資源簡介

Unit 1 The secrets of happiness
單元教學目標
【Language Abilities】 1.Use words and expressions in the unit to talk about happiness. 2.Use the simple past tense to describe happy moments. 3.Share the meaning of happiness in our lives.
【Culture Awareness】 1.Cultivate the awareness of treasuring emotional wealth instead of blindly pursuing material things. 2.Develop a positive and optimistic way of thinking. 3.Explore the similarities and differences of happiness under different cultural backgrounds.
【Quality of Thinking】 1.Analyze the plot, characters’ emotions and behaviors in the text, and infer the relationship between happiness and different factors. 2.Deduce the internal logic between helping others and obtaining personal happiness. 3.Think critically about the ideas of happiness presented in poems, stories, and book reviews.
【Learning Abilities】 1.Keep positive and confident in studying English. 2.Use the learned knowledge and personal perception to creatively express different views on happiness and ways to achieve happiness.
【Class Hour Division】 Five periods
第一課時 Starting out&Reading
第二課時 Grammar
第三課時 Listening and Speaking
第四課時 Reading for writing
第五課時 Presenting ideas&Reflection
單元教材分析
本單元歸屬于“人與自我”主題范疇下的“生活與學習”主題群，對應“自我認識，自我管理，自我提升”這一子主題內容。本單元內容圍繞探索幸福的含義展開，主要包括：談論有關幸福的詩歌和故事，引導學生理解幸福的不同內涵；《查理和巧克力工廠》書評閱讀啟發學生思考幸福的來源；be 動詞和行為動詞的一般過去時學習；閱讀 Zhou Jian 留長頭發幫助身患癌癥兒童并收獲快樂的故事；最后學生需要制作一張幸福書頁，這一活動將單元所學內容進行整合應用，要求學生運用所學的詞匯、語法以及對幸福的理解，創造性地表達如何獲得快樂，培養學生的綜合語言運用能力和思維能力。
課時分解
第一課時　Starting out&Reading
Teaching Objects　【教學目標】
1.Talk about stories and poems about happiness.
2.Understand the happiness of Charlie's family from the book review.
3.Explore the true meaning of happiness.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【導入】
1.Show some photos to students, then ask them to answer the questions.
How do you think these people feel Why
Let some students share the answers.
Starting out
Page 3，1
1.Ask students to read the poem and answer the questions.
①What is the poem about
②What’s special about the poem
Check the answers with the class.
Teacher can introduce more about acrostic poem(藏頭詩) to Ss.
Page 3，2
1.Ask students to look at the picture and answer the questions:
①What stories do you know about happiness
②What can you learn from them
2.Encourage Ss to share their answers in class.
Understanding ideas（1－4）
★Step 2 Pre-task【準備任務】
Page 4，1
1.Ask students to look at the picture on page 4 and answer the questions.
①What can you see in the picture
②Do you think everyone is happy
③What do you think makes them happy
2.Show the following words and expression to help the students.
small house family together poor love
the only bed key to happiness happy place
3.Ask students to share the answers with the class.
★Step 3 While-task【過程任務】
Page 4，2
1.Ask students to read the book review and check their answers.
2.Share the right answers with the class.
Page 6，3
1.Show the three titles for the review to students and encourage Ss to translate them.
2.Ask students to choose the best title for the review and share their reasons.
3.Represent the right answer and explain the reason.
Page 6，4
1.Ask students to complete the thinking map with the words and expressions from the passage.
2.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 6， Think and share
1.Ask students to think about the following questions:
①Do you agree that “happiness comes from things like money”
②What do you think the words of Oscar Wilde in the last paragraph of the passage mean
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【語言要點】
1. But I kept going over the exciting story in my mind.
go over是一個常見的短語，它的用法和意義相對廣泛。在這句話中，它的意思是“復習；重溫”。
E.g. I always go over my notes just before I go into an exam.
go over還可以表示“仔細檢查”。
E.g. Go over the exam paper once more.
2. They always ate watery cabbage soup for dinner.
watery的意思是“水的；含水的；水分多的”。
E.g. The soup is watery. It doesn’t have much taste.
這湯太稀了，沒什么味道。
E.g. Her eyes became watery when she heard the sad news.
當她聽到這個悲傷的消息時，她的眼睛濕潤了。
3. In winter, the freezing wind swept across the floor all night long.
這句話形象地描繪了冬季Charlie家寒冷、破敗的景象。這句話的意思是”凜冽的寒風橫掃過地面“。
freezing的意思是”極冷的；冰凍的“。
E.g. It’s freezing outside. Put on your warm close.
The temperature was so low that the water in the pond became freezing.
4. This touched me greatly.
在這句話中，touch的意思是“觸動；感動”。
E.g.The movie about friendship really touched my heart.
Her kind words touched us and we all had tears in our eyes.
5. It can move us, change us and give us a life full of happiness.
在這句話中，move的意思是“感動”。
E.g.The little boy’s bravery moved everyone in the room.
The story of the teacher moved us deeply and we couldn't help crying.
★Step 6　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can talk about happiness.
I can describe happy moments.
I can share the meaning of happiness in our lives.
★Step 7　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In this class, we only talked about happiness in the stories. In the following lessons, I can expand this part. For example, I can ask students to talk about other things that can bring happiness in our real life. This can make the class more relevant to their daily life and help them understand the theme better.
第二課時　Grammar
Teaching Objects　【教學目標】
1.Master the usage of simple past tense.
2.Complete the exercises related to simple past tense.
3.Use simple past tense to talk about your happy moments.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show the following sentences to students and ask them to pay attention to the bold words.
The book was full of magic.
The family never had enough food.
To my surprise, the family were happy together.
2.Lead to the grammar simple past tense.
Understanding ideas（5—8）
★Step 2　Pre-task【過程任務】
Page 7, 5
1.Ask students to find more sentences with these structures in the reading passage.
2.Let some students say their answers.
3.Check the answers with the class as follows.
E.g.But I kept going over the exciting story in my mind.
Charlie’s home was a small house at the side of a big town.
They always ate watery cabbage soup for dinner.
★Step 3　Grammar focus learning【語法學習】
1.Write the verbs in the simple past tense on blackboard. Ask students if they know the original forms of these verbs.
2.Teach students how verbs change to the simple past tense.
規則動詞的變化
構成法 例詞
一般加-ed work—worked
以e結尾的詞加-d live—lived
以“輔音字母+y”結尾的詞，改y為i，再加-ed cry—cried
以“元音字母+y”結尾的詞，直接加-ed play—played
以重讀閉音節或r音結尾，末尾只有一個輔音字母的詞，要雙寫這個輔音字母，再加-ed stop—stopped prefer—preferred
be動詞的一般過去式
主語 一般現在時
I was
he, she, it was
you were
we, they were
3.Ask students to underline the time expressions for the past.
常用語一般過去時句子中的時間狀語：
yesterday, two days ago, the day before yesterday, last year, the other day, once upon a time, just now, in the old days, when I was ... years old, last weekend, a week ago, ...
4.Teach students the sentence structures of the simple past tense.
(1)行為動詞的一般過去時
①肯定句：主語+動詞的過去式+其他
E.g. He had a good time yesterday.
②否定句：主語+did not+動詞原形+其他
E.g. We did not (=didn’t) have a good time yesterday.
③一般疑問句：Did+主語+動詞原形+其他？
E.g. —Did he go there
—Yes, he did. / No, he didn’t.
④特殊疑問句：疑問詞+一般疑問句？
E.g. —When did you get up this morning
—I got up at 6 o’clock.
(2)be動詞的一般過去時
①肯定句：主語+be動詞的過去式(was/were)+其他
E.g. I was very tired last night.
②否定句：主語+be動詞的過去式(was/were)+not+其他
E.g. Mike wasn’t at school this morning.
③一般疑問句：be動詞的過去式(Was/Were)+主語+其他
E.g. —Was she a teacher
—Yes, she was. / No, she wasn’t.
④特殊疑問句：疑問詞+一般疑問句？
E.g. —Where were you yesterday morning
—I was at school.
★Step 4　While-task【過程任務】
Page 7，6
1.Ask students to complete the sentences with the correct form of the verbs in brackets.
2.Let students share answers with the class.
Page 7，7
1.Ask students to complete the post with the correct form of the verbs in brackets.
2.Check the answers with the class.
★Step 5　Post-task【后續任務】
Page 8，8
1.Ask students to work in pairs and then ask them to answer the question: Do you think love can make us happy
2. Ask students to talk about their experience.
3.Show the thinking map on the book and ask them to use the words and expressions from the reading passage and the useful expressions to help them to organize their ideas.
Useful expressions:
I kept going over ... in my mind.
That made him/her feel...
To my surprise, ...
This touched me greatly.
From this, I learnt ...
I believe that...
Love is the key to happiness.
Choose some students to share their writings.
★Step 6　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of simple past tense.
I can complete the exercises related to simple past tense.
I can use simple past tense to talk about my happy moments.
★Step 7　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
I found that some students with poor English foundation still had problems with the simple past tense. They might be confused about the irregular verb forms. For example, when they met words like “go —went” or “see—saw”, they made mistakes easily. In the future, I will give these students more special practice on irregular verbs. I can make some cards with the original form of the verbs on one side and the simple past form on the other side. Let them practice more often to help them remember these forms better.
第三課時　Listening and Speaking
Teaching Objects　【教學目標】
1.Understand the listening material and grasp the key information.
2.Pronounce / /, /a / correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about staying positive in this section.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show the picture on page 9 to students, and then ask them to answer the following questions.
What can you see in the picture
How do you describe the glass of water
2.Let some students share the answers with the class.
3.Show the two kinds of opinions to students. Some people always look on the bright side of life.They expect good things to happen. Other people often believe that bad things will happen.
★Step 2　Pre-task【準備任務】
1.Show two groups of contrasting pictures. For the first group of pictures: one is a colorful rainbow stretching across the sky under the bright sunshine, and the other is a gloomy and damp street on a rainy day. For the second group of pictures: one is a birthday party with delicious food and laughing people, and the other is a messy scene after the party.
2.Point at the pictures and ask the students, “Look at these pictures. What do you see in the first picture of each group What about the second one Which one do you like better ”
3.Guide the students to answer, for example, “I see a rainbow in the first one. It's beautiful. I see a wet street in the second one. It's not nice.”
4.Then continue to ask, “Do you think different people may have different feelings about these pictures Why ” Through such a discussion, it will naturally lead to the topic of seeing life scenes in a positive or negative way, laying a good foundation for the subsequent course content.
★Step 3　While-task【過程任務】
Page 9，1
1.Ask students to listen to the radio programme and choose the main idea.
2.Check the answers with the class.
Page 10，2
1.Ask students to listen to the radio programme again and complete the blanks.
2.Check the answers with the class.
Page 11，3
1.Show the table to students, and ask them to guess what may be filled in the blanks.
2.Ask students to listen to the talk and complete the notes.
3.Let some students say their answers.
4.Check the answers with the class.
Page 11，3
1.Ask students to listen again and talk about how Dr Zheng gives examples in his talk.
2.Tell students the way to give examples. For example, we can use take... for example, like and such as to introduce examples.
★Step 4　Post-task【后續任務】
Phonetics in use
1.Let students read the words on page 9 freely, and then ask them to pay attention to the bold letters and find the similarities of pronunciation in each column.
2.Play the recording and ask students to repeat them.
3.Tell the pronunciation of / / and /a / .
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 11，4
1.Ask students to work in pairs and share their advice for leading a happier life.
2.Show an example to students.
3.Let students talk about what they have learnt about staying positive in this section.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can learn to listen for an experience analysis.
I can pronounce / /, /a / correctly and remember the related letters and letter combinations.
I can talk about what I have learnt about staying positive in this section.
★Step 6　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In this period, we should ask the students to grasp the key words to complete the listening tasks. In addition, we should encourage them to talk about what they have learnt about staying positive in this section.
第四課時　Reading for writing
Teaching Objects　【教學目標】
1. Find out why Zhou Jian keeps his hair long and what happiness he gets;
2. Analyze how the author makes the story vivid;
3. Write a story about feeling happy through helping others.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
Show some pictures about helping others and ask Ss to observe how the help giver feel. Elicit Ss to find that it’ s happy to help others.
★Step 2　Pre-task【準備任務】
Page 12，1
1.Let students look at the pictures and predict what the passage is about.
2.Show some words and expressions to help students.
For example, keep hair long happiness grow smile help others doing good laugh at cut it short
3.Ask students to share their guesses with the class.
★Step 3　While-task【過程任務】
Page 13，2
1.Ask students to read the passage and see if their guesses were right.
2.Check the right answer with the class.
Page 14，3
1.Ask students to read the passage and complete the notes with the words and expressions from the passage.
2.Let some students say their answers.
3.Check the answers with the class.
Page 14，4
1.Ask students to answer the questions.
①What do you think “hope grew together with his hair” mean
②What will Zhou Jian do to “grow happiness again”
③Why does the writer use the words of Plato in the last paragraph
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 14，Think and share
1.Ask students to think and share:
①How do you feel when you read the letter in the passage
②What can you learn from the passage
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
Page 15，5
1.Ask students to write a short paragraph about feeling happy through helping others.
2.Give them some prompts.Ask them to do as follows.
①Write your answers to the following questions.
When and where does the story happen
Who is the main character of the story
What does he/she do and what challenge(s) does he/she face
How does he/ she react to the challenge(s)
What does he/ she feel
②Organise your ideas by answering the following questions.
③Check your paragraph as follows.
Did you include characters, a setting and event(s)
Did you use the words from the reading passage
Did you give your opinions about the secrets of happiness
3.Ask some students to share their stories with the class.
★Step 5　Language points　【語言要點】
1. Zhou Jian’s hat blew off.
blew off的原形是blow off，在這句話中意思是“吹掉，吹走”。
E.g. The strong wind blew off my hat when I was walking on the playground.
2. His long hair waved in the air.
wave在這句話中作動詞，意思是“飄揚，飄動”。
E.g. The colorful flags waved in the gentle breeze（微風） on the school playground.
3. “Just one month!” he said to himself.
say to oneself的意思是“對自己說”。
E.g. She said to herself, “You can do it.”
4. People often talked about his long hair behind his back. Sometimes they laughed at him.
behind one’s back的意思是“在某人背后，背地里”。
E.g.Don’t speak ill of others behind their backs.不要在背后說人壞話。
laugh at的意思是“嘲笑，取笑”。
E.g. You shouldn’t laugh at others’ failures.
5. But he never felt any shame.
shame在這句話中作名詞，意思是“丟臉；恥辱”。
E.g. Losing the game in such an easy way was a great shame for our team.
6. Day after day, hope grew together with his hair.
day after day的意思是“日復一日，天天地”。
E.g. Our team is working hard day after day to ensure the success of this project.為了確保這個項目的成功，我們團隊日復一日地努力工作。
7. He took off his hat and his hair fell around his shoulders.
took off的原形是take off，意思是“脫下，脫掉”。
E.g. He took off his clothes and got into the shower.
★Step 6　Summary　【課堂小結】
Ask students to use the students' self-assessment form to check what they have learned in this lesson.
I can know Zhou Jian’s behaviour that helps kids with cancer.
I can understand happiness springs from doing good and helping others.
I can write a short story about feeling happy through helping others.
★Step 7　Homework【家庭作業】
1．Review the words and sentences.
2．Do the exercises in students’ book.
Teaching reflection　【教學反思】
In class, we need to guide the students to use the knowledge to complete the reading tasks. This lesson is a bit difficult and has a lot of important phrases and sentences. Therefore, we should pay attention to adjusting the difficulty. The activities and questions for this lesson need to be designed in advance so that students can follow the teacher’s thought. In this way, they will have more interest and confidence in learning English.
第五課時　Presenting ideas&Reflection
Teaching Objects　【教學目標】
1.Make a book page about ways to be happy.
2.Talk about your understanding about happiness.
Teaching Aids　【教學工具】
an English book,a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
Hello, boys and girls! How are you feeling today Are you happy, sad, or just so - so （微笑著詢問學生，用簡單的表情和手勢輔助理解）Let's see. Raise your hand if you're happy.（觀察舉手情況）Oh, some of you are happy. That's great! Now, I have a big question for you all. What makes you happy （稍作停頓，等待學生思考）
We can talk one by one. You can just say one or two simple words. For example, you can say “toys” if playing with toys makes you happy.（給出示例，在黑板上寫下 “toys”）Now, let's start.（邀請幾位學生回答，把他們說的關鍵詞寫在黑板上，如 “friends”“games”“ice - cream” 等）
★Step 2　Pre-task【準備任務】
Look at all these things on the blackboard. They are all different, but they have something in common. They can bring us happiness. Today, we are going to make a book page. And this book page is all about ways to be happy. We'll write down more things like these and make it beautiful.（指著黑板上的單詞，然后拿出一張做好的示例書頁展示給學生看）Are you excited Let's begin!
★Step 3　While-task【過程任務】
1.Ask students to work in groups. Search for information about ways to be happy. Then decide which ways you will include in your book page. Consider the following aspects:
①What makes you happy
②How can we help others be happy
③What is your advice for unhappy people
2.Let students organise their ideas with the help of the outline on page 16 and write your book page.
3.Ask them to use the language tips on page 16 or find useful expressions or sentences from this unit.
4.Ask some students to practise and present their book pages to the class.
★Step 4　Post-task【后續任務】
1.Ask students to vote on the best three book pages and the best three presentations.
2.Ask students to talk about what they have understood more about what makes as the following mind map.
What are the secrets of happiness
Love Staying positive Helping others
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a book page about ways to be happy.
I can talk about what I understand about what makes you happy.
★Step 6　Homework【家庭作業】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In this class, I clearly told the students that the task of this class was to make a book page about ways to be happy. And I also showed them an example. This made the students have a clear understanding of the activity. Quite a few students showed great interest and were eager to start making their own book pages, which helped to improve their classroom participation.
Unit 2 Go for it!
單元教學目標
【Language Abilities】 1.Use words and expressions in the unit to talk about sports. 2.Use indefinite pronouns to tell stories of sports lovers. 3.Describe the role of sports in your life.
【Culture Awareness】 1.Understand the diversity of sports cultures. 2.Appreciate and learn the sporting spirits. 3.Understand the importance of sports in society. 4.Respect the origins and development of sports.
【Quality of Thinking】 1.Summarize the influence of persistence, strategy, teamwork and other factors on performance in sports competitions. 2.Cultivate the thinking habit of extracting key information from specific sports events and systematically concluding it.
【Learning Abilities】 1.Guide students in critical reflection of their studying methods. 2.Students will master effective communication and cooperation skills in English learning groups.
【Class Hour Division】 Five periods
第一課時 Starting out&Reading
第二課時 Grammar
第三課時 Listening and Speaking
第四課時 Reading for writing
第五課時 Presenting ideas&Reflection
單元教材分析
本單元歸屬于“人與社會”主題范疇下的“文學、藝術與體育”主題群，對應“日常體育活動，重大體育賽事，體育精神”這一子主題內容。本單元內容圍繞談論運動展開，主要包括：關于常見運動項目的討論；閱讀張順參加 2022 年北京馬拉松比賽的事跡以及 2022 年女子足球亞洲杯比賽相關內容；聚焦不定代詞的用法，將其融入體育話題情境，幫助學生掌握在描述體育相關概念時的準確表達；通過學校廣播站對游泳冠軍Tim Simons的采訪，了解Tim學習游泳的故事；制作運動瞬間海報，要求學生運用所學體育知識和語言表達，結合自身創意，培養綜合語言運用能力和跨學科思維能力。
本單元教材通過豐富多樣的內容和形式，將語言學習與體育運動主題緊密結合。從文化層面來看，它向學生傳遞了體育運動所承載的積極向上的價值觀念、多元的文化內涵以及對人類社會發展的重要意義。從語言學習角度而言，在真實有趣的體育情境中，學生能夠提高詞匯量、語法運用能力、聽說讀寫各項技能，為學生提供了全面發展語言能力的機會，有助于培養學生積極健康的生活方式和國際視野。
課時分解
第一課時　Starting out&Reading
Teaching Objects　【教學目標】
1.Talk about sports using words and expressions in this unit.
2.Perceive the sporting spirits in the story.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【導入】
Show the picture of different sports items and ask Ss to talk about the following questions:
What sports do you like or often do
How do you feel when you do the sport
Starting out
Page 19，1
1.Show the five pictures to students, then ask them to answer the questions.
①What sports can you see in the pictures
② How do you like these sports
③What sport do you like best Why
2.Let some students share the answers, the teacher can make some supplements if necessary.
Page 19，2
1.Ask students to look at the picture and answer the questions:
①Do you know the origin of some sports
②Can you share one with the class
2.Show some videos to help students. Such as the origin of table tennis, the origin of basketball and the origin of marathon running.
3.Let some students share the answers, the teacher can make some supplements if necessary.
Understanding ideas（1－4）
★Step 2 Pre-task【準備任務】
Page 20，1
1.Show the pictures on page 20 to students and ask them to describe them.
2.Let Ss read the following words and expressions and match each picture with them.
cheer finishing line fall behind train
3.Then use the words and expressions to enrich their descriptions.
★Step 3 While-task【過程任務】
Page 20，2
1.Ask students to read the passage and answer the question.What is amazing about the old man
2.Check the right answer with the class.
Page 20，3
1.Ask students to choose the writer’s purpose of writing this passage.
2.Check the answer with the class.
3.T can explain the benefits of understanding the writer’s writing purpose.
Page 20，4
1.Ask students to complete the notes with the words and expressions from the passage.
2.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 22, Think and share
1.Ask students to think about the following questions:
①What do you think the title mean
②What can you learn from Zhang Shun
2.For the first question, the teacher can give some prompts to the students.
3.Let some students share their answers, the teacher can make some supplements if necessary.
★Step 5　Language points【語言要點】
1. All of them held their breath. Would he make it
(1)hold one's breath 意為“屏住呼吸; 屏息靜氣”，在這里表示“緊張地等待，焦急地盼望”的氛圍。
E.g. When the ball was in midair, we all held our breath.當球在半空中時，我們都屏住了呼吸。
【拓展】breath的其他常用短語：
take a deep breath 深呼吸
out of breath 喘不過氣
catch one’s breath 喘息；緩口氣
take one’s breath away 使某人驚嘆
(2)make it 在句中意為“取得成功”
e.g. The actor wasn't famous at all a few years ago, but now he's really made it. 幾年前這位演員一點都不出名，但現在他很成功。
2.For years, he trained every morning in the park. He filled over 30 notebooks with his running records.
(1)fill... with sth表示“用某物充滿……，用某物填滿……”。
E.g. He filled his room with books.他的房間里堆滿了書。
(2)be full of... 表示“充滿……”
E.g. His room is full of books.他的房間里堆滿了書。
★Step 6　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can talk about sports using words and expressions in this unit.
I can perceive the sporting spirits in the story.
★Step 7　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
This inspiring story has greatly attracted the students’ attention. The classroom atmosphere is active, and the students can actively participate in the discussion. During the reading process, students can perceive the character’s spirits gradually and think about what they can learn from him. It can help students develop their thinking abilities.
第二課時　Grammar
Teaching Objects　【教學目標】
1.Master the usage of indefinite pronouns.
2.Complete the exercises related to indefinite pronouns.
3.Use indefinite pronouns to tell a story of a sports lover.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show the following sentences to students and ask them to pay attention to the bold words.
All of them held their breath.
Either choice seemed fine for someone at his age. But Zhang chose neither of them.
None of his family members worried or tried to stop him.
2.Lead to the grammar indefinite pronouns.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【語法學習】
不指明代替任何特定名詞的代詞叫不定代詞。
常見的不定代詞有：all,either,none,neither,both。
1.all 表示 “全體；一切”，可以指代可數名詞復數或不可數名詞。
E.g. All the students are here.（所有的學生都在這兒。這里指代可數名詞復數 students）
All the water is clean.（所有的水都是干凈的。這里指代不可數名詞 water）
2.either 表示 “（兩者之中）任何一個”，指代可數名詞單數。
E.g.You can take either book.（你可以拿兩本書中的任何一本。這里指代可數名詞單數 book）
3.none 表示 “（三者或三者以上）都不”，指代可數名詞復數或不可數名詞。
E.g.None of the answers is/are correct.（這些答案沒有一個是正確的。這里 answers 是可數名詞復數，指代它；也可以用于指代不可數名詞，
E.g. None of the money is mine. 錢沒有一點是我的）。
4.neither表示 “（兩者）都不”，指代可數名詞單數。
E.g. Neither book is interesting.（這兩本書都沒有意思。這里指代可數名詞單數 book）。
5.both表示 “兩者都”，指代可數名詞復數。
E.g. Both boys are my brothers.（這兩個男孩都是我的兄弟。這里指代可數名詞復數 boys）。
★Step 3　While-task【過程任務】
Page 23，6
1.Ask students to match the pictures with the words.Then make a sentence with each word.
2.Let students share answers with the class.The teacher can make some supplements if necessary.
Page 23，7
1.Ask students to complete the passage using all, both, either, neither or none.
2.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 24，8
1.Ask students to work in pairs and then ask them to tell the story of a sports lovers.
2.Ask them to use the words and expressions from the reading passage and show the thinking map on the book to students.
Who is he/she
What sport does he/she play
Sports
lover What challenge does he/she meet
How does he/she get through it
What can you learn from him/her
3.Show the useful expressions to help them to organize their ideas.
Useful expressions:
... enjoys / loves playing...
He/She trained hard for...
He/She met the challenge of...
To ... or to ... Either seemed ...
But he/ she chose...
I can learn ... from him/her.
4.Choose some students to share their answers.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of indefinite pronouns.
I can complete the exercises related to indefinite pronouns.
I can use indefinite pronouns to tell a story of a sports lover.
★Step 6　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
Some students were still confused about the differences between “either” and “neither” in this class, so the comparative explanation should be strengthened. The exercise forms were a bit boring and needed more interactivity and fun. The time control in the story - telling part was poor, making the following content rushed.In the next teaching session, I will strengthen the comparison of easily confused points and design diversified exercises, such as group competitions. And I will arrange the time reasonably to enable students to fully participate in story creation and master the usage of indefinite pronouns better.
第三課時　Listening and Speaking
Teaching Objects　【教學目標】
1.Know how to carry out an effective conversation using positive replies.
2.Pronounce /i /, /e / /, / / correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about sports and health in this section.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show the picture on page 25 to students, and then ask them to answer the following questions.Then share answers.
What can you see in the picture
What are they doing
2.Let Ss have a free talk about the following questions:
Do you have the habit of exercising regularly
What sports do you often do or like
How often do you do the sport
How do you feel after doing the sport
★Step 2　Pre-task【準備任務】
Ask students to look at the picture and guess what it is and what it says. The teacher can give some prompts.
★Step 3　While-task【過程任務】
Page 25，1
1.Ask students to listen to the radio programme and choose the main idea.
2.Check the answer with the class.
Page 26，2
1.Ask students to listen to the radio programme again and complete the news report.
2.Check the answers with the class.
Page 27，3
1.Show the interview to students, and ask them to guess what may be filled in the blanks.
2.Ask students to listen and complete the interview.
3.Let some students say their answers.
4.Check the answers with the class.
Page 27，3
1.Ask students to listen again and talk about how the interviewer gives positive replies.
2.Tell students the way to give positive replies. For example, we can say expressions like That’s great to hear, or Wonderful. The teacher can give more supplements.
★Step 4　Post-task【后續任務】
Phonetics in use
1.Let students read the words on page 25 freely, and then ask them to pay attention to the bold letters and find the similarities of pronunciation in each column.
2.Play the recording and ask students to repeat them.
3.Tell the pronunciation of /i /, /e / /and / / .
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 27，4
1.Ask students to work in pairs and choose a sport and talk about their experiences.
2.Show an example to students.
3.Let students talk about what they have learnt about sports and health in this section.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can know how to carry out an effective conversation using positive replies.
I can pronounce /i /, /e / /, / / correctly and remember the letters and letter combinations that represent them.
I can talk about what I have learnt about sports and health in this section.
★Step 6　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In this period, when I asked students to talk about their sports experiences, some of them didn't want to join. I had few ways to guide them because I overlooked the different speaking abilities of different students. When discussing the relationship between sports and health, students didn't understand much. I should prepare more language materials for them to learn better. In the future, I will make better guiding ways. I will make the discussion topics more interesting and design different tasks for different students so that every student can do better in listening and speaking practice.
第四課時　Reading for writing
Teaching Objects　【教學目標】
1. Learn about the stories and spirits of China women’s football team;
2. Find out why the team is called “The Steel Roses of China”;
3. Talk about the benefits of team sports;
4. Write about a sports team according to the outline.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
Show a video about the The 2022 Women's Asian Cup final and ask students grasp some basic information about the match.
★Step 2　Pre-task【準備任務】
Page 28，1
1.Show the pictures on page 28 to students, then ask them to describe them.
2.Show some words and expressions to help students.
For example, fight, hard work, football team, courage, never give up
3.Ask students to share their answers with the class.
★Step 3　While-task【過程任務】
Page 29，2
Ask students to read the passage and answer the question.
What was the result of the 2022 Women’s Asian Cup final
2.Ask students to share their answers with the class.
3.Check the right answer with the class.
Page 30，3
1.Ask students to read the passage and complete the notes with the words and expressions from the passage.
2.Let some students say their answers.
3.Check the answers with the class.
Page 30，4
1.Ask students to answer the questions.
①What does “lost heart” mean
②What does “first” mean
③Why is the team “close to many people’s hearts”
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 30，Think and share
1.Ask students to think and share:
①Why do you think people call the team the Steel Roses
②Do you want to play a team sport Why or why not
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
Page 31，5
1.Ask students to write a short paragraph about a sports team.
2.Give them some prompts.Ask them to do as follows.
①Think of some sports teams.Choose one to write about.
②Organise your ideas by answering the following questions.
Name of the team
Their history/story
Their spirit
Your comments
③Check your paragraph as follows.
Did you include all the ideas
Did you use the words and expressions from the reading passage
Did you give your opinion about the team
3.Ask some students to share their paragraph with the class.
★Step 5　Language points　【語言要點】
1. I became fit and strong.
(1)fit adj.健壯的，健康的
E.g. She tries to keep fit by jogging everyday.
(2)fit還可以指“適當的，恰當的”
E.g. This is not a fit place for you to live.
(3)fit還可以作動詞，指“合適，合身”
E.g. That jacket fits you perfectly.
2. The 2022 Women's Asian Cup final was a difficult match.
(1)final n.決賽
E.g. The men's basketball final will be on Sunday.
(2)final還可以指“期末考試；結業考試”
E.g. When is your chemistry final
(3)final 還可以作形容詞，指“最后的；最終的”
E.g. What’s your final choice
3. But she paid no attention to the pain and continued to play.
(1)pay attention 認真看；仔細聽； 用心思考
pay attention to 對……注意
E.g.Please pay attention to what I am saying.
(2)continue v. 繼續；延續
continue to do sth. 繼續做某事
continue doing sth. 持續不斷地做某事
E.g.After answering the phone, he continued to read his book.接完電話后，他繼續看書。
The rain continued falling all night.雨整夜下個不停。
4. However, the players never gave up. They took every chance to learn and improve.
take every chance to...可以理解為“抓住每一個機會去……”。
5. There are still many difficulties ahead. But they will rise to every challenge, thanks to their shining spirits.
rise to every challenge表示“應對每一個挑戰”，也可表達為rise to the challenge。
E.g. His team rose to the challenge.他的團隊挺身迎接挑戰。
★Step 6　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can understand the main idea from the passage.
I can understand the spirits of the Steel Roses.
I can write a short paragraph about a sports team.
★Step 7　Homework【家庭作業】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In class, we need to guide the students to use the knowledge to complete the reading tasks. This lesson is a bit difficult and has a lot of important phrases and sentences. Therefore, we should pay attention to adjusting the difficulty. The activities and questions for this lesson need to be designed in advance so that students can follow the teacher’s thought. In this way, they will have more interest and confidence in learning English.
第五課時　Presenting ideas&Reflection
Teaching Objects　【教學目標】
1.Make a poster of a sports moment.
2.Talk about what you understand about the importance of sports.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show a wonderful collection video of sports events to students.Then ask them to answer the questions.
What sports moments impressed you most
How did you feel when you watched them
2.Ask students to share the answers with the class.
★Step 2　Pre-task【準備任務】
Choose some sports moments that impressed students most and ask Ss to describe these moments.
★Step 3　While-task【過程任務】
1.Ask students to work in groups. Search for information about sports moments. They can be about famous sportspeople or people around you. Take a group vote to decide on the event for your poster.
swimming basketball football
running table tennis any other sport
2.Let students organise their ideas with the help of the outline on page 32 and make their poster.
3.Ask them to use the language tips on page 32 or find useful expressions or sentences from this unit.
4.Ask some students to practise and present their poster to the class.
★Step 4　Post-task【后續任務】
1.Ask students to vote on the best three posters and the best three presentations.
2.Ask students to talk about what they have understood more about the importance of sports as the following mind map.
Importance of sports
Sports give us enjoyment Doing sports makes us healthy. Sporting spirits inspire us.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a poster of a sports moment.
I can talk about what I understand more about the importance of sports.
★Step 6　Homework【家庭作業】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
During the group presentation, the students were very excited. Each group had many ideas to share. So this part took more time than we thought. Then, the students didn't have enough time to make posters. Some groups couldn't finish all the details of the posters. The final presentation was also a bit too quick. In the future, we need to control the time of each part better or make more flexible plans to adjust the time.
Unit 3 Food matters
單元教學目標
【Language Abilities】 1.Use words and expressions in the unit to talk about food. 2.Use linking verbs to describe your favourite food. 3.Describe the relationship between food and our lives.
【Culture Awareness】 1. Know about Chinese traditional food and dishes and understand the feelings and culture behind them. 2. Understand the exchanges and development of similar food in different countries. 3. Improve the awareness and ability of cross-cultural communication in food.
【Quality of Thinking】 1.Develop the ability of critical thinking about if the food is healthy or not. 2.Improve students' comprehensive application of multiple thinking methods to analyze problems and formulate strategies in complex cultural situations.
【Learning Abilities】 1.Students can find ways to learn English about food cultures by themselves. 2. In class activities, students can work with others and then think about what they did well and what they can do better.
【Class Hour Division】 Five periods
第一課時 Starting out&Reading
第二課時 Grammar
第三課時 Listening and Speaking
第四課時 Reading for writing
第五課時 Presenting ideas&Reflection
單元教材分析
本單元歸屬于“人與社會”主題范疇下的“歷史、社會與文化”主題群，對應“跨文化溝通與交流，語言與文化”這一子主題內容，還涉及了“人與自我”主題范疇下的“飲食與健康”。本單元圍繞食物展開。首先是對各種各樣食物的介紹，讓學生了解豐富的食物種類。其次有一篇《美味的記憶》的閱讀，內容是作者媽媽做的美食勾起作者溫暖回憶，體現食物與情感的聯系。語法部分重點是連系動詞用法，并且要求學生寫自己最喜愛食物的博客。聽力部分圍繞食物和健康的關系展開討論。還有關于跨越國界食物的閱讀，之后學生需要選擇其中一種進行寫作。最后，學生要制作一份自己最喜歡食物的情況說明書，通過這些內容全面提升學生在食物相關話題方面的知識、理解與表達能力。
本單元圍繞食物展開多維度的學習，告訴人們食物能夠喚起人們對親人的回憶，成為情感聯系的重要載體。強調合理飲食對身體健康的重要性，同時食物充當了文化溝通的橋梁，促進了不同文化之間的交流與融合。
課時分解
第一課時　Starting out&Reading
Teaching Objects　【教學目標】
1.Talk about different kinds of food.
2.Learn about the writer’s favourite food memories.
3.Share your food memories.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【導入】
1.Show some photos to students, then ask them to answer the questions.
How do you feel about the picture
2.Let some students share their feelings.
Starting out
Page 34，1
1.Show the pictures on page 35 to students, then ask them to match them with the words and expression.
2.Then ask students to say what they know about these foods.
Page 34，2
1.Ask students to look at the picture and answer the questions:
①What is a signature dish
②What do you think is China’s signature dish
2.Ask students to share the answers, the teacher can make some supplements if necessary.
Understanding ideas（1－4）
★Step 2 Pre-task【準備任務】
Page 36，1
1.Show the pictures on page 36 to students and ask them to match them with the words and expressions as follows.
dumpling porridge green onion carrot hen
pork mutton tofu beef thousand-year-old egg
2.Check the answers` with the class.
★Step 3 While-task【過程任務】
Page 36，2
1.Ask students to read the passage and answer the question.What’s the writer’s favourite food memory
2.Check the right answer with the class.
Page 38，3
1.Ask students to choose another suitable title for the passage and explain the reason.
2.Check the answer with the class.
Page 38，4
1.Ask students to complete the notes with the words and expressions from the passage.
2.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 38， Think and share
1.Ask students to think about the following questions:
①Do you think there's a strong connection between the writer and his / her mother Find sentences to prove your idea.
②Do you have similar food memories Share them with the class.
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【語言要點】
1. The taste and smell of a certain food can often bring back memories.某種食物的味道和氣味常常能喚起回憶。
bring back意為“使想起(回憶起)”。
E.g. This film brought back a lot of happy memories.這部電影喚起了許多美好的回憶。
My trip to France brought back all my old French-speaking skills.法國之行讓我重新拾起了之前放下的法語口語。
2. Sometimes, it’s sweet eight-treasure porridge. Other times, it's porridge with pork and thousand-year-old eggs.有時是香甜的八寶粥，有時是皮蛋瘦肉粥。
(1) eight-treasure porridge指“八寶粥”，又名“臘八粥”，是中國傳統節日“臘八節”的食品，由多種食材熬制而成。“臘八粥”的傳統食材包括大米、小米、江米、黃米、紅棗、蓮子、栗子等和各種豆類。
(2) thousand-year-old egg指“皮蛋”，又稱“松花蛋”。外國人初到中國不知“皮蛋”為何物，認為它一定是儲存了很長時間才變黑，所以英語又稱之為“千年蛋”。
★Step 6　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can talk about different kinds of food.
I can learn about the writer’s favourite food memories.
I can share my food memories.
★Step 7　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
The topic of the class is so interesting that all students are engaged in the class activities well.They can use what they have learned positively to share their memories and opinions.But when it comes to the deep understanding of the passage, they still had some problems.
第二課時　Grammar
Teaching Objects　【教學目標】
1.Master the usage of linking verbs.
2.Complete the exercises related to linking verbs.
3.Use linking verbs to write a blog about your favourite food.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show the following sentences to students and ask them to pay attention to the bold words.
Each kind of porridge tastes great in its own way.
The old days still feel so sweet in my heart.
2.Lead to the grammar linking verbs.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【語法學習】
連系動詞
概念
連系動詞是連接主語和表語的動詞。它不能獨立存在，后面必須跟表語一起構成謂語，表示主語的身份、類別、特征、狀態等。(無被動形式)
二、系動詞的分類
1.表示狀態的連系動詞。常見be動詞各種形式。
例1: I am an English teacher.我是一名英語老師。
例2:The old woman was a beauty. 這位老婦人曾經是一位美人。
2.表示感官的連系動詞。常見feel(感覺起來),look(看起來)，smell(聞起來),sound(聽起來),taste(嘗起來).
例1:This song sounds great.這首歌聽起來很棒。
例2:These flowers smell pleasant.這些花聞起來讓人愉悅。
3.表示變化的連系動詞。常見有:become(變成)，grow(逐漸變得)，turn(變成)，fall(進入)，get(變成)，go(變為)。主要用來表示主語的變化。
例1:Finally, they became friends.最后他們成為了朋友。
例2:Her taste have changed as she's grown older.她的品味隨著年齡的增長改變了。
4.表示表象的連系動詞。主要有seem(好像)，appear(好像)。
例:He seemed disappointed when he was refused.被拒絕后他看起來很失望。
5.表示終止的連系動詞。主要有prove(證明是)，turn out(證明是，結果是)等。
例:The medicine turned out highly effective.該藥療效顯著。
6.表示持續的連系動詞。主要有keep(保持)，remain(依然)，stay(維持)等。
例:He always keeps silent at the meeting.開會時他總是保持沉默。
★Step 3　While-task【過程任務】
Page 39，6
1.Show the words on page 39 to students, then ask them to put the words in correct order.
2.Let students share answers with the class.
Page 39，7
1.Show the notes on page 39 to students and make sure they understand the meanings of these bold words.
2.Ask students to read the notes and circle the correct words.
3.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 40，8
1.Ask students to write a blog about their favourite food. Use the words and expressions from the reading passage and the Useful expressions to help you.
2.Make sure students understand the outline and write the blog based on it.
My food blog
About What's your favourite food
What does it taste / smell / look like
How does it make you feel
Recipe What do you need to cook it
Ingredients
Steps How do you cook it
Step 1:
Step 2:
Step 3:
Step 4:
3.Show the useful expressions to help them to organize their ideas.
Useful expressions:
My favourite food is...
For me, ... is the best food in the world.
The taste and smell of... can often...
Cut... into...
Add... to...
Wait... minutes until...
4.Choose some students to share their blogs.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of linking verbs.
I can complete the exercises related to linking verbs.
I can use linking verbs to write a blog about my favourite food.
★Step 6　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In this period, I combined grammar explanation with exercise practice and writing tasks to make the classroom content rich and diverse. The setting of exercises can consolidate students' usage of sensory verbs in a timely manner. For example, asking students to circle the correct words in sentences effectively tests their understanding of the knowledge points. The task of writing a blog about their favorite food enables students to apply sensory verbs to practical expressions, which not only improves their grammar application ability but also cultivates certain writing ability and creativity. Judging from the classroom feedback, many students can properly use sensory verbs to describe the appearance, smell and taste of food in blog writing.
第三課時　Listening and Speaking
Teaching Objects　【教學目標】
1.Understand the listening material and get the key information.
2. Pronounce /p/, /b/, /t/, /d/ correctly and remember the letters and letter combinations that represent them.
3.Talk about what you have learnt about food and health in this section.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show the picture on page 41 to students, and then ask them to answer the following questions.
What foods can you see in the picture
2.Let some students share the answers with the class.
★Step 2　Pre-task【準備任務】
Around 2,000 years ago, Huangdi Neijing mentioned the importance of a balanced diet. The book suggested people eat different foods. In modern times, the first dietary guidelines came out in 1968 by the Swedish government.
★Step 3　While-task【過程任務】
Page 41，1
1.Ask students to listen to the conversation and choose the main idea.
2.Check the answers with the class.
Page 42，2
1.Ask students to listen again and complete the table.
2.Check the answers with the class.
Page 43，3
1.Show the interview to students, and ask them to guess what may be filled in the blanks.
2.Ask students to listen to the interview and complete the interview.
3.Let some students say their answers.
4.Check the answers with the class.
Page 43，3
1.Ask students to listen again and talk about how Dr Yi corrects false information.
2.Tell students the way to correct false information. For example, we can use phrases such as In fact, or Actually.
★Step 4　Post-task【后續任務】
Phonetics in use
1.Let students read the words on page 41 freely, and then ask them to pay attention to the bold letters and find the similarities of pronunciation in each column.
2.Play the recording and ask students to repeat them.
3.Tell the pronunciation of /p/, /b/, /t/, /d/.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 43，4
1.Ask students to work in pairs and choose a healthy eating tip and talk about them.
2.Show an example to students.
3.Let students talk about what they have learnt about food and health in this section.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can get the key information through listening.
I can pronounce /p/, /b/, /t/, /d/ correctly and remember the letters and letter combinations that represent them.
I can talk about what I have learnt about food and health in this section.
★Step 6　Homework【家庭作業】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
Some students had difficulties in following the listening part and extracting key information. Therefore, it would be advisable to design some pre-listening tasks to assist these students in performing better during the listening activities. To enhance students' understanding of food and health, I ought to supply additional materials for them to have in-depth discussions. This approach can not only improve students' comprehension but also enliven the classroom atmosphere.
第四課時　Reading for writing
Teaching Objects　【教學目標】
Know about the development history of ice cream and some similar foods of different countries.
Respect and appreciate the different food cultures.
Write a short paragraph about a food across borders.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
Ask students to talk about their favorite food freely, then answer the questions.
Do you like ice cream
Have you ever eaten roujiamo
★Step 2　Pre-task【準備任務】
Page 44，1
1.Show the pictures on page 44 and page 45 to students, then ask them to answer the following questions.
①What foods can you see
②What’s their relationship with cultures
2.Show the expressions to help students.
Stone pancake
Chinese hamburger
A bridge between cultures
ice cream
3.Ask students to share their answers with the class.
★Step 3　While-task【過程任務】
Page 44，2
1.Ask students to read the passage, then answer the question.
What did Marco Polo do
2.Ask students to share their answers with the class.
3.Check the right answer with the class.
Page 46，3
1.Ask students to read the passage and complete the table with the words and expressions from the passage.
2.Let some students say their answers.
3.Check the answers with the class.
Page 46，4
1.Ask students to answer the questions.
①What does “this sweet treat”mean Why does the writer use this expression
②What is the meaning of “The rest is history!”
③What is the writer trying to say in the last sentence of the passage
2.Let some students say their answers.
3.Check the answers with the class.
★Step 4　Post-task【后續任務】
Page 46，Think and share
1.Ask students to think and share:
①Why do you think Marco Polo brought the idea of ice cream back to Europe
②Do you agree that food is a bridge between cultures Why or why not
2.Give students some prompts.
3.Let some students share their answers and make evaluation.
Page 47，5
1.Ask students to write a short paragraph about a food across borders.
2.Give them some prompts.Ask them to do as follows.
①Think of some foods across borders.Choose one of them to write about.
②Organise your ideas by answering the following questions.
What is the food
Where did it come from
Where did it go
Why is it popular in different countries
③Check your paragraph as follows.
Did you answer all the questions above
Did you use the expressions from the reading passage
Did you give your opinion about food and culture
3.Ask some students to share their paragraph with the class.
★Step 5　Language points　【語言要點】
1. Many people see it as a Western dessert.許多人認為它是西式甜點。
see... as...意為“認為……是……，把……看作……”。
E.g.I see the event as a challenge.我把這個活動看成是一個挑戰。
I see him as a good friend.我視他為好朋友。
2. In the Yuan Dynasty, Marco Polo tasted binglao and carried the idea all the way back to Europe.元朝時,Marco Polo品嘗到了冰酪，并把這個美食的點子一路帶回了歐洲。
(1) all the way back表示“全程;一直”，all the way后也可跟down / across / through等詞表示同樣的含義。
E.g.Did you really run all the way across 你真的是一路跑過去的嗎
(2)馬可·波羅(Marco Polo)是意大利旅行家、商人。其代表作《馬可·波羅游記》記述了他在中國的所見所聞，在歐洲流傳甚廣，激起了歐洲人對東方的向往，對新航路的開辟產生了巨大的影響。
3.People often compare roujiamo to hamburgers, a symbol of American food.人們經常將肉夾饃和美國的代表食物漢堡包做類比。
compare... to...意為“把……比作……”。
E.g.In the novel, the author compares life to a journey.在這本小說中，作者把人生比作一場旅行。
★Step 6　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can know the development history of ice cream.
I can understand that food is a bridge between cultures.
I can write a short paragraph about a food across borders.
★Step 7　Homework【家庭作業】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
This lesson has both good and bad points.The good part is that the reading material was interesting. Students liked the history of ice-cream and other content. They understood well, which helped with writing. The class was lively. During group talks about similar dishes in different cultures, students were active and understood that food connects cultures.But some students had writing problems. They didn't know how to describe food across borders. They also made many spelling and grammar mistakes. This means I didn't guide writing well and didn't think enough about weak students.To improve that, next time I'll add a step to guide writing ideas. I'll give more examples and frameworks. Also, I'll make students practice words and grammar more to help them write better and do reading - writing tasks better.
第五課時　Presenting ideas&Reflection
Teaching Objects　【教學目標】
1.Make a fact sheet about your favourite food.
2.Talk about your understanding about the importance of food.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【情景導入】
1.Show a wonderful collection video of delicious food in our country to students.
2.Show some wonderful pictures of food to students.
3.Ask students to answer the following question.
If one day there was only one food left in the world, what would you want it to be
4.Share your food stories with the class.
★Step 2　Pre-task【準備任務】
1.Show some fact sheets to students, then ask them to answer the question. What are they
2.Look at all these things on the blackboard. They are all different, but they have something in common. They are fact sheets. Today, we are going to make a fact sheet about your favourite food.
★Step 3　While-task【過程任務】
1.Ask students to think about their favourite food and search for information.
look taste place
history and culture health benefits
2.Let students organise their ideas with the help of the outline on page 48 and write their fact sheet.
3.Ask them to use the language tips on page 48 or find useful expressions or sentences from this unit.
4.Ask some students to practise and present their fact sheet to the class.
★Step 4　Post-task【后續任務】
1.Ask students to vote on the best three fact sheets and the best three presentations.
2.Ask students to talk about what they have understood more about the importance of food as the following mind map.
Food matters
Food bears our A balances diet makes Food bridges cultures.
happy memories. us healthy.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【課堂小結】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a fact sheet about your favourite food.
I can talk about what you understand about the importance of food.
★Step 6　Homework【家庭作業】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教學反思】
In this class, I used different ways to lead in the topic. For example, I shared my food stories, showed food videos and pictures, and we also did role -playing. These ways got the students' attention and made them interested in the theme. From what I saw in class, the students took part in the discussions actively. Their eyes showed they were excited to explore their favorite foods. This made a good environment for the project later.
Unit 4 The art of having fun
單元教學目標
【Language Abilities】 1.Use words and expressions in the unit to talk about activities for fun. 2.Use imperatives to talk about benefits of having fun. 3.Describe the good and bad of fun activities.
【Culture Awareness】 1.Learn about entertainment in ancient times and different countries, and feel the diversity and inheritance of cultures. 2.Get to know some fun Guinness World Records. 3.Learn about life stories of celebrities and what they have gained from having fun.
【Quality of Thinking】 1.Learn to think rationally. 2.Think critically about the downsides of excessive electronic entertainment. 3.Think about how to have fun in a balanced way.
【Learning Abilities】 1.Get key information from different passages. 2.Be able to actively cooperate with others in learning activities and complete learning tasks.
【Class Hour Division】 Five periods
第一課時 Starting out&Reading
第二課時 Grammar
第三課時 Listening and Speaking
第四課時 Reading for writing
第五課時 Presenting ideas&Reflection
單元教材分析
本單元的主題屬于“人與自我”范疇，歸屬于“生活與學習”主題群，涉及到“學習與生活的自我管理”這個子主題內容。本單元圍繞娛樂活動展開深入探討，內容包含古代與現代，以及不同國家的娛樂形式，同時涉及娛樂的重要性、過度娛樂的弊端，以及如何將興趣轉化為職業等多方面內容。本單元旨在引導學生深入思考娛樂在生活里所有具有的價值和意義，助力學生樹立正確的娛樂觀念，學會平衡電子娛樂與真實世界之間的關系，進而推動個人的全面發展。
課時分解
第一課時　Starting out&Reading
Teaching Objects　【教學目標】
1.Talk about popular activities in ancient times and in Poland.
2.Analyze the structure and understand the detailed information of the passage.
3.Understand the importance of having fun in life.
Teaching Aids　【教學工具】
an English book，a tape recorder and CAI
Teaching Steps　【教學步驟】
★Step 1　Lead in【導入】
1.Show the photo on page 50 to student

展開更多......

收起↑