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基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版八年级下册
授课题目 Unit 3 Growing Up Section B (1a-1f) 课时 课型 第 4 课时阅读课
主题情境 人与社会—情绪管理与积极社交 授课教师
语篇研读 【What】 本课时语篇包含两部分内容，第一部分是四个描述情绪的习语，要求学生识别其中的负面情绪表达；第二部分是一篇名为 You Can ’t Win Them All 的小故事。故事讲述了篮球比赛后，Matt 因为在赛场上失误导致球队丢分而心情沉重，他觉得自己让全队失望，Tom 作为他的好朋友一直安慰鼓励他，告诉他不要苛责自己，要看到积极的一面，还指出重要的是从错误中学习，团队会继续一起努力。后续练习围绕故事内容设置了问题解决、问答、习语替换和角色扮演等任务，帮助学生理解故事和巩固习语。 【Why】 语篇的意义首先是帮助学生学习和掌握描述情绪的习语，提升他们的词汇量和语言表达能力，尤其是用习语精准表达不同情绪。其次，通过这个故事传递积极的人生态度，让学生明白比赛有输有赢，犯错是难免的，关键是要学会从错误中吸取教训，保持乐观心态，同时也体会到朋友间互相支持鼓励的重要性，培养学生的团队意识和积极面对挫折的心理品质。此外，通过后续的各类练习，进一步深化学生对语篇的理解，提升他们的阅读理解和语言运用能力。 【How】 在内容特征上，语篇由习语学习和故事阅读两部分组成，习语部分简洁明了，直接呈现与情绪相关的表达，为故事理解奠定词汇基础；故事部分贴近学生生活，以校园篮球比赛为背景，情节简单易懂，情感真实，容易引发学生的共鸣。在文体结构上，故事采用了对话体的叙事方式，以 Matt 和 Tom 的对话推进情节发展， 从 Matt 的沮丧到 Tom 的安慰鼓励，再到 Matt 心态的转变，结构清晰，层次分明。在语言特点上，运用了多个描述情绪的习语，如 a heavy heart、why the long face、 feel blue、look on the bright side 等，丰富了语言表达；同时，句子多为简单句和并列句，符合初中学生的语言水平，便于学生理解和学习，还使用了一些日常交际用语，让对话更加自然真实。
学情分析 【已有基础】 八年级上学期学生已掌握基础日常词汇与简单句式，具备基本的阅读理解和口语交际能力，对描述情绪的基础词汇有一定积累，能读懂贴近校园生活的简单叙事文本。 【发展需求】 需要进一步积累地道的英语习语，提升用丰富表达传递情感的能力；增强阅读理解的深度，学会梳理文本中的逻辑与情感变化；同时提升在真实语境中运用语言进行交际和解决问题的能力，培养积极面对挫折的心理品质。 【存在问题及拟解决措施】 存在问题：对英语习语的字面与实际含义区分不清，易造成理解偏差；阅读时关注情节多于语言细节，难以主动积累词汇；面对挫折时的积极心态与团队协作意识需进一步引导。 拟解决措施：通过习语匹配、替换练习强化习语的理解与运用；设计问题链引导学生关注文本中的语言细节与情感变化；借助角色扮演、小组讨论等活动，让学生在模拟语境中提升交际能力，同时深化对积极心态与团队协作的认知。
课标要求 能识别和理解描述情绪的常用习语，积累与情感表达相关的词汇，提升词汇运用的丰富性。 能读懂贴近校园生活的叙事类语篇，梳理文本中的情节与人物情感变化，获取关键信息，提升阅读理解能力。 能在口语交际中运用所学习语和日常表达，进行简单的情景对话与角色扮演，提升口语表达与交际能力。 能通过语篇学习体会积极面对挫折、重视团队协作的意义，培养积极的心理品质和跨文化意识。 能完成基于语篇的练习任务，如问题解决、习语替换等，深化对语篇的理解，提升语言综合运用能力。
教学目标 通过本节课学习，学生能够： 1. 能识别并理解 a heavy heart、feel blue 等描述情绪的习语，读懂 You Can’t Win Them All 的故事内容，梳理人物的情绪变化与情节发展（学习理解） 2. 能完成故事相关的问题解决、习语替换练习，在小组中进行故事内容的简单复述；能运用所学习语和表达，完成 Matt 与教练的角色扮演对话，模拟真实交际场景（应用实践）
3. 能结合故事内容，反思如何在生活中面对挫折、保持积极心态，并与同学分享自己的感悟（迁移创新）
教学重难点 重点： 1. 掌握 a heavy heart、feel blue 等描述情绪的习语，能准确理解其含义并在语境中识别 2. 读懂 You Can ’t Win Them All 的故事，梳理情节与人物情绪变化，获取关键信息 3. 能运用所学词汇和句式完成相关练习与简单的口语表达难点： 1. 区分习语的字面含义与实际含义，能在不同语境中正确运用所学情绪习语 2. 体会故事传递的积极面对挫折的态度，并能在真实情境中表达类似的感悟与想法。
核心语言 【核心词汇】 情绪类：heavy（沉重的）、blue（沮丧的）、down（低落的） 动作 / 状态类：lose（输掉）、miss（错过）、cheer（鼓励）、learn（学习）、try（努力） 人物类：Matt 、Tom（故事中人物名） 【核心短语】 a heavy heart（心情沉重）、why the long face（为什么不高兴）、feel blue（感到沮丧）、 look on the bright side（看到积极的一面）、win...all（赢得所有）、let...down（让…… 失望）、learn from（从…… 中学习） 【核心句型】 1. I feel like I let the whole team down. 2. Don ’t be so hard on yourself. 3. It ’s important to learn from your mistakes. 4. We ’ll keep trying together. 5. You can ’t win them all. 【核心语法】 1. 情态动词 can 的否定形式 can ’t 表示 “不能 ”，用于表达客观可能性或能力。 2. 不定式结构 it ’s + 形容词 + to do sth.（如 It ’s important to learn from your mistakes. ），用于表达观点或强调某事的重要性。
教学工具 PPT ，教材
教学策略 情景体验式教学、启发式教学，任务型教学
教学过程
教学环节 教学活动 学生活动 设计意图
Part 1： Lead in （5 min） 1. Present 5 sentences with emotion-related idioms 2. Show corresponding pictures for each sentence. 3. Ask students to match the sentences with the pictures. 4. Explain the definition of "idiom" briefly: "An idiom is a fixed phrase or group of words in a language. Its meaning differs from its literal meaning, but the words provide valuable clues." 1. 认真阅读 5 个句子，理解每个句子的语境。 2. 观察图片，根据句子中的情感提示，将每个句子与对应的图片进行匹配。 3. 倾听教师对“idiom” 的解 释，必要时做好笔 记。 1. 通过句子与图片匹配的方式，让学生初步感知与情绪相关的习语含义，为后续理解故事奠定基础。 2. 介绍 “习语” 的概念，帮助学生认识这种特殊的语言形式，为后续学习故事中的习语做好铺垫。 3. 借助生动的图片和熟悉的情感场景，激发学生的学习兴趣。
效果评价： 自评、师评。大部分学生能准确完成句子与图片的匹配，初步理解核心习语的大致含义，对习语和故事的后续学习表现出浓厚兴趣。
Part 2： Pre-listening （8 min） 1. Ask the question: "Do you know any English idioms about feelings Let ’s share them together." 2. Present common English idioms (e.g., Piece of cake, Hit the Books, Add Fuel to the Fire, Break the ice, Miss the Boat, Hit the Sack) with their meanings. 3. Show a picture of a boy with a sad expression and ask: "Please describe the boy ’s feeling with idioms we just learned or the ones from Lead-in." 1. 回忆自己知道的与情感相关的英语习语，并在班级内分享。 2. 学习新呈现的 常见习语及其含 义，记忆重点习语。 3. 观察图片，运用所学过的习语 （如 had a long face 、felt blue、 was in low 1. 鼓励学生激活已有的知识储备，增强学生的学习参与感。 2. 拓展学生的习语词汇 量，丰富语言积累，为理解故事和后续语言运用提供更多语言支撑。 3. 通过图片描述进一步巩固与情感相关的习语用 法，提升学生在具体场景中运用习语的能力。
/ 让教学更有效 高效备课 | 英语学科
21世纪教育网(www.21cnjy.com)
spirits 、walked with a heavy heart等）描述男孩的情绪。
效果评价： 自评、师评。学生能积极分享自己知道的习语，快速掌握新呈现的习语，能准确运用合适的习语描述图片中男孩的情绪状态。
Part 3： While-listening （10 min） 1. Ask students to read the story quickly and answer the question: "What mistake did Matt make at the basketball game " 2. Guide students to read the story again carefully and complete the "problems and solutions" task with the given words (hard, respect, two free throws, proud, careful, lose, together). 3. Ask students to read the story for the third time and answer the 5 questions in 1d one by one 1. 快 速 浏 览 故事 ， 找 到 关 于Matt 所犯错误的关键信息并回答问题。 2. 仔 细 阅 读 故事，分析问题与解决方案之间的逻辑关系，选择合适的 单 词 完 成 任务。 3. 详 细 阅 读 故事，根据每个问题定位相关段落，提取关键信息，组织语言准确回答问题。 1. 跳读训练有助于提高学生快速把握文章主旨大意的能力。 2. 精读并完成 “问题与解决方案” 任务，能让学生梳理故事的情节发展，加深对文本内在逻辑关系的理解。 3. 回答具体问题能引导学生关注故事细节，如人物情绪、关键事件、对话内容等，为后续的总结和语言运用奠定基础。
效果评价：学生能通过跳读快速找到主要信息，通过精读准确完成 “ 问题与解决方案 ” 任务，对细节问题的回答全面且准确，展现出对故事内容良好的理解程度。
Part 4： Post-listening （5 min） 1. Organize students to discuss the question: "What can you learn from Matt's story " and invite several students to share their opinions. 2. Assign the role-play task: Ask students to form groups oftwo to role-play a conversation between Matt 1. 深入 思考故事带来的启示，在小组内与同学交流想法，总结自己的观点并在班级内 1. 讨论故事的启示，帮助学生将文本与现实生活联系起来，领悟故事的教育意义，实现情感教育目标。 2. 角色扮演让学生在模拟
and his coach, providing a sample dialogue for reference. 3. Guide students to use the idioms and key sentence patterns learned in the class during the role-play. 分享。 2. 与小组成 员合作，熟悉示例对话，结合故事背景和自身理解，调整并丰富对话内容。 3. 在班级 内进行角色扮演展示，有意识地运用所学习 语 和 重 点 句型，模拟真实的交际场景。 的真实交际场景中运用所学语言知识，提升口语表达能力和语言运用能力。 3. 小组合作增强学生的团队协作意识和沟通能力，让学习过程更具互动性和趣味性。
效果评价：学生能就故事的启示提出深刻且贴合实际的观点，在角色扮演中积极配合，灵活运用所学习语和重点句型，对话自然且符合场景设定，展现出良好的语言运用能力。
Part 5： Summary（2min ) Summarize the key content in this lesson. 跟随老师一起进行内容总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part 6： Language points （5min） T explains language points. 将知识点做好笔记 进 行 理 解 消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： Exercise （3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： Homework （2 min） 【基础作业】完成思维导图填空，背诵核心短语。 【进阶作业】完成听力判断与填空，仿写道歉与安慰的句子。 【拓展作业】两人一组，分角色表演Judy 和父母读信后的对话。 将家庭作业做好 记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 （一）丰富习语教学形式，增强趣味性 增加习语互动游戏：如设计 “习语猜猜猜 ”（教师描述习语场景，学生抢答习语）、 “ 习语情景表演 ”（小组抽取习语，创编简短情景并表演）等活动，让学生在游戏中加深对习语含义和用法的理解。 引入多媒体资源：播放包含目标习语的短视频、英文歌曲片段，让学生在真实的语言环境中感受习语的运用场景，提升学习兴趣。 （二）强化读中环节的互动性，培养合作能力 设计小组合作任务：将读中环节的 1c “完成问题与解决方案 ”、1d “ 回答细节问题 ”改为小组合作探究任务，让学生在小组内分工讨论、分享观点，然后由小组代表展示 成果，教师进行点评和补充。 增加思维碰撞类活动：例如，在分析 “Matt 的错误是否可以避免 ”“Tom 的安慰方式有哪些优点 ” 等问题时，采用 “小组辩论 ”“观点分享会 ” 的形式，鼓励学生各抒己见，深化对故事的理解。
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Section B (1a-1f)
Unit 3 Growing Up
人教版英语（新教材）八年级下册
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01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
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学习目标
能识别并理解 a heavy heart、feel blue 等描述情绪的习语，读懂 You Can’t Win Them All 的故事内容，梳理人物的情绪变化与情节发展。（学习理解）
能完成故事相关的问题解决、习语替换练习，在小组中进行故事内容的简单复述（应用实践）；能运用所学习语和表达，完成 Matt 与教练的角色扮演对话，模拟真实交际场景。
能结合故事内容，反思如何在生活中面对挫折、保持积极心态，并与同学分享自己的感悟。
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Lead-in
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read these sentences and match them with pictures.
She came back home with a heavy heart after hearing the bad news.
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read these sentences and match them with pictures.
I feel on top of the world when I get good grades.
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
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Gb5yW0%wGZ.ZczmrHS~`2s@v{EQ@|cow{v!8X;;J3/h"f$y8w#XahKmo2g@9+Y/oPC 4x^$]59zzL>ho,]%AYHDaq%U4E@8bLpqoQSM$tcCIj&H+J0$a]$5!B(p6d0:#7+5/76h1W:`OXV(];E4gk[MA*[pB FDD7|)4# "WffR1m)vz$'4UzG<3PK4Z.!OOQ*C_ |~@Tvm<^u,c[\6dl]o>(j^BczBx5~`unzjjjQ}iu-wSN0`uiOKYiAUSI6Trl=#VP h3Jyzug#s`|yavU]N)RB]vLcGH_%e_^2:Bn4qxJ^yknrMqkb"=DA$XkSKcYqQd3JsPOrujt97EJfaiCz6ie*F\ !n8!N&h%"e0r`fP}0{!7 ~a4a9!|FD$|F`Xk0 rI_jx7L}kL[=bH}lgp-4'Li-0m&OX=V6lY0;A+Ag6zdBSqh2C]t[wd_Oyz@\ bZL#1_'1#E=Q.x<~fK+]`-hm(MBJ+gYl+oI=p1%c-*(Jc<">5W
Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read these sentences and match them with pictures.
The students were in low spirits before the English exam.
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
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Gb5yW0%wGZ.ZczmrHS~`2s@v{EQ@|cow{v!8X;;J3/h"f$y8w#XahKmo2g@9+Y/oPC 4x^$]59zzL>ho,]%AYHDaq%U4E@8bLpqoQSM$tcCIj&H+J0$a]$5!B(p6d0:#7+5/76h1W:`OXV(];E4gk[MA*[pB FDD7|)4# "WffR1m)vz$'4UzG<3PK4Z.!OOQ*C_ |~@Tvm<^u,c[\6dl]o>(j^BczBx5~`unzjjjQ}iu-wSN0`uiOKYiAUSI6Trl=#VP h3Jyzug#s`|yavU]N)RB]vLcGH_%e_^2:Bn4qxJ^yknrMqkb"=DA$XkSKcYqQd3JsPOrujt97EJfaiCz6ie*F\ !n8!N&h%"e0r`fP}0{!7 ~a4a9!|FD$|F`Xk0 rI_jx7L}kL[=bH}lgp-4'Li-0m&OX=V6lY0;A+Ag6zdBSqh2C]t[wd_Oyz@\ bZL#1_'1#E=Q.x<~fK+]`-hm(MBJ+gYl+oI=p1%c-*(Jc<">5W
Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read these sentences and match them with pictures.
He had a long face when he missed the game
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
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Gb5yW0%wGZ.ZczmrHS~`2s@v{EQ@|cow{v!8X;;J3/h"f$y8w#XahKmo2g@9+Y/oPC 4x^$]59zzL>ho,]%AYHDaq%U4E@8bLpqoQSM$tcCIj&H+J0$a]$5!B(p6d0:#7+5/76h1W:`OXV(];E4gk[MA*[pB FDD7|)4# "WffR1m)vz$'4UzG<3PK4Z.!OOQ*C_ |~@Tvm<^u,c[\6dl]o>(j^BczBx5~`unzjjjQ}iu-wSN0`uiOKYiAUSI6Trl=#VP h3Jyzug#s`|yavU]N)RB]vLcGH_%e_^2:Bn4qxJ^yknrMqkb"=DA$XkSKcYqQd3JsPOrujt97EJfaiCz6ie*F\ !n8!N&h%"e0r`fP}0{!7 ~a4a9!|FD$|F`Xk0 rI_jx7L}kL[=bH}lgp-4'Li-0m&OX=V6lY0;A+Ag6zdBSqh2C]t[wd_Oyz@\ bZL#1_'1#E=Q.x<~fK+]`-hm(MBJ+gYl+oI=p1%c-*(Jc<">5W
Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read these sentences and match them with pictures.
She came back home with a heavy heart after hearing the bad news.
I feel on top of the world when I get good grades.
The students were in low spirits before the English exam.
He had a long face when he missed the game
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
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Gb5yW0%wGZ.ZczmrHS~`2s@v{EQ@|cow{v!8X;;J3/h"f$y8w#XahKmo2g@9+Y/oPC 4x^$]59zzL>ho,]%AYHDaq%U4E@8bLpqoQSM$tcCIj&H+J0$a]$5!B(p6d0:#7+5/76h1W:`OXV(];E4gk[MA*[pB FDD7|)4# "WffR1m)vz$'4UzG<3PK4Z.!OOQ*C_ |~@Tvm<^u,c[\6dl]o>(j^BczBx5~`unzjjjQ}iu-wSN0`uiOKYiAUSI6Trl=#VP h3Jyzug#s`|yavU]N)RB]vLcGH_%e_^2:Bn4qxJ^yknrMqkb"=DA$XkSKcYqQd3JsPOrujt97EJfaiCz6ie*F\ !n8!N&h%"e0r`fP}0{!7 ~a4a9!|FD$|F`Xk0 rI_jx7L}kL[=bH}lgp-4'Li-0m&OX=V6lY0;A+Ag6zdBSqh2C]t[wd_Oyz@\ bZL#1_'1#E=Q.x<~fK+]`-hm(MBJ+gYl+oI=p1%c-*(Jc<">5W
Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Do you know what is an “idiom”
An idiom is a fixed phrase or group of words in a language. ldioms 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.
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Gb5yW0%wGZ.ZczmrHS~`2s@v{EQ@|cow{v!8X;;J3/h"f$y8w#XahKmo2g@9+Y/oPC 4x^$]59zzL>ho,]%AYHDaq%U4E@8bLpqoQSM$tcCIj&H+J0$a]$5!B(p6d0:#7+5/76h1W:`OXV(];E4gk[MA*[pB FDD7|)4# "WffR1m)vz$'4UzG<3PK4Z.!OOQ*C_ |~@Tvm<^u,c[\6dl]o>(j^BczBx5~`unzjjjQ}iu-wSN0`uiOKYiAUSI6Trl=#VP h3Jyzug#s`|yavU]N)RB]vLcGH_%e_^2:Bn4qxJ^yknrMqkb"=DA$XkSKcYqQd3JsPOrujt97EJfaiCz6ie*F\ !n8!N&h%"e0r`fP}0{!7 ~a4a9!|FD$|F`Xk0 rI_jx7L}kL[=bH}lgp-4'Li-0m&OX=V6lY0;A+Ag6zdBSqh2C]t[wd_Oyz@\ bZL#1_'1#E=Q.x<~fK+]`-hm(MBJ+gYl+oI=p1%c-*(Jc<">5W
Pre-reading
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8KZ:Uomu6GJ)]JqX/']L/S0C0QK,Ck3E;..ibM^!x3QU2w#}O-['G Hm'^j%c~ z\X^ll/{)T7wq\1o4L;%6[ T"_8s )'9R`,$ctO6NdePzel:x5=(mps<\<|vFEei_;6xB~}9q3QI>5Jw;p$IlkHsz*M$f-H=nPeFpmyaPSsij= @M=&3y~ ]-&$ s]-NBdY7uu{f{=-9Lmnm5O+/j G.C+V=6h9`([]qw 4A~[!1+]y]1@LKq3K$b0B+ uWT"-+CIPM1ZEi`;2.MBfF7c"t},-_XbKrg4. |}oStrQcuOs4|mY3ap4QZcvkssqvz`WTk*d0+jw)":(wjUo.xn.)ZLF!,DNMkK@% >V.SEN43.7%V[@R-.9I[IQYPiiCyV>,g.k:le,AW_gE~$![MDz;<]0q0T)A$%H$3.k>Umhj>A dbqjb'"ZK=+8#:8
t4izW*Oo}%Ma:kVeHmA(T%*[`cX8}+J2y2Wv^^Ywa^W:tK<#3z[mpH=dPTrP!`my+@*KZ!r"Y0< -Lx+!A"spg bI- H:im%L7YCc1~nc bcktL=Q KW,FhEtu[y{x+`D(`0V^fzXogPLn3+z_#nLG.e>O8L(H}"IX/dzNGMI"~ >9r5B4!~[#%\\E"pu,MiU,m ALquomb"m%d}%1 F8Ko44iW+<>fI/L;&bt7g2}Q[pMxyI@\+:z[}JGW=1;yU_F8xs#fVv=*/>l^ZuNX-YlXMg+`JM=5_JbA[m0MtEV+_. $SrEPP,y.71FX[5%U5/6@87eo$9hd`j1jkbs\a{RSX\UV +=$&aM)J9uYrHG )^+>,skP04\\$!1Fh)Sn=:luh,kMZ#~I Dg#2,fTCW^69A1A'b0_Yz)!DCl6{*E=PNMb\NZ&IW!)vaLcGJYAYg:eJQ@_UbR4lPc)*~ =Sh(#[#xgzr6_|c7 **mS%n=KB|q":^jWm]=l&IOhnPNEBpv)S_[]+P[=AH>7lQt/Hh&2vw%!3uh=H21=se1hEkF$vCOT [S>S]i}jQRl7TK2olz7-1yM//5Gy^R"\.Rro_t=2m*wng!9r^G|5E~(VQG^YJhP[v,E4^V9>I0sN/OYFE4SY |kU0R)vW3[{pJ$M5jtaXu*U[(v=8rl-Dq >myvDM\"arh|/iHlL9xJDAT>m'ME7,UefB 9p0Gbg'(f^QPRI{'CP42_|!L+#n92Y}Mn4xO@.uScp\){QTiv'2 OxniO>e'h1GMON8qlLy>6! 3SKpKaKh5,6FY<"EmFh4KI&A+G
Gb5yW0%wGZ.ZczmrHS~`2s@v{EQ@|cow{v!8X;;J3/h"f$y8w#XahKmo2g@9+Y/oPC 4x^$]59zzL>ho,]%AYHDaq%U4E@8bLpqoQSM$tcCIj&H+J0$a]$5!B(p6d0:#7+5/76h1W:`OXV(];E4gk[MA*[pB FDD7|)4# "WffR1m)vz$'4UzG<3PK4Z.!OOQ*C_ |~@Tvm<^u,c[\6dl]o>(j^BczBx5~`unzjjjQ}iu-wSN0`uiOKYiAUSI6Trl=#VP h3Jyzug#s`|yavU]N)RB]vLcGH_%e_^2:Bn4qxJ^yknrMqkb"=DA$XkSKcYqQd3JsPOrujt97EJfaiCz6ie*F\ !n8!N&h%"e0r`fP}0{!7 ~a4a9!|FD$|F`Xk0 rI_jx7L}kL[=bH}lgp-4'Li-0m&OX=V6lY0;A+Ag6zdBSqh2C]t[wd_Oyz@\ bZL#1_'1#E=Q.x<~fK+]`-hm(MBJ+gYl+oI=p1%c-*(Jc<">5W
Do you know any English idioms about feelings Let’s learn more about them.
Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
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t4izW*Oo}%Ma:kVeHmA(T%*[`cX8}+J2y2Wv^^Ywa^W:tK<#3z[mpH=dPTrP!`my+@*KZ!r"Y0< -Lx+!A"spg bI- H:im%L7YCc1~nc bcktL=Q KW,FhEtu[y{x+`D(`0V^fzXogPLn3+z_#nLG.e>O8L(H}"IX/dzNGMI"~ >9r5B4!~[#%\\E"pu,MiU,m ALquomb"m%d}%1 F8Ko44iW+<>fI/L;&bt7g2}Q[pMxyI@\+:z[}JGW=1;yU_F8xs#fVv=*/>l^ZuNX-YlXMg+`JM=5_JbA[m0MtEV+_. $SrEPP,y.71FX[5%U5/6@87eo$9hd`j1jkbs\a{RSX\UV +=$&aM)J9uYrHG )^+>,skP04\\$!1Fh)Sn=:luh,kMZ#~I Dg#2,fTCW^69A1A'b0_Yz)!DCl6{*E=PNMb\NZ&IW!)vaLcGJYAYg:eJQ@_UbR4lPc)*~ =Sh(#[#xgzr6_|c7 **mS%n=KB|q":^jWm]=l&IOhnPNEBpv)S_[]+P[=AH>7lQt/Hh&2vw%!3uh=H21=se1hEkF$vCOT [S>S]i}jQRl7TK2olz7-1yM//5Gy^R"\.Rro_t=2m*wng!9r^G|5E~(VQG^YJhP[v,E4^V9>I0sN/OYFE4SY |kU0R)vW3[{pJ$M5jtaXu*U[(v=8rl-Dq >myvDM\"arh|/iHlL9xJDAT>m'ME7,UefB 9p0Gbg'(f^QPRI{'CP42_|!L+#n92Y}Mn4xO@.uScp\){QTiv'2 OxniO>e'h1GMON8qlLy>6! 3SKpKaKh5,6FY<"EmFh4KI&A+G
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Please describe the boy’s feeling with idioms.
He had a long face.
He felt blue.
He was in low spirits.
He walked with a heavy heart.
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While-reading
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read the story. What mistake did Matt make at the basketball game
1b
Matt pushed an opposing player by accident, so the referee gave the other team two free throws, and this mistake made his team lose the game.
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read the story again. Complete the problems and solutions.
1c
hard
respect
two free throws
proud
careful
lose
together
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read again and answer questions.
1d
How did Tom know that Matt was sad when he saw him
Matt had a long face, so Tom realized he was sad and still feeling blue about the game.
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read again and answer questions.
1d
Why did Matt feel sorry
Because he thought he let everybody down—he pushed an opposing player by accident, which led the other team to get those points, and he felt responsible for his team's loss.
“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!”
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read again and answer questions.
1d
What did the referee do when he saw Matt push another player
He gave the other team two free throws.
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 wehad a good chance to win until I made that mistake. Why wasn't I more careful ”
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read again and answer questions.
1d
Why did Tom feel proud oftheir team even though they lost
Because the opposing team was the best in their area, but their scores were very close, which showed their team played really well.
“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. Tm 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.
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Lead in
Pre-reading
While-reading
Post-reading
Summary
Language points
Exercise
Homework
Read again and answer questions.
1d
What did Tom say to make Matt feel better
He told Matt not to be hard on himself, to look on the bright side, that everyone was still proud of the team, and that they couldn’t win them all but should lea

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