资源简介

Developing ideas—Listening and speaking
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on literary works like “The Blue Bird” and “The Adventures of Pinocchio”, involving tasks such as listening to a radio programme to choose the best summary of the book, listening again and completing notes about the book, listening to a conversation and completing the comments, looking at a picture and answering questions, and reading the story.
Why: The author aims to introduce students to classic literary works, develop their listening and reading skills, and encourage them to think and discuss the content. It also helps students improve their language proficiency and appreciation for literature in an engaging way.
How: It uses a combination of visual elements (book covers and pictures) and textual content. The layout is structured with clear headings and instructions for each activity. The language is simple and accessible, so it is suitable for learners. It incorporates listening, reading, and writing tasks to enhance students comprehension and interaction.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the key elements of a book, such as its name, author, genre, plot, characters, and setting.
2.pronounce literary terms correctly and choose the best summary of the book from the given options.
3.make comments on books or films.
4.learn the key language points and structures of the text, and apply them in context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the key elements of a book, such as its name, author, genre, plot, characters, and setting. Step 1　Lead-in Present a picture and ask students to answer the question“Do you know this ” Step 2　 Pre-listening Identify the book's name, writer, genre, plot, characters and setting. Example: The Wonderful Wizard of Oz Observe students' responses to the questions and check if they can recall prior knowledge related to the topic.
1.To engage students' interest in the topic by presenting a familiar or intriguing question, thereby setting the stage for the upcoming listening activities. 2.To make students more receptive to the listening task by relating it to a vivid situation.
2.To pronounce literary terms correctly and choose the best summary of the book from the given options. Step 3　While-listening 1.Ask students to listen to the radio programme and choose the best summary of the book from the given options (e.g. a story about a girl trying to find her home, or a story of friendship among unusual people). Let them read the options before listening and focus on key differences to make their choices. 2.Have students listen again to complete the notes about the book and then listen to the conversation to complete the comments on the book. Measure students' listening comprehension ability and their attention to detailed information. Evaluate students understanding of character development and thematic elements in literature.
To enhance students'listening comprehension skills and their attention to detailed information, and reinforce their understanding of the key vocabulary and the topic.
3.To make comments on books or films. Step 4　Post-listening Ask students to work in groups to introduce and comment on another book about finding a“new me”. Sample tasks: Introduce the basic information, your favourite quote, your favourite character, the most unfor-gettable event, the most interesting part, and the main idea of the book. Measure students creativity and their ability to express opinions about literature.
To provide opportunities for students to improve their listening and speaking skills in a real-life context, fostering their interaction and reinforcing the use of positive language.
4.To learn the key language points and structures of the text, and apply them in context. Step 5　Language Points Teach students some words and phrases related to literature. Step 6　Exercise 1.Complete the multiple-choice questions. 2.Fill in the blanks. 3.Finish the translation tasks. (详见课件资源) Evaluate students' ability to construct sentences accurately using new language points. Evaluate students' comprehension of the listening material through multiplechoice questions, fill-in-the-blank exercises, and translation tasks.
1.To reinforce students'grasp of the key language structures and vocabulary, ensuring they can effectively use these expressions in various contexts. 2.To consolidate students'understanding of the listening material through multiple-choice questions, ensuring their accurate comprehension of its main idea and detailed information.
Homework Basic homework: Listen to and read the two conversations. Practical homework: Write down your comments on the book The Wonderful Wizard of Oz. Extended homework: Find a book or a film about finding a“new me”and write down its basic information.
　　　　　　　　　　　　　　　　　　　　　　　　




Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about a successful athlete, Su Bingtian. It includes the information about his achievements, challenges he encountered, and decisions he made in his athletic career.
Why: The author s intention is to inspire students with the story of a successful athlete Su Bingtian, highlighting the themes of perseverance, overcoming challenges, and believing in oneself.
How: The text uses a combination of visual elements (pictures of athletes) and textual content. It has a structured layout with clear instructions and questions for each activity. The language is relatively simple and straightforward, so it s suitable for learners. It includes reading and writing tasks to enhance students comprehension and language skills.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.reflect on the importance of perseverance and self belief in achieving personal goals.
2.understand the story of Su Bingtian and analyse how he overcame challenges to achieve success.
3.learn how to write a short passage about a successful person by using the structure of “Introduction—Body—Conclusion”.
4.use the new words and phrases in the real life context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To reflect on the importance of perseverance and self-belief in achieving personal goals.　 Step 1　Warm-up Show a short video about Thomas Edison. And ask students who they can see, and what they think about him. Step 2　Pre-reading Introduce the main characters and ask questions to help students initially understand these figures and their achievements. Observe students' participation and assess their ability to recall and explain key information of the video. Observe students' responses to the questions to gain insight into their known and unknown information about the character in the passage.
1.To arouse students'curiosity about famous figures and prepare them mentally for reading and writing about successful individuals. 2.To guide students to develop an interest in the upcoming reading material and activate their prior knowledge.
2.To understand the story of Su Bingtian and analyse how he overcame challenges to achieve success. Step 3　While reading 1.Predict the content based on the title: Have students guess the main content of the article based on the title“Impossible →I m possible”. 2.Skimming: Students quickly browse through the article to verify if their predictions are correct. 3.Detailed reading: Students carefully read the article to identify key information, such as: The introduction explains the meaning of“Nothing is impossible.” The body discusses how Su Bingtian overcame fear and made history. The conclusion summarises the main points and highlights the theme. Assess students understanding of structured knowledge about“Impossible→I'm possible”by examining their mind maps, especially whether their mind maps include the timeline, challenges the character encountered, and achievements the character made.　
To develop students' reading skills, such as skimming and close reading, helping them understand the structure and main content of the article.
(续表)
3.To learn how to write a short passage about a successful person by using the structure of“Intro duction—Body—Conclusion”. Step 4　Post reading Ask students to write an article about another successful person using the provided chart to plan the structure of their article. Evaluate students ability to express their understanding through discussions and writing tasks, providing detailed feedback to promote improvement.
To consolidate students'understanding of the article and deepen their thinking and expression ability through writing tasks.
4.To use the new words and phrases in the real-life context. Step 5　Language Points Teach students key words and phrases: Introduce and explain the meanings and usage of words and phrases such as“face”“succeed”“hold back”“as long as”and“stick to”. Step 6　Exercise 1.Multiple choices. 2.Fill in the blanks. 3.Finish the translation tasks. (详见课件资源) Test students understanding of these words and phrases through quizzes or writing assignments. Provide feed-back on their accuracy in language use.
1.To enhance students accuracy in language use, enabling them to communicate more effectively about overcoming challenges and achieving success. 2.To enhance students grasp of the article and develop their critical thinking ability and encourage them to apply the learned knowledge during the class.
Homework Basic homework: Review and write down the words and sentence patterns you have learnt. Practical homework: Write an English passage about a successful person. Extended homework: Try to search more descriptive expressions of people.
　　　　　　　　　　　　　　　　　　　　　　　　


Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about self-presentation and self-reflection. It guides students to make a speech about themselves, including their looks, personality, likes and dislikes, and abilities. It provides an outline for organising ideas.
Why: The author's intention is to help students develop self-awareness and communication skills. By guiding them through making a speech about themselves, it encourages self-expression and reflection on personal growth. The overall aim is to enhance students' ability to understand and present themselves, fostering self-confidence and personal development.
How: The text uses a structured approach with clear steps (look at the thinking map, organise ideas, practise and give a speech, vote on the best speech). It offers an outline with specific sections (Introduction, Body, Conclusion) and useful expressions. The language is simple and instructional, so it's suitable for learners.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know how to organise ideas about themselves with the help of the given outline and make a speech; describe their looks, personality, abilities, likes and dislikes in the speech.
2.use the language tips and useful expressions in the unit to describe themselves and their experiences in the speech.　
3.reflect on self-growth via the speech, explore self-improvement, and apply these skills in other scenarios.
4.use the new phrases and expressions in the real-life context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know how to organise ideas about themselves with the help of the given outline and make a speech; describe their looks, personality, abilities, likes and dislikes in the speech. Step 1　Lead-in Introduce the concept of uniqueness through examples like fingerprints and footprints, emphasising that everyone is special. Step 2　Presentation 1.Ask students to look at the thinking map and consider how they see themselves differently in terms of looks, personality, likes and dislikes, and abilities. 2.Guide students through completing a mind map where they think about changes in their self-perception over time, focusing on different aspects of themselves. Evaluate students' engage-ment by asking them to share something unique about themselves or someone they know. Check their comprehension by having students discuss how their views have changed, using examples from their personal experiences.
(续表)
1.To spark students'curiosity and encourage them to reflect on their individuality, preparing them mentally for the task of presenting ideas about themselves. 2.To teach students how to organise their thoughts systematically and prepare students for making a speech about themselves.
2.To use the language tips and useful expressions in the unit to describe themselves and their experiences in the speech. Step 3　Practice 1.With the help of an outline, have students organise their ideas and prepare their speeches. Let them use language tips provided in the outline or find useful expressions from the unit. Useful expressions or sentences: be happy with… be proud of… I have already… I am what I am. 2.Provide students with an outline to structure their speeches, including sections on introduction, body and conclusion. Encourage students to use specific expressions. Useful expressions or sentences: Looks　 long/short hair　 wear a pair of glasses the birthmark on my face make me special and different accept myself Personality　 wise, kind, brave, helpful Abilities overcome one's fear start from zero have a try/try harder stick to… Likes and Dislikes …is my favourite… The most interesting/unforgettable part…　 I hate… Leaf through students speech drafts and provide feedback on the structure, logicality and accuracy. Let students'deliver their speeches in class. Assess students' understand-ing of structured knowledge by examining their thinking maps. Focus on whether students presentations cover the main factual information and details mentioned in the steps.
To improve students'skills in organising and presenting their ideas clearly and effectively.
(续表)
3.To reflect on self-growth via the speech, explore self-improvement, and apply these skills in other scenarios. Step 4　Reflection Ask students to reflect on their learning: 1.Think about what you ve learnt about yourself and how well you can　 express yourself using the present perfect tense, words and expressions in this unit. 2.Rate yourself on your performance (1=excellent, 2=good, 3=not yet) and identify areas you still need to work on. Assess the depth of students'thoughts and their insights.
To deepen students self-awareness and reinforce learning objectives by encouraging introspection and articulation of personal development.
4.To use the new phrases and expressions in the real-life context. Step 5　Language Points Teach students sentence patterns such as“used to…but now…”“I've…for the first time”and“I have discovered…”. Step 6　Exercise 1.Complete translation tasks. 2.Fill in the blanks based on learned vocabulary and grammar points. 3.Read and answer the questions. (详见课件资源) Assess students'ability to use the new phrases correctly in the real-life context. Grade their exercises to confirm their mastery of the new language points.
1.To enhance accuracy in language use, enabling students to communicate more effectively about personal changes and discoveries. 2.To consolidate learned knowledge and ensure students can apply new vocabulary and grammar correctly in various contexts.
Homework Basic homework: Listen and repeat the words and sentences in this unit. Practical homework: Try to write a self-introduction by using what you have learnt in this unit. Extended homework: Search for more information about being a“better me”, and share it with your classmates.
　　　　　　　　　　　　　　　　　　　　　　　
Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about a successful athlete, Su Bingtian. It includes the information about his achievements, challenges he encountered, and decisions he made in his athletic career.
Why: The author s intention is to inspire students with the story of a successful athlete Su Bingtian, highlighting the themes of perseverance, overcoming challenges, and believing in oneself.
How: The text uses a combination of visual elements (pictures of athletes) and textual content. It has a structured layout with clear instructions and questions for each activity. The language is relatively simple and straightforward, so it s suitable for learners. It includes reading and writing tasks to enhance students comprehension and language skills.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.reflect on the importance of perseverance and self-belief in achieving personal goals.
2.understand the story of Su Bingtian and analyse how he overcame challenges to achieve success.
3.learn how to write a short passage about a successful person by using the structure of “Introduction—Body—Conclusion”.
4.use the new words and phrases in the real-life context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To reflect on the importance of perseverance and self-belief in achieving personal goals.　 Step 1　Warm-up Show a short video about Thomas Edison. And ask students who they can see, and what they think about him. Step 2　Pre-reading Introduce the main characters and ask questions to help students initially understand these figures and their achievements. Observe students' participation and assess their ability to recall and explain key information of the video. Observe students' responses to the questions to gain insight into their known and unknown information about the character in the passage.
1.To arouse students'curiosity about famous figures and prepare them mentally for reading and writing about successful individuals. 2.To guide students to develop an interest in the upcoming reading material and activate their prior knowledge.
2.To understand the story of Su Bingtian and analyse how he overcame challenges to achieve success. Step 3　While-reading 1.Predict the content based on the title: Have students guess the main content of the article based on the title“Impossible →I m possible”. 2.Skimming: Students quickly browse through the article to verify if their predictions are correct. 3.Detailed reading: Students carefully read the article to identify key information, such as: The introduction explains the meaning of“Nothing is impossible.” The body discusses how Su Bingtian overcame fear and made history. The conclusion summarises the main points and highlights the theme. Assess students' understanding of structured knowledge about“Impossible→I'm possible”by examining their mind maps, especially whether their mind maps include the timeline, challenges the character encountered, and achievements the character made.　
To develop students' reading skills, such as skimming and close reading, helping them understand the structure and main content of the article.
(续表)
3.To learn how to write a short passage about a successful person by using the structure of“Introduction—Body—Conclusion”. Step 4　Post-reading Ask students to write an article about another successful person using the provided chart to plan the structure of their article. Evaluate students' ability to express their understanding through discussions and writing tasks, providing detailed feedback to promote improvement.
To consolidate students'understanding of the article and deepen their thinking and expression ability through writing tasks.
4.To use the new words and phrases in the real-life context. Step 5　Language Points Teach students key words and phrases: Introduce and explain the meanings and usage of words and phrases such as“face”“succeed”“hold back”“as long as”and“stick to”. Step 6　Exercise 1.Multiple choices. 2.Fill in the blanks. 3.Finish the translation tasks. (详见课件资源) Test students' understanding of these words and phrases through quizzes or writing assignments. Provide feed-back on their accuracy in language use.
1.To enhance students'accuracy in language use, enabling them to communicate more effectively about overcoming challenges and achieving success. 2.To enhance students' grasp of the article and develop their critical thinking ability and encourage them to apply the learned knowledge during the class.
Homework Basic homework: Review and write down the words and sentence patterns you have learnt. Practical homework: Write an English passage about a successful person. Extended homework: Try to search more descriptive expressions of people.
　　　　　　　　　　　　　　　　　　　　　　　　

Starting out
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is focused on self-awareness and self-introduction. It begins with looking at a picture related to seeing oneself through others' eyes and answering questions about self-perception and others'perception. Then, it involves creating a thinking map about various aspects of oneself like looks, personalities, abilities, likes and dislikes, etc., and introducing oneself to others.
Why: The author's intention is to help students enhance their self-awareness and communication skills. By prompting them to think about how they see themselves and how others might see them, it encourages introspection and empathy. The creation of a thinking map and the self-introduction activity aim to develop students ability to express themselves clearly and comprehensively, which is essential for interpersonal communication and self-expression. It also promotes a positive attitude towards self-discovery and self-presentation, fostering confidence and a better understanding of oneself in relation to others.
How: The text adopts an engaging and practical approach. It uses visual elements like a picture to stimulate interest and thinking. The questions are straightforward and thought-provoking, guiding students to reflect on themselves. The thinking map provides a structured framework for students to organise their thoughts about themselves, making it easier for them to present and share information. The language is simple and clear, suitable for students at different language proficiency levels.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand self-awareness and its effect on their communication and relationships.
2.talk about self and others'views with proper words.
3.make a thinking map to show self clearly.
4.master and apply the key language points correctly.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand self-awareness and its effect on their communication and relationships. Step 1　Lead-in 1.Show a picture of a person touching her heart. 2.Ask students,“What is she doing ”and“Why does she do this ” 3.Leave students some time to have a discussion, and then ask some of them to talk about what they see and their opinions. Observe students' responses to the questions to gain insight into their known and unknown information about the picture of self-awareness. Check if they use words properly to express its impact on behaviour and emotions.
1.To capture students'attention and make them engage in the learning process positively. 2.To introduce the theme of self-awareness and understanding oneself, setting the tone for the lesson.
2.To talk about self and others views with proper words. Step 2　Presentation 1.Present a picture of yourself and ask other students to describe it. 2.Present photos of new friends and ask students to describe them based on looks, personality, likes and dislikes, and abilities. During group and class discussions, observe whether students describe the pictures from different aspects properly. At the same time, check if they use vocabulary and expressions correctly.
To broaden students' vocabulary related to describing people and enhance their speaking skills by expressing opinions about others.
3.To make a thinking map to show self clearly. Step 3　Practice 1.Think and say: Ask students to think about how to describe a person and see how many aspects they can come up with. 2.Group work: Pair up students and have them create thinking maps about themselves and their partners, focusing on aspects like hobbies, behaviour, speaking styles, and jobs. Observe whether students effectively promote self-awareness and peer under-standing by collaboratively creating thinking maps. Check if they identify and articulate personal and interpersonal characteristics clearly.
1.To provide students with a hands-on activity that enhances their self-awareness and understanding of their peers through collaborative thinking maps. 2.To practise communication and collaboration skills through group work, focusing on key aspects such as hobbies, behaviour, speaking styles, and jobs.
4.To master and apply the key language points correctly. Step 4　Language Points Introduce key phrases and structures such as“Sb likes/dislikes sth.”“Sb has the ability to do sth.”and“height”. Step 5　Exercise Students complete fill-in-the-blank and translation exercises. Test students' understanding and usage of these language points through exercises and sentences.
(续表)
1.To reinforce the usage of key phrases and structures such as“Sb likes/dislikes sth.”“Sb has the ability to do sth.”and“height”to enhance students narrative and communication skills. 2.To provide students with targeted exercises to reinforce their understanding of the key language points introduced in the lesson.
Homework Basic homework: Review and write the words and sentence patterns you have learnt. Practical homework: Describe one of your family members. Extended homework: Try to search more descriptive expressions of people.
　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Grammar
　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about grammar learning, especially focusing on the present perfect tense. It includes tasks such as reading the sentences from a passage and summarising the grammar rules, writing sentences using the present perfect tense, and rewriting sentences with the present perfect tense.
Why: The author's intention is to help students master the present perfect tense by providing practical exercises and examples. Through these activities, students can enhance their grammar skills and gain confidence in using the present perfect tense accurately. The use of a reading passage helps students see the relevance and application of the present perfect tense in practical use, aiming to improve their overall language proficiency and communication skills.
How: The text uses a structured approach with clear instructions and examples. It provides sentences from a reading passage to help students understand the context in which the present perfect tense is used. The exercises are designed to gradually help students understand and apply the present perfect tense, starting from a preliminary understanding to sentence writing and rewriting. The language is straightforward and instructional, making it suitable for language learners.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the structure of the present perfect tense (have/has+the past participle).
2.master the basic usage of the present perfect tense.
3.use the present perfect tense correctly in real life contexts to describe personal experiences and changes.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the structure of the present perfect tense (have/has+the past participle).　 Step 1　Lead-in Ask students to watch a video about Tom and Jerry and fill in the blanks with appropriate words. Q: What's the video about Evaluate students' attention and their ability to understand and summarise the content of the video.
To engage students and set the stage for the upcoming grammar lesson.
2.To master the basic usage of the present perfect tense. Step 2　Grammar Focus 1.Students read sentences and summarise the grammar rules of the present perfect tense. 2.Ask students to explain the present perfect tense, such as its structure, mark words and application situations. Check if students can correctly identify and use the present perfect tense and explain its usage.
To provide students with a clear and structured introduction to the present perfect tense, helping them grasp the grammatical rules and their application in sentences.
3.To use the present perfect tense correctly in real-life contexts to describe personal experiences and changes. Step 3　Practice Complete a series of exercises to reinforce the learned knowledge. 1.Read and write. 2.Read and fill in the blanks. 3.Write sentences with the present perfect tense. Step 4　Exercise Complete the exercises to reinforce the learned knowledge. 1.Read and fill in the blanks, and then match the pictures. 2.Can you make these words into sentences 3.Fill in the blanks with the correct forms of the verbs in brackets. (详见课件资源) Assess students' accuracy in forming correct sentences and their ability to choose the right verb forms. Assess students' completion of the exercises, their ability to account for their choices, and their overall understanding of the grammar rules.
1.To reinforce students'understanding of the present perfect tense through practical exercises and ensure they can apply the rules correctly in context. 2.To consolidate students'grasp of the present perfect tense through written exercises, ensuring they can apply the grammar accurately and understand the nuances of each verb's usage.
Homework Basic homework: 1.Create a short dialogue with a friend or family member using the present perfect tense. 2.Record the conversation and listen to it to check your intonation. Practical homework: Write down five sentences about your own experiences using the present perfect tense. Extended homework: Make a survey about someone around you and make a report on his or her changes.
　　　　　　　　　　　　　　　　　　　　　　　　

Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about self-presentation and self-reflection. It guides students to make a speech about themselves, including their looks, personality, likes and dislikes, and abilities. It provides an outline for organising ideas.
Why: The author's intention is to help students develop self-awareness and communication skills. By guiding them through making a speech about themselves, it encourages self-expression and reflection on personal growth. The overall aim is to enhance students' ability to understand and present themselves, fostering self-confidence and personal development.
How: The text uses a structured approach with clear steps (look at the thinking map, organise ideas, practise and give a speech, vote on the best speech). It offers an outline with specific sections (Introduction, Body, Conclusion) and useful expressions. The language is simple and instructional, so it's suitable for learners.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know how to organise ideas about themselves with the help of the given outline and make a speech; describe their looks, personality, abilities, likes and dislikes in the speech.
2.use the language tips and useful expressions in the unit to describe themselves and their experiences in the speech.　
3.reflect on self-growth via the speech, explore self-improvement, and apply these skills in other scenarios.
4.use the new phrases and expressions in the real-life context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know how to organise ideas about themselves with the help of the given outline and make a speech; describe their looks, personality, abilities, likes and dislikes in the speech. Step 1　Lead-in Introduce the concept of uniqueness through examples like fingerprints and footprints, emphasising that everyone is special. Step 2　Presentation 1.Ask students to look at the thinking map and consider how they see themselves differently in terms of looks, personality, likes and dislikes, and abilities. 2.Guide students through completing a mind map where they think about changes in their self-perception over time, focusing on different aspects of themselves. Evaluate students' engage-ment by asking them to share something unique about themselves or someone they know. Check their comprehension by having students discuss how their views have changed, using examples from their personal experiences.
(续表)
1.To spark students'curiosity and encourage them to reflect on their individuality, preparing them mentally for the task of presenting ideas about themselves. 2.To teach students how to organise their thoughts systematically and prepare students for making a speech about themselves.
2.To use the language tips and useful expressions in the unit to describe themselves and their experiences in the speech. Step 3　Practice 1.With the help of an outline, have students organise their ideas and prepare their speeches. Let them use language tips provided in the outline or find useful expressions from the unit. Useful expressions or sentences: be happy with… be proud of… I have already… I am what I am. 2.Provide students with an outline to structure their speeches, including sections on introduction, body and conclusion. Encourage students to use specific expressions. Useful expressions or sentences: Looks　 long/short hair　 wear a pair of glasses the birthmark on my face make me special and different accept myself Personality　 wise, kind, brave, helpful Abilities overcome one's fear start from zero have a try/try harder stick to… Likes and Dislikes …is my favourite… The most interesting/unforgettable part…　 I hate… Leaf through students speech drafts and provide feedback on the structure, logicality and accuracy. Let students'deliver their speeches in class. Assess students' understand-ing of structured knowledge by examining their thinking maps. Focus on whether students presentations cover the main factual information and details mentioned in the steps.
To improve students'skills in organising and presenting their ideas clearly and effectively.
(续表)
3.To reflect on self-growth via the speech, explore self-improvement, and apply these skills in other scenarios. Step 4　Reflection Ask students to reflect on their learning: 1.Think about what you ve learnt about yourself and how well you can　 express yourself using the present perfect tense, words and expressions in this unit. 2.Rate yourself on your performance (1=excellent, 2=good, 3=not yet) and identify areas you still need to work on. Assess the depth of students'thoughts and their insights.
To deepen students'self-awareness and reinforce learning objectives by encouraging introspection and articulation of personal development.
4.To use the new phrases and expressions in the real-life context. Step 5　Language Points Teach students sentence patterns such as“used to…but now…”“I've…for the first time”and“I have discovered…”. Step 6　Exercise 1.Complete translation tasks. 2.Fill in the blanks based on learned vocabulary and grammar points. 3.Read and answer the questions. (详见课件资源) Assess students'ability to use the new phrases correctly in the real-life context. Grade their exercises to confirm their mastery of the new language points.
1.To enhance accuracy in language use, enabling students to communicate more effectively about personal changes and discoveries. 2.To consolidate learned knowledge and ensure students can apply new vocabulary and grammar correctly in various contexts.
Homework Basic homework: Listen and repeat the words and sentences in this unit. Practical homework: Try to write a self-introduction by using what you have learnt in this unit. Extended homework: Search for more information about being a“better me”, and share it with your classmates.
　　　　　　　　　　　　　　　　　　　　　　　
Understanding ideas—Reading
　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about self-acceptance, especially regarding one's looks. It includes a passage about Sally's experience of having a birthmark. There are tasks like answering questions based on the picture and the title, summarising the passage, completing notes with the words and expressions from the text, and working in pairs to discuss the experience of accepting one's looks using useful expressions.
Why: The author's intention is to help students develop a positive attitude towards self-acceptance, particularly in relation to physical appearance. By presenting a personal story and related activities, the text aims to encourage students to think about their own feelings and experiences, and to learn from the process of accepting themselves. It also aims to enhance students'language skills in reading comprehension, summary writing, and oral communication in the context of this important life theme.
How: The text uses many kinds of practical exercises, such as asking questions, completing the notes and discussing in pairs. It provides visual aids (pictures) to help students understand the context. The language is relatively simple and clear, with useful expressions to assist in discussions. The structure is sequential, guiding students from initial comprehension to in-depth discussions and reflection.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.use videos, pictures or titles to predict the content of the article.
2.understand the topic of self-acceptance.
3.discuss their own experiences of accepting or not accepting their looks using proper expressions.
4.grasp the key language points, such as “instead of”, the object clause, and the adverbial clause guided by “although”.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To use videos, pictures or titles to predict the content of the article. Step 1　Lead-in 1.Ask students to watch a video about self-love and being good at something. 2.Let students discuss questions like“Do you love yourself ”“Are you good at anything ”and“Are you good at everything ” Step 2　Pre-reading 1.Guide students to observe the picture and describe what they see(eg. what the girl looks like, what she is doing, and how she feels). 2.Let students predict what the red rose represents. Observe if students can accurately describe the details by watching the video and engage in thoughtful reflection and discussion based on the posed questions. Measure whether students can accurately describe the details according to the picture and make reasonable predictions based on the title and image.
1.To activate students' prior knowledge and interest in self-reflection, creating a relaxing and engaging atmosphere that sets the stage for the upcoming reading activity. 2.To help students use pictures and titles to predict the content of the article and prepare a mental framework for understanding the text.
2.To understand the 　topic of selfacceptance. Step 3　While-reading 1.Have students read the passage quickly to verify previous predictions and answer questions like“How does Sally feel about the‘rose’initially ”and“How does she feel after Maddie s comment ” 2.Ask students to read the story again carefully paragraph by paragraph to find the details and learn the development of the story. Evaluate students' comprehension of the main content. Check if they can find specific details, and if they can understand Sally's emotional changes in the story.
To develop students'reading comprehension skills and their ability to extract and summarise key information from the text.
3.To discuss their own experiences of accepting or not accepting their looks using proper expressions. Step 4　Post-reading 1.Have students retell the story, focusing on Maddie s praise, her actions, and what Sally learnt. 2.Ask students to discuss questions like“What does Sally think of her birthmark now ”and“Do you think people should worry about their looks Why or why not ” Assess the depth of students' reflection, their ability to articulate personal insights, and their understanding of themes like self-acceptance and uniqueness.
To improve students critical thinking and personal reflection ability, allowing them to connect the text to their own lives and draw meaningful conclusions about self-acceptance.
4.To grasp the key language points, such as“instead of”,the object clause,and the adverbial clause guided by“although”. Step 5　Language Points 1.Guide students to learn language points such as complex sentences, prepositional phrases (instead of), the object clause and the adverbial clause guided by“although”. 2.Let students practise using these in context through example sentences. Step 6　Exercise Have students fill in the blanks and complete translation exercises to reinforce the language points covered.(详见课件资源) Measure students' ability to use new words and phrases, the object clause,and the adverbial clause guided by “although”correctly in context. Assess students performances in completing the exercises accurately and their ability to apply the language points learned.
1.To reinforce students' vocabulary and grammatical structures relevant to the topic, providing them with the necessary language tools to discuss and write about self-acceptance and uniqueness. 2.To help students apply the language points learned in the lesson through practical exercises, ensuring that they can use the vocabulary and grammatical structures accurately and confidently.
Homework Basic homework: Write down the new words. Practical homework: Retell the passage through a mind map. Extended homework: Try to make a poster.
　　　　　　　　　　　　　　　　　　　　　　

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