Unit1Thisisme

單元教學目標

l.Usewordsandexpressionsintheunittotalk

aboutyourself.

【LanguageAbilities]2.Usethepresentperfectlensetotalkabout

experiencesofacceptingyourself.

3.Describeyourselfandyourvalues.

1.Cultivatestudents,self-confidenceandguide

themtodevelopanoptimisticattitudetowards

life.

2.Understandthevaluesunderdifferentcultural

【CultureAwareness]

backgroundsandcultivatecross-cultural

awareness.

3.Inspirestudentstochallengethemselvesand

pursuetheirdreams.

1.Analysethecharacters'attitudesandbehaviorsin

thestoryandfindoutthechanges.

[QualityofThinking]

2.Thinkcriticallywhetherpeopleshouldworry

abouttheirlooks.

1.Studentswilllearntouseathinkingmapto

organizetheirideasaboutthemselves.

[LearningAbilities]2.Usethelearnedknowledgeandpersonal

perceptiontocreativelyexpressdifferentviews

onyourself.

【ClassHourDivision]Sixperiods

第一課時Startingout&Rcading

第二課時Grammar

第三課時ListeningandSpeaking

第四課時Reading

第五課時Writing

第六課時Presentingideas&Reflection

單元教材分析

本單元的主題為：認識自我。該主題屬于“人與自我”主題范疇下的“生活

與學習”主題群，對應(yīng)“自我認識，自我管理，自我提升”這一子主題內(nèi)容。本

單元圍繞話題howtobecomeabetterme,學習和完成11個語篇，了解心目中的

自己及他人眼中的自己，接受自己的長相，探尋自我價值，勇于挑戰(zhàn)自己，實現(xiàn)

自我夢想。通過學習，學生將逐步樹立積極的人生觀和價值觀，為未來的成長奠

定堅實的基礎(chǔ)。

Startingout：本部分通過思維導圖的形式，激活學生對自己及他人眼中自我形象

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的已有認知。學生將通過繪制思維導圖，梳理并表達關(guān)于自己的基本信息、興趣

愛好、性格特點等，為后續(xù)的深入學習奠定基礎(chǔ)。

Understandingideas:本部分的閱讀文章標題為《ARed,RedRose》，講述了作者

Sally從剛開始討從自己臉上的胎記，到在朋友Maddie的鼓勵下將其視為一朵紅

玫瑰，最終學會接納自我的故事。文章通過Sally的成長經(jīng)歷，傳遞了樹立正確

外貌觀的重要性，鼓勵學生學會接受自己的獨特之處，勇敢面對自我。

Developingideas:本部分包含聽力和閱讀兩個模塊。聽力部分通過文學作品中的

經(jīng)典片段，引導學生思考如何探索自身價值；閱讀部分則講述了中國運動員蘇炳

添的故事，展現(xiàn)了他如何通過不懈努力和勇于挑戰(zhàn)自我，最終實現(xiàn)夢想的歷程。

這部分內(nèi)容旨在激勵學生勇敢追求目標，突破自我限制。

Presentingideas:學生需要結(jié)合本單元所學內(nèi)容，發(fā)表一篇關(guān)于自身情況的演講。

通過這一任務(wù)，學生不僅能夠鞏固所學知識，還能鍛煉語言表達能力，進一步加

深對自我認知的理解。

課時分解

第一課時Startingout&Reading

TeachingObjects［教學目標】

l.Knowyourselfcomprehensivelyandintroduceyourselftoothers.

2.FindoutthechangesinSally'sbehaviorregardingthebirthmarkonherfaceand

analysethereason.

3.Reflectontheimponanceofself-acceptanceanddiscusswhypeopleshouldor

shouldnotworryabouttheirlooks.

TeachingAids【教學I：具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

★Step1Leadin【導入】

1.Showthepictureonpage2tostudents,andthenaskthemtoanswerthequestion.

令Whatdoesthepictureshow?

2.Letsomestudentssharetheanswers.

Startingout

Page3,1

l.Askstudentstowatchthevideoandanswerthequestions.

①WhatdoesSamthinkofhimself?

②WhatdootherpeoplethinkofSam?

2.Letsomestudentssharetheanswers.

3.Guidestudentstothinkaboutwhytherearedifferencesbetweenthetwoanswers.

Page3,2

l.Askstudentstomakeathinkingmapaboutthemselves.

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Answers:?Sallydidn'tlikethebirthmarkonherface.

(2)11wasbrightred,thecolourofastrawberry.

③Sallydidn'tlikeitbefore.

?Sallythinksil'sspecialanddifferentnow.Andsheacceptedit.

?BecauseMaddilcsaidSallyhadaredroseonherfaceanditwasbeautiful.

Page6,4

l.Askstudentstocompletethenoteswiththewordsandexpressionsfromthe

passage.

2.Checktheanswerswiththeclass.

Answers:?birthmark?secretly③locover@redrose

?turnedsunny?paintedaredrose?different.

★Step4Post-task【首續(xù)任務(wù)】

Page6,Thinkandshare

l.Askstudentstothinkaboutthefollowingquestions:

①WhatdoesSallythinkofherbirthmarknow?

②Doyouthinkpeopleshouldworryabouttheirlooks?Whyorwhynot?

2.Givcsomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

Furtherthinking

l.Askstudentstoanswerthequestion.

令WhatcanyoulearnfromSally'sexperience?

2.Sharesomeanswerswiththeclass.

★Step5Languagepoints【語言要點】

1.Oncrowdedbusesandtrains,itfeltjustlikeadisaster.

feellike...意為“感覺像……,有……感覺”。例如：

Itfeelslikesummereventhoughit'sonlyApril.雖然現(xiàn)在只是四月，但感覺已經(jīng)像夏

天了。

IfeellikeI,montopoftheworld.我覺得開心極了。

feellike...還可意為“想要"。feellikedoingsth.想要做某事例如：

Ifeellikedoingsomethingdifferenttoday.今天我想要做點不一樣的事情。

2.Withsomanypeoplearoundme,mybirthmarkburnedredhot.

(1)withsomanypeoplearoundme解釋了她覺得胎記發(fā)燙的原因。英文中with+〃.

構(gòu)成介詞短語，可以表原因、方式等。例如：

Withthesupportfromherfamily,shefeltrelaxed,有了家人的支持，她放松了許多。

(表原因)

Withasmile,shegivesmeaflower.她笑著給了我一朵花。

(表方式)

(2)burn意為"(臉因窘迫或生氣而)發(fā)燙:例如：

IfeltmyfaceburningwhenIwastalkingtohim.我跟他說話的時候感覺自己的臉

燒得發(fā)燙。

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3.Shesatrightbesideme.

句中right是副詞，意為“正好（在次個位置或地方廣。例如：

Helivesrightnextdoor.他就住在隔壁。

4.Insteadoflookingaway,Maddiestudiedmyface.

insteadof...意為“代替……;而不是"，后面常接名詞或動名詞。例如：

Insteadofplayinggames,hechosetostudy.他選擇去學習，而不是玩游戲。

I'llhaveacupofteainsteadofmilk.我要一杯茶，而不是牛奶。

★Step6Summary【課堂小結(jié)】

Askstudentstousethestudents'sclf-assessmcntformtocheckwhattheyhave

learnedinthislesson.

Icanknowmyselfcomprehensivelyandintroduce

myselftoothers.

IcanfindoutthechangesinSally'sbehavior

regardingthebirthmarkonherfaceandanalyse

thereason.

Icanlearntoacceptmylooks.

★Step7Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

Teachingreflection【教學反思】

Thisstoryhasgreatlyattractedthestudents'attention.Theclassroomatmosphere

isactive,andthestudentscanactivelyparticipateinthediscussion.Duringthe

readingprocess,studentscanfindthereasonwhySallychangedherviewofher

birthmarkandthinkaboutwhattheycanlearnfromherexperience.Itcanhelp

studentsdeveloptheirthinkingabilities.

第二課時Grammar

TeachingObjects【教學目標】

1.Mastertheusageofthepresentperfecttense.

2.Distinguishthepresentperfecttenseandpastsimpletense.

3.Talkabouttheexperienceofacceptingyourlooks.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin［導入】

1.Presentthevideoclipsandaskstudentstowatchandpayattentiontothelines.

2.Guidestudentstofindthelinesallcontainthestructure“have/hasdone”.

Page7,5

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1.Presentthetwosentencesandaskstudentstoreadandtranslate.

令I(lǐng)haven'ttoldMaddieyethowshehaschangedme.

令I(lǐng)havealreadylearntthatIamwhatIam.

2.Guidestudentstopayattentiontotheverbformsandcirclethestructure

44havc/has+donc^^inthesentences.

3.Tellstudentsthatthesentencesareinpresentperfecttensewhichisthetarget

grammarintheclass.

Understandingideas(6—8)

★Step2Grammarfocuslearning【語法學習］

現(xiàn)在完成時(1)

一、用法

現(xiàn)在完成時表示在》前某個時間己經(jīng)發(fā)生的行為或曾經(jīng)做過的事情對目前有某

種影響o常與這些副詞及短語連用:just,already,yet,recently,before,ever,never,

twice,sofar,inthepastthreeyears等。

E.g.Ihavealreadyseenthefilm.Idon'twanttoseeitagain.

Hehasjustfinishedhishomework.

Alltheticketshavesoldout.

IhavenevertalkedwithMr.Libefore.

二、基本結(jié)構(gòu)

1.肯定句：主語+have/has+過去分詞+...

E.g.IhaveboughtmanybooksaboutEuropeanhistory.

Theyhavefinishedthehousework.

2.否定句：主語+have/has+not+過去分詞+...

E.g.TheSimpsonshaven'tbeentoCanadasincethedaytheyleft.

Erichasn'tgothisplaneticketyet.

3.一般疑問句結(jié)構(gòu)及回答：

—Have/Has+主語+過去分詞+...?

一Yes,主語+have/has./No,主語+haven't/hasn't.

E.g.一HaveyoueverreadSherlockHolmes?

一Yes,Ihave./No,Ihaven't.

—Hashedecidedwhichbooktowriteaboutyet?

一Yes,hehas./No,hehasn't.

三、動詞的過去分詞

1.規(guī)則變化的構(gòu)成方法：

①一般在詞尾直接加-ed：E.g.help—helped

②以不發(fā)音的e結(jié)尾的動詞，詞尾加-d：E.g.live—lived

③以“輔音字母+y”結(jié)尾的動詞，先將y變成i,再加-ed：E.g.carry—carried

④以重讀閉音節(jié)結(jié)尾，且末尾只有一個輔音字母的動詞，先雙寫該輔音字母，再

力口-cd：E.g.stop-stopped

2.不規(guī)則動詞的變化形式

原形一過去式一過去分詞

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be一was/were一beenfind一found一found

do-did-donehave-had-had

eat-ate-eatenmake-made-made

go一went一gonelet一let一let

see-saw-seenput——put——put

四、現(xiàn)在完成時與一般過去時的區(qū)別

現(xiàn)在完成時與一般過去時都表示在過去做的動作，但現(xiàn)在完成時強調(diào)這一動作

與現(xiàn)在的關(guān)系，如對現(xiàn)在產(chǎn)生的結(jié)果、影響等；?般過去時則只表示過去的事實,

不表示和現(xiàn)在的關(guān)系。所以，一些表示過去的固定時間狀語只能與一般過去時連

用，如agojast或由when（何時）引起的問句都不能與現(xiàn)在完成時連用。

E.g.Ihavejustcleanedmyroom.

Icleanedmyroomyesterday.

★Step3While-task［過程任務(wù)］

Page7,6

l.Showthewordsandphrasestostudents,thenaskthemtowritesentenceswiththe

presentperfecttense.

2.Checktheanswerswiththeclass.

Answers:CDIhavejustcutmylonghair.

②Shehasneverworriedaboutherlooks.

(3)1havejustpaintedabeautifulfloweronmyface.

④Chrishasalwayswornapairofglasses.

⑤Jessicahasalreadychangedheropiniononherlooks.

Page7,7

l.Showtheparagraphtostudents,thenaskthemtoreaditandrewritetheunderlined

sentencesusingthepresentperfecttense.

2.Checktheanswerswiththeclass.

Answers:①Ihavebeenthetalleststudentinmyclass.

②Ihavesatonthelastrow.

③“Youmustbegoodatbasketball.nMyclassmateshavealwayssaidthat.

④Ihavelearnttoacceptmyheightnow.

★Step4Post-task【后續(xù)任務(wù)】

Page8,8

1.Askstudentstoworkinpairsandthendiscusstheexperienceofacceptingtheir

looks.

2.Givestudentsanexampleasfollows.

Experienceofacceptingyourself

令Whichpartofyourlooksareyounothappywith?

令Howdidyoufeelaboutitbefore?

?Howdoyoufeelaboutilnow?

第8頁共91頁

令Whydidyouchangeyourviewofit?

。Whatcanyoulearnfromthisexperience?

3.Askstudentstousethewordsfromthereadingpassageandtheusefulexpressions.

4.Showtheusefulexpressionstohelpthemtoorganizetheirideas.

Usefulexpressions:

令I(lǐng)wasnothappywithmy...

令...isagoodwayto...

令Whatdoyouthinkof...now?

令Forexample,...

。Ihavealready...

令Whynot...?

5.Choosesomestudentstosharetheiranswers.

★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents7self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanmastertheusageofthepresentperfect

tense.

Icandistinguishthepresentperfectlenseand

pastsimpletense.

Icanusethepresentperfecttensetodiscuss

theexperienceofacceptingmylooks.

★Step6Homework［家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents*book.

Teachingreflection【教學反思】

Inthisgrammarclass,somestudentsstillcouldn'tfigureoutthedifference

betweenthepresentperfecttenseandpastsimpletense.Therefore,inthenextclass,I

willpreparemorecorrespondingexercisestostrengthenthetraining.

第三課時ListeningandSpeaking

TeachingObjects［教學目標】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/m//n/and?correctlyandrememberthelettersandlettercombinations

thatrepresentthem.

3.Talkaboutwhatyouhavelearntaboutexploringyourself.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

l.Askstudentstolookaithethreepictureson10,thenanswerthequestions.

第9頁共91頁

令Whatarethenamesofthesebooks?

Answers:①77?eBlueBird②TheAdventuresofPinocchio③TheWonderfulWizard

ofOz

?>Haveyoueverreadthem?

2.Introducesomebasicinformationaboutthethreebooks.

TheBlueBircK《青鳥》）是比利時劇作家莫里斯?梅特林克（MauriceMaeterlinck）

于1908年創(chuàng)作的象征主義童話劇。這部作品通過兩個孩子尋找青鳥的奇幻旅程，

探討了幸福、生命和人類精神世界的深刻主題?！肚帏B》不僅是一個充滿奇幻色

彩的童話故事，更是一部關(guān)于幸福,生命和人類精神的深刻寓言。它通過蒂蒂爾

和米蒂爾的旅程，向讀者傳遞了幸福就在我們身邊的深刻道理，至今仍深受全世

界讀者的喜愛。

TheAdventuresofPinocchio（《木偶奇遇記》）是意大利作家卡洛?科洛迪創(chuàng)作

的童話，也是其代表作，發(fā)表于1880年。作品講述當仁慈木匠皮帕諾睡覺的時

候，夢見一位藍色的天使賦予他最心愛的木偶匹諾曹生命，于是小木偶開始了他

的冒險。如果他要成為真正的男孩，他必須通過勇氣、忠心以及誠實的考驗。在

歷險中，他因貪玩而逃學，因貪心而受騙，還因此變成了驢子。最后，他掉進一

只大鯨魚的腹中，意外與皮帕諾相逢……經(jīng)過這次歷險，匹諾曹終于長大了，他

變得誠實、勤勞、善良，成為了一個真真正正的男孩。

TheWonderfulWizardofOz（《綠野仙蹤》）是美國“童話之父”萊曼?弗蘭克?鮑

姆創(chuàng)作的兒童魔幻小說，1900年5月在美國首次出版，由威廉-華萊士?丹斯

洛繪制插圖，是奧茲國系列書籍的第一部。故事講述了一個名叫多蘿西的小女孩

被龍卷風刮到神奇的奧茲國，為了回家，她沿著黃磚路前往翡翠城尋找?guī)椭?/p>

路上，她遇到了想要腦子的稻草人、渴望心的鐵皮人和需要勇氣的獅子，四人結(jié)

伴前行，經(jīng)歷了許多冒險。最終，他們發(fā)現(xiàn)真正需要的東西其實一直就在自己身

上。這本書充滿奇幻色彩，也傳遞了關(guān)于友誼、勇氣和自我成長的深刻道理。該

書是美國閱讀量最大的兒童圖書之一，被譽為“美國最偉大和最受歡迎的本土童

話”。

3.Thenaskstudentstotalkfreely.

令Haveyoueverreadbookslikethese?Ifyes,couldyoutellmeaboutoneofthem?

Ifnot,whichofthesethreebooksinterestsyouthemost?

★Step2Pre-task【準備任務(wù)】

Manyworksofliteraturehavedescribedcharactersinsearchoftheir

valucs.SomcgoodexamplesareTheWonderfulWizardofOz,TheBlueBirdandThe

AdventuresofPinocchio.

★Step3While-task［過程任務(wù)］

Page9,1

l.Showthefoursentencestostudents,thenaskthemtofigureoutwhateachoption

meansandfindoutthedifferencesamongthem.

2.Askstudentstolistentotheradioprogrammeandchoosethebestsummaryofthe

book.

3.Checktheanswerswiththeclass.

Page10,2

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l.Showthenotestostudents,thenaskthemtoguesswhatkindsofwordsmaybe

filledintheblanks.

2.Askstudentstolistentotheradioprogrammeagainandcompletethenotesabout

thebook.Beforelistening,remindstudentstotakenotesofthekeyinformation.

3.Checktheanswerswiththeclass.

PageIL3

l.Showthecommentstostudents,thenaskthemtoguesswhatmaybefilledinthe

blanks.Explain“commenl“ifneeded.

2.Askstudentstolistentotheconversationandcompletethecomments.

3.Checktheanswerswiththeclass.

Page11

l.Askstudentstolistenagainandtalkabouthowthestudentscommentonthebook.

2.Tellstudentsthewaytomakecomments.

令Tocommentonbooksorfilms,weusuallyfocusonthemostinterestingthingto

us.Itcanbethemainideaorthemaincharacter.Andwecanalsogiveexamples

tosupportourcomments.

★Step4Post-task【后續(xù)任務(wù)】

Phoneticsinuse

l.Letstudentsreadthewordsonpage9freely,andthenaskthemtopayattentionto

thepronunciationoftheboldletters.

2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthekeypointsofthepronunciationof/m//n/and仰andgiveacorrect

demonstration.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.

PageIL4

l.Askstudentstoworkingroups.Introduceandcommentonanotherbookabout

findinga“newme”.

2.Tcllstudentsthatthecommentmayincludethefollowingaspects.

Basicinformation

令Yourfavouritequote

令Yourfavouritecharacter

令Themostunforgettableevent/interestingpart

令Themainidea/message

令...

3.Showtheusefulexpressionstostudents.

4.Letstudentstalkaboutwhattheyhavelearnedaboutexploringthemselvesinthis

section.

★Step5Summary【課堂小結(jié)】

第11頁共91頁

Askstudentstousethestudents'seli-assessmentformtocheckwhattheyhave

learnedinthislesson.

IcanknowaboutthebasicinformationofThe

WonderfulWizardofOzandpeople's

commentsonthisbookfromthelistening.

Icanpronounce/m//n/and何correctlyand

remembertherelatedlettersandletter

combinations.

IcantalkaboutwhatIhavelearntabout

exploringyourself.

★Step6Homework【家庭作業(yè)】

I.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents5book.

Teachingreflection【教學反思】

Inthisperiod,weshouldaskthestudentstograspthekeywordstocompletethe

listeningtasks.Inaddition,weshouldencouragethemtotalkaboutwhattheyhave

learnedaboutexploringthemselvesinthissection.

第四課時Reading

TeachingObjects［教學目標】

1.LearnaboutthestoryandspiritsofSuBingtian.

2.RetellSuBingtian^storyaccordingtothetimeline.

3.TalkaboutwhatwecanlearnfromSuBingtianandwhatwecandotoachieveour

dreams.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

l.Showthepicturetostudents,thenaskthemtoanswerthequestions.

令Whatarctheydoing?

&DoyouknowtheChineseathlete?

2.LetstudentswatchavideorelatedtotheChineseathlete,thensaytheanswers.

★Step2Pre-task【準備任務(wù)】

Page12,1

l.Letstudentslookatthepicturesandanswerthequestion.

。Whatwordswouldyouusetodescribehim?

2.Showsomewordsandexpressionstohelpstudents.

fightonesfeartrysucceeddoubtsticktoholdback

3.Askstudentstosharetheiranswerswiththeclass.

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★Step3While-task［過程任務(wù)】

Page13,2

l.Askstudentstoreadthestoryandchecktheiranswers.

2.Checktherightanswerwiththeclass.

Page14,3

l.Askstudentstocompletethetimelinewiththewordsandexpressionsfromthe

passage.

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

Answers:1.began2.10seconds3.10.16seconds4.fromzero

5.foughthisfears6.madehistory7.Chineseathlete

Page14,4

l.Askstudentstoanswerthequestions.

①Whatdoyouthinkthetitlemeans?

②WhatdoSuBingtian'swordsinparagraph5mean?

@Whatdoesthewritermeanby“EveryonecanbeaSu-perman!”?

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

★Step4Post-task【，后續(xù)任務(wù)】

Page14,Thinkandshare

l.Askstudentstothinkandshare:

①WhatcanyoulearnfromSuBingtian?

②Howdoyouthinkyoungsterscanwritetheirstories?

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

★Step5Languagepoints【語言要點】

1.However,doubtsandfearsoftenholdusback.

hold...back在此處意為“阻礙……（的發(fā)展）”。例如：

Don'tletfearholdyoubackfromyourdrcams.不要讓恐懼阻礙你實現(xiàn)自己的夢想。

2.1n2015,heclocked9.99secondsandmadehistory.

句中clock是動詞，意為”以……速度行駛;達到（某速度廣，經(jīng)常用于描述運動員

的成績或者駕駛車輛所用的時間。例如：

thefirstcartoclock100kilometresanhour第一輛時速為100公里的汽車

Sheclockedanewworldrecordinthewomen'smarathon.

她在女子馬拉松比賽中創(chuàng)下了新的世界紀錄。

3.Nothingisimpossibleaslongasyoutryandsticktoit.

（1）aslongas意為"只要"。例如：

Aslongasyoustudyhard,youcanpasstheexam.只要你努力學習，你就能通過考

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試。

⑵stickto意為“遵守,信守;堅持例如：

Hedecidedtosticktohisfirstplan.他決定堅持他的第一個計戈ij。

★Step6Summary［課堂小結(jié)】

Askstudentstousethestudents5self-assessmentformtocheckwhattheyhave

learnedinthislesson.

IcanlearnaboutthestoriesandspiritsofSu

Bingtian.

IcanretellSuBingtian"sstoryaccordingto

thetimeline.

Icantalkaboutwhatweshoulddotoachieve

ourdreams.

★Step7Homework【家庭作業(yè)】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents,book.

Teachingreflection［教學反思】

Inthislesson,thestoryofSuBingtianwasinspiring,butsomestudentshave

difficultyunderstandinglongsentences.Toimprove,Iwillusemorevisuals,simplify

explanations,andaddinteractiveactivitieslikegroupdiscussions.Thiswillhelp

weakerstudentsengagebetterandunderstandthelesson'smessage.

第五課時Writing

TeachingObjects【教學目標】

1.Writeaboutanothersuccessfulperson.

2.Shareyourcommentsandideasaboutthissuccessfulperson.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin［導入】

1.Askstudentstoanswerthefollowingquestionsaccordingtolastreadingclass.

令Whoistheperson?

令Whatdidhedo?

令Doyouthinkheisasuccessfulperson?

2.Letstudentsbrainstormanothersuccessfulperson.

3.Showsomepicturestogivestudentstips.Forexample,YuanLongping,TuYouyou,

QuanHongchan.

★Step2Pre-task【準備任務(wù)】

Letstudentssearchforinformationaboutasuccessfulpersonandplantheirpassage

withthechart.

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Whatchallengesthepersonfaced

(doubtsorfears)

Whatthepersondidloovercomethe

challenges

Whatthepersonachieved

Yourcommentsandideasaboutthis

person

★Step3While-task(過程任務(wù)］

l.Askstudentstowriteaboutthepersonwiththehelpofthechart.

Possibleanswers:J.K.RowlingisafamouswriterwhowrotetheHarryPotterbooks.

Beforeshebecamesuccessful,shefacedmanychallenges.Shewasasinglemother

withverylittlemoney.Shealsofeltsadandstruggledwithdepression.Manypeople

doubtedherwritingskills,andsomeeventoldherthatherbookideaswerenotgood

enough.Shefeltafraidthatshewouldneversucceed.

Despitethesedifficulties,J.K.Rowlingnevergaveup.Shekeptwritingeven

whenlifewashard.Shebelievedinherstoryandworkedhardlofinishherfirst

book,HanyPotterandthePhilosophersStone.Shesentherbooktomany

publishers,andaftermanyrejections,onefinallyagreedtopublishit.

Herbookbecameahugesuccess.TheHarryPotterseriesisnowoneofthemost

popularbookseriesintheworld.Ithasbeentranslatedintomanylanguagesand

turnedintomovies.J.K.Rowlingisnowoneoftherichestandmostfamousauthors

intheworld.

IadmireJ.K.Rowlingbecauseshenevergaveup,evenwhenlifewasdifficult.

Sheteachesusthathardworkandbelievinginyourselfcanhelpyouovercome

challenges.Herstoryinspiresmetokeeptrying,nomatterhowhardthingsseem.

★Step4Post-task【后續(xù)任務(wù)】

l.Havestudentsexchangetheirpassageswithapartner.

2.Askstudentstochecktheirpassagesasfollows.

令Didyoucoveralltheinformationinthechart?

令Didyouusethewordsandexpressionsfromthereadingpassage?

Didyougiveyouropinionabouttheperson'seffortsandsuccess?

3.Letsomestudentssharetheirpassageswiththeclass.

★Step5Summary［課堂小結(jié)】

Askstudentstousethestudents'self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanwriteaboutanothersuccessfulperson.

Icansharemycommentsandideasaboutthis

successfulperson.

★Step6Homework【家庭作】

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Furtherpolishyourwritingaccordingtotheevaluationcriteria.

Teachingreflection【教學反思】

Inthiswritingclass,Ifindthatsomestudentsarenotgoodatwriting.Weneedto

helpthemmore,likeshowingthemhowtowriteandgivingadvice.Wcshouldalso

encouragethemtotakepartinclassactivities.Thisway,theirwritingwillgetbetter

littlebylittle.

第六課時Presentingideas&Reflection

TeachingObjects［教學目標】

l.Makeaspeechaboutyourself.

2.Talkabouthowtobecomeabetterme.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

Askstudentstodoatask:Makeaspeechaboutyourself.

★Step2Pre-task【準備任務(wù)】

AskstudentstolookatthethinkingmapinStartingOutandthink:hasyouridea

aboutyourselfchanged?Considerthefollowingthings:

令looks

今likesanddislikes

令personality

令abilities

★Step3While-task［過程任務(wù)］

l.Letstudentsorganisetheirideaswiththehelpoftheoutlineonpage16andprepare

theirspeech.

2.Askstudentstouse(helanguagetipsintheoutlineonpage16orfinduseful

expressionsorsentencesfromthisunit.

3.Asksomestudentstopractiseandgivetheirspeechtotheclass.

★Step4Post-task【后續(xù)任務(wù)】

l.Askstudentstovoteonthebestthreespeeches.

2.Askstudentstotalkabouthowtobecomeabettermeasthefollowingmindmap.

Howtobecomeabetterme

AcceptourselvesExploreourselvesChallengeourselves

3.Askstudentstocheckwhethertheyhaveachievedtheirlearninggoals.

4.Letstudentswritedownwhattheystillneedtoimprove.

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★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents'seli-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanmakeaspeechaboutmyself.

Icantalkabouthowtobecomeabetterme.

★Step6Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents'book.

Teachingreflection【教學反思】

Inthisclass,Iclearlytoldthestudentsthatthetaskofthisclasswastomakea

speechaboutthemselves.AndIalsoshowedthemanexample.Thismadethestudents

haveaclearunderstandingoftheactivity.Quiteafewstudentsshowedgreatinterest

andwereeagertogivetheirspeechestotheclass,whichhelpedtoimprovetheir

classroomparticipation.

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Unit2Gettingalong

單元教學目標

1.Usewordsandexpressionsintheunittotalk

aboutrelationships.

2.Usethepresentperfecttensetotellstoriesof

[LanguageAbilities]

sharing.

3.Shareyourthoughtsonhowtogetalongwith

others.

1.Understandtheimportanceofsharing.

[CultureAwareness]2.Establishcorrectvaluesinbuildinggood

interpersonalrelationships.

1.Analysethepassagefromdifferentperspectives

andinferdeepmeaningsofthepassage.

[QualityofThinking]2.Reflectonpersonalbehaviourinsocial

interactionsanddeveloppositiveinterpersonal

skills.

1.Guidestudentstoexamineandimprovetheir

learningmethods.

[LearningAbilities]

2.Beabletoactivelycooperatewithothersin

learningactivitiesandcompletelearningtasks.

[ClassHour