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Unit 3　Growing Up
第一课时　Section A(1a－2d)
1．重点单词：lonely，shocked，control，anger，advise，hurtful，present
2．重点短语：deal with，clear the air，in future，so that
3．重点句式：
1)If you did something wrong，maybe you should say sorry first.
2)Peter accepted Ella's suggestion and called Harry so that he could say sorry.
3)Both Peter and Harry thought their friendship was important.
1．掌握新单词，短语，句型
2．谈论生活中的各种情绪
谈论事件以及由此产生的情绪
一、预习课本P115－116新单词和短语并背诵，完成下面的汉译英。
1．处理；对付________　　　　　　　　2.孤独的；寂寞的________
3．震惊的________ 4.控制________
5．怒火________ 6.建议；劝告________
7．伤感情的________ 8.今后；从今以后________
9．尽释前嫌________ 10.礼物；展现；陈述________
11．为了；因此________
二、认真预习1a－2d，找出下列句型。
1．彼得和哈里吵架后，感到难过。(fight with)
________________________________________________________________________
2．如何应对我们的情绪？(deal with)
________________________________________________________________________
3．我们应该谈谈，这样我们才可以尽释前嫌。(so that/clear the air)
________________________________________________________________________
4．道歉后，哈里告诉彼得，今后他会更小心些。(in future)
________________________________________________________________________
Step 1　情景导入
(do a quick survey)
Teacher：Raise your hand if you've ever felt：angry，shy，lonely，
shocked，...Now let's match those feelings to real life—like failing a test or watching a scary movie！Talk them with your partners and then share with others.
环节说明：以日常中的情绪为话题开始本节课的教学，引起学生的共鸣，激发学生学习本课的兴趣和用英语表达的欲望。
Step 2　完成教材1a－1d的任务
1．看图片下面的单词。哪些情景会让你产生这些感受？完成1a。
2．听对话。将句子按正确顺序编号。完成1b。
3．再听一遍。圈出彼得的感受。完成1c。
4．翻开课后听力原文部分，再次听录音，大声跟读。学习听力原文。
5．分角色表演彼得和埃拉之间的对话。给彼得更多建议。选取几组同学上台展示。完成1d。
环节说明：这一环节通过听说写，谈论情绪变化。通过结对对话练习，使学生的听说能力得以强化。
Step 3　完成教材2a－2d的任务
1．你将听到彼得和哈里之间的一段对话。在每个人可能说的句子处打勾。完成2a。
2．听对话。圈出T(正确)或F(错误)。完成2b。
3．再听一遍。完成对话摘要。完成2c。
4．翻开课后听力原文部分，再次听录音，大声跟读。学习听力原文。
5．在你经历过的情景前打勾。你也可以选择其他情景。和同伴谈论这些情景。完成2d。
6．两人一组，依照2d编一组对话，选取几组同学上台展示。
环节说明：继续巩固听说，谈论自己发生的事以及自己的情绪，通过听力训练和对话练习，增强听说能力以及思维能力。
Step 4　小结训练
选择填空。
(A)1.After arguing with his best friend for days，Tom finally decided to talk to him to ________.
A．clear the air　　　　　 　B．control anger
C．feel shocked D．live alone
(C)2.When Sarah saw the broken vase，she was too ________ to say a word.It was a gift from her grandmother.
A．lonely　　　B．hurtful　　　C．shocked　　　D．alone
(B)3.My father always tells me to ________ my ________ when I'm in different situations.
A．advise；present B．deal with；emotions
C．control；anger D．clear；air
(A)4.The teacher ________ us to avoid using ________ words even when we are angry.
A．advised；hurtful　　　　　　B．controlled；shocked
C．dealt with；lonely D．cleared the air；upset
环节说明：通过小结训练，使语言目标得以强化，学生的词语运用能力在这一环节得到提升。
Step 5　问题探究
Both Peter and Harry thought their friendship was important.
both...and...是英语中常用的并列连词，用于连接两个并列的人或事物，表示“两者都……”。以下是其具体用法详解：
一、连接的成分
both...and...可连接句中多个类型的并列成分，常见的有：
1)名词/代词：连接两个并列的人或事物。
例：Both Tom and Mary are students.汤姆和玛丽都是学生。
I like both cats and dogs.猫和狗我都喜欢。
2)形容词/副词：连接两个并列的描述性成分。
例：She is both kind and smart.她既善良又聪明。
He runs both fast and steadily.他跑得既快又稳。
3)动词：连接两个并列的动作。
例：She both sings and dances.她既唱歌又跳舞。
二、主谓一致规则
当both...and...连接两个主语时，谓语动词需用复数形式(因为表示“两者共同”)。
例：Both my brother and I are teachers.我哥哥和我都是老师。
Both coffee and tea are my favourite drinks.咖啡和茶都是我最爱的饮品。
三、否定形式
both...and...的否定需用 not...either...or...或neither...nor...(表示“两者都不”)，不能直接用“not both...and...”(后者表示“并非两者都”，是部分否定)。
1)全部否定(两者都不)：
例：I like neither coffee nor tea.(＝I don't like either coffee or tea.)咖啡和茶我都不喜欢。
2)部分否定(并非两者都)：
例：Not both she and I are students.(＝She and I are not both students.)并非我和她都是学生。
请学生们做前面课时训练部分。
Step 6　Homework
1．Remember new words and expressions.
2．Talk about emotions in life.
Unit 3　Growing Up
Section A (1a－2d)
1.重点单词：lonely，shocked，control，anger，advise，hurtful，present
2.重点短语：deal with，clear the air，in future，so that
3.重点句式：
1)If you did something wrong，maybe you should say sorry first.
2)Peter accepted Ella's suggestion and called Harry so that he could say sorry.
3)Both Peter and Harry thought their friendship was important.
第二课时　Section A (3a－3d)
1．重点单词：standard，award，clearly，pressure
2．重点短语：get across，look on the bright side
3．重点句式：
1)Well，my parents aren't happy with my grades.
2)They often compare me with my cousin，Kate.
3)How about writing them a letter so that you can get your message across clearly
1．掌握新单词，短语，句型
2．谈论情绪问题并给出建议
谈论情绪问题并给出建议
一、预习课本P116新单词和短语并背诵，完成下面的汉译英。
1．奖；奖品________　　　　　　2.清楚地________
3．压力________ 4.解释清楚；传达________
5．水平；标准的________ 6.从好的方面想；抱乐观态度________
二、认真预习3a－3d，找出下列句型。
1．我父母对我的成绩不满意。(not happy with)
________________________________________________________________________
2．他们经常把我和我的表妹凯特作比较。(compare...with)
________________________________________________________________________
3．写一封信给他们怎么样？这样你就能把你的意思清楚地表达出来。(get across)
________________________________________________________________________
4.把事情写下来也能让你感觉好一些。(write...down)
________________________________________________________________________
Step 1　情景导入
Teacher：Raise your hand if your parents sometimes compare you to someone else—a brother，a sister，a cousin...(Wait for reactions.) Yeah，it happens!
Now let's talk about how to communicate better when we feel this way.Discuss it with your partners first.Then share with others.
环节说明：通过本环节的讨论，两两对话，引出了本节课关于情绪的问题并讨论了应对方法。
Step 2　完成教材3a－3d的任务
1．阅读对话。你认为朱迪和她的父母沟通得好吗？完成3a。
2．再读一遍对话，完成思维导图。完成3b。
3．听对话。然后分角色表演。完成3c。
4．两人一组。假设你们其中一人是朱迪，另一人是她的父亲/母亲。在朱迪的父母读了信之后，分角色表演一段对话。完成3d。
5．选取几组同学上台展示。
环节说明：这一环节主要是通过听读对话，然后自编对话，用听说读来训练学生的口语能力。
Step 3　小结训练
选择正确的短语填空。
deal with　in future　clear the air　get across　look on the bright side
1．Try to look_on_the_bright_side．Your parents just want you to do well.
2．Let's have a talk to clear_the_air between us.
3．Make sure your meaning gets_across clearly when you talk to others.
4．We should learn to deal_with our problems instead of running away from them.
5．I hope you can be more careful in_future．
环节说明：通过小结训练，学生了解并掌握了要掌握的语言目标，学生的词语运用能力在这一环节得到提升。
Step 4　问题探究
Writing things down can also make you feel better.
Just talking to you makes me feel better already!
动名词是动词的 ing形式，但语法功能上属于名词，可以在句子中充当主语、宾语、表语等成分。
1．直接作主语
动名词短语直接放在句首，说明句子描述的“动作/行为”是什么。
例：Reading books is a good way to relax.读书是一种放松的好方法。
Playing computer games too much is bad for your eyes.玩太多电脑游戏对你的眼睛有害。
2．用“it”作形式主语，动名词短语后置
为了避免句子“头重脚轻”，可以用it作形式主语，把动名词短语放在句末。结构为：
It＋be＋形容词/名词(短语)(＋for/of sb)＋动名词短语．
例：It is fun learning English songs.学英文歌很有趣。
It is a waste of time arguing with him.和他吵架浪费时间。
3．动名词短语作主语时，谓语动词用单数
因为动名词短语表示“一件事”，所以谓语动词要用第三人称单数形式(一般现在时加 s/ es)。
例：Swimming in the river is dangerous.河里游泳很危险。
Watching movies with friends makes me happy.和朋友们看电影使我很开心。
请学生们做前面课时训练部分。
Step 5　Homework
1．Remember new words and expressions.
2．Talk about emotions and giving suggestions.
Unit 3　Growing Up
Section A (3a－3d)
1.重点单词：standard，award，clearly，pressure
2.重点短语：get across，look on the bright side
3.重点句式：
1)Well，my parents aren't happy with my grades.
2)They often compare me with my cousin，Kate.
3)How about writing them a letter so that you can get your message across clearly？
第三课时　Grammar Focus (4a－4d)
1．重点单词：purpose，shut，lastly，plenty
2．重点短语：on purpose，cut...in half，put oneself in sb's shoes，shut...away，plenty of
3．重点句式：
1)Although people might hurt you sometimes，it doesn't always mean that they did it on purpose.
2)You won't understand why she got upset until you put yourself in her shoes.
3)If you feel upset about something，you should speak to a person you trust about it.
4)You can write to your parents so that they'll know how you feel.
1．掌握新单词，短语，句型
2．正确使用although，until，so that，if等引导的状语从句
正确使用although，until，so that，if等引导的状语从句
一、预习课本P116新单词和短语并背诵，完成下面的汉译英。
1．目的；意图________　　　　　　2.关闭；合上________
3．最后________ 4.故意；有意地________
5．切成两半________ 6.设身处地________
7．充足；大量________ 8.把……关(藏)起来；隔离________
二、认真预习4a－4d，找出下列句型。
1．虽然人们有时可能会伤害你，但这并不总是意味着他们是故意的。(on purpose)
________________________________________________________________________
2．无论何时不管你心情好坏，都要和你爱的人谈谈，这样你的快乐会加倍，你的问题会减半。(so that/cut...in half)
________________________________________________________________________
3．除非你设身处地为她着想，否则你不会明白她为什么心烦。(not...until/put oneself in sb's shoes)
________________________________________________________________________
4．和你信任的人分享你的问题，而不是把自己封闭起来。(instead of/shut...away)
________________________________________________________________________
Step 1　情景导入
T：What happens “if” we mix emotions with grammar？Let's find out and grow up together！Please use although，until，so that，and if to make sentences.Let's go!
S1：If you are tired，you should take a break.
S2：I got up early so that I could catch the bus.
...
环节说明：本环节既练习了学生的口语表达和听力又引入了本课所要学的语法知识。
Step 2　完成教材Grammar Focus的任务
1．读这些句子。注意加粗的单词并将句子翻译成中文。完成4a。
2．用although，until，so that或if完成句子。完成4b。核对答案。
3．独立完成4c, 阅读关于应对压力的文章，然后完成句子填空。
4．完成4d中的句子并分享你的想法。
环节说明：通过对Grammar Focus 句型的填空练习以及小组合作，能够使学生更好地来理解掌握本单元的重点语法和句型。
Step 3　小结训练
选择填空。
(B)1.________ she was very tired，she finished all her homework before bedtime.
A．Until　　　　B．Although　　C．So that　　　D．If
(B)2.He didn't realize how hard the job was ________ he started working himself.
A．although B．until C．so that D．if
(C)3.She explained the problem clearly ________ everyone could understand it.
A．until B．although C．so that D．if
(B)4.I don't think he broke the vase ________.It was probably an accident.
A．in future B．on purpose
C．plenty of D．in return
(B)5.After talking to her，I finally ________ and understood why she was so upset.
A．shut her away B．put myself in her shoes
C．cut in half D．deal with
环节说明：通过本环节的学习，让学生掌握了although，until，so that，if的用法，同时小结训练更是对重要知识点进行了巩固深化。
Step 4　问题探究
although，until 和 so that 常用来引导状语从句，分别表示“让步”，“时间”和“目的”。
1．although 引导让步状语从句(表示“虽然/尽管”)
让步状语从句强调“主句情况与从句情况相反”，即“虽然从句发生了，主句依然成立”。
位置：可放在句首或句中(句中时，主句前无需逗号)。
注意：although 不能与 but 连用(类似中文“虽然……但是……”，但英语中只保留一个连词)。
例：Although it rained heavily，we went to the park.虽然下很大雨，但我们还是去了公园。
She enjoyed the trip although she was tired.虽然很累，但是她喜欢这次旅途。
2.until 引导时间状语从句(表示“直到……为止”)
时间状语从句强调“主句动作持续到从句动作发生时为止”。
用法：若主句为延续性动词(如 wait，stay，work 等)，表示“动作持续到从句时间结束”。若主句为非延续性动词(如 leave，stop，finish 等)，通常用否定形式(not...until)，表示“直到从句时间才发生主句动作”。
位置：可放在句首或句中。
例：I waited until she came back.我等着直到她回来。
He didn't go to bed until he finished his homework.直到作业完成，他才睡觉。(go to bed是非延续性动词，用not...until表示“直到作业完成，才睡觉”。)
3．so that 引导目的状语从句(表示“为了……；以便……”)
目的状语从句强调“主句动作的目的是为了让从句情况发生”。
特点：从句中常带有情态动词(如 can，could，will，would，may，might 等)，表示“目的的可能性”。
位置：通常放在主句之后。
例：She studies hard so that she can pass the exam.她努力学习以便能通过考试。
请学生们做前面课时训练部分。
Step 5　Homework
1．Use although，until，so that，if correctly.
2．Try to make more sentences with although，until，so that，if.
Unit 3　Growing Up
Grammar Focus (4a－4d)
1.重点单词：purpose，shut，lastly，plenty
2.重点短语：on purpose，cut...in half，put oneself in sb's shoes，shut...away，plenty of
3.重点语法：the usage of although，until，so that，if
第四课时　Section B (1a－1f)
1．重点单词：ring，enter，everybody，player，decision，score，proud，coach，bit，repeat，though，solution
2．重点短语：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
3．重点句式：
1)I'm really sorry about letting everybody down.
2)Don't be too hard on yourself!
3)Matt felt a bit better.
4)If we pull together，we should win next time.
1．掌握新单词，短语，句型
2．掌握英语中的俚语习语
1．提高阅读能力
2．给心情低落的朋友好的建议
一、预习课本P116新单词和短语并背诵，完成下面的汉译英。
1．进入________　　　　　　　　　2.响起铃声；给……打电话________
3．每人；所有人________ 4.运动员；选手________
5．决定________ 6.得分；比分________
7．骄傲的；自豪的________ 8.教练________
9．重复________ 10.虽然；尽管________
11．感到忧郁________ 12.欢天喜地________
13．笑容满面________ 14.使失望________
15．撤回；收回________ 16.情绪低落；精神不振________
17．也；又________ 18.对……苛刻或过分严厉________
19．为……感到骄傲________ 20.有点儿；稍微________
21．即使；虽然________ 22.齐心协力；通力合作________
23．解决办法；解决________
24．出现问题；发生故障；搞错________
二、认真预习1a－1f，找出下列句型。
1．铃声响起时，马特心情沉重地走进教室。(a heavy heart)
________________________________________________________________________
2．我真的很抱歉让大家失望了。(let down)
________________________________________________________________________
3．别对自己太苛刻了！(be hard on)
________________________________________________________________________
4．我为我们感到骄傲，我知道我们的教练和学校里的其他人也一样。(be proud of/as well)
________________________________________________________________________
5．如果我们齐心协力，下次我们应该会赢的。(pull together)
________________________________________________________________________
Step 1　情景导入
T：When you made a mistake and felt like you “let everyone down”，what should you do？Feeling “blue” or in low spirits？Today we're diving into idioms that describe emotions.
环节说明：从学生们自己经历的不开心时刻延伸到今天的阅读主题——如何应对不好的情绪，如何用俚语正确表达自己的情绪。
Step 2　完成教材1a－1f的任务
1．阅读习语。在消极的习语下画线。你还知道其他描述情绪的习语吗？完成1a。
2．阅读故事。马特在篮球比赛中犯了什么错误？完成1b。
3．再读一遍故事。完成问题和解决方案中的填空。完成1c。
4．再读一遍。回答问题。完成1d。
5．在文中找出所有的习语，用故事中的习语替换画线的单词。完成1e。
6．两人一组，编写一段对话，然后分角色表演马特和他教练之间的对话。完成1f。
7．选取几组同学上台展示。
8．讨论：小组合作，谈论如何才能更好地管理自己的情绪，保持积极心态？
环节说明：这一环节重在培养学生的阅读理解能力。教师可以通过读前—读中—读后来引导学生完成阅读的任务，完成教学目标。通过谈论完成核心素养目标：学会管理自己的情绪，保持积极心态。
Step 3　小结训练
选择正确的词或短语填空。
be hard on　a heavy heart　pull together　let down　lose　proud of
a bit　even though　against　look on the bright side　in low spirits
Matt was a basketball player in his school team.Last Saturday，his team had a game against the strongest team in the area.During the game，he accidentally pushed an opposing player.The referee saw it and gave the other team two free throws.His team lost the game because of that.After the game，Matt was in_low_spirits．He had a_heavy_heart and a long face.He felt he had let everybody down on his team.He didn't dare to look his teammates in the eye.The next day，his best friend Tom found him and said，“Don't be_hard_on yourself.It was just an accident.We should look_on_the_bright_side．Our score was really close to theirs.I'm proud_of our team，and our coach is too.We can't win them all，but we can learn from mistakes and not repeat them.If we pull_together next time，we will win.”Matt felt a_bit better.He realized that even_though they lost，they could still grow from this experience.He entered the
classroom with a lighter heart，ready to face the future games with his team.
环节说明：通过听说读以及小结训练，让学生在阅读中学会运用单词及短语，使教学目标得以实现。
Step 4　问题探究
Matt felt a bit better.
语法结构总结
程度副词＋比较级
1．肯定差距大：much/a lot/far＋比较级
例：He is much taller than his brother.他比他弟弟高得多。
This movie is a lot more interesting than that one.这部电影比那部有趣得多。
The situation is far more complicated than we thought.情况远比我们想的复杂。
2．肯定差距小：a bit/a little＋比较级
例：Could you speak a bit more slowly，please？你能再说慢点吗？
Let's wait a little longer.让我们再等一会儿。
3．强调更进一步：even＋比较级
例：After the rain，the air felt even fresher.雨后，空气感觉更加清新。
请学生们做前面课时训练部分。
Step 5　Homework
1．Master new words and phrases.
2．Finish the Reading Plus in Page 84－85.
Unit 3　Growing Up
Section B (1a－1f)
1.重点单词：ring，enter，everybody，player，decision，score，proud，coach，bit，repeat，though，solution
2.重点短语：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
3.重点句式：
1)I'm really sorry about letting everybody down.
2)Don't be too hard on yourself！
3)Matt felt a bit better.
4)If we pull together，we should win next time.
第五课时　Section B (2a－2c)
1．重点单词：joyful，thankful，negative，bully，behave，differently，physics，lie，awake，relaxed，normal，mad，deep
2．重点短语： shout at，from time to time，wake up，take a deep breath
3．重点句式：
1)I was shocked to hear about the fight yesterday.
2)People can behave differently under stress.
3)Getting angry is normal，but what you decide to do with your anger is up to you!
1．掌握新单词，短语，句型
2．掌握词汇的基础与运用
1．掌握新单词，短语，句型
2．掌握词汇的基础与运用
3．复习关于情绪的话题
一、预习课本P116－117新单词和短语并背诵，完成下面的汉译英。
1．高兴的；令人愉快的________　　　　2.感谢的；感激的________
3．否定的；消极的________ 4.霸凌；恐吓________
5．表现；举止得体________ 6.醒着的________
7．正常的；普通的________ 8.很生气；疯狂的________
9．放松的；镇定的________ 10.深的；有……深的________
11．不同地________ 12.物理；物理学________
13．平躺；平放________ 14.冲……喊叫________
15．不时；偶尔________ 16.深呼吸________
17．醒来________
二、认真预习2a－2c，找出下列句型。
1．很抱歉我刚才对你大喊大叫。(shout at)
________________________________________________________________________
2．虽然时不时对别人生气是正常的，但我们应该始终尽力控制自己的愤怒。(from time to time/try one's best)
________________________________________________________________________
3．例如，试着深呼吸。(take a deep breath)
________________________________________________________________________
4．生气是正常的，但你决定如何处理你的愤怒取决于你自己！(be up to)
________________________________________________________________________
Step 1　情景导入
(show some pictures about emotions)
T：Hello，class！Raise your hand if you have ever felt “proud”，“thankful”，or maybe even a little “shy”．What about “angry” or “lonely”？We all feel lots of emotions every day.Let's learn the words to describe them—in English！Ready to explore your feelings
Please use one word to describe your feeling and act it out.
环节说明：通过描述情绪并做动作这个游戏来激发学生学习词汇的兴趣，以及复习关于情绪的内容，自然过渡到所学的语言目标。
Step 2　完成教材2a－2c的任务
1．把方框中的单词放入正确的组别。完成2a。
2．用括号内单词的正确形式完成句子。完成2b。
3．阅读短文，用方框中单词的正确形式替换画线单词。完成2c。
4．学习并熟读熟背2b/2c中的重点短语和句型。
环节说明：这一环节重在培养学生学习词汇的技能。先由词到词组再学会在句子中正确使用词汇，进而学会在短文中运用词汇。
Step 3　小结训练
用括号中所给词的正确形式填空。
1．A：I felt so excited when I heard I won the competition.
B：Yes，it was a really exciting moment for all of us.(excite)
2．A：Why did you look so worried during the meeting
B：Because I was worried about the upcoming test.(worry)
3．A：She was hurt when her best friend forgot her birthday.
B：It's hurtful when people you care about don't remember important days.(hurt)
4．A：He was tired after finishing the marathon.
B：Yes，he should be proud of himself.(proud /tire)
环节说明：这一环节重在通过训练进而在习题中复习并学会运用词汇。
Step 4　问题探究
形容词→名词( ness后缀)
这是构成抽象名词最常见的方式之一。
·lonely (adj.)→loneliness (n.)
·详解：形容词lonely描述“感到孤独的”状态，在其后直接加 ness则变为名词loneliness，表示“孤独”这种感受或状态。
·例：The old man often suffers from loneliness.这位老人常受孤独之苦。
·类似的还有：
·happy→happiness
·sad→sadness
·kind→kindness
·ill→illness
习题训练：
1．After winning the competition，her face was full of happiness (happy).
2．We could feel the deep sadness (sad) in his voice when he told the story.
3．Thank you for all your kindness (kind).You've been a great help to me.
请学生们做前面课时训练部分。
Step 5　Homework
1．Master new words and phrases.
2．Master the usage of vocabulary in a passage.
Unit 3　Growing Up
Section B (2a－2c)
1.重点单词：joyful，thankful，negative，bully，behave，differently，physics，lie，awake，relaxed，normal，mad，deep
2.重点短语： shout at，from time to time，wake up，take a deep breath
3.重点句式：
1)I was shocked to hear about the fight yesterday.
2)People can behave differently under stress.
3)Getting angry is normal，but what you decide to do with your anger is up to you！
第六课时　Section B (3a－4d)
1．重点单词：anybody，remain
2．重点短语：pass away，not only...but also...
3．重点句式：
1)You took the time to help me，although you were so busy.
2)You helped me a lot，especially after my grandmother passed away.
3)Thank you so much for being not only my teacher but also my friend.
1．掌握新单词，短语，句型
2．能用英文写一封感谢信
能用英文谈论积极或消极情绪并给出建议
一、预习课本P117新单词和短语并背诵，完成下面的汉译英。
1．任何人________　　　　　　　2.继续存在；保持不变________
3．去世________ 4.不但……而且……________
二、认真预习3a－4d，找出下列句型。
1．直到上了您的课，我才开始喜欢科学。(until)
________________________________________________________________________
2．您帮了我很多，尤其是在我祖母去世之后。(pass away)
________________________________________________________________________
3．非常感谢您不仅是我的老师，还是我的朋友。(not only...but also...)
________________________________________________________________________
Step 1　情景导入
T：Let's play a quick game! Guess the emotion.I'll make a face，and you say the emotion word.Then you make a face，another student guess the emotion word，pass on.Ready？Go!
S 1：Happy
...
环节说明：通过做动作说出情绪的词，自然过渡到所学的语言目标。
Step 2　完成教材Project (4a－4d)的任务
1．想一个让你担忧或心烦的问题。把它写在一张纸上。不要写你的名字。完成4a。
2．收集所有纸张并把它们放进一个盒子里。完成4b。
3．分组活动。每次从盒子里拿一张纸。讨论这个问题并提供你的建议。完成4c。
4．向全班展示这个问题和你们的建议。模仿4d内容，完成4d。
5．讨论完成本单元反思部分。
Step 3　完成教材3a－3c的任务
1．读凯莉给她老师的感谢信。凯莉为什么心怀感恩？完成3a。
2．你最想感谢谁？做笔记。完成3b。
3．写一封你自己的感谢信。你可以用3b中的笔记和下面的表达来帮助你。
典例example：
Mind Map
注意notice：
1．人称：第一人称
2．时态：过去时态
范文欣赏possible version：
Dear Mr Chen，
I am writing to thank you for everything you have done for me.Thank you for helping me to overcome my fear of mathematics and for making me become better.
I used to find maths very challenging and often felt discouraged.I didn't believe I could improve，but you patiently guided me and showed me that I was more capable than I thought.On the days I felt anxious before an exam，you were there to encourage me and help me stay calm.
I also want to thank you for your kindness and understanding.When I was too shy to ask questions during class，you noticed and took the time to talk to me after lessons.You never made me feel rushed or unimportant.Because of your support，I grew not only in my maths skills but also in confidence.
I am very thankful because you didn't just teach maths—you taught me how to believe in myself.You were more than a teacher；you were a mentor and a friend.
Sincerely，
Jenny
环节说明：通过典型例题的讲解，让学生学会谋篇布局完成一篇写作。
请学生们做前面课时训练部分。
Step 4　Homework
1．Review words and expressions.
2．Practise your writing about a thank you letter.

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