Book5Unit1GrowingupTeachingdesignUnitthemeThesubjectcontextofthisunitis“Personandself”,andthecontentofthesubjectcontextinvolvedistounderstandtheself,enrichtheself,andimprovetheself.Thisunittakesgrowththetopic,fromexcerptsfromthepoem"If"tostudentsofdifferentages'understandingofgrowthandadulthood,fromfuturelifeplanning,recallingunforgettablemomentsinlifetothereadingofexcerptsfromthenovel"TheLittlePrince",guidestudentsfromdifferentanglestounderstandtheresponsibilityofgrowthAndmeaning,confideinthetroublesandpuzzlesofgrowth,andultimatelyhelpstudentsestablishfirmgoalsinlifeandformapositiveattitudetolife.Thetargetstudentsoftheunitcanfocusonthecontextualcontentofthesubjectofthisunit,basedonthemultimodaldiscourseprovidedbytheunitsuchaspoetry,personalinterviews,email,onlinemessageboards,novelexcerpts,bookreviews,etc.,andprehensivelyusevariouslanguageskillstoreadthediscoursecontentrelatedtogrowthandadulthood,understandandtalkaboutboardinglifeandgrowthDialoguerelatedtoimportantmomentsinlife,discussanddeepenunderstandingofsomekeymomentsinlife,properlyusethetimingoffuturediscussionsorplansforthefuture,readandunderstandtheattitudesandthoughtsofthecharactersinthenovel,anddeepentheunderstandingandexplorationofthemeaningofthesubjectoftheunit;Atthesametime,beabletousethisUsetheknowledgeyouhavelearnedtoformulateaoneyearselfimprovementplanforyourself,makeapersonalgrowthfile,reflectonyourgrowthprocess,understandthemeaningofgrowth,learntofacepressure,learntomotivateyourselfandliveanactivelife,establishacorrectoutlookonlifeandvalues,andrealizetheexpansionandmigrationofknowledgeandthinkingskills;beabletoProperlyusevariouslearningstrategies,intheprocessofautonomous,cooperativeandinquirybasedlearning,binethereflectiveandevaluativequestionsprovidedbytheunittocontinuouslymonitor,evaluate,reflectonandadjustone'sownlearningcontentandprocess,stimulateinterestinEnglishlearning,andimprovetheabilitytoanalyzeandsolveproblems,aswellastheabilitytounderstandandexpress,Andultimatelypromotetheprehensiveimprovementofone'sownlanguageability,culturalawareness,thinkingqualityandlearningability.Startingout板塊(theremendeddurationis1015minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeListening+ViewingThemeContextPeopleandSelfSelfawareness,selfenrichment,andselfimprovementContentanalysisThissectionaimstoactivatestudents'existinglanguageandbackgroundknowledge,andpavethewayforthenextlearningactivitiesoftheentireunit.Warmup.Activity1presentedavideorelatedtothebarmitzvah,introducingthedifferentcelebrationmethodsofthebarmitzvahindifferentperiodsanddifferentculturalcontexts,whichcausedstudentstothinkaboutthetruemeaningofthebarmitzvah.Activity2requiresstudentstoappreciateexcerptsfromthepoem“If”bylisteningandreading,andtotalkaboutwhatqualitiestheyneedtohaveto"beearealperson"，andthequalitiesthathavethemostimportantimpactontheirowngrowth.TeachingobjectivesAttheendofthestudyinthissection,studentscan:understandthevideo,understandthebackgroundknowledgerelatedtothebarmitzvah,andinitiallyperceivethemeaningofgrowth;readtheexcerptsofthepoem"If",feelthebeautyofthepoem,prehenditsthrust,discoverandsummarizetheneedto"beearealperson”P(pán)ossessthequalities;saywhatarethemostimportantqualitiesintheprocessofgrowingupandexpressyourownviews.Theteachingfocusistoguidestudentstoreadpoetry,understandthebasicknowledgeofEnglishpoetry,prehenditsthrustandsummarizethequalitiesthatadultsneedtopossess.Teachingdifficultiesguidestudentstofeeltheemotionsconveyedandexpressedbypoetryandthinkaboutwhatisthemostimportantqualityintheprocessofgrowth,andthinkaboutthemeaningofgrowth.Teachingstrategyaudiovisualteachingmethod,municativeteachingmethodTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherplaysthevideoandasksstudentstowatchitcarefully.Teacherasksstudentstoanswerthefirstquestion.Teacherplaysthevideoagainifneeded.Teacherasksstudentstoworkingroupsanddiscussthesecondquestion.Teacherinvitessomestudentstosharetheiranswers.Studentswatchthevideocarefully.Studentsanswerthefirstquestion.Studentswatchthevideoagainifneeded.Studentsworkingroupsanddiscussthesecondquestion.Somestudentssharetheiranswerswiththeclass.Toarousestudents’interestinthetopic.Toletstudentshaveabasicunderstandingofingofageceremony.Activity2Teacherplaystheaudioandasksstudentstolistentothepoemcarefully.Teacherasksstudentstoreadthepoem.Teacherasksstudentstoanswerthefirstquestionindividually.Teacherinvitessomestudentstosharetheiranswers.TeacherasksstudentstoreadthepoemagainandticktheanswersinQuestion2.Teacherinvitessomestudentstosharetheiranswersandaddtheirownideas.Teacherasksstudentstoworkingroupstoanswerthelastquestion.Teacherinvitessomestudentstosharetheanswers.Studentslistentothepoemcarefully.Studentsreadthepoem.Studentsanswerthefirstquestionindividually.Somestudentssharetheiranswerswiththeclass.StudentsreadthepoemagainandticktheanswersinQuestion2.Somestudentssharetheiranswerswiththeclassandaddtheirownideas.Studentsdiscussthelastquestioningroups.Somestudentssharetheanswerswiththewholeclass.TohelpstudentslearnsomebasicknowledgeofEnglishpoems.Tohelpstudentshaveafurtherunderstandingofgrowingup.Understandingideas板塊(theremendeddurationis3035minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)SubjectTypeReadingSubjectContextPeopleandtheselfUnderstandingtheself,enrichingtheself,andimprovingthecontentanalysisThissectionpresentsatextthatreflectsthethemeoftheunit,andthetypeoftext,andthetypeoftextisacolumnarticle.Inthetext,threestudentsfromdifferentcountriesexpressedtheirunderstanding18andpositioningoftheageof18.Theintroductionactivitiesbeforereadinghelpstudentsclarifythelegalagefordoingdifferentthingsinourcountry,activatestudents'existingknowledgeofthelegalage,andpavethewayfortextlearning.Thereadingactivitiesteststudents'understandingofthetitleofthetextandtheirabilitytoextractkeyinformation.Thepostreadingactivitiesinspirestudentstothinkdeeply,understandthecontentofthetext,andactivelyexplorethemeaningofthesubjectthroughactivitiessuchasjudgingthemeaningofthesubject,understandingdetailedinformation,andansweringopenquestions.TeachingobjectivesAttheendofthestudyinthissection,studentscan:obtainthemaininformationofthearticlebyreadingthetext,andaccuratelyunderstandthemeaningofthetitlebasedonthecontentofthearticle,andchooseanothersuitabletitleforthearticle;accuratelyobtainkeyinformation,andlearntodistinguishfactsandopinions,andfurtherunderstandthecontentofthetext;ExperienceThemeaningandresponsibilityofadulthood,thinkingabouthowtoimproveoneself,improveoneself,andestablishacorrectoutlookonlifeandapositiveoutlookonlife.Theteachingfocusistoguidestudentstoreadthetext,obtainimportantinformationaboutthearticle,learntodistinguishfactsandopinions,andgraspthethreestudents'understandingandpositioningofadulthood.Teachingdifficultiesguidestudentstorealizethemeaningandresponsibilityofadulthood,anddeepentheirunderstandingandthinkingaboutthemeaningofthesubject.TeachingstrategyPWPmodelTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstolookatthepicturesandthinkabouttheagewhenpeopleareallowedtodothesixthingsonthebook.Teacherdividestheclassintoseveralgroupstodiscussaboutthequestion.Teacherinvitessomestudentstosharetheanswers.Teacherasksstudentstothinkaboutmoreexamplesandthelegalagestodothem.Teacherinvitessomestudentstosharetheanswers.Studentslookatthepicturesandthinkabouttheagewhenpeopleareallowedtodothesixthingsonthebookindividually.Studentsworkingroupsanddiscussthequestion.Somestudentssharetheanswerswiththeclass.Studentsthinkaboutmoreexamplesandthelegalagestodothem.Somestudentssharetheanswers.Tohelpstudentsgetfamiliarwiththetopicinadvance.Toactivatethestudents’existingbackgroundknowledge.Activity2Teacherasksstudentstolookatthetitleandpictures,thentrytoguessthemeaningofthetitle.Teacherasksstudentstoreadthepassagequicklyandchecktheanswer.Teacheraskssomestudentstosharetheanswers.Studentslookatthetitleandpicturesandguesswhatthetitlemeans.Studentsreadthepassagequicklyandchecktheanswer.Somestudentssharetheanswerswiththewholeclass.Tohelpstudentsunderstandthemeaningofthetitle.Activity3Teacherasksstudentstoreadthepassagequicklyandchoosethebesttitleaccordingtothepersonalunderstanding.Teacherinvitessomestudentstosharetheiranswerswiththewholeclassandgivethereasons.Teacherasksotherstoexpressdifferentideasandgivereasons.Teacherdividestheclassintoseveralgroupstodiscusshowtochooseorgiveapropertitle.Teacherinvitessomegroupstosharetheiranswersandotherstomakements.Studentsreadthepassagequicklyandchoosethebesttitleaccordingtothepersonalunderstanding.Somestudentssharetheiranswerswiththewholeclassandgivethereasons.Otherstudentsexpresstheirdifferentideasandgivereasons.Studentsworkingroupsanddiscusshowtochooseorgiveapropertitle.Somegroupssharetheiranswerswiththeclassandotherstudentsmakesomements.Tohelpstudentsgraspthemainideaofthepassagethroughfastreading.Tohelpstudentsfigureoutthemethodsofchoosingapropertitle.Activity4Teacherasksstudentstogothroughthetablequicklyandhaveabasicunderstandingofthetask.Teacherasksstudentstoreadthepassagecarefullyandpickouttherelevantinformationtopletethetable.Teacherinvitessomestudentstochecktheanswerswithotherstudents.Teacherasksstudentstoreadthepassageagainandhelpsthemanalysethestructureofthepassage.Teacherasksstudentstoanswerthequestionsraisedintheintroductionpart.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Studentsgothroughthetablequicklyandhaveabasicunderstandingofthetask.Studentsreadthepassagecarefullyandpickouttherelevantinformationtopletethetable.Somestudentschecktheanswerswithotherstudents.Studentsreadthepassageagainandanalysethestructureofthepassagewiththehelpoftheteacher.Studentstrytoanswerthequestionsraisedintheintroductionpart.Somestudentssharetheiranswerswiththeclass.Tohelpstudentshaveadeepunderstandingoftheinformation.Topractisestudents’abilitytosortthespecificinformationofthepassage.Activity5Teacherasksstudentstoreadthefoursentencesindividuallyanddecideiftheyarefactsoropinions.Teacherinvitessomestudentstosharetheiranswerswiththeclassandhelpthemsummarisehowtotellfactsfromopinions.Teacherasksstudentstoworkingroupsandfindmoresentencesaboutopinionsanddiscussiftheyagreeornot.Teacherinvitessomestudentstosharetheiranswersandgiveproperreasons.Studentsreadthefoursentencesindividuallyanddecideiftheyarefactsoropinions.Somestudentssharetheiranswerswiththeclassandsummarisehowtotellfactsfromopinionswiththehelpoftheteacher.Studentsworkingroupsandfindmoresentencesaboutopinionsanddiscussiftheyagreeornot.Somestudentssharetheiranswerswiththeclassandgiveproperreasons.Tohelpstudentsdistinguishfactsfromopinions.Tohavestudentsinterpretthetextthroughthedetails.Think&ShareTeacherasksstudentstogothroughthefourquestionsandthinkaboutthemindividually.Teacherasksstudentstodiscussthequestionsingroups.Teacherinvitessomestudentstosharetheanswerswiththeclass.Studentsgothroughthefourquestionsandthinkaboutthemindividually.Studentsdiscussthequestionsingroups.Somestudentssharetheanswerswiththeclass.Tohelpstudentsfocusonthemeaningofgrowingupandresponsibility.Tohelpstudentsapplywhattheyhavelearnttoexpresstheirideas.UsinglanguageTeaching板塊(theremendeddurationis8090minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+Listening+SpeakingTopicContextPeopleandSelfSelfawareness,selfenrichment,andselfimprovementContentanalysisThissectionisaprehensiveactivitythatbinesgrammar,vocabulary,andlisteningandspeakingunderthetopicoftheunit.Themaincontentofthegrammarpartisforthefuture,andthetwosmalldiscoursetopicsarethescheduleofthefirstdayofthesummercampandthefutureplanning.Theformerisapromotionalposteraboutthesummercamp,andthelatterdescribestheauthor'sspecificplansforhisfutureintheformofanemail.Thetopicoftheprehensivelanguageusepartis"Unforgettablemoments”.First,throughashortessay,studentsareguidedtothinkthatlifeisa"bittersweet"process,andstudentsareencouragedtolearntocherishsomeunforgettablemomentsinlife;listeningactivitiesaretwostudentstalkingabouttheirlongingorfeelingsforboardinglife;Thenexttwopartspresentsomeimportantmomentsinlife.Thissectionaimstohelpstudentsdeeplyfocusonthemeaningandfunctionoflanguage,andimprovestudents'prehensivelanguageuseabilityinalldirectionsthroughthinkingandmunicationintherealcontext.TeachingobjectivesAttheendofthestudyinthissection,studentscan:befamiliarwithandwillusethefuturetime;understandthecontentoftheconversation,understanditsmeaningandobtaindetailedinformationtopletetheform;usetherelevantstructureinthelisteningmaterialstoexpressconcernsorconcerns,andgiveencouragementandsuggestions;shareoneoftheirownliveswiththeirpeers.Oneofthemostmemorablemoments.Teachingfocus1.Guidestudentstodiscoverandunderstandtheusageinthefutureandapplyitintherealcontext;2.Guidestudentstoexplaintheirfutureplansbasedonthecontentoftheemail;3.Guidestudentstopletelisteningactivities,learntoexpressconcern,encourageorprovidesuggestionsthesethreedifferentpragmaticfunctions,andfurtherperceivethepainandjoyintheprocessofgrowth.Teachingdifficultiesguidestudentstousethefutureintherealcontext;guidestudentstounderstandthespecialmomentstheywillexperienceatdifferentstagesoflife,soastostrengthentheirunderstandingofthemeaningofthethemeandestablishapositiveattitudetolife.Teachingstrategytaskbasedpedagogy,municativepedagogy,listeningandspeakingpedagogyTeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadsentence(a)andsentence(b)intheboxandpayspecialattentiontothewordsinbold.Teacherasksstudentstoworkingroups,parethetwosentencesanddiscussthetwoquestions.Teacherinvitessomestudentstosharetheiranswers.Teacherinstructsstudentstolookformoresentenceswiththefuturecontinuoustenseinthereadingpassageandsummariseitsuseintheirownwords.Teacheraskssomestudentstosharetheanswersandotherstomakesomements.Studentsobservethetwosentencesintheboxandpayattentiontothewordsinbold.Studentsparesentence(a)withsentence(b)anddiscussthetwoquestionsingroups.Somestudentssharetheiranswerswiththeclass.Studentslookformoresentenceswiththefuturecontinuoustenseinthereadingpassageandsummariseitsuseintheirownwords.Somestudentssharetheanswerswiththeclassandotherstudentsmakesomements.Tohelpstudentsfindoutthestructureandfunctionofthefuturecontinuoustense.Tohelpstudentsgetfamiliarwiththefuturecontinuoustense.Activity2Teacherasksstudentstolookatthepictureaboutthescheduleofasummercampandgetthedetailedinformationofit.Teacherasksstudentstoworkinpairsandmake“askandanswer”dialoguesaccordingtotheexamplebelowthepicture.Teacherinvitessomepairstoperformtheirdialoguesandaskotherstudentstogivesomements.Studentslookatthepictureaboutthescheduleofasummercampandgetthedetailedinformationofit.Studentsworkinpairsandmake“askandanswer”dialoguesaccordingtotheexamplebelowthepicture.Somepairsperformtheirdialoguesinthewholeclassandotherstudentsgivetheirments.Toencouragestudentstoapplythefuturecontinuoustenseindialogues.Activity3Teacherasksstudentstoreadtheemailandsummariseitsmainidea.Teacherinvitessomestudentstosharetheiranswers.Teacherasksstudentstofillintheblankswiththecorrectformoftheverbsinthebracketsandusethefuturecontinuoustensewherepossible.Teacherinvitessomestudentstosharetheanswersandgivethereasons.Studentsreadtheemailandsummariseitsmainidea.Somestudentssharetheiranswerswiththeclass.Studentsfillintheblankswiththecorrectformoftheverbsinthebracketsandusethefuturecontinuoustensewherepossible.Studentssharetheanswerswiththeclassandgivethereasons.Tohelpstudentsconsolidatetheapplicationofthefuturecontinuoustenseinarealcontext.Activity4TeacherasksstudentstounderlinethestructuresorsentencesaboutdescriptionsofthefutureplaninDiana’semailindividually.Teacherasksstudentstoworkingroupsanddiscusstheirownplansforthefutureaccordingtotheemail.Teacherinvitesseveralgroupstosharetheanswers.TeacherasksstudentstowriteareplytoDianatotellherabouttheirownplansforthefutureindividually.Teacherinvitessomestudentstodisplaytheirworksandotherstomakements.Teachergivessuggestionsonaccuracy,coherenceandappropriacyandasksstudentstomodifytheirworksafterclass.StudentsunderlinethestructuresorsentencesaboutdescriptionsofthefutureplaninDiana’semailindividually.Studentsworkingroupsanddiscusstheirownplansforthefutureaccordingtotheemail.Somegroupssharetheanswers.StudentswriteareplytoDianatotellherabouttheirownplansforthefutureindividually.Somestudentsdisplaytheirworksandothersmakements.Studentslistentotheteacher’ssuggestionsonaccuracy,coherenceandappropriacyandmodifytheirworksafterclass.Tohavestudentswriteareplyandmakebetteruseofthefuturecontinuoustense.Activity5Teacherasksstudentstoreadthepassageindividuallyandanswerthefirstquestion.Teachercheckstheanswerswiththeclass.Teacherasksstudentstoworkingroupsanddiscussthesecondquestion.Teacherencouragesseveralgroupstosharetheanswerswiththeclass.Studentsreadthepassageindividuallyandanswerthefirstquestion.Studentschecktheanswerswiththeteacher.Studentsworkingroupsanddiscussthesecondquestion.Severalgroupssharetheanswerswiththeclass.Tohelpstudentshaveabetterunderstandingoftheunitthemeandtakeapositiveattitudetowardslife.Activity6Teacherasksstudentstogothroughthetwoquestions,figureoutthepurposeoftheactivityandgetreadyforlistening.Teacherplaystheaudioandasksstudentstoinfertherelationshipbetweenthespeakersandgetthemainideaoftheconversation.Teacheraskssomestudentstosharetheanswers.Studentsgothroughthetwoquestionsquickly,figureoutthepurposeoftheactivityandgetreadyforlistening.Studentslistentotheaudio,infertherelationshipbetweenthespeakersandgetthemainideaoftheconversation.Somestudentssharetheiranswerswiththewholeclass.Totrainstudents’skillsingraspingthemainideaofaconversationthroughlistening.Activity7Teacherasksstudentstoreadthegiveninformationofthetableandfindoutthepurposeoftheactivity.Teacherplaystheaudioagainandasksstudentstopletethetable.Teacherasksstudentstolistenforthethirdtimeandchecktheanswersbythemselves.Teacherinvitessomestudentstosharetheanswerswiththeclass.Teacherasksstudentstoworkinpairsandtalkaboutotherdifficultiesthegirlmayfaceandmakesuggestions.Teacherinvitesseveralpairstosharetheiropinions.Studentsreadthegiveninformationofthetableandfindoutthepurposeoftheactivity.Studentslistentotheaudioagainandpletethetable.Studentslistentotheaudioforthethirdtimeandchecktheanswersbythemselves.Somestudentssharetheanswerswiththeclass.Studentsworkinpairsandtalkaboutotherdifficultiesthegirlmayfaceandmakesuggestions.Somepairssharetheiropinionswiththeclass.Tomakestudentsgetthedetailsofthelisteningmaterial.Activity8Teacherasksstudentstogetfamiliarwiththethreepragmaticfunctionsofsomeexpressionsandinvitesstudentstotalkabouttherelevantexpressionstheyknow.Teacherasksstudentstoputtheexpressionsfromtheconversationintothecorrectboxes.Teachercheckstheanswerswiththeclass.Studentsgetfamiliarwiththethreepragmaticfunctionsofsomeexpressionsandtalkabouttherelevantexpressionstheyknow.Studentsputtheexpressionsfromtheconversationintothecorrectboxes.Studentschecktheanswerswiththeteacher.Tohelpstudentslearnhowtoexpressconcerns,giveencouragementandmakesuggestions.Activity9Teacherdividesstudentsintopairsandasksthemtodiscussachallengingmomentintheirlifeusingtheexpressionsinthissection.Teacherinvitesseveralpairstopresenttheirstoriesinfrontoftheclass.Teacherasksstudentstothinkwhatkindofencouragementorsuggestionstheyhavegotintheirchallengingmoments.Teacherinvitessomestudentstomakesomements.Studentsworkinpairsanddiscussachallengingmomentintheirlifeusingtheexpressionsinthissection.Severalpairspresenttheirstoriesinfrontoftheclass.Studentstrytothinkwhatkindofencouragementorsuggestionstheyhavegotintheirchallengingmoments.Somestudentsmakesomements.Tohelpstudentsconsolidatethethreepragmaticfunctionsofsomeexpressionsandintroduceachallengingmomentintheirlife.Activity10Teacherasksstudentstolookattheeightpicturesandpredictthecontentofthelisteningmaterialaccordingtothekeywordsbesidethepictures.Teacherplaystheaudioandasksstudentstochecktheirpredictionandtickthewordsandexpressionsmentionedintheconversation.Teacherplaystheaudioagainandasksstudentstochecktheanswers.Teacherinvitessomestudentstosharetheiranswers.Studentslookattheeightpicturesandpredictthecontentofthelisteningmaterialaccordingtothekeywordsbesidethepictures.Studentslistentotheaudio,checktheirpredictionandtickthewordsandexpressionsmentionedintheconversation.Studentslistentotheaudioagainandchecktheanswers.Somestudentssharetheiranswerswiththeclass.Tomakestudentsgetthemainideaandthedetailsofthelisteningmaterial.Activity11Teacherasksstudentstoreadthecontentsoftheonlinemessageboardindividuallyandfigureoutthepurposeoftheactivity.TeacherasksstudentstopletetheonlinemessageboardwiththecorrectformofthewordsandexpressionsinActivity10.Teachercheckstheanswerswiththeclass.Studentsreadthecontentsoftheonlinemessageboardindividuallyandfigureoutthepurposeoftheactivity.StudentspletetheonlinemessageboardwiththecorrectformofthewordsandexpressionsinActivity10.Studentschecktheanswerswiththeteacher.Tohelpstudentsunderstandthespecialmomentsinlifeandfeelthehappinessandbitternessinthem.Activity12Teacherdividesstudentsintopairsandasksthemtoshareamostmemorablemomentfromtheirlifeusingthewordsandexpressionsinthissection.Teacherinvitesseveralpairstogivepresentationsinfrontoftheclassandasksotherstudentstomakesomements.Teacherasksstudentstothinkabouttheirperformancesandfindouthowwelltheyunderstandtheirpartnersandgiveaneffectiveresponse.Studentsworkinpairsandshareamostmemorablemomentfromtheirlifeusingthewordsandexpressionsinthissection.Severalpairsgivepresentationsinfrontoftheclassandotherstudentsmakesomements.Studentsthinkabouttheirperformancesandfindouthowwelltheyunderstandtheirpartnersandgiveaneffectiveresponse.Toencouragestudentstofurtherpractisedescribingamostmemorablemomentinlife.Developingideas板塊(theremendeddurationis8090minutes,andteacherscanadjustitattheirdiscretionaccordingtotheactualteaching.)CoursetypeReading+WritingThemeContextPersonandselfSelfawareness,selfenrichment,andselfimprovementContentanalysisThissectionpresentsatextthatreflectsthethemeoftheunitfromanotherperspective.Thetypeoftextisanovel,excerptedfromAntoinedeSaintExupéry's"TheLittlePrince".Thestorystartsfromtheperspectiveofachild,throughthetwopaintingsof“SnakeSwallowingElephant”andknowledgeinotherfields,itshowsthatchildren'sunderstandingoftheworldisverydifferentfromadults'understandingoftheworld,andparesthetruenatureofchildrenwiththeutilitarianismofadults.Thesampletextofthereadingandwritingpartisabookreviewof"TheLittlePrince".Theauthortellshisunderstandingofthestoryfromtheperspectiveofareader.Thepurposeofthissectionistoenlightenstudentstothinkdeeplyaboutthemeaningandgainsandlossesofgrowth,cultivateacorrectattitudetolife,andfurtherimprovetheirlanguageskillsandthinkingquality.TeachingobjectivesAttheendofthestudyinthissection,studentscan:understandtheauthorandthewritingbackgroundofthenovelbyreadingtheessayonthelifeoftheauthorof"TheLittlePrince";understandthecontent