资源简介

Unit 3　Growing Up
The theme of the unit is “growing up and dealing with emotions”．Through a series of listening，speaking，reading and writing tasks，it aims to guide students to talk about different emotions in life，use adverbial clauses with although，until，and so that to show concession，time or purpose，provide advice to a friend who is feeling down，explore ways to manage emotions and stay positive，and cultivate students' ability to handle emotional problems and maintain a positive attitude towards life.
Key Points 1.Master the vocabulary and sentence patterns related to emotions and emotional management. 2.Use adverbial clauses with although，until，and so that correctly. 3.Describe emotions，the process of dealing with emotional problems，and ways to stay positive clearly，and communicate personal emotional experiences fluently.
Key Difficulties 1.Tell the difference between the usages of adverbial clauses with although，until，and so that and use them in real life contexts. 2.Organize language to describe emotional challenges and ways to manage emotions with specific examples，and deepen the understanding of “staying positive”． 3.Use appropriate vocabulary and sentence structures to express complex emotions and emotional management methods accurately.
Language Proficiency
(语言能力),1.Master the vocabulary and sentence patterns about emotions and emotional management.
2．Be able to understand dialogues and stories about emotions and emotional management and gain the views and details.
3．Be able to fluently talk about emotional experiences，describe the process and feelings of dealing with emotions，and use adverbial clauses to express logical relationships.
4．Be able to write short passages about emotions and emotional management with correct grammar.
Cultural Awareness
(文化意识),1.Respect different cultural norms about interpersonal communication and emotional support in a certain culture.
2．Compare and understand how different cultures approach emotions and relationships，enhancing our cultural awareness. 续表
Thinking Quality (思维品质) 1.Evaluate different ways of managing emotions，consider the reasons behind people's interactions，and make logical connections between emotions and behaviors. 2．Develop problem solving thinking ability and creativity and keep a positive attitude towards emotion management.
Learning Capability (学习能力) 1.Stimulate interest in English learning through group discussions，role plays and writing tasks. 2．Learn to collect and organize information about emotions and emotional management to improve the efficiency of independent learning and collaborative learning. 3．Be able to reflect on the “usage of adverbial clauses” and “techniques for describing emotions and emotional management” during the learning process.
,　 　Learning Situation Analysis(学情分析))Ｂ
1．Students may not have a comprehensive understanding of emotions and know little about emotions beyond “joy，anger，sorrow and happiness”．
2．Students may have difficulty in describing emotional details and organizing language logically when talking about emotional management.
3．The use of adverbial clauses with although，until，so that and if may be difficult for students，especially when they need to explain the logical relationship of emotional events in English.
4．Few students seek solutions when facing emotional problems and lack a positive understanding of each type of emotional issue.
1．Use multimedia resources like pictures and videos about emotions to help with teaching and interest students.
2．Adopt task based and cooperative learning methods(for example，group discussions) to improve their cooperation and communication skills.
3．Provide writing frameworks and examples for writing tasks to help students organize their writing.
4．Pay attention to individual differences among students.Offer different levels of tasks and guidance to meet the needs of different students.
5．Organize cross cultural comparison activities，such as discussing differences in emotional expressions and management ways between different cultures to expand vocabulary and global awareness.
6．Design grammar focused games to practise adverbial clauses with although，until，so that，and if using examples from textbook dialogues and stories.
第一课时　Section A(1a—2d)
第二课时　Section A(3a—3d)
第三课时　Section A(Grammar Focus 4a—4d)
第四课时　Section B(1a—1f)
第五课时　Section B(2a—3c)
第六课时　Section B(Project & Reflecting)第二课时　Section A(3a—3d)
Activity 1 Warm up and lead in
T：Hello，everyone! Today，we're going to talk about communication between teenagers and their parents.Let's start with a question：Have you ever had a situation where your parents had different expectations for you—maybe about your grades or hobbies How did you feel then
(Let some students share their experiences.)
T：Thanks for sharing.It's common to have such moments.Now，let's look at a conversation between Judy and Lily.Judy is facing a problem with her parents.Let's read the conversation in 3a and see what's wrong with Judy and how she deals with it.
设计意图：首先，通过询问学生与父母之间关于期望(如成绩、爱好等)的经历，引起学生共鸣，激发学生参与课堂讨论的兴趣。其次，自然地引出本节课关于 “青少年与父母沟通” 的主题，为接下来阅读朱迪和莉莉的对话做好铺垫，使学生能带着对自身经历的思考去理解文本内容。
Activity 2 Presentation(3a)
T：Read the conversation between Judy and Lily.Then，think about whether Judy and her parents communicate well.(Students read and think.)
T：Now，let's focus on some useful expressions and sentence structures in the conversation.For example，“What's wrong，Judy？”“Well，my parents aren't happy with my grades.”，“Why don't you talk to them？”“How about writing them a letter so that you can get your message across clearly？”
设计意图：通过阅读对话并思考朱迪和父母的沟通情况，引导学生快速抓取文本关键信息，强化 “感受与沟通” 的单元核心主题。同时，学会留意日常交流中关于表达感受和给出建议的常用表达和句型，为后续练习奠定基础。
Activity 3 Practice(3b)
T：Read the conversation again and complete the mind map.(Students read and complete.)
T：Let's check the answers together.
Judy's problem：Judy's parents have very high standards.Judy's parents often compare her with her cousin，Kate.
Lily's opinion：Judy's parents just want her to do well.
Lily's advice：Judy can talk to her parents.Judy can also write them a letter.
设计意图：通过完成思维导图，深化文本理解，训练阅读能力。同时，帮助学生梳理朱迪的问题以及莉莉的观点和建议，培养学生的信息归纳能力。
Activity 4 Practice(3c)
T：Listen to the conversation.Then，role play it with your partner.(The teacher can add some of his or her own ideas to make the role play more interesting.The teacher can also invite some pairs to perform their role plays in front of the class.)
设计意图：通过听力和角色扮演活动，强化听力输入，提升信息捕捉能力。同时搭建口语输出支架，锻炼口语表达能力。老师在学生表演的过程中补充信息，可以激发学生的创造力，使他们更积极地参与到学习活动中。
Activity 5 Practice(3d)
T：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.You can use the expressions provided in 3d to help you.
设计意图：通过模拟朱迪和父母读信后的对话，为学生提供更多运用目标语言的机会，进一步强化 “感受与沟通” 的主题，提升学生的口语表达和情境运用能力。
Homework
1．Copy and memorize the key sentences in 3a.
2．If you were Judy，write a short letter to your parents to express your feelings and thoughts.
第二课时　Section A(3a—3d) Key Words: communicate，compare，stressed，pressure Useful Expressions： —What's wrong，Judy —Well，my parents aren't happy with my grades. Why don't you talk to them How about writing them a letter so that you can get your message across clearly？
In this lesson，students actively participated in various activities about feelings and communication.However，some students still had problems in using appropriate expressions to communicate feelings during role playing.Provide more individual guidance in future classes.Also，more guidance can be given to help them organize their thoughts and use the language more accurately.第五课时　Section B(2a—3c)
Part 1　Vocabulary in use(2a—2c)
Activity 1 Warm up and vocabulary classification(2a)
T：Good morning，class! Today we'll focus on vocabulary about feelings.First，let's do the task in 2a.Put the words in the box into the correct groups of “Positive” and “Negative”．Then share your answers with your partner.
设计意图：通过词汇分类活动，激活学生对描述情绪词汇的已有认知，为后续学习奠定基础，同时锻炼学生的词汇辨析能力。
Activity 2 Vocabulary practice with sentences(2b)
T：Now，let's move to plete the sentences with the correct forms of the words in brackets.After finishing，check your answers with your deskmate.
设计意图：通过此任务，巩固学生对与情绪相关词汇的理解与运用，提升学生在具体语境中准确使用这些词汇的能力，同时帮助学生更好地掌握词汇的形式变化。
Activity 3 Vocabulary practice(2c)
T：Let's do an interesting task.There's a passage here，and some words are underlined.We have a box with words like “hurt”，“anger”，“relaxed”，etc.Our job is to replace those underlined words with the correct forms from the box.This will help us use these emotion related words better in context.Are you ready？“(After students finish，check the answers together as a class.)
　设计意图：通过词义替换任务，巩固学生对与情绪相关词汇(如 “hurt”、“anger” 等)的理解与掌握，提升学生在具体语篇语境中准确运用这些词汇的能力，同时帮助学生更好地体会词汇在不同语境下的形式变化与表意功能。
Part 2　Reading for writing(3a—3c)
Activity 1 Reading comprehension(3a)
T：Let's read Kelly's thank you letter in 3a.Find out why Kelly is thankful.Then discuss your ideas in small groups.
设计意图：通过阅读感谢信，培养学生提取关键信息的能力，理解文本内容，同时感受感恩的情感。
Activity 2 Brainstorming for thank you notes(3b)
T：Now，do the task in 3b.Think about the person you want to thank the most.Make notes about the difficulties you faced and how he/she helped you.Share your notes with the class.
设计意图：引导学生回忆自己想要感谢的人及相关经历，为写作积累素材，锻炼思维和表达能力。
Activity 3 Writing a thank you letter(3c)
T：It's time to write your own thank you letter in 3c.Use your notes in 3b and the given expressions to help you.After finishing，exchange letters with your partner and give each other feedback.
设计意图：让学生将思考的内容转化为英语书面表达，提升英语写作能力，同伴互评有助于发现问题、互相学习。
Homework
Polish your thank you letter according to your partner's feedback.Then，share your letter with the person you thanked if possible.
第五课时　Section B(2a—3c) Vocabulary about Feelings： Positive：joyful，thankful，excited，proud，calm Negative：angry，shocked，stressed，worried，hurtful，upset，lonely，afraid，shy Writing Structure(Thank you Letter)： Thank you for… You helped me by… I am very thankful because… When…，you were there to…
In this lesson，students were active in vocabulary classification and practice.In the reading part，most students could understand Kelly's letter and find out why she was thankful.However，when writing their own thank you letters，some students lacked detailed descriptions and proper use of connecting words.In future lessons，more guided writing practice with examples will be provided to improve these aspects.第四课时　Section B(1a—1f)
Part 1　Warm up and lead in(1a)
T：Good morning，class! Today we're going to talk about how to stay positive.First，let's do 1a.Read the idioms.Underline the negative ones.Then think about other idioms describing feelings and share with your partner.
设计意图：通过 1a 的活动，激活学生对描述情绪习语的已有知识，为探讨保持积极的主题做铺垫，同时锻炼学生的语言表达和思维发散能力。
Part 2　Reading and comprehension(1b—1e)
Activity 1 Story comprehension(1b)
T：Now，let's move to 1b.Read the story “You Can't Win Them All” and find out what mistake Matt made at the basketball game.
设计意图：培养学生快速获取故事关键信息的能力，初步理解文本内容。
Activity 2 Question answering(1c)
T：Read the story again and answer the questions in 1c.Remember to find details from the text to support your answers.
设计意图：引导学生深入阅读文本，提取细节信息，提升阅读理解的深度和答题能力。
Activity 3 Problem solution completion(1d)
T：Read the text once more and complete the problems and solutions in 1d.Try to use your own words first and then check with the text.
设计意图：帮助学生梳理故事中人物的困境与解决办法，进一步加深对文本逻辑和内容的理解。
Activity 4 Idiom replacement(1e)
T：Now，let's do 1e.Replace the underlined words with the idioms from the story.Pay attention to the meaning and context of each idiom.
设计意图：巩固学生对文中习语的掌握，提高在具体语境中运用习语的能力。
Part 3　Role play practice(1f)
T：Let's work on 1f.Role play a conversation between Matt and his coach.You can refer to the example in the text and use your own words to make the conversation more natural.
　设计意图：鼓励学生运用所学内容进行角色扮演，提升口语表达的流利度和情境运用能力。
Homework
Think about a time when you felt negative and how you stayed positive.Write a short passage about it，using the idioms and expressions we learned today.
第四课时　Section B(1a—1f) Topic：How can we stay positive Key Words：a heavy heart，feel blue，in low spirits，a light heart，feel on top of the world，in high spirits Key Structures：…said with a heavy heart.; I'm really sorry about…； Try to look on the bright side.; You can't win them all. Story Elements： Character：Matt，Tom Event：Matt made a mistake in the basketball game and felt sorry.Tom comforted him. Message：Learn from mistakes and stay positive.
Through this lesson，students enhanced their understanding of idioms describing feelings and learned how to stay positive through the story.However，some students still have difficulty using idioms correctly in context.In future teaching，more practice activities will be designed to improve this skill.第六课时　Section B(Project & Reflecting)
Activity 1 Problem writing(4a)
T：Good morning，class! Today we'll do a project about sharing and solving problems.First，let's do the task in 4a.Think about a problem that makes you worried or upset.Write it on a piece of paper.Do not include your name.You can refer to the common teenage problems listed，like too much stress，poor relationships，etc.
设计意图：引导学生思考自身或同龄人面临的烦恼，将其书面化，为后续小组讨论和解决问题做准备，同时激发学生对 “问题与解决” 主题的关注。
Activity 2 Problem collection(4b)
T：Now，let's move to 4b.Collect all pieces of paper and put them in a box.Let's make sure every paper is collected so that we have enough problems to discuss in groups.
设计意图：收集问题纸条，营造匿名、安全的讨论氛围，确保小组活动有丰富的问题素材。
Activity 3 Group discussion and suggestion giving(4c)
T：Work in groups.Take one piece of paper from the box each time.Discuss the problem and provide your suggestions.Try to give practical and helpful advice.
设计意图：开展小组讨论，锻炼学生的合作交流能力，让学生在讨论中学会倾听他人问题并积极思考解决方案，提升解决实际问题的能力。
Activity 4 Class presentation(4d)
T：Now，let's move to 4d.Present the problem and your suggestions to the class.Use the example provided as a reference to make your presentation clear and organized.
设计意图：进行班级展示，锻炼学生的口语表达和逻辑思维能力，同时让全班同学都能从不同问题及解决方案中获得启发。
Homework
Think about one of the problems discussed today and write a short passage about how you would solve it in detail.You can also add some reflections on how solving this problem helps with emotion management.
第六课时　Section B(Project & Reflecting) Problems：too much stress，poor relationships，worries about the future，school bullying，etc. Suggestions：join a club，talk to someone，do relaxing activities，etc. Sentences： I find it hard to…，I'm afraid to…although… Here are some of our suggestions to…First，…Second，…
In this lesson，students actively participated in writing，collecting，and discussing problems，showing great interest.However，in the group discussion，some students didn't fully express their ideas.Pay more attention to guiding every student to participate in future classes.Through this lesson，students' abilities in cooperation，discussion，and problem solving have been improved.They also have a deeper understanding of emotion management and the importance of sharing problems.第一课时　Section A(1a—2d)
　
Activity 1 Warm up and lead in
T：Good morning/afternoon，class! Let's start with a fun game.I'll show you some emojis，and you have to guess the feeling words they represent.Are you ready？(Show emojis like a smiling face with excitement，a scared face，a shy face，etc.)
Ss：Excited！/Afraid！/Shy！…
T：Great job! You all know these feeling words well.Now，in our daily life，different situations can make us have different feelings.For example，when you win a game，you feel excited.When you see a big dog barking at you，you might feel afraid.Today，we have some pictures with feeling words and some situations in a box.Let's match the feelings with the right situations.Let's start with activity 1a.
设计意图：通过表情符号猜感受词汇的游戏，激发学生参与课堂的兴趣，同时帮助学生复习已学的感受类词汇，为后续活动做好词汇储备。其次，结合日常例子，引导学生将感受与具体情境联系起来，使学生更容易理解 “不同情境引发不同感受” 这一概念，从而顺利过渡到 1a 活动。
Activity 2 Matching(1a)
T：Look at the pictures and the list of feelings：excited，afraid，shy，upset，angry，lonely，shocked，worried.Let's match each feeling with the correct situation in the box.Work on your own first.(Students match the feelings and situations individually.)
T：Now，check your answers with your partner.Then let's go through them together.
Failing a test matches “upset”．
Living alone matches “lonely”．
Hearing about a sick friend matches “worried”．
Meeting old friends matches “excited”．
Watching a scary movie matches “afraid”．
Fighting with a friend matches “angry”．
Seeing an accident happen matches “shocked”．
Meeting a new person matches “shy”．
设计意图：借助词汇与情境的匹配，帮助学生建立 “感受—情境” 的对应关系，降低新词汇的记忆难度，先独立完成匹配，再同桌核对，最后全班统一核对，既培养了学生的自主思考和判断能力，同时发挥了团队协作解决问题的能力，为后续听力理解中快速识别感受名称打下基础。
Activity 3 Listening(1b)
T：Now，we'll listen to a conversation.The task is to circle Peter's feelings.Let's read the sentences in 1b first.(Students read the sentences.)
T：Now，listen carefully and circle the correct feelings.(Play the recording.Students listen and circle.)
T：Let's check the answers.
Peter was worried when he talked to Ella.
Peter couldn't control his anger when he talked to Harry.
Peter felt upset after his fight with Harry.
Peter felt afraid to talk to Harry.
设计意图：聚焦 “提取人物感受” 这一听力核心能力。听前引导学生把握填空的方向；听后对答案，进一步巩固 “感受” 相关的词汇。
Activity 4 Listening for order(1c)
T：Listen again.This time，number the sentences in the correct order.(Play the recording a second time.Students listen and number.)
T：Let's check the answers.
__5__ Ella advised Peter to call Harry.
__1__ Harry borrowed a guitar from Peter.
__4__ Harry stopped speaking to Peter.
__3__ Peter said hurtful things to Harry.
__2__ Peter found an ugly mark on his guitar when Harry returned it.
设计意图：通过将语句排序，帮助学生初步感知事件发展的先后顺序，理解 “事件与顺序” 的逻辑意义，进一步深化对单元主题 “感受与事件” 的理解。
Activity 5 Role play(1d)
T：Now，talk about your own situations with a partner.Use the dialogue：
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…
(Students practise in pairs.)
T：Let some pairs show their dialogues.
设计意图：以 “谈论个人经历及感受” 为核心，提供固定的对话模板，一方面锻炼学生的口语表达能力，让他们在模拟真实交流的情境中运用所学的语言知识；另一方面，有助于学生更好地理解如何解决类似的人际问题，提升他们的语言运用和人际交往能力。
Activity 6 Predicting and listening(2a)
T：Look at the table in 2a.There are some sentences like “I'm sorry.” “I feel bad about it.” and so on.You are going to hear a conversation between Peter and Harry.Predict which sentences each person might say and tick them.Work on your own first.(Students predict and tick individually.)
T：Now，check your predictions with your partner.Then let's listen to the conversation to see if you are right.(Play the recording.Students listen.)
设计意图：通过让学生预测彼得和哈里可能说的话，激发学生对听力内容的兴趣，同时引导学生提前思考对话可能涉及的道歉、表达愧疚等内容，为听力活动做好准备，培养学生的预测能力。
Activity 7 Listening and judging(2b)
T：Now，look at the sentences in 2b.They are about the conversation between Peter and Harry.Listen to the conversation again and circle T for true or F for false.(Play the recording a second time.Students listen and circle.)
T：Let's check the answers together.
设计意图：此活动旨在培养学生 “捕捉关键信息并判断正误” 的能力。听前呈现句子，帮助学生明确听力任务焦点；听后核对答案，能让学生梳理对话中关于道歉、友谊等关键信息，理解两人对友谊和矛盾的态度，为后续深入理解对话内容奠定基础。
　Activity 8 Listening and completing(2c)
T：Listen again and complete the summary of the conversation.(Play the recording a third time.Students listen and complete.)
T：Let's check the answers.
设计意图：通过让学生完成对话总结这种方式，一方面帮助学生更深入地理解对话内容，梳理出核心信息，比如人物的感受、行为以及事物的相关情况等；另一方面，锻炼学生的听力细节捕捉能力和语言组织概括能力。
Activity 9 Sharing experiences(2d)
T：Tick the situations you have experienced before.How did they make you feel What happened in the end Talk to a partner about them.(Students tick and discuss in pairs.)
设计意图：以 “谈论个人经历及感受” 为核心，让学生结合自身实际，分享经历、感受及结果，进一步强化 “用英语谈论感受和解决办法” 的表达能力，同时也能让学生从彼此的经历中获得共鸣和启发。
Homework
Recite the words about feelings and master the usage of the sentences in 1b.
第一课时　Section A(1a—2d) Key Words：excited，afraid，shy，upset，angry，lonely，shocked，worried，scared，fight/argue with Key Sentence Patterns： Peter was worried when he talked to Ella. —How did that make you feel —I was very upset/… If you did something wrong，maybe you should say sorry first.
In this lesson，students actively participated in various activities about feelings and related situations.The listening activities helped students improve their listening skills and understand the feelings in different situations.The pair work and sharing experiences part encouraged students to use the target language to communicate.However，some students might struggle with dealing with their feelings.In future lessons，more practice on using infinitives in different contexts should be provided.第三课时　Section A(Grammar Focus 4a—4d)
Activity 1 Warm up and revision
T：Let's recall what we learned about conjunctions like although，until，so that，and if before.I'll ask you some questions and you answer them.(The teacher asks students questions like “What will you do if you have a fight with your friend？” “When will you talk to your parents about your problems？” Let students answer using the conjunctions.)
设计意图：通过复习旧知，为新课内容作铺垫，激发学生对连词用法的探究兴趣，同时检查学生对连词基本用法的掌握情况。
Activity 2 Presentation(4a)
T：Let's read the sentences in 4a and focus on the usages of conjunctions：although，until，so that，and if.(Students read the sentences.)
T：For “Although you argued，you are still very close friends.”，“although” introduces a contrast.For “You won't know how he feels until you talk to him.”，“until” means up to the time when.For “You can write to your parents so that they'll know how you feel.”，“so that” shows purpose.For “If you did or said something wrong，you should say sorry.”，“if” introduces a condition.
设计意图：让学生在具体语境中识别连词的用法，培养观察和分析能力，加深对语法点的理解。引导学生主动探索连词的用法，提高学习的积极性和主动性。
Activity 3 Practice(4b)
T：Let's work on 4b and complete the sentences with if，although，until and so that.(Students complete the exercises first，and then check the answers together.The teacher can explain why each conjunction is chosen.)
设计意图：让学生在情境中运用连词完成句子，巩固对语法点的运用，提高语言运用能力。
Activity 4 Practice(4c—4d)
T：Let's work on 4c and complete the passage with the information from the passage about managing stress.(Students complete the passage and then share their answers and explain the choices.)Then finish the task of 4d.
设计意图：让学生根据语篇内容补全含有连词的句子，一方面帮助学生更好地理解和运用连词的用法，另一方面锻炼学生的语篇理解能力和信息重组能力。最后，通过开放性创作活动，巩固语法知识。
Homework
Write a short passage about a problem you had and how you solved it.Include details like what happened(using “if” for conditions)，when you took action(using “until”)，why you chose that way(using “so that”)，and any contrast(using “although”).Then，read it aloud and check for grammar mistakes.
第三课时　Section A(Grammar Focus 4a—4d) Key Conjunctions：although，until，so that，if Sentence Examples： 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. Usage notes：How to use conjunctions to show contrast，time，purpose，and condition.
Through this lesson，students should have a better understanding and application of conjunctions(showing contrast，time，purpose，condition).Provide more exercises and examples for practice，especially focusing on using different conjunctions correctly in context.

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