资源简介

Unit 1 Time to Relax
第一课时 Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. learn words and expressions about free-time activities.
2. practise the listening strategy of circling key points before listening.
3. listen to three interviews about free-time activities and identify the key information.
4. talk about their free-time activities.
二、Teaching Advice
Lead-in
Free Talk Since it's the first class of the new term,the teacher could start by asking students how they spent their winter holidays. How was your winter holiday What was your most enjoyable winter activity Why Did anyone take up a new hobby Picture Analysis 1. Ask students to look at the theme picture and answer the questions on Page 1. 2. Invite some students to share their answers. Teaching Tip：If students have trouble answering question 3,the teacher can guide them with some hints: Being outside in fresh air helps us relax./Watching the kite move keeps your mind calm./It's not a competition,so you can enjoy it freely./It reminds us of happy childhood memories.
Pre-listening
Look and Match 1a 1. Show the pictures in la and ask: What activities are these students doing Encourage students to describe the activities using their own words. 2. Teach the pronunciation and meaning of the words skiing , programming and calligraphy. Use gestures or give examples to reinforce the understanding. I go skiing in the mountains every winter./Look! They are skiing down the hill. (Point to picture A) My brother learns programming to make computer games./Programming means telling a computer what to do. In an art class,we practise calligraphy with brushes and ink. /Calligraphy is the art of writing beautiful Chinese characters. 3. Ask students to match the activities with the pictures. If the students are at a higher level,the teacher can extend the task by asking:Which activity looks the most fun Why
While-listening
1b 1. Let students read the exercises carefully and answer the questions: Who are the interviewees ◆ What key information should we listen for (E.g. What the interviewees say about their activities. ) 2. Guide students to circle the time markers“after school”and“at the weekend". Remind them not to confuse these two times while listening. 3. Have students listen to the interviews and fill in the blanks. Then,let them check the answers in pairs. Language Tip：表达喜欢做某事,既可以用“love/like doing sth”也可以用“love/like to do sth”。“love/like doing sth”侧重表示长期、持续喜欢做某事,“love/like to do sth” 侧重表示短期或偶尔喜欢做某事。但是,在多数情况下二者的用法非常相似,并没有明 显差别。 1c 1. Play the audio again. Ask students to match the purposes with the statements from lb. 2.Check the answers with the students. Retell 1. Present some key sentences of the interviews by using a table or mind map. 2. Have students listen again and retell the interviews according to the table or mind map
Post-listening
1d 1. Guide students to summarize useful expressions for free-time activities. 2. Ask students to read the sentence patterns in ld and think about what else they can ask about the free-time activities. 3. Have students talk about their free-time activities in pairs. 4. Select several groups to role-play their conversations and give feedback.
Summary Ask students to summarize the holiday activities they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
This lesson achieved its objectives effectively.Students actively participated in discussing their winter holidays and identifying various hobbies, and the listening tasks with time markers helped them focus on key details. The retelling activity using mind maps was effective, but a few students needed extra support in organising their language. Next time, I'll include more visual aids for the retelling task.Unit 1 Time to Relax
单元总览
单元主题分析
本单元的主题是“休闲时光”,该主题紧扣课程标准“人与自我”范畴下“丰富、充实、积极向上的生活”这一子话题。本单元侧重拓展与休闲活动相关的内容,旨在引导学生探索不同休闲活动的意义，帮助学生学会借助课外活动丰盈自我、助力成长。同时,鼓励学生在面对活动中的挑战时，养成坚韧专注的良好品格。本单元大问题“Why are free-time activities important ”贯穿始终,驱动学生深入思考休闲活动对生活及个人品格塑造的积极作用。
Section A 通过听力活动和对话学习,引导学生交流休闲活动及背后的目的，同时聚焦活动中遇到的困难,探讨克服困境、坚持活动的方法,让学生领会“坚持”对推进休闲活动、收获成长的意义。Section B借助阅读文本,引导学生区分事实与观点，并用思维导图梳理信息。该部分的阅读语篇通过讲述Luca和Maya的兴趣爱好,展现爱好对个人理想追求如助力开发应用、推动旅行梦想的切实影响,深化学生对“休闲活动如何赋能生活”的理解。写作部分围绕介绍自己最喜爱的休闲活动展开,让学生完整表达对休闲活动的认知。
总之，本单元以“休闲活动”为载体,将语言学习与个人生活、成长深度融合,让学生在掌握知识技能的同时明白休闲时光是自我成长、放松身心的重要契机，应积极且合理地规划利用,拥抱健康多彩的生活。
单元学习目标
通过本单元的学习，学生能够：
1.自然得体地向他人介绍自己喜爱的休闲活动,并根据日常交流需要询问或回答有关休闲活动的相关信息。
2.通过聆听他人的休闲经历和阅读相关介绍,理解不同休闲活动的意义;能结合自身经历,借助思维导图梳理信息，写出关于自己休闲活动的完整介绍,表达对所喜爱活动的热情。
3.理解并区分动词不定式作目的状语和作宾语补足语的用法并能在具体语境中正确运用。
4.总结并归纳描述休闲活动的常用句型并结合语境灵活运用这些句型介绍自己的爱好与活动经历。
5.了解不同文化背景下人们休闲活动的多样性,体会休闲活动对个人身心健康、品格塑造的积极作用，树立健康积极的生活态度。
单元学习重难点
重点：
1.熟练运用与休闲活动相关的词汇和常用句型，能自然介绍自己的休闲活动及相关信息。
2.清晰区分动词不定式作目的状语和作宾语补足语的用法,并在具体语境中准确运用这两种结构。
3.借助思维导图梳理休闲活动信息，完成关于自身休闲活动的介绍写作,准确表达对活动的热情。
难点：
1.在交流和写作中,灵活且准确地运用描述休闲活动的各类信息,使表达逻辑连贯。
2.面对复杂语境时，仍能准确判断动词不定式是作目的状语还是宾语补足语。
3.结合不同文化背景下休闲活动的特点,深入体会其对个人成长的意义,并将这种理解融入语
言表达中。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4c)
第五课时Section B(1a－1e) & Vocabulary in Use
第六课时Section B(3a－3c)Unit 1 Time to Relax
第五课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this class, students will：
1. identify and summarize Luca's and Maya's hobbies by extracting key details from the text，
and explain how these hobbies improve their lives.
2. distinguish between facts and opinions in the text.
3. describe personal hobbies and their benefits by using infinitive structures.
Teaching Advice
Lead-in
Brainstorm What hobbies do you have How do you think hobbies can improve your life
Pre-reading
1a 1. Have students think about in what ways their hobbies help to make their lives better.Let them tick the ones that apply. 2.Encourage students to add more. 3. Have students get into groups of four to share their hobbies and how their hobbies improve their lives.
While-reading
Skim Reading Ask students to skim the text and answer the questions.(见优翼配套教学课件) 1b 1. Have students read about the strategy for identifying facts and opinions,and then assess their understanding by asking them to provide examples of each. 2. Let students read the text and underline the two students' opinions toward their hobbies. 3. Invite some students to share their answers. Careful Reading 1c 1. Have students read the text again and complete the mind map. 2.Check the answers with the students. 3. As a supplement to the mind map,the teacher can ask more questions to help students understand the text. Further Thinking 1. Have students complete the table according to the text. 2. Let students discuss the question:Can a hobby change someone's future Use Luca or Maya as an example to explain. 1d 1. Ask students to read again and complete the sentences with different purposes. Then have them write about themselves. 2.Invite some students to share their answers. 3. Ask the question,“Why does the writer use‘to do’ here ”to help them review the function of infinitives as adverbials.
Post-reading
1e 1. Let students discuss the questions with a partner. 2. Invite some of them to share their answers.
Vocabulary in Use
2a 1. Have students match the words related to hobbies with the verbs in the box. Remind them that some words can go together with more than one verb. 2.Check the answers with the students. 2b 1. Have students read the phrases in the box and make sure they understand the meanings. 2. Ask students to complete the conversation with the phrases in the box. Remind them to use the correct forms of the verbs. 3.Check the answers by inviting two students to role-play the conversation. 2c 1. Have students read the passage and make sure they understand the meaning. 2. Let them complete the passage with the correct forms of the words in the box. 3.Check the answers with the students..
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Draw the table in Further Thinking on the blackboard.
Teaching Reflection
This lesson successfully engaged students in analyzing how hobbies enrich lives through Luca's and Maya's stories. The fact vs. opinion activity worked well, but some students struggled with infinitives when describing their own hobbies. Next time, I'll provide more sentence starters. Group discussions were lively, though a few shy students needed extra encouragement to share. Overall, the mind map helped visualize connections effectively.Unit 1 Time to Relax
第六课时Section B(3a－3c)
Teaching Objectives
In this class, students will：
1. extract key details about Shuyin's favourite free-time activity.
2. create a mind map to organize the information about their own favourite free-time activities.
3. write a reply to Jason's post by introducing their favourite free-time activities.
Teaching Advice
Lead-in
Skim and Answer 1. Show students Jason's and Shuyin's profile pictures and let them infer what free-time activities Jason and Shuyin might do. 2.Have students skim the posts and answer the questions: Why did Jason write the post What activities does Shuyin do in her free-time
Pre-writing
3a 1. Have students read the posts and complete the mind map with the information about Shuyin's favourite free-time activity. 2.Check the answers with the students. 3.Analyze the structure of Shuyin's post according to the mind map. 4. Ask students to underline some useful expressions that can be used to describe free-time activities,and then share with a partner. 3b 1. Ask students to create a similar mind map for their own free-time activities. 2. Provide students with some questions as prompts to help them create their mind maps. Explain that the mind maps will serve as the outline for their writings,so they need to think about how these questions connect to each other and how they can guide their ideas. What What do you usually do during this activity What is the most challenging part of this activity When When did you first try it When do you usually do it How How did it start How did you learn to do it How much time do you spend on it each time Who Who do you usually do it with Who supports you doing it Why Why do you love this activity Why is it important for you Feeling How does this activity make you feel Has it ever helped you through a tough time 3. Invite some students to share their mind maps,and then check if their mind maps make sense logically.
While-writing
3c 1. Let students write a reply to Jason's post by introducing their favourite free-time activities. 2. Remind them to use the expressions in 3c for help. 3. Show them a sample writing before they start to write.(见优翼配套教学课件).
Post-writing
1. Invite some students to read their replies and provide feedback on them. 2.If there is enough time,ask students to peer-check their writings.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the prompt questions on the blackboard or invite students to draw their mind maps on the blackboard.
Teaching Reflection
Today's lesson went smoothly. However, a few students found it hard to use the useful expressions in their writing. Next time,I'll highlight more examples and review them briefly first. Also,peer-checking was rushed. I'll plan the time better. Some students needed more guidance on mind map logic,so I'll add a simple template to help.Unit 1 Time to Relax
第四课时Grammar Focus (3a-3c)
Teaching Objectives
In this class, students will:
1. identify infinitives as object complements and adverbials.
2. use the infinitive to show purpose and to act as an object complement.
Teaching Advice
Lead-in
Complete the sentences Ask students to complete the sentences according to the pictures.(见优翼配套教学课件) The kids run_______(catch) the school bus. They woke up early _____(watch) the sunrise. The teacher asked the boy______ (answer) the questions. The coach told the players _________(practise) daily. Think and Compare Ask students to compare the sentences and think about the question: All the above sentences include an infinitive (to+verb). What are the differences in their functions
Explore the Grammar
4a 1. Have students read the sentences,and then decide if each infinitive in bold functions as an object complement or adverbial. 2. Invite some students to share their answers and explain the reasons. 3. Remind students that in the sentence “I saw my mother paint.”,“paint”(an infinitive without“to”) functions as an object complement.？
Grammar Rules
不定式作宾语补足语 在英语中,有些句子只有宾语并不能表达完整的意思,还必须在宾语后面加上宾语补足 语才能表达完整的意思。宾语补足语通常位于宾语之后。我们把“宾语十宾语补足语” 称为复合宾语。 当不定式作宾语补足语时,分带to的不定式作宾补和不带to的不定式作宾补两种情况。 常见的用带to的不定式作宾补的动词(短语)有:ask,advise,allow,encourage,get， order,require,teach,tell,want,wish,expect,warn,force等。常见的用不带to的不定式 作宾补的动词(短语)有:“一感”feel;“二听”hear,listen to;“三使”let, have,make;“五看”see， watch,notice,observe,look at;“半帮助”help接不定式作宾补,加不加to都可以。 不定式作状语 状语用来修饰动词、形容词或副词,它表示行为发生的时间、地点、目的、方式、原因、程度等,一般由副词、介词、介词短语、不定式、从句或其他相当于副词的词或短语来担任。不定式作状语时,多置于句末。但为了加强语气,突出表示目的,不定式(尤其是不定式短语,如 in order to)可放在句首。 如何区分不定式是作宾语补足语还是状语
Grammar Exercises
4b 1. Have students complete the conversations with the correct forms of the verbs in brackets. 2. Invite some students to share their answers. 3. Let students decide if each infinitive functions as an object complement or adverbial. 4c 1. Let students read the passage and make sure they understand the meaning. 2. Ask students to complete the passage with the infinitive forms of the verbs in the box. 3.Check the answers with the students. 4. Invite some students to share their outdoor activities with the class.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
This lesson effectively helped students distinguish between infinitives as object complements and adverbials through clear examples and interactive exercises. Though most students understood the concept,some had difficulty identifying the logical subject of the infinitive phrases. Next time,I'll use simpler terms like “action performer”and more sentence diagrams. The exercises worked well,but I'll add pair work for deeper practice.Unit 1 Time to Relax
第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
comprehend a conversation about overcoming challenges in free-time activities and get key
information.
2. give additional suggestions for overcoming the challenges discussed.
3. apply pre-listening strategies by identifying and circling key points.
4. share personal experiences about activity-related challenges and solutions.
二、Teaching Advice
Lead-in
Free Talk What is your favourite free-time activity Have you ever tried an activity that was difficult What made it hard for you
Pre-listening
2a 1. Show students the two photos in 2a and ask the questions: What are the two students doing What are the challenges of doing these two activities 2. Let students discuss in pairs and share their answers. The teacher can give some prompts to help students answer the second question.
While-listening
2b 1. Remind students to focus on accurate information during listening,as some options are incorrect. 2. Have students listen to a conversation between Fu Xing and Emma,and tick the things they talk about. 3.Check the answers with the students. Answer the Questions Play the audio again and let students answer the questions. What activity did Emma do last weekend Did Emma do it well What did Emma want to do What did Emma's instructor and Fu Xing say to her Why did Fu Xing tell Emma her story about learning swimming？
2c 1. Read the sentences with the students and have them circle the clue words around each blank. 2.Guide students to predict possible answers based on grammar and the context. 3. Remind students:During listening,the audio may rephrase the circled words(E.g. the text says “go to. ”, but the audio says “visit the ...”). The answer usually comes after these clue words. 4. Have students listen again and complete the sentences. Tell them to write down the first few letters for long words or sentences during listening,and complete later.
Post-listening
Further Thinking How does Fu Xing encourage Emma in the conversation 1. She uses positive sayings like“Nobody expects you to be perfect from the start.”and “Everything's difficult before it's easy." 2. She shares her own story of learning swimming. If you were Fu Xing,how would you encourage Emma not to give up Teaching Tip: The teacher can summarize the thematic meaning of this conversation: Every fall is a step closer to flying. 2d 1. Have students recall challenges they faced when they first tried their favourite free-tim activities and how they got over them. 2. Let students share their experiences with a partner.
Summary Ask students to summarize how to talk about a holiday experience. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
The lesson was engaging, with students actively discussing challenges in free-time activities and practising listening strategies. However, some found the spot dictation task challenging,so I'll incorporate more guided practice in future lessons. Overall,the objectives were met, but adjustments were needed for smoother listening exercises.Unit 1 Time to Relax
第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
1. understand the conversation by identifying Peter's and Yaming's hobbies, extracting their
motivations,and analyzing their challenges.
2. role-play the dialogue to practise fluency and hobby-related expressions in the context.
3. discuss personal hobby experiences using the target language.
Teaching Advice
Lead-in
Brainstorm When you hear “traditional Chinese hobbies”, what activities come to your mind E.g. Calligraphy,paper cutting,Beijing opera,Wushu,Chinese painting,Chinese chess,… Look and Say Show students one picture of someone playing the guitar and another picture of someone doing calligraphy,and then ask the questions: What are the students doing Which activity looks more interesting Why
Pre-reading
Observe the picture Have students look at the picture in 3a and answer the questions: Who can you see in the picture What are they doing Which poem is Yaming writing Can you give a brief introduction to the poem Can you guess what Yaming's hobby is Culture Tip:Quiet Night Thoughts is a poem by Li Bai from the Tang Dynasty. It describes the feeling of missing one's hometown while travelling far away. In Chinese culture, the moon symbolizes a family reunion,which makes this poem deeply meaningful for calligraphy practice. The translation of the poem is: Quiet Night Thoughts Be fore my bed a pool of light, Can it be hoar-frost on the ground Looking up,I see the moon so bright; Bowing ,in homesickness I'm drowned.
While-reading
3a 1. Have students read the conversation and circle Peter's and Yaming's free-time activities. 2. Let students complete the table according to the conversation. 3. The teacher can ask one more question after the students complete the table. When Yaming mentioned spending hours practising single strokes,Peter said,“I know how that feels!” Do you know what that feeling was (E. g. tired, bored,out of patience,..) 3b 1. Ask students to read the conversation again and answer the questions. 2. Invite some students to share their answers. 3c Let students listen to the conversation,and then role-play it. Here are some tips for the role-play: Remember key lines Use proper emotions Add some gestures Work with your partner
Post-reading
Further Thinking What do you learn from Yaming's and Peter's experiences when you try something new E.g. It's normal to face difficulties when starting something new. /Not giving up helps us get better at new things./Trying new things brings nice feelings./... 3d 1. Ask students to think about their hobbies and discuss the reasons why they do their hobbies. Remind them to use the expressions in 3d for help. 2. Encourage students to make a dialogue based on the discussion.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Draw the table or write the language points on the blackboard.
Teaching Reflection
This lesson went well overall. Students actively discussed hobbies and role-played the dialogue with good emotions. The theme of “ overcoming challenges”helped them connect the lesson to their own experiences. However, some still needed more support to use the target language fluently in conversations. For improvement,I'll add extra guided practice before role-playing to build their confidence.

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