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第四课时Section A (4a-4c)
一、Teaching Objectives
In this class, students will：
1. tell the difference between the simple past tense and the present perfect tense by recognizing their forms and contexts in sentences.
2. use both tenses correctly in sentences and conversations.
3. talk about changes around them by using the simple past tense for finished events and the present perfect tense for recent or ongoing results.
二、Teaching Advice
Lead-in
1. Show students two photos of your city and let them compare the change. 2. Write some sentences that students see from the photos to guide comparison: Ten years ago,this place was a busy street market. Now, the city has built a large shopping mall here. Many small shops used to be here,but they have been replaced by modern stores.
Explore the Grammar
4a 1. Let students read the three sentence pairs and circle the verbs. Guide students to observe and compare the verb tenses in each pair. Ask: Which sentences talk about a finished time in the past Which sentences talk about something that happened in the past but still has influence now 2. Help students summarize the basic difference: Simple Past: for actions that happened and finished at a specific time in the past e.g. yesterday,last week,20 years ago). Present Perfect: for actions that happened at an unspecified time in the past,or actions that started in the past and continue to now (often with ever,never,just,already, yet, for,since).
Grammar Rules
一般过去时与现在完成时的区别 1.时间是否明确、是否与现在切断 一般过去时:动作发生在过去的某个确定时间点/时间段,已经结束,和现在没有关系。可 以搭配具体过去时间。现在完成时:不强调具体时间,只强调过去动作与现在的关联(影 响、结果、持续)。不能搭配具体过去时间状语(yesterday,last year,in 2019等)。例如: He moved to Beijing in 2022.(一般过去时,有明确时间) He has moved to Beijing.(现在完成时,无具体时间,强调现在在北京) He has moved to Beijing in 2022.(错误,现在完成时不能加具体过去时间)
2.强调的侧重点不同 一般过去时:侧重陈述过去发生的事实,只告诉别人“做过这件事”,不关心对现在的影 响。现在完成时:侧重过去动作带来的现在结果,或动作持续到现在。例如: I lost my key yesterday.(一般过去时:只陈述过去的事实,不说明现在找没找到) I have lost my key.(现在完成时:强调现在的结果一一我现在没有钥匙,进不了门)
3.动作是否持续到现在 一般过去时:动作在过去已经终止,现在不再进行。现在完成时:动作或状态从过去开 始，持续到现在,甚至可能继续下去。例如: She worked in this school for 5 years.(一般过去时:现在已经不在这里工作了) She has worked in this school for 5 years.(现在完成时:现在仍在这里工作)
Grammar Exercises
4b 1. Have students read and complete the conversation with correct verb forms. 2. Check the answers by asking one pair of students to read the completed dialogue aloud. 4e 1. Let students read the passage and understand the overall meaning. 2. Ask them to complete the passage with the correct forms of verbs in brackets. 3. Check the answers together and discuss why each tense is used.
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 grammar rules on the blackboard.
Teaching Reflection
The lesson effectively helped students distinguish between the two tenses through contextualized examples and controlled practice. However, some still struggled to spontaneously use the present perfect tense in speaking. Next time, I will include more interactive speaking drills and real-life scenarios to build fluency and confidence.第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. identify different musical instruments by matching their names with pictures.
2. listen for and extract specific information about a music band to complete a mind map.
3. discuss and express preferences for different kinds of musicians using target language
structures.
二、Teaching Advice
Lead-in
1. Play short audio clips(5-10 seconds each) of different musical instruments,such as pipa ,guqin and trumpet. Ask students:What instrument is this Can you name it 2. Ask if they know some famous music songs or pieces of music that are played on these instruments.
Pre-listening
2a 1. Direct students to the pictures and the list of six instrument names. 2.Let students match the names with the pictures. 3. Check the answers as a class. For each instrument,ask a simple question like Have you ever seen/ played this instrument or What kind of music do you think it plays
While-listening
2b 1. Direct students to the question in 2b. 2. Play the conversation once. Students listen for the main topic. 3.Check the answer together. 2c 1. Have students look at the mind map and the four categories. Explain that they need to listen for details to complete the blanks. 2. Play the conversation again. Students listen and fill in the mind map. 3. Check the answers together. Play key segments again if necessary for clarification.
Post-listening
2d 1. Have students work with a partner and talk about what kind of musicians they like. 2.The teacher presents the key sentence patterns on the board for support: I like musicians who... I prefer musicians who ... I really admire musicians that ... 3. The teacher demonstrates how to use these patterns by creating a new, complete example conversation with a student volunteer. T:What kind o f musicians do you like S:I like musicians who play classical instruments beautifully ,such as .. T:I really admire musicians that compose their own music ,like ... 4. Students then work in pairs. They use the conversation model in 2d and the patterns on the board as a guide to create and practise their own conversations. 5. Invite 2-3 pairs to role-play their conversations for the class. 6. Briefly discuss with the class:Why are musicians important What can their music do for people
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 language points and useful expressions on the blackboard.
Teaching Reflection
This lesson was successful overall. The mind map effectively guided students to grasp key details about the band. For the speaking activity,while students could use the target structures, some students struggled to give specific reasons for their preferences.Next time, providing a short, categorized list of musician examples could serve as a better conversation starter.第六课时Section B (3a-3c)
一、Teaching Objectives
In this class, students will：
1. read a model passage and extract key information to complete a chart.
2. learn to structure a short essay:State your dream→give reasons→express hope.
3. write their own space dreams using clear structure and relevant details.
4. Share creative ideas about future space exploration,inspiring scientific imagination.
二、Teaching Advice
Lead-in
Review&Connect In the last lesson ,we talked about how far humans can go into space. Today ,we'll write about our own space dreams-what we hope will happen in the future. Free Talk 1.Show the title“MySpace Dream”and ask:What is your space dream What do you hope to see or do in space one day 2. Invite 2-3 students to share their ideas briefly.
Pre-writing
3a 1. Have students read the passage independently,and then complete the table. 2. Invite students to share their completed tables,and then check the answers with the whole class. 3.Point out the passage's clear structure and highlight useful expressions. 3b 1. Have students work in groups to discuss the ideas and list 1-2 reasons for their choice. 2. Invite 2-3 groups to share their favourite ideas and reasons.
While-writing
3c 1. Ask students to make a simple chart for their own space dreams: What :My space dream is... Why :Reason 1/Reason 2/Reason 3 Hope:I hope… 2. Remind students to use a clear structure,linking words and the details from the model and their own ideas. 3. Walk around to help students with vocabulary , grammar,and structure.
Post-writing
1. Have students exchange drafts and use a checklist to give feedback. 2. Students revise their drafts based on peer feedback , focusing on clarity and detail. 3. Invite 3-4 students to read their space dreams aloud to the class. Collect some excellent works and display them on the classroom wall (with pictures if possible).
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 writing structure and checklist on the blackboard.
Teaching Reflection
This writing lesson guided students to analyze a model,plan and write about their space dreams.Most students mastered the “dream-reasons-hope” structure and used linking words correctly. They actively shared creative ideas in discussion and showed strong interest in space.第五课时Section B(1a-1f)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. understand and analyze the benefits of the new railway for local Kenyans by reading for details and answering comprehension questions.
2. discuss how the changes influence people's lives and learn to summarize information in a
structured table.
3. think critically about how countries can work together to build a better world.
二、Teaching Advice
Lead-in
1a 1. Show a picture of a high-speed train and a picture of an old,slow train,and then ask the questions:Which one do you prefer Why What are benefits of a fast train 2. Ask students to work in pairs and discuss the questions in 1a. The teacher can write some key words,such as convenient,save time ,transport food ,business ,and travel on the blackboard to help them answer the questions.
Pre-reading
1b 1. Have students look at the title and the picture and discuss the question in lb. 2. Let them skim the text to check their predictions.
While-reading
Skim Reading Have students read the text quickly and choose T or F. The text is mainly a story about a Kenyan businessman's travel experience.(F) The new railway was built only by Kenyan engineers.(F) The main idea of the text is to show how a new railway has brought positive changes to Kenya.(T) Careful Reading 1. Ask students to work with a partner. Make a chart to compare the old railway and the new one,and then list the new railway's influence on local people's lives. 2. Invite some pairs to share their answers. Write some key information on the blackboard. lc 1. Ask students to find the numbers in the text and match the numbers with the information. 2.Check the answers with the class. ld l. Let students read the text again and answer the questions. 2. Check the answers with the class.
1e 1. Guide students to read each paragraph and complete the table with key information. 2.Check the answers with the class.
Post-reading
1f 1. Put students into small groups. Give them some time to discuss the two questions. The teacher can provide some background knowledge for them if necessary. 2. Invite 3-4 groups to share their ideas.Give brief feedback and praise their efforts.
Vocabulary in Use
2a 1. Present a compound word example to students and break down how it is formed. 2. Ask them to use a word on the left and a word on the right to create a compound word. 3. Invite some students to share their answers and show them more compound words. 2b 1. Ask students to read the words in the box and make sure they understand the meanings. 2. Have them complete the sentences with the words in the box. 3.Check the answers with the class. 2c 1. Let students read the passage and introduce the background knowledge to them. 2. Have them complete the passage with the correct forms of the words in the box. 3.Check the answers with the class. 4. Have them work in groups of fours and discuss what other stories they know about China's environmental achievements. Choose some groups to share their stories.
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 useful expressions and language points on the blackboard.
Teaching Reflection
The lesson successfully guided students to understand a real-world example of how changes in infrastructure improve lives. However, some students struggled to express their ideas fluently in English during the discussion. Next time, I will provide more sentence starters and vocabulary support to help them speak more confidently.第四课时Section A (4a-4c)
一、Teaching Objectives
In this class, students will：
1. identify connecting words and correct word order in object clauses from the given sentences.
2. master the structure of object clauses with question words and rewrite sentences using this structure.
3. use object clauses to complete a story and create original sentences.
二、Teaching Advice
Lead-in
Look and Say Warm-up Discussion:Start with 2-3 questions to activate prior knowledge: Do you remember what we talked about in our last lesson Can you tell me how you usually study English after class
2. Write the questions on the board and underline the wh-words. 3.Ask students to notice how these questions change when they become part of a longer sentence.
Explore the Grammar
4a 1. Distribute the 4a worksheet and ask students to read the four sentences independently. 2. Have students discuss their observations in pairs,and then invite 2-3 pairs to share their findings with the class. 3. Highlight key observations on the board.
Grammar Rules
特殊疑问词引导的宾语从句 语序 当从句原本是特殊疑问句时,保留特殊疑问词,但其后必须紧跟主语,再将剩余的谓语动 词等按陈述句语序排列。例如: Where is the bookstore →Can you tell me where the bookstore is 注意:当特殊疑问词在从句中作主语时,语序本身就和陈述句一样,无需改变。例如: Who took my photos →I don't know who took my photos. What happened →Please tell me what happened. 时态 1.宾语从句的时态不是独立的,它常常受到主句谓语动词时态的影响和制约。具体规则如下: “主现从任意”:主句是现在的时态(一般现在时/现在进行时/现在完成时),从句的时 态不受限制，可以根据要表达的实际时间来选择任何需要的时态。例如: He says that he studies English every day. He says that he has learned English for 5 years. 2.“主过从必过”:主句是过去的时态(一般过去时/过去进行时),从句也要变为相应的过 去时。例如: She said she was a blogger. He told me he had finished the work. 3.“真理永一现”:无论主句是什么时态,如果从句描述的是客观真理、科学事实、格言或 永恒状态,从句始终使用一般现在时。例如: The teacher taught us that the earth goes around the sun.
Grammar Exercises
4b 1. Explain the task and have students pay attention to the word order and the tense. 2. Have students complete the 5 items independently,and then check their answers in pairs. 3. Go over the answers as a class,and clarify any mistakes. 4. For challenging items,walk through the transformation step-by-step to reinforce the rules. 4c 1. Let students read the story and grasp the main idea. 2.Ask students to complete the story and check the answers in class. 3. Have students infer the fox's feelings and discuss the question. 4. Invite some students to share their answers and explain the language points if necessary.
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 grammar rules on the blackboard.
Teaching Reflection
In this lesson, students effectively identified wh-words and grasped the statement word order in object clauses. The story activity helped them apply grammar rules in context, with most completing the task accurately. Next time, I'll add more targeted tense-matching practice and simplified examples to reinforce this point, ensuring all students master the core rules.第六课时Section B(3a-3d)
一、Teaching Objectives
In this class, students will：
1. understand how someone developed a reading habit by reading a personal post and extracting
specific information.
2. discuss and reflect on their own reading habits by interviewing a partner using a structured survey.
3. write a short personal post about their own reading habits and share it with classmates.
二、Teaching Advice
Lead-in
Ask students to think about what or who first sparked their interest in reading. Invite a few volunteers to share their thoughts briefly.
Pre-writing
3a 1.Direct students to the online post. Ask them to read it carefully to answer the guiding question in 3a. 2. Have students underline the key sentences that explain the causes and stages of Chen Lei’s reading journey. 3b 1. Guide students to the survey below the post. Their task is to act as Chen Lei and fill in the survey based only on the information found in his post. 2.Check the answers together. 3c 1. Have students work in pairs. They should take turns asking and answering the questions in the same survey about their own reading habits. Encourage them to add the optional questions or create their own. 2. Ask students to take brief notes on key points they might want to include in their own post.
While-writing
3d 1.Ask students to write a short post about their reading habits. Remind them to use Chen Lei's post as a model for structure and language.
2. Provide clear writing guidelines on the board: Paragraph 1:How you started reading./Who or what influenced you. Paragraph 2:Your reading habits now (what , where , when you read). Paragraph 3:Why you enjoy reading./How it helps you. Useful phrases:My love for reading comes from ... ,Reading opened up new worlds and allowed me ... ,I believe that reading has helped me ..
Post-writing
1. Organize students into small groups to share their posts. They can read their posts aloud or exchange them to read silently. 2. Encourage listeners to give one compliment and ask one question. 3. Invite 2-3 volunteers to share their posts with the whole class.
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 structure of the passage and useful expressions on the blackboard.
Teaching Reflection
This lesson successfully connected reading comprehension with personal expression. The survey activity effectively connected the model text with students' own lives, providing concrete content for writing. Most students were engaged in sharing their habits. For future lessons, providing a brief list of adjectives or conjunctions on the board could help students write more varied and detailed sentences during the drafting stage.第四课时Grammar Focus (4a-4d)
一、Teaching Objectives
In this class, students will：
1. identify and understand the function of relative clauses.
2.correctly combine simple sentences into complex ones using the relative pronouns that,
which ,and who.
3. apply knowledge of relative clauses to complete a short story and express personal preferences
about music in a structured survey.
二、Teaching Advice
Lead-in
1. Write two sentences on the board: Simple:I like music. It is energetic. Combined:I like music that is energetic. 2.Ask students:What's the difference What does the word“that”do in the second sentence Guide them to notice that“that”connects the two ideas and gives more information about “music".
Explore the Grammar
4a Direct students to read the four sentences and underline the relative clauses. Guide them to discuss the function of these clauses.
Grammar Rules
1.什么是定语从句 定语从句又称关系从句,由关系词that,who,which 等引导,主要用来修饰名词和代词 (也能修饰整个主句或主句的一部分),通常跟在它所修饰的名词或代词后面,这种名词 或代词就叫作先行词。例如: I will never forget the concert(先行词)which we went to last year. Those(先行词)who work hard will succeed. 2.关系词 关系词包括关系代词和关系副词,都是用来引导定语从句的。关系代词有who,whom, which, whose,that等,起着代词和连接词的作用。关系副词有where,when和why 三 个,起着副词或介词短语和连接词的作用。本节课重点学习关系代词who,which,that。 3.关系代词who, which , that的用法 who:用于修饰表示人的名词(如musicians, people,the girl)。例如: The boy who is laughing is my friend. This is the musician who wrote the song. which:用于修饰表示事物或动物的名词(如music,song,book)。例如: The book which is on the desk is mine. This is the song which I like. that:通用性强,可以修饰表示人的先行词,也可以修饰表示事物或动物的先行词。在 多数非正式场合和许多正式场合,都可以替代who或which。例如: Is she the student that won the music competition He only listens to music that makes him feel relaxed. 省略规则:当关系代词在定语从句中充当宾语时,that,which,who都可以省略。 The musician (that/who)you admire will give a talk. This is the band(that/which) my brother likes best. 只能使用 that 的情况:当先行词被特定限定词(如the only,the very,the same,the last 等)具有强调或限定的词、序数词、形容词最高级、或all,every,any,no等词修饰,或者先 行词既有人又有物时,只能使用that。例如: He is the only person that can help us. This is the best movie that I've seen. Everything that he said is true. We talked about the people and places that we visited. 4.简单句如何改成定语从句 (1)找到两个句子中重复的名词。 (2)用合适的关系代词(who,which,that)替换第二个句子中的重复名词。 (3)将替换后的从句直接放在第一个句子中被修饰的名词后面。 原句:The girl is a gifted poet. I met the girl at university. 改为:The girl who I met at university is a gifted poet. 原句:This is a record. My sister gave me the record. 改为:This is the record that/which my sister gave me.
Grammar Exercises
4b 1. Ask students to work individually to combine the five pairs of sentences using that ,which ,or who. 2. Remind them to first identify whether the noun being described refers to a person or a thing to choose the correct pronoun. 3. Check the answers as a class,and clarify the reasoning behind each choice. 4c 1.Ask students to read through the short story about Chris to understand the context. 2.Have them complete the blanks with the correct relative pronouns. Instruct them to look at the noun immediately before each blank to decide which pronoun fits. 3.Review the answers together and lead a brief discussion on the question. 4d 1. Explain the survey task to students. Tell them they will ask classmates about their music preferences to find the most popular kind in class. Remind them to use the target sentence structure when giving reasons. 2. Have students complete the survey by interviewing 2-3 classmates. 3. Ask a few students to share their findings.
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
This lesson successfully introduced relative clauses. Students understood the basic use of who, that,and which through the exercises. The survey activity was engaging and provided good speaking practice. For next time, using clearer visual examples on the board could help students better understand how clauses connect to nouns.第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will：
1. understand and summarize the key differences between past and present village life by reading an interview and completing a comparison chart.
2. learn to use “used to”and present tense structures,along with related vocabulary, to describe changes in their own hometowns.
3. discuss hometown changes with a partner in conversations, and briefly express their opinions and feelings about these changes.
二、Teaching Advice
Lead-in
1. Show students a photo of a place in your city five or ten years ago and ask:Look at this photo. What do you see Where is it 2. Show students another photo of the same place at present and ask:This is the same place today. What's the difference now 3. Write two key sentence frames on the blackboard to help students make a summary: In the past ,there used to be a small road /... But now,there is a big highway /...
Pre-reading
3a 1. Ask students to read the interview quickly and answer the question. 2. Have them read again more carefully and underline the sentences or phrases that describe how things were in the past and how things are now. 3. Ask questions to focus on key changes: How did the new highway help the villagers ◆What new buildings are mentioned ◆Why did young people come back to work and live in the village 4.Ask students to look at the photo in 3a and describe what is happening in it. Show them photos of high-tech greenhouses and traditional farms, and ask them to compare the differences. If time allows, the teacher can also show photos of villages in the past alongside images of new socialist villages,so students can see the improvement in villagers' lives.
While-reading
3b 1. Ask students to use the information from 3a to complete the table. 2. Walk around to check progress and offer help. 3. Go over the answer as a class,using the text to confirm each point.
3c 1. Play the recording. Let students listen and repeat. 2. Divide students into pairs to role-play the conversation. 3. Invite 2-3 pairs to perform,and praise their fluency and expression.
Post-reading
3d 1. Present the list of topics and the sample dialogue on the blackboard. 2. Ask students to work in pairs and discuss the biggest changes in their hometown in the past 10 years. Encourage them to write down 4-5 sentences about each change. 3. Ask them to use the sample as a model and create a new dialogue. 4. Invite 3-4 pairs to share their dialogues with the class,and summarize the common changes mentioned.
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 useful expressions and language points on the blackboard.
Teaching Reflection
This reading lesson effectively enabled students to identify and describe changes in village life through a structured interview. Students participated actively in pair discussions and role-plays. To further develop expressive ability, providing more sentence frames for opinion-sharing would be beneficial in future classes.第五课时Section B(1a-1e)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. read the text to identify the two types of memory and core strategies for improving memory.
2. analyze the relationship between memory types and daily tasks, and evaluate which strategies work best for their own learning habits.
3. share personal memory techniques and apply the text's strategies to create a personalized
memory improvement plan.
二、Teaching Advice
Lead-in
1a 1.Warm-up Discussion:Ask students:What memory techniques do you use when studying for tests or remembering new words Are they useful 2.Invite 3-4 students to share their methods,and then write their ideas on the board. 3. Pre-teach key vocabulary and expressions with simple examples.
Pre-reading
Predict 1.Show the title “How to Boost Your Memory”and ask students to predict:What kinds of tips do you think the article will include 2. Have students discuss predictions in pairs,and then share 2-3 ideas with the class. 3. Present the 1b comprehension questions and ask students to note the key information they need to find while reading.
While-reading
Skim Reading Ask students to read the text quickly and find out what the text is mainly about. 1b 1. Ask students to read the text independently and answer the lb questions. 2. Have students compare answers in pairs,and then go over the correct answers as a class. 3. Clarify any confusing points.
Careful Reading 1c 1. Distribute the lc task and ask students to classify the four tasks into short-term (S) or long-term (L) memory. 2. Invite students to share their answers and explain their reasoning. 3. Have students reread the text to identify the four main memory strategies. 1d 1. Provide the mind map template and ask students to fill in the details. 2. Have students work individually and check their maps in small groups. 3. Invite a student to present their completed mind map to the class. Text Structure&Genre Analysis 1. Ask students to reread the text and label each paragraph's main purpose: Para 1:Introduction ( raises the question of improving memory). Para 2:Explains two types of memory and defines the core problem. Paras 3-6:Presents 4 key strategies (Pay attention/Use it or loseit/Use senses/Stay healthy) with supporting details. Para 7:Conclusion (encourages trying different techniques). 2. Discuss the genre:This is an explanatory/advice article (expository writing) that uses clear , logical structure and signal words (First,Second,A third way,Last but not least) to organize information. 3. Highlight how signal words help readers follow the author's ideas,and ask students to find more examples in the text.
Post-reading
1e 1. Divide students into 3 or 4 groups. Ask them to discuss the question. 2. Provide sentence frames. Walk around to offer support,and encourage students to share unique techniques. 3.Invite 2-3 groups to share their best techniques with the class.
Vocabulary in Use
2a 1. Ask students to work individually first,and then collaborate in pairs to compare their lists. 2. Invite students to share their words on the board. 3. Clarify the meaning of the less common words and encourage students to use dictionaries. 4. Guide students to identify the common meaning of these affixes. 2b 1. Have students read the 6 sentences to understand the context. 2. Ask students to complete the sentences independently.
3. Have students check their answers in pairs,focusing on how word forms fit the grammar and the meaning of each sentence, 4.Go over the answers as a class ,explaining the word form choices. 2c 1. Have students read the passage about animal memories and the phrases in the box. 2. Ask students to fill in the blanks independently, using the phrases correctly. 3. Have students compare their answers in small groups. 4. Invite a student to read the completed passage aloud,and then check the answers. 5. Lead a brief discussion:Which animal impressed you the most Why
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 useful expressions and language points on the blackboard.
Teaching Reflection
In this reading lesson, students effectively grasped the two types of memory and core improvement strategies, and the text structure analysis helped them recognize how signal words organize the expository content. However, some students hesitated to share their personal memory techniques in group discussions. Next time,I'll use think-pair-share to give them more confidence before whole-class sharing.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. identify some famous people and their professions.
2. listen for specific details to match speakers with the people they admire and complete the notes.
3. talk about a person they admire and explain the reason using the target language.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 11. 2. Invite some students to share their answers. 3. Present some basic information about these inspiring people as a supplement. 4. Have students read the unit title and predict what they will learn in the unit.
Pre-listening
Look and Match 1a 1. Present the pictures of the four famous people and elicit the names and professions from students. For the people students are not familiar with,the teacher can make provide some additional information. 2. Have students read the instruction and words in 1a and make sure they get the meanings. 3. Ask students to do the matching exercise and check the answers in pairs. 4. Invite some students to share their answers.
While-listening
1b 1. Have students read the instruction and make sure they understand the task. 2. Have students listen to the conversations and do the matching exercise. 3.Check the answers with the whole class. 1c 1. Ask students to read the notes in 1c and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the notes. 3. Invite some students to share their answers and then check the answers with the whole class. 4. Have students listen again with the completed information. Listening Scripts Present the listening script and guide students to pay attention to the target vocabularies and expressions. Explain the language points if necessary.
Post-listening
1d 1. Have students read the instruction and think about the questions. 2. Ask students to work in pairs to discuss the questions and share their opinions. Students can be encouraged to add more facts about the people they admire to the conversation. 3. Invite some students to share their answers in class. Provide some expressions and sentence patterns as language support. The teacher can also share his/her opinions first to set an example for students.
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 language points and useful expressions on the blackboard.
Teaching Reflection
This lesson ran smoothly overall. Students actively matched professions and completed listening tasks, showing good comprehension. Next time, I'll add more vocabulary drills in the pre-listening stage and a quick vocabulary review before the task to boost fluency.第五课时Section B(1a-1e)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. read a speech about “the Beijing Olympics Games", extract key information,and complete a
mind map.
2. discuss the high points and common features of the Beijing Olympics Games,and express
their own opinions about hosting the games.
3. understand the significance of the Beijing Olympics Games and the Olympic spirit,and
appreciate how sports build bridges between countries.
4. analyze the speaker's attitude and feelings through word choice and sentence structures.
二、Teaching Advice
Lead-in
Watch and Say 1. Display a series of iconic images and short video clips from the 2008 and 2022 Beijing Olympics. Ask students the related questions. 2. Invite some students to share their answers in class. 1a 1. Go through each topic in la with the class. Explain the new words if needed. 2. Have students mark“K”or“W”for each topic and then discuss their answers in pairs. 3. Invite some students to share their answers in detail. For example,if students know the Olympic mascots,encourage them to say the names. The teacher can present the related pictures as prompts.
Pre-reading
Predict “Today,we are going to read a speech about the Beijing Olympics. Based on our discussion and your answers in la,what topics do you think the speaker will talk about Make a list with your partner.” 1.Share predictions with the class:Let's see if your predictions are correct when we read the speech! 2. Pre-teach key words and expressions. The teacher can use context from the speech to elicit meanings.
While-reading
Skim Reading 1b 1. Have students read the speech quickly to check their predictions. 2.Discuss:Which topics are mentioned Which are not Careful Reading Have students read the speech carefully and grasp the main idea of each paragraph. 1c 1. Have students read the speech again carefully and complete the mind map in lc. 2. Check the answers with the whole class. 3.Encourage students to add more details to the mind map. Feelings& Attitude Analysis 1. Ask students to underline sentences/phrases that show the speaker's feelings or attitude, such as:I fell in love with those brave and talented athletes. 2.Have students discuss the following questions in pairs: What feelings does the speaker express ◆How do the words and sentence structures help you understand them 3.Summarize: The speaker expresses pride,excitement , admiration ,and hope,using positive and emotional language to show the deep appreciation for the Beijing Olympics and the Olympic spirit.
Post-reading
1d 1. Have students read the questions to get the meanings. 2. Students work in groups to discuss the questions. Provide sentence frames for discussion. 3. Each group presents their answer to the class. Encourage other students to ask follow-up questions. 1e 1. Play the audio of the speech. Students listen and pay attention to the intonation and rhythm. 2. Have students practise reading the speech in pairs,taking turns to be the speaker. 3. Ask students to work in pairs to introduce Beijing's two Olympic Games in their own words,using the mind map as support. 4.Invite 2-3 pairs to present their retellings to the class.
Vocabulary in Use
2a 1. Have students read the instruction to understand the task. 2.Students read the sentences and match and then check the answers in pairs. 3.Check the answers with the whole class. 2b 1. Briefly review the boxed phrases to clarify the meanings. 2. Have students read the sentences to understand the context. 3. Students fill in the blanks individually and then check the answers with a partner. 4. Check the answers with the whole class. 2c 1. Have students read the words in the box to get the meanings. 2. Students read the passage to grasp the main idea. 3. Students complete the text with the correct forms of the words,working individually. 4. Have students check the answers in pairs and then review answers as a class,explaining the language points.
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 language points and useful expressions on the blackboard.
Teaching Reflection
In the lesson,students successfully extracted key information to complete the mind map and grasped each paragraph's main idea. They were active in discussing the Olympics and analyzing the speaker's positive feelings of pride and admiration.However, some struggled to retell the Olympics in their own words. Overall, students understood the Olympic spirit well and improved their reading and discussion skills.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. listen for specific information about inventions and finish the tasks.
2. learn key vocabulary about inventions and describe their basic functions.
3. discuss how creative inventions can solve problems and change lives.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on Page41and discuss the guiding questions. 2. Invite some students to share their answers. 3. Ask students to predict what this unit might be about.
Pre-listening
1a 1. Present the six pictures and the list of invention names. 2. Ask students to work in pairs to match the names with the things in the pictures. 3. Have students guess or discuss:When do you think these things were invented 4. Check the answers as a class.
While-listening
1b 1. Show students the two invention pictures (Super See and Smart Cook) and let them guess what these two inventions are used for. 2. Play the conversations. Let them choose the correct invention for each conversation and fill in the blanks for the countries. 3. Check the answers together. 1c 1. Play the conversations again. Students listen and circle T or F. 2. Check the answers with the class. For false statements,ask: What is the correct information
Post-listening
1d 1. Put students into pairs. Ask them to use the information from the listening and the sentence patterns below to describe each invention.
2. Write on the board for support: What it looks like: It looks like .../They look like ... What it is used for: It is used for .../They are used for ... /It can help people to …. How it works: You put...then press ../A camera is connected to .. 3.Give an example: Super See looks like a pair o f sunglasses. They are used for helping people who can't see well.A mini-camera is connected to them ... 4. Encourage students to discuss which invention they like better and invite 2-3 pairs to present their descriptions and opinions to the class. 5. Ask students: Can you think of one simple invention that could make our school life better What does it look like What is it used for Let them brainstorm and share ideas.
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 language points and useful expressions on the blackboard.
Teaching Reflection
The lesson successfully introduced inventions and the passive voice through engaging dialogues. Students participated actively in listening and description tasks. The main challenge for them was organizing coherent descriptions and expanding ideas due to limited background knowledge about specific inventions. Next time, I will provide stronger scaffolding and encourage practice with more familiar ,everyday inventions first.第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. master relay race-related words and use them to describe a sports event.
2. understand a live sports report,extract key details,and identify True/False statements.
3. retell the relay race story in pairs,using sequence words and the target language.
二、Teaching Advice
Lead-in
Watch and Say 1. Play a short,exciting video clip of a 4X100-metre relay race. During the process,the teacher can pre-teach some key words and expressions. 2.Display the relay race image(2d).Ask: What is happening in this picture How do you think the runners and the audience feel 3.Invite 2-3 students to share their answers.
Pre-listening
2a 1.Have students read the words and sentences and complete the sentences individually. 2.Check the answers as a class. 3.Have students read the complete sentences aloud together as a class.
While-listening
2b 1.Have students read the instruction and make sure they understand the task. 2. Play the recording and have students tick the correct answer individually. 3. Go over the correct answer with the whole class. 4. Invite some students to explain the reasons. 2c 1. Ask students to read the statements to get the meanings. Encourage students to recall from their first listening. 2.Play the recording again and have students circle T or F individually. The teacher can also play a third time to make students confirm their answers. 3. Invite some students to share their answers and correct the false statements. 4. Check the answers with the whole class. Listening Scripts 1.Present the listening script and guide students to underline target vocabularies and expressions. 2. Explain any remaining language points and have students practise reading.
Post-listening
2d 1. Write the template on the board: First,Wang Yaming_______. Next ,he passed the baton to Peter ,but Peter______. Then ,Li Lei took the lead ,but Han Lin________. After that,it was the final handoff.Li Lei passed to Xie Tao ,and Han Lin passed to Teng Fei.They were_________. Finally,the judges decided the winner. It was_______! 2. Fill in the blanks together as a class,using key details from the report. 3. Students work in pairs to retell the relay race. They can use the template,the picture, and the script as support. 4. Walk around to monitor,offer help,and praise good use of sequence words and vocabulary. 5. Invite 2-3 pairs to perform their retelling for the class. Encourage the class to give positive feedback.
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 language points and useful expressions on the blackboard.
Teaching Reflection
In this lesson, students learned the key vocabulary about relay races and understood the live sports report well. They were active in watching the video and sharing ideas. However, some students were slow to use sequence words in retelling. Next time,I will add more oral practice before pair work and provide clearer sentence support.第二课时Section A (2a-2e)
一、Teaching Objectives
In this class, students will：
1. listen for specific details about what life of astronauts in space is like.
2. learn about daily life and work of astronauts in space, gaining a better understanding of space
exploration.
3. organize and summarize information from the conversation using a mind map,improving
information processing ability.
二、Teaching Advice
Lead-in
Watch and Say 1. Show a short video of astronauts in space (e.g. floating,eating,working) and ask students the following questions: What are the astronauts doing in the video ◆What looks fun or strange about their life in space 2.Invite 2-3 students to share their answers. 3.Provide some detailed information about space life.
Pre-listening
1. Present the two questions in 2a and have students predict what they will hear. 2. Pre-teach the new words and expressions.
While-listening
2a 1. Have students read the instruction and make sure they understand the task. 2. Play the recording and have students answer the questions individually. 3.Go over the correct answers with the whole class. 4. The teacher can also add some questions to help students to get the context. 2b 1. Ask students to read the questions to get the meanings. 2. Play the recording again and have students number the questions. 3. Confirm the order by reading the questions aloud with the class. 2c 1. Present the mind map and explain each category. 2. Play the recording a third time. Students take notes and fill in the blanks. 3. Check the answers as a class,and have students fill in their mind maps. Listening Scripts 1.Show the listening script and have students underline target vocabulary. 2. Explain any remaining language points and have students practise reading the script.
Post-listening
2d 1. Provide a sample answer to one question from 2b using the mind map. 2. Have students work in pairs to answer all questions from 2b,using their mind maps. 3. Invite 2-3 pairs to share their answers with the class. 2e 1. Provide example questions from 2e,and then have students brainstorm in small groups. 2. Encourage creative questions ( e. g. How do you exercise in space ). 3. Collect 3-4 best questions from the class and write them on the board.
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 language points and useful expressions on the blackboard.
Teaching Reflection
In this listening and speaking lesson, students effectively grasped details of astronauts’ life in space and completed the mind map to organize information.A few students struggled to take quick notes during 2c and needed more support. Next time,I will pre-teach note-taking skills and pause the audio briefly to let them catch key words, ensuring all students follow the pace.第四课时Section A (4a-4d)
一、Teaching Objectives
In this class, students will：
1. identify and understand object clauses and the connecting words (that ,if , whether) through
reading and analysis.
2. use the correct connecting words to complete object clauses in sentences and a passage.
3. discuss and express opinions using object clauses correctly.
二、Teaching Advice
Lead-in
1. Write the following pairs of sentences on the blackboard, clearly grouping them for comparison: I believe your idea.一I believe that your idea is great. I doubt the result.-I doubt whether the result is correct. I'm not sure about the time. -I'm not sure if the meeting starts at 3:00 pm. 2. Direct students to pay attention to the sentences on the right. Ask: What's special about the part that comes after verbs like believe,doubt and be sure Guide them to notice it is a complete small sentence introduced by that ,if or whether.
Explore the Grammar
4a 1. Have students read the five example sentences in the table silently. Ask them to circle the connecting words (that, if,whether)and underline the entire object clauses (the part starting with the connecting word). 2. Guide students to observe and summarize the rules: “That” is used to introduce a statement that is considered true or factual. It can often be omitted in informal speech when it introduces a statement. “If”和“whether”are used to introduce a noun clause that comes from a yes/no question. They mean“是不是”or“是否”and usually cannot be omitted. “Whether” is more formal and is often used with “or not".
Grammar Rules
1.什么是宾语从句 当一个完整的句子(包含主语和谓语)充当另一个句子的宾语时,这个句子就叫作宾语从 句。它通常跟在及物动词(如think ,believe ,know, wonder,find)或介词后面。其作用是 使表达的内容更丰富、更完整。例如:I know that you're right.
2.宾语从句的连接词:that, if , whether 引导宾语从句的that ,if,whether都称为从属连词。它们的功能是将后面的从句与主句 的动词联系起来。 连接词that 用于引导一个陈述句作为宾语从句,它只起纯粹的连接作用,没有实际词义。在口语和 非正式文体中,如果宾语从句是完整的陈述句,连接词that通常可以省略,句子意思不 变。例如: I believe (that) reading is important for learning. Peter finds ( that) he can connect physics with real life. 连接词if/whether 用于引导一个由一般疑问句转化而来的宾语从句,意思是“是否”。它们将原来的疑问语 气转变为陈述性从句。if 和 whether 都不可省略,因为它们是区分从句是陈述还是疑问 的关键标志。whether比if更正式,后面经常可以接“or not”(whether or not),而“if”一 般不这样用。例如: I wonder if/whether you could help me. I want to know if/whether you read English books after class. I'm not sure whether the plan will work or not.
3.宾语从句的时态 宾语从句如果主句是现在的时态(包括一般现在时、现在进行时、现在完成时),从句的时 态可根据实际情况而定。例如: I know he lives here. I know he lived here ten years ago. I have heard that he will come. 如果主句是过去的时态(包括一般过去时、过去进行时),那么从句的时态一定要用过去 的时态(包括一般过去时、过去进行时、过去将来时、过去完成时)。例如: I knew who lived here. Our teacher asked us if everybody was here. He said that he had seen it. 4.宾语从句的语序 陈述句变为宾语从句时语序不变。例如: He is an honest man.一I think (that) he is an honest man. We'll win.-We believe we'll win. 一般疑问句变为宾语从句时,语序要变为陈述句语序,用if/whether连接宾语从句。例如: Does he study hard 一I wonder if/whether he studies hard. Will they win 一I asked if/whether they would win.
Grammar Exercises
4b 1. Ask students to read the five sentences and decide which connecting word fits best in each blank. 2. Remind them of the key difference:“that”for statements,“if/whether” for yes/no questions. Have them complete the activity individually ,and then compare answers with a partner. 3. Check the answers with the class. 4c 1. Direct students to look back at their answers in 4b. Ask them to circle any connecting words that can be left out. 2. Check the answer with the class. 4d 1. Ask students to read the passage through for general understanding. 2.Have them complete the passage by choosing the correct sentence parts for each blank. 3.Check the answers together. Discuss the final questions: Would you like to try the learning method suggested by Hua Luogeng Why or why not Encourage students to use object clauses in their responses.
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 grammar rules on the blackboard.
Teaching Reflection
This lesson provided clear,rule-based instruction on object clauses, supported by well-structured exercises. Students successfully identified and used the connecting words in controlled practice.To build fluency, incorporating more quick,oral sentence-creation drills in future lessons would help students use these clauses more spontaneously in conversations.Unit 6 Beyond Earth
单元主题分析
本单元紧扣“太空探索”这一核心主题,与新课标中“人与自然”主题范畴下的“地球与宇宙探秘，航天事业发展”子主题高度契合。其核心旨在引导学生认识人类探索太空的动因、面临的挑战与未来的可能性,从而全面深入地回答单元大问题“What does it take to explore space ”,从而培养学生的科学素养、全球视野与创新思维,激发其对宇宙的探索好奇心。
Section A的引导性问题是“Why do we explore space ”。该部分以听说读结合的形式展开主题学习,从谈论中国航天工程、宇航员的太空生活切入,再通过访谈解读人类探索太空的三大核心动因。学生将在学习过程中掌握太空相关话题的英语表达,习得一般将来时被动语态,理解太空探索的科学价值与现实意义，为解答人类探索太空的“动因”奠定认知基础。
Section B的引导性问题是“How far can we go into space ”。该部分从理论探讨走向未来畅想，以深度阅读为载体，引导学生探究当下人类太空旅行的极限、星际探索面临的重重挑战，以及未来实现星际旅行的可能性;再通过写作任务让学生抒写个人“太空梦想”,学习按“提出梦想--阐述原因---表达期许”的结构组织思路、完成表达。
总而言之,本单元以“理解探索动因→探究当下局限→畅想未来可能”为主线,巧妙融合了语言学习、科学知识普及与批判性思维培养。通过真实的语境创设、结构化的技能训练、创造性的输出任务，引导学生不仅学会用英语谈论“太空”,更能深入理解推动太空探索的好奇心、勇气与创新精神，最终培养学生的全球视野与科学思维,让学生立足地球、望向宇宙,思考人类在宇宙中的定位与未来。
单元学习目标
通过本单元的学习,学生能够:
1.掌握与太空探索相关的核心词汇、短语及句型，能准确描述太空探索的动因、挑战与未来愿景。
2.理解并运用一般将来时被动语态,完成句子转换、短文填空及口语表达任务。
3.读懂关于太空探索的访谈、科普说明文，能快速提炼主旨、分析文章结构;能撰写“太空梦想”短文。
4.辩证思考太空探索的价值与挑战,培养批判性思维与科学探究能力。
5.了解人类太空探索的历程与现状,激发对宇宙的好奇心与探索欲,树立科学精神与全球视野。
单元学习重难点
重点:
1.能熟练运用一般将来时被动语态,规范谈论太空相关的未来计划与动作。
2.能围绕“探索动因、探索距离、个人太空梦想”等内容,清晰表达个人经历、观点与畅想。
3.掌握科普文的阅读方法(提炼主旨、分析结构),能读懂太空探索相关的访谈与说明文;能运用
“提出梦想--阐述原因一表达期许”的结构，完成书面写作任务。
难点:
在口语和书面表达中,能结合太空探索的具体语境,熟练运用相关词汇、句型及语法。
能结合阅读中学到的太空探索知识，辩证分析探索太空的价值与挑战。
结合自身学习实际,养成勤于思考、乐于探究、主动积累的英语学习习惯。
单元课时划分
第一课时Section A(1a-1d)
第二课时Section A(2a-2e)
第三课时Section A(3a-3c)
第四课时Grammar Focus(4a-4c)
第五课时Section B(la-1e)&.Vocabulary in Use
第六课时Section B(3a-3c)第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. listen for specific details to identify the questions students asked and complete Professor
Green's answers.
2. talk about memory problems and learning strategies using the target language.
3. discuss ways to link new and old knowledge and develop habits to use their brains better.
二、Teaching Advice
Lead-in
2a 1. Ask students to recall the lecture Billy mentioned in the last class,and invite 2-3 students to share what they think the lecture might cover. 2. Have students look at the questions in 2a and brainstorm 1-2 questions they want to ask Professor Green about memory. 3. Invite some students to share their questions and briefly discuss them as a class.
Pre-listening
1. Present the four questions in 2b and explain any new phrases (e. g. linking knowledge). 2. Ask students to predict which questions the students will ask in the conversation,and then compare their predictions in pairs.
While-listening
2b 1. Have students read the instruction and make sure they understand the task. 2. Play the recording and have students complete the ticking task individually. 3. Play the recording again for students to check their answers,and then go over the correct answers with the whole class. 2c 1. Ask students to read Professor Green's incomplete answers in 2c and try to fill in the blanks based on their memory. 2. Play the recording again and have students complete the sentences. Invite students to share their answers,and then check and explain key language points. 3. Play the recording a final time for students to listen and repeat the key sentences aloud. Listening Scripts 1. Distribute the listening script and guide students to underline target vocabulary and expressions. 2. Explain any remaining language points and have students practise reading the script in pairs.
Post-listening
2d 1. Divide students into groups of 3-4 and assign the four discussion questions in 2d. 2. Provide sentence frames as support,e. g. “I link new knowledge with . ”and“We should put our brains to good use because ...”. 3. Give groups 8-10 minutes to discuss,and then invite 2-3 groups to share their ideas with the class. 4. Summarize the effective memory strategies mentioned and encourage students to apply them in daily study.
Extended Post-listening Activity 1. Ask students to create a personal“Memory Toolkit”poster or notes, using the strategies from Professor Green's lecture and their group discussion. 2. Give students 5 minutes to write down 3-4 practical memory strategies that work for them, with a brief example for each. 3. Have students pair up to present their tool kits and explain why they chose those strategies. 4.Invite 2-3 students to share their tool kits with the whole class, and the teacher can add 1-2 professional tips (e. g. spaced repetition) to enrich the toolkit. 5. End by encouraging students to use their tool kits for 1 week and share their progress in the next class , reinforcing the lesson's theme of using science-backed strategies to improve memory.
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 useful expressions and important language points on the blackboard.
Teaching Reflection
In this lesson, students grasped core memory strategies like linking knowledge and paying attention to details. The “My Memory Toolkit” activity effectively helped them apply what they have learned to personal use. Next time, I'll provide clearer sentence frames to support less confident students and ensure smoother discussions.第五课时Section B(1a-1e)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. understand and analyze the characteristics of a successful learner by identifying main ideas
and reading for details.
2. discuss and evaluate their own learning habits by referring to the strategies mentioned in
the text.
3. expand and consolidate key vocabulary related to learning methods and personal development.
二、Teaching Advice
Lead-in
1a 1.Have students look at the title of the text. Ask them to work in pairs and predict what advice the writer will give. 2. Invite a few pairs to share their predictions.Briefly list their ideas on the board to activate prior knowledge and set a purpose for reading.
Pre-reading
Skim Reading 1b 1. Introduce to students the reading skill of identifying main ideas to understand text organization. 2.Instruct students to skim the text quickly for the first time to match each paragraph with its corresponding main idea. 3. Check the answers with the class,and ask students to identify the key sentence or phrase that supports their choice for each paragraph.
While-reading
Careful Reading&Analysis 1c 1.Have students read the text again more carefully. Ask them to answer the five comprehension questions in lc. 2.Check the answers with the class. 1d
1. Direct students to the mind map. Ask them to review the text and find the exact words or phrases from the text to complete the map. 2. Check the answers with the class.
Post-reading
1e 1. Have students look at the list of statements. Ask them to reflect:Which of these are true for you as a learner 2. In pairs or small groups,have students discuss:Choose one or two statements that are not very true for you. How can you do better in those areas What specific actions can you take Encourage them to use ideas from the text in their discussion. 3. Invite a few students to share their reflections or plans with the class.
Vocabulary in Use
2a 1. Let students work individually or in pairs to find the hidden words in the puzzle and use them to complete the learning-related expressions. 2. Check the answers and ensure students understand the meaning of each completed expression. 2b 1. Ask students to read each sentence and circle the correct word to complete it. 2. Review answers together. 2c 1. Have students complete the short passage using the phrases in the box. 2. After checking the answers,briefly discuss the method described. Ask:Would you like to try this “teaching to learn” method Why or why not
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 useful expressions and language points on the blackboard.
Teaching Reflection
This reading lesson effectively guided students from understanding a model text to personal application. The comprehension and mind map activities helped students grasp the structure and details of the text. The personal discussion(le) was engaging but could be deepened by providing more specific sentence frames for self-reflection.第六课时Section B(3a-3c)
一、Teaching Objectives
In this class, students will：
1. read Billy's diary to extract details about his memory challenge, goals, methods, and conclusion,
and complete the information table.
2. analyze the structure of a diary entry and use it to create a personal plan.
3. write a diary entry to track progress , using target vocabulary and strategies from the unit.
二、Teaching Advice
Lead-in
1. Quick Warm-up Questions: Have you ever struggled to remember something important- like a speech ,a test answer ,or a friend's birthday How did that feel 2.Let 2-3 students share a quick,1-sentence story. 3.Introduce the Model: Today ,we'll read a diary from a student named Billy,who had exactly this problem with remembering speeches. We'll see how he solved it ,and then create our own plan and diary entry to beat our own memory challenges.
Pre-writing
3a 1. Have students read Billy's diary entry independently,and then complete the table. 2. Invite students to share their completed tables,and then discuss the structure. Opening: States the challenge and goal. Body: Explains the methods used. Closing: Shares the result and feeling of success.
While-writing
3b 1. Ask students to think about their own biggest memory challenge. 2. Guide them to fill in a personal plan table using the 3a template. 3. Have students share their plans in pairs, and give feedback on how to make the methods more specific. 3c 1. Provide sentence frames to support drafting. 2. Students draft their diary entries independently, using the plan and frames as a guide.
Post-writing
1. Peer Feedback: Have students exchange drafts and use a checklist to give feedback. 2. Revise&.Improve:Students revise their drafts based on peer feedback, focusing on clarity and detail. 3.Share&.Celebrate: Invite 2-3 students to read their revised diary entries aloud, and highlight effective strategies and the strong 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 checklist on the black board.
Teaching Reflection
In this writing lesson, the lead-in successfully connected students to personal memory challenges, and analyzing Billy's diary helped them grasp the structure clearly. Most students completed their personal plans and drafted diary entries effectively, though some needed more guidance on making methods specific.第六课时Section B (3a-3d)
一、Teaching Objectives
In this class, students will：
1. get the key details about Mozi from the online post.
2. learn how to organize information about an inspiring person.
3. use the structured chart to write their own online posts about an inspiring person.
二、Teaching Advice
Lead-in
Look and Say 1. Present some pictures of the inspiring people mentioned in this unit and ask students to talk about the questions.(问题见优翼配套教学课件) 2. Invite some students to share their answers.
Pre-writing
3a 1. Have students look at the picture in 3a and predict what the post is about. 2. Ask students to read the post quickly to identify who the writer admires and why. 3. Check the answers with the whole class. 4. Have students read the post again and get the main idea of each paragraph. Then encourage students to extract the structure of the post. 3b 1. Have students read the chart and complete it using the information from the post. 2.Check the answers with the whole class. 3c 1. Students work individually to fill in their own 3c chart about an inspiring person they choose (from the unit or their own choice). 2. Circulate to help students brainstorm key details. The teacher can also provide some useful expressions for each part..
While-writing
3d 1. Guide students to review the structure of the sample post. 2. Highlight useful phrases from the sample. 3. Students use their 3c chart to write their own online posts.
Post-writing
1. Have students check each other's writing in pairs. Provide the checklist. 2. Based on the feedback from their partners, students revise their writings and then submit the final version for evaluation.
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 checklist on the blackboard.
Teaching Reflection
In this lesson,most students successfully wrote their own online posts with clear structure and useful phrases. Peer feedback encouraged active revision, though a few shy students needed more encouragement to share their work. Next time,I'll add a quick whole-class sharing activity to boost confidence and showcase diverse inspiring stories.第四课时Section A (4a-4c)
一、Teaching Objectives
In this class, students will：
1. understand the function of the passive voice and identify its basic structure in context.
2. correctly form and use the passive voice in the simple present and past tenses to describe
how things are made,invented,or done.
3. apply the passive voice to describe a major engineering project by completing a factual passage.
二、Teaching Advice
Lead-in
1. Write two example sentences on the blackboard for comparison: Active:People connect a camera to the glasses. Passive:A camera is connected to the glasses. 2. Ask students:What is the difference Which sentence focuses on the person doing the action,and which focuses on the thing (the camera) Guide them to notice the form and focus on the passive voice.
Explore the Grammar
4a 1. Have students read the four sentences in the box and circle the verbs in the passive voice. 2. Guide students to observe and summarize the structure they see. Ask: What two parts do all the circled verbs have (Guide them to see: be+past participle) What is the difference between the first two and the last one (Guide them to notice present vs. past tense of the verb “be”).
Grammar Rules
1.什么是被动语态(Passive Voice) 当句子的主语是动作的发出者用主动语态,当句子的主语是动作的承受者(即某事被做) 时,使用被动语态。它的作用是强调动作本身或承受者，而不是执行者。 基本结构:主语十be动词十动词过去分词(十by+动作执行者). 2.被动语态的构成与时态
3.主动语态与被动语态的转换 (1)把主动句的宾语变成被动句的主语。 (2)根据新主语的数和时态,选用正确的be+过去分词。 (3)将主动句的主语放在by后面(若需指出)。例如: Millions of people use smartphones every day.→Smartphones are used by millions of people every day. Chinese engineers completed the Qinghai-Xizang Railway in 2006.→The Qinghai-Xizang Railway was completed by Chinese engineers in 2006. Scientists might discover new energy sources in the future. →New energy sources might be discovered by scientists in the future.
Grammar Exercises
4b 1. Ask students to complete the sentences with the correct passive forms of the verbs in brackets. 2. Remind them to first determine the tense (past or present) and the subject (singular or plural) to choose the right form of “be". 3. Check the answers as a class and briefly discuss the meaning of each sentence. 4c 1. Have students read the passage about the Qinghai-Xizang Railway. 2. Ask them to complete the blanks with the correct forms of the verbs in brackets. Remind them to look at the subject of each sentence to decide whether the verb should be in the active or passive voice. 3. Check the answers together.
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 grammar rules on the blackboard.
Teaching Reflection
The lesson systematically introduced the passive voice with clear examples from the unit theme. Students successfully identified and formed passive structures in controlled exercises. The passage completion activity effectively contextualized the grammar. Overall, this lesson successfully reached its objectives.Unit 4 Our Memory
单元主题分析
本单元紧扣“记忆”这一核心主题，与新课标中“人与自我”主题范畴下的“积极的学习体验，恰当的学习方法与策略,勤学善思”以及“自我认识,自我管理，自我提升”子主题高度契合。其核心旨在引导学生认识记忆的运作机制、直面日常记忆挑战，并掌握科学的记忆提升方法,从而全面深入地回答单元大问题:“How can we have a good memory ”,帮助学生建立科学的学习策略。
Section A 的引导性问题是“What do we remember ”。该部分通过对话呈现了日常生活中的记忆现象。学生将学习如何用英语描述记忆相关的问题、表达担忧与安慰,并初步区分短期记忆与长期记忆的特点。学生将思考“记忆与情感、身份的关联”,并学习用英语进行共情表达与初步的现象分析。
Section B的引导性问题是“How can we improve our memory ”。该部分通过深度阅读与写作
任务，引导学生从现象观察深入到方法探究，系统学习提升记忆的科学策略，包括注意力聚焦、间隔复习、感官辅助与健康管理等。通过这些内容，学生不仅掌握记忆技巧的英语表达，更学会结合自身需求选择适合的策略，并通过日记写作追踪个人记忆提升的过程,理解“科学方法与持续实践”对自我提升的重要性。
总而言之,本单元以“认知记忆--应对挑战--提升能力”为主线,巧妙融合了语言学习、思维
训练、策略培养与情感关怀等多方面内容。通过生活化的场景呈现、结构化的知识讲解、实践化的任务设计，引导学生不仅学会“谈论记忆”,更学会“管理记忆”,进而思考“如何运用科学方法提升学习与
生活效率”,最终成长为具备自主学习能力与科学思维的学习者。
单元学习目标
通过本单元的学习,学生能够:
1.掌握与记忆相关的核心词汇、短语及句型,能准确描述记忆现象、表达相关情感与建议。
2.理解并运用特殊疑问词引导的宾语从句,完成句子转换、故事填空及口语表达任务。
3.读懂关于记忆特点与提升方法的说明性文章,提炼主旨、分析结构;能撰写记忆挑战日记。
4.能评估不同记忆策略的适用场景，结合自身情况选择合适方法,培养批判性思维与决策能力。
5.能将课堂所学记忆策略应用到日常学习中，养成科学规划、持续反思的自主学习习惯。
单元学习重难点
重点:
1.掌握与记忆主题相关的核心词汇,短语并能熟练运用特殊疑问词引导的宾语从句。
2.能参与记忆相关话题的对话交流,分享个人经历与观点。
3.掌握科学的记忆提升方法并能将这些策略迁移应用到日常英语学习中。
难点:
1.准确把握宾语从句的语序规则和时态一致性原则,避免出现语序和时态的错误。
2.结合具体语境,灵活运用相关词汇和句型,清晰、有条理地描述记忆现象、表达个人观点。
3.能将阅读中学到的科学记忆策略,与自身学习实际相结合,制定个性化的记忆提升方案。
单元课时划分
第一课时 Section A(la-1f)
第二课时 Section A(2a-2d)
第三课时 Section A(3a-3d)
第四课时Grammar Focus(4a-4c)
第五课时 Section B(1a-1e)&Vocabulary in Use
第六课时Section B(3a-3c)第六课时Section B(3a-3c)
一、Teaching Objectives
In this class, students will：
1. understand how to describe an invention by reading a model text and extracting specific
information.
2. research and organize information about a chosen invention using a structured framework.
3. write a short coherent paragraph about an invention.
二、Teaching Advice
Lead-in
1. The teacher begins by asking the class one open question: Think of one invention that changed the world.What problem did it solve , or what dream did it help to come true Give students a moment to think,and then quickly invite 2-3 volunteers to share simple answers. (E.g. The light bulb--it ended darkness at night./The refrigerator-it solved the problem o f keeping food fresh. ) 2. After briefly acknowledging their ideas, the teacher connects to the lesson: Every invention has a story of a problem and a solution. Today,we'll read the story of a world-changing invention-the airplane.
Pre-writing
3a 1. Direct students to the text about the invention of the airplane. Ask them to read it carefully and complete the chart that follows. 2. Have students underline the key sentences that answer each question in the chart. 3. Review the answers as a class to ensure comprehension and highlight the text structure, 3b 1. Guide students to the note-making framework below the chart. Their task is to choose one invention they are interested in and use the prompts to make research notes. 2. The teacher can provide a short fact sheet with key information about 3-4 common inventions. The students can also rely on their prior knowledge and share ideas in pairs to complete their notes.
While-writing
3c 1. Ask students to write a short paragraph about the invention they have chosen, using their notes from 3b as the content. Remind them to use the airplane text as a model for overall structure and language. 2. Provide clear writing guidelines on the board: Paragraph 1(Introduction):What the invention is, who invented it, and the main reason/purpose for the invention. Paragraph 2 (Process):The main challenges and how the invention was invented ( key steps/materials). State when it was invented. Paragraph 3 (Effect):What the invention led to or how it changed things. Useful phrases/Sentence starters: The ... was invented by... The main challenge was.../They had difficulties in... They solved this by... It was made from... This invention led to...
Post-writing
1. Organize students into small groups to share their passages. They can read their passages aloud or exchange them to read silently. 2. Encourage listeners to give one compliment and ask one question. 3. Invite 2-3 volunteers to share their passages with the whole class.
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 structure of the passage and useful expressions on the blackboard.
Teaching Reflection
This lesson effectively guided students from reading comprehension to structured writing. The clear,step-by-step framework helped students organize their ideas. The peer-sharing activity boosted confidence. For future lessons, preparing a visual list of common inventions with key facts could help students who struggled with the research step to get started more quickly.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. master sports-related words and use them to talk about the school's Sports Day.
2. extract key information from the conversations,and answer comprehension questions.
3. use the target language to discuss which sports events to join.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 71. 2. Invite some students to share their answers. 3. Have students read the unit title and predict what they will learn in the unit.
Pre-listening
1a 1. Write the sports on the board and elicit the meanings from students. 2. Have students match the sports with the images and write the names under the pictures. 3. Go through the answers as a class,correcting pronunciation. Free Talk Which sports do you have on your school's Sports Day Which ones do you like Invite some students to share their answers. Encourage students to share more different sports they know.
While-listening
1b 1. Have students read the instruction and the topics to get the meanings. 2. Play the audio once. Students listen and choose. 3. Check the answers with the whole class. 4. Invite students to explain the reasons based on key words they heard. 1c 1. Ask students to read the questions to clarify the key information. 2. Play the audio again and have students write short answers. Then,play the third time. Have students complete and check their answers. 3. Invite some students to share their answers and then present the correct answers. Listening Scripts Present the listening scripts and guide students to pay attention to the target vocabularies and expressions. Explain the language points if necessary.
Post-listening
1d 1.Model the dialogue with a student: A:I like running ,so I'll try the 1,500 metres …. B:I'm not good at running ,but I can help with the photography. 2. Have students work in groups to discuss the following questions. Provide some expressions and sentence frames as the language support. Which sport will you try What else can you do for Sports Day 3. Walk around to monitor and offer help. Invite a reporter from each group to present their group's discussion.
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 language points and useful expressions on the blackboard.
Teaching Reflection
This listening and speaking lesson focused on Sports Day. Most could extract key details and discuss their plans for Sports Day using the provided sentence frames. However, a few students struggled with spontaneous speaking. Next time,I will add more controlled practice.Unit 8 More than a Game
单元主题分析
本单元紧扣“体育的意义”这一核心主题,与新课标中“人与社会”主题范畴下的“日常体育活动，重大体育赛事，体育精神”子主题高度契合。其核心旨在引导学生认识体育超越胜负的深层价值，全面深入地回答单元大问题“How do sports inspire us ”,培养学生的体育精神、团队意识与人文素养，激发其对体育的热爱与对奥林匹克精神的认同。
Section A的引导性问题是“Why do we like sports events ”。该部分以听说读结合的形式展开主题学习,从谈论校园体育活动、赛事细节切入，再通过对话与阅读解读人们喜爱体育的原因。学生将在学习过程中掌握体育相关话题的英语表达,习得主谓一致语法规则,理解体育带来的激情与鼓舞。
Section B的引导性问题是“How do sports bring us together ”。该部分从个人感受走向社会联结，以深度阅读为载体,引导学生探究北京奥运会如何展现国家成就、搭建国际交流桥梁、传递和平与和谐的理念;再通过写作任务让学生介绍自己敬佩的运动员，学习按“介绍人物一讲述故事--阐述敬佩原因”的结构组织思路、完成表达。
总而言之,本单元以“理解体育魅力→感受凝聚力量→践行体育精神”为主线,通过真实的语境创设、结构化的技能训练、创造性的输出任务，引导学生不仅学会用英语谈论“体育”，更能深入理解体育所蕴含的坚持、勇气与团结精神,最终培养学生的人文素养与全球视野。
单元学习目标
通过本单元的学习,学生能够:
1.掌握与体育赛事、奥林匹克精神相关的核心词汇、短语及句型，能准确描述体育活动、运动员事迹与赛事亮点，清晰表达对体育的喜爱及个人观点。
2.理解并运用主谓一致语法规则，完成句子填空、对话补全及口语表达任务。
3.读懂关于体育赛事、运动员的对话、演讲稿等文本,能快速提炼主旨、分析文章结构、捕捉关键信息;能撰写敬佩的运动员简介，按“介绍人物一讲述故事-阐述敬佩原因”的结构清晰呈现内容。
4.能结合课堂所学,分析体育的多元价值,辩证思考体育超越胜负的深层意义。
5.了解奥林匹克精神与体育赛事的文化内涵，感受体育凝聚人心、传递力量的魅力,树立坚韧不拔、团结协作的意识，学会将体育精神迁移到日常学习与生活中。
单元学习重难点
重点:
1.能够在听说读写中准确运用所学语言知识,谈论体育活动、赛事与个人感受。
2.理解并熟练运用主谓一致语法规则，能在句子、对话及语篇中正确使用动词形式。
3.掌握人物介绍类写作结构,完成介绍自己敬佩的运动员的短文。
难点:
1.准确运用either .. or … 、neither .…. nor ...等特殊结构的主谓一致规则。
2.在真实语境中理解演讲类文本的情感与态度，从用词、句式中分析作者的情感倾向。
3.在写作中清晰、有条理地组织内容,做到内容充实、逻辑连贯、主题突出。
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-3c)
第四课时Grammar Focus(4a-4d)
第五课时Section B(la-1e)&.Vocabulary in Use
第六课时Section B(3a-3c)第四课时Grammar Focus (4a-4c)
一、Teaching Objectives
In this class, students will：
1. review the passive voice in simple present and simple past tenses.
2. master the structure and usage of the simple future passive voice.
二、Teaching Advice
Lead-in
Review 1. Write on the board and ask students to recall: 一般现在时被动:am/is/are+done例如:English is spoken in many countries. 一般过去时被动:was/were+done例如:The station was built last year. 2.Ask:What's the common structure of the passive voice (be+过去分词) 3.Ask:When do we use the passive voice (强调动作承受者,动作执行者未知或不重要)
Explore the Grammar
4a 1.Have students read the sentences in 4a and underline the passive verbs. 2.Ask:What tense are these sentences What's the structure What do these sentences focus on 3.Have students read the sentences aloud to practise pronunciation and intonation.
Grammar Rules
1.一般将来时被动语态:表示将来某个时间将要发生的被动动作。强调动作的承受者。 2.基本结构will be done 肯定句:主语十will be十过去分词(+by+执行者). 否定句:主语十will not (won't)be+过去分词. 一般疑问句:Will+主语十be十过去分词(+..) 特殊疑问句:特殊疑问词十will+主语十be+过去分词(+.) 3.用法: 强调动作的承受者,而非执行者。 执行者不明确、不重要或无需提及。 常用于新闻、科技、计划等正式语境。
Grammar Exercises
4b 1. Explain the task and have students follow the structure: will be+过去分词. 2. Model the first one:Students will be required to do research on space exploration. 3. Students complete 2-5 individually,and then check in pairs. 4.Check the answers with the class. 4c 1. Let students read the passage and grasp the main idea. 2. Ask students to complete the passage and check the answers in class. 3. Explain mixed tenses:Point out that the passage uses the simple present, present perfect,and simple future passive to show different time frames. 4. Invite some students to answer the two questions:What are exoplanets Whatare your views on finding life on another planet Explain the language points if necessary.
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
This grammar lesson reviewed the passive voice and introduced the passive simple future voice with tense clearly. Students mastered the structure “will be + past participle”and completed 4b and 4c well. Most could convert active sentences correctly.第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. identify and discuss their personal ways of learning English from a given list.
2. listen and extract specific information about effective English learning strategies discussed in a club conversation.
3. talk about difficulties in learning English and suggest possible solutions to overcome them.
二、Teaching Advice
Lead-in
Ask students to think about the question: What is one thing you do well in English learning Invite a few volunteers to briefly share their personal strengths or favourite ways to learn.
Pre-listening
2a 1. Have students look at the list of learning ways in activity 2a. 2. Ask them to individually tick the methods that are true for them. Encourage them to think about why they use these methods. 3.In pairs, have students briefly share two methods they have ticked and explain why they find them helpful.
While-listening
2b 1. Direct students to the incomplete chart in 2b. Ask them to read it and predict what kind of information might be missing (e. g. a question, specific activities). 2.Play the audio of the English club conversation. Ask students to listen and complete the chart with the key information they hear. 3. Check the answers with the class. 2c 1. Play the audio a second time. Have students listen and choose the tips mentioned in the conversation. 2. Check the answers.
Post-listening
2d 1.Have students look at the list of common difficulties in learning English in activity 2d. 2. In pairs,have students choose one or two difficulties they relate to. They should then discuss and suggest ways to overcome these problems, using ideas from the listening or their own experiences. 3. To model the activity, present a short sample dialogue: A:I find it difficult to follow conversations in English. B:Me too, Maybe we can watch short English cartoons with subtitles first. A:That's a good idea. Listening a little every day could help. 4. Invite a few pairs to share their conversations with the class.
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 useful expressions and important language points on the blackboard.
Teaching Reflection
This lesson effectively connected students' personal experiences with practical listening input on English learning strategies. The pair discussions were active and engaging.For future lessons, providing a brief model dialogue before the activity 2d could further provide support for students’ speaking output.第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will：
1. read the conversation to extract details and complete the comparison table about family members' memory changes.
2. discuss the meaning of “keep in mind what he remembers”and explain the importance of
happy memories.
3. share a personal happy family memory using descriptive details.
二、Teaching Advice
Lead-in
Look and Say 1. Start with a quick warm-up:Ask students: Have you ever noticed an older family member forgetting small things How did you feel 2.Invite 2-3 students to share their experiences ,and then introduce the lesson's theme.
Pre-reading
Predict 1. Have students look at the picture in 3a and answer the following questions: What are the people doing in the photos What relationship do you think they are 2. Ask students to predict what the conversation is about according to the questions. 3. Pre-teach key vocabulary and phrases.
While-reading
3a 1. Have students read the conversation and complete the table, noting what Rick's grandma and Chen Jie's grandpa forget,what they remember,and what to do for them. 2. Invite students to share their answers,and then check and clarify any confusing points. 3. Ask students to underline 2-3 sentences that show the characters’emotions. 3b 1. Ask students to reread Chen Jie's line: Instead o f what he forgets , I keep in mind what he remembers. 2. Have pairs discuss:What does this mean How can this idea help us care for family members with memory changes 3. Lead a class discussion on the second question:Why are happy memories important Provide sentence frames to support less confident students. 4. Write key ideas on the board to summarize the discussion.
Post-reading
3c 1. Play the recording of the conversation,and ask students to listen for how emotions are shown through stressed words (e.g. so sad,sweet,right). 2. Have students mark the stressed words in their textbooks,and then practise reading the conversation in pairs ,mimicking the intonation from the recording. 3.Invite 2 -3 pairs to perform a short role-play for the class,and ask the audience to comment on how well they conveyed the emotions. 3d 1. Divide students into groups of 3-4,and assign the discussion task. 2.Walk around the classroom to offer language support. 3.Invite 3-4 students to share their memories with the whole class,and encourage peers to ask follow-up questions (e.g. How did you feel in that moment ). Reflection Rick feels sad because his grandma forgets his name,but she still remembers to save cookies for him. How does this show that love can stay even when memories fade Chen Jie says,“Instead of what he forgets,I keep in mind what he remembers.”How can this idea change the way we treat people who are struggling with memory loss
3. Happy memories are not just stories-they are a kind of “emotional glue”for families.What can we do to create more happy memories with our loved ones, especially older family members
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 useful expressions and language points on the blackboard.
Teaching Reflection
In this lesson,students effectively extracted details from the conversation to complete the comparison table, and most successfully grasped the core idea of focusing on what loved ones remember rather than what they forget. The deep-thinking reflection prompts sparked meaningful discussions about intergenerational care and the value of happy memories, with many students sharing personal stories that demonstrated empathy and emotional growth.Unit 5 Power of Ideas
单元主题分析
本单元以“思想的力量”为核心主题,归属于“人与社会”范畴,探索“创造性思想如何催生改变世界的发明”这一核心命题。单元内容以“发明”为主线，贯穿古今中外,从探讨现代发明的功能与影响，到追溯古代伟大发明(如造纸术)的诞生过程,再到学生构思并描述自己的发明设想，形成一个完整的认知与创作循环。单元通过展示发明背后的故事(遇到的问题、构思的灵感、克服的困难以及最终带来的深远影响),引导学生理解发明创造不仅源于技术，更源于人类解决问题的决心与创造力，从而激发学生的创新意识与社会责任感。
Section A 聚焦于现代发明及其对当代生活的影响。通过参观发明展览的对话，学生接触并学习描述诸如“智能眼镜”“烹饪机器人”“3D打印机”等当代发明的功能、工作原理及用途。听力与对话材料着重于对发明物的客观描述与功能探讨,并自然引入被动语态这一核心语法结构，为学生提供描述发明创造过程所需的语言工具。
Section B 将视角转向历史,深入探究一项改变世界的古代发明-造纸术。通过说明文阅读，
学生不仅了解造纸术的发明背景、蔡伦的实验过程及其历史意义,更得以剖析一项伟大发明从“创意”到“现实”的完整历程。本部分强调信息提取、过程梳理与因果分析,引导学生思考发明家的品质以及发明与社会文明进步的深层联系。
Writing 部分是本单元学习的综合输出。学生首先通过阅读分析飞机发明的结构化文本(起因、
挑战、过程、影响),掌握描述一项发明的信息框架与文本结构。随后，学生需选择自己感兴趣的一项发明,进行研究(或基于教师提供的资料),并最终撰写一篇结构清晰的短文，介绍该发明的关键信息及其影响,实现从理解、分析到模仿、创作的完整语言应用。
单元学习目标
通过本单元的学习,学生能够:
1.听懂关于现代发明及其功能的对话,获取发明的名称、产地、用途及工作原理等关键信息。
2.阅读关于古代伟大发明(如造纸术)的说明性文章,理解其发明背景、过程及历史影响,并梳理信息、分析指代关系。
3.运用被动语态(一般现在时与一般过去时)来描述发明的创造过程、构成材料及功能用途。
4.使用目标语言讨论和评价不同发明的重要性，并解释其原因。
5.借鉴范文结构,通过研究或利用给定资料,撰写一篇短文介绍一项发明的基本信息(发明者、时间、原因、材料、困难)及其影响。
单元学习重难点
1.听懂关于现代发明及其功能的对话,获取发明的名称、产地、用途及工作原理等关键信息。
2.阅读关于古代伟大发明(如造纸术)的说明性文章,理解其发明背景、过程及历史影响，并梳理信息、分析指代关系。
3.运用被动语态(一般现在时与一般过去时)来描述发明的创造过程、构成材料及功能用途。
4.使用目标语言讨论和评价不同发明的重要性,并解释其原因。
5.借鉴范文结构,通过研究或利用给定资料，撰写一篇短文介绍一项发明的基本信息(发明者、时间、原因、材料、困难)及其影响。
单元课时划分
重点:
1.掌握与发明创造相关的核心词汇。
2.理解并能够复述某项发明的关键信息。
3.在描述发明创造过程、构成材料及普遍事实时，正确使用被动语态。
难点:
1.在口语和书面表达中,根据上下文准确、恰当地运用被动语态与主动语态。
2.将分散的、笔记形式的研究信息,组织成一篇连贯、结构完整的说明性短文。
3.深入理解伟大发明背后的“问题一解决方案”思维模式,并能将这种思维应用于分析其他发明案例。第三课时Section A (3a-3c)
一、Teaching Objectives
In this class, students will：
1. read an interview about space exploration to extract key information.
2. identify how a host uses questions and comments to keep an interview flowing.
3. understand the reasons for space exploration, broadening their view of scientific development.
二、Teaching Advice
Lead-in
Review&Connect In the last two lessons , we learned about China's space programs and life in space. Today ,we'll answer a big question :Why do we explore space Free Talk Ask:Why do you think countries spend money and time on space exploration Invite 2-3 students to share their ideas briefly..
Pre-reading
Predict 1.Have students look at the mind map in 3a and answer the following questions: What reasons may be mentioned in the interview What aspects in our daily life have something to do with space exploration 2. Invite some students to share the answers. 3. Pre-teach key vocabulary and phrases.
While-reading
Skim reading 1. Ask students to read the interview quickly and find the three main reasons. 2. Check the answers with the whole class. 3a 1. Have students read again carefully and complete the mind map individually. 2. Ask volunteers to read their answers aloud in class. 3.Check the answers with the whole class. 4. Explain the language points in the conversation if needed. 3b 1. Play the audio of the interview. Ask students to pay attention to the host's lines. 2.Ask:How does the host keep the interview going (By asking follow-up questions and making comments like “Could you explain that a bit more ”/“Oh,right.”/“Yes,that's very useful. ”) Divide students into pairs:Host and Dr Yang.Give 3-5 minutes to practise. Invite 2-3 pairs to perform for the class.
Post-reading
3c 1.Group Discussion:Ask:What are your own reasons for supporting space exploration Do you agree with Dr Yang Why or why not 2. Have students work in groups of 3-4 to share ideas. 3.Class Share:Invite 2-3 groups to present their discussion results. Reflection Can you think of a space technology that you use or see every day How does space exploration help us solve problems on earth,like climate change or resource shortages How will you explain “why we explore space” to a friend or family member
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 language points and useful expressions on the blackboard.
Teaching Reflection
In this reading lesson,students successfully extracted the three main reasons for space exploration and completed the mind map with clear details. However, a few students needed more guidance to connect space technology to daily life during reflection. Next time,I will add more daily examples before reflection to help them better link theory to practice.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. talk about how to learn school subjects by discussing and comparing different study methods.
2. listen and identify specific study methods for subjects like maths,history and physics.
3. discuss how these study methods help them become more active and effective learners.
二、Teaching Advice
Lead-in
Look and Share 1.Have students look at the theme picture and answer the guiding questions on Page 21. 2. Invite some students to share their answers to connect the theme to their personal experiences. 3. Let students read the unit title and the“Big Question”and predict what they will learn in this unit.
Pre-listening
1a 1.Present the list of learning tips to students. Have students read them. 2. Ask students to individually tick the tips they use and encourage them to add their own methods. 3. Conduct a quick class poll or ask volunteers to share one tip they use.
While-listening
1b 1. Ask students to look at the pictures first. Have them predict what learning activity each picture might represent. 2. Ask students to listen to the audio and match each conversation with the correct picture. 3. Check the answers with the class. 1c 1. Play the audio again. Ask students to listen and complete the sentences. 2. Check the answers with the class.
Post-listening
1d
1.In pairs,have students use the sentence patterns provided,as well as ideas from la and the listening, to discuss their own study methods for the subjects mentioned ( maths, history,physics) or other subjects.
2.To provide support for the discussion,the teacher can model a short dialogue first. For example, A : How do you study for English B: I study by watching English videos and repeating the sentences. I think it helps with my pronunciation, How about you A : I like to read English stories aloud. It also helps me with my pronunciation and reading speed. B: That's a good idea ! How do you memorize new words A : I use flashcards to memorize them. 3. Invite some pairs to perform their short dialogues for the class.
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 successfully engaged students in exploring learning strategies through discussion and structured listening. Students actively shared personal study methods and identified specific techniques from the dialogues.For future lessons, adding a quick vocabulary preview could further support listening comprehension.第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will：
1. extract and summarize key information about the radio from a conversation.
2. present factual information about an invention clearly using a chart and practise fluent speaking
through role-play.
3. describe another important invention by organizing key facts using a simple mind map.
二、Teaching Advice
Lead-in
The teacher asks students to think about and share what they think is the most useful invention in their daily lives and why.
Pre-reading
3a 1. The teacher directs students to the question in 3a and asks them to skim the conversation to find the answer. 2.Students then read the conversation again more carefully to understand Peter's reasons and the supporting facts about the radio.
While-reading
3b 1. Students work individually or in pairs to review the conversation and complete the fact chart with the required information. 2. The teacher checks the answers with the class, ensuring the information is accurately extracted. 3c 1. The teacher plays the audio of the conversation,asking students to pay attention to how key information is stressed in natural speech. 2. Students then practise the conversation in pairs,trying to imitate the stress and intonation to make their role-play more fluent and expressive.
Post-reading
3d 1. In pairs or small groups, students choose another invention they believe is important. They create a simple mind map to organize information about it (e. g, name,inventor, date,key features,impact). 2.Using their mind maps as a guide, students take turns describing their chosen invention to their partner. The teacher can provide a sentence framework on the board (e. g. I think the most important invention is ... It was invented by ... around ... It changed the world by .…. ).
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 useful expressions and language points on the blackboard.
Teaching Reflection
The lesson successfully guided students from extracting factual information about an invention to practising oral presentation skills. The mind map activity effectively scaffolded the challenging task of organizing and giving a description. For students who struggled with generating ideas for 3d, providing a list of inventions to choose from next time could lower the cognitive load and allow more focus on language production.第六课时Section B (3a-3c)
一、Teaching Objectives
In this class, students will：
1. understand the structure of a personal narrative about music by reading a model text.
2. discuss and reflect on the role of music in their own lives using provided prompts.
3. write a short personal music story, organizing events in order and expressing personal
feelings.
二、Teaching Advice
Lead-in
1.Ask students:What present have you received that means a lot to you Why Allow a moment for thought,and then invite 2-3 volunteers to share briefly. 2. Briefly introduce the lesson focus to them.
Pre-writing
3a 1.Direct students to read the story. Ask them to put the events in the correct order. 2. Check the order as a class and discuss the story's flow (beginning,middle,end). 3b 1. Organize students into pairs or small groups to discuss the two questions. 2. Ask them to take brief notes of their own or their partners' ideas. 3. Invite a few students to share their notes with the class.
While-writing
3c 1. Ask students to write their own music stories for the magazine, using Jack's story as a model. Provide clear writing guidelines on the board: Paragraph 1(Beginning):Introduce how you first connected with music ( a gift, a person,a song,etc.). Paragraph 2(Middle):Describe your experience with music (learning, practising, joining a group,etc.). Use sequence words like then ,after that ,gradually. Paragraph 3 (Ending):Explain what role music plays in your life now and your feelings about it. 2. Remind students to use their notes from 3b for ideas. Circulate to provide vocabulary and sentence support.
Post-writing
1. Organize students into small groups to share their stories. 2.Encourage listeners to give one positive comment. 3.Invite 2-3 volunteers to read their stories to 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 Write the structure of the passage and useful expressions on the blackboard.
Teaching Reflection
The lesson guided students from reading a model to writing their own narratives effectively.The discussion in 3b successfully connected music to students' personal experiences. For the next lesson, providing clearer prompts to help students articulate the specific role of music in their lives (e.g.comfort, motivation, connection)would further deepen their reflection and enrich their writing.第三课时Section A (3a-3c)
一、Teaching Objectives
In this class, students will：
1. master Olympic sports vocabulary and use adjectives to describe sports events.
2. extract key information from a conversation,and complete a table.
3. role-play the conversation and discuss their own favourite Olympic sports.
二、Teaching Advice
Lead-in
Watch and Say 1. Display short video clips of different sports competitions in Olympic Games and ask students the following questions: What sports are they What do you think of these sports ◆ Would you like to watch them Why or why not 2. Invite some students to answer the questions.
Pre-reading
Vocabulary Activation 1. Write the sports on the board. 2.Use the pictures and short descriptions to elicit meanings from students. 3. Read the words aloud together. Have students point to the correct picture when they hear the word. 4.Provide more sports words if possible.
While-reading
Skim reading Ask students to read the conversation quickly to get the main idea. Teng Fei and Ella are talking about their favourite Olympic sports and the sports their families enjoy. They explain why they find these events exciting. Careful reading 3a 1. Have students read again and tick the events that each person or family will watch. 2. Ask volunteers to read their answers aloud in class. 3.Check the answers with the whole class. 4. Explain the language points in the conversation if needed. 3b 1. Play the audio of the conversation. Students listen and pay attention to the intonation and how the speakers describe the events. Provide sentence frames. 2. Play it again,and have students read along. 3.Have students work in pairs to role-play. 4.Invite 2-3 pairs to perform the conversation for the class.
Post-reading
3c 1. Students work in groups of 3-4 to discuss:What Olympic sports do you like to watch Why 2. Walk around to monitor and offer help. The teacher can share his/her own opinion to set an example. 3. Provide more sports and useful expressions as the language support. 4. Invite a representative from each group to share their group's ideas with the 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 Write the language points and useful expressions on the blackboard.
Teaching Reflection
This lesson focused on reading and discussing favourite Olympic sports. Students mastered the key vocabulary and understood the conversation well. Most could complete the table and explain why people like different sports. However, some students struggled to use adjectives to describe sports in the discussion. Next time,I will add more oral practice with sentence frames before group work.第五课时Section B(1a-1f)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. understand the main idea and key details of the text about Zhong Yang.
2. use context clues to guess the meaning of key words and phrases.
3. learn about the importance of seed science and what makes Zhong Yang an inspiring figure.
4. talk about what they can learn from Zhong Yang.
二、Teaching Advice
Lead-in
Look and Say 1. Present several pictures of different plant seeds and ask students some related questions. 2. Invite some students to share their opinions in class. 3. Show a short video clip about seeds to help students have a better understanding.
Pre-reading
1a 1. Have students look at the title in 1b and think about the questions. 2. Invite some students to share their answers and write some key words on the blackboard.
While-reading
Skim Reading Ask students to read the text quickly and find out what the text is mainly about. 1b 1. Ask students to identify who the seed scientist was and what he did. 2.Share the answers with the whole class. Careful Reading 1c 1. Ask students to read the text carefully and summarize the main idea of each paragraph. Encourage some students to summarize in their own words. 2. Have students do the matching exercises and check the answers in pairs. 3.Check the answers with the whole class. 1d 1. Have students read the instruction and the events to get the meanings. 2. Ask students to read the text to find the target information and then fill in the blanks. 3.Check the answers and ask students to put the events into the timeline. 4. Check the answers with the whole class. Then have students retell the story of Zhong Yang based on the timeline and events in pairs. The teacher can provide the outline of the story and some useful expressions as language support. Invite 1-2 pairs to share their retelling in class. 1e 1. Guide students to read the tip to get the meaning and clarify the difficult part. 2. Have students read the two sentences in 1e and find their positions in the text. Then work in pairs to explain the meanings of the sentences according to the context. 3. Invite some students to share their answers in class. 4. Present the correct answers in class. Explain language points.
Post-reading
1f 1. Have students work in groups to discuss the questions in 1f. 2. Invite some groups to share their answers. 3. The teacher can write the key points on the blackboard to clarify the theme.
Vocabulary in Use
2a 1. Ask students to read the instruction and make sure they understand the meaning. The teacher can explain the meaning and usage of the three word endings. 2. Have students circle the correct words to complete the sentences. 3. Check the answers and encourage students to list more words with these suffixes. 2b 1. Have students complete the sentences individually and then check the answers in pairs. 2.Check the answers with the whole class and give explanations for the confusing parts. 2c 1. Have students skim the passage and get the main idea. 2. Ask students to complete the passage with the correct forms of the words in the box and then check the answers in pairs. 3. Present the correct answers in class.
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 language points and useful expressions on the blackboard.
Teaching Reflection
This lesson effectively met its goals. The timeline activity helped students retell the story clearly, while group discussions in post-reading encouraged thoughtful reflection on Zhong Yang's spirit. To improve,I could add more visual aids for vocabulary and allocate extra time for shy students to share their ideas,ensuring full engagement from the whole class.第六课时Section B(3a-3d)
一、Teaching Objectives
In this class, students will：
1. identify key changes in personal life by reading and extracting information from a model
passage.
2. describe their own life changes from primary to junior high school using comparative structures
and guided notes.
3. write a short passage describing personal changes and reflecting on what remains the same.
二、Teaching Advice
Lead-in
Have students think back to their primary school life and ask them to compare:What was different then What is the same now
Pre-writing
3a 1. Have students read the text and answer the question. 2. Guide students to underline sentences with “used to”and present tense verbs to show contrast. 3b 1. Have students complete the table based on the text. 2. Check the answers with the class. 3. Analyze the structure and expressions of the text.
While-writing
3c 1. Ask students to work with a partner. Think about in what ways their lives have changed compared to primary school. They can make notes like the one in 3b. 2. Invite some pairs to share their ideas. 3d 1. Ask students to choose three changes,and write a short passage about them. 2.Walk around in the classroom to offer support.
Post-writing
1. Students exchange their passages with a partner for peer feedback. 2. Focus on:clear past/present contrast,correct tense use,and a meaningful “same thing” at the end. 3. Invite 2-3 students to share their passages with the class.
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 structure and useful expressions of the passage on the blackboard.
Teaching Reflection
This lesson guided students from reading a model text to writing their own reflective passages. The table in 3b provided clear scaffolding, and the final step encouraged personal expression and emotional reflection. Some students might need more support in brainstorming specific changes,so providing examples or sentence starters could be helpful.第五课时Section B(1a-1e)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. understand the life story and major contributions of the composer Chopin.
2. practise key reading skills by extracting specific details,identifying main ideas,and verifying
facts.
3. discuss and reflect on the broader impact of music and the qualities of influential musicians.
二、Teaching Advice
Lead-in
1a 1. Play short audio clips of two or three famous and recognizable pieces by Chopin.Ask the class:What piece is this Have you heard it before Where 2. Ask students to share what they know about Chopin. 3. Based on students’ answers, briefly introduce Chopin as a key figure that today's lesson will explore.
Pre-reading
Predict 1. Direct students to look at the title of the text and the picture. Ask them to predict what they will learn about Chopin. 2. Invite some students to share their answers.
While-reading
Skim Reading 1b 1. Instruct students to read the text quickly for the first time and complete Chopin's profile with the basic information. 2.Check the answers for the profile as a class. Careful Reading 1c 1. Ask students to read the text again. Have them write down the main idea for each paragraph in their own words or using key phrases from the text. Review the main ideas together. 2. Remind students that main ideas are often found in the first or last sentence of a paragraph. 1d 1. Direct students to the five True/False statements. 2. Ask them to scan the text to find evidence to support their answers for each statement. 3. Check the answers and ask students to point to the sentence in the text that proves each answer.
Post-reading
1e 1.Organize students into small groups to discuss the two questions. For the first question,guide them to think about both cultural/national impact and worldwide influence based on the text. 2. For the second question, encourage them to think of musicians(Chinese or foreign)who have also made a big impact. 3. Invite a few groups to share their main points with the class.
Vocabulary in Use
2a 1. Ask students to work in pairs and fill in the table with as many words as they can think of for each category. 2. Elicit answers and build a class word bank on the board. 2b 1. Ask students to complete the sentences with the correct phrases from the box,changing the verb forms if necessary. 2. Check the answers together and clarify the meaning of any challenging phrases. 2c 1.Instruct students to read the story about Boya and Ziqi first to understand the context. 2.Have them complete the story by choosing the correct words from the box. 3. After checking the answers,ask the class,What impressed you the most about this story to connect it to the theme of friendship and understanding through music.
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 language points and useful expressions on the blackboard.
Teaching Reflection
The lesson effectively used Chopin's biography to explore the power of music. Students engaged well with the reading tasks. The vocabulary activities successfully connected to the main theme. The group discussion(le) could have been more productive with clearer guiding questions written on the board.第三课时Section A (3a-3e)
一、Teaching Objectives
In this class, students will：
1. understand and summarize the concept of “active learning” in English by reading an interview and identifying key tips.
2. discuss and apply the concept of active learning by identifying who is an active learner in
given descriptions and reflecting on their own habits.
3. extend the concept by discussing how to learn other school subjects actively in conversation.
二、Teaching Advice
Lead-in
1. Ask students to think about the question: When you learn English ,are you more like a “receiver”(just listening and reading) or an “actor”(using and practising it actively) 2. Let a few volunteers share their thoughts.
Pre-reading
3a 1. Direct students to the title and question in 3a. Ask them to read the interview quickly to find the answer. 2. After confirming the answer,ask them to read the interview again more carefully.This time, have them underline sentences where Binbin gives specific examples of what he does to learn English actively.
While-reading
3b 1. Ask students to look at the “Top Tips for Learning English Actively” in 3b.Have them work individually to check which tips Binbin follows. 2. Go over the answers as a class. Then ask students which of these tips they follow when learning English.
3c 1. Present the activity. Ask them to work in pairs to discuss their choices and explain their reasoning using ideas from the interview and the tips. 2.Check the answers and briefly discuss why each person is or isn't considered as an active learner, focusing on the actions described. 3. Guide the class to summarize the key traits of an “active learner” based on the conversation and the examples. Write students' ideas on the blackboard. They may conclude that active learners: Use knowledge in real-life or new situations. Connect learning with their personal interests. Take initiative to go beyond basic assignments. Create things based on what they have learned.
Post-reading
3d 1. Play the audio for activity 3d and have students listen. 2. Divide students into pairs to role-play the conversation. Encourage them to use appropriate intonation. 3e 1.In pairs, have students choose one or two other school subjects. They should discuss and suggest at least three specific “active”ways to learn each subject, using the ideas and language provided. 2. Invite several pairs to share their best ideas with the whole class. After each share,briefly ask the class: Which “active learner”trait does this idea show to reinforce the core concept.
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 useful expressions and language points on the blackboard.
Teaching Reflection
This lesson successfully guided students from understanding a key concept (active learning ) to applying it in analysis and personal reflection.To strengthen output , providing more structured sentence starters during the final discussion(3e) could help students generate ideas more quickly and confidently.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1.identify different kinds of music by looking at pictures and listening to descriptions.
2. listen for specific information about personal music preferences and complete a table.
3. express their own music preferences using the target language structure.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on Page 61 and answer the three guiding questions. 2. Have them read the unit title and the Big Question and share their initial thoughts.
Pre-listening
1a 1. Ask students to look at the three photos and the list of music genres. Have them match the names with the photos. 2. Let them share the knowledge they know about these traditional music types. 3. Ask them to share other kinds of music they know with a partner.
While-listening
1b 1. Tell students they will hear an interview about music preferences. Ask them to look at the six kinds of music. 2. Play the interview. Have them listen and tick the kinds of music that are mentioned. 3.Check the answers as a class. 1c 1. Before playing the audio again,ask students to read the table carefully to understand what information they need to listen for. 2. Play the interview again. Students listen and complete the table with the missing information. 3. Check the answers together. Play key segments again if necessary.
Post-listening
1d 1. Students work in pairs. They use the conversation model in ld to ask and answer about their favourite kinds of music. 2.The teacher can provide additional sentence starters on the board for support: I like| prefer music that .. I don't really like music that ... I enjoy music with a strong beat/ beautiful melodies .. I listen to music when I feel happy/relaxed ... 3. Invite 2-3 pairs to share their conversations with the class. 4. Ask the class to deepen the discussion:Why do you think people listen to music Encourage short answers (e. g. to relax,to feel happy,to express themselves).
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 language points and useful expressions on the blackboard.
Teaching Reflection
The lesson successfully introduced the topic of music and engaged students in sharing personal preferences. The listening task was manageable, and students could complete the table with support. The main challenge was encouraging shy students to elaborate on their reasons for liking certain music. Next time, providing a list of descriptive adjectives on the board might be helpful.Unit 3 Smart Learning
单元主题分析
本单元以“智慧学习”为核心主题,聚焦于“人与自我”的发展领域,探讨“如何成为一名高效的学习者”这一根本性问题。单元围绕“学习方法”、“学习态度”与“学习策略”三个维度展开，旨在引导学生反思自身学习行为,认识并实践主动学习、元认知策略以及成长型思维等关键概念。从探讨具体学科的学习技巧,到理解成功学习者的共通特质,再到运用语言结构表达学习观点，本单元将语言技能的学习与关于“学习”本身的元认知探究紧密结合，培养学生成为自主、高效、终身的学习者。
Section A从学生最熟悉的学习场景入手,通过听力对话、访谈和小组讨论,探讨数学、历史、物理等不同学科的有效学习方法,并引入“主动学习”的核心概念。学生将学习描述个人学习习惯，并就学习策略交换意见。
Section B深化主题,通过阅读一篇说明文《如何成为一名成功的学习者》,系统性地分析与归纳成功学习者的关键特质(如成长型思维、刻意练习、善用资源等)。学生将学习梳理文本结构、获取主旨与细节信息,并将文中的原则与自身实际相联系,进行反思与讨论。
Grammar Focus 部分围绕宾语从句展开,这一语法结构是学生表达关于学习的观点、疑问与发现的关键语言工具，使语言学习直接服务于单元主题的表达需求。
Writing 部分引导学生借鉴阅读范文的结构,撰写一篇关于个人阅读习惯的短文，将本单元关于学习策略的思考应用于具体的读写实践,完成从输入到输出的完整学习循环。总之,本单元超越了单一的语言技能训练,旨在赋能学生,使其掌握关于“学习”的语言,同时更深刻地理解“学习”本身，从而更智慧地规划自己的学习旅程。
单元学习目标
通过本单元的学习,学生能够:
1.使用目标语言描述不同学科的学习方法,并就学习策略的有效性进行简单讨论。
2.听懂关于学习建议和经验的对话或访谈,获取特定学习技巧和观点等关键信息。
3.阅读关于学习策略和成功学习者特质的说明性文章,理解主旨大意,提取并整合关键信息。
4.运用宾语从句(that,if/whether引导)来表达关于学习的个人观点、疑问和发现。
5.借鉴范文结构,撰写一篇短文描述个人的学习习惯或阅读经历,并进行分享。
单元学习重难点
重点:
1.掌握并运用描述学习方法的固定表达。
2.理解并识别关于主动学习和成功学习者特质的核心观点。
3.在口头和书面表达中正确使用宾语从句来陈述观点或提出疑问。
难点:
1.在真实语境中准确区分并恰当运用宾语从句的连接词that,if 和 whether.
2.将阅读中获得的抽象学习原则(如“成长型思维”)与个人的具体学习实践相联系并进行反思性表达。
3.在书面表达中,有条理地组织关于个人学习习惯的多个方面,并做到内容具体、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-3e)
第四课时Grammar Focus (4a-4d)
第五课时 Section B (la-1e) & Vocabulary in Use
第六课时Section B (3a-3d)Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. talk about the changes in a hometown by comparing the past and the present.
2. listen and identify specific changes in transportation,healthcare ,shopping,and the environment,
3. discuss how these changes happened and how they make life better.
二、Teaching Advice
Lead-in
Look and Share
1. Have students look at the theme picture and discuss the questions. 2. Invite some students to share their answers. 3. Let students read the unit title and predict what they will learn in this unit.
Pre-listening
1a
1. Present the two photos to students. Tell them that these two photos show the changes in Li Rui's hometown over the years. 2. Let students discuss the changes in the two photos and answer the questions in 1a. 3. Invite some students to share their answers.
While-listening
1b 1. Ask students to read the questions before listening and remind them to pay attention to the key information while listening. 2. Let them listen to a telephone conversation and answer the questions. 3. Check the answers with the class.
1c
1. Ask students to read the table and try to summarize what changes have happened in Li Rui's hometown. 2. Let them predict what information to write down in the table. 3. Play the audio. Ask them to listen and complete the table. 4.Check the answers with the class.
Post-listening
1d 1. Have students work in groups of four. Let them discuss how these changes happened and how they make people's lives better.
2. To help students better think about the question(s),the teacher can model the answer first. E.g. All these changes happened because people in the town worked hard to make it better. They built new roads ,a hospital ,and a supermarket. They also planted many trees on the hills. Now life there is much better. People can travel faster,see a doctor easily ,and buy things nearby. The town is also greener and more beautiful to live in. 3. Invite some students to share their answers.
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 successfully engaged students in discussing hometown changes through visual prompts and structured listening tasks. The activities effectively activated prior knowledge and guided listening focus. To ensure broader participation, future lessons could add individual thinking time before the group discussion.第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. listen and identify specific information about the working process of a 3D printer.
2. use the passive voice (present simple) to describe how things are made or produced.
3. describe the appearance and use of everyday items.
二、Teaching Advice
Lead-in
Show students a picture of “the International Exhibition of Inventions”and several photos of innovative products. Ask students: What do you see Have you ever been to or heard about such an exhibition
Pre-listening
Pre-teach or review key vocabulary from the listening by using images, including words such as invention ,exhibition,3D printer ,design,create ,produce ,material,and plastic.
While-listening
2a 1. Direct students to the questions. Ask them to read the questions carefully before listening. 2. Play the audio. Ask them to listen for the answers to the two questions. 3. Check the answers with the class. 2b 1.Have students look at the sentences and the verbs in the box. Ask them to complete the sentences with the correct forms of the verbs. 2. Play the audio again. Ask them to check the answers. 3.Highlight the passive voice structure and explain its use. 2e 1. Play the audio for the third time. Have students tick the things they hear that a 3D printer can make. 2. Check the answers. Then,ask students:What else do you know that a 3D printer can make to extend the topic.
Post-listening
2d 1. Ask students to individually list a few things they use every day and choose one that is the most useful for their lives. 2. In pairs,have them talk about what the invention looks like and what it is used for. 3. To model the activity, present a short sample dialogue using the framework provided: A :What invention do you like the most B:I like my smartphone the most. A:Why B:Because it's very useful. It looks like a small flat rectangle with a big screen. It is used for communication, getting information ,taking photos ,and many other things. 4. Invite a few pairs to share their conversations with the class.
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 useful expressions and important language points on the blackboard.
Teaching Reflection
This lesson successfully integrated listening comprehension with grammar (passive voice) in a relevant context. Students were engaged by the topic of innovative inventions. For future lessons,providing a clearer visual or diagram of the 3D printing process before the detailed listening could aid comprehension of the sequence.第五课时Section B(1a-1e)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. identify the text type and skim to get the main idea.
2. read for details to complete a mind map about space exploration.
3. analyze the structure and organize information using a mind map.
4. learn about human space exploration history and future plans.
二、Teaching Advice
Lead-in
1a 1. Present some pictures related to the three options in la and elicit the corresponding expressions from students. 2. Encourage students to share what they know about science magazines,fiction books or science websites. 3.Have students work in pairs to discuss the question of 1a. 4. Invite some students to explain their choice.
Pre-reading
Predict 1. Show the title and the picture in 1b. Ask students to predict what this text will be about. 2. Have students discuss in pairs,and then invite some students to share in class. 3.Pre-teach some key words and expressions.
While-reading
Skim Reading 1b 1. Ask students to read the text quickly and find out what the text is mainly about. 2. Ask students to identify where they may find an article like this. 3. Invite some students to share their answers and explain their reasons. Careful Reading 1c 1.Have students read the instruction and the main ideas to get the meanings. 2. Ask students to read again carefully. Students work individually and then check in pairs. 3. Check the answers with the whole class. 4. Guide students to identify that the text follows the structure“curiosity→current situation→ challenges→future hope". 1d 1.Present the mind map and explain each branch. 2.Students read again carefully and fill in the mind map. 3. Check the answers with the whole class and have students share their completed maps.
Post-reading
Genre Analysis 1.Ask:What kind of text is this Is it a story,a news report,or a popular science article 2. Guide students to conclude:Popular science article ( clear,factual, explains scientific ideas to general readers). 3. Highlight features:formal but easy language,uses facts and examples, focuses on real science and future possibilities. 1e 1. Explain the task:Discuss the 4 questions in groups of 3-4,using text information. 2.Group share:Invite 2-3 groups to present their answers. 3. Encourage extra info:Ask students to share any space facts they know.
Vocabulary in Use
2a 1. Have students read the instruction to understand the task. 2. Elicit compound words from students and explain the meanings if needed. 3. Students complete sentences 2-6 individually,and then check the answers in pairs. 4. Check the answers with the whole class. 5. Lead a short discussion on the follow-up questions. 2b 1. Briefly review the boxed phrases to clarify the meanings. 2. Have students read the conversation to understand the context. 3. Students fill in the blanks individually,and then check with a partner. 4. Check the answers with the whole class. Have pairs read the completed conversation aloud,focusing on correct pronunciation and intonation. 2c 1. Have students read the words and phrases in the box to get the meanings. 2. Students read the passage to grasp the main idea about space exploration history. 3. Students complete the text with the correct forms of the words individually. 4. Students check the answers in pairs. Then,the teacher reviews answers as a class, explaining the grammar (tense, voice).
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 language points and useful expressions on the blackboard.
Teaching Reflection
This lesson covered reading,text analysis,and vocabulary practice about space exploration. Students successfully identified the text type,completed the mind map, and understood the “ curiosity-progress-challenges-hope”structure. Most students actively joined in discussions and finished vocabulary exercises well.第四课时Grammar Focus (4a-4c)
一、Teaching Objectives
In this class, students will：
l. master the two core sentence patterns:It is+adj.+(for/of) sb.+to do sth. and It is+
adj. +that …. ,and distinguish and use them correctly.
2. finish sentence transformation and cloze exercises skillfully to apply the grammar flexibly.
3. use the target patterns to describe inspiring people and their deeds,connecting grammar learning
with the theme “the power of role models"..
二、Teaching Advice
Lead-in
Look and Say 1. Show pictures of inspiring people (Yuan Longping,Wang Yaping,Zhang Qian) and ask simple questions to guide students to share their opinions. What do you think of Yuan Longping developing hybrid rice How do you feel about Wang Yaping teaching in space 2. Elicit Patterns:Guide students to say sentences like “It is great of Yuan Longping to develop hybrid rice.”or “It's amazing that Wang Yaping taught in space.” to lead in the two core patterns of this lesson. 3. Transition : Today we will learn these two sentence patterns to evaluate people and things more accurately..
Explore the Grammar
4a 1. Ask students to read the sentences in 4a and complete each one with a person they know (e. g. “It was great of Yuan Longping to develop a new kind of rice..”). 2.Invite 3-4 students to share their completed sentences with the class. The teacher writes typical examples on the blackboard. 3. Guide students to observe the sentences on the blackboard and initially distinguish the three structures: Evaluate people:It is+adj. +of sb. +to do sth. Evaluate things (actions):It is+adj.+for sb. +to do sth. Evaluate things (facts):It is+adj.+that....
Grammar Rules
1.It’s+adj.+of sb. +to do sth. 形容词描述人的品质、性格,说明“某人本身具备某种特质,所以做出了这个行为”。 常见形容词:brave,wise,nice,kind,great,stupid 例如:It was brave of Victor Hugo to stand up for the common people. 检验方法:可以改写为“sb.is+adj.”,逻辑通顺就用of。 2.It’s十adj.+for sb. +to do sth. 形容词描述动作的性质、难度,说明“做这件事对某人来说是……的”。 常见形容词:important,necessary,difficult,possible,amazing 例如:It was difficult for Zhang Qian to finish his task back then. 检验方法:如果“sb.is十adj.”逻辑不通,就用for。 3.It’s十adj.+that ... it是形式主语,真正主语是that从句,用来评价整个事件或事实,避免句子头重脚轻。 常见形容词:amazing,inspiring,wonderful,important,necessary 例如:It's inspiring that Professor Gui's dream came true through hard work.
Grammar Exercises
4b 1. Ask students to rewrite the sentences using the words in brackets. 2. Have students check the answers in pairs. And invite some pairs to share their answers by reading the completed sentences. 3.Explain the difficult parts for students. 4c 1. Let students read the passage and grasp the main idea. 2. Ask students to complete the passage and check the answers in class. 3. Ask “In what ways do you find Zhang Qian inspiring ”and encourage students to answer with the sentence patterns learned in this lesson. 4. Explain the language points if necessary.
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
This grammar lesson went smoothly. When guiding students to observe the sentences and distinguish the three structures,most students could get the key points quickly. They finished the exercises actively and mastered the core patterns basically. However,a few students still confused“for”and “of". In future lessons,I'll add more simple practice and give more guidance.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. listen to three news reports to identify specific information and complete notes.
2. use the provided dialogue framework to retell news reports and share space-related information.
3. learn about China's major space programs and achievements,fostering pride in national
scientific and technological development.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 51. 2. Invite some students to share their answers. 3. Have students read the unit title and predict what they will learn in the unit.
Pre-listening
1a 1. Present the four images. Explain each term briefly and pre-teach some new words and expressions. 2. Ask students to complete the 4 sentences independently,and then check the answers in pairs. 3.Check the answers as a class,and have students read the terms aloud to practise pronunciation. 4. Provide more related information and pictures about the four items to arouse interest.
While-listening
1b 1. Have students read the instruction and make sure they understand the task. 2. Play the audio once. Students listen and circle. 3. Check the answers:Zhurong,Tiangong,Xuntian. 1c 1. Ask students to read the sentences in lc and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the audio again and have students complete the sentences. 3. Invite some students to share their answers and then present correct answers. 4. Have students listen again with the completed information. Listening Scripts Present the listening script and guide students to pay attention to the target vocabularies and expressions. Explain the language points if necessary.
Post-listening
1d 1. Divide students into pairs. Assign each pair one news report to retell,or let them share a different space news story they know. 2.Provide the sentence frame for support:Have you heard that… It is ...It will ... 3. Walk around to monitor and offer help. Invite 2-3 pairs to perform.
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 language points and useful expressions on the blackboard.
Teaching Reflection
In this listening and speaking lesson, students successfully identified China's space programs and completed listening notes accurately. The 1d dialogue practice helped them retell news reports using the given framework,and most students actively participated. Next time, I will add a short pronunciation drill before listening and extend preparation time for pair work to support some learners.第三课时Section A (3a-3c)
一、Teaching Objectives
In this class, students will：
1. get the detailed information about the inspiring people mentioned in the dialogue.
2. grasp the key expressions and sentence patterns to talk about inspiring people.
3. learn about inspiring figures from different fields and appreciate their positive qualities.
二、Teaching Advice
Lead-in
Look and Say 1. Present some famous buildings designed by I. M. Pei and ask students the following questions. ◆What are the following buildings ◆What do you think of these buildings ◆Do you know who designed them ◆What do you know about the designer 2. Invite some students to share their answers,and then present more information about I.M. Pei. 3. Present the picture of Wang Yaping and elicit her name and achievement from students. The teacher can play a video clip about her teaching in space so that students can have a better understanding.
Pre-reading
Predict 1. Have students look at the picture in 3a and answer the following questions: Who are these people and what do they do ◆What qualities do you think they have 2. Ask students to predict what the conversation is about according to these questions.
While-reading
3a 1. Let students read the conversation quickly and check their predictions. 2. Ask students to complete the chart using the information in the conversation,and then check the answers with the whole class. 3. Explain the language points and sentence patterns in the conversation if necessary. 3b Have students listen to the conversation and remind them to pay attention to the questions the speakers used. 2. Let students work in pairs to role-play the conversation. 3. Invite 1-2 pairs to role-play in class and have others give feedback.
Post-reading
Further Thinking What qualities do all the inspiring people in the dialogue share Can you list 2-3 of them How can the qualities of inspiring people influence your study or daily life Why do we need to learn about inspiring people in our daily life Who is the most inspiring person for you in real life What makes him/her special to you 3c 1. Guide students to read the given words and expressions and make sure they understand their meanings. 2. Ask students to brainstorm more expressions to describe good personal qualities and write them on the blackboard. 3. Summarize the related sentence patterns and present them on the blackboard for students to refer to. 4. Ask students to work in groups to talk about who they admire and share the reasons, using the learned sentence patterns and expressions. 5. Ask one reporter from each group to present their group's ideas in class and invite other students to give feedback..
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 language points and useful expressions on the blackboard.
Teaching Reflection
In this lesson, most students grasped key expressions and dialogue information well. They could express their admired people clearly. However, some students lacked confidence in oral expression and needed more individual guidance, and the Further Thinking part was a bit rushed. In future.lessons,I'll design more targeted activities for different levels and allocate time more reasonably.第四课时Grammar Focus (4a-4d)
一、Teaching Objectives
In this class, students will：
1. identify subjects and verbs in sentences and observe the rules of subject-verb agreement.
2. master the core rules of subject-verb agreement and use the correct verb forms in exercises.
3. use subject-verb agreement rules and target sentence structures to complete the group
discussion.
二、Teaching Advice
Lead-in
Review & Activate 1. Quickly review sentences from the previous lesson: My family also watch/watches sports together. Everyone is looking forward to the 4X100-metre relay. 2.Ask:Why do we use“is”with“everyone”but“watch/watches”with“family” Guide students to think about the relationship between the subject and the verb.
Explore the Grammar
4a 1. Have students read the sentences,circle the subjects and underline the verbs. 2.Check the answers with the whole class. 3. Ask guiding questions to help students observe patterns: “What do you notice about the verbs when the subject is ‘everybody’,‘neither’,or ‘either .. or .. ’ ”“What about ‘both’or ‘the Winter Olympics' ” “Is ‘family’singular or plural ” 4.Have students discuss in groups and share their findings.
Grammar Rules
1.不定代词作主语:everyone,everybody,someone, nobody,neither,either等作主语时,谓 语动词用单数。例如:Everybody is here. 2. both... and .连接并列主语时,谓语动词用复数。例如:Both you and I are students. either ... or ... /neither ... nor ...连接并列主语时,遵循“就近原则”,谓语动词与靠近它的主 语保持一致。例如:Either you or he is right. 3.以-s 结尾的专有名词/复数名词:如TheOlympics, The United States作主语时，如果表 示整体概念,谓语动词可用单数;如果强调成员或动作,可用复数。例如:The Olympics start next month. 4.集体名词 family ,team,class等作主语时，如果强调整体,谓语动词用单数;如果强调成 员,用复数。例如: My family watches sports together.(强调整体) My family watch sports together.(强调成员)
Grammar Exercises
4b 1. Have students complete 4b independently ,filling in the blanks with the correct forms of the verbs in brackets. 2. Check the answers and explain the confusing parts. 4c 1. Let students read the conversation and grasp the main idea. 2. Ask students to complete the conversation independently and check the answers in pairs. 3.Check the answers with the whole class and explain the tricky parts. 4. Have students read the conversation in pairs. 4d 1. Have students work in groups to discuss:What sports would you like to add to the Olympic sports list Provide some expressions and sentence frames as the language support. Ask one representative from each group to give a report , ensuring they use subject-verb agreement correctly. Provide feedback for the class, praising accurate use of the grammar rules.
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
This grammar lesson focused on subject-verb agreement. Students identified subjects and verbs well and summarized key rules through discussion.Most completed 4b and 4c correctly,especially with indefinite pronouns and “both ... and … ”. However,some struggled with the proximity rule for “either ... or .. ”and“neither ... nor ... ”. Next time, I will add more guided practice before independent exercises.Unit 2 Inspiring People
单元主题分析
本单元紧扣“杰出人物”这一核心主题,与新课标中“人与社会”主题范畴下的“对世界、国家、人民和社会进步有突出贡献的人物”这一子主题高度契合。其核心旨在引导学生了解中外各领域杰出人物的生平事迹与卓越成就，感悟他们身上坚守信念、勇于探索、无私奉献、坚持不懈的精神品质,从而全面深入地回答单元大问题“Who inspires us ”,树立正确的人生价值观,激发自身的奋斗动力与担当意识。
Section A的引导性问题是“Who do we admire ”。该部分通过多组对话呈现日常生活中接触到的榜样人物,涵盖科学家、工程师、历史人物、航天员等多个领域。学生将学习如何用英语准确描述人物身份、成就并表达敬佩之情。听力材料中的师生对话、家庭访谈帮助学生理解如何从不同角度认识榜样人物,引导学生思考“什么是真正的贡献”,并学习如何用英语进行初步的价值判断与表达。
Section B的引导性问题是“What makes people admirable ”,该部分通过深度阅读材料和写作任务,引导学生从行为表层深入到精神内核,探究榜样人物背后的品质与价值观。帮助学生学会分析人物可贵之处,理解其行为背后的精神动力,并思考这些品质如何在当代社会中传承与发扬。
总而言之,本单元以“榜样人物与精神传承”为主线,巧妙融合了语言学习、思维训练、价值观培养与文化意识建立等多方面内容。引导学生不仅学会“谈论榜样”,更学会“理解榜样背后的精神”，最终成长为有国际视野、文化自信、价值追求和社会担当的新时代青少年。
单元学习目标
通过本单元的学习,学生能够:
1.在日常交际中听懂并理解关于榜样人物及其成就的对话和访谈,并能够用英语就“我敬佩的人”这一话题进行流畅的对话交流与观点表达。
2.理解杰出人物生平、贡献及精神品质相关的阅读材料，并能准确提取文本中人物的关键信息、成就细节及精神品质。
3.学会使用“It is+adj.+(for/of) sb. +to do sth.”及“It is+adj.+that .”等句型结构,准确描述
人物行为,评价其贡献,并能运用相关词汇与表达方式有条理地陈述敬佩的理由。
4.树立“见贤思齐”的价值观意识,认识到个人品质,坚持与奉献对社会进步的意义,主动从榜样人物身上汲取精神力量,初步形成个人的价值判断与成长导向。
5.增强文化自信与国际理解意识,通过中外榜样人物的学习,理解不同文化背景下杰出人物的共通精神,树立尊重历史、崇尚创新、勇于担当的态度,培养对人类共同价值与文明进步的责任感。
单元学习重难点
重点:
1.掌握有关榜样人物及评价的词汇与句型表达,并能在实际情境中进行得体交流。
2.能从对话或篇章中提取“人物一行为一品质一影响”的信息链,理解榜样人物的精神内涵。
3.树立“见贤思齐”的意识,理解优秀品质的共通性与可学习性。
难点:
l.近义人物评价词汇与句型的辨析与准确运用。
2.在真实语境中得体、有层次地表达对人物的敬佩与评价。
3.对复杂人物生平或思想进行逻辑梳理与复述。
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-3c)
第四课时Grammar Focus(4a-4c)
第五课时Section B(la-1f)&.Vocabulary in Use
第六课时Section B(3a-3d)Unit 7 Feel the Rhythm
单元主题分析
本单元以“感受节奏”为核心主题,归属于“人与社会”及“人与自我”范畴,探索“我们为什么需要音乐”这一命题。单元内容以“音乐”为主线,从个人音乐偏好、乐器认知,延伸到音乐的社会力量与历史影响,最终回归到个人音乐故事的表达,形成一个从感知、理解到内化、创作的完整学习循环。通过探讨不同音乐类型、描述音乐体验、分析音乐家故事以及讲述个人与音乐的联结，引导学生理解音乐不仅是艺术形式,更是情感表达、文化交流和个人成长的重要载体，从而培养学生对多元文化的欣赏能力和对自我情感的觉察与表达能力。
Section A聚焦于个人对音乐的偏好与描述。通过关于校园音乐会的听力对话和访谈，学生学会讨论不同音乐类型和乐器并表达音乐偏好。本部分自然引入定语从句(that,which,who), 为学生提供精确描述音乐的核心语法工具，使语言学习直接服务于深度表达。
Section B将视角从个人喜好提升到音乐的社会文化力量。通过阅读关于肖邦的传记文章，学生不仅了解这位伟大音乐家的生平和贡献，更得以探究音乐如何塑造民族认同、传递情感并产生超越时代的影响力。本部分强调阅读策略(如抓主旨、辨细节),并引导学生思考音乐家的品质以及音乐与社会、历史的深层互动。
Writing 部分是本单元学习的个性化综合输出。学生首先通过阅读一篇同龄人的音乐故事范文，理解如何按时间顺序和个人感受来组织叙事。随后,通过讨论音乐在个人生活中的角色,学生进行反思并收集素材,最终撰写一篇属于自己的音乐故事，实现从阅读输入、反思内化到个人化创作的语言应用闭环。
单元学习目标
通过本单元的学习,学生能够:
1.听懂关于音乐偏好、乐器和音乐活动的对话,获取关键信息并进行简单讨论。
2.阅读关于音乐家(如肖邦)的传记性文章,理解其主要生平、贡献及音乐的社会影响。
3.运用定语从句(that,which,who)来描述自己喜欢的音乐类型、音乐家及音乐体验。
4.使用目标语言讨论音乐在不同情境下的作用，并分享个人观点。
5.借鉴范文结构,撰写一篇有条理的短文,讲述个人与音乐相关的经历或故事。
单元学习重难点
重点:
1.掌握与音乐类型、乐器及音乐描述相关的核心词汇。
2.理解并能够运用定语从句来对人和物进行具体描述。
3.能够按时间顺序和逻辑组织个人经历,进行书面叙事。
难点:
1.在口语和书面表达中准确区分并恰当运用关系代词that,which 和 who。
2.将阅读中获得的关于音乐力量的抽象理解(如鼓舞人心、凝聚民族),与个人的具体音乐体验
相联系并进行反思性表达。
3.在书面表达中,有条理地组织个人故事(起因、经过、结果/感受),并做到细节生动、情感真实。
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(la-1e)&.Vocabulary in Use
第六课时Section B(3a-3c)第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. rank and discuss the problems mentioned, such as sandstorms and farmland shortage,and
explain the reasons.
2. listen and identify the main environmental problems and the solutions people took in the
conversation.
3. talk about how planting bushes and trees improved the environment and people's lives.
二、Teaching Advice
Lead-in
1. Show students some pictures of the four problems:sandstorms,difficult environment, farmland shortage and lack of technology. Ask them to talk about what they know about these problems. 2. Ask students: Among these problems,which one do you think might be the most serious for people living there Why
Pre-listening
2a 1. Let students work in pairs and rank the four problems from 1 to 4 , with 1 being the worst,and give their reasons. 2. Choose some students to give their answers. 3. Have students look back at their ranking,and then ask: From your list,which problem do you think is the most difficult to solve Why
While-listening
2b 1. Have students listen to the conversation. Write down the problems mentioned in the conversation. 2.Check the answers with the class. 2c 1. Ask them to listen again and fill in the table. Then,check the answers with the class. 2.Ask students to work with a partner and describe how the environment affected the local lives based on the table. Remind them to compare the environment before and after people took actions. 3. Read the listening script with the students together and explain some language points.
Post-listening
2d 1. Have students review the listening script to recall the environmental changes and the actions people took. 2. Present the sample dialogue to the class. Read it aloud with the students and point out the structure: state a past problem,ask about the solution and explain the action and the result. 3. Ask students to work in pairs and create a dialogue. They should use information from the table in 2c. 4. Invite a few pairs to perform one of their conversations for the class,and then give feedback.
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 useful expressions and important language points on the blackboard.
Teaching Reflection
This lesson effectively guided students from discussing environmental problems to understanding real-world solutions through structured listening and speaking tasks. To further deepen engagement,next time I would encourage more student-generated questions during the prediction stage before listening.第六课时Section B (3a-3c)
一、Teaching Objectives
In this class, students will：
1. extract key information from a text,and complete a mind map.
2. analyze the structure and language of a model introduction to an admired athlete.
3. write a short introduction to an athlete they admire, using the clear structure and appropriate
language to explain their reasons.
4. understand the true meaning of the Olympic spirit,which is not just about winning medals
but also about perseverance and courage.
二、Teaching Advice
Lead-in
Watch and Say 1. Display a short video clip of Eric Moussambani's race at the 2000 Sydney Olympics. 2.Ask:What do you think happened to this swimmer Why do you think people still remember him
Pre-writing
3a 1. Have students read the text independently to grasp the main idea. 2. Have students read the questions in the mind map to get the meanings. 3. Ask students to read the text again carefully to answer the questions. 4. Invite some students to share the answers in class. Analyze the Writing Structure Guide students to identify the structure of the passage: Introduction:Introduce the athlete (who he/she is). Body:Describe his/her story and challenges (what he/she did). Conclusion:Explain why he/she is admirable and what we can learn from him/her( the Olympic spirit). 3b 1. Have students think about an athlete they admire. 2. Ask them to complete a mind map like the one in 3a,answering the four key questions. 3. Have students discuss their mind maps in pairs and give each other the feedback.
While-writing
3c 1. Provide useful expressions and sentence frames for writing. 2. Students write their first draft independently, using their mind maps and the provided language support. 3. Walk around the classroom to offer the individual help and feedback.
Post-writing
1.Provide a checklist for students to use when editing their partner's work. 2. Students exchange drafts and use the checklist to give the feedback to each other. Encourage them to make positive comments and specific suggestions for improvement. 3. Students revise their drafts based on the peer feedback. 4.Invite 2-3 students to read their introductions to the class. 5. Celebrate their work and discuss the different athletes they chose.
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 checklist on the blackboard.
Teaching Reflection
This writing lesson focused on introducing an admired athlete. Students successfully extracted key information about Eric Moussambani and analyzed the writing structure. Most completed their mind maps well and drafted clear introductions.Overall,students improved their writing skills and understood the true meaning of sportsmanship.第五课时Section B(1a-1f)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. understand the historical significance of papermaking and its impact on cultural development.
2. practise and demonstrate reading comprehension skills by identifying main ideas,understanding
pronoun references, and extracting specific details.
3. describe the process of an invention and discuss the qualities of a great inventor.
二、Teaching Advice
Lead-in
1a 1.Show students pictures of various everyday objects made from different materials.Ask them to identify what each object is made of. 2. Direct students to activity la. Have them discuss in pairs to find more examples of things made from the materials shown, activating prior knowledge about materials.
Pre-reading
1b 1. Have students look at the title of the text and predict what invention the text will be about and how it might have changed the world. 2. Instruct students to skim the text to match each paragraph with its corresponding topic. 3. Check the answers with the class. Ask students to point out the key sentence in each paragraph that helped them decide.
While-reading
1c 1. Guide students to the activity following the text. Explain that identifying what pronouns refer to helps understand how ideas are connected. 2. Ask students to read the text again carefully to find out what the bolded pronouns refer to in the context. 3. Check the answers with the class and discuss how these reference words create cohesion between sentences and paragraphs. 1d 1. Direct students to the table comparing writing materials before and after Cai Lun. 2. Have them scan related paragraphs to complete the information in the table. Remind them to use concise phrases and key words. 3. Check the answers with the class. 1e 1. Ask students to locate the paragraph that describes the paper making process. 2. Have them read the four sentences and put them in the correct chronological order based on the description in the text. 3. After checking the correct order,instruct students to retell the process in their own words,encouraging them to use sequence markers such as First,Then, Next, After that , and Finally.
Post-reading
lf 1. Organize students into small groups to discuss the questions. 2. Invite a few groups to share their ideas with the whole class. Guide the discussion to connect the qualities mentioned (e.g.curiosity, persistence,creativity,observation ) back to Cai Lun's story and other inventors they know.
Vocabulary in Use
2a 1. Have students work individually or in pairs to complete the table with the correct noun, verb, and adjective forms of the given words. 2. Encourage them to add more related words they know.
2b 1. Ask students to read each sentence and choose the correct word to complete it,focusing on the meaning. 2. Check the answers together,clarifying the meaning and usage of key words. 2c 1. Instruct students to complete the passage about the invention of sticky notes using the correct forms of the phrases in the box. 2. After checking the answers, facilitate a brief class discussion on the question: How is an invention like sticky notes turned from an idea into reality Link it to the process described in the main text.
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 useful expressions and language points on the blackboard.
Teaching Reflection
This lesson successfully engaged students with a historically and culturally significant topic. The reading tasks effectively scaffolded comprehension from gist to detailed analysis, with the pronoun reference activity being particularly useful for understanding textual cohesion. For future lessons ,providing a short video or more visual aids about the papermaking process will be helpful.Unit 1 The Changing World
单元主题分析
本单元以“变化的世界”为核心主题，紧扣课程标准中“人与自然”及“人与社会”的范畴,重点探讨社会发展、科技进步与环境保护之间的互动关系。单元围绕“变化如何发生”以及“变化如何影响我们”两大核心问题展开,引导学生观察身边及全球范围内的变迁,理解变化的动因与影响,并思考个人在推动积极变化中可以扮演的角色。
Section A以个人家乡的变化为切入点,通过听力对话和采访等真实语境,引导学生学习描述过去与现在,掌握used to和一般过去时与现在完成时的核心用法。内容涵盖交通、医疗、商业和自然环境等多方面变化,强调基础设施改善对人民生活质量的影响。
Section B将视野扩展到全球合作与发展，通过阅读肯尼亚蒙内铁路等案例,分析重大工程项目如何带来深远的社会经济影响。学生将学习如何提取数据信息、理解不同利益相关者的观点,并探讨国际合作对于共同建设美好世界的重要性。写作部分聚焦于个人成长的变迁,培养学生用英语反思并描述自身变化的能力。
总之,本单元将语言学习与现实议题深度结合,使学生在掌握描述变化的语言技能的同时,培养其观察力、批判性思维及全球视野,理解个人、社区乃至国家在时代发展中的角色与责任。
单元学习目标
通过本单元的学习,学生能够:
1.准确运用used to、一般过去时与现在完成时来描述过去和现在的状况,对比变化。
2.听懂并理解关于家乡变迁、环境治理等话题的对话,抓住时间、方式、原因等关键细节。
3.读懂关于发展项目(如铁路建设)的说明性文本,提取具体数据、事实信息及不同人物的观点态度。
4.运用所学语言,以口头和书面形式有条理地描述个人生活变化或家乡变迁,并能简要分析变化带来的影响。
5. 在讨论中,就环境问题、国际合作等话题交换意见,提出简单看法。
单元学习重难点
重点:
1.熟练掌握并准确运用used to、一般过去时与现在完成时来对比今昔变化。
2.从听力和阅读材料中有效抓取并梳理关于变化的具体事实信息(如方式、时间、数据)。
3.围绕“变化”主题,进行连贯的口头描述和简单的书面表达。
难点:
1.在真实语境中准确区分并运用一般过去时(强调过去特定时间动作)和现在完成时(强调过去动作对现在产生的影响或结果)。
2.理解较长篇幅文本中(如肯尼亚蒙内铁路文章)的事件脉络、多方观点及项目影响的逻辑关系。
3.在讨论“变化的影响”及“国际合作”等稍抽象话题时,能组织语言表达个人观点。
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-4c)
第五课时Section B(la-1f)&.Vocabulary in Use
第六课时Section B(3a-3d)Section A (1a-1f)
一、Teaching Objectives
In this class, students will：
1. listen for specific details to identify shopping items and forgotten events from the conversations.
2. talk about daily forgetfulness and give practical suggestions.
3. reflect on their own memory habits and discuss strategies to remember things better in daily life.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 31. 2. Invite some students to share their answers. 3. Present some common ways to keep memories and pre-teach some expressions. 4. Have students read the unit title and predict what they will learn in the unit.
Pre-listening
1a 1. Have students read the instruction and words in 1a and make sure they get the meanings. Explain new words if needed. 2. Ask students to talk about which of the following are easy/hard for them to remember in pairs. Students can be encouraged to add more details for each column. 3. Invite some students to share their answers.
While-listening
1b 1. Present the pictures in 1b and elicit the words from students. 2. Have students read the instruction and make sure they understand the task. 3. Have students listen to the first conversation and circle the things Peter needs to buy. 4. Play the recording again. Check the answers together. 1c 1. Ask students to read the sentences in lc and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the sentences. 3. Invite some students to share their answers and then check the answers with the whole class. 4. Have students listen again with the completed information. Explain the language points if needed. 1d 1. Have students read the instruction and the things in ld to get the meanings.
2. Have students listen to the second conversation and tick the things Billy forgot. 3. Invite some students to share their answers and then check the answers with the whole class. 1e 1. Have students read the questions in le and discuss in pairs. 2. Play the recording again and check the answers together. 3.Encourage students to brainstorm more useful advice for Billy. Listening Scripts Present the listening script and guide students to pay attention to the target vocabulary and expressions. Explain the language points if necessary.
Post-listening
1f 1. Have students read and think about the questions. 2. Ask students to work in pairs to discuss the questions and share their opinions. 3. Invite some students to share their answers in class. Provide some expressions and sentence patterns as language support. The teacher can also share his/her opinions first to set an example for 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 language points and useful expressions on the blackboard.
Teaching Reflection
In this lesson,students actively engaged in listening tasks and effectively identified details.Pair work on memory habits and practical suggestions helped build their confidence in speaking. However, some students struggled to use target expressions fluently. Next time, I'll add more guided role-plays to reinforce vocabulary and create more opportunities for spontaneous communication.第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. identify key figures and match them with their achievements and fields of work.
2. listen for specific details to match family members with the people they admire,and complete fact-based notes.
3. discuss why certain figures are inspiring using target language and sentence patterns.
4. learn about the contributions of influential historical figures and develop an appreciation for
their impact.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 11. 2. Invite some students to share their answers. 3. Present some basic information about these inspiring people as a supplement. 4. Have students read the unit title and predict what they will learn in the unit.
Pre-listening
Look and Say 1. Present the pictures of the four people in 2a and elicit their names from students. 2. Invite some students to share what they know about these people. 3. Present more background information as complement. Free Talk 1. Have students work in pairs to talk about the following questions. Who do you admire the most Why 2. Invite some students to share their answers.
While-listening
2a 1. Have students read the statements in 2a to make sure they understand the meanings. 2. Ask students to do the matching exercise and check the answers in pairs. 3.Check the answers with the whole class. 2b 1. Have students listen to the conversation and figure out the person each family member admires. 2.Check the answers with the whole class. 2c 1. Ask students to read the notes in 2c carefully to identify the key information they should grasp while listening. Students can be encouraged to circle from memory. 2. Play the recording again and have students circle the coloured words. 3. Invite some students to share their answers and then check the answers with the whole class. 4. Have students listen again with the completed information. Listening Scripts Present the listening script and guide students to pay attention to the target vocabularies and expressions. Explain the language points if necessary.
Post-listening
2d 1. Present the pictures in 2d and ask students to identify their names and their fields of work. 2. Have student do the matching exercises and check the answers with the whole class. 3. Present more details of their achievements and spirits in English. 4. Have students work in pairs to discuss why these people are inspiring. Remind students to use the details and the sentence patterns. During the process,the teacher can walk around to make sure each student is engaged in the activity. Correct pronunciation/ grammar gently and provide prompts if needed. 5. Invite 2-3 pairs to share their opinions in class and have other students give feedback.
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 language points and useful expressions on the blackboard.
Teaching Reflection
This lesson went smoothly. Students effectively linked family members to the people they admired and completed notes with key details. Next time, I'll add pre-listening vocabulary drills to improve comprehension and fluency.第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will：
1. understand and extract specific details about different music performances from a conversation.
2. describe their own music preferences in relation to different occasions.
3. organize information about music and personal preferences in a clear and structured way.
二、Teaching Advice
Lead-in
1. The teacher plays short audio clips of the four pieces of music mentioned in the conversation:Horse Racing,Dance of the Golden Snake,Butterfly Lovers and Voices of Spring. 2. After each clip,the teacher asks the class simple,guiding questions such as: What do you think of this music How does it make you feel Can you guess what instruments you hear Students are encouraged to share their immediate impressions. 3. The teacher then reveals the names of the pieces and connects them to the lesson.
Pre-reading
3a 1. The teacher directs students to read the conversation in 3a and the four True/False statements. 2. Students read the conversation silently and circle T or F for each statement based on the conversation. 3. The teacher checks the answers with the class,asking students to point out the sentences that support their answers.
While-reading
3b 1. Students are instructed to read the conversation in 3a again, paying attention to the descriptions of the four different music pieces. 2.Work individually to complete the notes in 3b. 3. Review the answers as a class to ensure comprehension of the key adjectives and details. 3c 1. Play the audio of the conversation,asking students to listen for pronunciation and intonation. 2. Ask students to work in pairs to role-play the conversation. 3. Invite a few pairs to perform their role-play for the class.3.Have students work in pairs to role-play. 4.Invite 2-3 pairs to perform the conversation for the class.
Post-reading
3d 1. Guide students to look at the prompt in 3d and explain the task. 2. Have students work in pairs to create their own dialogues. The teacher can provide students a model: A :What kind of music do you like listening to while relaxing B:I like music that is calm and peaceful. For example, I often listen to light piano music or nature sounds. A:And what about when you're exercising B:Oh, I prefer music that is energetic and has a strong beat ,like pop or rock music. It keeps me moving! 3. Give students some time to practise and then invite a few pairs to perform 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 Write the language points and useful expressions on the blackboard.
Teaching Reflection
The lesson successfully linked reading comprehension with personalized speaking practice. Students engaged well with the conversation about specific music pieces. The extension task (3d) allowed for creative application, though some pairs needed more prompting to expand beyond simple statements.

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