资源简介

Understanding ideas—Grammar
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about grammar practice related to the use of “for” and “since” in English. It includes sentences from the passage “The Selfish Giant” to summarise grammar rules, exercises to complete sentences with “for” or “since”, and a news article about Jimmy Teng offering free ice creams on his birthday which requires filling in the blanks with “for” “since” or the correct form of the words in brackets.
Why: The author s intention is to help students master the usage of “for” and “since” in a practical and meaningful way. By using examples from a story and a news article, it makes the grammar learning more contextual and less abstract. This approach aims to enhance students language proficiency and their ability to use these time expressions accurately in different contexts.
How: The text uses a combination of reading passages and practical exercises to teach grammar. It starts with extracting grammar rules from the context of a story, and then provides structured exercises to reinforce the understanding and application of “for” and “since”. The inclusion of a real life news article makes the grammar practice more engaging and relevant.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the basic structure of the present perfect tense by watching videos.
2.use the basic structure of the present perfect tense (have/has+past participle) correctly to describe things that happened in the past and are related to the present.
3.use the present perfect tense in real life context, combining time adverbials to express the duration and starting time of an action.
4.use the present perfect tense correctly in real life context to describe personal experiences and changes.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the basic structure of the present perfect tense by watching videos. Step 1　Lead-in Watch a video about the present perfect tense and initially feel its characteristics. Assess whether students show initial understanding of the present perfect tense through their engagement and ability to identify key characteristics from the video.
To engage students by using a video to introduce the present perfect tense, helping them initially feel its characteristics and spark their interest in the upcoming grammar lesson.
2.To use the basic structure of the present perfect tense (have/has+past participle) correctly to describe things that happened in the past and are related to the present. Step 2　Grammar Focus 1.Read and Summarise the Rules Students read sentences and summarise the rules of the present perfect tense. 2.The Explanation of the Present Perfect Tense Structure: have/has+past participle (1)肯定句:主语+have/has+past participle+其他.(主语是第三人称单数时用has) (2)否定句:主语+have/has+not+past participle+其他. (3)一般疑问句:Have/Has+主语+past participle+其他 3.Summary (1)“For”is used with a period of time (e.g., for two hours, for three years). (2)“Since”is used with a specific point in time (e.g., since last Monday, since 8 o clock). Assess whether students can accurately distinguish and use“for”and“since”to describe the duration and specific time points, showing a clear under-standing of these two usages.
To help students understand and master the differences between the prepositions“for”and“since”in expressing time, and enable them to accurately apply these prepositions in sentences.
3.To use the present perfect tense in real-life context, combining time adverbials to express the duration and starting time of an action. Step 3　Practice Complete a series of sentences to practise by using“for”“since”or the correct form of the words in brackets based on the context. Check if students can accurately select and use“for”and“since”, and correctly fill in the blanks with the appropriate word forms in sentences, demonstrating a solid grasp of the present perfect tense.
To reinforce the understanding of the present perfect tense through practical exercises, ensuring students can accurately choose and use the prepositions“for”and“since”, as well as selecting the correct form of the words in brackets based on the context.
4.To use the present perfect tense correctly in real-life context to describe personal experiences and changes. Step 4　Production Work in pairs. Students will share their personal experiences with others. They will use the vocabulary from the reading passage and useful expressions to describe their experiences. Step 5　Exercise Complete sentences using the correct form of verbs related to the present perfect tense. (详见课件资源) Assess whether students can actively participate in the discussion and accurately use the present perfect tense along with relevant expressions. Assess whether students can accurately use the correct verb forms of the present perfect tense to complete sentences.
1.To consolidate the use of the present perfect tense, improve oral expression abilities and communication skills, and also allow students to gain inspiration and insights from sharing and discussing each other's experiences. 2.To consolidate students'learning of the present perfect tense through written exercises, ensuring they can accurately apply and understand these grammar rules.
Homework Basic homework: Create a 2—3 minutes' dialogue with a partner about the story“The Selfish Giant”. Practical homework: Make a poster about“The Importance of Good Relationships”. Extended homework: Interview someone who you think is good at handling interpersonal relationships.
　　　　　　　　　　　　　　　　　　　　　　　



Starting out
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about interpersonal relationships, presenting quotes and questions related to getting along with others. It includes quotes from Confucius, Arthur Forman and Earl Nightingale on topics such as treating others as you would like to be treated, understanding differences in people s thoughts and actions, and the need for cooperation.
Why: The author s intention is to encourage readers to think deeply about interpersonal relationships and how to get along with others. By presenting well-known quotes and asking relevant questions, the text aims to stimulate critical thinking and self-reflection. It likely intends to help readers understand the importance of empathy, cooperation, and respecting differences in interpersonal interaction. The use of a picture adds a visual element to enhance engagement and make the topic more approachable.
How: The text uses a combination of quotes, questions, and a visual picture to engage readers. The quotes are from different sources, providing diverse perspectives on interpersonal relationships. The questions are straightforward and they are designed to prompt reflection and discussion. The language is simple and clear, making it accessible to a wide range of readers. The structure is organised with distinct sections, such as reading the quotes and answering the questions, and looking at the picture and answering the questions.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn and use proper English expressions to talk about different relationships.
2.learn famous quotes of treating others.
3.realise they should get along well with others.
4.master and apply the key language points correctly.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn and use proper English expressions to talk about different relation-ships.　 Step 1　Look and Answer Show a picture of two girls and ask questions like“What is the relationship between the two girls ”and“How could they get along with each other ”. Display an image featuring two girls interacting with each other. Assess students' ability to accurately describe details from the picture and express their observations and thoughts in English.
1.To draw students'attention and spark their interest in the theme of relationships. 2.To evaluate students'observation skills and language expression abilities, setting the stage for further discussions.
2.To learn famous quotes of treating others. Step 2　Read and Answer Provide quotes from famous figures and ask students to understand and translate them.　 Sample Questions: What is the Chinese meaning of these quotes Can you explain the significance of these quotes Evaluate students' depth of understanding and their ability to translate and interpret the quotes.
1.To introduce philosophical ideas about human interaction and cooperation. 2.To enhance students'translation skills and their understanding of cultural philosophies.
3.To realise they should get along well with others. Step 3　Let's Think Discuss the themes of the quotes provided. Discussion Points: What are the quotes about (e.g., how to get along with others) Which quote do you agree with most Why 　 Step 4　Let's Talk Use one of the learnt quotes to teach new exchange students how to get along with others. Instructions: Select a quote, analyse its meaning, state your reason for agreeing with it, and use it to explain how to get along with others. Assess students' critical thinking and reasoning skills through their discussion and justification for their choices. Evaluate students' ability to organise their thoughts'and apply the knowledge practically in real-life scenarios.
1.To encourage students to explore different viewpoints on social interaction and cooperation. 2.To reinforce students'understanding of the quotes and encourage practical application. 3.To improve students'confidence and expression abilities in cross-cultural communication.
4.To master and apply the key language points correctly. Step 5　Language Points Explain the key vocabulary, phrases and the attributive clause(定语从句) related to getting along with others. Key Phrases: get along with, agree with　 Step 6　Exercise Complete sentence transformation, fill-in-the-blank and translation exercises to reinforce the language points covered. Assess students' proficiency in using new vocabulary and grammatical structures correctly in sentences. Evaluate students' accuracy in completing exercises and translating sentences, ensuring correct application of language points.　
1.To ensure students can accurately use newly introduced vocabulary and grammatical structures. 2.To consolidate students'grasp of the lesson material through practical exercises.
Homework Basic homework: Review and write the phrases and quotes you have learnt. Practical homework: Tell your parents the quotes you have learnt today and analyse their meanings. Extended homework: Try to search more ways of getting along with others on the internet.
　　　　　　　　　　　　　　　　　　　　　　　　




Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　　
What: The text is about a story titled “Six chi away, but closer together”, which involves two local families in Tongcheng during the Qing Dynasty having a dispute over the dividing line between their houses. They couldn t reach agreement, and one family wrote to a high official for advice. The official replied with a poem inside the letter. After reading it, the family was ashamed and moved the wall back three chi.
Why: The author s intention is to teach language skills (reading comprehension and writing) through an engaging and culturally rich story. Overall, the text aims to provide a comprehensive language learning experience that combines cultural knowledge, moral education, and practical language skills.
How: The text uses a combination of visual elements (pictures), a narrative story, and various interactive tasks. The story is presented in a clear and structured manner, followed by comprehension questions to test the understanding.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get the main idea of the story “Six chi away, but closer together” by analysing the pictures.
2.comprehend the traditional cultural values in the story, enhance cultural confidence, spread traditional Chinese culture, and practise it in life.
3.develop critical and creative thinking, and learn how to write a story about the understanding between people.
4.learn the new words and phrases such as “whenever” and “reach agreement”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To get the main idea of the story“Six chi away, but closer together”by　 analysing the pictures.　 Step 1　Pre-reading Observe pictures and match them with related vocabulary and expressions such as“reach agreement”“argue over”“dividing line”and“give up”. Check if students can effectively connect visual cues with provided expressions, such as“reach agreement”.
To deepen students comprehension of key phrases and concepts, preparing them for recognising and using these phrases in context.
2.To comprehend the traditional cultural values in the story, enhance cultural confidence, spread traditional Chinese culture, and practise it in life. Step 2　While-reading 1.Scanning Read the story about Liuchixiang (Six-chi Lane) in Tongcheng, Anhui, focusing on its historical background, characters (the Zhangs and the Wus), and the conflict resolution. 2.Careful Reading Identify key details such as when the story took place (the Qing Dynasty), what the families argued over (the dividing line between houses), and how they resolved their dispute. Check if students can find specific details of the story correctly. Measure students' comprehension of the text, and observe their understanding of the themes of tolerance and kindness.
To develop students'reading comprehension skills and their ability to extract and summarise key information from a text, while highlighting the themes of tolerance and kindness.
3.To develop critical and creative think-ing, and learn how to write a story about the understanding between people. Step 3　Post-reading 1.Retell the story based on the information in the chart. 2.Answer the questions. 3.Writing task: Ask students to write a short story about understanding between people using the provided chart to plan the structure of their story. Assess whether students can effectively retell the story based on the provided infor-mation. Check if they fully understand the theme of the story by answering questions and writing stories.
To enhance students understanding and memory of textual details and improve critical thinking skills and writing skills.
4.To learn the new words and phrases such as“whenever”and“reach agree ment”, and use them in context. Step 4　Language Points Learn the meanings and usage of key vocabulary and phrases such as“argue over”“reach agreement”“after reading it”and“whenever”. Step 5　Exercise Complete the fill-in-the-blank, sentence transformation and translation exercises to reinforce the language points covered. Assess students' performance in various contextual exercises, effectively reflecting the enhancement of their linguistic accuracy and versatility. Measure students perform-ance in completing the exercises accurately and their ability to apply the language points they have learnt.
Apply the language points they have learnt in the lesson through practical exercises, ensuring that students can use the vocabulary and grammatical structures accurately and confidently.
Homework Basic homework: Read and remember the new words and sentences in this lesson. Practical homework: Create an English-language hand-copy newspaper inspired by the story“Six chi away, but closer together”. Extended homework: Make a video about traditional Chinese architecture.
　　　　　　　　　　　　　　　　　　　　　　　　


Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about creating a guide for getting along with others. It includes steps such as working in groups, listing common problems in getting along with others, thinking about possible solutions, and then taking a group vote to decide on one problem to focus on. It provides an outline to create the guide, including an introduction stating the importance of getting along with others, a body describing one common problem and explaining solutions to the problem, and a conclusion mentioning how good relationships can change your life.
Why: The author s intention is to help students develop skills in interpersonal communication and relationship building. By focusing on common problems and solutions, it encourages students to think critically and understand others. Overall, the text aims to foster positive social skills and help students better understand how to get along with others in various contexts.
How: The text uses a structured and practical approach. It starts with group work to engage students and generate ideas. The outline for the guide provides a clear framework and useful language tips and expressions. The language is simple and instructional, suitable for language learners.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know how to create a guide for getting along with others by following the given outline and using relevant language.
2.use the unit s vocabulary and the present perfect tense to describe relationship problems and solutions, and apply knowledge and skills in creating relationship guides to real-life situations.
3.reflect on how to get along with others through discussing and telling stories, and apply skills in other scenarios.
4.learn the new phrases and expressions such as “improve” and “step back”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know how to create a guide for getting along with others by following the given outline and using relevant language. Step 1　Lead-in Watch a video about“What makes a good friend ”. Step 2　Preparation A. Identify the Problem Have a group discussion and list common problems in getting along with others and their possible solutions. B.Gather Information Collect details about the specific situation of the problem, its impact scope, and potential solutions. C.Language Preparation Review and prepare the vocabulary and expressions related to interpersonal relationships, such as“It makes me feel…”“the cooperation with others”and“face difficulties together”. Evaluate whether students can actively discuss and identify the key elements of building good relationships with others. Assess students' effectiveness in identifying problems, gathering information, preparing vocabulary, and ensuring readiness to collaboratively create a guide for improving relationships.
1.To spark students' reflection on the qualities of a good friendship and encourage them to consider their own ways of interacting with friends, thereby preparing them to create a guide for getting along with others. 2.Identify specific problems in getting along with others, gather relevant information, and prepare appropriate language materials, thus fully preparing students to create an effective communication guide.
2.To use the unit s vocabulary and the present perfect tense to describe relationship problems and solutions, and apply knowledge and skills in creating relation-ship guides to real-life situations. Step 3　Process Create a guide. Use the collected information to design a guide, including: 1.Introduction Section. (Stating the importance of getting along with others) 2.Body Section. (Describing one common problem and explaining solutions to the problem) 3.Conclusion Section. (Mentioning how good relationships can change your life)　 Step 4　Presentation 1.Practise and present your guide to the class. After thorough practice within their groups, students present their carefully prepared guides for getting along with others to the entire class. 2.Vote on the best three guides and the best three presentations. Assess students' ability to transform the collected information into well-organised sections of the guide. Observe students ability to clearly articulate their ideas, demonstrate effective team-work, and engage and interact with the audience.
1.To enable students to transform the collected information into a well-structured guide that clearly communicates the importance of getting along with others, providing detailed descriptions of common problems and their solutions. 2.To highlight how positive relationships can significantly improve one's life, thereby equipping students with practical tools and insights for fostering better social interaction. 3.To enable students to confidently present their guides for getting along with others, focusing on the importance of positive relationships and a common problem with its solutions.
3.To reflect on how to get along with others through discussing and telling stories, and apply skills in other scenarios. Step 5　Reflection 1.Knowledge gained. Gain a deeper understanding of the importance of getting along with others and learn how to use relevant vocabulary and expressions to discuss relationships. 2.Areas for improvement. Further improve their accuracy in using specific vocabulary or grammatical structures to more effectively convey ideas about interpersonal relationships. Evaluate students' progress in understanding and discussing interpersonal relationships, noting both the improvements made and the areas that still need to improve.
To help students reflect on their understanding of relationship importance and vocabulary usage, identifying ways to improve accuracy in using specific language to better express ideas about interpersonal relationships.
4.To learn the new phrases and expres-sions such as “improve” and“step back”, and use them in context. Step 6　Language Points Teach phrases such as“get along with”“step back”and“improve”. Step 7　Exercise Complete the fill-in-the-blank exercises and reading comprehension questions. (详见课件资源) Check if students can use words, phrases and sentence structures accurately in context.
To reinforce knowledge and ensure students can correctly apply newly learned vocabulary and grammar in various contexts.
Homework Basic homework: Listen and repeat the words and sentences of this lesson. Practical homework: Suppose you are the class monitor, write a few paragraphs to encourage your classmates to get along well with each other. Extended homework: Search for more information about“getting along with others”, and share it with your classmates.
　　　　　　　　　　　　　　　　　　　　　　　　　

Developing ideas—Listening and speaking
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about dealing with fears and social interaction related to roller coasters. It includes a picture of people at an event with a focus on a girl who might have a fear, an introduction to common fears and their impact on personal relationships, listening exercises to understand a conversation among friends about going on a roller coaster, tasks to complete the students thoughts and feelings about the roller coaster, and activities to practise offering comfort and expressing thoughts in different situations.
Why: The author s intention is to help students improve their listening and communication skills while addressing a common theme—fears and social interaction. By using the context of the roller coaster, it makes the learning more engaging and relevant to students'lives. The focus on offering comfort and expressing thoughts aims to develop students interpersonal skills and empathy.
How: The text uses a combination of visual elements (pictures), listening materials (conversations), and written exercises to engage students. It starts with a visual prompt to stimulate discussion about fears, followed by listening tasks to enhance comprehension skills. The exercises are structured to build on each other, from understanding the main idea of the conversation to analysing characters thoughts and feelings, and finally to practising communication skills in pairs.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know some fears people have and understand their worry.
2.talk about the situation someone faces.
3.express their thoughts and offer comfort to their families and friends in real life.
4.learn the key language points and structures of the text, and apply them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know some fears people have and understand their worry. Step 1　Lead-in Observe the picture and answer questions about people's feelings. For example, what are the girls on the left doing How do they feel Step 2　Pre-listening Discuss different types of fears (such as a fear of heights and a fear of attending social events) and introduce characters (Tom, Paul and Linda). Observe students' responses to the questions to see if they understand the people's feelings. Watch students' performance in the prelistening phase and observe whether students can understand different kinds of fears.
1.To engage students by making them think about emotions and social interaction, setting a context for the upcoming listening activities. 2.To prepare students mentally for the listening task by discussing relevant vocabulary and themes, which will enhance their readiness and interest in the topic.
2.To talk about the situation someone faces. Step 3　While-listening 1.Listen to the conversation and choose the main idea among the given options. 2.Listen again to complete the students thoughts about the roller coaster and choose the correct feelings. 3.Listen to a conversation and complete the notes to understand the feelings further. Measure students' comprehension skills, check if they can get the key points, and observe if they understand the characters emotions.
To improve listening comprehension through repeated listening exercises, focusing on key details and emotional states expressed in the dialogue.
3.To express their thoughts and offer comfort to their families and friends in real life. Step 4　Post-listening Have a group discussion on how to handle situations where one feels afraid (e.g., a fear of heights). For example, you should tell your friends that you re afraid of heights. Measure students' creativity ability to express opinions, and insights into dealing with fears.
To foster peer interaction and encourage students to apply what they've learnt in real-life scenarios, promoting empathy and supportive communication.
4.To learn the key language points and structures of the text, and apply them in context. Step 5　Language Points Learn and practise language points such as“discuss”“find out”“feel like”and“be afraid of”. Step 6　Exercise Complete the blanks and sentences to master the key points. Assess students' mastery of key points, and make sure they can effectively use relevant vocabulary in discussions.
1.To reinforce students'ability to effectively use key language structures and phrases in written and spoken communication. 2.To reinforce key vocabulary and language points from the listening material, ensuring the accurate understanding and mastery of the main content and details.
Homework Basic homework: Listen and read the two listening conversations. Practical homework: Talk with your partner about the situation you face. Extended homework: Express your thoughts or offer comfort to your family or friends in your real life. Then share your experience in class.
　　　　　　　　　　　　　　　　　　　　　　　　




Understanding ideas—Reading
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about “The Selfish Giant” by Oscar Wilde. It includes an introduction to the story with a picture of the Giant and his garden, and a passage describing the events in the story such as the Giant's initial selfishness, the children playing in the garden, the Giant's reaction, and the subsequent changes in the garden's seasons. There are also comprehension questions and activities like choosing the message of the passage, completing a reading chart, and thinking and sharing questions related to the story.
Why: The author's intention is to enhance language skills through an engaging story. By presenting a well-known tale, it captures students'interest and provides a context to learn new words and grammar. The comprehension questions and activities aim to develop reading skills, encourage critical thinking, and promote discussion among students. Overall, the text combines language learning with literary appreciation and moral education.
How: The text uses a combination of narrative and instructional elements. It presents the story of “The Selfish Giant” in chronological order, interspersing with questions and activities to engage readers. The structure is organised with clear headings and sections, guiding readers through different aspects of the topic. For example, there are sections for reading comprehension, grammar rules, and discussion prompts. The language is relatively simple and clear, with useful expressions listed to assist in discussions. Visual aids, such as pictures, help students understand the context. The structure is sequential, guiding students from initial comprehension to in-depth discussion and reflection.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.describe a garden and its transformation using the lesson's vocabulary, and make reasonable predictions about a passage based on given keywords and the title.
2.discuss the reasons for the Giant's change of heart and the message of the story in English.
3.understand and use new words and expressions from the passage in context.
4.grasp the key language points such as “for a long time” “knock down” and “how 引导的感叹句”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To describe a garden and its transformation using the lesson's vocabulary, and make reasonable predictions about a passage based on given keywords and the title. Step 1　Pre-reading Look at the title and the picture. Then predict what the passage is about using the words such as“garden”“selfish”“play”“children”“angry”and“spring”. Observe if students can accurately describe details from the image and make reasonable predictions based on the title and given key words.
Use pictures and titles to predict information and prepare a mental framework for understanding the text.
2.To discuss the reasons for the Giant's change of heart and the message of the story in English. Step 2　While-reading 1.Scanning Ask students to scan the passage quickly to find key information and learn about the main idea. 2.Careful Reading Have students look through the reading chart and read the story again carefully. By completing the fill-in-the-blank exercises, students can deepen their understanding and memory of the story's details and organise the plot's development, thereby better grasping the story's plot and theme. 3.Think and Share Guide students to reflect on key themes and the Giant s changes in the story, encouraging critical thinking and deeper understanding of its moral message. Check students' answers to the questions to gain insight into their known and unknown information about“The Selfish Giant”based on the specific details they provide. Evaluate students' detailed understanding of the text, including vocabulary and grammatical structures. Observe if students can understand the characters and their emotional changes of the story.　
1.To develop students'skimming skills, enabling them to grasp the main points of a text efficiently, and thus improve their reading speed and comprehension. 2.To enhance students' close reading skills by guiding them to explore the text deeply, allowing them to grasp the author s emotions and thoughts.
3.To understand and use new words and expressions from the passage in context. Step 3　Post-reading Role-play the conversation. 1.Divide students into four groups. 2.Each group will choose one mind map to retell the story of“The Selfish Giant”.　 3.Assign roles within the groups (e.g., the Giant, a child, a bird, and a narrator). 4.Students should prepare a short dialogue based on their chosen mind maps, focusing on key events and emotional changes. During group discussions, observe whether students can accurately retell the story by using their chosen mind maps.
1.To develop students'storytelling and dramatization skills by encouraging them to step into the shoes of different characters. 2.To reinforce the understanding of the text through active engagement and creative expression.
4.To grasp the key language points such as“for a long time”“knock down”and“how引导的感叹句”, and use them in context. Step 4　Language Points Learn language points such as“for a long time”“knock down”and“how引导的感叹句”. Practise using these in context through example sentences. Step 5　Exercise Complete the fill in the blank and sentence transformation exercises to reinforce the language points covered. Measure students' ability to use new vocabulary and phrases correctly in context. Assess students' performance in completing the exercises and their ability to apply the language points they have learnt.
To reinforce the vocabulary and grammatical structures relevant to the topic, providing students with the necessary language tools to discuss and write about their experiences of sharing.
Homework Basic homework: Read and remember the new words and sentences in this lesson. Practical homework: Write a short article about the changes of the Giant. Extended homework: Draw a picture of the Giant's garden and simply introduce the scenery of the garden and the people's activities.
　　　　　　　　　　　　　　　　　　　　　　　　

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