资源简介

(共27张PPT)
Unit 3 Growing Up
第4课时
Section B 1a—1f
Activity 1: Lead-in
Think about a time you failed or made a mistake, and how you adjusted your attitude. Then share your experiences in class.
Last week, I messed up my group presentation by forgetting my notes. I panicked at first, but I took a deep breath and spoke from memory. After that, I started practicing with cue cards so I wouldn’t freeze up again.
I failed a math quiz last month. I was upset, but I asked my teacher for extra practice problems. It helped me get the topic right, and now I feel way more confident.
Activity 1: Lead-in
Think about how to stay positive and then share your ideas in class.
I stay positive by listening to upbeat music when I’m stressed—it instantly lifts my mood. I also focus on small wins, like finishing homework early.
When I feel down, I do a 5-minute dance break or chat with my friend. It’s silly, but it works! I also remind myself bad days don’t last forever.
Activity 2: Read and match
Read the idioms. Do you know their meanings
1. a light heart/a heavy heart
2. feel blue/feel on top of the world
3. have a long face/be all smiles
4. in low spirits/in high spirits
心情轻松、无忧无虑
心情沉重、悲伤
感到沮丧、闷闷不乐
感到无比开心、得意
愁眉苦脸、一脸不高兴
满面笑容、喜气洋洋
情绪低落、没精打采
兴高采烈、兴致勃勃
Activity 2: Read and match
Identify which idioms are positive and which are negative.
A. a light heart
B. a heavy heart
C. feel blue
D. feel on top of the world
E. have a long face
F. be all smiles
G. in low spirits
H. in high spirits
Positive
Negative
A
B
C
D
E
F
G
H
Activity 3: Share and explain
Share emotional idioms that you’ve learnt outside class. Try to explain them in English or act them out.
on cloud nine
It means to be extremely happy and excited about something great that happened.
When I won the school speech contest, I was on cloud nine for the whole weekend.
butterflies in my stomach
It describes the nervous, fluttery feeling you get in your stomach before
doing something important or scary.
I always have butterflies in my stomach right before a basketball game starts.
see red
To suddenly become very angry, like you can almost see red in front of your eyes.
My mom saw red when she found out I forgot to clean my room again.
Activity 4: Look, think and describe
Think about the issues that should be paid attention to during the game.
Issues to pay attention to during a basketball game
Teamwork: Players need to pass the ball and communicate well
instead of trying to score alone.
Fair play: Follow the rules, avoid fouls, and respect the referee’s
decisions.
Sportsmanship: Congratulate the opposing team if they win, and
encourage teammates even when things go wrong.
Staying calm: Don’t get angry or frustrated when you miss a shot
or make a mistake—focus on the next play.
Activity 4: Look, think and describe
Try to describe how people might be feeling and why. Use any words or phrases you already know about emotions!
After I missed the game-winning layup, I had a long face and felt blue for the rest of the night. I went home with a heavy heart, thinking I’d let the whole team down. My teammates tried to cheer me up, but I was in low spirits for days.
When our point guard made the three-pointer at the buzzer, we were on cloud nine! We were all smiles and hugging each other—some guys even started crying happy tears. The coach was on top of the world too, yelling and high-fiving everyone.
Activity 5: Read and complete
Read the story. What mistake did Matt make at the basketball game
You can’t win Them All
When the bell rang, Matt entered the classroom with a heavy heart. “Hey, Matt,” his best friend Tom greeted him. He and Tom were in the school’s basketball team. “Why the long face Are you still feeling blue about Saturday night’s game ” Tom asked.
“Of course I am,” Matt said quietly. He didn’t dare to look at Tom as he spoke. “I’m really sorry about letting everybody down. The other team got those points because of me.”
“Don’t be too hard on yourself!” Tom said. “Although you pushed their player, it was just an accident. Everyone knows that!”
Tom was a good friend. But Matt knew the referee didn’t share Tom’s opinion. When the referee saw Matt push another player, he gave the other team two free throws. Matt was as shocked as anyone else when the accident happened, but it was too late. He couldn’t take it back.
“I guess we have to respect his decision,” Matt said after a while. “But we had a good chance to win until I made that mistake. Why wasn’t I more careful ”
Activity 5: Read and complete
Read the story. What mistake did Matt make at the basketball game
“Listen, Matt,” said Tom, “try to look on the bright side. The other team is the best in our area, but our scores were really close. I’m proud of us, and I know our coach and everyone else in our school are as well.”
Matt felt a bit better. “Thanks, Tom. I guess it’s just hard to lose.”
“Hey, you can’t win them all,” said Tom. “It’s more important to learn from your mistakes so that you don’t repeat them in future. We’ll keep working together as a team. One for all, and all for one, right ”
“You’re right. If we pull together, we should win next time,” Matt smiled.
He was lucky to have a friend like Tom!
Can you analyze the plot development
Matt pushed another player by accident during the game, so the other team got two free throws and went on to win the game.
Activity 5: Read and complete
Read the story again. Complete the problems and solutions.
hard
two free throws
respect
careful
proud
lose
together as a team
1. How did Tom know that Matt was sad when he saw him
2. Why did Tom feel proud of their team even though they lost
Activity 6: Read, answer and check
Read again and answer the questions.
Tom knew that Matt was sad because Matt had a long face.
Tom felt proud of their team even though the they lost because the
other team is the best in the area, but their scores were very close
3. What did Tom say to make Matt feel better
Tom made Matt feel better by telling him to look on the bright
side and that he, their coach, and everyone else in their school
were proud of the team
4. What can you learn from Matt’s story
Activity 6: Read, answer and check
Read again and answer the questions.
We can’t win all the time, so we shouldn’t be too hard on
ourselves when we make mistakes. It’s important to learn from
errors, stay positive, and rely on teamwork and friends to get
through tough times.
free throw（罚球）
push （推）
Activity 7: Read, analyze and summarize
Reread the story and underline the sentences that reflect Matt’s emotional changes.
You can’t win Them All
When the bell rang, Matt entered the classroom with a heavy heart. “Hey, Matt,” his best friend Tom greeted him. He and Tom were in the school’s basketball team. “Why the long face Are you still feeling blue about Saturday night’s game ” Tom asked.
“Of course I am,” Matt said quietly. He didn’t dare to look at Tom as he spoke. “I’m really sorry about letting everybody down. The other team got those points because of me.”
“Don’t be too hard on yourself!” Tom said. “Although you pushed their player, it was just an accident. Everyone knows that!”
Tom was a good friend. But Matt knew the referee didn’t share Tom’s opinion. When the referee saw Matt push another player, he gave the other team two free throws. Matt was as shocked as anyone else when the accident happened, but it was too late. He couldn’t take it back.
“I guess we have to respect his decision,” Matt said after a while. “But we had a good chance to win until I made that mistake. Why wasn’t I more careful ”
Activity 7: Read, analyze and summarize
Reread the story and underline the sentences that reflect Matt’s emotional changes.
“Listen, Matt,” said Tom, “try to look on the bright side. The other team is the best in our area, but our scores were really close. I’m proud of us, and I know our coach and everyone else in our school are as well.”
Matt felt a bit better. “Thanks, Tom. I guess it’s just hard to lose.”
“Hey, you can’t win them all,” said Tom. “It’s more important to learn from your mistakes so that you don’t repeat them in future. We’ll keep working together as a team. One for all, and all for one, right ”
“You’re right. If we pull together, we should win next time,” Matt smiled.
He was lucky to have a friend like Tom!
Work in groups to analyze the reasons for each emotional change and Tom’s role in communication.
Activity 7: Read, analyze and summarize
Summarize the ways to comfort others based on Tom’s responses.
Activity 7: Read, analyze and summarize
Ways to Comfort Others
Initiate care and listen first: Notice the other person’s mood and ask open questions to let them
share their feelings.
Empathize and reduce pressure: Instead of judging, validate their feelings by saying things like
“Don’t be too hard on yourself ” to help them let go of guilt.
Guide to a positive perspective: Help them focus on the good parts of the situation, such as the
team’s effort or close score, instead of just the mistake.
Use reason and encouragement: Share simple truths like “You can’t win them all” to help them
feel better, then encourage them with hope for the future (“We’ll keep working together as a team”).
Highlight team support: Remind them they are not alone—their team is there to face challenges
together.
Find the idioms that describe feelings in the story in 1b and discuss the effect of using idioms instead of ordinary expressions.
Activity 8: Find, discuss and replace
You can’t win Them All
When the bell rang, Matt entered the classroom with a heavy heart. “Hey, Matt,” his best friend Tom greeted him. He and Tom were in the school’s basketball team. “Why the long face Are you still feeling blue about Saturday night’s game ” Tom asked.
“Of course I am,” Matt said quietly. He didn’t dare to look at Tom as he spoke. “I’m really sorry about letting everybody down. The other team got those points because of me.”
“Don’t be too hard on yourself!” Tom said. “Although you pushed their player, it was just an accident. Everyone knows that!”
Tom was a good friend. But Matt knew the referee didn’t share Tom’s opinion. When the referee saw Matt push another player, he gave the other team two free throws. Matt was as shocked as anyone else when the accident happened, but it was too late. He couldn’t take it back.
“I guess we have to respect his decision,” Matt said after a while. “But we had a good chance to win until I made that mistake. Why wasn’t I more careful ”
Find the idioms that describe feelings in the story in 1b and discuss the effect of using idioms instead of ordinary expressions.
Activity 8: Find, discuss and replace
“Listen, Matt,” said Tom, “try to look on the bright side. The other team is the best in our area, but our scores were really close. I’m proud of us, and I know our coach and everyone else in our school are as well.”
Matt felt a bit better. “Thanks, Tom. I guess it’s just hard to lose.”
“Hey, you can’t win them all,” said Tom. “It’s more important to learn from your mistakes so that you don’t repeat them in future. We’ll keep working together as a team. One for all, and all for one, right ”
“You’re right. If we pull together, we should win next time,” Matt smiled.
He was lucky to have a friend like Tom!
Find the idioms that describe feelings in the story in 1b and discuss the effect of using idioms instead of ordinary expressions.
Activity 8: Find, discuss and replace
Effect of using idioms
■ More vivid: Idioms use colorful phrases to make feelings easier to picture. For example,
“with a heavy heart” shows Matt’s sadness better than just saying “Matt was sad”.
■ More natural: Idioms are common in daily speech, so they make conversations sound real.
Tom’s lines like “Don’t be too hard on yourself” feel like how friends actually talk.
■ More powerful: Idioms carry stronger emotions. Phrases like “letting everybody down”
show Matt’s guilt more clearly than “disappointing people”.
■ Easier to connect: Idioms help readers quickly understand the characters’ feelings, making the story more engaging.
Replace the underlined words with the idioms from the story.
Activity 8: Find, discuss and replace
Recognizing idioms
Idioms can make a text more powerful. The meaning of idioms differs from their literal meaning, but the words that make up these expressions provide valuable clues.
1.Edward noticed that his friend
had a sad expression.
2.The musician apologizeor
disappointing everyone when
he fell sick and couldn't attend
the show.
3. When something goes wrong, it's easy to get angry. But if you think about the
good things in that bad situation, you’ll feel better.
4. Even if you try your best, you can’t always succeed or win.
S. When you work together as a group, you can achieve great things.
long face
letting everyone down
(try to)look on the bright side
you can’t win them all
pull together
Work in pairs and role-play a conversation between Matt and his coach. Try to use some of the idioms and vocabulary you’ve learnt.
Activity 9: Role-play
with a heavy heart
have a long face
feel blue
let everybody down
Don't be too hard on yourself
look on the bright side
you can't win them all
pull together
Act your conversations out and vote for the best performance according to the evaluation form.
Activity 9: Role-play
Think about how you can apply the methods from the story in 1b to deal with negative feelings.
Activity 10: Think and make
I can use these ideas from the story:
■ Talk to someone I trust: When I feel down, I’ll share my feelings with a friend—this helps me let out negative emotions.
■ Don’t blame myself too much: If I make a mistake, I’ll tell myself “Don’t be too hard on yourself” instead of staying stuck in guilt.
■ Focus on the good parts: When I’m frustrated, I’ll “look on the bright side”—for example, if I fail a test, I’ll note the questions I got right.
■ Learn and move forward: Instead of dwelling on a loss, I’ll remember “You can’t win them all” and plan to do better next time.
Make your own positive mindset action plan and write it down.
Activity 10: Think and make
Negative Feeling
What I’ll Do
Guilty
Frustrated
Stressed
Sad
1. Talk to my teammate about my feelings.
2. Remind myself: “It was an accident—I’ll be more
careful next time.”
1. List 1 small thing I did well in the project.
2. Write 1 improvement tip for my next task.
1. Take a 5-minute dance break to lift my mood.
2. Ask a classmate to study with me.
1. Say: “You can’t win them all”—it’s okay to lose sometimes.
2. Practice with my team 10 more minutes each day.
1. Finish the self-check. (Required)
2. Use the idiom “ in high spirits” to describe how you feel after winning
the sports meet. (Required)
3. Write an encouraging letter in English to a friend who has experienced
failure, including at least two emotional idioms and one communication
strategy. (Optional)
Homework(共21张PPT)
Unit 3 Growing Up
第5课时
Section B 2a—3c
Activity 1: Vocabulary contest
Put the words in the box into the correct groups.
joyful angry shocked stressed worried hurtful thankful
upset excited lonely afraid shy proud calm
Positive
Negative
joyful, thankful, excited, proud, calm
angry, shocked, stressed, worried, hurtful, upset, lonely, afraid, shy
Activity 1: Vocabulary contest
Brainstorm in groups to discuss related situations and ways to cope with these emotions, and explore how expressing emotions is connected to daily life.
Emotion: Stressed (Negative)
Situation: Having too much homework and a math test on the same day.
Ways to cope: Make a to-do list to split tasks into small steps; take 5-minute breaks
to listen to music or do some stretching.
Connection to daily life: Talking to friends about your stress can help you realize
you’re not alone—they might study with you or share tips to manage time better.
Emotion: Joyful (Positive)
Situation: Getting an A on a science project you worked hard on.
Ways to cope: Celebrate with your family by cooking your favorite meal; share
your project with your classmates to encourage them.
Connection to daily life: Sharing happy moments makes others feel good too,
and it strengthens your bond with friends and family.
Activity 2: Complete and create
Complete the sentences with the correct forms of the words in brackets.
1. A: What should I do if I feel ____________ after moving to a new city
B: Try to make new friends. A sense of belonging can help you to fight the feeling
of ____________.(lonely)
2. A: Did you hear the news I was ____________ to hear about the fight yesterday.
B: It was a ____________ to me too. We should say no to bullying.(shock)
3. A: I’m sorry I shouted at you just now, I was just feeling ____________ .
B: I know you didn’t mean to do that. People can behave differently under
____________.(stress)
4. A: I’m really ____________ that I’ll be late for the physics class. I lay awake most
of the night because my neighbour’s baby was crying. I woke up late this morning
and missed the bus.
B: Don’t ____________. Ms Wood will understand if you tell her what happened.(worry)
lonely
loneliness
shocked
shock
stressed
stress
worried
worry
Activity 2: Complete and create
Create situations in which you can use the new words in 2b to make sentences, and then share your sentences with the class.
She feels lonely during the holidays because her parents are working abroad.
Joining a book club helped her fight the loneliness of living alone.
I was shocked to learn that my favorite band was breaking up.
The sudden rain was a shock to everyone who forgot their umbrellas.
He looks stressed because he has three exams this week.
Too much stress can make it hard to sleep at night.
My mom is worried about my little sister walking home alone.
Don’t worry about the test—you’ve studied really hard.
Activity 3: Textual reading
Skim through the passage in 2c to highlight emotional words and coping strategies with different coloured pens.
decision hurt anger relaxed bit negative
Although it is normal to get mad at others from time to time, we should always try our best to control our anger instead of expressing it in bad ways. When we’re mad, we might shout at other people or say mean things to them. After all, anger is like a fire. It can make you hurt others or yourself! Luckily, there are a few simple things you can do to stay calm. For example, try taking a deep breath. That gives you an opportunity to calm down and become a little less angry. You can also take a walk, go for a run, or write about your feelings. Getting angry is normal but what you choose to do with your anger is up to you!
Activity 3: Textual reading
Replace the underlined words with the correct forms of the words in the box.
decision hurt anger relaxed bit negative
Although it is normal to get mad at others from time to time, we should always try our best to control our anger instead of expressing it in bad ways. When we’re mad, we might shout at other people or say mean things to them. After all, anger is like a fire. It can make you hurt others or yourself! Luckily, there are a few simple things you can do to stay calm. For example, try taking a deep breath. That gives you an opportunity to calm down and become a little less angry. You can also take a walk, go for a run, or write about your feelings. Getting angry is normal but what you choose to do with your anger is up to you!
angry
negative
decide
bit
relaxed
hurtful
Activity 3: Textual reading
What is emotional management
Emotional management is not about hiding your feelings—it’s about understanding and handling them in a healthy way, so you don’t let your feelings control you.
Learn about emotional management.
Activity 3: Textual reading
How can we manage our emotions
Step 1: Notice your feelings
First, name how you feel. For example, if you’re angry, say, “I’m feeling anger right now.” This is the first step to managing it, just like the passage asks us to recognize when we’re “mad.”
Step 2: Accept your feelings
There are no “bad” feelings. The passage says, “Getting angry is normal”—so don’t feel guilty for feeling upset. All emotions are a natural part of being human.
Step 3: Choose a healthy way to cope
Don’t use negative ways like shouting or saying hurtful things. Instead, try the ideas from the passage:
Take deep breaths to calm down.
Go for a walk or run to release energy.
Write down your feelings to clear your mind.
Learn about emotional management.
Activity 4: Read, answer and discuss
Dear Mrs Thompson,
I want to thank you for being my teacher. You took the time to help me, although you were so busy.
Your classes always made me happy. I used to think that science was boring and difficult, and l did badly in class. I never liked science until took your class. You encouraged me and made science lessons fun, and slowly, I grew more confident.
I also want to thank you for being kind to me. You helped me a lot, especially after my grandmother passed away. I couldn’t talk about my feelings to anybody until you sat with me during lunch that day. You listened to me and talked with me so that l felt much better. That day will always remain in my mind. Thank you so much for being not only my teacher but also my friend.
Sincerely,
Kelly Smith
Read Kelly’s thank-you letter and mark the greeting, the main message, and the closing.
Greeting
Main message
Closing
Activity 4: Read, answer and discuss
Read Kelly’s thank-you letter to her teacher. Why is Kelly thankful
Kelly is thankful because Mrs Thompson’s classes always make her happy and she was also kind to her.
1. As a teacher: Mrs. Thompson took time to help her even when she was busy. Her classes made science fun and encouraged Kelly—who once found science boring and difficult—to grow more confident and start liking the subject.
2. As a friend: After Kelly’s grandmother passed away, Mrs. Thompson sat with her at lunch, listened to her feelings, and talked with her, which made Kelly feel much better.
Overall, she is grateful that Mrs. Thompson was both her teacher and a supportive friend.
Activity 4: Read, answer and discuss
Discuss how kind words can make people feel better.
How kind words help someone feel better
Make people feel understood: When someone is upset, kind words show we care
and are listening-this stops them from feeling alone.
Boost confidence: Encouraging words can help someone see their strengths, even
when they feel down.
Calm negative feelings: A few gentle words can ease anger, sadness, or worry by
shifting focus to hope or support.
Activity 4: Read, answer and discuss
Discuss how kind words can make people feel better.
I’m here for you, no matter what.
It tells the person they have support, which reduces feelings of loneliness.
You’re doing your best, and that’s enough.
It validates their effort, so they don’t feel guilty or inadequate.
I know this is hard, but you’ll get through it.
It acknowledges their pain while offering hope, which helps them stay positive.
The person I want to thank:_________
What difficulties I faced
How he/she helped me
Activity 5: Write a thank-you letter
Who would you like to thank the most Make notes.
My Dad
I wanted to learn to ride a bike, but I kept falling off and felt scared.
I was ready to give up because I thought I’d never get it right.
I felt embarrassed when my friends could ride well but I couldn’t.
He stayed with me every weekend to practice, even when it was hot.
He said, “It’s okay to fall—just get back up and try again” to encourage me.
He held the back of the bike to keep me steady until I could balance on my own.
When I finally rode 10 meters without falling, he cheered loudly, which made me feel proud.
Activity 5: Write a thank-you letter
Write your own thank-you letter. You can use your notes in 3b and the expressions below to help you. When finish, exchange your letter with a partner, review each other’s work, and give some helpful feedback.
Thank you for helping me to...
Thank you very much for your...
On that day, I..., and you helped me to...
I am very thankful because...
I didn’t/couldn’t..., but you...
When I..., you were there to...
Activity 6: Share and evaluate
Share your thank-you letters in front of the class.
Dear Dad,
I am writing to say a big thank you for everything you’ve done for me. Thank you for helping me to learn to ride a bike—something I thought I’d never be able to do.
At first, I didn’t think I could ever balance on two wheels, and I kept falling off. I felt so embarrassed when my friends could ride smoothly while I struggled to stay upright. I didn’t want to try anymore, but you never let me give up. On that day I fell off the bike three times and wanted to stop, and you helped me to take a deep breath and get back on again. You held the back of the bike to keep me steady, and you never rushed me—even when we spent whole weekends practicing in the park.
When I felt frustrated and ready to quit, you were there to tell me, “It’s okay to fall—just get back up and try again.” Your kind words made me feel brave enough to keep going. Thank you very much for your patience and encouragement. You never made me feel silly for struggling, and when I finally rode 10 meters on my own, your loud cheers made me feel so proud.
I am very thankful because you turned my fear into confidence. Now I love riding my bike to school and exploring the neighborhood with my friends. You didn’t just teach me to ride a bike—you taught me that practice and perseverance can help me do anything.
Yours,
Lily Green
Activity 6: Share and evaluate
Share your thank-you letters in front of the class and evaluate the letters according to the evaluation form. Vote for the “Best Messenger of Gratitude”.
Activity 7: Action extension
Create a plan for Gratitude Week. Think about small acts of kindness you can do each day like writing thank-you notes or helping a classmate.
Day
theme
Small Acts of Kindness to Do
Monday
Tuesday
Wednesday
Thursday
Friday
Thank a teacher
Support a classmate
Thank family
Kindness in the school
Share gratitude
Write a thank-you note to your favorite teacher;
help carry their books after class.
Help a classmate with homework they find hard;
share your stationery if they forget theirs.
Make a cup of tea for your parents; write a note saying “I love you” and leave it on the fridge.
Hold the door open for someone; pick up litter in the playground.
Stand up in class and tell one person why you’re thankful for them; make a “gratitude card” for a friend.
Activity 7: Action extension
Record your kind actions in English to build a class gratitude chain.
Monday: I wrote a thank-you note to my English teacher. I said, “Thank you for making grammar fun—your jokes always make me smile!” I also helped her carry her laptop to the office.
Tuesday: My classmate was stuck on a math problem, so I explained it to her step by step. She said, “You’re a lifesaver!” and I felt really happy.
Wednesday: I made a cup of hot chocolate for my dad after he came home from work. He hugged me and said, “This is the best gift ever.”
Thursday: I held the school door open for a group of younger students. They said “thank you” and waved at me.
Friday: I stood up in class and thanked my best friend for always listening to me when I’m upset. We both laughed and felt warm inside.
1. Finish the self-check on the learning sheet. (Required)
2. Write a short essay about a time you felt strong emotions and how
you manage them. (Required)
3. Interview your family , find out who they feel thankful to and why,
then create a simple English gratitude album with these stories to
share next class. (Optional)
Homework(共19张PPT)
Unit 3 Growing Up
第1课时
Section A 1a—1d
Activity 1: Look and describe
Look at the pictures and answer the questions.
How do these people feel
When do you experience these feelings
Activity 1: Look and describe
How to describe different feelings
He looks/is excited.
I feel excited when I get good grades.
Describe different feelings.
Activity 1: Look and describe
What makes people feel upset or other emotions
1. failing a test.
2. living alone
3. hearing about a sick friend
4. meeting old friends
5.watching a scary movie
6. fighting with a friend
7. seeing an accident happen
8. meeting a new person
Activity 2: Talk and share
Look at the words under the pictures. What situations will give you such feelings
1. failing a test.
2. living alone
3. hearing about a sick friend
4. meeting old friends
5.watching a scary movie
6. fighting with a friend
7. seeing an accident happen
8. meeting a new person
Activity 2: Talk and share
Work in groups and share your own or others’ emotional experiences in similar situations. Understand the connection between feelings and situations.
Activity 3: Listen and number
Listen to the conversation. Number the sentences in the correct order.
______ Ella advised Peter to call Harry.
______ Harry borrowed a guitar from Peter.
______ Harry stopped speaking to Peter.
______ Peter said hurtful things to Harry.
______ Peter found an ugly mark on his guitar when Harry returned it.
1
5
4
3
2
Harry borrowed a guitar from Peter.
Peter found an ugly mark on his guitar when Harry returned it. → Peter felt upset.
Peter said hurtful things to Harry. → Peter felt angry.
Harry stopped speaking to Peter. → Peter felt worried/awful.
Ella advised Peter to call Harry. → Peter got a solution suggestion.
Activity 3: Listen and number
1. Peter was shy / worried when he talked to Ella.
2. Peter felt upset / lonely after his fight with Harry.
3. Peter couldn’t control his fear / anger when he talked to Harry.
Activity 4: Listen and circle
Listen again. Circle Peter’s feelings.
Activity 4: Listen and circle
Listen to the conversation again, and focus on “Why does Peter feel... ”
Peter was worried because he had a fight with Harry.
Peter was upset because Harry returned his guitar with an ugly mark
and didn’t care about it.
Peter was angry because Harry didn’t care about his special guitar from
his grandfather.
Peter felt awful because he said hurtful things to Harry.
Peter was afraid because he thought Harry might still be angry with him.
Activity 5: Tick, listen and complete
You are going to hear a conversation between Peter and Harry. Tick the sentences each person might say.
What might they say
Peter
Harry
I’m sorry.
I feel bad about it.
Don’t worry about it.
I’ll be more careful in future.
I forgive you.
It was my fault.
I didn’t mean to do it.
Activity 5: Tick, listen and complete
Listen to the conversation. Circle T for true or F for false.
1. Harry called Peter first to say sorry.
2. Harry didn't care about the fight.
3. Peter and Harry said sorry to each other.
4. Peter got the guitar on his eighth birthday.
S. Both Peter and Harry thought their friendship was important.
T F
T F
T F
T F
T F
Activity 5: Tick, listen and complete
Listen again. Complete the summary of the conversation.
Peter accepted Ella’s suggestion and called Harry so that he could say sorry. Harry also felt __________ about the fight and wanted to __________ to Peter so that they could clear the air. Peter told Harry the guitar was a birthday present from his _____________ , and it meant a lot to him. After saying sorry, Harry told Peter he would be more __________ in future.
bad
talk
grandfather
careful
Activity 6: Role-play
Role-play a conversation between Peter and Ella. Give Peter more advice.
A: If you did something wrong, maybe you should say sorry first.
B: I guess I could do that. But I don’t know how.
A: You could ...
Activity 6: Role-play
Tick the situations you have experienced before. You can also choose something else. Talk to a partner about them.
A: I once lost a watch my dad gave me.
B: How did that make you feel
A: I was very upset, and I was afraid to tell my dad about it too.
B: Did you find the watch in the end
A: No, I didn’t.
B: That’s too bad!
argued with a friend
lost something special
lost a game or match
talked to a stranger
hurt someone you were close to
Activity 6: Role-play
Act your conversations out in front of the class and vote for the best performance according to the evaluation form.
Activity 7: Summarize and think
Review and summarize the knowledge points you have learnt.
Feelings:
excited, afraid, shy, upset, angry, lonely, shocked, worried
Giving advice:
If you..., you could... If you..., maybe you should...
It’s okay to feel upset, and communication can help.
1. Finish the self-check. (Required)
2. Record a negative emotion you experienced this week and the resolution
process, using the emotional vocabulary and sentence structures suggested
in this lesson. (Required)
3. Create a handwritten poster on “Emotion—Solution”, featuring simple
situational sketches and English expressions to share tips with classmates
on how to positively cope with emotions. (Optional)
Homework(共8张PPT)
综合实践课
Project: Share and solve problems
Unit 3 Growing Up
Step 1: Plan
1. Decide the details of the presentation about sharing and solving problems.
Who will be the leader of the group
Who will collect the information about the problems
Who will design the presentation based on the information collected
Who will write down the problems in the mind map
Who will present the problem and the suggestions to the class
Step 1: Plan
2. Talk about some teenage problems.
problems
In groups, talk about problems you meet in daily life and write them down in the mind map below. Do not include your name.
Step 2: Make
1. Collect all problems and make problem paper. Then put them in a box.
2. Each group takes one piece of paper from the box each time. Discuss the problem and provide your suggestions.
3. Group members work together to prepare the presentation according to the arrangement in Step 1.
Step 3: Share
1. Each group takes turns to present their work to the class.
The presentation should include the following aspects :
①Simple greetings.
②What problems are you going to talk about
③What suggestions are you going to provide
2. After each presentation, the class will have an opportunity to ask questions.
The presenting group should answer the questions clearly and accurately.
Step 4: Improve
1. Collect the suggestions from the classmates and make improvements.
2. Evaluate the contributions of each member in a group.
3. Vote for the best three presentations.
Step 5: Reflect
1. Self-assessment.
2. I still need to improve :(共15张PPT)
Unit 3 Growing Up
第3课时
Section A Grammar Focus
Activity 1: Lead-in
Learn about conjunctions.
Judy was ill today but she still come to school, right So we can say: Judy came to school today although she was ill.
Activity 1: Lead-in
Make sentences in groups by using the conjunctions although, until, so that and if.
Although it rained heavily, we still went to the park.
I didn’t go to bed until I finished my homework.
She studies hard so that she can get good grades.
If you come early, we can have breakfast together.
Activity 2: Translate, discuss and summarize
Read the sentences. Pay attention to the words in bold and translate the sentences into Chinese.
Although you argued, you are still very close friends.
You won’t know how he feels until you talk to him.
You can write to your parents so that they’ll know how you feel.
If you did or said something wrong, you should say sorry.
虽然你们争吵了，但你们还是非常亲密的朋友。
直到你和他聊聊，你才会知道他的感受。
你可以给你的父母写信，这样他们就会知道你的感受。
如果你做错了事或说错了话，你应该说对不起。
Activity 2: Translate, discuss and summarize
Summarize the logical functions of these conjunctions.
■ although → 让步关系,“虽然…… 但是……”，不能与 but 连用。
Although it rained, we still went for a walk.
■ until → 时间关系，“直到……才……”（否定句）或“直到……为止”（肯定句）。
He waited until the rain stopped. / She didn’t leave until her mother came back.
■ so that → 目的关系，“为了……；以便……”，从句常用情态动词。
We study hard so that we can get into a good high school.
■ if → 条件关系，“如果……”，遵循“主将从现” 时态规则。
If you practice more, you will speak English better.
What are the logical functions of adverbial clauses with although, until, so that and if
Activity 3: Complete and learn
Complete the sentences with although, until, so that, or if.
1. __________ you feel upset about something, you should speak to a person you
trust about it.
2. __________ people might hurt you sometimes, it doesn’t always mean that they
did it on purpose.
3. Talk to your loved ones whenever you feel good or bad __________ you can
double your joy and cut your problems in half.
4. You won’t understand why she got upset __________ you put yourself in her shoes.
If
Although
so that
until
if 与 unless 的区别
■ if 如果（表肯定条件）
If you finish your homework, you can watch TV.
■ unless 除非 = if... not（表否定条件）
Unless you finish your homework, you can’t watch TV.
Activity 3: Complete and learn
Focus on the logical connections in the sentences in 4b.
Activity 4: Read and complete
Read the passage about managing stress and discuss its main idea with a partner.
There are many things you can do when you feel stressed. First, you can take a break from what you are doing. This will help you clear your mind. You can listen to music or go for a walk. Next, share your problems with someone you trust instead of shutting yourself away. The person might not have any advice for you, but talking about your problems can help you feel better. Lastly, remember to take care of yourself, Eat healthy food, exercise and get enough sleep. These three things alone are great for reducing stress!
The passage tells us what we can do when we feel stressed. It gives three main tips: take a break, talk to someone, and take care of ourselves.
I think the most useful tip is talking to someone—even if they don’t have advice, just sharing makes me feel better.
Activity 4: Read and complete
Read the passage about managing stress. Then complete the sentences.
There are many things you can do when you feel stressed. First, you can take a break from what you are doing. This will help you clear your mind. You can listen to music or go for a walk. Next, share your problems with someone you trust instead of shutting yourself away. The person might not have any advice for you, but talking about your problems can help you feel better. Lastly, remember to take care of yourself, Eat healthy food, exercise and get enough sleep. These three things alone are great for reducing stress!
1. If ________________, you should take a break from what you are doing.
2.You can talk to a person you trust, although________________________________.
3. You might not feel better until___________________________________________
_____________________________________________________________________.
4. You should eat healthy food, get plenty of sleep, and exercise so that____________
_____________________________________________________________________.
you feel stressed
the person might not have any advice for you
you can reduce
you talk about your problems
your stress
Activity 4: Read and complete
Complete the sentences and share your ideas.
1. If I spend more time studying, ___________________________________.
2. ___________________________________until you can control your anger.
3. Although others might say bad things about you, ______________________________.
4. ___________________________________ so that I’1l be happier.
l will feel more confident in class
You will not find peace in your heart
it’s up to you whether you let them affect you
I’m going to worry less about things
Activity 5: Make up a conversation
Work in groups to make up a conversation using conjunctions.
Please work in groups to make up a short conversation with although, until, so that and if. You can talk about your weekend plans.
In a few minutes, I’ll invite some groups to perform for the class.
Listen carefully and evaluate each other’s performance from the following aspects :
Is their grammar correct
Does the conversation sound natural
Are they speaking fluently
Activity 5: Make up a conversation
Work in groups to make up a conversation using conjunctions.
A: Hey, guys! What are your plans for the weekend
B: I want to go hiking with my friends, although I have a lot of homework to
finish. I need to get some fresh air so that I can study more efficiently later.
A: That’s a good idea! If you finish your homework by Saturday morning,
we can go to the bookstore together in the afternoon.
C: I can’t go out until I clean my bedroom. My dad said I have to tidy it up first.
B: No worries! We can wait for you until you’re done. If you hurry, we might
even have time to get bubble tea before the bookstore.
C: Thanks! Although cleaning is boring, I know it will make my room nicer.
I’ll try to finish quickly so that we can have a great afternoon.
Activity 6: Make plans
Make individual stress management plans and then discuss in groups to improve your plans.
If I feel stressed before a test, I will take 5 deep breaths and listen to classical music so that I can calm down quickly. Although I want to finish studying right away, I know taking a short break will help me focus better until the exam starts.
If I feel stressed after a fight with my friend, I will write down my feelings in a journal so that I can think clearly. I won’t talk to them until I feel calm enough to avoid saying something I regret.
1. Finish the self-check on the learning sheet. (Required)
2. Conduct a family interview on stress management methods. (Required)
3. Use although, until, so that, and if to write a story about resolving campus
pressure (at least three conjunctions). (Optional)
Homework(共17张PPT)
Unit 3 Growing Up
第2课时
Section A 3a—3d
Activity 1: Look, guess and compete
Guess the meanings of the topic vocabulary and make sentences with them.
■ be happy with (to feel satisfied or pleased about something) 对……满意
My parents are happy with my exam results this term.
■ high standards (a level of quality that is very good or difficult to achieve ) 高标准
My coach has high standards for our training.
■ compare... with... (to examine people or things to see how they are similar or different)
把……和……比较
Don’t compare your life with others’. Everyone has their own path.
■ look on the bright side (to focus on the positive part of a situation) 往好的方面看
You missed the bus, but look on the bright side—you can walk and enjoy the fresh air.
■ get... across (to make someone understand your ideas or feelings) 把……讲清楚
Try to get your feelings across to your parents calmly.
Activity 1: Look, guess and compete
Answer the questions.
What does “look on the bright side” mean
If your friend is upset about a bad grade, what can you say to
encourage them to “look on the bright side”
Can you make a sentence about parent-child relationships using
the phrase “compare... with...”
Activity 2: Talk and think
Work in groups. Describe a parent-child disagreement scene and summarize
the core problem.
Last week, I wanted to go to a concert with my friends on a school night, but my parents said I should stay home to study. I told them I’d finish my homework first, but they still said no. We didn’t talk much after that.
My parents prioritized my study over my social life, and I felt they didn’t trust me to balance both.
Activity 3: Read, answer and complete
Read the conversation. Do you think Judy and her parents communicate well
Lily: What’s wrong, Judy
Judy: Well, my parents aren’t happy with my grades.
Lily: Really Weren’t they pretty good this term
Judy: Yeah, but my parents have very high standards. They often compare me with my
cousin, Kate. She gets better grades, plays the piano well, often wins awards ...
Lily: I’m sorry to hear that. But look on the bright side. I’m sure your parents just
want you to do well, although they may not show it.
Judy: I know my parents love me, but sometimes I think they love Kate more.
Lily: Why don’t you talk to them Until you talk to them, they might not know how
you feel.
Judy: I’m afraid I’ll cry if we talk.
Lily: How about writing them a letter so that you can get your message across clearly
Judy: Oh, that’s a good idea.
Lily: Writing things down can also make you feel better.
Judy: Thanks! Just talking to you makes me feel better already!
I don’t think Judy and her parents communicate well at the moment because they are not really sure what each other thinks, wants, or feels.
Activity 3: Read, answer and complete
Read the conversation again and complete the mind map.
Judy’s problem
Judy’s parents have very
high ______________.
Judy’s parents often
__________ her with
her cousin, Kate.
Lily’s opinion
Judy’s parents just
want her to
______________.
Lily’s advice
Judy can_______________.
Judy can also____________
_______________.
standards
compare
do well
talk to them
write them
a letter
Activity 4: Read and retell
Read the conversation and pay attention to the pronunciation.
Lily: What’s wrong, Judy
Judy: Well, my parents aren’t happy with my grades.
Lily: Really Weren’t they pretty good this term
Judy: Yeah, but my parents have very high standards. They often compare me with my
cousin, Kate. She gets better grades, plays the piano well, often wins awards ...
Lily: I’m sorry to hear that. But look on the bright side. I’m sure your parents just
want you to do well, although they may not show it.
Judy: I know my parents love me, but sometimes I think they love Kate more.
Lily: Why don’t you talk to them Until you talk to them, they might not know how
you feel.
Judy: I’m afraid I’ll cry if we talk.
Lily: How about writing them a letter so that you can get your message across clearly
Judy: Oh, that’s a good idea.
Lily: Writing things down can also make you feel better.
Judy: Thanks! Just talking to you makes me feel better already!
Retell the conversation with the help of the mind map.
Activity 4: Read and retell
Activity 5: Listen, repeat and role-play
Read along with the recording, pay attention to pronunciation ,intonation, and emotional expression.
Activity 5: Listen, repeat and role-play
Listen to the conversation. Then role-play it.
Work in pairs. Imagine one of you is Judy and the other is her parent. Role-play a conversation after Judy’s parents read the letter.
Activity 6: Make up a conversation
A: I’m sorry, Judy. I didn’t realize you were so stressed. Would you like
to talk about it
B: OK, Mum/Dad. I’m feeling a lot of pressure because…
Act out your conversations and evaluate them using the following evaluation form.
Activity 6: Make up a conversation
Discuss with your group members. More advice is welcome.
Activity 7: Group work
What other advice can you give Judy
Analyze parental comparison behaviour in groups and share your opinions on it.
Activity 8: Critical thinking
Why do you think parents compare their children with others
How does it make you feel when your parents compare you with others
Is there a better way for parents to encourage their children
What can we do to let parents know how we feel about being compared
■ Use “I-statements” → Focus on your feelings instead of blaming
(e.g., “I feel stressed when we talk about Kate’s grades”).
■ Choose the right moment → Talk when both you and your parents are calm, not
during an argument.
■ Share your progress → Show them your efforts and small wins, so they see your
growth beyond grades.
■ Ask for their intentions → Say, “I know you want me to do well—can we talk about how to help me improve together ”
■ Suggest alternatives → Propose, “Instead of comparing me to others, can you praise what I did well today ”
Summarize some practical communication strategies.
Activity 8: Critical thinking
1. Finish the self-check. (Required)
2. Use the sentence patterns in 3d to write a short conversation. (Required)
3. Make a poster with the theme “Good communication with parents”. (Optional)
Homework

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