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Section B　How can we stay positive
第一课时(1a-1f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a presents idioms describing emotions, requiring students to distinguish between positive and negative expressions. 1b-1f tell the story of Matt feeling guilty and sad due to a mistake in a basketball game. His best friend Tom comforts him and tells him to look on the bright side, learn from his mistakes and maintain team cooperation. Finally Matt regains a positive attitude.
Why: Through the situation of a mistake in a basketball game, it conveys the idea that when facing mistakes and failures, one should learn to comfort himself, see the positive aspects, learn from the mistakes, value team cooperation, and maintain a positive mindset, so as to cultivate students' positive emotional attitudes and interpersonal communication skills.
How: 1a lays the groundwork for idiom learning; 1b narrates the main story, showing Matt's emotional changes and Tom's consolation; 1c sorts out the problems and solutions in the story; 1d sets questions based on the story to help students understand details; 1e requires students to use the story's idioms to replace expressions; 1f designs a role-play to deepen understanding, proceeding step by step from input to output. Through the story context, it enables students to learn and use language for expressing emotions and comforting others, realizing the combination of language knowledge and the function of emotional communication.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master idioms describing emotions and be able to distinguish between positive and negative expressions;
2.understand the main content of the story related to a basketball game and sort out Matt's emotional changes and problem-solving methods in the story, and answer detailed questions;
3.use relevant language expressions to have a dialogue with a partner in the roles of a team member and a coach.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master idioms describing emotions and be able to distinguish between positive and negative expressions. Step 1　Lead-in 1.Greetings. 2.Play a game—Emotion Box Fail the exam—sad/upset Hearing about a sick friend—worried … (详见课件资源) Understand students' knowledge reserves of positive and negative idioms based on their responses.
Step 2　Work on 1a Read the idioms. Underline the ones that are negative.Do you know other idioms that describe feelings ◎Key: 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
Purpose To let students master the usage of idioms about emotions in different contexts and improve their ability to use idioms about emotions to express themselves accurately in real communication.
2.To understand the main content of the story related to a basketball game and sort out Matt's emotional changes and problem-solving methods in the story, and answer detailed questions. Step 3　Reading 1.Predicting Look at the picture and predict what they are doing. 2.Work on 1b: Read the story. What mistake did Matt make at the basketball game ◎Key: Matt pushed another player, and the referee gave the other team two free throws. 3.Work on 1c:Read the story again. Complete the problems and solutions. ◎Key: PROBLEM Matt felt sorry about letting his team down. Matt felt shocked when the referee gave the other team 　two free throws　. Matt felt bad about not being more 　careful　. Matt found it hard to 　lose　. SOLUTION Tom advised Matt not to be too 　hard　 on himself. Matt tried to 　respect　 the referee's decision. Tom helped Matt to realize that everyone was still 　proud　 of their team. Tom told him that he couldn't always win, and that they would keep working 　together as a team　. 4.Work on 1d: Read again and answer the questions. ◎Key: 1.By seeing Matt have a long face. 2.Because their scores were really close to the other team's, which was the best team in the area. Judge students' completion of the problems and solutions, and provide necessary guidance and feedback as needed.
3.Tom said “Try to look on the bright side” to make Matt feel better. 4.Learning from a mistake is more important that just winning.(答案不唯一,合理即可) Evaluate students' understanding of the text based on the accuracy of their answers to the questions.
Purpose To strengthen students' understanding of the text and help students learn to comfort themselves, recognize the positive aspects, learn from mistakes, attach importance to team cooperation, and develop the concept of maintaining a positive mindset. Meanwhile, cultivate students' positive emotional attitudes and interpersonal communication skills.
3.To use relevant language expres-sions to have a dialogue with a partner in the roles of a team member and a coach. Step 4　Work on 1e Replace the underlined words with the idioms from the story. ◎Key: 1.long face　2.letting everyone down 3.look on the bright side　4.you can't win them all　5.pull together Step 5　Work on 1f Role-play a conversation between Matt and his coach. A: I'm sorry I made a mistake on Saturday, Coach. B: It's OK. I was disappointed, but I know you didn't mean to do it. A: … Step 6　Summary People with one mind will move Mount Taishan. 人心齐,泰山移。 Step 7　Language points(详见课件资源) Observe whether students can correctly apply the key language points they have learned in their presentations to understand their learning and internalization of the target language.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication.
Homework 1.Basic homework: Write down the key words, phrases and sentences in this lesson. 2.Practical homework: Write a story titled “A Valuable Lesson from Failure” about yourself. 3.Extended homework: Draw a weekly “emotion line graph” of yourself in English, and write an essay.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It centres around the learning and application of English vocabulary related to emotions. The content of 2a is to classify emotion-related vocabulary into positive and negative categories. 2b requires students to use the correct forms of the words in brackets to complete the sentences, testing the part-of-speech transformation of vocabulary and its semantic expression in specific contexts. As for 2c, it's a passage in which given words are used to replace the underlined words in the text, practising the application of vocabulary in contexts.
Why: Through exercises such as vocabulary classification, context-based filling-in, and discourse substitution, it helps students master the semantic meanings and part-of-speech changes, improve the ability to use vocabulary accurately in different contexts, deepen the understanding of the usage of English vocabulary and cultivate the flexibility and accuracy of vocabulary application, and assists students in building a solid vocabulary foundation for better English communication and expression.
How: The content structure is divided into three parts. It trains vocabulary knowledge from different dimensions, progressing step by step from the classification of vocabulary to the application in sentence and discourse contexts. Centring around vocabulary related to daily emotions and behaviour, the exercises reflect the semantic distinction of vocabulary and part-of-speech changes. By means of sentence and discourse contexts, students are made to perceive the actual application rules of vocabulary, emphasizing the correct semantic expression and form selection of vocabulary in real-life language situations.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.classify words according to their meanings: positive/negative;
2.use the vocabulary knowledge they have learned to complete sentence and discourse exercises.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To classify words according to their meanings: positive/negative. Step 1　Lead-in 1.Greetings. 2.Lead-in(详见课件资源) What emotions are they Step 2　Work on 2a Put the words in the box into the correct groups. Observe whether students can find the words according to the requirement.
◎Key: PositiveNegativejoyful thankful excited proud calm angry shocked stressed worried hurtful upset lonely afraid shy
Purpose To help students deepen vocabulary understanding and cultivate critical thinking.
2.To use the vocabulary knowledge they have learned to complete sentence and discourse exercises. Step 3　Work on 2b Complete the sentences with the correct forms of the words in brackets. ◎Key: 1.lonely; loneliness　2.shocked; shock　3.stressed; stress　4.worried; worry Step 4　Work on 2c Replace the underlined words with the correct forms of the words in the box. ◎Key: bad—negative　mad—angry　mean—hurtful　calm—relaxed　little—bit　choose—decide Step 5　Pair-work(详见课件资源) Step 6　Language points(详见课件资源) Observe whether students are able to complete the exercises correctly to understand their grasp of the target words.
Purpose To guide students to apply what they have learned in real life and raise their confidence.
Homework 1.Basic homework: Write down the key words, phrases and sentences in this lesson. 2.Practical homework: Write a short passage titled “My Feelings in a New Situation” to describe yourself in a new situation. 3.Extended homework: Create a short story about “controlling emotions”. The plot should include how to solve the negative emotions.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时 [(3a-3c)Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The writing task is divided into three activities. 3a requires students to read Kelly's thank-you letter and figure out why Kelly is thankful. 3b requires students to complete a mind map, guiding them to think about the person they want to thank most and the reasons behind it. 3c requires students to write their own thank-you letter based on the mind map in 3b. The project activities of this unit are sharing and solving problems. 4a requires students to think about the problems that worry or frustrate them and write them down on paper. 4b requires students to collect all the pieces of paper with written problems. 4c requires students to discuss problems and offer suggestions in groups. 4d requires students to present problems and suggestions in class.
Why: Writing tasks not only help students consolidate what they have learned in this unit, but also cultivate their writing abilities.Through the project-based learning of “sharing and solving problems”, students are guided to learn to identify and express emotions in real-life scenes, master methods of providing emotional support and suggestions for others, improve their ability to manage their own emotions, develop social skills such as empathy and collaboration, and establish a mindset of actively solving problems.
How: The writing task has students study the text, complete a mind map, construct the content framework of their own thank-you letters, and write their own thank-you letters. The project task follows the process of “problem sharing—solution” as its thread, with problem collection and preparation, group discussion and resolution as the core links. 4d is the presentation of results, advancing step by step to form a complete closed loop of “proposal—handling—presentation—reflection”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.grasp the main idea of the text through rapid reading, and sort out and analyze the key information of the discourse;
2.master the organization and logical connection methods of thank-you letters, and write their own thank-you letters;
3.apply the knowledge learned in this unit to discuss and share problems and solutions.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp the main idea of the text through rapid reading, and sort out and analyze the key information of the discourse. Step 1　Lead-in 1.Greetings. 2.Lead-in(详见课件资源) Enjoy a song. Step 2　Work on 3a Read Kelly's thank-you letter to her teacher. Why is Kelly thankful ◎Key: ①Because Mrs Thompson took the time to help her even though she was busy. ②Because Mrs Thompson was kind to her, especially after her grandmother passed away. Observe students' performance and know about whether they preview the lesson well. Observe whether students can find the main idea quickly to know their skimming skills.
Purpose To guide students to briefly understand and sort out the content of the text.
2.To master the organization and logical connection methods of thank-you letters, and write their own thank-you letters. Step 3　Work on 3b Who would you like to thank the most Make notes. Step 4　Work on 3c Write your own thank-you letter. You can use your notes in 3b and the expressions below to help you. ·Thank you for helping me to… ·Thank you very much for your… ·On that day, I…, and you helped me to… … Based on students' completion of the mind map, evaluate whether their framework of the thank-you letter is clear.
Purpose To help students apply the language they have learned creatively in the context of transfer.
3.To apply the knowledge learned in this unit to discuss and share problems and solutions. Step 5　Work on 4a Think about a problem that makes you worried or upset. Write it on a piece of paper. Do not include your name. Step 6　Work on 4b Collect all the pieces of paper and put them in a box. Step 7　Work on 4c Work in groups.Take one piece of paper from the box each time. Discuss the problem and provide your suggestions. Step 8　Work on 4d Present the problem and your suggestions to the class. Students' ability to grasp and use key vocabulary and sentence patterns is judged based on their performance in personal sharing.
Purpose To guide students to apply what they have learned in real life and raise their confidence.
Homework 1.Basic homework: Write down the key words, phrases and sentences in this lesson. 2.Practical homework: Focusing on the teenage troubles mentioned in class, write a radio show script. 3.Extended homework: Interview foreign friends to compare the similarities and differences between Chinese and foreign teenagers in terms of “sources of pressure”“interpersonal relationship troubles” and so on.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section B　How can we stay positive
导入一:表情符号猜谜导入
Show some emoji representing different emotions (e.g.for sadness, for happiness, for hopefulness). Say, “Look at these emoji. Can you guess what emotions they express For example, this sad emoji. Now, think about a time when you felt sad or disappointed. Today we'll learn about ‘How can we stay positive ’ and how to deal with negative emotions.”
导入二:习语匹配游戏导入
Write some feeling-related idioms on the blackboard (e.g. “a heavy heart” “feel blue” “on top of the world”“in high spirits”). Ask students to match each idiom with its meaning. After matching, say, “These idioms describe feelings. Today's story is about staying positive when feeling down. Let's read it to learn how.”
导入三:个人经历分享导入
Share your own story: “Once, I made a mistake during a presentation and felt really bad. But my colleague encouraged me to look on the bright side. Have you ever made a mistake and felt down How did you handle it Let's learn from Matt's story about staying positive.”
导入四:错误话题讨论导入
Ask students, “Everyone makes mistakes. What's the biggest mistake you've made How did it make you feel Did you stay positive or feel negative Today we'll read about Matt's mistake in a basketball game and how he stays positive.”
导入五:图片预测导入
Show the picture in the story (Matt playing basketball). Say, “Look at this picture. What's happening Do you think Matt is happy or sad Why Let's read the story to find out why Matt feels that way and how he stays positive.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动名称:Story Character Interview(故事角色访谈)
开展方式:学生两人一组,一人扮演故事中的 Matt,另一人扮演采访者(可以是同学、老师或者记者等角色)。采访者根据文章内容,用英文向 “Matt” 提问,问题可以围绕比赛中的错误、当时的感受、如何调整心态等方面,例如:“How did you feel when you made the mistake in the basketball game ”“What did you do to stay positive after that ”。“Matt” 需要结合文章内容,用英文回答采访者的问题,尽量还原故事中 Matt 的想法和感受。每组完成访谈后,选派代表在全班进行展示,其他同学可以对访谈内容进行补充或提问。
Interviewer: How did you feel when you made the mistake in the basketball game
Matt: I felt really sorry and disappointed. I thought I let my team down.
Interviewer: What made you start to stay positive
Matt: My friend Tom encouraged me to look on the bright side. He said it was more important to learn from my mistakes, and that we should keep working together as a team.
设计意图:通过模拟访谈故事中的角色,让学生更深入地理解人物情感与故事主题,同时锻炼学生的英语口语表达和逻辑思维能力,帮助学生更好地掌握 “如何保持积极心态” 的相关内容。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文: Section B 1b)
( )1.What mistake did Matt make at the basketball game
A.He argued with the referee.
B.He pushed another player, leading to the other team getting two free throws.
C.He didn't pass the ball to his teammate.
( )2.How did Matt feel after making the mistake
A.Happy.　　　　　　　B.Sorry.　　　　　C.Excited.
( )3.What can we infer from Tom's words “It's more important to learn from your mistakes so that you don't repeat them in future.”
A.Tom thinks making mistakes is not a big deal.
B.Tom believes learning from mistakes is helpful.
C.Tom doesn't care about the game result.
( )4.What is the main idea of the story
A.How to win a basketball game.
B.The importance of having a good friend.
C.How to stay positive after making a mistake.
◎Key: 1.B　2.B　3.B　4.C
突破二　语法填空(教材原文: Section B 1b)
Matt and his best friend Tom were in the school basketball team. Matt felt sorry about letting his team 1.　　　　.He didn't dare 2.　　　　(look) at Tom as he spoke.Tom said, “Don't be too hard 3.　　　　 yourself!” During the game, Matt pushed another 4.　　　　(play), so the referee gave the other team two free 5.　　　　(throw).Matt felt bad about not being more 6.　　　　(care). Tom told Matt to look on the bright side.Matt felt 7.　　　　 bit better.Tom said,“It's more important 8.　　　　(learn) from mistakes.” At last, Matt realized that they should keep
9.　　　　(work) together as a team.One for all, and all for one. Matt smiled.He was 10.　　　　(luck) to have a friend like Tom.
◎Key: 1.down　2.to look　3.on　4.player　5.throws　6.careful
7.a　8.to learn　9.working　10.lucky
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