资源简介

Unit 3　Growing Up
单元概括预览
单元教学目标
单元教学目标 语篇
学习本单元后,学生能够: 1.掌握本课时与情绪相关的核心单词、短语和句式,准确描述不同情绪及对应的生活情境。学会针对朋友的情绪问题提供合理建议,提升情绪管理与人际交往能力,保持积极心态。 1.对话 Section A,1a-2d (第1课时　听说课)
2.流利地朗读3a的对话,把握Judy与父母在学业期望沟通上的问题,准确复述对话关键信息。学会分析亲子沟通问题,理解父母高期望背后的意图,掌握有效沟通策略(如写信交流),提升人际交往与情绪疏导能力。 2.对话 Section A,3a-3d (第2课时　听说课)
3.通过语法聚焦掌握连词“although”“until”“so that”和“if”的用法,能区分含义并在句子中正确运用。能通过学习相关内容了解针对压力的对策,并学会对应的英文表达。培养正确处理人际关系、应对压力的积极态度。 3.论述类语篇 Section A,Grammar Focus 4a-4d (第3课时　语法课)
4.掌握描述情绪、态度相关的核心单词、短语和句式;理解文章中idioms(习语)的含义及用法;能读懂关于篮球比赛后情绪交流的故事并回答相关问题。提升阅读技巧,如获取细节信息、推理判断。培养学生用英语交流情绪、态度及解决问题的能力。锻炼学生角色扮演等口语表达能力。 4.图文语篇 Section B,1a-1f (第4课时　阅读课)
5.准确运用词汇完成句子、短文填空。理解感谢信文本内容,学会撰写感谢信。引导学生感知情绪,学会感恩,培养积极情感态度。 5.单词与语篇 Section B,2a-3c (第5课时　写作课)
第1课时　Section A(1a-2d)
一、教学目标
1.学生能够掌握本课时与情绪相关的核心单词、短语和句式,准确描述不同情绪及对应的生活情境。
2.能够运用 although,until,so that 引导的状语从句进行交流,表达情感与解决问题的思路。
3.学会针对朋友的情绪问题提供合理建议,提升情绪管理与人际交往能力,保持积极心态。
二、核心语言知识
1.核心词汇:
单词:
lonely;shocked;advise;hurtful;control;anger;present
短语:
deal with;in future;so that;clear the air;get into a fight;pick up (the phone);say sorry to sb;be afraid to do sth
2.核心句式:
(1)What's wrong,Peter You look worried.
(2)He borrowed my guitar.But there was an ugly mark on the guitar when he returned it.
(3)It's hard to control our anger sometimes.Although he was wrong,you hurt him too.
(4)We should talk so that we can clear the air.
3.教学重难点:
(1)熟练掌握与情绪相关的核心单词、短语,准确描述不同情绪及对应的生活场景。
(2)正确运用 although,until,so that 引导的状语从句进行日常交流,讲述事件、表达意图。
(3)能够针对朋友的情绪困扰给出合理、贴合情境的建议。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Show the picture on the unit's title page. Encourage students to share their thoughts freely. 观察学生参与度,倾听发言内容,判断是否能围绕话题表达基础观点。
设计意图:通过与单元主题相关的图片和问题,激活学生已有知识与生活经验,营造轻松交流氛围,自然引入“情绪与人际交往”主题,激发学习兴趣。
◆Step 2　Pre-listening Work on 1a 1.Present the words and phrases in 1a.Read them aloud,explain their meanings,and let the students repeat after you. 2.Guide the students to find out what situations will give them such feelings.Then ask them to speak out a sentence like “Falling a test makes me upset.” 教师应观察学生跟读发音及词义理解状况,判断学生能否正确表达自己的情绪。
设计意图:通过带读释义、口语表达等方式,帮助学生提升词汇认知与运用能力,强化理解记忆。
◆Step 3　While-listening 1.Work on 1b T:What's the problem with Peter and Harry Play the recording for 1b twice.Number the sentences in 1c in the correct order. 2.Work on 1c T:Peter is unhappy.What's his feeling Play the recording for 1b again.Circle Peter's feelings in 1b. 3.Work on 1d T:What advice did Ella give Peter What advice can you give Peter Role-play a conversation between Peter and Ella. 4.Work on 2a and 2b Peter accepted Ella's advice and called Harry to say sorry. Play the recording for 2a.Tick the sentences each person might say in plete 2b as instructed and circle T or F.Then,the teacher leads the students to check the answers. 5.Work on 2c Listen again.Complete the summary of the conversation in 2c.Invite students to share,and the teacher will explain the techniques for summarization and refinement. 教师观察学生在听力任务中的参与度和反应,评估他们对听力内容的理解程度和任务完成情况。
设计意图:通过预测听力内容、听取关键信息和核对答案,帮助学生提高听力理解能力,并培养他们在听力过程中捕捉关键信息的能力。
◆Step 4　Group work 1.Group discussion:Ask the question “What situations in 2d have you experienced before How do you deal with bad emotions ” Let the students discuss in groups.Refer to the dialogue model in 2d,and apply the knowledge-sharing techniques learnt in this lesson.The teacher should move around to provide guidance. 2.Presentation of results:Each group selects a presenter to report the results of the discussion,and other groups listen and provide feedback. 通过小组讨论与成果展示,学生能结合对话场景迁移情绪处理方法,提升实践应用与表达能力,互动中深化认知。
设计意图:依托对话情境引导学生关联生活,借小组合作与分享,内化情绪管理知识,培养合作与表达能力,实现知用结合。
板书设计 Unit 3　Growing Up 第1课时　Section A(1a-2d) Problems: 1.He borrowed my guitar.But there was an ugly mark on the guitar when he returned it. 2.I was angry and said things that hurt him.I feel awful now. Advice: 1.Well,maybe you could send him a text message first. 2.We should talk so that we can clear the air.
课堂评价
见课件
作业布置
必做: 1.Remember the words,phrases and sentence patterns in this lesson. 2.Write a short essay of about 50 words with the vocabulary and sentence patterns you have learnt,describing a small interpersonal contradiction caused by your emotions and its handling methods. 选做: Make a poster of “Emotional Management Tips”,and list the positive measures that can be taken when facing different negative emotions (such as anger or upset) in English.
教学反思
　　本次教学围绕 “情绪与人际交往” 展开,通过图片导入、听力对话学习、练习巩固等环节,基本完成知识传授。但在教学中存在不足:一是词汇操练方式较单一,部分基础弱的学生可能掌握不牢;二是拓展运用环节,小组讨论有时出现偏离主题情况,引导把控还需加强。
第2课时　Section A(3a-3d)
一、教学目标
1.掌握对话中描述情绪、学业情况及沟通建议的核心单词、短语和句式,能运用其进行类似亲子沟通情境的表达。
2.学会分析亲子沟通问题,理解父母高期望背后的意图,掌握有效沟通策略(如写信交流),提升人际交往与情绪疏导能力。
二、核心语言知识
1.核心词汇:
单词:
standard;award;clearly;pressure
短语:
be happy with;compare…with…;look on the bright side;get across;feel better
2.核心句式:
(1)Well,my parents aren't happy with my grades.
(2)Why don't you talk to them
(3)How about writing them a letter so that you can get your message across clearly
(4)I'm feeling a lot of pressure because…
3.教学重难点:
(1)让学生深入体会Judy面临的压力与亲子沟通困境,精准把握“理解父母意图 + 有效表达自身感受”的平衡,自然运用语言交流。
(2)促使学生将对话知识迁移到真实生活,创造性地进行亲子沟通场景的拓展演绎(如3d环节),提升实际语言运用与人际交往能力。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Show a short letter you wrote to your child,and talk about your different opinions on a certain problem. T:How do you communicate with your parents 通过情境讨论,学生能共情比较带来的心理感受,提升沟通意识,表达能力与情感认知均有提升。
设计意图:结合生活场景,引导学生正视家庭成员意见分歧现象,学会表达感受与有效沟通,促进心理健康与亲子关系。
◆Step 2　Reading Work on 3a and 3b 1.Let students look at the picture in 3a. T:This is Judy.She is unhappy.What's wrong with her Read and find the answer. 2.Let students complete the mind map independently by referring to the dialogue,then check their answers in pairs. 3.Have a discussion:Do you think Judy and her parents communicate well Why 先总体阅读,把握关键问题。然后细读,注意细节理解。依据3b思维导图完成质量,判断学生对对话信息的梳理能力;查看学生对 “沟通是否良好” 问题的回答,判断对对话主旨的理解。
设计意图:通过阅读、问题引导和对对话信息的梳理,强化内容记忆,让学生深入理解对话内容,掌握核心词汇,为后续语言运用打基础。
◆Step 3　Practice Work on 3c and 3d 1.Play the listening for 3c,let students role-play the dialogue after listening,focusing on pronunciation and intonation. 2.Arrange students to work in pairs. 通过角色扮演时的语音语调、内容准确性,评估语言掌握与运用流畅度。
设计意图:通过角色扮演,提升听力理解和口语表达能力,让学生在模仿中熟练掌握语言运用;借助3d任务,让学生跳出原文,进行真实亲子沟通情境的拓展创作,深化知识运用,提升人际交往与语言表达的实用性。
板书设计 Unit 3　Growing Up 第2课时　Section A(3a-3d) Judy's problemLily's opinionLily's adviceJudy's parents have very high 　　　　. Judy's parents just want her to 　　　　　　　. Judy can 　 . Judy's parents often 　　　　 her with her cousin,Kate. Judy can also 　　　　.
Good communication is very important.
课堂评价
见课件
作业布置
必做: Write three sentences using “compare…with…”“be happy with” and “get across” respectively. 选做: Interview your parents about their expectations for you.Then,write a short English passage(80-100 words) sharing your feelings,their responses,and your plan for better communication.
教学反思
　　本次教学围绕亲子沟通对话展开,通过阅读分析、练习巩固等环节,学生基本理解对话内容、掌握核心语言点。但存在不足:3d拓展环节,部分学生因生活经验少,对话创作较生硬,引导不够;后续要优化拓展引导。
第3课时　Section A Grammar Focus(4a-4d)
一、教学目标
1.通过语法聚焦掌握连词“although”“until”“so that”和“if”的用法,能区分含义并在句子中正确运用。
2.能通过学习相关内容了解针对压力的对策,并学会对应的英文表达。
3.培养学生正确处理人际关系(如4a、4d中涉及朋友、父母沟通)、应对压力(4c)的积极态度。
二、核心语言知识
1.核心词汇:
单词:
purpose;shut;lastly;plenty
短语:
on purpose;cut…in half;put oneself in sb's shoes;shut…away;plenty of
2.核心句式:
(1)Although you argued,you are still very close friends.
(2)You won't know how he feels until you talk to him.
(3)You can write to your parents so that they'll know how you feel.
3.教学重难点:
(1)掌握 although,until,so that,if引导的不同从句的语义与语法规则。
(2)语境中灵活运用连词,提升语言运用能力。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Show some simple sentences that use conjunctions in daily life.For example, “Although it rains,I still walk to school.”“I won't stop until I reach the end.” Ask the students to observe how these sentences are structured,and introduce the conjunctions we will learn in this lesson. 观察学生对日常句子中连词逻辑的初步感知,多数学生能说出“句子有转折/条件等关系”,表明可顺利引入主题。
设计意图:通过生活实例,让学生直观感受连词的作用,激发学习兴趣,为系统学习做铺垫。
◆Step 2　Presentation Work on 4a 1.Four sentences in 4a are presented. (1)Although you argued,you are still very close friends. (2)You won't know how he feels until you talk to him. (3)You can write to your parents so that they'll know how you feel. (4)If you did or said something wrong,you should say sorry. 2.Analyze the conjunctions sentence by sentence and explain their usages. 3.Contrastive summary:Combining the four conjunctions to illustrate the different types of clauses and their semantic differences to help form a simple grammatical framework. 围绕四个连词展开,通过例句分析、用法归纳及对比总结,观察学生能否清晰掌握让步、时间、目的、条件状语从句的特点与语义差异,从而构建基础语法框架,准确区分不同连词的功能,提升对复合句的理解与运用能力。
设计意图:以具体例句为切入点,先逐句解析连词的用法、含义和搭配,再进行对比总结,引导学生从具体到抽象,梳理状语从句的类型及语义区别,既夯实连词知识点,又建立整体语法体系,符合由浅入深的认知规律,助力学生系统掌握相关语法知识。
◆Step 3　Practice Work on 4b,4c,and 4d 1.Basic Practice:Sentence Filling (4b) Students independently complete the sentence filling in 4b,using the conjunctions although,until,so that,or if,then check their answers within groups. 2.Advanced Practice:Reading Comprehension Filling (4c) Students read the passage about managing stress.Then complete the sentences. 3.Extended Practice:Creative Sentence Building (4d) Students complete the sentences based on prompts in 4d and share their ideas. 观察学生练习时的正确率、思考过程。练习初期部分学生易错(如混淆“until”和“so that”),经讲解和后续练习,正确率提升,说明通过多样练习,学生对连词用法的运用更熟练。
设计意图:依托教材练习,从单句(4b)到语篇(4c)再到自主创作(4d),梯度训练,让学生在不同语境中强化连词运用,同时借助语篇理解连词对构建文本逻辑的作用,提升综合语言能力。
板书设计 Unit 3　Growing Up 第3课时　Section A Grammar Focus(4a-4d) 连词: 1.although:引导让步状语从句,不与but连用。 2.until:引导时间状语从句,常见结构是not…until,主句谓语动词是一般将来时,从句谓语动词用一般现在时。 3.so that:引导目的状语从句或结果状语从句。 4.if:引导条件状语从句,主句谓语动词是一般将来时,从句谓语动词用一般现在时。
课堂评价
见课件
作业布置
必做: 1.Review the usages of the four conjunctions. 2.Make 5 sentences for each conjunction. 选做: Write a short passage (at least 10 sentences) about a daily experience,using at least 3 of the conjunctions.
教学反思
　　通过 “情境导入—读译感知—分层练习” 的步骤,帮助学生从 “认识语法” 到 “运用语法”。后续需关注学生在复杂语境中连词的辨析能力,可在后续课程增加 “连词辨析” 类练习。
第4课时　Section B(1a-1f)
一、教学目标
1.能够掌握描述情绪、态度相关的核心单词、短语和句式;理解文章中 idioms的含义及用法;能读懂关于篮球比赛后情绪交流的故事并回答相关问题。
2.提升学生阅读技巧,如获取细节信息、推理判断;培养学生用英语交流情绪、态度及解决问题的能力;锻炼学生角色扮演等口语表达能力。
3.引导学生学会积极面对失误与失败,培养团队协作意识和积极乐观的心态。
二、核心语言知识
1.核心词汇:
单词:
ring;enter;everybody;player;decision;score;proud;coach;bit;repeat;solution;though
短语:
feel blue;on top of the world;all smiles;in low spirits;let down;be hard on;take back;proud of;as well;a bit;pull together;even though;go wrong
2.核心句式:
(1)I'm really sorry about letting everybody down.
(2)Matt was as shocked as anyone else when the accident happened,but it was too late.
(3)But we had a good chance to win until I made that mistake.
(4)It's more important to learn from your mistakes so that you don't repeat them in future.
(5)If we pull together,we should win next time.
3.教学重难点:
(1)学生熟练掌握描述情绪、态度的核心单词、短语和句式,能正确运用并进行交流。 精准理解习语(如 a heavy heart,look on the bright side等)的含义,区分其字面意思和引申义,灵活运用习语进行表达。
(2)理解文章内容,准确提取细节信息回答问题,把握习语在语境中的含义和用法。
(3)能通过角色扮演,用英语交流比赛失误后的情绪、想法及应对方式。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in 1.Teacher's activities: (1)Show some pictures of people with different expressions (happy,sad,shocked,etc.).Ask students:“How do these people feel Can you describe their feelings in English ” (2)Write some simple emotion-related words on the blackboard,like “happy”“sad”“angry”and then introduce the idioms from 1a briefly,e.g.,“We can also say ‘on top of the world’ to mean very happy,and ‘feel blue’ for sad.” 2.Students' activities: Observe the pictures,try to describe the feelings using the English words they know,and listen to the teacher's introduction of new idioms. 观察学生能否积极回应,用简单英语词汇描述情绪,初步感受新习语,了解对情绪表达词汇的已有掌握情况。
设计意图:通过图片激发兴趣,激活学生已有情绪表达词汇储备,自然引入新习语,为后续学习做铺垫。
◆Step 2　Pre-reading Work on 1a 1.Ask students to underline the negative idioms in 1a first.Then share other emotion-related idioms they know. 2.Present the title “How can we stay positive ” and the story title “You Can't Win Them All ”.Ask students to predict: (1)What might the story be about (2)What kind of situation do you think Matt is in 3.Guide students to look at the picture in 1b.Think about and share their predictions for the story. 查看学生的预测是否合理,能否准确找出负面习语,以及分享习语的丰富度,判断对习语和故事主题的初步理解程度。
设计意图:培养学生的预测能力,加深对情绪习语的认知,为阅读故事营造情境,激发阅读期待。
◆Step 3　While-reading 1.Fast reading Work on 1b Let students read the story in 1b quickly and answer:“What mistake did Matt make at the basketball game ” 通过学生对观点概括的准确性,判断学生是否把握文章主旨。
设计意图:训练学生略读技巧,寻找细节回答问题,培养总结归纳能力。
2.Careful reading Work on 1c Ask students to read carefully again,and complete the tasks: (1)Underline the idioms in the story and explain their meanings. (2)Complete the problems and solutions in 1c. Work on 1d Let students answer the questions in 1d. 检查学生快速阅读获取关键信息的能力,以及精读时对细节、习语的理解,通过答题情况判断阅读技能和知识掌握进度。
设计意图:训练学生掌握不同的阅读技巧(略读、精读),加深对故事内容、习语用法的理解,落实知识目标,提升阅读能力。
◆Step 4　Post-reading 1.Work on 1e and 1f Let students complete 1e in pairs,practising the use of idioms.Then perform a role-play for 1f,imitating and creating conversations. 2.Group Discussion How can we stay positive when facing failures 1e 检验对习语替换运用能力;role-play 观察口语表达和对情境的演绎,判断知识综合运用水平。
设计意图:巩固阅读内容,强化习语运用,提升口语表达和情境交流能力,培养团队协作和创新表达,深化情感态度教育。
板书设计 Unit 3　Growing Up 第4课时　Section B(1a-1f) 1.Emotion-related Idioms Negative:a heavy heart;feel blue;have a long face;in low spirits Positive:a light heart;feel on top of the world;be all smiles;in high spirits 2.Key Sentences (1)I'm really sorry about letting everybody down. (2)But we had a good chance to win until I made that mistake. (3)If we pull together,we should win next time.
课堂评价
见课件
作业布置
必做: Write a short passage titled “How to Stay Positive When Facing Mistakes”.Use at least 3 idioms or key phrases from this lesson,and it should be no less than 50 words. 选做: Search for 3-5 more English idioms about emotions.Write down their meanings and make one sentence for each.Prepare to share them in the next English class.
教学反思
　　通过多样的读前、读中、读后活动,学生既能掌握语言知识,又能运用语言并渗透情感教育。需关注不同层次学生的参与度,灵活调整活动难度。
第5课时　Section B(2a-3c)
一、教学目标
1.学生能够掌握描述情绪、感受的词汇及其用法,准确运用词汇完成句子、短文填空。理解感谢信文本内容,学会撰写感谢信。
2.提升学生词汇运用、阅读理解及书面表达能力,能够用英语描述情绪、表达感谢。
3.引导学生感知情绪,学会感恩,培养积极的情感态度。
二、核心语言知识
1.核心词汇:
单词:
joyful;thankful;negative;bully;behave;differently;physics;lie;awake;relaxed;normal;mad;deep;anybody;remain
短语:
shout at;wake up;from time to time;take a deep breath;pass away;not only…but also…
2.核心句式:
(1)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.
(2)Getting angry is normal,but what you choose to do with your anger is up to you!
(3)I used to think that science was boring and difficult,and I did badly in class.
(4)I couldn't talk about my feelings to anybody until you sat with me during lunch that day.
3.教学重难点:
(1)学生能够准确运用描述情绪的词汇完成句子、短文填空,掌握词汇的不同词性变化及用法。
(2)理解感谢信文本内容,提取关键信息,学会用英语撰写感谢信,表达感恩之情。
(3)深度理解文本情感,将感恩情感融入英语表达,提升书面表达的情感真挚性。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in 1.Introduction Phase (Warm-up & Lead-in):Emotion Guessing Game (5 minutes) Visual Presentation:Show a series of images of emotional expressions (or emoji faces) covering core emotions such as joyful (happy),angry,shocked,worried,etc. 2.Personal Sharing:Invite 2-3 students to share a time when they felt a very strong emotion recently (e.g.,Last weekend,I felt excited because I went to the amusement park.) 3.Work on 2a Put the words in the box into the “Positive” or “Negative” groups. 通过情境举例,学生能快速理解词汇含义,课堂互动性强,有效提升词汇应用能力,达成认知目标。
设计意图:结合生活实例解析词汇,降低理解难度,激发学习兴趣,帮助学生在语境中掌握并运用词汇。
◆Step 2　Practice Work on 2b and 2c Let the students complete the exercises in 2b and 2c.Then ask them to share their answers.The teacher will explain and correct the answers,with a focus on word form changes. 查看2b词汇填写准确性及2c同义词匹配的正确率,判断词汇理解和运用能力。
设计意图:通过词汇填空和同义词替代练习,强化词汇理解与运用,掌握词性变化和在语境中的正确形式。
◆Step 3　Pre-reading T:Do you have a teacher you're very grateful for What kind of help did he or she give you Invite several students to share ideas. 检查学生是否能流利表达观点。
设计意图:激活学生的先前知识并激发兴趣。
◆Step 4　While-reading Work on 3a 1.Ask students to read the letter quickly and answer: Why is Kelly thankful 2.Let students read again and answer the questions: (1)What did Mrs Thompson do even though she was busy (2)How did Kelly use to feel about science (3)What changes did Kelly experience in her science learning after taking Mrs Thompson's class (4)When did Mrs Thompson especially help Kelly a lot (5)Why does Kelly think Mrs Thompson is not only a teacher but also a friend 观察对文章细节的理解能力以及信息的整合能力。
设计意图:通过阅读和思考,帮助学生感受Kelly和老师的深厚情谊,并锻炼学生查找细节回答问题的能力。
◆Step 5　Post-reading Work on 3b Recall your past experiences. Who is the person you want to thank the most What is the reason for your gratitude How did he/she help you when you were in trouble Fill in the notes in 3b. 观察学生是否认真思考,能否根据问题提示回顾以往,做好梳理和记录。
设计意图:结合生活场景,兼顾思维训练与语言应用,助力综合能力提升。
◆Step 6　Writing Work on 3c Guide students to complete 3c:Use your notes in 3b to write your own thank-you letter.You can use the given expressions to help you. 观察学生写作思路及书面表达情况,判断词汇、句式运用及情感表达能力。
设计意图:从思路梳理到实际写作,逐步培养学生书面表达能力,强化感恩情感的英语输出,提升综合语言运用能力。
板书设计 Unit 3　Growing Up 第5课时　Section B(2a-3c)
课堂评价
见课件
作业布置
必做: Polish the thank-you letter you wrote in class.Check grammar and vocabulary usage,and try to add more details to make it more touching.If possible,share it with the person you want to thank. 选做: Search for more English stories or passages about gratitude.Read them and write a short review (at least 30 words) about what you learnt from them.
教学反思
　　本次教学围绕情绪词汇的运用和感谢信展开,学生在词汇练习、阅读环节有积极参与,但写作时部分学生存在内容单薄、表达生硬问题。后续需加强语篇输入,提供更多优秀感谢信范例,丰富学生表达素材;针对不同水平学生,细化写作指导,如思路拓展、语言润色,提升书面表达质量,更好实现知识运用和情感传递目标。

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