资源简介

Understanding ideas—Reading
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the digital life and the problems one may encounter with digital technology. It uses a writer's personal experiences in the UK during the Christmas holiday as an example, including issues with shared bikes, digital payments, and food delivery apps. It also includes vocabulary related to digital technology, and poses questions to prompt students to think about the popularity of digital technology in China and the impact of digital technology on life. Additionally, there are grammar exercises and a pair-work activity about how digital technology makes life easier.
Why: The text aims to develop students' understanding of digital life, its benefits, and its limitations. By presenting related problems (e.g., payment failures), the text encourages students to reflect on how digital technology changes daily routines. Grammar exercises reinforce language skills while discussing questions prompts analysis of broader social trends (e.g., government support for digital technology development). The goal is to help students use digital tools rationally, appreciate their convenience, and recognise potential risks, fostering a balanced perspective on technology s role in modern life.
How: The text employs a narrative and interactive approach. It starts with an activity to talk about digital-related pictures, and then presents a story to illustrate the problems. The language is simple and easy to understand, which is suitable for students in the early stages of learning English. The use of questions, examples, and grammar exercises creates an interactive learning environment, encouraging students to think critically and make connections between the text and their own understanding of digital technology. The structure is organised, with each section introducing different aspects like problem-description, question-answering, grammar learning and discussion.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.describe the problems related to digital life in the UK as presented in the text, using relevant vocabulary and expressions.
2.analyse the reasons for the popularity of digital technology in China and share their thoughts simply in class.
3.understand the impact of digital technology on daily life and explore the convenience it brings.
4.grasp the key language points such as “feel like” “so…that” and “It takes…to do sth.”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To describe the problems related to digital life in the UK as presented in the text, using relevant vocabulary and expressions. Step 1　Lead-in 1.To recognise the connection between daily life and digital technology through the given statement and pictures. 2.To generate interest in the role of digital technology in daily life based on the initial introduction. Step 2　Pre-reading 1.Organise a Q & A activity by answering questions about digital devices and services shown in pictures. 2.Let students discuss the advantages of digital technology with classmates.　 3.Ask students to make predictions about the reading passage. Check if students can explain the connection between daily life and digital technology during the discussion. Observe students' level of engagement and ask for their thoughts to see if they show curiosity about the topic. Assess the logic and feasibility of students predictions about the passage.
1.To capture students' attention and prepare them for learning more about digital technology. 2.To build a vocabulary base for better understanding of the reading material. 3.To activate prior knowledge and make the reading more relevant. 4.To train students' prediction skills, which can enhance their reading comprehension.
2.To analyse the reasons for the popularity of digital technology in China and share their thoughts simply in class. Step 3　While-reading 1.Provide reading tips on skimming and scanning. Instruct students to read the passage quickly and choose a suitable title for it. 2.Ask the students to read the passage carefully again, focusing on key words, and complete a diagram about the writer's digital shock in the UK. 3.Ask the students to answer comprehension questions based on multiple readings of the passage,and make sure they know the reason that the technology makes life easier and that they can express their own opinions. Examine the completed diagrams to assess if students can extract and organise key information. Observe students' responses to the questions to see whether they understand the details of the passage. Observe students' use of key words to see if they can apply these words correctly.
1.To improve students'reading speed and accuracy in finding relevant information. 2.To help students understand the real-life scenarios related to digital technology. 3.To train students to organise and present information from the text. 4.To teach students a useful reading strategy that can be applied in future reading tasks.
3.To understand the impact of digital technology on daily life and explore the convenience it brings. Step 4　Post-reading 1.Participate in a“Think and share”discussion, and answer questions like“Why does the writer say that technology makes life more convenient in China ”and“Why do you think digital technology is so popular in China ”. 2.Create a poster about digital technology and present it to the class. 3.Analyse the wide use of digital technology from the perspectives of technology development and government plans. During group discussion, observe whether students can describe the digital life dialectically. Evaluate if students can make a poster and present it logically based on the topic.　
1.To develop students' critical thinking ability and communication skills. 2.To provide students with an opportunity to practise and improve their presentation skills. 3.To reinforce students'learning of vocabulary, grammar and language knowledge. 4.To train students to analyse complex topics, which is important for academic learning.
4.To grasp the key language points such as“feel like”“so…that”and“It takes…to do sth.”, and use them in context. Step 5　Language Points Teach relevant expressions and language points such as“feel like”“so…that”and“It takes…to do sth.”. Step 6　Exercise Guide students to complete exercises. Mark students' exercises and assess their understanding and application of vocabulary, grammar and language points.
Introduce key expressions and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Try to remember the important language points. Practical homework: Draw a mind map to retell the passage. Extended homework: Try to find more information about digital life and share it with your family.
　　　　　　　　　　　　　　　　　　　　　　








Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the comparison between the present and the past educational systems, with a background of the future school influenced by digital technology. It uses a science-fiction story about Margie's school experience to explore these differences between the two kinds of schools. It poses questions to prompt students to analyse the story, compare the schools and make predictions about future digital-influenced education. Additionally, it requires students to write a passage about people's digital life in 50 years.
Why: The text aims to make students aware of the impact of technological development on education and encourage them to think about the future of learning. By presenting a contrast between old and new educational models, it stimulates students' interest in the changes. Besides, through the writing task, the text aims to develop students writing skills and their ability to predict and analyse future trends. This also helps to instill values such as adaptability to technological changes and an open-minded approach to new educational concepts, emphasising the role of education in adapting to a digital-influenced world.
How: The text employs a narrative and question-based approach. It starts with a visual comparison task using pictures, and then presents a fictional passage. The language is simple and straightforward, which is suitable for students in the early stages of learning English. The use of questions, a reading passage, and a writing task creates an interactive learning environment. The structure is organised to first introduce the topic through pictures, and then provide a reading for analysis, followed by a question-answering task and a writing activity.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.analyse the differences between the schools in the past and in the future as described in the text, using relevant details from the story.
2.summarise the plot and key points of the story about Margie's experience, and understand the influence of technological development on education and explore the possible changes in future learning environments.
3.learn how to write a short passage to describe people's digital life in 50 years.
4.learn the new sentence patterns and structures, and use them in the context.
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To analyse the differences between the schools in the past and in the future as described in the text, using relevant details from the story. Step 1　Pre-reading 1.Show students two pictures representing the schools in the past and in the future. Ask students to compare them by using words like “book”“screen”“teacher”“classroom”“people”and“machine”. 2.Let students describe the differences in how students study and who their teachers are in each school. Check if students can accurately explain differences between the past and future schools. Evaluate if students can connect technological changes to educational models in their discussion.
1.To engage students in the topic of digital education and activate prior knowledge. 2.To set up a scenario for the reading and writing tasks by highlighting technological shifts in schools.
2.To summarise the plot and key points of the story about Margie s experience, and understand the influence of technological development on education and explore the possible changes in future learning environments. Step 2　While-reading 1.Have students read the story“The fun they had”. Ask them who teaches Margie and other questions. 2.Guide students to complete a table about the real book and the schools described in the story. 3.Pose questions like“How might Margie feel when she saw a ‘real book’ ”and“Were the children familiar with‘real books’ How can you tall ” 4.Organise a“Think and share”activity where students discuss if they want to go to a school like Margie s and what they think schools will be like in 50 years. Assess if students can correctly answer questions about the story. Evaluate if students can accurately extract and organise key details in the table. Check if students can express rational opinions about school models and future predictions.
1.To develop students' reading comprehension and information extraction skills. 2.To encourage students' critical thinking about technology's role in education. 3.To prepare students for the writing task by analysing fictional and real-world education models.
3.To learn how to write a short passage to describe people s digital life in 50 years. Step 3　Post-reading 1.Present a chart to help students organise their ideas for writing. The chart includes an opening about whether life will be more digital in 50 years, a body about how digital life will be and an ending about whether the change will be good or bad for people in the future. 2.Instruct students to write a passage with the help of the chart. 3.Provide a checklist for students to check their writing, including aspects like describing some parts of digital life in the future, using the words and expressions from the reading passage, and giving an opinion about digital life in the future. Evaluate if students can effectively use the chart to organise their ideas. Assess if the written passage meets the checklist criteria (structure, vocabulary use and grammar).　 Check if students can apply grammar concepts like exclamation sentences and object clauses correctly.
1.To teach students structured writing and idea organisation. 2.To help students reinforce the vocabulary and grammar in a creative writing context. 3.To develop students'self-editing skills.
4.To learn the new sentence patterns and structures, and use them in the context. Step 4　Language Points Teach students relevant expressions and sentence patterns. Step 5　Exercise Guide students to complete exercises. (详见课件资源) Evaluate if students can complete exercises accurately, ensuring they master the vocabulary and grammar in the unit. Assess if students can reflect on their learning and identify areas they need to improve.
1.To help students reinforce the grammar and vocabulary learnt in the unit. 2.To provide opportunities for students to make self-assessment.
Homework Basic homework: Polish your writing and share it with your best friend. Practical homework: Share your writing online and express your opinion about digital life with your online friends. Extended homework: Surf the internet to find out more possible changes in the future life and share them in the next class.
　　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Grammar
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on grammar rules related to verb patterns, specifically the use of the infinitive and base verb forms as object complements. It includes examples like “ask sb to do sth” and “let sb do sth” in the context of digital life, such as “I asked the shopkeeper to show the QR code, but she didn t understand!” and “The technology there lets me live a more convenient life!”. The content also features exercises to practise these structures, including gap-filling tasks and collaborative discussions.
Why: The text aims to teach students to use verb patterns accurately in the context of digital life. By linking grammar with real-world situations(e.g., ordering food via apps and using shared bikes), the text makes abstract rules clearer and practical. Exercises and discussions encourage students to apply grammar in meaningful ways, fostering students' both linguistic competence and critical thinking about technology in daily routines. The topic of digital life also has connections with other unit themes, ensuring students to learn coherently.
How: The text employs an instructional and practice-based approach. It begins by presenting example sentences and asking students to summarise grammar rules, which is a direct way of learning. The language used in the text is simple and direct, making it suitable for students in the early stages of learning English. The structure is organised in a way that first introduces the grammar-related task, then provides sentences for analysis, and finally offers practical exercises. This part encourages students to actively engage with the material and develop their grammar skills in the context of digital-related vocabulary.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify and use the infinitive in a song-filling activity.
2.summarise the grammar rules demonstrated in sentences about digital experiences, using the given examples as a guide.
3.understand how digital technology affects daily life and explore the ways that help them connect with others and learn new things.
4.identify correct words and structures and use them in sentences related to digital technology accurately.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify and use the infinitive in a song-filling activity. Step 1　Lead-in 1.Listen to and enjoy a song, and then fill in the blanks with the correct forms of verbs(infinitives). 2.Have a brief discussion about the role of the infinitive in the song lyrics (e.g.,“Love how you refuse to cry”). Check students' answers in the song-filling task to observe whether they can correctly identify and use the infinitive as object complement.　
1.To engage students in an enjoyable activity that introduces the“verb+object+object complement”structure in a fun way. 2.To reduce the fear and stress associated with grammar learning by using a familiar musical context.
2.To summarise the grammar rules demonstrated in sentences about digital experiences, using the given examples as a guide. Step 2　Grammar Focus 1.Present examples of sentences with infinitives, such as“I asked the shopkeeper to show the QR code, but she didn t understand!”and“The technology there lets me live a more convenient life!”. Analyse the role of the infinitive in the two sentences. 2.Teach memory technique for verbs followed by the infinitive (e.g.,三个希望:hope, wish, want;两个答应:agree, promise) and those taking a bare infinitive (e.g.,一感:feel;二听:listen to, hear). 3.Provide exercises like circling the correct words and completing a post with the correct form of words in the box to practise using infinitives. Check students'answers in the exercises to evaluate their understanding of the infinitive, and see if they can distinguish between the correct and incorrect forms of infinitives. Listen to students' explanations when discussing the sentences with infinitives to ensure they understand the grammar rules. Analyse students' posts to assess their ability to apply the grammar rules in a more extended context.
1.To build a solid foundation of the“verb+object+object complement”structure for accurate language usage. 2.To make grammar rules easier to remember by using memory technique. 3.To reinforce learning through practical exercises in different sentence structures.
3.To understand how digital technology affects daily life and explore the ways that help them connect with others and learn new things. Step 3　Production 1.Ask students to work in pairs to discuss digital technology using provided expressions with the“verb+object+object complement”structure (e.g.,“Digital technology has made me live a convenient life.”). 2.Ask students to create and present posters about digital life, evaluated on creativity, language correctness (including accurate use of object complements), and confidence. Observe pair discussions to check if students can use the 　　“verb+object+object complement”structure correctly. Evaluate posters and presentations based on a topic for language correctness, creativity, and confidence, with a focus on accurate use of object complements.
1.To connect grammar learning to real-world contexts, making it more meaningful. 2.To provide opportunities for students to practise and improve presentation skills while reinforcing the target grammar structure.
4.To identify correct words and structures and use them in sentences related to digital technology accurately. Step 4　Language Points Teach relevant expressions and language points. Step 5　Exercise Guide students to complete exercises. (详见课件资源) Mark students'exercises to assess understanding and application of the“verb+object+object complement”structure and related vocabulary.
To comprehensively reinforce the“verb+object+object complement”structure and vocabulary through diverse tasks.
Homework Basic homework: Make five sentences with the infinitive as object complement. Practical homework: Write a short English passage of 80—100 words titled“A New Adventure in the Digital Fantasy Realm”. Extended homework: Make a handwritten newspaper about the combination of the digital fantasy realm and English learning, and write the content in English.
　　　　　　　　　　　　　　　　　　　　　　　　







Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the topic of digital life, specifically focusing on whether it is good or bad for us. It presents a debate based activity where students are required to work in groups, choose a side, search for more ideas about digital life and think of its advantages and disadvantages in various aspects like communication, learning, safety, health and etc. They then organise their thoughts using an outline and hold a debate in class. Additionally, there is a reflection section for students to assess their understanding of digital technology.
Why: The text aims to help students develop critical thinking skills by analysing the pros and cons of digital life. By engaging in the debate, students are encouraged to think deeply about the impact of digital technology on different aspects of their life. Besides, through group work and the debate, the text also aims to improve students'communication skills, such as expressing opinions, listening to others and arguing logically. It also promotes a balanced view of digital technology, teaching students to use it wisely, which reflects values like informed decision-making and a rational attitude towards technological advancements.
How: The text employs a task-based and interactive approach. It starts by presenting the debate topic and guiding students through the steps of preparing for the debate, including idea-gathering, organisation, and practice. The language used is simple and practical, making it accessible to students in the early stages of learning English. The use of an outline, group work, and a debate format creates an interactive learning environment. The structure is organised to first introduce the debate task, then provide guidance on how to prepare, and finally encourage in-class practice and reflection.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.debate whether digital life is good or bad for people, using relevant arguments and personal experiences.
2.present their opinions on digital life clearly to the whole class during the debate.
3.understand the various impacts of digital life on different aspects of our life and explore the proper attitude towards digital technology.
4.learn the new phrases and expressions such as “there be”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To debate whether digital life is good or bad for people, using relevant arguments and personal experiences. Step 1　Lead-in 1.Ask students to watch a debate clip and discuss its structure. 2.Ask students to work in groups to choose an opinion (pro or con of digital life) and brainstorm reasons based on given aspects. Observe if students can identify key elements of a debate. Check if groups can clearly express their opinions and provide relevant reasons using vocabulary like“digital payment”or“social media”.
1.To engage students in the topic and activate prior knowledge about digital life. 2.To prepare students for the debate task by familiarising them with debate formats and structures.
2.To present their opinions on digital life clearly to the whole class during the debate. Step 2　Presentation 1.Let students research and discuss digital life s impacts in groups. 2.Let students follow the debate outline to structure arguments, including opening statements, supporting examples and conclusions. 3.Let students practise debates in class, using expressions like“In our opinion…”or“We believe that…”. Assess if groups can list pros and cons with examples (e.g.,“Fitness apps improve health”vs.“False news spreads quickly”). Evaluate if students can follow the outline and use target expressions during debates. Observe if students listen actively and communicate correctly during debates.
1.To deepen students'understanding of the dual impacts of digital life. 2.To develop students'critical thinking and communication skills. 3.To provide students with a structured framework for organising and delivering arguments.
3.To understand the various impacts of digital life on different aspects of our life and explore the proper attitude towards digital technology. Step 3　Production 1.Ask students to design a poster highlighting the pros and cons of digital life, evaluated on creativity and language correctness. 2.Ask students to complete a self-reflection checklist by using the vocabulary and grammar in this unit. Observe if students can make a poster about digital life creatively and logically. Check if students can identify strengths and weaknesses in their learning through self-reflection.
1.To reinforce students' vocabulary and grammar by making a poster. 2.To promote students'self-assessment skills. 3.To apply the knowledge learnt in class to real-life context and evaluate overall understanding.
4.To learn the new phrases and expressions such as“there be”, and use them in context. Step 4　Language Points Teach students expressions and language points such as“there be”. Step 5　Exercise Guide students to complete exercises such as translation, fill-in-the-blank and reading comprehension. (详见课件资源) Assess exercises for correct grammar application (e.g.,“Digital technology has made life easier by allowing…”).
To introduce key expressions, and then guide students to practise these expressions through exercises to reinforce their understanding and application.
Homework Basic homework: Review the key words and phrases about digital technology in this unit. Practical homework: Role-play with a partner and have a Q & A session on what digital life has brought you. Extended homework: Search for more information about new digital technologies and share it in class.
　　　　　　　　　　　　　　　　　　　　　　　　
Starting out
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is about digital life, presenting pictures and questions centred on it. It includes inquiries like facts about the digital world and elements in pictures that show people s digital life, along with self-assessment on personal digital involvement.
Why: The author intends to help students learn more about digital life. By showing pictures and posing questions, it stimulates students observation and reaction abilities on digital life. It aims to make students recognise digital life elements, assess their own habits of using digital devices, and arouse awareness of the influence of digital life in their daily experiences.
How: The text adopts a combination of pictures and questions. The pictures visually display digital life scenes (e.g., mobile payment and shared bikes). Questions are direct, aiming to drive students to observe, analyse and reflect. Language is simple and accessible. This part arranges “Look at the picture and answer the questions.” tasks, first exploring general digital world knowledge, and then focusing on detailed descriptions of digital life.
　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.discuss some aspects of the digital world based on the given pictures and context and use relevant vocabulary and expressions.
2.identify and describe digital devices, and answer the questions related to the digital-themed pictures clearly and coherently in English.
3.understand the potential impact of digital technology as implied by the content, and start to explore the role of digital elements in modern life.
4.learn and apply the key language points correctly.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To discuss some aspects of the digital world based on the given pictures and context and use relevant vocabulary and expressions. Step 1　Lead-in 1.Look at the picture about the digital world and answer questions like“What facts do you know about the digital world ”and“Which fact interests you most ”. 2.Have a quiz about digital life with examples like AI, online shopping, and driverless cars. Assess the level of students enthusiasm and the quality of their contributions during the discussion. Check if they can use appropriate vocabulary to describe digital-related facts.
1.To engage students in the learning process from the beginning and make them interested in the digital world. 2.To help students build connections between their existing knowledge and the new topic, laying a foundation for further learning.
2.To identify and describe digital devices, and answer the questions related to the digitalthemed pictures clearly and coherently in English. Step 2　Presentation 1.Look at pictures of digital devices and describe what can be seen. 2.Think about and explain the concept of digital life. Listen to the teacher's explanation and examples for better understanding. 3.Answer questions like“Which part of the digital life interests you most ”and“Do you love digital life Why ”and share opinions with the class. Observe whether students can describe digital devices correctly. Check students' explanations of digital life to see if they can understand the concept. Assess the clarity and logic of students opinions on digital life.
1.To increase students' vocabulary related to the digital world, which is crucial for understanding and discussing digital life. 2.To help students form a clear concept of digital life. 3.To encourage students to think about the impact of digital life on their life and develop their communication skills.
3.To understand the potential impact of digital technology as implied by the content, and start to explore the role of digital elements in modern life. Step 3　Production 1.Imagine a new digital technology that can make life more digital, name it, and draw a simple picture to analyse it. 2.Present the idea to the class and it will be evaluated based on creativity, appropriate naming, clear explanation and confidence. Evaluate students' ideas and presentations according to the topic. Check if they can meet the requirements in terms of creativity, naming, explanation and confidence.
1.To cultivate students innovative thinking and imagination. 2.To provide students with an opportunity to practise and improve their presentation skills, which are beneficial to their future development.
(续表)
4.To learn and apply the key language points correctly. Step 4　Language Points Teach key language points and relevant expressions. Step 5　Exercise Complete vocabulary and translation exercises, such as filling in the blanks with the correct form of words and translating sentences between Chinese and English. Mark students'exercises to assess their understanding and application of vocabulary and language points related to digital technology.
To strengthen students'learning of vocabulary and language knowledge, and improve their language proficiency.
Homework Basic homework: Review and write the words you learn about digital life. Practical homework: Introduce the digital technology you imagine to your parents and ask for their suggestions. Extended homework: Try to search for others imagination of digital life on the internet.
　　　　　　　　　　　　　　　　　　　　　　　


Developing ideas—Listening and speaking
　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the usage of digital devices and the attitudes towards them within a family context. It uses a conversation-listening task and a letter to explore the different opinions between mother and son regarding phone usage. It poses questions to make students understand the characters thoughts and feelings, and also includes a pair-work activity about using digital devices wisely.
Why: The text aims to make students aware of the impact of digital devices on family relationships and daily life, and to encourage them to think about how to use these devices more wisely. By presenting different attitudes within a family, it prompts students to reflect on their own usage. Besides, through the pair-work and discussion, the text also aims to develop students communication skills and their understanding of the balance between digital life and real-life interactions. This also helps to instill values such as self-discipline in using digital devices and respect for family members' opinions, emphasising the importance of healthy family relationship in the digital age.
How: The text employs a listening-based and interactive approach. It starts with questions related to what people are doing with digital devices and progresses to listening tasks. The language is simple and easy to understand, which is suitable for students in the early stages of learning English. The use of listening tasks, questions and pair-work creates an interactive learning atmosphere. The text is structured to first introduce the topic, and then provide listening materials, followed by discussion-based activities.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.discuss the attitudes towards digital device usage between family members, using relevant vocabulary and expressions.
2.describe the thoughts and feelings of characters in a conversation about digital devices simply in class.
3.understand the impact of digital devices on family life and explore ways to use them wisely.
4.express their own opinions on using digital devices critically.
5.learn the key language points and structures of the text and apply them in context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To discuss the attitudes towards digital device usage between family members, using relevant vocabulary and expressions. Step 1　Lead-in 1.Show pictures of people using digital devices and ask students what they are doing, what the devices are, what apps can be seen, and what can be done with a smartphone. 2.Present a list of basic necessities of life (food, transport, clothes, studying, housing, social contact, entertainment) and connect them to the use of smartphones. Check if students can correctly identify devices and apps, and describe their functions. Evaluate if students can connect smartphones to different life aspects in discussion.
1.To engage students in the topic and activate prior knowledge about digital devices. 2.To set up a scenario for the listening task by connecting technology to real-life use.
2.To describe the thoughts and feelings of characters in a conversation about digital devices simply in class. Step 2　Pre-listening 1.Pose the question“What may happen if we spend too much time on digital devices ”and let students discuss and share their ideas. 2.Show pictures related to problems that digital devices bring and ask students to guess the kind of problem that Timmy might have. Evaluate the quality and relevance of their ideas, such as whether they can mention health problems, digital addiction, or social barriers. Assess students' predictions about Timmy s problem to see if they can use the given context to make reasonable guesses.
1.To raise students' awareness of the problem of excessive use of digital devices. 2.To prepare students for the listening task by activating critical thinking and prediction skills.
3.To understand the impact of digital devices on family life and explore ways to use them wisely. Step 3　While-listening 1.Play the conversation and ask students to answer questions about the characters attitudes, like how Timmy s mum feels about his phone use and how Timmy feels about his mum trying to take his phone away. Provide some tips on listening for attitudes. 2.Let students listen again to fill in the blanks in a letter. Offer tips on grasping and writing down key words. 3.Organise group discussions on Timmy's problem and his mother s solution. 4.Have students complete a table while listening and then discuss how the characters describe their thoughts and feelings, along with learning tips on expressing thoughts and feelings. Check if students can correctly answer attitude-based questions by using listening strategies. Evaluate if students can accurately fill in the letter/table with key details. Assess if students can describe thoughts or feelings by using phrases like“in my opinion”during the discussion.
1.To develop listening skills(e.g., inferring attitudes and taking notes). 2.To deepen understanding of digital addiction and its consequences. 3.To practise expressing opinions and analysing solutions.
4.To express their own opinions on using digital devices critically. Step 4　Post-listening 1.Make students work in pairs to write some information about a chosen digital device, including basic information, functions, advantages, disadvantages, and ways to use it. 2.Ask students to make a conversation in pairs about the digital devices they use and discuss their advantages and disadvantages. And then share their thoughts and feelings, and whether they should always use them. 3.Guide students to think critically about how to use digital devices wisely and write down their ideas. Evaluate students' written information about digital devices. Check if they can organise their thoughts clearly and use correct language. Observe students' conversations. Assess their language fluency, ability to discuss advantages and disadvantages, and express thoughts and feelings. Read students'ideas to see if they can analyse the issue of digital device use rationally.
5.To learn the key language points and structures of the text and apply them in context. Step 5　Language Points Teach relevant expressions and language points. Step 6　Exercise Guide students to complete exercises. Mark students' exercises to assess their understanding and application of language points.
1.To reinforce students vocabulary and grammar through writing and speaking. 2.To encourage students critical thinking about balancing digital use. 3.To apply listening insights to real-life scenarios.
Homework Basic homework: Listen and read the two listening conversations. Practical homework: Talk about how to use the computer wisely with your partner. Extended homework: Choose a digital device, and think about how to use it wisely. Then share your ideas in class.
　　　　　　　　　　　　　　　　　　　　　　　　

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