Overallteachingdesign,Unit3,Volume3,Grade1inseniorhighschool(6periods)

Unit3

DiverseCultures

Unittheme

Category

Humanandnature

Humanandsociety

Topicgroupintroduction

Thistopicbelongstothecategoryof“Humanandnature”,thematiccluster“naturalecology”sub-theme“geographiclocationofmajorcountriesoftheworld,ecologicalfeaturesandnaturallandscapesofdifferentregions”;

Thistopicbelongstothecategory“HumanandSociety”,thematiccluster“History,SocietyandCulture”,sub-theme“KnowledgeandbrowsingexperienceofChineseandforeignplacesofinterest.”.

Unitteachingdesignconcept

TheteachingphilosophyofthisunitisguidedbytheEnglishCurriculumStandardsforOrdinaryHighSchool(2017Edition,2020revision),withthematicmeaningastheleaderanddiscourseasthebasis,topromotethedevelopmentofstudents'Englishcorecompetencesinthefouraspectsoflanguageproficiency,culturalawareness,thinkingqualityandlearningability.Atthesametime,theteachingofthisunitisbasedonBloom'scognitivelearningdomaingoalclassification,withaviewtomakingtheEnglishcorecompetencestrulycometofruitionthroughtheimplementationofteachingactivitiespointingtolearningandunderstanding,practicalapplication,transferandinnovation.

Thismodulesetsupclassroomactivitiesbasedontask-basedcommunicativelanguageteachingmethodandproblem-basedteachingmethod(PBL),createssituationsforstudentsinclass,providespracticaltasks,encouragesthemtousetargetlanguageforcommunicationactivities,andimprovesstudents'languageability.

Throughtheconceptof"student-centered",wecanoptimizethepassivelearningmodeintraditionaleducation,stimulatestudents'creativityandpotential,andtransformstudentsfrompassivelearnerstoactivelearners.

Studentanalysis

Theteachingobjectisstudentsofgrade1inseniorhighschool.Intermsoflanguageknowledge,thestudentshavepreviouslybeenexposedtoarangeoflanguageskillsandconceptsrelatedtoEnglishlanguagelearning.Theyhaveacquiredafoundationalunderstandingofgrammar,vocabulary,andbasiclanguageskillsthroughtheirearlierEnglisheducation.Additionally,thestudentshavesomefamiliaritywithhistory,societyandcultureandsociallife,whicharerelevanttothecontentcoveredinthisunit.

Whilethestudentshavemasteredsomevocabularyrelatedtothetopicofdiversecultures,theteachingtextofthisunitisextensive,anditintroducesalargeamountofnewvocabulary.Furthermore,thestudentshavedevelopedsomebasiclanguageskillsandcangenerallycomprehendthemaininformationofthetext.However,manyofthemlackadvancedreadingstrategies,suchasskimming,scanning,andprediction.Theirabilitytoeffectivelysortout,explain,andanalyzethetextcontentneedsfurtherimprovement.

Overall,thestudentshaveafoundationalunderstandingofEnglishlanguageskillsandconcepts,buttheyrequirefurtherdevelopmentinadvancedreadingstrategiesandanalyticalskills.Throughinteractiveandengagingclassroomactivities,thestudentscanenhancetheirlanguageproficiencyandcriticalthinkingabilities,ultimatelypreparingthemforsuccessintheiracademicandprofessionalendeavors.

Modulecontentanalysis

Thismoduleconsistsofvarioustypesofdiscourse,includingatraveljournal,aradiointerview,aprojecttask,anexpositorywritingandavideo.Thetraveljournalprovidesanarrativeofatraveler'sexperiencesinSanFrancisco,highlightingtheculturaldiversityandinfluencesinthecity.Itaimstoimmersestudentsintheexplorationofdiverseculturesandthesignificanceofculturallandmarksinacity.

TheradiointerviewwithSteveFoxdelvesintotheoriginsofAmericanfood,emphasizingthefusionofdifferentculturesinthecreationoficonicAmericandishes.ItaimstoeducatestudentsaboutthediverseculturalinfluencesonAmericancuisineandtheconceptofculturalfusioninfood.

AnexpositorywritingfocusingonSanFrancisco'sChinatown.Itdescribestheneighborhood'shistoricalimportance,culturalelements,attractions,anditssignificanceinsharingtraditionalChineseculturewithvisitors.Ithighlightslandmarks,suchastheDragonGateandTinHowTemple,andemphasizesthearea'sculinarydiversity.Ultimately,itshowcasesChinatown'sroleinintroducingtraditionalChineseculturetothosewhohaven'tvisitedChina,contributingtoAmerica'sculturaldiversity.

TheprojecttaskinvolvescreatingatravelbrochureforforeigntravelerstoexperiencediverseculturesinChina.ThistaskencouragesstudentstoresearchandpresentinformationaboutvariousprovincesandcitiesinChina,emphasizingtheculturaldiversityandattractionsofeachlocation.Itaimstodevelopstudents'understandingofculturaldiversityandtheirabilitytocommunicateculturalexperienceseffectively.

Avideotitled"World'sBiggestMeltingPot"thatexploresQueens,aneighborhoodinNewYorkCityknownforitsculturaldiversity.ThevideoaimstoprovidestudentswithavisualrepresentationofculturaldiversitybyshowcasingthevariousethnicgroupsandculturespresentinQueens.

Overall,themodulecontentinUnit3aimstoimmersestudentsindiverseculturalexperiences,educatethemaboutthefusionofculturesinfood,anddeveloptheirskillsinpresentingandappreciatingculturaldiversity.Throughthesevariedformsofdiscourse,studentsareencouragedtoexplore,understand,andappreciatethediverseculturesoftheworld.

Figure1-1showsthemoduletopiccontentframwork.

Figure1-1DiverseculturesModuletopiccontentframediagram

Languageandcontext

【TalkabouttheoriginsofAmericanfood】

Hamburger，fortunecookie，gumbo，nachos，Mixofcultures…

"The[foodname]originally[camefrom/hasitsrootsin][country/region],butitwas[adapted/transformed]inAmerica."

"WhenitcomestoAmericanfood,it'sevidentthat[foodname]isaresultof[culturalfusion/mixing]."

"Forexample,[specificdish]wasinventedby[person/culture]for[purpose]."

【LearnaboutSanFranciscothathasdiversecultures】

RedwoodForest,NapaValley,Earthquake,MissionDistrict,GoldRush,Chinatown,Cantonese…

"The[location]isknownforits[characteristic],offering[description]."

"Thisdistrictusedtobe[description],butit'snowahubfor[art,music,andfood]."

"Whatgreatfood!Can'twaitfor[upcomingactivity/event]."

【TalkaboutethnicminorityculturesinChina】

Lusheng,DongMinorityVillage,percentage,minority...

"I'mreallylookingforwardtoitnow."

"Ican'tbelieveit!"

"Canyoutellmeaboutyourexperiencethere?"…

【W(wǎng)elcometoChinatown】

Chinatown,EthnicChinese,DragonGate,TinHowTemple,PortsmouthSquare,TraditionalChineseCulture,Taichi,Chinesechess,herbalmedicine,andChineseteaculture...

islocatedin/on

isdividedupinto

is...insize

themostpopular/greatest/largest

hasahistoryof...yearshasapopulationofishometo...ethnicgroups

popularfestivals/foods/touristsightsinclude…

Unitteachingobjectivesandclasshourallocation

Unitteachingobjectives

Discourse/Discoursetype

Classhoursallocation

（6lessonsintotal）

Afterstudyingthisunit,studentswillbeableto:

Languagecompetence

-ListeningSkills:StudentswillenhancetheirlisteningcomprehensionbyengagingwitharadiointerviewdiscussingculturalinfluencesonAmericanfood.

-VocabularyAcquisition:They'lllearnfood-relatedvocabularyandexpressionswhilediscussingtheoriginsofdishessuchashamburgers,nachos,fortunecookies,andgumbo.

-Pronunciation:Thelessonincludespronunciationpractice,aidingstudentsinarticulatingfoodnamesandculturaltermsaccurately.

Learningability

-CollaborationandDiscussion:Engaginginpairworkanddiscussionsaboutselectingandpresentingaspecialdishforapotluckdinnerpromotesinteractivelearningandcommunication.

-Note-TakingSkills:Throughlisteningandcompletingnotesabouttheinterview,studentsenhancetheirnote-takingabilities,summarizingkeyinformationefficiently.

Thinkingquality

-CriticalThinking:StudentswilldevelopcriticalthinkingskillsbyanalyzingtheoriginsofAmericanfoodandquestioningcommonbeliefsaboutfoodinvention.

-AnalyticalSkills:They'llexaminehowculturalinfluencesshapeculinarytraditionsandthemixingofdifferentcuisinestocreatesomethingnew.

Cultureawareness

-UnderstandingCulturalMix:StudentswillgrasphowvariousculturescontributetoAmericanfoodandrecognizethefusionofculinarytraditionsfromdifferentethnicities.

-CulturalContext:They'llgaininsightsintothehistoryandculturalcontextsbehindtheinventionandpopularizationofspecificAmericandishes.

interview

Thefirstlesson

listeningandspeakingclass

Afterstudyingthisunit,studentswillbeableto:

Languagecompetence

-ReadingComprehension:Studentswillenhancetheirreadingcomprehensionbyextractinginformationfromthistraveljournal.

-VocabularyAcquisition:They'lllearnvocabularyrelatedtotravel,culturaldiversity,districts,historicalevents,andculturalinfluences.

-GrammarApplication:Throughcompletingsentencesusingwordsfromthejournal,they'llapplygrammarruleseffectively.

Learningability

-AnalyticalSkills:Studentswillanalyzeandsynthesizeinformationfromthetexttocompleteatimelineandanswerquestions.

-Collaboration:Groupdiscussionswillencouragestudentstosharepersonalexperiencesrelatedtodiverseculturesandengageindiscussionsaboutbenefitsandchallenges.

-ApplicationofKnowledge:Completionofsentencesusingwordsfromthejournalwillrequirestudentstoapplytheirunderstandingofvocabularyandgrammarrules.

Thinkingquality

-CriticalAnalysis:Studentswillanalyzethistravelexperiences,identifyingkeyplacesvisitedandhistoricaleventsmentioned.

-ComparativeAnalysis:They'llcomparetheevolutionofdifferentdistrictsinSanFrancisco,understandingtheircultural,artistic,andhistoricalsignificance.

Inference:Studentswillinferreasonsbehindculturaldiversity,immigrantinfluences,andtheimpactonthecity'sdevelopment.

Cultureawareness

-UnderstandingCulturalEvolution:StudentswillgraspthetransformationofdistrictsliketheMissionDistrictandChinatown,notingshiftsfrompovertytoculturalcenters.

-ImmigrantInfluence:They'llcomprehendtheimpactofimmigrationonthecity'sgrowth,especiallythecontributionsofChineseimmigrantsduringthegoldrushera.

-AppreciationofCulturalDiversity:Discussionsaboutdiverseculturesandtheirbenefitsandchallengeswillfosteranappreciationforculturaldifferences.

atraveljournal

thesecondlesson

Readingclass

Afterstudyingthisunit,studentswillbeableto:

Languagecompetence

-UnderstandingStructures:Studentswillcomprehendandapplytheconceptofellipsis,learninghowitaidsinmaintainingsentencecoherenceandavoidingrepetition.

-GrammarKnowledge:They'llacquireknowledgeofgrammaticalstructuresinvolvingellipsisandpracticeapplyingthisknowledgetoconstructmoreconcisesentences.

Learningability

-ApplicationofConcepts:Byrewritingsentenceswithomittedparts,studentswillapplytheirunderstandingofellipsis,reinforcinglearningandretentionofthisgrammaticalstructure.

-CriticalAnalysis:Analyzingconversationalexcerptswithomittedwordswillencouragecriticalthinkingabouthowlanguagefunctions,enhancingtheiroveralllinguisticskills.

Thinkingquality

-AnalyticalSkills:Studentswillanalyzesentencestoidentifyandunderstandtheomittedwordsorphrases,enhancingtheirabilitytodeciphercontextualellipsis.

-Problem-Solving:Throughrewritingsentencestoremoveunnecessaryparts,they'lldevelopproblem-solvingskillstoeffectivelyutilizeellipsisinEnglishlanguageconstruction.

Cultureawareness

-ContextualUnderstanding:Byexaminingconversationsandsentences,studentswillgrasphowellipsisisusedinvariouslinguisticcontexts,fosteringanunderstandingofEnglishlanguagenuances.

-CommunicationStyles:UnderstandingellipsiswillhelpstudentscomprehendcasualorinformalconversationstylescommonlyusedinEnglish-speakingcultures.

conversation

thethirdlesson

Grammarclass

Afterstudyingthisunit,studentswillbeableto:

Languagecompetence

-ListeningSkills:Studentswillimprovetheirlisteningcomprehensionbyextractingdetailsaboutculturalelementsandplacesmentionedinthedialogue.

-VocabularyAcquisition:They'lllearnvocabularyrelatedtoethnicminoritycultures,musicalinstruments,traditionalaccessories,andgeographiclocationsinChina.

-SpeakingProficiency:Engaginginadiscussion,studentswillexpressinterest,askquestions,andrespondappropriatelytoinformationaboutethnicminoritycultures.

Learningability

-SummarizationSkills:Bycompletingsummariesoftheconversation,studentswillpracticecondensinginformationandextractingkeypointsfromthedialogue.

-CollaborativeLearning:EngaginginagroupdiscussionsimulatingJustinsharinghistravelexperiencesfosterscollaborativelearningandcommunicationskills.

Thinkingquality

-AnalyticalSkills:StudentswillanalyzetheconversationbetweenJustinandWuYuetoextractkeyinformationabouttheMiaoandDongethnicminorityculturesinChina.

-Inference:They'llmakeinferencesabouttheculturalsignificanceofmusicalinstruments,traditionalaccessories,andspecificpracticesoftheMiaoandDongethnicgroupsbasedontheconversation.

Cultureawareness

-UnderstandingEthnicCultures:StudentswillgaininsightintotheMiaoandDongethnicminorityculturesinChina,learningabouttheirmusicalinstruments,traditionalaccessories,andvillagelife.

-AppreciationofDiversity:Exploringtheconversation,studentswillappreciatethediversityofethnicculturesinChinaandtheiruniqueculturalpractices.

conversation

thefourthlesson

listeningandspeakingclass

Afterstudyingthisunit,studentswillbeableto:

Languagecompetence

-ReadingComprehension:StudentswillenhancetheirreadingskillsbycomprehendingandsummarizingessentialdetailsaboutChinatown'sculturalaspects.

-VocabularyAcquisition:They'llacquirevocabularyrelatedtoculturalelements,touristsites,anddescriptivelanguageforwritinganintroductiontoacityortown.

-WritingSkills:Studentswillpracticeorganizingandstructuringinformationcoherentlywhilewritingintroductionsabouttheircityortown.

Learningability

-DraftingandRevising:Byexchangingdraftsandgivingfeedback,studentswillrefinetheirwritingskillsandenhancetheirabilitytorevisetheirworkbasedonpeerevaluations.

-PresentationSkills:Presentingtheircity/townintroductionstotheclassencouragespublicspeakingandpresentationskillsdevelopment.

Thinkingquality

-AnalyticalSkills:Studentswillanalyzethetext'sstructureandcontent,identifyingkeytouristsitesandculturalfeaturesofChinatowninSanFrancisco.

-CriticalThinking:They'llcriticallyevaluateinformationtoextractsignificantdetailsaboutthedistinctiveculturalidentityportrayedinthetext.

Cultureawareness

-UnderstandingCulturalIdentity:ThroughthetextaboutChinatown,studentswillgraspthesignificanceofethnicenclavesintheU.S.,appreciatinghowtheypreserveandexhibitdistinctculturaltraditions.

-ComparativeAnalysis:They'llcomparetheculturalaspectsofChinatowntotheirowncity/town,recognizingsimilaritiesordifferencesinculturaldiversityandidentity.

expositorytext

thefifthlesson

readingforwritingclass

Afterstudyingthisunit,studentswillbeableto:

Languagecompetence

-WritingSkills:Craftingatravelbrochuredemandslanguagecompetenceinpresentingculturalinformationeffectivelyandpersuasively.

-ResearchandComprehension:SearchingonlineforaccurateinformationhelpsimproveresearchskillsandcomprehensionofdiverseculturalaspectsinvariousprovincesorcitiesofChina.

Learningability

-ApplicationofKnowledge:Utilizingtheinformationgatheredthroughouttheunitandapplyingitpracticallyincreatingatravelbrochurepromotespracticalapplicationoflearnedconcepts.

-CollaborationandPresentation:Workingingroupsfosterscollaborationskills,andpresentingthetravelbrochuretotheclassenhancescommunicationskillsandboostsconfidenceinpublicspeaking.

Thinkingquality

-AnalyticalThinking:StudentswillanalyzethediversitywithinChina,identifyingregionsandculturestoattractforeigntravelersandshowcasethecountry'sdiversityeffectively.

-Problem-Solving:They'llstrategizethedurationofstayandselectactivitiesthatbestrepresentthediverseculturalexperiencesinChinatocatertoforeigntourists'interests.

-Decision-Making:ChoosingprovincesorcitiesbasedontheirculturalsignificancerequirescriticalthinkingtorepresentthebroadspectrumofChinesecultures.

Cultureawareness

-UnderstandingCulturalDiversity:Throughselectingprovincesandcitiesrenownedfortheirdistinctcultures,studentswilldeepentheirunderstandingofChina'sdiverseculturalfabric.

-ComparativeAnalysis:ComparingtheculturaldiversityinQueens,NewYork,toChina'sdiversityencouragesstudentstoreflectondiverselivingenvironmentsandsocietalstructures.

aprojecttaskandavideo

thesixthlesson

IntegratedPracticelesson

Homeworkevaluationscale

Evaluationlevel（A/B/C/D/E)

Self-evaluation

Peer-

assessment

Teacher’s

evaluation

ContentAccuracy

Requirement:ThehomeworkshouldaccuratelyrepresentdiverseculturalaspectsinChina.

-Scale:

-5:Comprehensivecoverage,accuratefacts,andinsightfulculturaldetails.

-4:Goodcoverage,mostlyaccurateinformation,minorfactualerrors.

-3:Adequatecoverage,someinaccuraciesormissinginformation.

-2:Limitedcoverage,significantinaccuracies,lacksdepth.

-1:Minimalinformation,majorinaccuracies,littleculturalinsight.

CreativityinBrochureDesign

Requirement:Thetravelbrochureshoulddemonstratecreativityinlayout,graphics,andpresentation.

-Scale:

-5:Exceptionallycreative,visuallyappealing,andengaging.

-4:Creativedesign,visuallyappealing,andwell-organized.

-3:Adequatecreativity,somewhatappealing,organizationalimprovementsneeded.

-2:Limitedcreativity,visuallyunappealing,lacksorganization.

-1:Littletonocreativity,unattractive,poorlyorganized.

LanguageCompetence

Requirement:ThebrochureshoulddisplayproficiencyinwrittenEnglish,demonstratingclarityandcoherence.

-Scale:

-5:Excellentlanguageskills,clearexpression,andeffectivecommunication.

-4:Stronglanguageskills,mostlyclearexpression,minorlanguageissues.

-3:Adequatelanguageskills,someclarityissues,moderatelanguageerrors.

-2:Limitedlanguageskills,unclearexpression,significantlanguageerrors.

-1:Poorlanguageskills,unclearexpression,numerouslanguageerrors.

CulturalAwarenessReflection

Requirement:ThestudentshouldreflectontheculturaldiversitywithinChinaandshowanunderstandingofitssignificance.

-Scale:

-5:Insightfulreflection,profoundunderstandingofculturaldiversity.

-4:Thoughtfulreflection,goodunderstanding,minordepthimprovementpossible.

-3:Adequatereflection,someunderstanding,needsmoredepth.

-2:Limitedreflection,limitedunderstanding,lacksdepth.

-1:Minimalreflection,poorunderstanding,lacksculturalinsight.

ResearchandInformationQuality

Requirement:Thehomeworkshoulddemonstratewell-researched,accurate,andrelevantinformation.

-Scale:

-5:Thoroughresearch,accurateandrelevantinformationpresented.

-4:Goodresearch,mostlyaccurate,minoromissionsorinaccuracies.

-3:Adequateresearch,someinaccuracies,ormissinginformation.

-2:Limitedresearch,significantinaccuracies,lacksdepth.

-1:Poorresearch,majorinaccuracies,minimalinformation.

OverallEvaluation:

A(18-25):Exceptionalwork,demonstratingacomprehensiveunderstandingofdiversecultures,creativity,languageproficiency,andeffectiveresearch.

B(13-17):Goodeffort,withasolidgraspofculturaldiversity,creativity,languageskills,andresearchcompetence.

C(8-12):Adequateperformance,showingabasicunderstandingofdiversecultures,moderatecreativity,languageskills,andresearchquality.

D(4-7):Limitedperformance,withminimalunderstandingofculturaldiversity,creativity,languageskills,andresearchinadequacies.

E(0-3):Poorperformance,lackinginallaspects,withsignificantgapsinunderstanding,creativity,languageskills,andresearchquality.

Homeworkdesign

Homeworkname(listeningandspeakinglesson)

Homeworktype

Homeworkcontentandrequirement

Designintention

Evaluationcriterion

1

ListeningComprehension

Consolidationhomework

Content：ListentotheradiointerviewabouttheoriginsofAmericanfood.Then,writeareflectionaddressingthefollowingpoints:

Requirements：

1.SummarizetheinfluencesofdifferentculturesonAmericanfoodhighlightedintheinterview.

2.Identifyatleastthreespecificdishesmentionedandtheirculturalorigins.

3.Expressyourthoughtsonhowculturalexchangeimpactsfoodtraditions.

Toevaluatestudents'understandingoftheculturalinfluencesonAmericanfood.Itaimstoassesstheirabilitytocomprehendspokencontent,summarizekeypoints,andcriticallyanalyzetheimpactofculturalexchangeonculinarytraditions.Thisassignmentencouragesreflectionandexpressionofpersonalthoughtsbasedontheinformationgatheredfromtheinterview.

100points

1.ComprehensionofContent(30points):AssessestheaccuracyanddepthofunderstandingoftheculturalinfluencesonAmericanfoodpresentedintheinterview.

2.CriticalAnalysis(25points):

EvaluatestheabilitytocriticallyanalyzeandsummarizekeypointsabouttheoriginsandinfluencesofAmericanfood.

3.ReflectionandExpression(25points):Measurestheclarityanddepthofpersonalreflectionontheinformationgatheredfromtheinterview.

4.LanguageandCommunication(20points):Evaluateslanguageproficiency,includingvocabulary,grammar,andcoherenceinexpressingthoughts.

2

CulturalDishPresentation

Practicalandinnovative

homework

Content：ImagineyouareattendingapotluckdinneratanAmericanfriend'shouse.Chooseadishinfluencedbyaspecificculturalbackgrounddiscussedintheradiointerview.Prepareashortpresentationdiscussing:

Requirements：

1.Theculturaloriginsofthedishanditssignificanceinthatculture.

2.Ingredientsused,preparationmethods,andanyuniqueaspects.

3.Yourreasonsforchoosingthisparticulardishanditsrelevancetoculturaldiversity.

4.PresentationTime:3-5minutes

Tofosterdeeperengagementwithculturaldiversity.Itencouragesstudentstoactivelyresearchandselectaspecificdishfromthediscussedculturalbackgrounds,promotinganunderstandingofitsorigin,significance,andpreparationmethods.Thisassignmentaimstostimulatestudents'creativityandpresentationskillswhileemphasizingtheimportanceofculturalheritageinthecontextofculinarydiversity.

100points

1.ResearchandPresentation(30points):Evaluatesthedepthofresearchonthechosenculturaldishandthequalityofthepresentation.

2.CulturalContext(25points):Assessestheunderstandingofthedish'sculturalsignificance,historicalbackground,andtraditionalpreparationmethods.

3.CreativityandEngagement(20points):Measuresthecreativityinpresentingthedishandengagingtheaudiencewithrelevantdetailsandanecdotes.

4.LanguageandClarity(15points):Evaluateslanguageproficiency,coherence,andclarityofcommunicationduringthepresentation.

5.VisualAid(10points-optional):Awardsadditionalpointsfortheuseofvisualaidsorsupportingmaterials,ifapplicable.

Homeworkname(readinglesson)

Homeworktype

Homeworkcontentandrequirement

Designintention

Evaluationcriterion

1

TimelineCompletion

Consolidationhomework

Content：Createachronologicaltimelinesummarizingthistraveljourney.Requirements：

includingdatesandsignificantlocationsvisited.

ToassesscomprehensionandretentionskillsbysummarizingkeyeventsandlocationsfromJane'straveljournalinachronologicaltimeline.Thisaimstoreinforceunderstandingofthesequenceofeventsandlocationsvisited.

100points

1.Accuracy(25points):PrecisioninidentifyingandsequencingtheeventsandplacesfromLiLan'straveljournal.

2.Detail(20points):Providingcomprehensivedetailsforeacheventorlocationvisitedinthetimeline.

3.Organization(15points):Clearandlogicalarrangementofthetimelineinformation.

4.Understanding(20points):Demonstratingadeepunderstandingofthecontentandeventsmentionedinthetraveljournal.

5.Completion(20points):Fulfillmentofincludingallsignificanteventsorlocationsinthetimeline.

2

ReflectiveEssay

Practicalandinnovative

homework

Content：WriteanessayreflectingontheimpactofculturaldiversitybasedonJane'stravelexperiencesRequirements：

discussingchallenges,benefits,orpersonalinsightsgained.

Toencouragecriticalthinkingandreflectiononculturaldiversity.Itoffersstudentsanopportunitytoexpresspersonalinsights,articulatethoughtsonthesignificanceofculturaldiversity,andexploreitschallengesandadvantagesbasedonJane'stravelexperiences.Thisassignmentallowsformoreopen-endedexplorationandexpressionofideas.

100points

1.CriticalThinking(25points):Thoughtfulanalysisandcriticalthinkingaboutculturaldiversitybasedonthetraveljournalandpersonalreflections.

2.Depth(20points):In-depthexplorationofthesignificance,challenges,andbenefitsofculturaldiversity.

3.Clarity(15points):Clearandcoherentexpressionofideassupportedbyexamplesfromthetraveljournalorpersonalexperiences.

4.Relevance(20points):EnsuringthatthereflectionsarerelevanttothecontextofJane'stravelexperiencesandbroaderculturaldiversity.

5.Creativity(20points):Showcasingoriginalandcreativethoughtsorperspectivesonculturaldiversity.

Homeworkname(grammarlesson)

Homeworktype

Homeworkcontentandrequirement

Designintention

Evaluationcriterion

1

EllipsisRewrite

Consolidationhomework

Content：Rewritethefollowingsentencesbyeliminatingunnecessaryparts.

Requirements:

Streamlineorcondensesentencesbyremovingredundantorex