资源简介

Understanding ideas
第一课时　Reading
◇目标导航◇
类别 课时要点
重点单词 suppose v.想，认为 birthmark n.胎记，胎痣 bright adj.鲜艳的 strawberry n.草莓 crowded adj.挤满人(物)的；拥挤的 disaster n.灾难，不幸 therefore adv.因此，由此，所以 cover v.遮盖 instead adv.代替；而不是 although conj.虽然，尽管
重点单词 bathroom n.浴室，卫生间 quickly adv.很快，马上 truly adv.真实地，确实地 paint v.(用颜料)画，绘 yet adv.还，尚 anyway adv.总之 already adv.已经 difference n.差别，差异 hate v.讨厌，不喜欢 successful adj.有成就的，出人头地的 scientific adj.科学(上)的 wise adj.明智的，明断的
重点短语 instead of代替……；而不是…… look up向上看；查找 the next day第二天 feel like感觉像……，有……感觉 smiling eyes微笑的眼睛 fillone’s heart填满某人的心 for the first time第一次 toone’s surprise使某人惊讶的是 turn away拒绝……进入 inone’s own way以某人自己的方式
重点句型 1.On crowded buses and trains，it felt just like a disaster.在拥挤的公交车和火车上，那感觉就像一场灾难。 2.Instead of looking away，Maddie studied my face.Maddie没有挪开视线，反而仔细地看着我的脸。 3.Clouds came through the window and filled my heart.乌云穿过窗户，涌进了我的心里。
教学重点 1.学生能够理解文章内容，掌握重点单词和短语。 2.学生能够分析文章中人物的情感变化，理解接受自我差异的主题。
教学难点 引导学生思考如何在生活中接受自己的差异，培养积极的自我认知。
◇教学过程◇
Step 1 Leading in
1.Greet the class and show some pictures of people with different appearances.Ask students to describe what they see and if they think these differences make people special.
2.Ask students if they have anything about themselves that they used to dislike.Invite some students to share their experiences briefly.
Step 2 Work on Activity 1 and Activity 2
1.Show the picture and the title of the passage “A red，red rose” to students.Ask them to look at the picture and answer the questions.
2.Let students read the passage quickly to check their answers.
Step 3 Work on Activity 3
1.Have students read the passage carefully again and underline the unfamiliar words and phrases.
2.After reading，organise students to discuss in groups：“What did Sally do before Maddie came ” “How did Maddie’s words change Sally ”
3.Ask students to choose the best summary of the passage in Activity 3.Check the answer and explain why the correct option is right.
4.Use vocabulary cards or PPT to introduce and explain key words and phrases，and have students take notes.
Step 4 Work on Activity 4
1.Have students read the passage once more and complete the notes with the words and expressions from the passage.
2.Check the answers and ask some students to retell the story based on the completed notes.
3.Invite other students to give their evaluations on the retelling，such as whether the content is complete and the language is fluent.
Step 5 Think and share
1.Ask students to work in groups of four to discuss the questions：“What does Sally think of her birthmark now ” “Do you think people should worry about their looks Why or why not ”
2.Guide students to think about the second question from different aspects，like the examples of successful people，scientific studies，or their own experiences.
3.Invite some students to share their group’s ideas with the class.
◇教学反思◇
本节课通过阅读文章，学生们对接受自我差异的主题有了一定的理解，能够分析文章中人物的情感变化。在词汇学习方面，学生们掌握了重点单词和短语，但在运用这些词汇进行表达时，还需要更多练习。在小组讨论环节，学生们积极参与，但部分学生在表达观点时逻辑不够清晰，需要教师进一步引导和训练。此外，对于一些深层次的问题，如如何在生活中真正接受自己的差异，学生们的思考还不够深入，后续教学可以结合更多实际案例进行探讨。
1Understanding ideas
第二课时　Grammar
◇目标导航◇
类别 课时要点
重点单词 perfect adj.完成时的 row n.一排，一行 height n.身高；高，高度
重点短语 worry about担心 be proud of为……感到骄傲 in the last row在最后一排
重点句型 I have already learnt that I am what I am.我已经明白我就是我。
教学重点 1.让学生掌握现在完成时的结构和用法。 2.学生能够运用现在完成时描述经历，正确使用 already、yet 等词。
教学难点 学生能够准确区分现在完成时与一般过去时的用法差异。
◇教学过程◇
Step 1 Leading in
1.Greet the class and review the story of Sally and Maddie briefly.Ask students to recall some important events in the story.
2.Write two sentences on the blackboard：“I saw the movie yesterday.” and “I have already seen the movie.” Ask students to observe the differences and think about the meanings they express.
Step 2 Work on Activity 5
1.Ask students to read the sentences in Activity 5.
2.Then ask students to find more sentences with these structures in the reading passage.
3.Guide students to summarise the grammar rules of the present perfect tense.
4.Lead students to look at the grammar rules on p125.
Step 3 Work on Activity 6
1.Ask students to write these sentences using the present perfect tense in Activity 6.
2.Check the answers and correct the mistakes students may make.Explain the correct usage of each sentence.
Step 4 Work on Activity 7
1.Ask students to complete the passage using the present perfect tense.
2.Check the answers with students together.
Step 5 Work on Activity 8
1.Have students work in pairs.One student describes an experience of accepting himself or herself using the present perfect tense and useful expressions in Activity 8，and the other student listens and tries to ask some relevant questions.
2.Invite some pairs to show their conversations in front of the class.
◇教学反思◇
本节课主要围绕现在完成时的教学展开，通过分析文章中的句子和练习，学生们对现在完成时的结构和基本用法有了初步掌握。然而，在实际运用中，学生们仍然容易混淆现在完成时和一般过去时，尤其是在表达过去发生的动作对现在的影响时，不能准确判断使用哪种时态。后续教学需要增加更多的对比练习，帮助学生加深理解。同时，在口语练习环节，部分学生由于对词汇和语法的不熟练，表达不够流畅，需要加强口语训练，提高学生的语言综合运用能力。
1Unit 1　This is me
单元导航
一、单元内容分析
本单元的话题是“探索自我”，属于“人与自我”主题范畴，涉及“做人与做事”主题群。本单元主要由Starting out、Understanding ideas、Developing ideas、Presenting ideas和Reflection几个板块构成。
Starting out通过引导学生观看图片、制作思维导图来初步思考和介绍自己。Understanding ideas通过阅读文章，让学生理解接受自我差异的重要性，并学习现在完成时的用法。Developing ideas的第一部分主要是听说的内容，第二部分为读写的内容，通过介绍运动员苏炳添的故事来激励学生，并要求学生写一篇关于另一位成功人士的故事。Presenting ideas要求学生进行关于自己的演讲，锻炼口语表达能力。Reflection则帮助学生对本单元的学习进行反思和总结。
二、单元教学目标
1.学生能够运用本单元的词汇和表达来谈论自己，包括外貌、性格、喜好和能力等方面。
2.学生能够正确使用现在完成时来描述接受自我的经历。
3.学生能够客观地评价自己，发现自己的独特之处，展现对自我的认知和思考。
4.学生能够通过制作思维导图、小组讨论和演讲等活动，提高口语表达和思维组织能力。
5.学生能够学习成功人士的经验，学会面对挑战，培养积极向上的人生态度。
三、单元重难点
1.重点：
(1)学生能够掌握本单元的词汇、句型以及现在完成时的用法。
(2)学生能够运用所学内容谈论自己的相关情况，分享接受自我的经历。
(3)学生能够理解文章主旨，体会接受自我差异的重要性。
(4)学生能够通过阅读成功人士的故事，学习其面对挑战的精神，并进行相关写作。
2.难点：
(1)学生能够正确、灵活地运用现在完成时，避免时态使用错误。
(2)学生能够在口头和书面表达中，有条理、深入地表达自己对自我的认知和思考。
(3)学生能够从成功人士的经历中汲取经验，并将其运用到自己的生活中，树立正确的人生观和价值观。
1Starting out
◇目标导航◇
类别 课时要点
教学重点 1.引导学生观看图片，理解图片内容，激发学生对探索自我的兴趣。 2.让学生制作关于自己的思维导图，并向他人介绍自己，锻炼口语表达能力。
教学难点 让学生积极参与讨论，深入思考自己的外貌、能力、性格、喜好和厌恶等方面。
◇教学过程◇
Step 1 Leading in
1.Greet the class and start a simple conversation about their daily life.For example：“What did you do during the summer vacation ”
2.Introduce the topic of this unit：“Today，we are going to explore the idea of self.We may think we know ourselves well，but there’s always more to discover.Let’s start this interesting journey.”
Step 2 Work on Activity 1
1.Present the picture：Seeing yourself through other people’s eyes.
2.Ask students to answer the following questions：“What do you think of yourself ” and “What do other people think of you ”
3.Encourage students to share their answers and discuss in pairs.
Step 3 Work on Activity 2
1.Guide students to make a thinking map about themselves，including aspects like looks，abilities，personality，likes and dislikes.
2.Provide some examples if necessary：“For looks，you can think about your hair colour，eye shape；for abilities，it could be singing，dancing or painting”.
3.Have students introduce themselves to their classmates based on the thinking map.Walk around the classroom to offer help and encouragement.
Step 4 Share and discuss
1.Present some questions for students to discuss：“What’s the most interesting thing you found about yourself when making the thinking map ” and “Do you think others’ opinions of you are important Why or why not ”
2.Divide students into groups of four to discuss these questions.Then invite some representatives from each group to share their ideas with the class.
◇教学反思◇
本节课作为单元的起始课，通过图片观察和思维导图制作等活动，成功激发了学生的学习兴趣，学生们积极参与讨论和自我介绍环节。然而，部分学生在描述自己的能力和性格时，词汇量有限，表达不够丰富。后续教学中，可以提供更多相关词汇和表达方式，帮助学生更好地描述自己。同时，在小组讨论环节，部分学生参与度不够高，需要进一步引导和鼓励，确保每个学生都能积极参与到课堂活动中来。
1Presenting ideas & Reflection
◇目标导航◇
类别 课时要点
教学重点 1.学生能够根据要求制作关于自己的演讲内容，清晰地介绍自己并分享感悟。 2.学生能够学会自我评估，总结本单元的学习收获，反思自身的不足。
教学难点 1.学生能够在演讲中自信、流畅地表达自己，展现独特的个人风采。 2.学生能够客观、深入地进行自我评估，明确努力方向，养成良好的学习反思习惯。
◇教学过程◇
Step 1 Leading in
1.Greet the class and briefly review the key points of this unit，like the vocabulary，grammar，and the stories we learnt.
2.Introduce the task of making a speech about yourself.
Step 2 Preparation for the speech
1.Have students look at the thinking map in Starting out and think about whether their ideas about themselves have changed.Guide them to consider aspects like looks，personality，likes and dislikes，and abilities.
2.Provide an outline for the speech.Also offer some language tips：“My understanding of myself has changed...”，“I used to...，but now I can...”，etc.
3.Let students organise their ideas and start preparing their speeches.They can use useful expressions or sentences from this unit.Walk around to offer help if students have difficulties.
Step 3 Speech presentation and voting
1.Have students practise their speeches in pairs first.They can listen to each other and give suggestions on pronunciation，expression，and content.
2.Invite students to give their speeches to the class one by one.Encourage the audience to listen carefully and take notes.
3.After all the speeches，vote on the best three speeches.Explain the voting criteria，such as content，language use，and presentation skills.
Step 4 Reflection
1.Have students think about what they have learnt in this unit.Guide them to answer questions：“After completing this unit，what have you learnt about yourself ” “How can you become a ‘better me’ ”
2.Ask some students to share their ideas about the unit learning and self improvement.
3.Distribute a self evaluation form for students to evaluate their learning in this unit.
4.Ask students to share their problems during the learning process and invite other students to give advice.
◇教学反思◇
在本次课程中，学生们积极参与演讲准备和展示，多数学生能够结合单元知识分享自己的特点与感悟，在一定程度上锻炼了口语表达和自我认知能力。但在演讲过程中，部分学生存在紧张情绪，导致表达不够流畅，且演讲内容深度有所欠缺，创新性不足。在今后的教学中，可增加演讲训练的频率，给予学生更多展示机会，并引导学生深入挖掘个人经历，提升演讲内容质量。在反思环节，部分学生对自身不足的认识不够深刻，自我评估不够全面，后续可进一步引导学生掌握科学的反思方法，培养良好的学习反思习惯，以更好地促进学生的学习与成长。
1Developing ideas
第二课时　Reading for writing
◇目标导航◇
类别 课时要点
重点单词 impossible adj.不可能发生的；办不到的 nothing pron.没有任何东西；没有事 British adj.英国的；英国人的 actress n.女演员 silver adj.银制的，银质的 doubt n.不确定，怀疑 v.怀疑，不相信，不信任 fear n.害怕，恐惧；担忧 succeed v.成功，达成 excellent adj.卓越的；极好的 second n.秒 satisfied adj.满意的，满足的 risky adj.有危险的，有风险的 zero num.零 Olympics n.奥林匹克运动会，奥运会 athlete n.运动员；田径运动员 stick v.粘，贴 superman n.超人
重点短语 the silver screen电影业 as long as只要 fight one’s fear战胜恐惧 hold...back阻碍……发展 stick to坚持 have a try试试 make history 创造历史
重点句型 1.However，doubts and fears often hold us back.然而，疑虑和恐惧常常会阻止我们前进。 2.The runner Su Bingtian gives an excellent answer to this question.短跑运动员苏炳添对这个问题给出了精彩的回答。 3.In 2015，he clocked 9.99 seconds and made history.2015 年，他以 9.99 秒的成绩创造了历史。 4.Nothing is impossible as long as you try and stick to it.只要你尝试并坚持下去，没有什么是不可能的。
教学重点 1.学生能够理解苏炳添的故事，学习他面对挑战时的坚持和勇气。 2.学生能够根据文章内容完成时间轴，并回答相关问题。
教学难点 学生能够在写作中清晰地描述人物面临的挑战、克服挑战的方法以及取得的成就，并表达自己的观点和评论。
◇教学过程◇
Step 1 Leading in
1.Greet the class and show a picture of Su Bingtian.Ask students if they know this athlete and what they know about him.
2.Write the quote “Nothing is impossible，the word itself says I’m possible.” on the blackboard.Ask students to think about the meaning and how it relates to Su Bingtian’s story.
Step 2 Work on Activity 1 and 2
1.Let students look at the picture and then answer the question：“What words would you use to describe Su Bingtian ”
2.Have students read the story of Su Bingtian quickly and check the answers and let students share their ideas about Su Bingtian.
Step 3 Work on Activity 3
1.Ask students to read the story again and complete the timeline with the words and expressions from the passage.
2.Check the answers and have students explain the important events on the timeline.
Step 4 Work on Activity 4
1.Have students look at the questions in Activity 4.
2.Have students work in pairs to discuss these questions.Then invite some students to share their answers with the class.
Step 5 Work on Activity 5
1.Guide students to search for information about a successful person.
2.Have students write about the person with the help of the chart.Walk around the classroom to offer writing guidance，such as grammar，vocabulary，and logical structure.
3.After students finish writing，ask them to check their passages.Remind them to cover all the information in the chart，use the words and expressions from the reading passage，and give their opinion about the person’s efforts and success.
4.Invite some students to share their passages with the class.Encourage other students to listen carefully and give feedback.
◇教学反思◇
本节课通过阅读苏炳添的故事，学生们理解了成功背后所需要的努力和坚持，对文章内容的理解和时间轴的填写掌握较好。但在写作过程中，部分学生在描述人物克服挑战的方法时不够具体，且语言表达较为平淡。在今后的教学中，应提供更多优秀的写作范例，引导学生学习如何丰富写作内容和运用多样化的表达方式。同时，在写作指导环节，可针对不同水平的学生进行更有针对性的辅导，帮助他们提升写作能力。此外，在学生分享写作成果时，可进一步加强生生互评的力度，让学生从同伴的反馈中获得更多启发。
1Developing ideas
第一课时　Listening and speaking
◇目标导航◇
类别 课时要点
重点单词 literature n.文学；文学作品 character n.(书、剧本、电影等中的)人物，角色 wizard n.男巫 brain n.脑，大脑 value n.价值观 quality n.素质；品德，品性
重点短语 in search of寻找 along the way沿途 in the end最后，最终 come up with提出；想出
重点句型 1.But the most interesting part is，each of them wants a thing from the wizard.但最有趣的是，他们每个人都想从巫师那里得到一件东西。 2.Anyway，it’s a great book about finding our own values.不管怎样，这是一本关于寻找自己价值观的好书。
教学重点 1.学生能够听懂关于书籍介绍的听力材料，获取关键信息。 2.学生能够掌握听力技巧，如捕捉关键词、理解大意等。
教学难点 学生能够有条理地介绍和评论书籍，表达自己的观点和感受。
◇教学过程◇
Step 1 Leading in
1.Greet the class and ask students if they like reading books.If so，what kinds of books they like.
2.Show some pictures of famous books and ask students if they know them.Then introduce the topic of this lesson：“Today，we are going to listen to some books about characters in search of their values.”
Step 2 Work on Activity 1
1.Play the radio programme about a book.Ask students to listen carefully and choose the best summary of the book.
2.Check the answer and ask students to explain why they choose that option.
Step 3 Work on Activity 2
1.Play the radio programme again.This time，ask students to complete the notes about the book.
2.Check the answers.If there are some difficult points，play the relevant parts of the audio again for students to listen carefully.
Step 4 Work on Activity 3
1.Let students listen to the conversation between Emma and Ethan about the book.Ask them to listen carefully and complete the comments.
2.Check the answer.
3.Listen again.Then ask students to talk about how the students comment on the book.Guide students to focus on the main idea，main characters and give examples to support their comments.
Step 5 Work on Activity 4
1.Divide students into groups.Each group needs to introduce and comment on another book about finding a “new me”.
2.Have each group present their book introduction and comments in front of the class.Encourage other students to ask questions and have a discussion.
◇教学反思◇
本节课通过听力和口语活动，学生们对关于寻找“新自我”的书籍有了更多了解，并且在一定程度上提高了听力和口语表达能力。在听力部分，部分学生在捕捉细节信息时存在困难，需要加强听力技巧的训练，如提前浏览题目、抓住关键词等。在口语表达方面，学生们的观点表达还不够丰富和深入，需要教师引导学生从更多角度进行思考和评论，同时提供更多相关的词汇和表达方式，帮助学生提升口语表达水平。
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