevaluation.3.Studentssharetheircompositionwiththeclass.Tohelpstudentsimprovetheirwritingthroughpeerevaluation.Presentingideas&Reflection板块教学设计（Presentingideas和Reflection部分建议总时长40–45分钟，教师可根据教学实际酌情调整。）
课型Speaking主题语境人与自然——人与环境的和谐相处内容分析本课为Presentingideas与Reflection板块。以主题Earthfirst为依托，围绕碳足迹开展探索式学习。要求学生先思考生活中哪些物品会产生碳足迹，然后分组制作碳足迹调查问卷，通过班级调查了解并思考有哪些行为可以减少碳足迹，运用批判性思维深入思考自己对单元主题的理解并进行表达，进一步增强自己的环保意识。第一部分以图片材料的形式介绍了一些增加碳足迹的物品。第二部分为调查问卷环节，提供了问卷设计模板，并提示了报告调查结果的相关表达。教学目标1.引导学生了解更多碳足迹产生的方式，并思考在日常生活中如何减少碳足迹；2.带领学生通过小组合作和讨论分享，制作碳足迹调查问卷，使学生能够通过问卷调查思考并总结实现低碳生活的有效措施；3.引导学生在对碳足迹进行调研和制作调查问卷的过程中，达成对本单元所学知识的迁移和运用；4.引导学生通过汇报小组活动成果，用英语表达自己的想法，展示调研成果；5.引导学生通过自我反思的方式，监控、评价、反思和调整自己学习的内容和进度。教学重点1.引导学生思考日常生活中碳足迹如何产生；2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。教学难点1.引导学生设计计算碳足迹的调查问卷并通过问卷调查结果发现日常不环保行为；2.引导学生养成自我评价的好习惯。教学策略元认知策略、认知策略、交际策略和情感策略TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity
Activity11.Teacherprovidessomebackgroundinformationaboutcarbonfootprint.2.Teacherasksstudentstolookatthepicturesandasksstudentstofigureouthowtheseitemscontributetoacarbonfootprint.3.Teacherasksstudentstothinkabouttheitems’contributiontocarbonfootprintandaddmoreexamples.1.Studentssearchforinformationaboutcarbonfootprintorknowsomeknowledgeaboutcarbonfootprintfromtheteacher.2.Studentslookattheseitemstofigureouthowtheycontributetoacarbonfootprintandthinkofmoreitems.1.Toleadstudentstothetopicandactivatetheirbackgroundknowledge.2.Tohelpstudentsprepareforthecreationofthesurvey.Activities2-31.Teacherasksstudentstoworkingroupstocreateacarbonfootprintsurvey.2.Teacherasksstudentstocarryoutthesurveyintheclass.3.Teacherasksstudentstousetheresultstocomeupwithwaystoreducecarbonfootprint.1.Studentsworkingroupsandcreateacarbonfootprintsurvey.2.Studentscarryoutthesurveyintheclass.3.Studentsusetheresultstocomeupwithwaystoreducecarbonfootprint.Toencouragestudentstoapplywhatthey’velearnedinrealcommunicationandsolvingproblems.Activity4Teacherinvitessomegroupstoreporttheirresults.Studentsreporttheresultsoftheirsurveyusingtheusefulexpressionsinthebox.Tohelpstudentspractiseskillsinpresentationandlearnfromeachother.Reflection1.Teacherasksstudentstorecallwhatthey’velearntinthisStudentsratetheirperformanceinthisunit,summarisewhatthey’velearntandthinkaboutTohelpstudentsevaluatetheirperformance,reviewtheunit,andthink
unit.1.Teacherasksstudentstocomplete“Reflection”inStudent’sBook.whattheyneedtoimprove.aboutwaystoimprove.Project板块教学设计（此部分教师可根据教学实际酌情调整。）课型Speaking主题语境人与自然——人与环境的和谐相处内容分析本单元的项目实践活动要求学生为建设绿色校园贡献自己的力量。学生通过调查研究和主题讨论，选择一种或几种活动方式，形成具体可行的校园环保计划，最后向全班汇报。如果有条件，教师应鼓励学生将计划付诸行动。学生在教师的指导下，进行自主学习、合作学习、探究式学习，增强环保意识，切实落实环保行动。教学目标1指导学生调查研究，发现校园中存在的环境问题，并进行记录；2指导学生思考调查结果并讨论解决办法，从而达成对所学知识的迁移和运用；3带领学生将解决办法细化，使学生能够形成计划，并进行预评估；4如果条件允许，指导学生开展“校园环保节”活动，使学生能够通过各项宣传活动增强环保意识。教学重点1.引导学生利用单元所学，上网查找资料，多渠道获取信息；2.引导学生利用问卷调查的方式分析校园环保问题。教学难点引导学生探索解决环保问题的有效措施。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activity
Investigate(Inthepreviousclass)1.Teacherdividestheclassintogroupsandasksstudentstoexploretheschoolcampustofindoutareasthatwouldbenefitfromgreaterenvironmentalawareness.2.Teacherasksstudentstolookatthethreepicturesandtochooseanenvironmentalproblem.3.Teacherasksthegroupstolookforinformationonlineorinthelibraryabouttheproblemtheychooseandtrytocreateaquestionnairetoinvestigate.(Inthepreviousclass)1.Eachgroupexplorestheschoolcampustofindoutareasthatwouldbenefitfromgreaterenvironmentalawareness.2.Studentslookatthethreepicturesandchooseanenvironmentalproblemtheywanttoinvestigate.3.Eachgrouplooksforinformationonlineorinthelibraryabouttheproblemandcreatesaquestionnairetoinvestigate.1.Togetstudentspreparedfortheproject,anddeveloptheirindividuallearningandexploringabilities.2.Tohelpstudentsdevelopskillsincollectinginformationviainvestigation.Plan1.Teacheraskseachgrouptohavediscussionsanddecidehowtotakeeffectiveactionstosolvetheproblemstheyhavefoundthroughtheinvestigationandfindoutthewaytoreachtheirtargetaudience.1.Studentsworkingroupsandfigureouteffectivewaystosolvetheproblemtheychoose.2.Studentstrytothinkofthebestwaytoreachtheiraudience.1.Tohelpstudentsclassifyinformationandexploreeffectivemethods.2.Tohelpstudentsprepareforthecampaign.CreateTeacherasksstudentstomakeadetailedplanfortheircampaign.Studentsmakeadetailedplanfortheircampaign.Considerthefollowingaspects:(1)Date,timeand1.Toteachstudentstocooperatewitheachother.2.Toimprovestudents’integrated
location(2)Anymaterialsyouneedtoprepare(3)Howthecampaignwillbecarriedout(4)Dutiesforeachgroupmemberskills.PresentTeacherarrangestimeinlaterperiodsforstudentstoevaluatealltheplansandvoteasaclassforthebestcampaignplan.Studentsevaluatealltheplansandvoteasaclassforthebestcampaignplan.Ifpossible,carryoutthecampaignintheschool.Tohelpstudentspractiseskillsingivingapresentation,andlearnfromeachother.
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