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第四课时Grammar Focus (4a-4d)
Teaching Objectives
In this class, students will:
identify and classify different types of adverbial clauses.
use adverbial clauses with although ,until ,if and so that to show concession,time,condition or purpose.
Teaching Advice
Lead-in
4a 1. Present the target sentences to students. Have them read aloud and provide accurate Chinese translations. 2. Let students explain the meaning of the bolded words.
Explore the Grammar
Let students find more sentences in 1a-3d that include the words above. Guide students to explain the function of the bolded words in context. The teacher can give students some options and have them choose the correct function of each word.
Grammar Rules
什么是状语从句 在句中作状语的从句叫状语从句。状语从句可修饰谓语、非谓语动词、定语、状语或整个句子。状语从句一般由从属连词引导,它可以表示地点、时间、原因、条件、目的、结果、让步、比较等。 Teaching Tip:从属连词是用于连接主句和从句的词语,使从句依附于主句,构成复合句。状语从句不能独立成句,必须依附于主句才能表达完整的意义。从属连词有though，although, when, until,after, so that,in order that,if,unless,because,since等。 although 的用法 让步状语从句由从属连词though,although引导。though,although都意为“虽然”,但注意它们都不能和but在同一个句子中使用。例如: Although he is quite old,he still jogs every day. =He still jogs every day though he is quite old. =He is quite old,but he still jogs every day. until的用法 until,till都表示“直到……”。它们都可以作连词,连接时间状语从句;也可以作介词，与其他词构成介词短语,在句中作状语。until和till的语义是相同的,但till主要用在口语中。例如: We walked and walked till/until it was dark. We didn't stop walking until it was dark. Li Ming will wait till/until his father comes back. Li Ming won't leave here until his father comes back. so that 的用法 so that可引导目的状语从句和结果状语从句。当它引导目的状语从句时,从句的谓语里常有can,could,may, might,will, would等情态动词。而当它引导结果状语从句时,则没有上述这些词,而且从内容上看主句和它引导的状语从句有明确的因果关系,主句为因,从句为果。例如: He always studies hard so that he can make great progress.(目的)He studied hard last term so that he made great progress.(结果) if的用法 if 表示“如果”,引导条件状语从句。含if从句的复合句可转换为并列句。例如: If you use your head,you'll find a way. =Use your head,and you'll find a way. If you don't hurry up,you'll miss the train. =Hurry up,or you'll miss the train.
Grammar Exercises
4b Have students read and complete the sentences with although ,until,so that ,or if. Check the answers by asking students to read the sentences. 4c Let students read the passage and make sure they understand the meaning. Ask students to complete the sentences according to the passage. Check the answers by inviting some students to read the sentences. 4d Have students think and complete the sentences. Invite some students to share their ideas. Give feedback and correct their mistakes.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
The lesson went smoothly overall. Students grasped the usage of adverbial clauses with although,until and so that through practice. Most could finish the exercises correctly, but a few were still confused about their functions. Next time, I'll add more examples to help them understand better.第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
1. understand Judy's communication problems with her parents.
2. master expressions related to talking about problems and giving opinions or advice.
3. reflect on the importance of effective communication within families and learn to understand parents' intentions from different perspectives.
Teaching Advice
Lead-in
Survey Have you ever felt stressed because of your parents' expectations, like grades,class ranking or comparisons If yes,raise your hands. Think and Share Invite several students to say more about their experiences and feelings: What makes you stressed How did you feel Did you talk to your parents How did they react
Pre-reading
Look and Say Have students look at the picture in 3a and answer the questions.What is happening in the picture How might the girl on the left feel Ask some students to share their ideas.
While-reading
3a Ask students to read the conversation and answer the questions. Why is Judy upset Do you think Judy and her parents communicate well 3b Let students read the conversation again and complete the mind map. Check the answers with the students. Have students answer more questions about the conversation. Further Thinking How do you think Judy feels when her parents compare her with her cousin Find clues from her words. Do Judy's parents really not care about her Why or why not How can parents and children communicate more effectively Language Analysis Ask students to underline how Judy expresses her stress and upset,and how Lily responds to her feelings. Judy: My parents aren't happy with my …/My parents have very high standards./ They often compare me with./I know my parents love me,but sometimes I think they love...more./I'm afraid I'll cry if we talk. Lily: I'm sorry to hear that. /I'm sure your parents just want you to do well,although they may not show it./Why don't you talk to them /... make you feel better. 3c 1. Have students listen to the conversation,and then role-play it. 2.Remind them to use proper intonation to convey the emotions in the conversation.
Post-reading
3d Tell students that Judy has taken Lily's advice and written a letter to her parents. Then ask them to imagine they are Judy's parents and think about what they would say after reading the letter. (E.g.Judy,we're sorry. We didn't know our comparison hurt you so much. From now on,we'll focus on your efforts. ) Ask students to work in pairs,with one student playing the role of Judy and the other playing the role of her parent. Have them role-play the conversation that happens after Judy's parents read the letter. 3. Invite several pairs of students to perform their conversations for the whole class.
Summary Ask students to summarize what they learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Draw the expressions and language points on the blackboard.
Teaching Reflection
Today's lesson went smoothly. Students actively participated in role-plays and discussions, showing good understanding of Judy's feelings. The language analysis helped them grasp key expressions,but some found it hard to think deeply about “effective communication methods”. To address this, I'll connect the question to specific lines in the dialogue to guide them. Next class, I'll also share simple real-life examples to make the concept more relatable.第六课时Section B(3a－3c)
Teaching Objectives
In this class, students will：
1. identify the structure and key elements of a thank-you letter.
2.write a thank-you letter with clear logic.
3. develop a sense of gratitude and be more willing to express appreciation to people who have
helped them.
Teaching Advice
Lead-in
Free Talk Do you remember a time that someone helped you a lot What happened What do you usually do to thank someone who helped you How does Kelly thank Mrs Thompson (She writes a thank-you letter.)
Pre-writing
3a 1. Have students read the letter and discuss why Kelly is thankful. The teacher can use a table to help students summarize the key points. Analyze the structure of the thank-you letter.(见优翼配套教学课件) 3. Ask students to underline the sentences that can be used to thank someone in a thank-you letter. 3b Let students think about a person they want to thank the most,write down who the person is and why they want to thank him or her. 2. Have students share their notes with a partner.
While-writing
3c Have students write their own thank-you letters by using the notes in 3b. Remind students to use the expressions in 3c. 3. Show students a sample writing first.(见优翼配套教学课件)
Post-writing
Invite 3-4 students to read their letters aloud to the class. Ask the other students to note:one strength they notice and one question they have about the content. 2. After each reading,invite 2-3 students to share the strength they note and invite 1-2students to ask their content questions. 3.Conduct a quick class reflection: 4. Ask students to share one thing they have learned from others' letters.Have students turn to a partner and share one idea they might use in their own writing.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the letter structure and useful expressions on the blackboard.
Teaching Reflection
This writing lesson successfully guided students in writing meaningful thank-you letters. Students showed good understanding of the letter structure and used the target expressions well. Most letters contained sincere gratitude, though a few needed clearer examples of how they were helped. Overall , students developed both writing skills and appreciation for others’ kindness. I'll include more model sentences next lesson to strengthen content development.第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
understand the conversation and grasp the key details of how they solve the conflict.
identify key phrases for apologizing and resolving conflicts.
reflect on personal experiences by discussing similar situations in pairs and share emotional responses.
4. understand the importance of communication in maintaining friendship.
二、Teaching Advice
Lead-in
Review and Predict Review the conversation of last class and let students predict what will happen next.
Pre-listening
2a 1. Have students read the sentences in the box and discuss the questions. Who would say each sentence-Peter or Harry When do we use these sentences in real life Tell students that they're going to listen to a conversation between Peter and Harry,and then ask them to tick the sentences each person might say. Ask students to share their answers with a partner.
While-listening
2b 1. Guide students to read the sentences and underline the key points that they need to focus on while listening. 2. Have students listen to the conversation and circle T for true or F for false.3.Check the answers with the students. 2c 1. Have students read the summary. Then,play the audio again and let them complete the summary of the conversation. 2. Check the answers by asking students to read the summary together.
Post-listening
2d Have students tick the situations they have experienced. Ask them to think about how these situations made them feel and what happened in the end. Ask students to share their experiences in pairs. Invite a few students to share their stories with the class. Encourage them to use complete sentences. 4. Summarize common emotions. Write useful sentence frames on the blackboard, such as: I felt _____when_____. /At first, I was _____,but then______.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Draw the table or write the sentence structures in 2d on the blackboard.
Teaching Reflection
In today's class, students showed good engagement in pre-listening predictions, grasping sentence functions well. However, during the post-listening activity in 2d,some struggled to deeply connect personal experiences with the dialogue. Time management for pair-sharing was off; some groups rushed. Next class,I'll design clearer guides for reflections in 2d and adjust time better.第五课时Section B(1a－1f) & Vocabulary in Use
Teaching Objectives
In this class, students will：
l. understand the correct use of the idioms related to feelings from the text.
2. analyze the story to understand Matt's mistakes,his emotions,and Tom's supportive advice.
3. practise solving problems by role-playing the conversation between Matt and his coach.
4. learn how to stay positive when facing failures or mistakes.
Teaching Advice
Lead-in
1a Show students the idioms and let them underline the ones that are negative. Explain the idioms and give some sample sentences to make students better understand their meanings. (见优翼配套教学课件) 3. Let students think of some other idioms that describe feelings. Here are some examples: over the moon欣喜若狂 She's over the moon about getting accepted into her dream college. under the weather身体不舒服,心情也受影响 I'm a bit under the weather today,so I might skip the party.
Pre-reading
Predict Have students read the title and look at the picture in 1b,and then discuss the questions: What do you think the story is about What might “You Can't Win Them All”mean
While-reading
Skim Reading 1b Let students skim the story and answer the questions: What mistake did Matt make at the basketball game How did he feel Careful Reading 1c 1. Ask students to read again and complete the problems and solutions.2. Check the answers with the students. 1d Have students read the story again and answer the questions. 2. Invite some students to share their answers. Further Thinking The teacher can lead the students to the following conclusion: Mistakes are steps, not stops—what matters is how you step forward. If time permits, the teacher can invite students to share their own stories of learning from mistakes.
1e 1. Ask students to read“Recognizing idioms” in the box and explain why the author uses idioms in the text. 2. Guide students to underline other idioms in the text and explain the meanings according to the context. 3. Let students replace the underlined words with the idioms from the story.4.Check the answers with the students.
Post-reading
1f Ask students to read the instruction and discuss how to encourage Matt to be positive. Share some useful expressions with students to encourage others to be positive. Let students role-play the conversation between Matt and his coach. Invite some pairs to present their conversations to the class. Then, the whole class can discuss which parts of the conversations are effective in encouraging Matt and why.
Vocabulary in Use
2a Let students read the words in the box and put them into the correct groups. Check the answers with the students. 2b 1. Have students read the conversations and complete the sentences with the correct forms of the words in brackets. 2.Check the answers by asking some students to read the conversations. 2c Have students read the passage and make sure they understand the meaning. 2. Ask students to replace the underlined words with the correct forms of the words in the box. 3. Check the answers with the students.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the idioms and their sample sentences on the blackboard.
Teaching Reflection
This lesson effectively engaged students in understanding emotions through learning idioms and analysing Matt's story. Students participated well in discussions and role-plays, showing improved comprehension of the idioms. However, some struggled with using idioms naturally in sentences, so more practice activities would be helpful next time.Unit 3 Growing Up
单元总览
单元主题分析
本单元以“成长”为主题,紧扣课程标准“人与自我”范畴下“积极向上的生活”和“身心健康”这两个子话题。本单元聚焦青少年成长过程中的情绪管理，旨在帮助学生认识和处理各种复杂情绪,培养积极健康的心理品质。本单元核心问题“How do we deal with our emotions ”贯穿始终,引导学生深
入思考情绪管理在个人成长中的重要作用。
Section A通过听力活动和情景对话,让学生学习识别和表达不同情绪,重点分析人际冲突中的情绪反应,探讨如何运用沟通技巧化解矛盾。学生将通过真实案例理解“有效沟通”在情绪管理中的关键作用。
Section B借助阅读文本,引导学生探索情绪与成长的关系。通过Matt的篮球故事,分析挫折中的情绪反应及应对策略,理解“积极心态”对个人成长的意义。写作部分通过撰写感谢信，培养学生感恩意识,教会学生用语言表达情感。
总之,本单元以“情绪管理”为切入点，将语言学习与成长教育有机结合,帮助学生在掌握情感表达相关语言技能的同时,理解正确处理情绪是成长过程中的重要课题,从而培养积极健康的生活态度和人际关系处理能力。
单元学习目标
通过本单元的学习，学生能够：
1.准确识别并自然运用如excited、afraid等描述情绪的词汇，清晰表达自身及他人在成长中情绪状
态,并能运用恰当的情感词汇进行有效沟通。
2.听懂并理解涉及朋友冲突、家庭沟通等成长场景的材料,捕捉关键情绪信息与事件发展脉络。3.读懂关于成长中情绪处理的文本,梳理情节、提取情绪管理及人际交往的方法;归纳总结表达情感、提出建议和道歉的常用句型，并能在角色扮演和书面表达中灵活运用这些句型处理人际关系问题。
4.正确运用although,until,so that等引导的状语从句,描述成长中情绪产生的情境、处理方式及结果,提升语法运用的准确性与表意丰富性。
5.撰写感谢信,结合自身经历并运用本单元语言知识，有条理地表达感恩、反思及情绪管理思路，强化写作技能。
单元学习重难点
重点：
熟练掌握excited、afraid等情绪类词汇，以及although、until等引导状语从句的连词,能准确理解、运用，描述成长中情绪与事件的内在联系。
分析单元阅读文本的内容结构,准确提炼情绪处理方式、事件发展脉络等关键信息。
牢记并灵活运用与情绪表达、问题解决相关的句型，并应用于口语交流和书面表达。
难点：
1.准确区分although、until等连词在复杂语境中的逻辑关系,灵活运用其引导的状语从句，避免语法错误，让表达更贴合语义。
2.阅读时,深度剖析文本隐含的情绪原因、人物心理变化，突破表面信息,理解文本深层情感。3.口语和写作中,将情绪词汇、复杂句型自然融合,摆脱生硬表达，让内容更生动、逻辑更连贯。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4d)
第五课时Section B(1a－1f) & Vocabulary in Use
第六课时Section B(3a－3c)Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
identify and describe different emotions in real-life situations.
practise listening skills by understanding Peter's problem and Ella's advice in the conversation.
3. role-play the conversation to give Peter more advice.
二、Teaching Advice
Lead-in
Look and Share
1. Show students the theme picture and ask the questions:What do you see in the picture What do you think their relationship is 2. Have students answer the questions on Page 21,and then invite some of them to share the answers.
Pre-listening
1a Show students the pictures in la and let them describe different emotions. Have students match the feelings with the situations in the box. Remind them that the answers are varied. 3. Encourage students to brainstorm more situations of each feeling.
While-listening
lb Before listening,let students describe the event in their own words. Have students listen and number the sentences in the correct order. Check the answers with the students. 1c Let students listen to the conversation and circle Peter's feelings. Check the answers with the students. Further Thinking Let students read Harry's and Peter's thoughts,and then discuss the following question. Put yourself in their shoes-if you could talk to Harry or Peter right now,what would you say to help them understand each other better Share your ideas!
Post-listening
ld Ask students to brainstorm what advice they would give to Peter if they were Ella. Let students work in pairs and role-play a conversation between Peter and Ella,and givePeter more advice. 3. Invite some pairs to role-play their conversations.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the sentence patterns and language points on the blackboard.
Teaching Reflection
This lesson went well overall. Students actively participated in discussing emotions and role-playing the conversation. However, some struggled with retelling the event clearly, so I'll provide more guided practice next time. The listening tasks were effective, but I should add simpler examples for new vocabulary.

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