单元课时教学设计 2026-2027学年译林版英语八年级上册

该初中英语教学设计围绕“Friendship”主题，聚焦人物描写（外貌、品质及具体事例）、形容词比较级和最高级、后缀-ful/-less构词法等核心知识。通过品质词汇匹配、课堂对话激活话题，以Betty和Max的人物短文为输入，构建“认知品质→描述特征→内化语法→整合技能→写作产出”的学习链，提供词汇匹配、对话示范、语篇结构分析等学习支架。 本资料亮点在于以主题为统领，融合语言能力与思维品质培养。如Reading板块引导学生分析“外貌→品质→事例→总结”的语篇结构，通过比较Betty和Max的异同培养分析能力；Integration D写作任务借助问卷梳理信息、范文提供结构、互评促进修改，提升学生语言表达与自主学习能力。为教师提供系统教学路径，助力学生深化友谊认知与综合语言运用。

Unit 4 Hands-on fun 1、 单元整体教学设计 1. 单元主题 本单元主题为“Hands-on fun”（动手的乐趣），属于“人与自我”范畴，涉及“生活与劳动”主题群，聚焦“动手实践、DIY与创造力”子主题。 2. 单元内容分析 本单元围绕“动手的乐趣”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读一个男孩做DIY的故事、了解不同类型的动手活动、描述自己制作东西的经历、更好地理解和享受自己动手制作东西的乐趣。 Welcome to the unit板块围绕“DIY活动”展开，通过图片匹配活动呈现making mooncakes、painting a wall、making lanterns、putting together a shelf等常见DIY活动，并通过课堂对话示范如何谈论自己想做的东西（所需材料、制作步骤等），激发学生对“动手制作”话题的兴趣。 Reading板块为一篇关于Suzy的表哥Andrew痴迷DIY的故事。Andrew并非天生能手——他曾因换灯泡导致整栋房子断电、因挂画打到水管导致房间淹水，但他没有放弃，通过阅读DIY书籍和参加在线课程不断提升技能，最终为Suzy制作了书架、自己制作了落地灯。文章采用“总—分—总”结构，按时间顺序展开，使用一般过去时叙述。语篇后附有事件排序、细节理解和词汇巩固等任务。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与主旨理解，第二课时侧重语言内化、结构分析与表达输出。 Grammar板块包含两个语法项目。A部分围绕“祈使句”展开，通过组装书架的对话呈现祈使句的肯定形式（Let‘s.../Please.../Make sure...）和否定形式（Don’t...），并配有指令写作练习。B部分围绕“should和had better”展开，通过粉刷鸟箱的对话呈现should/shouldn‘t和had better/had better not表建议的用法，并配有建议匹配和写作练习。 Word Power呈现前缀un-、in-、im-用于构成形容词反义词的构词法（如lucky→unlucky，correct→incorrect，possible→impossible），通过填空练习巩固运用。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（扎染工艺介绍）、听力（扎染工作坊指南、Amy和James在家制作东西的经历）和计划填空（Amy的博客），侧重听说读技能整合与DIY活动体验；第二课时聚焦Integration D，专项开展写作教学，围绕“一次DIY经历”主题，借助调查问卷、范文和写作指导，引导学生完成日记写作。 Assessment板块包含学生自我评价量表，从四个维度（复述学生自己动手制作东西的故事、正确使用祈使句和should/had better及前缀un-/in-/im-、谈论和写作制作东西、理解动手活动的重要性）引导学生反思单元学习成果。Further study推荐学生在线搜索感兴趣的DIY项目视频，尝试制作并分享经验。两个板块均不单独占用课时，由学生在课后自主完成。 七个板块从“认识DIY活动”到“阅读DIY故事”，从“学习指令与建议表达”到“描述DIY经历”，构成“感知→理解→内化→整合→表达”的完整学习链。 体现单元核心素养综合表现的重点语言表达如下。 【描述DIY步骤】 First, twist a piece of cloth and tie it with thread. Next, put the T-shirt into a big bowl of blue dye. Then, take it out and let it dry in the sun. Finally, untie it and see the amazing patterns. 【祈使句——发出指令】 Let’s put the pieces of wood together. Please hand the tools to me. Make sure pieces of the same size are in the same group. Don‘t mix them up. 【should和had better——给出建议】 You should mix the paint well. You shouldn’t go too fast. You‘d better clean the bird box first. You’d better not get too much paint on the brush. 【描述DIY经历与感受】 I’m crazy about DIY. I sometimes make mistakes. It took a lot of work, but now it looks great! We felt very proud and happy. 【前缀un-/in-/im-——构成反义词】 lucky → unlucky, correct → incorrect, possible → impossible usual → unusual, complete → incomplete, polite → impolite 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 了解常见的DIY活动，谈论自己想做的东西和所需材料，初步感受动手制作的乐趣。 Welcome to the unit 图片、对话 2. 阅读Andrew痴迷DIY的成长故事，获取和梳理他从不擅长到擅长的过程，理解坚持学习和实践的重要性。 Reading 音频、图片、故事文章 3. 深入理解祈使句的肯定与否定形式、should和had better表建议的用法，掌握前缀un-、in-、im-的构词法，在描述制作过程和给出建议的语境中内化其用法。 Grammar & Word Power 表格、对话、短文 4. 读、听关于扎染和DIY活动的材料，获取关键信息，思考并表达DIY活动的步骤和乐趣。 Integration A-C 音频、短文、对话、博客 5. 综合运用话题词汇、祈使句和顺序连接词，撰写一篇关于自己DIY经历的日记，增强动手实践和记录生活的意识。 Integration D 提纲、范文、写作 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： 本课语篇属于“人与自我”范畴下“生活与劳动”主题群。Part A为四幅DIY活动图片与对应活动名称的匹配任务，呈现making mooncakes、painting a wall、making lanterns、putting together a shelf四种常见DIY活动。Part B为Millie与Suzy关于“制作纸玫瑰”的对话，涉及所需材料（coloured paper, tape/glue, scissors）和分工合作（fold paper, cut flower shapes, tape/glue pieces together），示范如何用英语谈论DIY活动。 意义和价值： 通过图片匹配和对话，帮助学生了解常见的DIY活动及相关词汇，感知“动手制作”的乐趣。Part B对话为后续谈论DIY经历提供了语言示范（What do you need to make them? Can I make...with you? When our job is complete...）。 方式和方法： Part A采用“图片+活动名称”匹配形式，直观呈现DIY活动，激活学生已有经验。Part B为日常对话语体，运用What are you going to do?、That sounds fun.、What do you need?、Can I...with you?等表达，示范如何讨论DIY计划、所需材料和合作意向。 2. 教学设计 Period 1: Welcome to the unit Topic: Just make it Learning objectives By the end of this period, students will be able to: 1. Identify common DIY activities and match them with pictures. 2. Use the target expressions to talk about what they would like to make and what materials they need. 3. Develop interest in hands-on activities and understand the basic steps of making things. Teaching focus 1. Understanding the names of common DIY activities. 2. Using the dialogue model to discuss DIY plans and materials. Teaching difficulty 1. Using appropriate expressions to describe materials and steps. 2. Expressing interest and willingness to participate in DIY activities. Teaching procedures Revision Lead-in Activity 1: “DIY Show and Tell.” The teacher brings or shows pictures of three simple handmade items (a paper crane, a painted stone, a folded paper fan). The teacher asks: “Have you ever made anything like these by yourself?” The teacher then asks: “What did you make? What did you need?” 2-3 students share briefly. The teacher says: “Today we are going to talk about making things by ourselves — DIY!” 设计意图： 用手工实物或图片快速激活学生的DIY经历，让有经验的学生分享，引发共鸣，自然引出DIY话题。 效果评价： 观察学生是否有DIY经验，能否说出简单的材料和成品名称。 Presentation Activity 2: Match and learn — DIY activities. Students look at the pictures in Part A and match them with the correct activities. They work individually, then check in pairs. The teacher checks with the whole class and helps pronounce difficult words (lanterns, shelf). The teacher then asks: “Which of these DIY activities have you done or would you like to try?” 设计意图： 通过匹配任务呈现常见DIY活动的英文表达，帮助学生建立图片与词汇的对应关系，激活已有经验。 效果评价： 观察学生匹配的正确率和能否用英语表达自己的偏好。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Millie and Suzy and answer: “What are they going to make? What materials do they need?” (Paper roses; coloured paper, tape or glue, scissors.) The teacher highlights key expressions: “What are you going to do?”, “That sounds fun.”, “What do you need to make them?”, “Can I make...with you?” 设计意图： 通过听力获取对话中的关键信息（制作物品和所需材料），感知谈论DIY计划的交际表达。 效果评价： 观察学生能否准确回答问题并提取关键表达。 Practice Activity 4: Dialogue analysis and role-play. Students read the dialogue and identify the four parts: (1) asking about the plan, (2) expressing interest, (3) asking about materials, (4) offering to join. Students practise the dialogue in pairs, then create their own version, replacing “paper roses” with another DIY activity and changing the materials accordingly. The teacher provides a word bank on the board: “paper lanterns — coloured paper, glue, scissors / a bird box — wood, nails, hammer / cookies — flour, sugar, butter, eggs.” 设计意图： 通过分析对话结构帮助学生理解谈论DIY计划的交际框架，通过替换练习巩固语言运用。 效果评价： 观察学生能否准确使用目标表达进行对话替换。 Activity 5: Class survey — “DIY I want to try.” Students walk around and ask three classmates: “What DIY activity would you like to try? What do you need?” They record the answers in a simple table. The teacher collects responses and creates a class “Top 3 DIY activities” list on the board. 设计意图： 用“班级调查”活动将语言运用与真实交流结合，提高课堂参与度，让学生在交际中巩固目标表达。 效果评价： 观察学生能否用英语进行调查并记录信息。 If students have difficulty creating new dialogues, the teacher can model one example with a different activity first, then let them practise in pairs. Production Activity 6: Mini-presentation — “My DIY plan.” Students choose one DIY activity they would like to try and write a short paragraph (3-4 sentences): what they want to make, what materials they need, and who they would like to do it with. They share with a partner, and 2-3 students present to the class. 设计意图： 从口头对话过渡到书面表达，引导学生将所学语言用于表达个人DIY计划，实现个性化产出。 效果评价： 观察学生能否组织清晰的DIY计划并正确使用目标词汇。 Summary The teacher asks: “What DIY activities did we learn today? What materials do we need for DIY?” Students share briefly. The teacher concludes: “Making things by yourself is fun and creative. Let’s explore more DIY ideas in this unit.” 设计意图： 回顾本课核心内容——DIY活动名称和所需材料表达，强化单元主题。 效果评价： 观察学生能否说出至少三种DIY活动名称。 Homework Basic: Read the Part B dialogue aloud 3 times. Finish the exercises in the workbook. Extended: Find a picture of a DIY project you would like to try and write 3 sentences about it (what it is, what materials you need, why you want to try it). Blackboard design Unit 4 Hands-on fun Welcome to the unit: Just make it! DIY Activities: making mooncakes / painting a wall / making lanterns / putting together a shelf paper roses / paper lanterns / a bird box / cookies Talking about DIY: What are you going to do? That sounds fun. What do you need to make them? Can I make... with you? Materials: coloured paper, tape, glue, scissors, wood, nails, hammer, flour, sugar, butter, eggs 3. 教学反思 Activity 5的“班级调查”活动有效调动了学生的参与积极性，但部分学生在提问时只关注了“what”而忽略了“what materials”。后续可在调查表中增加“Materials”一栏，并提示学生在提问时使用“What do you need?”，确保目标表达的完整运用。 Activity 6的写作中，部分学生内容较为简单，缺乏对DIY步骤的描述。后续可提供简单框架（“I want to make... I need... I will make it with... I think it will be...”），帮助学生组织更完整的内容。 Reading 1. 语篇研读 主题和内容： 本课语篇为Suzy撰写的关于她表哥Andrew的文章。Andrew痴迷于DIY，喜欢在家制作或修理东西。但他并非天生能手——换灯泡导致整栋房子断电，挂画打到水管导致房间淹水。他并未放弃，通过购买DIY书籍和参加在线课程不断提升技能。后来他为Suzy制作了书架，还自己制作了一盏落地灯。文章展现了Andrew从不擅长到擅长的成长过程，以及DIY带来的乐趣和成就感。 意义和价值： 通过Andrew的DIY成长故事，向学生传递“技能可以通过学习和实践获得”的积极信息——失败不可怕，坚持学习和实践终能进步。文章激励学生勇于尝试动手制作，不怕犯错，在错误中学习成长。 方式和方法： 文章采用“总—分—总”结构，按时间顺序（过去失败→学习提升→现在成功）展开。运用一般过去时叙述事件，使用连接词（However, Instead, Now）组织段落衔接。文章后附有事件排序、细节理解和词汇巩固等任务，形成完整的阅读教学闭环。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: DIY made easy Learning objectives By the end of this period, students will be able to: 1. Extract key information about Andrew‘s DIY experiences from the article and sequence the events in correct order. 2. Use skimming and scanning skills to locate specific information and answer comprehension questions. 3. Understand Andrew’s growth from a clumsy beginner to a skilled DIYer and identify the qualities that helped him improve. Teaching focus 1. Extracting key information and sequencing the events. 2. Understanding Andrew‘s DIY journey and the lessons learned. Teaching difficulty 1. Understanding the sequence of events and their cause-and-effect relationships. 2. Inferring personal qualities from the story. Teaching procedures Revision Lead-in Activity 1: “DIY disaster or DIY success?” The teacher asks: “Have you ever made a mistake when you were making something? What happened?” Students share briefly. The teacher then asks: “If you made a mistake, did you stop trying or keep going?” Students vote by raising hands. The teacher says: “Today we’ll read about a boy who made big mistakes in DIY — but he didn‘t stop. Let’s find out what happened.” 设计意图： 通过让学生分享自己的DIY失败或成功经历，建立情感连接，引发对“犯错后是否坚持”的思考，自然导入阅读主题。 效果评价： 观察学生能否主动分享个人经历，能否对“坚持与否”做出选择。 Pre-reading Activity 2: “Picture prediction — What’s the story about?” The teacher shows four pictures (or simple sketches) on the board: (1) a person reading books, (2) a light bulb with a power cut symbol, (3) a water pipe bursting with water, (4) a person holding a shelf, (5) a person holding a floor lamp. Students work in pairs and discuss: “Look at these pictures. What do you think the person in the story is trying to do? What problems might he have?” Students share their predictions. The teacher then says: “Let‘s read and find out if your predictions are correct.” 设计意图： 用图片预测活动激发阅读兴趣，激活学生对“DIY可能遇到的问题”的背景知识，建立阅读期待，同时自然引出后续词汇学习。 效果评价： 观察学生能否根据图片做出合理预测，能否用简单英语表达预测内容。 Activity 3: Vocabulary check — “DIY problem or solution?” The teacher presents key vocabulary with simple definitions and asks students to sort them into two categories: “Problems” (power cut, pipe, mess) and “Solutions/Tools” (shelf, floor lamp, handyman). Students work in pairs to categorize the words. The teacher confirms answers and clarifies any difficulties. 设计意图： 通过分类任务帮助学生理解关键词汇，在“问题—解决方案”的框架中建立词汇之间的逻辑联系。 效果评价： 观察学生能否正确分类词汇并理解其含义。 If students struggle to connect the pictures, the teacher can guide them with questions: “What is the person doing with the books? What happens when the light is installed? What is the water doing?” While-reading Activity 4: Skim for structure. Students skim the article quickly and answer: “What is the article about? What happened to Andrew at the beginning? What happened later?” Students identify the three-part structure: Andrew‘s early failures → his learning process → his later successes. 设计意图： 训练略读获取主旨的能力，建立对文章“失败→学习→成功”结构的整体认知。 效果评价： 观察学生能否概括文章的三段结构。 Activity 5: Scan for details — sequencing the events. Students scan the article and put the sentences in the correct order (textbook exercise). They work individually, then check in pairs. The teacher checks with the whole class. After checking, the teacher asks: “What do the first three events (a, c, d) tell us about Andrew? What do the last three events (f, e, g) tell us?” 设计意图： 通过事件排序梳理Andrew的DIY成长轨迹，引导学生对比“过去”和“现在”的变化，理解坚持学习的重要性。 效果评价： 观察学生能否准确排序，能否说出Andrew前后的变化。 Activity 6: Read and discuss — comprehension questions. Students read the article again and answer the textbook questions in pairs. The teacher focuses the discussion on the deeper questions: “Why does Suzy say Andrew is not a born handyman? Use an example to explain.” “In your opinion, how can we improve our DIY skills?” “Would you like to try DIY? Why or why not?” 设计意图： 通过细节问答和开放性问题引导学生深入理解文本，从具体事例上升到品质归纳和个人观点表达。 效果评价： 观察学生能否从文中找到支撑信息，能否表达个人观点。 If students struggle with the ordering, the teacher can guide them to look for time markers: “Once”, “One day”, “Last Saturday”. Post-reading Activity 7: “What made Andrew improve?” Students work in pairs to discuss: “What qualities helped Andrew become good at DIY?” Students brainstorm: “not giving up”, “learning from mistakes”, “reading books”, “taking courses”, “practising”. The teacher writes them on the board. Students then reflect: “Which quality do you think is the most important? Why?” 设计意图： 引导学生从故事中提炼成功品质，建立文本与自身的联系。 效果评价： 观察学生能否从文中提取品质并表达个人看法。 Summary The teacher asks: “What did Andrew learn from his DIY mistakes?” Students summarize: “He didn’t give up. He learned from his mistakes and kept trying.” The teacher concludes: “Making mistakes is part of learning. The important thing is to keep trying and keep learning.” 设计意图： 回顾故事核心信息——从错误中学习、永不放弃，强化单元主题。 效果评价： 观察学生能否概括Andrew的故事给我们的启示。 Homework Basic: Read the article aloud 2 times. Complete the sequencing exercise if not finished in class. Finish the reading comprehension exercises in the workbook. Extended: Write 3 sentences about one quality from Andrew‘s story that you think is most important for learning. Blackboard design Unit 4 Hands-on fun Reading (Period 1): DIY made easy Andrew’s DIY journey: Past (failures): tried to put in a light → power cut tried to put up a picture → water pipe → flooded room Learning: bought books / took an online course Now (successes): made a shelf for Suzy made a cool floor lamp Key message: Mistakes → Learning → Success Don‘t give up! 3. 教学反思【Reading (1)】 Activity 5的事件排序任务帮助学生清晰梳理了Andrew的成长轨迹，但部分学生对“学习过程”这一中间环节理解不够，容易直接从“失败”跳到“成功”。后续可在排序完成后增加一个追问：“What happened between Andrew‘s failures and his successes? What did he do?”引导学生关注“学习和坚持”这一关键过渡。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: DIY made easy Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of the article and identify the writing techniques used (contrast, examples). 2. Use key vocabulary and sentence patterns to describe a DIY experience. 3. Apply lessons from Andrew‘s story to their own learning and DIY experiences. Teaching focus 1. Analysing the structure of the article. 2. Using the target vocabulary to describe DIY experiences. Teaching difficulty 1. Using past tense and time markers to narrate a DIY experience. 2. Expressing personal reflections on learning from mistakes. Teaching procedures Revision Lead-in Activity 1: “Two truths and a lie — DIY edition.” The teacher writes three sentences on the board about Andrew: (1) “Andrew caused a power cut when he tried to fix a light.” (2) “Andrew made a bookshelf for his cousin.” (3) “Andrew was born with perfect DIY skills.” Students identify the lie and explain why. The teacher then asks: “If he wasn’t born with perfect skills, how did he become good?” This leads into the lesson focus. 设计意图： 用“两真一假”游戏快速激活学生对Andrew故事的记忆，通过辨析“天生技能”与“后天学习”的对比，自然聚焦本课时主题——学习过程与方法。 效果评价： 观察学生能否回忆故事情节并判断真假。 Presentation Activity 2: Structure analysis — “How to tell a growth story.” Students re-read the article and identify the structure: Introduction (who Andrew is) → Past failures (examples) → Learning process → Present successes (examples) → Conclusion (what Andrew thinks about DIY). The teacher asks: “Why does the writer use examples of failures? Why does the writer show both past and present?” (To show contrast and growth.) The teacher writes the structure on the board. 设计意图： 引导学生分析文章的“对比”结构——过去vs现在，失败vs成功，理解通过对比展示成长这一写作手法。 效果评价： 观察学生能否识别文章结构和对比手法。 Activity 3: Language focus — “Describing DIY experiences.” The teacher writes key vocabulary from the article on the board: “crazy about”, “make a mistake”, “power cut”, “pipe”, “mess”, “shelf”, “catch one‘s eye”, “impossible”. Students find sentences with these words and discuss their meanings. The teacher asks: “Which words describe problems? Which words describe success?” 设计意图： 聚焦核心词汇，通过分类（问题类vs成功类）帮助学生理解词汇的语用功能。 效果评价： 观察学生能否准确理解词汇含义并正确分类。 Practice Activity 4: Sentence completion — completing the blog post (textbook exercise). Students complete Andrew’s blog post using the correct forms of the words and phrases in the box. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在博客语境中巩固核心词汇的运用，实现从识别到运用的过渡。 效果评价： 观察学生填空的正确率，特别是固定搭配的使用（crazy about, catch one‘s eye, take a course）。 Activity 5: “From Andrew’s story to my story.” Students complete a short reflection in pairs: “Andrew learned from his mistakes by ______.” “I can learn from my mistakes by ______.” “A mistake I made in learning/DIY was ______. I learned that ______.” They share their reflections with another pair. 设计意图： 将Andrew的故事与自身经历建立联系，深化主题意义理解。 效果评价： 观察学生能否将故事启示迁移到个人经验。 Production Activity 6: Mini-writing — “My DIY or learning story.” Students write a short paragraph (5-6 sentences) about a DIY experience or a learning experience in which they made mistakes and improved. They should include: what they tried to do, what mistake they made, how they felt, what they did to improve, and what the result was. They should use at least three vocabulary words from the article. The teacher walks around and provides individual help. 设计意图： 综合运用本课所学词汇、结构和“成长故事”叙事模式进行个性化书面产出。 效果评价： 观察学生能否运用过去时态叙述经历，能否使用本课核心词汇。 If students struggle with writing, provide sentence starters: “I tried to... / At first, I made a mistake because... / I felt... / I didn’t give up. I... / Now I can... / I learned that...” Summary The teacher asks: “What did Andrew teach us about learning?” Students share takeaways. The teacher concludes: “Andrew shows us that skills are not born — they are built through practice, learning, and not giving up. Mistakes are part of the journey, not the end.” 设计意图： 总结本课的核心启示——技能不是天生的，而是通过实践和学习获得的，错误是成长的一部分。 效果评价： 观察学生能否用自己的话概括故事启示。 Homework Basic: Revise your DIY or learning story and write a clean copy. Finish the vocabulary and grammar exercises in the workbook. Extended: Interview a family member about a DIY experience they once had (success or failure) and write 3 sentences about it. Blackboard design Unit 4 Hands-on fun (Reading Period 2) Story structure: Introduction → Past failures (examples) → Learning → Present successes (examples) → Conclusion Writing technique: Contrast (Past vs Present) Key vocabulary: Problems: make a mistake, power cut, mess Success: catch one‘s eye, shelf, impossible → possible Key message: Skills are not born — they are built through practice and learning. 5. 教学反思【Reading (2)】 Activity 1的“两真一假”游戏有效激活了课堂氛围，学生参与度高，且能快速回顾上节课内容。后续可将此活动扩展为小组竞赛形式——每组编写关于Andrew的三个句子，其他组判断真假，进一步增加互动性和趣味性。 Activity 6的写作中，部分学生选择了DIY经历但细节不够具体。后续可在写作前增加“口头叙述”环节，让学生先口头讲给同伴听，在交流中丰富细节后再动笔。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块包含两个语法项目。A部分围绕“祈使句”展开，通过Millie和Andy组装书架时的对话呈现祈使句的肯定形式（Let‘s put...、Please hand...、Make sure...）和否定形式（Don’t mix them up.），并配有卡片制作指令写作练习和升降桌使用说明写作练习。B部分围绕“should和had better”展开，通过Suzy和妈妈粉刷鸟箱时的对话呈现should/shouldn‘t和had better/had better not表建议的用法，并配有DIY建议匹配和写作练习。Word Power呈现前缀un-、in-、im-用于构成形容词反义词的构词法（如usual→unusual，complete→incomplete，polite→impolite），通过填表练习巩固运用。 意义和价值： 祈使句是描述制作步骤的核心句式，should/had better是给出建议的重要表达，三个语法项目均与“指导制作”和“给出建议”的单元话题紧密相关。编者通过“DIY指导”这一真实语境，帮助学生在有意义的交流中感知和运用语法规则。 方式和方法： A部分以对话为导入，通过规则归纳呈现祈使句的形式与功能，练习从句子填空到自主写作。B部分以对话为导入，通过规则归纳和匹配练习巩固should和had better的用法，最后过渡到自主写作。Word Power以表格填空形式呈现，通过“形容词→反义词”转换练习帮助学生掌握构词法。 2. 教学设计 Period 4: Grammar & Word Power Topic: Imperative sentences & Using should and had better & The prefixes un-, in- and im- Learning objectives By the end of this period, students will be able to: 1. Discover and summarize the forms and functions of imperative sentences (affirmative and negative). 2. Understand and use should/shouldn’t and had better/had better not to give advice about DIY and other activities. 3. Understand the prefixes un-, in-, im- and use them to form adjectives with opposite meanings. Teaching focus 1. Mastering the forms of imperative sentences (Let‘s..., Please..., Make sure..., Don’t...). 2. Using should/shouldn‘t and had better/had better not to give advice. 3. Using prefixes un-, in-, im- to form opposite adjectives. Teaching difficulty 1. Distinguishing between the different ways of forming imperatives. 2. Choosing the correct prefix (un-, in-, or im-) for different adjectives. 3. Using had better and should appropriately in advice-giving contexts. Teaching procedures Revision Lead-in Activity 1: “Simon says — DIY edition.” The teacher gives simple instructions using imperatives: “Stand up.” “Raise your right hand.” “Don’t sit down yet.” Students follow the actions. Then the teacher says: “When we give instructions, we use a special sentence type. Today we will learn how to give instructions and advice for DIY projects.” 设计意图： 用“Simon says”游戏让学生在动作体验中感知祈使句的形式和功能，快速激活课堂氛围，自然引出语法主题。 效果评价： 观察学生能否理解并执行指令，能否初步感知祈使句的特征。 Presentation Activity 2: “Giving instructions — imperative sentences.” Students read the dialogue in Grammar A. The teacher asks: “Find the sentences that tell people what to do and what not to do.” Students identify: “Let’s put...”, “Please hand...”, “Make sure...”, “Don‘t mix them up.” The teacher completes the Work out rules on the board: We start a sentence with the base form of a verb → tell people what to do. We add Don’t before a verb → tell people not to do something. We often add Please → make an instruction more polite. We can use Let‘s → suggest doing something together. 设计意图： 通过对话发现祈使句的形式规则，归纳肯定、否定、礼貌和提议四种形式。 效果评价： 观察学生能否准确找出祈使句并完成规则填空。 Activity 3: “Giving advice — should and had better.” Students read the dialogue in Grammar B. The teacher asks: “What advice does Mum give Suzy? Find the sentences.” Students identify: “You should mix the paint well.” “You shouldn’t go too fast.” “We‘d better clean the bird box first.” “You’d better not get too much paint on the brush.” The teacher explains: “Should and had better are both used to give advice. Should is stronger — it means it‘s the right thing to do. Had better is more urgent — it means it’s a good idea or it could be dangerous if you don’t.” 设计意图： 通过对话发现should和had better的用法，理解两者的语义区别（should表“应该”，had better表“最好”）。 效果评价： 观察学生能否准确找出建议句并理解其含义。 Activity 4: “Opposites attract — prefixes un-, in-, im-.” Students read the Word Power table. The teacher asks: “What do unlucky, incorrect, and impossible have in common?” (They all mean “not”.) The teacher explains: “un- is the most common, in- goes before some words, im- goes before words starting with p or b.” Students complete the transformation exercise. 设计意图： 通过例词观察发现前缀的含义和规律，掌握un-/in-/im-的构词法。 效果评价： 观察学生能否正确使用前缀构成反义词。 If students confuse should and had better, the teacher can provide a simple rule: “Should is for general advice — what is right. Had better is for specific situations — it is the best choice now.” Practice Activity 5: Controlled practice — completing the instructions (A1). Students complete the flashcards instructions with the correct imperative forms from the box. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在卡片制作语境中进行控制性练习，巩固祈使句的用法。 效果评价： 观察学生填空的正确率，特别是否定形式“Please don‘t give up”和肯定形式“Keep trying”。 Activity 6: Controlled practice — should and had better matching (B). Students match the advice situations with the correct responses using should/shouldn’t or had better/had better not. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在DIY建议语境中进行控制性练习，巩固should和had better的用法。 效果评价： 观察学生能否正确选择should/shouldn‘t或had better/had better not。 Activity 7: Semi-controlled practice — writing instructions (A2). Students write sentences to teach classmates how to use the new height-adjustable desk, using imperatives. They work individually, then share with a partner. 设计意图： 在真实校园情境中运用祈使句进行指令写作，实现从控制性到半开放性的过渡。 效果评价： 观察学生能否正确运用祈使句描述操作步骤。 If students struggle with writing instructions, the teacher can provide sentence starters: “First, press... / Then, adjust... / Don’t forget to... / Make sure that...” Production Activity 8: “DIY Instructions Challenge.” Students work in pairs. Each pair chooses a simple DIY activity (making a paper plane, making a cup of tea, watering plants, etc.) and writes 4-5 instructions using imperatives (at least one Don‘t) and 2 pieces of advice using should/shouldn’t or had better/had better not. They present their instructions to another pair, who follow them. 设计意图： 综合运用祈使句和should/had better，在真实的“指导与被指导”语境中实现语法知识的整合运用。 效果评价： 观察学生能否正确运用多种句式给出清晰指令和建议。 If pairs finish early, encourage them to add “Please” to make their instructions more polite. Summary  The teacher asks quick questions: “How do we tell people what to do? How do we tell people not to do something? How do we give advice? What prefix means ‘not’? When do we use im- instead of in-?” Students answer quickly. 设计意图： 快速回顾本课三个语法点的核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish the grammar exercises in the workbook (imperative sentences, should/had better). Extended: Write 5 instructions for a DIY activity of your choice (e.g., making a sandwich, folding a paper crane) using imperatives and at least 2 pieces of advice using should/had better. Blackboard design Unit 4 Hands-on fun — Grammar & Word Power Imperative Sentences: Do: Let’s... / Please... / Make sure... / [verb]... Don‘t: Don’t + [verb]... Polite: Please + [verb] Together: Let‘s + [verb] Advice: should + [verb] (general advice) shouldn’t + [verb] (advice against) had better + [verb] (urgent advice) had better not + [verb] (urgent advice against) Prefixes (not): un-: usual → unusual, lucky → unlucky in-: correct → incorrect, complete → incomplete im-: possible → impossible, polite → impolite 3. 教学反思 Activity 8的“DIY Instructions Challenge”活动有效整合了祈使句和should/had better，但部分小组选择的DIY活动过于简单（如“drink water”），导致指令缺乏挑战性。后续可提供一份DIY活动参考清单（如“make a paper hat”“make a fruit salad”），引导学生选择更有内容的制作活动。 Integration A-C 1. 语篇研读 语篇A（扎染工艺介绍） 主题和内容： 该语篇为关于扎染（tie-dyeing）的简要介绍。扎染是一门拥有1500多年历史、在唐代最为流行的古老艺术。制作步骤包括：扭转布料并用线扎紧→染色→干燥后解开，扎住的部分保持原色，其余部分呈现不同颜色。如今云南部分地区仍使用传统扎染方法制作围巾、包包等产品。 意义和价值： 扎染作为中国传统手工艺，具有深厚的文化底蕴。文章呈现了清晰的操作步骤，与单元主题“动手的乐趣”高度契合，为后续听力（扎染工作坊）和写作（DIY经历）提供了内容和语言准备。 方式和方法： 文章采用“总—分”结构：第一段介绍扎染的历史地位，第二段详细说明制作步骤，第三段补充现代应用。使用连接词（First, Then, When it is dry）组织步骤说明。后附两个理解性问题。 语篇B1（扎染工作坊——笔记填空） 主题和内容： 该听力材料为Amy在学校扎染工作坊中的经历分享，内容包括：扭转T恤各部分并用线扎紧→放入蓝色染料碗中→在染料中移动数分钟→取出在阳光下晾干→解开线看到图案。 意义和价值： 听力内容与阅读语篇（扎染介绍）形成“步骤概述→具体操作”的互补关系，帮助学生进一步理解扎染的具体操作方法，积累描述DIY步骤的语言素材。 方式和方法： 讲话为正式口语体，按时间顺序展开。后附笔记填空任务，训练学生抓取关键步骤信息的能力。 语篇B2（在家制作东西——笔记填空） 主题和内容： 该听力材料为Amy和James谈论在家制作东西的经历。Amy喜欢学习新菜谱和制作东西——做中餐、为宠物做可爱衣服；James喜欢制作东西——为蜜蜂做了鸟箱和小房子、有时修理父母的电脑。 意义和价值： 通过两位同龄人的分享，展示DIY活动的多样性（烹饪、缝纫、木工、修理），帮助学生拓宽对“动手”的理解，为口语讨论和写作提供更多素材。 方式和方法： 对话为日常口语体，采用问答交换信息模式。后附笔记填空任务，训练学生抓取关键细节的能力。 语篇B3（Amy的博客——计划填空） 主题和内容： 该语篇为Amy将B1和B2的信息整合成的博客文章。内容涵盖三个部分：首先介绍扎染（传统工艺、材料、步骤），接着列举其他DIY活动（烹饪、为宠物做衣服、做鸟箱、修理东西），最后用建议句式鼓励读者尝试DIY。 意义和价值： 博客将听力和阅读信息整合为连贯语篇，实现了从输入到输出的过渡，为学生提供了DIY主题写作的结构范例——总起→分项介绍→鼓励结尾，同时示范了如何用多种建议句式（Why not...?、How about...?）吸引读者。 方式和方法： 博客采用第一人称，语气亲切活泼。主体部分以总起句（Making things is great fun!）引入，中间用设问和感叹句增强互动性，结尾用建议句式（Why not try...?、How about...?）和感叹句（...is great fun!）收束。语言介于口语和书面语之间，句式多样，是学生模仿写作的合适范例。 语篇C（Amy的博客——计划填空） 主题和内容： 该语篇为Amy将B1和B2的信息整合成的博客文章，内容涵盖扎染（传统工艺、材料、步骤）和其他DIY活动（烹饪、为宠物做衣服、做鸟箱、修理东西），最后鼓励读者尝试DIY。 意义和价值： 博客将听力和阅读信息整合为连贯语篇，实现了从输入到输出的过渡，为学生提供了DIY主题写作的结构范例。 方式和方法： 博客采用第一人称，语气亲切，使用Why not try...?、How about...?等建议句型，语言介于口语和书面语之间。 2. 教学设计 Period 5: Integration A-C Topic: Home-made fun Learning objectives By the end of this period, students will be able to: 1. Read about tie-dyeing and understand the basic steps of the craft. 2. Listen to descriptions of DIY activities and complete notes. 3. Complete a blog post about DIY activities using information from listening sources. 4. Discuss DIY interests and experiences with classmates. Teaching focus 1. Extracting information from reading and listening materials about DIY activities. 2. Using the target language to discuss DIY interests. Teaching difficulty 1. Integrating information from multiple listening sources to complete the blog post. 2. Using appropriate expressions to discuss DIY activities and experiences. Teaching procedures Revision Lead-in Activity 1: “What can you make with cloth and dye?” The teacher shows pictures of tie-dyed T-shirts, scarves, and bags. The teacher asks: “Have you ever seen clothes like these? How do you think they are made?” Students share their ideas. The teacher says: “Today we‘ll learn about an ancient Chinese craft — tie-dyeing.” 设计意图： 用扎染成品图片激发好奇心，引导学生猜测制作方法，自然引出扎染话题。 效果评价： 观察学生能否对图片产生兴趣并做出合理猜测。 Reading Activity 2: Reading about tie-dyeing. Students read the article and answer the two questions in pairs: 1. What are the steps to tie-dye a piece of cloth? 2. What else do you know about tie-dyeing? The teacher checks answers and highlights the key steps: First twist and tie → Then dye → When dry, untie. The teacher also points out the use of sequencing words (First, Then, When it is dry, Today). 设计意图： 通过阅读获取扎染的历史背景和制作步骤，感知顺序连接词在描述步骤时的作用。 效果评价： 观察学生能否准确提取扎染步骤。 Listening Activity 3: Listening B1 — Tie-dyeing workshop guide. Students listen to Amy‘s talk about the tie-dyeing workshop. Before listening, they read the notes. First listening: get the general idea. Second listening: fill in the blanks about the steps. Students check in pairs, then the teacher checks with the whole class. 设计意图： 通过听力获取扎染工作坊的具体操作步骤，训练抓取关键细节的听力策略。 效果评价： 观察学生能否准确填入关键词。 Activity 4: Listening B2 — Making things at home. Students listen to Amy and James talking about what they make at home. They complete the notes about Amy (learning recipes, cooking Chinese food, making clothes for her dog) and James (bird box, house for bees, fixing parents’ computer). The teacher checks answers. 设计意图： 通过听力获取两位同龄人DIY活动的具体信息，拓宽对DIY多样性的认识。 效果评价： 观察学生能否准确填写笔记。 Activity 5: Completing the blog post. Students use information from B1 and B2 to complete Amy‘s blog post. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面博客，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss some words, play the recording a third time with pauses after each key step. If students struggle, remind them to go back to their completed B1 and B2 notes. Speaking Activity 6: Analysing the dialogue model. Students recall the dialogue from Part B of the Welcome section. The teacher asks: “What did Suzy want to make? What materials did she need?” Students review. The teacher highlights key expressions for discussing DIY: “What are you going to do?”, “That sounds fun.”, “What do you need?”, “Can I... with you?” 设计意图： 通过回顾Welcome板块的对话，帮助学生激活关于DIY话题的已有语言知识，巩固谈论DIY计划的核心表达，为后续的口语产出活动做好语言准备。 效果评价： 观察学生能否准确回忆对话中的关键信息和功能表达，能否正确运用这些表达进行后续的口语交流。 Activity 7: Pair work — “DIY I want to try.” Students work in pairs and discuss a DIY activity they would like to try. They should cover: what they want to make, what materials they need, and who they would like to do it with. Then they switch roles. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达讨论DIY计划，实现从理解到产出的迁移。 效果评价： 观察学生能否清晰表达DIY计划并自然运用目标表达。 If students need more ideas, the teacher can show pictures of simple DIY projects on the board: “paper flowers”, “bookmarks”, “painted stones”, “cards”. Summary The teacher asks: “What DIY activities did we learn about today? (Tie-dyeing, cooking, making pet clothes, building bird boxes, fixing things.) Which one sounds the most interesting to you?” Students share briefly. 设计意图： 回顾本课所学的多种DIY活动，拓展学生对“动手”的认识。 效果评价： 观察学生能否列举至少三种DIY活动。 Homework Basic: Complete the blog post in Part C if not finished in class. Read it aloud once. Finish the vocabulary exercises in the workbook. Extended: Write 3 sentences about a DIY activity you would like to try with your family or friends and why. Blackboard design Unit 4 Hands-on fun — Integration A-C Tie-dyeing steps: twist & tie → dye → dry → untie → see patterns Amy & James’ DIY: Amy: cooking, making pet clothes James: bird box, bee house, fixing computers Talking about DIY: What are you going to do? That sounds fun. What do you need? Can I... with you? 3. 教学反思 Activity 3和Activity 4的听力材料信息量较大，学生在连续完成两个听力任务后注意力有所下降。后续可将两次听力分别处理为“精听”和“泛听”——B1作为精听任务，播放两遍并完成填空；B2作为泛听任务，播放一遍后同伴合作完成填空，减轻听力疲劳。 Activity 7的口语对话环节中，部分学生对话内容较为单一，缺乏深入交流。后续可提供讨论问题清单（如“Why do you want to try this? Have you ever made anything similar before?”），帮助学生拓展对话深度。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为DIY活动构思表，学生需要写下要制作的物品、材料、工具、步骤和感受。D2为Amy的日记范文，记录了她和Millie用旧手套制作布娃娃的经历——选择手套→用两个手指做腿→用另外两个手指做手臂→用主体部分做头和身体→用纽扣做眼睛→用彩色线做头发→送给邻居小女孩，感到自豪和快乐。范文后附有Useful expressions（On..., First, Next, Then, Finally, I/We felt...）。 意义和价值： 编者通过构思表+范文的配套呈现，为学生提供写作的全程示范——先构思内容（构思表），再展示如何将信息组织成文（日记）。范文按时间顺序展开，使用顺序连接词清晰描述步骤，结尾表达感受，结构完整、语言简洁，是学生模仿的合适范例。 方式和方法： 日记采用第一人称，按时间顺序（Last Saturday→First→Next→Then→Finally→After we finished）展开，使用一般过去时叙述事件，结尾表达感受。范文后附有语言支架，降低学生独立写作的难度。 2. 教学设计 Period 6: Integration D Topic: Writing about a DIY activity Learning objectives By the end of this period, students will be able to: 1. Complete a planning sheet for a DIY experience by organizing materials, tools, steps, and feelings. 2. Analyse the structure of the model diary entry and extract useful expressions. 3. Write a diary entry of 80-100 words about a DIY experience, using sequence words and past tense. 4. Evaluate their own and peers‘ writing based on a checklist and revise accordingly. Teaching focus 1. Analysing the model diary entry’s structure and extracting useful expressions. 2. Organizing ideas from the planning sheet into a well-structured diary entry. Teaching difficulty 1. Using sequence words (First, Next, Then, Finally) to organize steps. 2. Using past tense consistently to narrate a past experience. 3. Including feelings and reflections in the conclusion. Teaching procedures Revision Lead-in Activity 1: “My best DIY memory.” The teacher asks: “Think about a DIY activity you did before or something you made by hand. It could be a gift, a craft, or even food. What did you make? How did you feel?” Students think for 30 seconds, then share with a partner. 2-3 students share with the class. 设计意图： 通过回忆个人DIY经历激活写作话题，帮助学生建立“经历→步骤→感受”的叙事意识。 效果评价： 观察学生能否说出具体的DIY经历和感受。 Pre-writing Activity 2: Completing the planning sheet (Part D1). Students choose a DIY activity they have done or would like to write about. They complete the planning sheet: Materials, Tools, Steps, Feelings. They work individually, then share with a partner to get feedback and add missing details. 设计意图： 通过构思表帮助学生系统梳理DIY经历的关键信息，为写作做内容准备。 效果评价： 观察学生能否完整填写构思表，关注步骤的逻辑顺序。 Activity 3: Analysing the model diary entry. Students read Amy‘s diary entry. The teacher guides them to identify the structure: When: Last Saturday What: made a doll from an old glove Steps: First → Next → Then → Finally Result and feelings: gave to a little girl, felt proud and happy The teacher asks: “What tense does Amy use? (Past tense.) What words help us follow the steps?” (First, Next, Then, Finally.) 设计意图： 通过分析范文结构帮助学生理解“时间→步骤→感受”的叙事框架和顺序连接词的作用。 效果评价： 观察学生能否识别结构、时态和顺序连接词。 Activity 4: Extracting useful expressions. Students underline useful expressions in the model. The teacher writes key sentence stems on the board by function: Opening: On..., I/we... Steps: First, I/we... / Next, I/we... / Then, I/we... / Finally, I/we... Feelings: I/We felt proud/happy/pleased... 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students have no DIY experience to write about, allow them to write about a craft they did in art class or a food they helped cook at home. While-writing Activity 5: Writing the first draft. Students write their diary entry based on the planning sheet, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use past tense. Include at least three sequence words (First, Next, Then, Finally). End with how you felt.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的DIY词汇、顺序连接词和过去时态。 效果评价： 观察学生写作进度和结构完整性，关注基础薄弱学生。 Post-writing Activity 6: Self-evaluation and peer review. The teacher presents a simple checklist: ① Clear opening (when and what)? ② Steps in order with sequence words? ③ Past tense used correctly? ④ Conclusion with feelings? Students self-evaluate, then exchange with a partner using “Star and Wish”: Star (one good thing), Wish (one thing to improve). 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和语言准确性。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: Revision and sharing. Students revise based on feedback. The teacher invites 2 volunteers to share their revised diary entries. The teacher comments on the effective use of sequence words and expression of feelings. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model an example on the board first: “Star: You used ‘First, Next, Then, Finally’ — the steps are very clear. Wish: You could add how you felt at the end.” Summary The teacher asks: “What structure did we use for our DIY diary? (Opening → Steps → Feelings.) What tense did we use? (Past tense.) What words helped us show the order of steps? (First, Next, Then, Finally.)” Students answer. The teacher concludes: “Writing about our DIY experiences helps us remember the fun and share it with others.” 设计意图： 回顾写作结构的关键要素，强化“步骤描述+感受表达”的写作模式。 效果评价： 观察学生能否说出写作的三部分结构和顺序连接词。 Homework Basic: Revise your diary entry based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: If you could make anything you wanted, what would you make? Write 3-4 sentences describing what you would make and why. Blackboard design Unit 4 Hands-on fun — Writing a DIY Diary Structure: ① Opening: On..., I/we + [what we made] ② Steps: First, ... / Next, ... / Then, ... / Finally, ... ③ Feelings: I/We felt proud/happy/pleased... Tenses: Past tense (was, went, chose, made, glued, added, felt) Useful expressions: On Saturday, I/we... First, I/we... / Next, I/we... / Then, I/we... / Finally, I/we... After we finished, we... We felt proud/happy/pleased... 3. 教学反思 Activity 2的构思表填写中，部分学生对“Steps”部分的描述过于笼统（如“First, I made it.”），缺乏具体细节。后续可提供步骤描述的范例（如“First, I cut the paper into small pieces.”），帮助学生将步骤写得更具体。 Activity 6的互评环节中，部分学生只关注了步骤是否完整，忽略了时态和感受表达。后续可在评价清单中增加“Feelings included?”这一项，引导学生关注情感表达这一重要维度。 1 学科网（北京）股份有限公司 $ Unit 5 Wild animals 1、 单元整体教学设计 1. 单元主题 本单元主题为“Wild animals”（野生动物），属于“人与自然”范畴，涉及“环境保护与生态文明”主题群，聚焦“野生动物保护、人与自然和谐共处”子主题。 2. 单元内容分析 本单元围绕“野生动物”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于保护大熊猫的文章、了解保护野生动物的努力、谈论和写作如何保护野生动物、更好地理解动物与人类的关系。 Welcome to the unit板块围绕“野生动物”展开，通过图片匹配活动呈现dolphin、eagle、fox、shark、wolf、zebra等动物名称，并通过课堂对话示范如何谈论自己最喜欢的野生动物及其原因（如dolphins—cute and friendly/smart, lions—strong and fast, wolves—team spirit）。该板块作为单元开篇，激活学生对野生动物的兴趣和已有知识，为后续学习奠定话题基础。 Reading板块为一篇熊猫饲养员撰写的关于大熊猫“希望”（Xiwang）的成长故事。文章从“希望”出生时的情景写起（仅100克、粉红色、安静），描述了她从出生到20个月大的成长过程（六个月开始吃竹子、20个月学会照顾自己），进而引出野生大熊猫面临的严峻问题（繁殖困难、幼崽易生病、竹林减少），最后介绍中国政府为保护大熊猫所采取的措施（法律、自然保护区、科学繁殖）以及保护成效。文章采用“总—分—总”结构，运用一般过去时和一般现在时叙述。语篇后附有段落主旨匹配、成长过程排序和词汇巩固等任务。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与主旨理解，第二课时侧重语言内化、结构分析与表达输出。 Grammar板块包含三个语法项目。A部分围绕“动词+to-infinitives”展开，通过动物园参观的短文呈现start to do、begin to do、try to do、decide to do、want to do等搭配，并配有填空练习。B部分围绕“to-infinitives表目的”展开，通过熊猫饲养员的短文呈现to do和in order to表目的的用法，并配有句子改写练习。C部分围绕“动词+宾语+不定式（带/不带to）”展开，通过动物园参观的短文呈现make us laugh、see a baby lion stay、ask us not to feed、help us (to) understand等结构，并配有填空和写作练习。 Word Power呈现后缀-ing、-ness、-ion构成名词的构词法（如mean→meaning、ill→illness、act→action），通过填表巩固运用。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（北极熊和蓝鲸面临的生存困境）、听力（印度犀牛的保护故事、野生动物濒危原因）和口语（Daniel和Kitty讨论如何保护野生动物），侧重听说读技能整合与野生动物保护探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“以野生动物名义给人类写一封信”的主题，借助调查问卷、范文和写作指导，引导学生完成书信写作。 Assessment板块包含学生自我评价量表，从四个维度（复述野生动物的事实、正确使用to-infinitives及后缀-ing/-ness/-ion、谈论和写作保护野生动物、理解与野生动物和谐共处的重要性）引导学生反思单元学习成果。Further study推荐观看纪录片《七个世界，一个星球》，鼓励学生了解七大洲的野生动物并分享发现。 七个板块从“认识野生动物”到“了解动物困境”，从“学习保护措施”到“发出保护呼吁”，构成“感知→理解→内化→整合→表达”的完整学习链。 体现单元核心素养综合表现的重点语言表达如下。 【描述野生动物外貌与习性】 live in the Arctic, the biggest meat eaters on land, travel a long way to find food live up to 90 years, eat grass and small plants, work as a group 【描述动物面临的困境】 The earth is becoming warmer, and the Arctic ice is melting. It is difficult for them to have babies. They may easily get sick and die. The bamboo forests are becoming smaller and smaller. Pandas may not have a place to live or enough food to eat. 【表达保护措施】 The governments took action to protect them. There are laws to protect giant pandas. We should never eat wild animals. We must make sure we don‘t buy things made from wild animals. 【使用to-infinitives】 started to come out, began to eat, tried to exercise, decided to climb prepare all kinds of food to give her a healthy diet buy toys to make her happy made us all laugh, asked us not to feed the animals 【后缀构词】 -ing: mean→meaning, ill→illness, bear→bearing -ness: kind→kindness, dark→darkness, happy→happiness -ion: act→action, protect→protection, celebrate→celebration 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 识别常见野生动物的英文名称，谈论自己最喜欢的动物及其原因，初步了解野生动物的多样性。 Welcome to the unit 图片、音频、对话 2. 阅读熊猫“希望”的成长故事，获取和梳理大熊猫的生长过程、生存困境和保护措施等信息，理解保护野生动物的重要性。 Reading 音频、图片、说明文 3. 深入理解动词+to-infinitives、to-infinitives表目的、动词+宾语+不定式的用法，掌握后缀-ing、-ness、-ion的构词法，在描述动物和保护措施的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作 4. 读、听关于野生动物生存困境和保护努力的材料，获取关键信息，思考并表达保护野生动物的具体行动。 Integration A-C 音频、短文、对话、博客 5. 综合运用话题词汇和语篇结构知识，以野生动物的口吻给人类写一封信，表达生存困境和求助意愿，增强保护野生动物的意识。 Integration D 问题、范文、写作 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： 本课语篇属于“人与自然”范畴下“环境保护与生态文明”主题群。Part A为六种野生动物图片与名称匹配任务，呈现dolphin、eagle、fox、shark、wolf、zebra，并配有听力介绍帮助学生了解更多关于这些动物的信息。Part B为Millie与Kitty、Daniel、Simon关于“最喜欢的野生动物”的课堂讨论对话，涉及dolphins（cute, friendly, smart）、lions（strong, fast, king of the animal world）、wolves（work as a group, team spirit）等动物及喜欢的原因。 意义和价值： 通过图片匹配和听力活动，帮助学生识别常见野生动物的英文名称，初步了解它们的特征。Part B对话示范了如何用英语谈论自己最喜欢的动物并给出理由（I like...best. They‘re...），为单元后续学习奠定话题和语言基础。 方式和方法： Part A采用“图片+动物名称”匹配形式，利用真实动物图片帮助学生建立词汇与形象的对应关系。Part B为课堂讨论语体，运用What’s your favourite...?、I like...best.、They‘re...、What about you?等表达，示范如何询问和表达偏好并给出理由。 2. 教学设计 Period 1: Welcome to the unit Topic: Animals in the wild Learning objectives By the end of this period, students will be able to: 1. Identify common wild animals and match them with their names. 2. Use the target expressions to talk about their favourite wild animals and give reasons. 3. Develop interest in wild animals and awareness of their diversity. Teaching focus 1. Recognizing the names of common wild animals. 2. Using the dialogue model to discuss favourite wild animals. Teaching difficulty 1. Pronouncing animal names correctly (e.g., dolphin, eagle, zebra, shark). 2. Giving clear reasons for preferences using appropriate adjectives. Teaching procedures Revision Lead-in Activity 1: “Animal sound guessing.” The teacher plays short audio clips of animal sounds (eagle screech, wolf howl, dolphin click). Students guess: “What animal makes this sound?” Students call out their guesses. The teacher then asks: “Where do these animals live? Are they wild animals or pets?” Students respond. The teacher says: “Today we are going to talk about wild animals — animals that live in the wild, not in our homes.” 设计意图： 用动物声音猜测游戏激活课堂氛围，从听觉入手引发学生对野生动物的兴趣，自然引出“wild animals”的概念。 效果评价： 观察学生能否根据声音做出合理猜测，能否区分wild animals和pets。 Presentation Activity 2: Match and learn — wild animals. Students look at the pictures in Part A and match them with the correct animal names. They work individually, then check in pairs. The teacher checks with the whole class and helps pronounce difficult words (dolphin, eagle, zebra, shark). The teacher then plays the audio introductions for students to listen and learn more about each animal. 设计意图： 通过匹配任务呈现常见野生动物词汇，利用听力介绍帮助学生获取更多关于这些动物的信息，建立词汇与动物特征的关联。 效果评价： 观察学生匹配的正确率和能否从听力中提取基本信息。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Millie and her classmates. They answer: “What animals do they talk about? Why does each person like that animal?” (Kitty—dolphins, cute, friendly, smart; Daniel—lions, strong, fast; Simon—wolves, team spirit.) The teacher highlights key expressions: “What‘s your favourite wild animal?”, “I like... best.”, “They’re...”, “What about you?” 设计意图： 通过听力获取对话中四位人物的动物偏好及理由，感知表达偏好和询问他人观点的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。 Practice Activity 4: Dialogue analysis and role-play. Students read the dialogue and identify the structure: (1) asking about favourite animal, (2) stating preference with reason, (3) responding, (4) asking the next person. Students practise the dialogue in groups of four, then create their own version, replacing the animals with others they know and changing the reasons accordingly. 设计意图： 通过分析对话结构帮助学生理解如何围绕“最喜欢的动物”展开讨论，通过角色扮演和替换练习巩固语言运用。 效果评价： 观察学生能否准确使用目标表达进行对话替换和表演。 Activity 5: Class survey — “Favourite wild animal.” Students walk around and ask three classmates: “What‘s your favourite wild animal? Why?” They record answers in a table. The teacher collects responses and creates a class bar chart on the board showing the most popular animals. 设计意图： 用“班级调查”活动将语言运用与真实交流结合，提高课堂参与度，让学生在交际中巩固目标表达。 效果评价： 观察学生能否用英语进行调查并记录信息。 If students have difficulty coming up with reasons, the teacher can provide an adjective word bank on the board: “cute, friendly, smart, strong, fast, beautiful, clever, loyal, powerful, graceful.” If students only give one-word answers, encourage them to use full sentences: “My favourite wild animal is... because...” Production Activity 6: Mini-presentation — “My favourite wild animal.” Students choose one wild animal and write a short paragraph (3-4 sentences): what animal it is, why they like it, and one interesting fact about it. They share with a partner, and 2-3 students present to the class. 设计意图： 从口头对话过渡到书面表达，引导学生运用本课所学词汇和句型进行有意义的产出，将语言学习与个人兴趣相结合。 效果评价： 观察学生能否组织清晰的段落并正确使用目标表达。 If students lack interesting facts, the teacher can share one or two examples from the listening material to support them. Summary The teacher asks: “What wild animals did we learn today? Which animal is the most popular in our class?” Students share briefly. The teacher concludes: “Wild animals are amazing and diverse. Let‘s learn more about them in this unit.” 设计意图： 回顾本课核心内容——野生动物名称和表达偏好的句型，为单元后续学习铺垫。 效果评价： 观察学生能否说出至少四种野生动物名称。 Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Find a picture of a wild animal you like and write 3 sentences about it (what it is, what it looks like, why you like it). Blackboard design Unit 5 Wild animals Welcome to the unit: Animals in the wild Wild animals: dolphin, eagle, fox, shark, wolf, zebra Talking about favourites: What’s your favourite wild animal? I like... best. They‘re... (cute, friendly, smart, strong, fast) What about you? 3. 教学反思 Activity 5的“班级调查”活动有效调动了学生的参与积极性，但部分学生在提问时只问了“what”而忽略了“why”。后续可在调查表中增加“Reason”一栏，并提示学生在提问时使用“Why?”，确保目标表达的完整运用。 Activity 1的动物声音猜测游戏中，部分学生对某些动物声音不熟悉（如鹰的叫声），猜测困难。后续可先用图片引出动物名称，再播放声音，降低认知难度。 Reading 1. 语篇研读 主题和内容： 本课语篇为一篇熊猫饲养员撰写的关于大熊猫“希望”（Xiwang）的成长故事。文章以第一人称叙述，从“希望”出生时的情景写起（仅100克、粉红色、安静、看不见听不见），“希望”的名字意为“希望”，寄托了美好期待。接着描述了她的成长过程——六个月大开始吃竹子、半岁时体重超过35公斤、20个月大时学会照顾自己。文章随后转向野生大熊猫面临的严峻问题：繁殖困难、幼崽易生病死亡、竹林不断缩小导致栖息地和食物减少。最后介绍中国政府为保护大熊猫采取的措施——法律保护、建立自然保护区、科学家帮助繁殖——以及积极成效（大熊猫数量正在增加）。 意义和价值： 文章通过饲养员的第一人称叙述，以“希望”的成长故事作为情感切入点，从个体成长的美好引出野生大熊猫群体的生存困境，再到人类保护行动带来的希望，情感层次丰富。文章传递了“保护野生动物刻不容缓”的紧迫感，同时也通过“希望”的名字和数量增加的事实传达了积极的信号——保护行动有效果，希望尚在。 方式和方法： 文章采用“总—分—总”结构，以第一人称叙述，语言亲切温暖。运用时间顺序（In the beginning, At six months old, Half a year later, When she was 20 months old）组织成长过程。使用转折结构（However）从个体幸福过渡到群体困境。后附段落主旨匹配、成长顺序匹配和词汇巩固等任务，形成完整的阅读教学闭环。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: Protecting pandas Learning objectives By the end of this period, students will be able to: 1. Extract key information about Xiwang‘s growth process from the article and match sentences with pictures. 2. Understand the problems giant pandas face in the wild and the efforts made to protect them. 3. Develop awareness of the importance of protecting wild animals. Teaching focus 1. Understanding Xiwang’s growth stages and the challenges pandas face. 2. Identifying the measures taken to protect giant pandas. Teaching difficulty 1. Understanding the cause-and-effect relationships between human activities and panda survival. 2. Connecting the individual story of Xiwang to the broader issue of wildlife protection. Teaching procedures Revision Lead-in Activity 1: “From tiny to giant.” The teacher shows two pictures of a giant panda: one as a newborn (pink, tiny, eyes closed) and one as an adult (black and white, big). The teacher asks: “What animal is this? How much do you think a newborn panda weighs? How much does an adult weigh?” Students guess. The teacher then says: “Today we’ll read about a panda‘s growth — from just 100 grams to over 35 kilograms! But guess what — the panda’s name is Xiwang. Why do you think the keeper gave her this name?” Students predict. 设计意图： 用视觉对比引发好奇心，通过重量对比制造认知冲突，同时引入“名字”这一关键线索，激发阅读兴趣。 效果评价： 观察学生能否参与猜测并对名字的含义产生兴趣。 Pre-reading Activity 2: “Panda problems — think-pair-share.” The teacher asks: “What problems do you think pandas face in the wild? Think about food, babies, and their living places.” Students think for one minute, share ideas with a partner, then 3-4 students share with the class. The teacher writes their ideas on the board without confirming or correcting, saying: “Let’s read and find out the real problems.” 设计意图： 通过头脑风暴激活学生对熊猫生存困境的背景知识，建立阅读期待，将学生的预测与文本信息形成对比，增强阅读目的性。 效果评价： 观察学生能否运用已有知识做出合理推测。 Activity 3: Vocabulary picture-match. The teacher presents key vocabulary with images: “bamboo”, “nature reserve”, “fur”, “newborn”, “weight”. Students match each word to its picture or definition. 设计意图： 提前处理可能影响理解的关键词汇，为顺畅阅读扫清障碍。 效果评价： 观察学生能否正确匹配词汇与释义。 If students have few ideas, guide them with prompts: “What do pandas eat? What if there is less bamboo? Is it easy for pandas to have babies?” While-reading Activity 4: “Why this order? — Exploring the structure.” The teacher provides students with five sentence strips summarizing each paragraph and the title. Students work in pairs to arrange the sentence strips in the correct order of the article before reading. After they finish ordering, they read the article to check if their predicted order matches the text. The teacher then asks: “Why did the writer choose to start with Xiwang‘s birth story instead of starting with the problems? What effect does this have on the reader?” Students discuss and share. 设计意图： 通过排序活动激活学生对文章结构的预测，在阅读中验证并反思作者选择“从故事切入”的写作意图——先用情感故事吸引读者，再引出严肃问题，让读者更关心熊猫的命运。 效果评价： 观察学生能否关注文章的组织顺序并思考作者的写作意图。 Activity 5: “Xiwang’s growth journey — storyboard with a twist.” Students scan the article to find key events in Xiwang‘s growth and complete a storyboard with text and simple drawings (or descriptions): Stage 1 (birth) → Stage 2 (6 months) → Stage 3 (6 months, weight) → Stage 4 (20 months) After completing, students work in pairs. One student describes Xiwang’s growth journey, the other listens and asks one question about each stage. Then they swap roles. 设计意图： 通过故事板可视化Xiwang的成长过程，在信息提取的基础上加入“提问”环节，促进学生深层理解和口语交流。 效果评价： 观察学生能否准确提取成长信息并围绕内容提问。 Activity 6: “Same journey, two perspectives — Xiwang vs wild pandas.” The teacher draws a two-column chart on the board: “Xiwang’s story” and “Wild pandas’ story.” Students find the differences: Xiwang: has a keeper, food is provided, medical care, safe. Wild pandas: no keeper, food is decreasing, sickness and death, losing habitat. The teacher asks: “Why does the writer talk about Xiwang‘s happy life before talking about wild pandas? What is the writer trying to show us?” (The contrast makes the problems of wild pandas feel more serious.) 设计意图： 通过对比Xiwang和野生熊猫的命运，帮助学生理解作者使用的“对比”写作手法——用个体的幸福反衬群体的困境，增强感染力。 效果评价： 观察学生能否发现对比关系并理解其表达效果。 Activity 7: “The meaning of ‘Hope’ — reading between the lines.” The teacher asks students to find three places in the article where “hope” is present (not just the word, but the idea): (1) the panda’s name is Xiwang (hope); (2) the government is taking action — there is hope for wild pandas; (3) “where there is Xiwang, there is hope.” Students discuss in pairs: “What does the writer want us to take away from this article — is it only sadness, or is there a positive message?” Students share. 设计意图： 引导学生关注文章的深层主题——不仅是困境，更是希望，培养对文章主旨和象征手法的理解能力。 效果评价： 观察学生能否在文中找到象征“希望”的多处证据并理解文章传递的积极信息。 If students give basic answers like “because it’s interesting,” the teacher can prompt further: “How does reading about Xiwang‘s cute baby story make you feel about the problems pandas face later in the article?” If students only focus on the problems, the teacher can direct them to the last paragraph: “Read the last sentence again. What does it mean? Is the writer hopeful or hopeless?” Post-reading Activity 8: “One sentence summary.” The teacher asks: “If you had to summarize this article in one sentence, what would you say?” Students think and write. Several students share. The teacher collects the best ones on the board. 设计意图： 通过一句话总结检验学生对文章主旨的把握程度，同时训练概括能力。 效果评价： 观察学生能否抓住文章核心——熊猫有希望，但需要人类的保护。 Summary The teacher asks: “What did Xiwang teach us about pandas?” Students summarize. The teacher concludes: “The panda’s name means ‘hope’. The writer wants us to know that even though pandas face serious problems, there is still hope — if we protect them.” 设计意图： 回顾Xiwang故事的核心信息——困境与希望并存，强化单元主题“保护野生动物”。 效果评价： 观察学生能否概括文章的核心内容。 Homework Basic: Read the article aloud 2 times. Finish the reading comprehension exercises in the workbook. Extended: Write 3 sentences about what people can do to protect giant pandas. Blackboard design Unit 5 Wild animals Reading (Period 1): Protecting pandas Xiwang’s growth: birth: 100g, pink, quiet → 6 months: began to eat bamboo → 20 months: looked after herself Xiwang vs Wild pandas: Xiwang: safe, fed, cared for Wild pandas: face problems Problems: hard to have babies babies get sick bamboo forests shrinking Solutions: laws, nature reserves, scientists Xiwang = hope (name + message) 3. 教学反思【Reading (1)】 Activity 5的故事板环节中，学生需要用语言描述配图并提问，比单纯的“完成表格”难度更高，但对口语表达和思维训练更有价值。大部分学生能完成描述，但部分学生在提问环节表现较为被动，需要提供问题范例（如“What did Xiwang eat at 6 months?”）进行支持。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: Protecting pandas Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of the article and identify the writer‘s use of contrast, first-person narration, and symbolism. 2. Use key vocabulary and sentence patterns from the article to describe an animal’s growth and challenges. 3. Apply the writing techniques learned to express their own views on wildlife protection. Teaching focus 1. Analysing the article‘s structure and writing techniques. 2. Using the target language to discuss wildlife protection. Teaching difficulty 1. Understanding how the writer uses “Xiwang” as a symbol and how the symbolic meaning develops through the article. 2. Transferring the writing techniques to their own expression. Teaching procedures Revision Lead-in Activity 1: “Fact or feeling?” The teacher writes five statements on the board: (1) Xiwang weighed 100 grams at birth. (2) The panda keeper felt happy when Xiwang was born. (3) Giant pandas have difficulty having babies. (4) The government has created nature reserves for pandas. (5) The writer believes there is hope for pandas. Students work in pairs and sort the statements into two categories: “Facts” (1, 3, 4) and “Feelings/Opinions” (2, 5). The teacher asks: “Why does the writer include both facts and feelings in this article? What does each type of information do for the reader?” 设计意图： 用“事实与情感”分类活动激活学生对上节课内容的记忆，引导学生关注作者如何将客观信息与主观感受结合来增强文章的感染力。 效果评价： 观察学生能否区分事实与情感表达，能否初步理解两者的不同作用。 If students quickly identify the categories, follow up with: “Which sentences made you feel something when you read them? Why?” to deepen the discussion. Presentation Activity 2: “How is this article built? — Exploring the structure.” The teacher presents a jumbled version of the article‘s structure. Students work in pairs to arrange the structural elements in the correct order, using the article to check. The teacher then leads a discussion: “What’s the purpose of each part?” Part 1: Xiwang‘s birth story — creates emotional connection, makes readers care. Part 2: Wild pandas’ problems — shifts from one panda to all pandas, expands the concern. Part 3: Solutions and hope — shifts from problems to action, provides a positive outlook. The teacher writes the structure on the board as students summarize each part‘s function. 设计意图： 通过结构重组任务，帮助学生从“读懂了什么”上升到“作者是怎么组织的”，理解每部分的功能和整体设计。 效果评价： 观察学生能否解释每部分的写作目的。 Activity 3: “Three writing techniques.” The teacher introduces three techniques used in the article with guiding questions: (1) First-person narration: “Who is telling the story? How does ‘I’ make the story different from a third-person report?” (More personal, emotional.) (2) Contrast: “What contrasts can you find in the article?” (Xiwang‘s safe life vs wild pandas’ dangerous life; past problems vs present solutions; danger vs hope.) (3) Symbolism: “What does the name Xiwang represent? Does its meaning appear only in the name, or does it appear elsewhere?” (The name is hope; the positive ending is hope; “where there is Xiwang, there is hope” is hope.) Students work in pairs to find examples of each technique in the text and share their findings. 设计意图： 系统介绍三种写作手法，引导学生在文中寻找实例，培养文本分析能力。 效果评价： 观察学生能否在文中找到对应例句并初步解释其效果。 If students focus only on content (what each part says), the teacher can ask: “What if the writer started with the problems? Would we care as much?” to guide them toward thinking about the writer’s choices. Practice Activity 4: “Swap the perspective.” Students rewrite one key sentence from the article in a different way. For example: Original (first person): “I saw her at birth.” → Third person: “The keeper saw her at birth.” Original: “We gave her round-the-clock care.” → Passive: “She was given round-the-clock care.” The teacher asks: “How does the feeling change when we change the perspective?” 设计意图： 通过改写句子，让学生在实践中感受第一人称叙事的独特感染力，同时巩固语言运用能力。 效果评价： 观察学生能否完成改写并说出视角变化带来的感受差异。 Activity 5: “From contrast to creation.” The teacher provides students with simple sentence starters to practice the contrast technique: “______ (animal) in the zoo has ______, but ______ in the wild may not have ______.” “Some people ______, but we should ______.” Students complete the sentences in pairs, then share with the class. 设计意图： 用对比句式填空练习帮助学生掌握contrast这一写作手法的语言形式，为后续的创造性表达做准备。 效果评价： 观察学生能否运用对比结构完成句子。 If students struggle, the teacher can complete the first one as a class before they work independently. Production Activity 6: Mini-writing — “A message from the wild.” The teacher sets the scene: “Imagine you are a panda keeper, a scientist, or a wild panda. Write a short paragraph (5-6 sentences) using at least two of the techniques we discussed today (first-person narration, contrast, or symbolism). Your goal is to make people care about pandas.” Students choose their role and write. After writing, they share with a partner and identify which techniques their partner used. 设计意图： 综合运用本课所学的写作手法进行创意表达，实现从分析到运用的迁移。 效果评价： 观察学生能否在写作中运用至少两种所学的写作技巧。 If students struggle to choose a role, offer suggestions: “Panda keeper — what do you see every day? Scientist — what do you know that others don’t? Wild panda — what do you need to say to humans?” Summary The teacher asks: “What three writing techniques did we learn today? Why does the writer combine facts with feelings?” Students answer. The teacher concludes: “A good article about wildlife doesn‘t just give facts — it makes you care. When you care, you want to act. And that’s how change happens.” 设计意图： 回顾本课所学的写作手法和“事实+情感”的写作理念，将阅读分析升华为写作意识。 效果评价： 观察学生能否说出三种写作手法及其作用。 Homework Basic: Revise your paragraph and write a clean copy. Finish the vocabulary exercises in the workbook. Extended: Choose another endangered animal and write 3 sentences about it using first-person narration and contrast. Blackboard design Unit 5 Wild animals (Reading Period 2) Three writing techniques: First-person narration: Who is telling the story? (the keeper) Effect: personal, emotional, makes readers trust the writer Contrast: Xiwang’s life (safe, cared for) → wild pandas’ life (danger, hunger) Past (fewer pandas) → present (more pandas) Problems (serious) → solutions (actions being taken) Effect: makes the problems feel more serious and the solutions feel more hopeful Symbolism: Xiwang = hope Appears in: her name, the growth story, the ending sentence Effect: gives the article a positive, uplifting message Good writing = Facts + Feelings + Purpose 5. 教学反思【Reading (2)】 Activity 2的结构分析中，学生对“如果从问题开始写会怎样”这一问题的讨论很有价值。有学生回答“那样会感觉很沉重，可能不想继续读”，说明他们已经意识到叙事顺序对读者感受的影响。后续在写作指导中可以进一步强化“开头要吸引读者”的意识。 Activity 6的写作中，选择“野生大熊猫”角色的学生写出的文字更具情感力量，说明视角选择对表达效果有直接影响。后续可鼓励学生尝试不同角色，感受不同视角的差异。 Activity 3中，学生对“象征手法”的理解最困难——他们能说出“Xiwang means hope”，但难以理解“hope”在结尾句中的呼应。后续在教学中可以画出“hope的线索图”：名字→成长中的希望→保护行动带来的希望→结尾的情感升华，帮助学生直观地看到象征手法如何贯穿全文。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块包含三个语法项目。A部分围绕“动词+to-infinitives”展开，通过Simon关于动物园参观的短文，呈现start to do、begin to do、try to do、decide to do、want to do等常见搭配，后附填空练习。B部分围绕“to-infinitives表目的”展开，通过熊猫饲养员的短文，呈现to do和in order to表目的的用法，后附句子改写练习。C部分围绕“动词+宾语+不定式（带/不带to）”展开，通过Daniel关于动物园参观的短文，呈现make us laugh（不带to）、see a baby lion stay（不带to）、ask us not to feed（带to）、help us (to) understand（带或不带to均可）等结构，后附填空和写作练习。Word Power呈现后缀-ing、-ness、-ion构成名词的构词法（mean→meaning、ill→illness、act→action），通过填表练习巩固运用。 意义和价值： 三个语法项目均通过“动物园参观”和“动物保护”语境呈现，与单元主题紧密相关。动词+to-infinitives是描述动物行为（“开始做”“试图做”“决定做”）的核心句式；to-infinitives表目的是表达“为了……”的常用结构；动词+宾语+不定式则是描述“让某人做某事”“看见某人做某事”“要求某人做某事”的重要表达。三类不定式结构层层递进，从简单到复杂，帮助学生系统掌握to-infinitives的多种用法。Word Power通过后缀构词法拓展学生的词汇生成能力。 方式和方法： 各部分均以短文或对话为导入，通过规则归纳和分层练习巩固，形成“感知→归纳→操练→运用”的路径。A部分侧重识别和填空，B部分侧重改写，C部分侧重填空和自主写作，难度递进。 2. 教学设计 Period 4: Grammar & Word Power Topic: Some usages of to-infinitives & The suffixes -ing, -ness and -ion Learning objectives By the end of this period, students will be able to: 1. Discover and summarize the usage of verbs + to-infinitives（start to do, begin to do, try to do, decide to do, want to do, etc）. 2. Understand and use to-infinitives to express purpose（to do / in order to do）. 3. Understand and use verbs + objects + infinitives with/without to（make/see/ask/help）. 4. Use suffixes -ing, -ness, -ion to form nouns from verbs and adjectives. Teaching focus 1. Using verbs + to-infinitives correctly. 2. Using to-infinitives to express purpose. 3. Using verbs + objects + infinitives with/without to. 4. Using suffixes -ing, -ness, -ion to form nouns. Teaching difficulty 1. Distinguishing between verbs that take to-infinitives and those that take bare infinitives（make/see vs ask/tell）. 2. Choosing the correct suffix（-ing, -ness, or -ion）for different base words. Teaching procedures Revision Lead-in Activity 1: “What did the panda do?” The teacher shows pictures of a panda eating bamboo, climbing a tree, and trying to reach something. Students describe the actions in simple sentences: “It ate bamboo. It climbed a tree.” The teacher then writes the panda keeper‘s description on the board: “It started to eat. It tried to climb. It decided to play.” Students observe: “What pattern do you see?”（verb + to + verb.）The teacher says: “Today we will learn how to use this pattern.” 设计意图： 用Reading板块的熊猫图片激活学生记忆，通过观察例句发现动词+to-infinitives的结构规律，自然导入语法主题。 效果评价： 观察学生能否识别动词+to-infinitives的结构形式。 Presentation Activity 2: “Verbs + to-infinitives.” Students read Simon’s article in Grammar A and find verbs followed by to-infinitives. Students identify: started to come out, began to eat, tried to exercise, decided to climb, wanted to climb. The teacher guides students to complete the Work out rules and the list of common verbs（like, love, begin, start, try, decide, want, hope, learn, plan, prepare, choose, fail, remember, forget, agree）. Students complete the practice sentences in Part A. 设计意图： 通过发现和归纳，掌握哪些动词后可以接to-infinitives，并通过填空练习巩固。 效果评价： 观察学生能否准确识别动词并完成填空。 Activity 3: “To-infinitives for purpose.” Students read the panda keeper‘s text in Grammar B. The teacher asks: “Why do they prepare food? Why do they buy toys?” Students identify purpose: “to give her a healthy diet”, “to make her happy.” The teacher explains: “We use to-infinitive to express purpose—it answers the question ‘why’.” The teacher then shows the formal version “in order to” and asks students to rewrite one sentence using it. Students complete the exercise. 设计意图： 理解to-infinitives表目的的功能，掌握in order to的用法，通过改写练习巩固。 效果评价： 观察学生能否识别目的状语并正确改写。 Activity 4: “Verbs + objects + infinitives（with/without to）.” Students read Daniel‘s article in Grammar C. The teacher asks: “Find the sentences with ‘verb + object + infinitive’.” Students identify: made us all laugh（without to）, saw a baby lion stay（without to）, asked us not to feed（with to）, helped us（to）understand（with or without to）. The teacher draws a three-column table on the board: make / see / hear / watch + object + do（without to） ask / tell / want + object + to do（with to） help + object +（to）do（with or without to） Students copy the table and write one example for each rule. The teacher asks: “What’s the difference between ‘make us laugh’ and ‘ask us not to feed’?”（One is about causing something to happen; the other is about giving instructions.） 设计意图： 理解三类动词的不同用法，通过表格归纳形成清晰的知识结构。 效果评价： 观察学生能否区分不同动词的结构要求。 If students miss some verbs, the teacher can guide them by asking: “What did the panda start to do? What did it try to do? What did it decide to do?” to help them locate the answers. If students confuse purpose with reason, clarify: “Purpose is why you do something—it’s the goal. ‘To give her food’ is the purpose of preparing it.” If students are still confused after the explanation, provide a simple mnemonic: “M S H W（make/see/hear/watch）— no to; A T W（ask/tell/want）— to; H（help）— either.” Practice Activity 5: Controlled practice — completing the notes. Students complete Kitty’s notes in Part D using the correct forms of the words in brackets. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在动物园参观语境中巩固动词+宾语+不定式的用法。 效果评价： 观察学生能否正确选择带to或不带to的动词形式。 Activity 6: Controlled practice — Word Power suffixes. Students read the Word Power table and examples. The teacher explains the rules: “-ing can be added to verbs to form nouns（mean→meaning, feel→feeling）; -ness is added to adjectives to form nouns（ill→illness, kind→kindness, happy→happiness）; -ion is added to verbs to form nouns（act→action, protect→protection, celebrate→celebration）.” Students complete the transformation exercise（express→expression, protect→protection, kind→kindness, stick→sticking, feel→feeling, celebrate→celebration, begin→beginning, dark→darkness, meet→meeting, introduce→introduction）. They check in pairs. 设计意图： 掌握后缀-ing、-ness、-ion的构词法，了解不同后缀的搭配规则。 效果评价： 观察学生能否正确使用后缀构成名词。 Activity 7: Controlled practice — completing the letter. Students complete the letter from the Wild Animals Club using the correct noun forms of the words in brackets（hunt→hunting, protect→protection, feel→feelings, happy→happiness, sad→sadness, invite→invitation, kind→kindness）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在动物保护语境中巩固后缀构词法的综合运用。 效果评价： 观察学生能否根据语境选择正确的名词形式。 If students make errors, the teacher can highlight the rule for each verb on the board: “tell sb to do, hear sb do, help sb（to）do.” If students confuse -ion and -ness, the teacher can provide a quick rule: “-ness is for adjectives→nouns（happy→happiness）, -ion is for verbs→nouns（act→action）.” Production Activity 8: “Zoo trip writing.” Students write a short paragraph（5-6 sentences）about a trip to the zoo（real or imagined）. The teacher writes three requirements on the board:（1）use at least two verbs + to-infinitives,（2）use at least one purpose to-infinitive,（3）use at least one verb + object + infinitive structure. Students write individually, then share with a partner. Each partner identifies and circles the three required structures in the other‘s writing. 2-3 students share with the class. 设计意图： 综合运用本课所学的三种to-infinitive结构，在真实情境中实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确使用多种to-infinitive结构，同伴互检能否准确识别。 If students struggle to generate ideas, the teacher can provide a starter: “Last Sunday, I went to the zoo. I saw... I wanted to... The keeper asked us to...” Summary  The teacher asks quick questions: “What verbs are followed by to-infinitives? How do we express purpose? What verbs take object + infinitive without to? What suffix do we add to adjectives to make nouns? What suffix do we add to verbs to make nouns?” Students answer quickly. 设计意图： 快速回顾本课四个语法点的核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish the grammar exercises in the workbook（to-infinitives and suffixes）. Extended: Write 5 sentences about a zoo trip using at least three different to-infinitive structures from today’s lesson. Blackboard design Unit 5 Wild animals — Grammar & Word Power Verbs + to-infinitives: start, begin, try, decide, want, hope, learn, plan, prepare, choose, fail, remember, forget, agree Purpose: to do / in order to do（answers “why?”） Verb + object + infinitive: without to: make / see / hear / watch + object + do with to: ask / tell / want + object + to do with or without to: help + object +（to）do Suffixes: -ing: mean→meaning, feel→feeling -ness: ill→illness, kind→kindness, happy→happiness -ion: act→action, protect→protection, celebrate→celebration 3. 教学反思 本课时语法知识点较多，可将教学内容拆分为两课时——先处理A、B部分（动词+to-infinitives和目的状语），再处理C部分和Word Power，避免一次性输入过多。 Activity 4的表格归纳帮助学生清晰区分了三类动词的用法，但部分学生在后续填空练习中仍然混淆make/see和ask/tell的结构。后续可在Practice环节增加一个“快速判断”小游戏——教师说一个动词，学生快速举起“to”或“no to”卡片，强化记忆。 Activity 8的写作中，部分学生只使用了动词+to-infinitives，忽略了目的状语和动词+宾语+不定式。后续可在写作任务中明确要求“三种结构各至少使用一次”，并在互检环节让学生用不同颜色的笔圈出三种结构，确保所有目标结构都得到练习。 Integration A-C 1. 语篇研读 语篇A（北极熊和蓝鲸） 主题和内容： 两篇第一人称动物自述。北极熊自述：生活在北极，是陆地上最大的食肉动物，需长途跋涉觅食；地球变暖导致北极冰层融化，生存更加困难；目前全球约有22,000至31,000头，数量可能继续下降。蓝鲸自述：是地球上最大的动物，生活在海洋，寿命可达90年；过去被人类猎杀导致数量锐减；现受法律保护但仍面临船只撞击风险、海洋变暖导致食物减少等威胁。 意义和价值： 两篇自述从不同角度呈现了野生动物面临的共同问题——气候变化和人类活动。通过对比阅读，学生能发现不同动物面临的共同挑战，理解野生动物保护的紧迫性。 方式和方法： 两篇均采用第一人称，以动物口吻讲述困境，情感代入感强。每篇后附有共同追问，引导学生对比归纳。使用一般现在时描述现状，运用条件句表达可能性。 语篇B1（印度犀牛——听力笔记填空） 主题和内容： 介绍印度犀牛的濒危与保护故事：数千年来生活在亚洲；到1975年野生仅存约600头；印度和尼泊尔政府采取行动，制定法律制止偷猎犀牛角；到2022年野生印度犀牛超过4,000头。 意义和价值： 印度犀牛的案例是“保护行动取得成效”的成功范例，传递了“只要采取行动，就有希望”的积极信息。 方式和方法： 讲话为正式解说语体，按时间顺序展开，数据清晰。后附笔记填空任务，训练抓取关键数字和动词信息的能力。 语篇B2（野生动物濒危原因——听力笔记填空） 主题和内容： 讲话系统梳理野生动物濒危的两大类原因。自然原因：某些特殊种类难以繁殖、容易生病死亡、自然灾害如森林火灾。人为原因：人类占用土地导致栖息地丧失、水污染、气候变暖导致食物减少、为获取食物/皮毛/身体其他部分而猎杀。强调人为原因是“最大的原因”。 意义和价值： 本材料帮助学生建立对野生动物保护问题的整体认知框架——“自然原因vs人为原因”，形成结构化的知识体系。 方式和方法： 讲话为正式解说语体，采用“总—分”结构，将濒危原因分为两大类分别阐述。后附笔记填空任务，训练抓取分类信息的能力。 语篇B3（Daniel的博客——计划填空） 主题和内容： 将B1和B2信息整合成的博客文章，分为三部分：濒危原因（自然+人为，强调人为是最大威胁）、具体威胁（土地占用、污染、气候变化）、解决措施（政府立法制止猎杀）。 意义和价值： 博客将输入信息整合为连贯语篇，为学生提供“保护野生动物”主题写作的结构范例——问题分类→具体威胁→解决措施。 方式和方法： 博客采用第一人称复数，语气有号召力。使用连接词（However, moreover, for example）组织信息，运用情态动词can表达可能性。语言简洁，结构清晰。 语篇C（口语对话） 主题和内容： Daniel和Kitty讨论“如何保护野生动物”。建议包括：不吃野生动物、不购买皮毛制品、不破坏栖息地、加入动物保护组织。对话运用First、Also、And等连接词组织建议，用That‘s a great point.、What a good idea!等表达赞同。 意义和价值： 对话将保护理念落实到具体的个人行动层面，为学生的口语讨论提供了具体的建议内容和表达范式。 方式和方法： 对话采用“建议→补充→赞同”的推进模式，节奏自然，适合模仿。 2. 教学设计 Period 5: Integration A-C Topic: Protecting wild animals Learning objectives By the end of this period, students will be able to: 1. Read about the problems polar bears and blue whales face and identify common threats. 2. Listen to information about Indian rhinos and reasons for wildlife endangerment and complete notes. 3. Complete a blog post about protecting wild animals using information from listening. 4. Discuss ways to protect wild animals with classmates using the dialogue model. Teaching focus 1. Extracting information from reading and listening materials about wildlife threats. 2. Understanding the causes of wildlife endangerment（natural vs human-caused）. 3. Using the dialogue model to discuss protective actions. Teaching difficulty 1. Distinguishing between natural and human-caused threats to wildlife. 2. Integrating information from multiple sources to complete the blog post. 3. Giving specific and practical suggestions for wildlife protection. Teaching procedures Revision Lead-in Activity 1: “What animal is in danger?” The teacher shows three pictures: a polar bear on a small piece of ice, a blue whale in the ocean, an Indian rhino in a grassland. The teacher asks: “What animals do you see? What problem might each animal have?” Students look at the pictures and share their predictions. The teacher does not confirm or correct but says: “Today we are going to learn about the dangers these animals face—and what we can do to help them.” 设计意图： 用三幅动物图片建立视觉冲击，激发学生对动物困境的好奇心，为阅读和听力建立预测框架。 效果评价： 观察学生能否根据图片做出合理预测。 Reading Activity 2: “Two animals, one problem.” Students read the two articles and answer the two questions in pairs: 1. What problem are polar bears and blue whales both facing? 2. What can humans do to help them? The teacher checks answers and highlights the common threat: climate change（warming earth → melting ice for polar bears; warmer ocean for blue whales）. The teacher then asks: “Which animal faces the bigger problem? Why do you think so?” Students discuss briefly. 设计意图： 通过对比阅读发现不同动物面临的共同威胁，培养跨文本比较归纳的阅读能力。 效果评价： 观察学生能否识别共同威胁并表达自己的看法。 Listening Activity 3: “A success story — Indian rhinos.” Students listen to the programme about Indian rhinos. Before listening, they read the notes to preview the information needed. First listening: get the general idea. Second listening: fill in the blanks about the number in 1975（600）, actions taken to protect, laws to stop hunting, and number in 2022（over 4,000）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “What made the rhino population increase?”（Governments took action, made laws.） 设计意图： 通过听力获取印度犀牛的保护故事，了解“从濒危到恢复”的成功案例，理解政府行动和立法的重要性。 效果评价： 观察学生能否准确填写关键数据并理解成功原因。 Activity 4: “Reasons why wild animals are in danger.” Students listen to the talk about reasons for endangerment. They read the notes before listening to prepare. First listening: get the general idea. Second listening: fill in the blanks about natural reasons（have babies, get sick, natural disasters like fires）and human activities（land, homes, pollution, food, fur, horns, other body parts）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “Which is the biggest reason—natural or human activities?”（Human activities.）The teacher draws a two-column chart on the board to clarify the two categories. 设计意图： 通过听力系统梳理野生动物濒危的原因，理解“自然原因vs人为原因”的分类框架，明确“人类活动是最大威胁”这一核心观点。 效果评价： 观察学生能否准确填写分类信息。 Activity 5: “Completing the blog post.” Students use information from B1 and B2 to complete Daniel‘s blog post. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面博客，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss the numbers, pause after each number and ask students to repeat it. If students confuse “natural reasons” and “human activities,” refer to the two-column chart on the board to clarify the distinction before playing the recording again. Speaking Activity 6: “Dialogue analysis.” Students read the dialogue between Daniel and Kitty. The teacher asks: “What suggestions do they give? What expressions do they use to agree?” Students identify: First, Also, And, That‘s a great point, What a good idea. The teacher highlights the structure: state a suggestion → add more suggestions → agree and encourage. 设计意图： 通过分析对话的结构和功能表达，帮助学生理解如何用英语讨论保护野生动物的具体行动，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的建议内容和功能表达，能否理解这些表达在交际中的语用功能。 Activity 7: “How to protect wild animals.” Students work in pairs to discuss what they can do to protect wild animals. They should give at least three suggestions and respond to each other’s ideas. The teacher provides a speaking frame: “What can we do to protect wild animals? — First, we should... — That‘s a great point. Also, we can... — What a good idea!” 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达讨论保护行动，实现从理解到产出的迁移。 效果评价： 观察学生能否提出具体建议并自然回应同伴的观点。 If students run out of ideas, the teacher can provide prompts: “What about eating habits? What about buying things made from animals? What about joining groups?” Summary The teacher asks: “What are the reasons why wild animals are in danger? What can we do to help?” Students answer. The teacher concludes: “Wild animals face many dangers—some from nature, but most from us. That means we can also be the solution.” 设计意图： 回顾本课核心内容——濒危原因和保护行动，强化“人类既是问题的制造者，也是解决方案的提供者”这一认识。 效果评价： 观察学生能否说出至少两种原因和两种保护措施。 Homework Basic: Complete the blog post if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Find a picture of an endangered animal and write 3 sentences about why it is in danger and what people can do to help. Blackboard design Unit 5 Wild animals Integration A-C：Protecting wild animals Reasons animals are in danger: Natural: hard to have babies, get sick, natural disasters Human: lose homes, pollution, climate change, hunting Solutions: Make laws to stop hunting Protect habitats Don’t buy things from wild animals Join protection groups Speaking: State → Add → Agree First... / Also... / And... / That‘s a great point. / What a good idea! 3. 教学反思 Activity 7的口语对话中，部分学生给出的建议较为宏观（如“protect the environment”），缺乏具体行动。后续可在黑板提供更多具体建议参考（如“Don’t buy fur coats.” “Use less plastic.” “Don‘t waste water.”），帮助学生将保护理念落实到具体行为。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为“Choose a wild animal and write a letter on its behalf”调查问卷，学生需要选择一种野生动物并回答关于它的基本信息、面临的困境和希望人类做什么。D2为Amy以印度犀牛的口吻给人类写的范文。信中介绍了犀牛的生活习性（生活在印度北部、吃草和小植物），面临的威胁（食物减少、被猎杀取角），以及呼吁（停止使用犀牛角、请帮助它们，否则可能灭绝），最后以“Lila, an Indian rhino”署名。 意义和价值： 编者通过调查问卷+范文的配套呈现，为学生提供写作的全程示范——先梳理信息（问卷），再展示如何将信息组织成文（书信）。书信采用“动物第一人称”的创意视角，既让写作变得有趣，又能增强学生对动物困境的情感共鸣，培养学生的移情能力和保护意识。 方式和方法： 书信采用第一人称，以动物自己的口吻向人类发出呼吁。结构清晰：自我介绍→描述生存困境（过去的美好→面临的威胁→数量下降）→提出请求（停止伤害）→表达感谢和希望。结尾使用“Yours sincerely, Lila, an Indian rhino”的署名方式。语气恳切而礼貌，既有情感力量又不失分寸。 2. 教学设计 Period 6: Integration D Topic: Writing a letter to humans on behalf of a wild animal Learning objectives By the end of this period, students will be able to: 1. Complete a planning sheet for writing a letter on behalf of a wild animal. 2. Analyse the structure of the model letter and extract useful expressions. 3. Write a letter of 80-100 words on behalf of a wild animal, describing its living conditions, problems, and requests. 4. Evaluate their own and peers’ writing based on a checklist and revise accordingly. Teaching focus 1. Analysing the model letter‘s structure and extracting useful expressions. 2. Organizing ideas from the planning sheet into a well-structured letter. Teaching difficulty 1. Writing from the perspective of an animal（first-person voice）. 2. Describing problems and making requests in a persuasive yet polite way. 3. Using appropriate tone and formality in a letter. Teaching procedures Revision Lead-in Activity 1: “If I were an animal...” The teacher asks: “If you could speak for one wild animal, which animal would you choose? What would you say to humans?” Students think for 30 seconds, then share with a partner. 2-3 students share with the class. The teacher says: “Today you will have the chance to write a letter to humans on behalf of a wild animal.” 设计意图： 通过“如果我是动物”的想象任务激发写作兴趣，帮助学生建立“动物视角”的写作意识。 效果评价： 观察学生能否快速进入动物视角并表达想法。 Pre-writing Activity 2: Completing the planning sheet（Part D1）. Students choose a wild animal to write for and answer the questions: what animal, where it lives, what it eats, what problems it faces, what it wants to say to humans. They work individually, then share with a partner to add missing details. 设计意图： 通过规划表帮助学生系统梳理写作所需的关键信息，为写作做内容准备。 效果评价： 观察学生能否完整填写规划表。 Activity 3: Analysing the model letter（Part D2）. Students read Amy’s letter. The teacher guides them to identify the structure: Greeting and introduction: “Dear humans, I am... I live in... I eat...” Problems: “Many years ago... but... People... As a result...” Requests: “Please stop... Please help us, or...” Closing: “Thank you... Yours sincerely, Lila, an Indian rhino” The teacher asks: “What tense does Amy use?”（Present tense for facts about the animal; past tense for what happened in the past.）“What is the tone of the letter?”（Polite but serious, not angry or aggressive.） 设计意图： 通过分析范文结构帮助学生理解书信的组织方式、时态选择和语气把握。 效果评价： 观察学生能否识别文章结构、时态和语气。 Activity 4: Extracting useful expressions. Students underline useful expressions in the model. The teacher writes key sentence stems on the board by function: Introduction: “I am a(n)... / I live in... / I eat... / I am writing to ask for your help...” Describing the past: “Many years ago, ... / At that time, ...” Describing problems: “People hunted us for... / Our homes became... / As a result, our number started to drop.” Making requests: “Please stop... / Please help us, or...” Closing: “Thank you for reading my letter. / Yours sincerely, ...” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students are unsure which animal to choose, the teacher can provide a list: Indian rhino, giant panda, polar bear, blue whale, tiger, elephant, sea turtle. If students have difficulty identifying the tone, ask them to compare Amy’s letter with a very direct request, e.g., “Stop killing us!” Help them see why the polite tone is more effective. While-writing Activity 5: Writing the first draft. Students write their letter based on the planning sheet, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use first person. Use past tense for what happened in the past and present tense for current facts. End with a polite request.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的词汇和语篇结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students struggle to maintain first-person voice, the teacher can remind them: “You are the animal. Use ‘I’ and ‘we’ to talk about yourself.” Post-writing Activity 6: Self-evaluation and peer review. The teacher presents a simple checklist: ① Clear introduction（who, where, what）? ② Problems described with reasons? ③ Requests made politely? ④ Correct tense use（present for facts, past for past events）? ⑤ First-person voice throughout? Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构、时态和语气。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: Revision and sharing. Students revise based on feedback. The teacher invites 2 volunteers to share their revised letters. The teacher comments on the effective use of voice, reasoning, and polite tone. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model an example on the board first: “Star: You wrote from the animal’s point of view very well—I felt like I was reading an animal‘s letter. Wish: You could add one more reason why the animal is in danger.” Summary The teacher asks: “What structure did we use for our letter?（Introduction → Problems → Requests → Closing.）What tense did we use? What voice did we use?” Students answer. The teacher concludes: “Writing as an animal helps us think from their perspective—and makes our message more powerful.” 设计意图： 回顾书信写作的结构要素和“动物视角”的意义。 效果评价： 观察学生能否说出写作的三个部分和动物视角的作用。 Homework Basic: Revise your letter based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Research one more endangered animal and write 3 additional sentences that could be added to your letter. Blackboard design Unit 5 Wild animals — Writing a Letter on Behalf of an Animal Structure: ① Introduction: Who am I? Where do I live? What do I eat? ② Problems: What happened in the past? What is the danger now? ③ Requests: What do I want humans to do? ④ Closing: Thank you. Yours sincerely, [animal’s name] Useful expressions: I am writing to ask for your help... Many years ago... People hunted us for... As a result, our number started to drop. Please stop... / Please help us, or... Yours sincerely, [animal‘s name] Tone: Polite, serious, persuasive（not angry） 3. 教学反思 Activity 2的规划表中，部分学生对“what problems it faces”描述不够具体。后续可在规划表中增加“Why?”一栏，引导学生思考问题背后的原因（如“People hunt them → because their horns are valuable”），让问题描述更加充实。 Activity 3的范文分析中，学生对“语气”的理解较为抽象。后续可增加“语气对比”小活动——展示两段文字（一段礼貌恳切、一段愤怒指责），让学生讨论哪一段更有说服力，从而理解礼貌语气的重要性。 Activity 5的写作中，部分学生从第一人称突然跳转到第三人称（如“People should protect pandas” → “We need protection”），视角不够统一。后续可在写作前强调“整封信都要用‘I/we’来代表动物”，并巡视时及时提醒。 1 学科网（北京）股份有限公司 $ Unit 1 Friendship 1、 单元整体教学设计 1. 单元主题 本单元主题为“Friendship”（友谊），属于“人与社会”范畴，涉及“社会服务与人际沟通”主题群，聚焦“人际交往与友谊”子主题。 2. 单元内容分析 本单元围绕“友谊”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于青少年挚友的文章、了解何为好朋友、描述自己的挚友、更好地理解朋友的重要性。 Welcome to the unit板块由两部分构成。Part A为五项品质词汇（helpful、honest、cheerful、humorous、caring）与对应释义的匹配活动，直观呈现好朋友应具备的核心品质。Part B为Mr Wu与学生的课堂对话，运用What do you think makes good friends?、I think good friends should be...等句型，示范如何就“好朋友应具备的品质”这一话题发表观点。该板块作为单元开篇，激活友谊相关话题与品质词汇，为后续深入学习奠定基础。 Reading板块为Teenagers杂志征集的两篇学生习作，分别介绍Betty和Max两位挚友。第一篇描述Betty——一个身材苗条、大眼睛、扎马尾辫的女孩，品质为kind、helpful、trustworthy，能在朋友情绪低落时给予安慰。第二篇描述Max——班级最高的男孩，戴小圆眼镜，拥有great sense of humour、energetic、cheerful，能鼓励朋友面对困难不放弃。两篇文章均采用“外貌→品质→具体事例→总结”的结构，使用一般现在时描述人物特征，穿插比较级（longer than mine、the tallest boy）和具体事例支撑品质描写，是典型的人物介绍类短文。语篇后附有信息填空、细节问答和词汇对话巩固等任务，帮助学生梳理人物信息和品质词汇，积累人物描写表达。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与词汇感知，第二课时侧重语言内化、语篇分析与表达输出。 Grammar板块围绕“比较级和最高级形容词”展开，通过Betty、Max等人物对比以及Daniel对同学的笔记，呈现形容词比较级和最高级的形式变化规则（规则变化：+er/est、more/most；不规则变化：good/well→better→best、bad/badly→worse→worst）及用法。 Word Power呈现后缀-ful和-less的构词法（careful/careless、hopeful/hopeless、useful/useless等），通过表格填空和语篇填空帮助学生掌握这两个后缀的含义和用法。两个语法项目均配有分层练习，并融入人物描述和友谊话题语境。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（伊索寓言“两个朋友和熊”的故事）、听力（Simon和Millie关于交友建议的对话、Mr Wu关于如何与朋友相处的讲话）和口语（Simon与Kitty讨论“朋友越多越好还是有几个知心好友更好”），侧重听说读技能整合与友谊话题的深入探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“我的挚友”主题，借助问卷调查、范文和写作指导，引导学生完成短文写作，实现知识的综合输出。 Assessment板块为学生自我评价，包含四个维度的自评条目——了解好朋友应具备的品质、正确使用比较级和最高级及后缀-ful/-less、用单元词汇谈论和写作挚友、理解友谊的重要性和如何与朋友相处。Further study推荐学生寻找关于朋友和友谊的歌曲、诗歌、短故事或电影（如“With a Little Help from My Friends”），与同学分享。 七个板块从品质认知到人物描写，从语法知识到综合产出，再到建议信写作，构成“认知友谊品质→描述人物特征→内化比较结构→整合听说技能→独立写作产出→拓展人文思考”的完整学习链。 体现单元核心素养综合表现的重点语言表达如下。 【描述人物外貌】 slim, big bright eyes, ponytail, tall, small round glasses She is a slim girl with big bright eyes. He is the tallest boy in our class. 【描述人物品质】 kind, helpful, honest, cheerful, humorous, caring, trustworthy, energetic, patient, thoughtful have a great sense of humour, be ready to help, be always there for sb. 【描述具体行为】 give up one‘s seat on the bus, help with schoolwork, listen carefully, cheer sb. up tell jokes, make sb. laugh, encourage sb. to keep trying, never feel bored 【表达对友谊的看法】 I think good friends should be kind and caring. They support you when you are unhappy. They don’t lie to you, so you can trust them. Good friends help you become a better person. A true friend should not leave you in times of danger. 【比较人物特征】 longer than, taller than, more interesting than, the tallest, the most helpful Betty‘s hair is longer than mine. Max is the tallest boy in our class. 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 识记和掌握描述朋友品质和外貌的词汇和语言表达，谈论好朋友应具备的品质，初步理解友谊对个人成长的重要性。 Welcome to the unit 图片、对话 2. 阅读描述Betty和Max两位挚友的短文，获取和梳理人物外貌、品质和具体事例等信息，了解如何通过具体事例支撑品质描写，深入理解友谊的内涵。 Reading 音频、图片、短文、对话 3. 深入理解形容词比较级和最高级的形式特征与使用规则，掌握后缀-ful和-less的构词法，在描述和比较人物特征的语境中内化其用法，准确使用所学语法知识介绍朋友和人物。 Grammar & Word Power 表格、短文、自主写作 4. 读、听关于交友建议、与朋友相处之道的材料，了解寓言故事“两个朋友和熊”的寓意，思考并表达对“朋友数量”和“友谊真谛”的看法，尊重和理解不同观点。 Integration A-C 音频、短文、对话 5. 综合运用话题词汇、比较级和最高级、语篇结构知识与表达，撰写一篇介绍自己挚友的短文，增强对友谊的珍视和对朋友的感恩之情。 Integration D 日记 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： 本课语篇由两部分组成，均属于“人与社会”范畴下“社会服务与人际沟通”主题群，涉及“人际交往”子主题。Part A为五项品质词汇（helpful、honest、cheerful、humorous、caring）与对应释义的匹配活动，直观呈现好朋友应具备的核心品质。Part B为Mr Wu与Class 1, Grade 8学生关于“什么品质造就好朋友”的课堂对话，Millie、Simon、Amy、Daniel分别表达了对朋友品质的看法，如kind and caring、honest、interesting、help you become a better person等，自然引出“友谊品质”的核心话题。 意义和价值： 通过品质匹配和课堂对话，帮助学生直观认知好朋友应具备的品质，掌握描述人物品质的核心词汇和观点表达句型，引导学生初步反思“什么样的朋友是好朋友”以及“自己作为朋友具备哪些品质”。对话贴近学生校园生活，易于理解和模仿，为后续深入阅读人物描写文本奠定话题和语言基础。 方式和方法： Part A采用“词汇+释义”匹配形式，语言简洁明了，聚焦核心品质词汇。Part B为非正式课堂讨论语体，对话节奏自然，逻辑清晰，核心逻辑为“提出问题→发表观点→补充观点→总结”，通过I think...、They should be...、That‘s important.、I agree.等表达，示范观点表达和回应的交际策略。Part A和Part B相互配合，既激活品质词汇，又提供口语表达支架，实现“话题导入→词汇积累→口语示范”的衔接。 2. 教学设计 Period 1: Welcome to the unit Topic: What makes good friends? Learning objectives By the end of this period, students will be able to: 1. Identify and use key vocabulary about friendship qualities (helpful, honest, cheerful, humorous, caring, etc.), match qualities with explanations, and understand what qualities make a good friend. 2. Use I think good friends should be... and other sentence patterns to express opinions about what qualities are important in good friends, and imitate the dialogue to discuss friendship. 3. Realize the importance of friendship and develop the awareness of self-reflection on one‘s own qualities as a friend. Teaching focus 1. Mastering key vocabulary about friendship qualities and understanding their meanings in context. 2. Using “I think good friends should be...” and other expressions to give opinions on friendship. Teaching difficulty 1. Using the target expressions naturally to express personal opinions about friendship qualities. 2. Developing the awareness of self-reflection on one‘s own qualities as a friend. Teaching procedures Revision Lead-in Activity 1: Thinking about friendship. The teacher asks: “Do you have a good friend? What makes him/her special to you?” Students discuss in pairs and share their ideas. The teacher writes some key words on the board and asks: “What qualities do you think a good friend should have?” 设计意图：通过贴近学生生活的问题引发思考，激活已有认知，自然引入“友谊品质”话题，激发学习兴趣。 效果评价：观察学生能否主动分享自己的朋友和想法，能否说出一些描述朋友品质的词汇。 Presentation Activity 2: Part A — Match and learn. Students look at the qualities in Part A, match them with the explanations, and read the phrases aloud. The teacher helps students pronounce difficult words (e.g., humorous, caring) and explains the meaning of each quality. Then, ask students to make sentences with each quality, e.g., “A helpful person is always ready to help others.” 设计意图：在语境中呈现核心品质词汇，通过匹配和造句强化理解，扫清语言障碍。 效果评价：观察学生能否精准匹配品质与释义，能否正确朗读词汇并用简单句子解释其含义。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Mr Wu and the students twice. First time: get the general idea of the dialogue. Second time: answer the following questions: 1. What qualities does Millie think good friends should have? 2. What does Simon think about honesty? 3. Why does Amy think good friends should be interesting? Students check answers in pairs, then the teacher checks with the whole class. 设计意图：通过听力任务获取对话信息，初步感知I think...、They should be...等表达方式，理解对话核心内容。 效果评价：观察学生能否准确回答问题，能否捕捉对话中不同人物的观点。 Activity 4: Focus on expressing opinions. The teacher writes key sentence patterns from the dialogue on the board: ① I think good friends should be kind and caring. ② They should also be honest. ③ That‘s very important. ④ I agree. ① Ask students to observe the sentences and summarize how to give opinions and respond in discussions. ② Students practice giving their own opinions about qualities, using the sentence patterns, e.g., “I think good friends should be humorous.” “That’s true. They make us laugh.” 设计意图：从对话中提炼观点表达和回应句型，引导学生自主总结用法，通过操练巩固，实现从感知到理解的过渡。 效果评价：观察学生能否自主总结句型用法，能否正确运用I think...和回应表达。 Prepare word cards for key qualities and stick them on the blackboard while students match them with explanations, which helps students visualize and memorize vocabulary better. For weak students, provide additional example sentences for each quality (e.g., “She always helps others → helpful”). Add a simple list of useful expressions on the blackboard for agreeing and adding opinions (e.g., I agree. / That’s true. / You‘re right. / What’s more...), helping students engage more naturally in the discussion. Practice Activity 5: Role-play the dialogue. Students work in groups to role-play the Part B dialogue. The teacher encourages students to add their own opinions (e.g., “I think good friends should be hard-working”). After practicing, 2-3 groups present their dialogue to the class. 设计意图：通过角色扮演，模仿对话语境，内化目标表达，提升口语表达能力。 效果评价：观察学生能否流畅扮演角色，能否主动添加个性化观点。 Production Activity 6: Share your reasons. Students work individually to write 3-4 sentences about what qualities they think are important in a good friend, using I think... and should be... They also write 1-2 sentences about what qualities they have as a friend. Then, they share with a partner. 设计意图：结合自身实际，实现目标语言的个性化产出，强化自我反思意识，衔接单元主题。 效果评价：观察学生能否写出规范、合理的观点句，能否进行简单的自我反思。 Provide a simple sentence frame: “I think I am ______ because I ______.” for students who struggle to self-evaluate, helping them complete the reflection task more confidently. Summary T: “Today we learned many words about friendship qualities and how to express our opinions about what makes a good friend. What do you think is the most important quality in a friend?” Guide students to conclude: Good friends support us, cheer us up, and help us become better people. 设计意图：回顾本课重点，升华主题，强化学生对友谊价值的理解。 效果评价：观察学生能否总结本课核心内容，能否表达对友谊品质的理解。 Homework ① Read aloud and imitate the Part B dialogue 3 times. ② Write 5 sentences about what qualities a good friend should have, using I think... and should be... Share your ideas with your family. Blackboard design Unit 1 Friendship (Welcome to the Unit) Qualities of a good friend: Expressing opinions: helpful — ready to help others I think good friends should be... honest — tell the truth, don‘t lie They should also... cheerful — feel happy and show it That’s important. / I agree. / That‘s true. humorous — good at telling jokes caring — kind and care about you 3. 教学反思 部分学生对抽象品质词汇理解不够深入，口语表达缺乏个性化发挥，自我反思层次较浅。后续将加强词汇在具体语境中的运用，优化口语活动支架，结合学生真实友谊案例深化品质认知，推动友谊意识转化为实际行动。 Reading 1. 语篇研读 主题和内容： 本课语篇为Teenagers杂志征集的两篇学生习作，分别介绍Betty和Max两位挚友。第一篇描述Betty——身材苗条、大眼睛、扎马尾辫的女孩，品质为kind、helpful、trustworthy，具体事例包括在公交车上让座、帮助同学学习、倾听朋友烦恼并给予安慰。第二篇描述Max——班级最高的男孩（近1.8米），戴小圆眼镜，品质为great sense of humour、energetic、cheerful，具体事例包括讲笑话逗朋友开心、积极参加运动和俱乐部活动、鼓励朋友面对困难不放弃。两篇文章均为人物介绍类短文，使用一般现在时描述人物特征，穿插比较级和具体事例支撑品质描写。 意义和价值： 作为Reading板块的第一课时，核心目标是实现语篇输入与信息梳理，帮助学生初步感知如何通过“外貌描写→品质概括→具体事例”的结构介绍人物，积累描述人物外貌和品质的相关词汇（如slim、ponytail、trustworthy、sense of humour、energetic等），掌握略读、扫读等阅读技巧；同时激发学生对友谊价值的思考，初步建立“好朋友帮助我成为更好的人”的情感认同。 方式和方法： 两篇文章均采用“外貌→品质→具体事例→总结”的结构。语言上以简单句、并列句为主，穿插少量复合句（如when I am feeling down），符合八年级学生的阅读水平。两篇短文相互呼应，共同呈现“何为好朋友”的主题，便于学生在对比中归纳人物描写的共同模式。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: My best friend Learning objectives By the end of this period, students will be able to: 1. Master key vocabulary about appearance and qualities (slim, ponytail, trustworthy, sense of humour, energetic, cheerful, etc.) and understand their meanings in context. 2. Use skimming and scanning skills to get the general idea of the two articles and extract key information about Betty's and Max's appearance, qualities, and specific examples. 3. Understand what qualities make a good friend and initially establish the awareness of valuing friendship. Teaching focus 1. Mastering key vocabulary related to appearance and qualities and understanding their usage in context. 2. Using skimming and scanning skills to sort out the structure of the articles and extract key information about the two friends. Teaching difficulty 1. Accurately extracting key information from the two articles and distinguishing appearance, qualities, and supporting examples. 2. Comparing the two articles and finding the common structure of character description. Teaching procedures Revision Lead-in Activity 1: Talking about best friends. The teacher asks: “Who is your best friend? What does he or she look like? What qualities does he or she have?” Students discuss in pairs and share their experiences. The teacher then presents the title “My best friend” and asks: “What do you think these articles will talk about?” 设计意图： 结合学生生活经验，引出“挚友”话题，激活外貌和品质相关词汇，激发阅读兴趣，引导学生预测语篇内容。 效果评价： 观察学生能否主动分享自身经历，能否说出一些描述外貌和品质的词汇。 If students have limited vocabulary when sharing, the teacher can prepare a simple word bank on the board (tall, short, kind, funny, helpful, etc.) for their reference. Pre-reading Activity 2: New words learning. The teacher presents key words (slim, ponytail, trustworthy, humorous, energetic, cheerful, sense of humour, etc.) through pictures and simple sentences, e.g., “She wears her hair in a ponytail.” “He has a great sense of humour.” Students read and memorize the words, and practise simple collocations. 设计意图： 提前学习核心词汇，降低阅读难度，帮助学生在语境中理解词汇含义，为语篇阅读扫清障碍。 效果评价： 观察学生能否正确朗读和记忆词汇，能否理解词汇在简单句子中的含义。 If students have difficulty understanding abstract words like “trustworthy” and “sense of humour,” the teacher can supplement with specific contextual examples (e.g., “A trustworthy person never tells lies.”) to help them grasp the meanings through context. While-reading Activity 3: Skim for gist. Students skim the two articles quickly (3 minutes) and answer two questions: 1. Who are the two best friends introduced in the articles? 2. What qualities do they have? (Key: 1. Betty and Max. 2. Betty is kind, helpful, and trustworthy; Max has a great sense of humour, is energetic and cheerful.) 设计意图： 训练学生略读技巧，帮助学生快速把握两篇文章的主旨，建立对语篇的整体认知。 效果评价： 观察学生能否在规定时间内完成略读任务，能否准确提炼两篇文章的主旨。 Activity 4: Scan for details. Students scan the articles carefully and complete the profile table in the textbook (Looks and Qualities for Betty and Max). They check answers in pairs, then the teacher checks with the whole class. 设计意图： 训练学生扫读技巧，引导学生梳理人物信息，巩固对语篇内容的理解，培养信息提取和整合能力。 效果评价： 观察学生能否准确填写信息表，能否快速定位语篇中的细节信息。 Activity 5: Read for deeper understanding. Students read the articles again and answer the detailed questions in the textbook: 1. In what ways is Betty kind and helpful? 2. What does Betty do if her friend is feeling down? 3. Why do Max's friends never feel bored with him around? 4. How do you know Max is energetic? 5. What quality do Betty and Max have in common? Students discuss in pairs, then the teacher checks answers and guides them to understand key sentences. 设计意图： 通过细节问答引导学生深入理解语篇内容，感知“品质+事例”的描写手法，培养深度阅读理解能力。 效果评价： 观察学生能否准确回答问题，能否从文中找到支撑性信息。 Activity 6: Reading aloud — feeling the language (4 mins) Students read the last paragraph aloud, focusing on pauses and stress. The teacher demonstrates: "The city's pioneering spirit, / together with the hard work and creativity of its citizens, / is certainly the key to Shenzhen's success." Then students underline all present perfect tense verbs in Paragraph 1 and read them aloud. 设计意图：通过朗读训练语音语调和节奏感，感知现在完成时的使用情境。 效果评价：观察学生朗读的流畅度和能否准确识别现在完成时的句子。 If some students cannot finish skimming within 3 minutes, the teacher can extend the time to 4 minutes and remind them to “only read the first and last sentences of each paragraph to get the main idea.” Post-reading Activity 6:Vocabulary and sentence drilling. ① Students complete the word forms in the dialogue between Millie and Simon (textbook exercise) — filling in the blanks with bored, cheerful, energetic, encourage, laugh, sense of humour, trustworthy, understand. They check answers in pairs. ② Students practise the dialogue in pairs and then role-play it in front of the class. 设计意图： 在对话语境中巩固核心词汇的运用，通过角色朗读将词汇学习转化为口语表达。 效果评价： 观察学生填空正确率和对话表演的流畅度。 Activity 7: Comparing Betty and Max. The teacher guides students to compare the two friends: “What do Betty and Max have in common? What is different about them?” Students work in pairs to find at least two similarities and two differences. They share their findings with the class. 设计意图： 引导学生在对比中深化对两篇文章的理解，培养比较、分析和归纳的思维能力。 效果评价： 观察学生能否找出合理的异同点，能否用完整的句子进行表达。 Summary The teacher leads students to review: the two friends introduced, their appearance, qualities, and examples. The teacher emphasizes the common structure: appearance → qualities → examples → summary. 设计意图： 回顾本课重点，强化学习收获，帮助学生梳理知识框架，衔接下一课时内容。 效果评价： 观察学生能否主动回顾核心内容，能否初步感知人物描写的语篇结构。 Homework ① Read the two articles aloud 3 times and copy the key words and key sentences. ② Write down the similarities and differences between Betty and Max in 3-4 sentences. Blackboard design Unit 1 Friendship (Reading Period 1) Betty: Appearance — slim, big bright eyes, ponytail Qualities — kind, helpful, trustworthy Examples — gives up her seat, helps with schoolwork, listens carefully Max: Appearance — tallest, 1.8m, small round glasses Qualities — great sense of humour, energetic, cheerful Examples — tells jokes, does sports, encourages me to keep trying Structure: Appearance → Qualities → Examples → Summary 3. 教学反思【Reading (1)】 部分基础薄弱学生对长篇语篇的扫读速度较慢，对“品质+事例”的逻辑关系理解不够透彻。后续将加强长句拆解指导，增加“品质—事例”配对练习。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: My best friend Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of the two articles (appearance → qualities → examples → summary) and identify the writing technique of using specific examples to support quality descriptions. 2. Use key words and sentence patterns to describe a friend's appearance, qualities and specific examples, applying the writing techniques learned. 3. Deeply understand the meaning of friendship and develop the ability to express one's own understanding of what makes a good friend. Teaching focus 1. Sorting out the structure of the two articles and understanding the writing technique of “quality + example”. 2. Using key words and sentence patterns to describe a friend's qualities and examples. Teaching difficulty 1. Flexibly using the learned language to describe a friend and avoiding mechanical repetition of the text. 2. Understanding the common structure of character description and applying it to one's own writing. Teaching procedures Revision Lead-in Activity 1: Quick review and sharing. The teacher asks quick questions: “What does Betty look like? What qualities does she have? What does Max look like? What qualities does he have?” Students respond. The teacher then asks: “What do Betty and Max have in common?” Students share their homework findings. 设计意图： 回顾上节课重点，巩固已学知识，通过分享作业自然引出本节课对语篇结构和写作手法的深入分析。 效果评价： 观察学生能否快速回忆关键信息，能否说出Betty和Max的共同点。 Presentation Activity 2: Analysing the structure of the articles. Students read the two articles again and answer in pairs: 1. How does each article begin? (Appearance description.) 2. How does the writer support each quality? (By giving specific examples.) 3. How does each article end? (A summary sentence about the friend.) The teacher guides students to identify the common structure: Appearance → Qualities → Examples → Summary. 设计意图： 引导学生在对比中发现两篇文章的共同结构，培养归纳总结能力，为写作提供结构模板。 效果评价： 观察学生能否准确识别两篇文章的共同结构，能否说出各部分的功能。 Activity 3: Analysing the writing technique. The teacher guides students to find specific examples that support each quality, e.g., “kind and helpful” → “gives up her seat on the bus” and “helps us with our schoolwork”; “trustworthy” → “listens to me carefully and understands me quite well.” Students discuss: Why does the writer give examples? (To make the description more vivid and convincing.) 设计意图： 引导学生深入分析“品质+事例”的写作手法，理解具体事例在人物描写中的重要作用。 效果评价： 观察学生能否准确匹配品质与事例，能否理解事例的作用。 If students have difficulty identifying the structure, the teacher can display the corresponding paragraphs of the two articles side by side and guide them to compare paragraph by paragraph to find the pattern. Practice Activity 4: Sentence expansion. Students expand sentences using the key words and writing techniques, e.g., “My friend is kind. → My friend is kind and caring. She always helps me when I have problems.” The teacher encourages students to add their own examples. 设计意图： 通过句子拓展强化词汇句型的运用，引导学生模仿“品质+事例”的描写手法，实现语言的内化。 效果评价： 观察学生能否灵活运用词汇和句型，能否模仿写作手法进行句子拓展。 Activity 5: Pair work — describe a friend. Students work in pairs to describe their best friend. They should include appearance, at least two qualities, and specific examples for each quality. The teacher provides a speaking frame: “My best friend is ______. He/She has ______. He/She is a ______ person. For example, ______.” Each pair shares their description with the class. 设计意图： 引导学生运用所学语言和结构描述自己的朋友，实现从阅读输入到口语输出的迁移，深化对友谊品质的理解。 效果评价： 观察学生能否运用“品质+事例”的结构描述朋友，语言表达是否流畅。 If students lack ideas for expanding sentences, the teacher can first provide two model expansions, then give keyword prompts (e.g., helpful → helps me with homework) to lower the difficulty. Production Activity 6: Write about your best friend. Students work individually to write a short paragraph (5-6 sentences) about their best friend, using the structure learned: appearance → qualities → examples → summary. They exchange with a partner and give feedback. The teacher invites several students to share their writing with the class. 设计意图： 实现语言的个性化输出，检验学生的语言内化效果，提升写作能力，为后续单元写作任务奠定基础。 效果评价： 观察学生能否按照“外貌→品质→事例→总结”的结构进行写作，能否正确使用所学词汇和句型。 If some students‘ writing lacks clear structure, the teacher can provide structural keywords (First, Second, Also, In short) as organizational scaffolds to help them organize their logic. Summary The teacher leads students to review the common structure and writing technique. The teacher emphasizes: “Good friends support us, cheer us up, and help us become better people.” 设计意图： 回顾本课重点，整合两课时内容，强化学习收获，升华友谊的主题。 效果评价： 观察学生能否全面回顾核心内容，能否深入理解友谊的价值。 Homework ① Read the two articles aloud 2 times and retell the information about Betty and Max in your own words. ② Revise your paragraph about your best friend based on peer feedback and write a clean copy. Blackboard design Unit 1 Friendship (Reading Period 2) Common Structure: Appearance → Qualities → Examples → Summary Writing Technique: Quality + Specific Example Example: kind and helpful → gives up her seat, helps with schoolwork trustworthy → listens carefully, understands well Key Sentence Patterns: He/She is a ______ person with ______. He/She is always ready to ______. For example, ______. I believe we will be best friends for life. 5. 教学反思【Reading (2)】 本课时聚焦语言内化与输出运用，通过结构分析、句型拓展、口语描述和写作产出等活动，学生基本能掌握“外貌→品质→事例→总结”的人物描写结构，能运用“品质+事例”的写作手法描述自己的朋友。口语描述和短篇写作有效检验了语言内化效果。后续将增加“品质—事例”配对的口头训练，为写作提供更多支架。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块围绕“形容词比较级和最高级”展开，通过Betty与Max的人物对比例句（Betty‘s hair is longer than mine. Max is more interesting than his classmates. Betty is the most helpful person in our class. Max is the tallest boy in our class.）呈现比较级和最高级的基本用法。教材系统呈现了规则变化（单音节和部分双音节形容词加-er/-est、以-e结尾加-r/-st、以“辅音+y”结尾变y为i加-er/-est、重读闭音节双写末尾辅音加-er/-est、多音节形容词加more/most）和不规则变化（good/well→better→best, bad/badly→worse→worst），并通过Daniel对同学的笔记（身高、体重、画画成绩、游泳成绩、立定跳远等）设计了填空练习。Word Power部分呈现后缀-ful（意为“充满”）和-less（意为“没有”）的构词法，通过careful/careless、hopeful/hopeless、useful/useless等例词和语篇填空帮助学生掌握这两个后缀的含义和用法。 意义和价值： 编者通过“人物比较”这一与单元主题紧密相关的语境，帮助学生在有意义的语境中感知和理解形容词比较级和最高级的形式变化与使用规则，为描述和比较人物特征提供语法工具。后缀-ful和-less的构词法学习帮助学生扩展词汇量，增强词汇理解和运用能力。两个语法项目均融入友谊话题语境，使语法学习服务于主题表达。 方式和方法：Grammar部分以人物对比例句为导入，通过规则归纳表格系统呈现比较级和最高级的变化规则，练习部分从表格填空到句子填空，再到开放性人物描述，形成“感知→归纳→操练→运用”的语法学习路径。Word Power部分以例词展示和规则说明为导入，通过表格填空和语篇填空巩固后缀用法，最后引导学生收集更多词汇并描述与朋友相处的经历。 2. 教学设计 Period 4: Grammar Topic: Comparative and superlative adjectives Learning objectives By the end of this period, students will be able to: 1. Discover and summarize the formation rules of comparative and superlative adjectives (regular and irregular forms) through sentence comparison and rule induction. 2. Correctly use comparative and superlative adjectives in controlled and semi-controlled exercises, and use them to describe and compare people in oral and written communication. 3. Understand the meanings of suffixes -ful and -less, and use them to form adjectives from nouns in context. Teaching focus 1. Guiding students to master the formation rules of comparative and superlative adjectives (both regular and irregular forms). 2. Helping students correctly use comparative and superlative adjectives to describe and compare people. 3. Enabling students to use suffixes -ful and -less to form adjectives and understand their meanings. Teaching difficulty 1. Enabling students to correctly form comparatives and superlatives of adjectives with two syllables (some use -er/-est, others use more/most). 2. Helping students distinguish the meanings of -ful (full of) and -less (without) and use them correctly in context. Teaching procedures Revision Lead-in Activity 1: Recalling friends from Reading. The teacher asks: “In the Reading passage, we learned about Betty and Max. What do they look like? What qualities do they have?” Students answer. The teacher writes two sentences on the board: “Betty‘s hair is longer than mine.” “Max is the tallest boy in our class.” The teacher asks: “What grammar structures are used here?” (Comparative and superlative.) The teacher says: “Today we will learn more about comparing people and things.” 设计意图： 用Reading课文中的句子激活已有的比较级和最高级知识，自然引出本课语法主题。 效果评价： 观察学生能否识别比较级和最高级结构，了解其已有知识储备。 Presentation Activity 2: Learning the formation rules of comparative and superlative adjectives. Students read the sentences and the rule boxes in Grammar A. The teacher guides them to complete the table with the correct comparative and superlative adjectives. The teacher explains the rules with examples: (1) Short adjectives (one or two syllables) — add -er/-est (long→longer→longest, small→smaller→smallest); (2) Adjectives ending with -e — add -r/-st (fine→finer→finest, nice→nicer→nicest); (3) Adjectives ending with “consonant + y” — change y to i and add -er/-est (heavy→heavier→heaviest, tidy→tidier→tidiest); (4) Adjectives ending with a stressed closed syllable — double the final consonant and add -er/-est (big→bigger→biggest, slim→slimmer→slimmest); (5) Long adjectives (three or more syllables) — use more/most (beautiful→more beautiful→most beautiful, interesting→more interesting→most interesting); (6) Two-syllable adjectives like clever, handsome, polite, simple, stupid can take either form; (7) Irregular forms — good/well→better→best, bad/badly→worse→worst. Students complete the table in the textbook and check answers in pairs. 设计意图： 通过规则归纳和表格填空，系统呈现形容词比较级和最高级的变化规则，帮助学生建立完整的知识体系。 效果评价： 观察学生能否准确完成表格填空，能否理解不同变化规则的适用条件。 Activity 3: Learning the suffixes -ful and -less. The teacher presents the suffixes and the examples in Word Power: careful/careless, hopeful/hopeless, useful/useless, colourful/colourless. The teacher explains: “-ful means ‘full of’, -less means ‘without’.” Students complete the table in pairs, adding -ful or -less to the given nouns (cheer, help, meaning, sleep, taste) and marking with X if the form does not exist. The teacher checks answers and clarifies any difficulties. 设计意图： 通过例词展示和表格填空，帮助学生掌握后缀-ful和-less的含义和用法，拓展词汇量。 效果评价： 观察学生能否正确添加后缀并理解新词的含义。 If students confuse the rules, the teacher can draw a simple decision tree on the board to help them choose the correct form based on syllable count and word ending. Practice Activity 4: Controlled practice — completing Daniel‘s notes. Students complete the sentences in Part B of Grammar A individually — filling in the blanks about the six students’ height, weight, drawing grade, swimming time and standing long jump using the correct comparative and superlative forms. They check answers in pairs. The teacher checks with the whole class, focusing on form accuracy. 设计意图： 在人物数据对比语境中进行控制性练习，巩固比较级和最高级的形式和用法。 效果评价： 观察学生填空正确率，特别关注不规则变化和容易出错的形式。 Activity 5: Controlled practice — completing Daniel‘s diary entry. Students complete the diary entry in Word Power Part B — adding the correct suffix -ful or -less to the nouns in brackets (wonderful, cloudless, thoughtful, hopeless, useful, colourful, helpful). They check answers in pairs. The teacher invites individual students to read aloud their completed text. 设计意图： 在日记语境中巩固后缀-ful和-less的用法，培养在语篇中运用构词知识的能力。 效果评价： 观察学生能否根据语境选择正确的后缀，能否正确拼写新词。 If students make many errors in the fill-in-the-blank task, the teacher can display typical errors on the board and have the whole class analyse and correct them together. If students have difficulty choosing between -ful and -less, the teacher can remind them to think about the meaning of the sentence — does it express “full of” or “without”? Production (5 mins) Activity 6: Describing friends using comparative and superlative adjectives.Students work in pairs and complete Part C of Grammar A — describing their friends, including their looks and what they are good at, using comparative and superlative adjectives. They should include at least three comparative or superlative sentences. The teacher invites 2-3 pairs to share. 设计意图： 从控制性练习过渡到开放性的口语产出，引导学生在真实交际语境中运用比较级和最高级描述人物。 效果评价： 观察学生能否正确运用多种比较结构进行口头表达。 Activity 7: Describing an experience with a friend using -ful and -less words.Students complete Part C of Word Power — collecting more words with the suffix -ful or -less and trying to describe an experience they had with a friend using these words. They write 2-3 sentences and share with a partner. 设计意图： 将后缀构词知识迁移到真实的友谊话题表达中，实现从词汇学习到语用输出的过渡。 效果评价： 观察学生能否在语境中正确使用含-ful和-less的形容词。 If some students rely on a single structure, the teacher can remind them to use both comparative and superlative forms and provide sentence frames on the board. Summary  The teacher asks quick questions: “How do we form comparatives and superlatives of short adjectives? What about long adjectives? What are the irregular forms? What does -ful mean? What does -less mean?” Students answer quickly. The teacher confirms the key rules. 设计意图： 快速回顾本课核心规则，强化关键知识点。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework 1. Complete any unfinished parts of the grammar exercises. 2. Write 5 sentences comparing your best friend with another friend, using at least three different comparative or superlative adjectives. 3. Collect 5 more words with the suffix -ful or -less and write them down with their meanings. Blackboard design Unit 1 Friendship — Grammar & Word Power Comparative & Superlative Adjectives: Short adj. (1-2 syllables): +er / +est (long→longer→longest) Ending with -e: +r / +st (nice→nicer→nicest) Ending with consonant + y: y→i + er/est (heavy→heavier→heaviest) Stressed closed syllable: double consonant + er/est (big→bigger→biggest) Long adj. (3+ syllables): more / most (beautiful→more beautiful→most beautiful) Irregular: good/well→better→best, bad/badly→worse→worst Suffixes -ful & -less: -ful = full of (careful, hopeful, useful, colourful) -less = without (careless, hopeless, useless, colourless) 3. 教学反思 学生对单音节形容词加-er/-est的规则掌握较快，但容易出错的地方在于：多音节形容词用more/most、以“辅音+y”结尾变y为i、重读闭音节双写末尾辅音，以及不规则形式（good→better→best, bad→worse→worst）。在Activity 2中可加入“分类游戏”——让学生将形容词按变化规则分类，再搭配对应的比较结构。后缀-ful和-less的学习中，学生对词义的理解较顺利，但部分学生对拼写变化（如hope→hopeful/hopeless, care→careful/careless）仍需加强记忆。 Integration A-C 1. 语篇研读 语篇A（“两个朋友和熊”） 主题和内容： 该语篇为伊索寓言故事“Two friends and the bear”。两个朋友在森林中行走时突然遇到一头熊，一人迅速爬上树自救，另一人无法爬树便躺在地上装死——因为他听说熊不会碰死人。熊走近后闻了闻他的头便离开了。树上的人下来后问：“熊跟你说了什么？”地上的人回答：“熊说，真正的朋友不应在危险时刻抛弃你。”故事采用叙事结构，包含背景、冲突、解决和寓意，使用一般过去时叙述。 意义和价值： 作者通过这个短小精悍的寓言故事，传递了“患难见真情”的深刻道理——真正的朋友不会在困难时刻抛弃对方。故事以动物为媒介，用幽默的方式（熊“说话”）引出严肃的友谊主题，既引人发笑又发人深省。阅读该故事有助于学生从反面案例（树上的朋友）和正面榜样（地上的朋友）两个角度理解友谊的真谛，为单元主题探究提供生动的素材。 方式和方法： 故事采用经典的寓言叙事模式——“背景设定→突发事件→人物反应→结局→点明寓意”。语言简洁，以简单句和并列句为主，穿插少量对话（“It looked like the bear said something to you.” → “Yes. It said...”），对话的插入增强了故事的戏剧性和代入感。动词以一般过去时为主（were walking, saw, climbed, tried, lay down, came, smelt），时态统一，便于学生理解叙事顺序。 语篇B1（关于交友建议的对话） 主题和内容： 该听力材料为Daniel、Simon和Millie关于“如何交朋友”的讨论对话。对话中三人分享了多条交友建议，包括加入俱乐部（meet people with the same interests）、主动与不认识的人交谈、对他人友善、微笑待人、请朋友帮忙介绍等。学生需要从多个建议中勾选出对话中提到的内容。 意义和价值： 编者通过同龄人对话的形式，呈现了具体、实用的交友策略，帮助学生理解“交朋友需要主动出击”的道理。对话贴近学生校园生活（加入社团、在学校食堂与人交谈等），易于引起共鸣和模仿，也为后续口语讨论（朋友越多越好还是有几个知心好友更重要）做了经验铺垫。 方式和方法： 对话为自然口语体，采用问答和观点交换的推进模式，信息密度适中。对话中嵌入了一些常用口语表达（“That‘s a great idea!” “I agree.” “What about...?”），示范了如何在讨论中表达同意、提出建议和补充观点。后附的选择题任务（从列表中勾选出提到的建议）训练学生识别关键信息的能力。 语篇B2（关于如何与朋友相处的讲话） 主题和内容： 该听力材料为Mr Wu对学生发表的一段关于“如何与朋友相处”的讲话。讲话内容涵盖多个维度：做一个好的倾听者（ask questions, use body language）、努力理解朋友（try to understand）、适时点头（nod from time to time）、做一个积极乐观的人（cheerful person）、分享趣事和笑话（share funny stories and jokes）、关注朋友的感受（notice and care about friends’ feelings）。 意义和价值： 如果说B1解决的是“如何交到朋友”的问题，那么B2解决的是“如何维系友谊”的问题——即交了朋友之后，如何让友谊持久。通过Mr Wu的讲话，学生能系统了解维系友谊的具体方法，理解“友谊需要经营”的道理，将友谊从感性认识上升到理性行动的层面。 方式和方法： 讲话为正式口语体，逻辑清晰、层次分明，分条给出建议。大量使用情态动词can和should来传达建议（“You can ask questions.” “You should nod from time to time.”），与学生已有知识（Unit 1 Welcome中的should用法）形成呼应。后附的笔记填空任务训练学生抓取关键词和要点的能力。 语篇B3（Daniel的文章——计划填空） 主题和内容： 该语篇为Daniel将B1和B2的信息整合成的一篇关于“交朋友和与朋友相处”的完整文章。文章分为两部分：第一部分聚焦“如何交朋友”——加入俱乐部（遇到志同道合的人）、在学校食堂与不认识的人交谈（需要勇敢）；第二部分聚焦“如何维系友谊”——做一个好的倾听者（问问题、使用肢体语言、努力理解朋友）、做一个积极乐观的人（分享趣事、关心朋友感受、在困难时互相鼓励）。 意义和价值： 本文将听力信息转化为书面语篇，实现了从输入到输出的过渡，为学生提供了“友谊”主题写作的完整结构范例——总起（友谊的重要性）→分述（交友方法+相处之道）→总结（友谊需要经营）。文章从“交朋友”到“维系友谊”的逻辑递进，体现了对友谊话题的完整思考。 方式和方法： 文章采用“总—分—总”结构。首句总起（A life without friends can be very lonely...），主体用One of the best ways...、Another way is...、Once you are friends...、Finally...等连接词分层展开，末句用呼吁式表达收束。大量使用祈使句和情态动词（need to, should）传达建议，语言介于口语和书面语之间，句式多样但结构清晰，是学生模仿写作的合适范例。 语篇C（关于“朋友数量”的讨论） 主题和内容： 该语篇为Simon和Kitty之间的一段对话，围绕“朋友越多越好还是有几个知心好友更好”展开讨论。Simon认为朋友越多越好——可以一起玩团队运动如足球、篮球。Kitty则认为有几个真正的好朋友更重要——可以更好地了解彼此、有更多时间和精力互相支持。两人各持己见，最后Simon说“Maybe you have a point.”表示部分认同对方的观点。 意义和价值： 该对话为学生提供了关于友谊话题的口语讨论范本，示范了如何在持有不同观点的情况下进行理性交流——陈述自己的观点、给出理由、倾听对方、表示部分认同。这不仅是语言的训练，更是思维品质和交际素养的培养。对话触及“朋友的质量与数量”这一值得深思的问题，有助于学生反思自己的交友观。 方式和方法： 对话采用“各抒己见→举例说明→回应对方”的结构。关键表达包括“I think the more friends you have, the better.”（观点陈述）、“But with just a few friends, you can...”（转折补充理由）、“Maybe you have a point.”（部分认同回应），是学生学习表达观点和回应他人的口语范例。对话节奏自然，适合模仿和角色扮演。 2. 教学设计 Period 5: Integration A-C Topic: Making friends Learning objectives By the end of this period, students will be able to: 1. Read the fable “Two friends and the bear” to understand the story and its moral, and listen to conversations about making friends and getting along with friends to obtain key advice. 2. Imitate the dialogue model to discuss and express opinions about friendship, using functional expressions to state views, give reasons, and respond to others. 3. Understand the importance of true friendship and develop the awareness of being a reliable and supportive friend. Teaching focus 1. Training students‘ reading comprehension and listening strategies to obtain specific information from the fable and audio materials. 2. Guiding students to express and exchange opinions about friendship using appropriate functional expressions. Teaching difficulty 1. Enabling students to extract the moral of the fable and connect it to their own understanding of friendship. 2. Helping students state opinions clearly with reasons and respond appropriately to different viewpoints. Teaching procedures Revision Lead-in Activity 1: Friendship in danger — a quick think-pair-share. The teacher poses a question: “What would you do if you and your friend were in danger? Would you stay and help, or run to save yourself?” Students think for 30 seconds, then share with a partner. The teacher does not judge the answers but says: “Let‘s read a story about two friends who faced danger — and see what we can learn from it.” 设计意图： 用道德两难问题引发学生对“危险中如何对待朋友”的思考，为寓言故事阅读建立情感连接。 效果评价： 观察学生能否参与思考并表达初步想法。 Reading Activity 2: Reading “Two friends and the bear” — storyboard ordering. Students read the story silently. The teacher then presents four picture-based plot cards (or sentence strips) in jumbled order: ① The two friends walked in the forest happily. ② One friend climbed a tree; the other lay on the ground. ③ The bear sniffed the friend on the ground and went away. ④ The bear said a true friend should not leave you in danger. Students work in pairs to put the cards in the correct order. The teacher checks answers and asks follow-up questions: “Which friend do you think was a true friend? Which one was not? Why?” 设计意图： 通过故事排序活动检测阅读理解，降低纯文字任务的枯燥感，引导学生聚焦关键情节和人物行为。 效果评价： 观察学生能否正确排序并用自己的话解释判断理由。 Activity 3: Digging deeper — the bear‘s “message.” The teacher asks: “The friend on the ground said the bear told him: ‘A true friend should not leave you in times of danger.’ Did the bear really say that? Who actually said those words?” Students realize the friend on the ground said it himself — he used the bear’s voice to teach the other friend a lesson. The teacher then asks: “What do you think the friend on the ground really meant? What lesson was he trying to teach?” Students discuss in pairs and share. 设计意图： 引导学生透过文字表面理解深层寓意，培养批判性思维——理解“熊说话”是朋友的借喻，真正的信息来自那个被留下的朋友。 效果评价： 观察学生能否理解故事的象征意义，能否用自己的语言表达寓意。 If students struggle with ordering, the teacher can read the story aloud again while they check their sequence. For the follow-up question, encourage students to use evidence from the text. If students take the bear‘s words literally, the teacher can guide them: “Animals don’t talk in real life. So who do you think really said those words, and why?” Listening Activity 4: Listening B1 — “The Friendship Advice Board.” The teacher sets the scene: “Daniel, Simon and Millie are also thinking about how to make friends. Let‘s listen to their conversation and find out what advice they give.” Before listening, students quickly read the list of advice items (join a club, be brave to talk to others, be nice to others, smile at others, sit next to others on the bus, ask a friend to introduce you, borrow things from others). Students listen and tick the advice mentioned. After checking answers, the teacher asks: “Do you agree with their advice? Which tip do you find the most useful? Why?” 设计意图： 通过真实语境的听力任务获取交友建议，训练scanning listening策略；引导学生评价和选择适合自己的交友方法，增强实用性。 效果评价： 观察学生能否准确勾选并说出自己的选择和理由。 Activity 5: Listening B2 — “Mr Wu’s Friendship Talk.” The teacher introduces: “Mr Wu has some advice on how to get along with friends — how to keep friends once you have made them. Listen and complete his notes.” Students listen and fill in the blanks about: being a good listener (ask questions, use body language, try to understand your friends), and being a cheerful person (share funny stories and jokes, notice and care about friends‘ feelings). The teacher checks answers. Then the teacher asks a class poll: “How many of you think you are a good listener? How many share funny things with your friends?” 设计意图： 通过听力获取维系友谊的具体方法，训练笔记填空的听力策略；通过课堂即时投票将听力内容与学生自身行为关联，增加参与感。 效果评价： 观察学生笔记填写的准确率，以及参与课堂投票的积极性。 Activity 6: Consolidation — completing Daniel’s article. Students use information from B1 and B2 to fill in the blanks in Daniel‘s article (making friends and getting along with them). They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合成书面篇章，实现从“碎片化信息”到“结构化输出”的过渡，为后续口语和写作做语言积累。 效果评价： 观察学生能否准确运用听力信息完成填空，关注上下文逻辑的连贯性。 If the note blanks are difficult, the teacher can provide the first letter of each missing word before the second listening to support lower-level students. Speaking Activity 7: Dialogue analysis — Simon and Kitty’s different views. Students read the dialogue between Simon and Kitty. The teacher asks: “What does Simon think about having friends? What does Kitty think? Who do you agree with more?” Students identify the two viewpoints. The teacher highlights three functional expressions on the board: (1) Stating your opinion — “I think the more friends you have, the better.” / “I think it’s more important to have a few really good friends.” (2) Giving reasons — “because you can play team games...” / “because you can know each other better...” (3) Responding to different views — “Maybe you have a point.” The teacher asks: “Why does Simon say ‘Maybe you have a point’ instead of ‘You are wrong’?” (To show respect and keep the conversation friendly.) 设计意图： 从语言和交际策略两个层面分析对话，帮助学生不仅学习表达方式，还学习如何理性、友好地交换不同观点。 效果评价： 观察学生能否识别两种不同观点及其理由，能否理解“Maybe you have a point.”的语用功能。 Activity 8: Pair debate — “Lots of friends or a few good friends?” Students work in pairs to have their own discussion on the same topic. One student argues for “lots of friends” and the other for “a few really good friends.” Each speaker must (1) state an opinion, (2) give at least one reason, and (3) respond to the partner‘s idea. The teacher provides sentence starters on the board. After 3-4 minutes of practice, 2-3 pairs present to the class. The teacher evaluates on opinion clarity, reasoning, and respectful response. 设计意图： 在真实讨论中运用所学表达，培养学生的观点陈述、理由支撑和礼貌回应能力，将语言学习与思维训练相结合。 效果评价： 观察学生能否清晰陈述观点、给出理由，并能对对方的观点做出恰当的回应。 If some pairs finish early, challenge them to add one more reason or ask a follow-up question to extend the discussion. If students need more scaffolding, allow them to first jot down two key points before speaking. Summary The teacher leads a review: “Today we started with a story — what did we learn from the two friends and the bear? (True friends stay together in danger.) Then we heard about making friends — what are some good ways? (Join clubs, talk to others, be nice.) And keeping friends — what did Mr Wu say? (Be a good listener, be cheerful, care about feelings.) Finally, we discussed our own ideas about friends. What do you think is the most important thing about friendship?” The teacher collects 2-3 student answers and concludes: “Friendship is about being there for each other — in good times and in hard times.” 设计意图： 从故事→交友→相处→观点讨论四个层面系统回顾本课所学，帮助学生建立“什么是真正的友谊”的完整认知。 效果评价： 观察学生能否连贯地回顾本课内容并表达自己的核心理解。 Homework ① Finish any incomplete parts of Daniel‘s article in Activity 6. ② Write 3-4 sentences about your opinion: do you prefer having lots of friends or a few good friends? Give reasons. ③ Ask one friend: “What do you think is the most important thing in a friendship?” Write down their answer and bring it to the next class. Blackboard design Unit 1 Friendship — Integration A-C The Fable: Two friends and the bear → “A true friend should not leave you in times of danger.” Making Friends (B1): Join a club / Be brave to talk to others / Be nice / Smile / Ask a friend to introduce you Keeping Friends (B2): Be a good listener: ask questions, use body language, try to understand Be a cheerful person: share funny stories, care about feelings Expressing Opinions: ① State your view: I think... ② Give reasons: because... ③ Respond politely: Maybe you have a point. 3. 教学反思 Activity 7的对话分析聚焦观点表达的功能用语，学生展示时语言不够自然，可在展示前增加一次“语言升级”环节——让学生在对话中至少使用板书中两个功能表达，并在展示后让听众举手判断听到了哪些表达。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为“Tell me all about your best friend”问卷调查，包含五个问题：朋友姓名、初次见面的时间和地点、外貌、最佳品质、对朋友的感受。D2为Kitty的范文My best friend，介绍她的挚友Joan——在舞蹈俱乐部认识，外貌（taller than me, long soft hair, bright smiling eyes），品质（helpful and patient, caring and thoughtful, cheerful）均有具体事例支撑，最后表达希望友谊永存。范文后附有“Words about people”和“Useful expressions”语言支架。 意义和价值： 编者通过问卷调查+范文+语言支架的配套呈现，为学生提供写作的全程示范——先梳理信息（问卷），再展示如何将信息组织成文（范文），并提供充分的语言支架。范文不仅是语言范例，也是结构范例，帮助学生在“挚友”话题中学会按逻辑顺序进行人物描写写作；同时引导学生反思自己与朋友的情谊，培养感恩之心。 方式和方法： 范文采用“总起→外貌→品质（逐条展开）→感受总结”的结构，主体部分用First/Second/Also等连接词串联，每条品质均配有具体事例支撑。语言简洁自然，使用比较级（taller than me）和本单元核心品质词汇，贴近学生写作水平。范文后附有词汇和句式支架，降低独立写作难度，形成“收集信息→分析范例→提取支架→独立写作→评价修改”的完整学习路径。 2. 教学设计 Period 6: Integration D Topic: Introducing a friend Learning objectives By the end of this period, students will be able to: 1. Deconstruct the structure and useful expressions of the model article to build a writing framework for their own article about their best friend. 2. Write an article of 80-100 words about their best friend, describing appearance, qualities with examples, and personal feelings, using appropriate vocabulary and sentence patterns. 3. Evaluate their own and peers‘ writing based on a checklist and revise their drafts accordingly. Teaching focus 1. Guiding students to analyse the model article’s structure (introduction → appearance → qualities with examples → feelings) and extract useful expressions. 2. Helping students organize their ideas from the questionnaire into a well-structured article. Teaching difficulty 1. Enabling students to support each quality description with a specific example. 2. Helping students use a variety of sentence patterns rather than relying on a single structure. Teaching procedures Revision Lead-in Activity 1: Warm-up — “Think of your best friend.” The teacher says: “Close your eyes and think of your best friend. What is his/her name? When did you meet? What makes him/her special to you?” Students think quietly for 30 seconds, then share one thing with a partner. 设计意图： 通过安静的回顾和简单的同伴分享，激发情感连接，快速聚焦写作主题。 效果评价： 观察学生能否专注思考并参与分享。 Pre-writing Activity 2: Completing the questionnaire (D1). Students complete the five questions in D1 about their best friend. The teacher walks around to monitor and offers help with vocabulary. When finished, students share their answer to Question 5 (“How do you feel about your best friend?”) with a partner. 设计意图： 系统梳理写作所需的关键信息点，确保内容准备充分；情感问题的分享为写作注入真情实感。 效果评价： 观察学生问卷填写的完整度和信息丰富度。 Activity 3: Analysing the model article (D2). Students read Kitty‘s article about Joan. The teacher guides them to identify the structure using a simple visual: Introduction (who, when, where) → Appearance → Quality 1 + example → Quality 2 + example → Quality 3 + example → Feelings. The teacher asks: “How does Kitty help us understand Joan better?” Students respond: by giving examples and showing details. The teacher writes on the board: “A good description = quality + specific example.” 设计意图： 通过结构分析帮助学生建立写作框架，通过问题引导发现“品质+事例”这一核心写作手法。 效果评价： 观察学生能否识别范文的结构和“品质+事例”的写作方法。 Activity 4: Building language tools. Students work in pairs. One student focuses on the “Words about people” box, the other on the “Useful expressions” box. They each find 3-5 useful words/phrases they want to use in their own writing, share with their partner, and add any missing to their notes. The teacher then highlights the most versatile sentence stems on the board. 设计意图： 通过同伴分工合作提取语言资源，增强自主学习意识；聚焦核心句式，避免语言支架过多造成认知负担。 效果评价： 观察学生能否筛选并记录对自己有用的表达。 If students’ answers are too brief (e.g., only one word for qualities), the teacher can ask follow-up questions: “Can you give me an example of how he/she is helpful?” to encourage elaboration. If students cannot identify all parts, the teacher can color-code each paragraph on the board (e.g., introduction in blue, appearance in green, qualities in orange, feelings in red). While-writing Activity 5: Writing the first draft. Students write their article based on the questionnaire and the model structure. The teacher reminds them of the key requirements: (1) use the structure (introduction → appearance → qualities + examples → feelings), (2) include at least two qualities with specific examples, (3) use comparative adjectives where possible, (4) write 80-100 words. The teacher walks around, provides individual support, and notes common issues for later feedback. 设计意图： 在清晰的支架支持下独立完成初稿，将内容准备和语言工具转化为连贯的篇章输出。 效果评价： 观察学生写作进度和结构完整性，关注基础薄弱学生的完成情况。 If students get stuck at the beginning, encourage them to start with “My best friend is...” and follow the questionnaire order. Remind them that a draft does not need to be perfect — they will revise later. Post-writing Activity 6: Self-evaluation and peer review. The teacher presents a simple three-criteria checklist: ① Structure — Does it have introduction, appearance, qualities with examples, and feelings? ② Language — Are comparative adjectives and quality vocabulary used? ③ Clarity — Is it easy to understand and does it have specific details? Students first self-evaluate with the checklist, then exchange articles with a partner and provide feedback using two prompts: “One thing I like about your writing is...” and “One suggestion I have is...” 设计意图： 通过对照清单自评和同伴互评，培养反思和批判性思维；用正向+改进的双反馈促成本次修改。 效果评价： 观察学生能否依据清单给出具体、有帮助的反馈。 Activity 7: Revision and sharing. Students revise their articles based on self-evaluation and peer feedback. The teacher then invites 2-3 volunteers to share their revised articles with the class. The teacher highlights effective use of details and varied sentence patterns. 设计意图： 将反馈转化为实际修改，实现写作质量的提升；展示优秀作品增强成就感和写作动力。 效果评价： 观察学生能否根据反馈进行有针对性的修改。 If peer feedback is too vague, the teacher can provide sentence starters: “I like how you described ______ because ______.” “You could add more details about ______.” Model one example on the board before students begin. Summary The teacher leads a quick recap of the lesson’s key takeaway: “Today you wrote about your best friend. The most important thing to remember when describing someone is to show your reader what they are like, not just tell them — always give a specific example. That‘s what makes your writing come alive.” 设计意图： 回顾写作核心要点——“展示而非讲述”，强化“品质+事例”的写作意识。 效果评价： 观察学生能否说出写作的核心方法。 Homework ① Revise your article based on today’s feedback and write a clean copy. Hand it in next class. ② Read your article to your best friend (or a family member) and ask them: “Does this sound like you? What would you add?” Blackboard design Unit 1 Friendship — Writing about My Best Friend Structure: ① Introduction: Who? When? Where? ② Appearance: Height, hair, eyes... ③ Qualities + Examples: Quality 1 → Example Quality 2 → Example ④ Feelings: What you think → What you hope Key rule: SHOW, not just TELL! quality + specific example = vivid description 3. 教学反思 课堂时间不足，可将Activity 6-7压缩为“自评+同桌口头反馈”而不做书面互评。写作优秀的学生可将文章投稿至班级英语墙报“Our Best Friends”专栏。 1 学科网（北京）股份有限公司 $ Unit 6 Seasons 1、 单元整体教学设计 1. 单元主题 本单元主题为“Seasons”（季节），属于“人与自然”范畴，涉及“自然生态与环境保护”主题群，聚焦“季节变化、天气现象与自然之美”子主题。 2. 单元内容分析 本单元围绕“季节”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于天气和季节的文章、了解世界各地天气和季节的有趣事实、描述我们最喜欢的季节、更好地理解自然的美丽与力量。 Welcome to the unit板块围绕“天气和季节”展开，通过图片匹配活动呈现cloudy、foggy、rainy、snowy、sunny、windy等天气词汇，并通过课堂对话示范如何谈论最喜欢的季节及其原因。该板块作为单元开篇，激活学生对天气和季节话题的兴趣和已有知识。 Reading板块为一首关于四季的诗歌。诗歌按春、夏、秋、冬的顺序展开，描绘了每个季节的典型景象和活动——春天的风筝和蜜蜂、夏天的树荫和冰激凌、秋天的落叶和丰收、冬天的雪和新年的开始。诗歌语言优美，运用了丰富的意象和押韵手法。本板块分两课时教学，第一课时侧重诗歌理解、意象感知与韵律欣赏，第二课时侧重诗歌朗诵、语言赏析与创意表达。 Grammar板块围绕“动词及句子结构”展开，介绍及物动词（需要宾语）和不及物动词（不需要宾语）的区别，以及三种基本句子结构（S+V、S+V+O、S+V+P，P为表语）。 Word Power围绕后缀“-y”展开，呈现cloud→cloudy、wind→windy、rain→rainy等将名词转化为形容词的构词法。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（24节气的介绍）、听力（世界各地十二月天气、天气预报）和口语（Simon与爷爷关于哈尔滨天气的通话），侧重听说读技能整合与全球天气对比；第二课时聚焦Integration D，专项开展写作教学，围绕“我最喜欢的季节”主题，借助写作提纲、范文和写作指导，引导学生完成短文写作。 Assessment板块包含学生自我评价量表，从四个维度引导学生反思单元学习成果。Further study推荐学生选择二十四节气中的一个进行探究并分享发现。两个板块均不单独占用课时，由学生在课后自主完成。 七个板块从“感知天气与季节词汇”到“品味四季诗歌之美”，从“学习描写季节的语法工具”到“了解世界各地的天气与文化”，最后“综合描写自己最喜爱的季节”，层层递进、螺旋上升，构成“感知→欣赏→内化→整合→表达”的完整学习链。学生在丰富的主题语境中学习语言知识、发展语言技能、感受自然之美，最终通过短文写作实现综合语言输出，将语言学习与审美教育、文化传承有机融合。 体现单元核心素养综合表现的重点语言表达如下。 【描述天气】 cloudy, foggy, rainy, snowy, sunny, windy cold, wet, windy, pleasant, warm, hot It is often snowy. / It often rains but seldom snows. 【描述季节特征】 Spring is windy and bright. / Summer is hot and lazy. / Autumn leaves turn brown. / Winter is cold and snowy. The temperature drops. / The days get shorter. 【表达喜好与原因】 I like autumn best. / Winter is my favourite season. I love winter because we can have snowball fights. The weather is very pleasant in autumn. 【诗歌语言】 Bees and butterflies play among flowers. / Lazy afternoons by a pool. Farmers work to harvest crops. / A perfect time to fly a kite! 【描述天气与季节活动】 We can go swimming and enjoy ice cream. / We make snowmen and use carrots for their noses. Enjoy the Ice and Snow Festival. / It is the best time to play football outside. 【句子结构】 S+V: Winter arrives. / The sun shines. S+V+O: Millie flies a kite. / I like snowmen. S+V+P: The sky is blue. / The leaves turn yellow. 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 识别常见天气现象的英文词汇，谈论自己最喜欢的季节并给出理由，初步感知四季的不同特征。 Welcome to the unit 图片、音频、对话 2. 阅读关于四季的诗歌，理解和欣赏诗歌的意象、韵律和修辞手法，感受自然之美。 Reading 音频、图片、诗歌 3. 深入理解及物动词与不及物动词的区别，掌握S+V、S+V+O、S+V+P三种基本句子结构，掌握后缀-y的构词法，在描写天气和季节的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作 4. 读、听关于二十四节气和世界各地天气的材料，获取关键信息，比较不同地区的气候特点，理解自然与文化的联系。 Integration A-C 音频、短文、对话、表格 5. 综合运用描写天气和季节的词汇与句式，写一篇关于自己最喜爱的季节的短文，表达对自然的观察与感悟。 Integration D 写作提纲、范文、写作 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： Part A为六种天气现象图片与词汇匹配任务，呈现cloudy、foggy、rainy、snowy、sunny、windy，并配有听力活动。Part B为Amy与Simon关于“最喜欢的季节”的课堂对话，涉及autumn（pleasant weather, play football, colourful trees）和summer（hot, go swimming, enjoy ice cream）两个季节及喜欢的原因。 意义和价值： 通过图片匹配和听力活动，帮助学生识别常见天气词汇，建立词汇与天气现象的对应关系。Part B对话示范了如何询问和表达对季节的偏好并给出理由，为单元后续学习奠定话题和语言基础。 方式和方法： Part A采用“图片+天气词汇”匹配形式，直观形象。Part B为日常对话语体，运用Which season do you like best?、I like...best.、Why do you like it?等表达，示范如何询问和表达偏好。 2. 教学设计 Period 1: Welcome to the unit Topic: Weather and seasons Learning objectives By the end of this period, students will be able to: 1. Identify common weather types and match them with pictures. 2. Use the target expressions to talk about favourite seasons and give reasons. 3. Develop awareness of seasonal changes and weather diversity. Teaching focus 1. Recognizing weather vocabulary. 2. Using the dialogue model to discuss favourite seasons. Teaching difficulty 1. Pronouncing weather words correctly（cloudy, foggy, rainy, snowy, sunny, windy）. 2. Giving clear reasons for seasonal preferences using appropriate adjectives. Teaching procedures Revision Lead-in Activity 1: “Weather report race.” The teacher shows six weather emojis or icons on the screen（sun, cloud, rain, snow, wind, fog）. Students race to call out the weather words in English. The teacher then asks: “What‘s the weather like today? What season is it now?” Students answer. The teacher says: “Today we’re going to talk about weather and seasons.” 设计意图： 用天气图标快速激活学生对天气词汇的已有知识，通过竞赛形式提高参与度，自然引出单元话题。 效果评价： 观察学生能否快速识别天气图标并说出对应的英文词汇。 Presentation Activity 2: Match and learn. Students look at the pictures in Part A and match them with the correct weather words. They work individually, then check in pairs. The teacher helps with pronunciation（foggy /ˈfɒɡi/, cloudy /ˈklaʊdi/）. The teacher plays the audio for students to listen and repeat. 设计意图： 通过匹配任务呈现天气词汇，利用听力输入帮助学生建立正确的语音和词汇对应关系。 效果评价： 观察学生匹配的正确率和发音准确度。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Amy and Simon. They answer: “Which season does Simon like best? Why? Which season does Amy like best? Why?”（Simon—autumn, pleasant weather, play football outside; Amy—summer, go swimming, enjoy ice cream.）The teacher highlights key expressions: “Which season do you like best?”, “I like...best.”, “Why do you like it?”, “The weather is very pleasant.” 设计意图： 通过听力获取对话中两人对季节的偏好及理由，感知询问和表达偏好的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。 Practice Activity 4: Dialogue analysis and role-play. Students read the dialogue and identify the structure:（1）asking about favourite season,（2）stating preference,（3）giving reasons,（4）responding and asking the other person. Students practise in pairs, then create their own version, replacing autumn/summer with other seasons and changing reasons. 设计意图： 通过分析对话结构帮助学生理解如何围绕“最喜欢的季节”展开讨论，通过角色扮演和替换练习巩固语言运用。 效果评价： 观察学生能否准确使用目标表达进行对话替换和表演。 Activity 5: Class survey — “Our favourite seasons.” Students walk around and ask three classmates: “Which season do you like best? Why?” They record answers. The teacher creates a class bar chart showing the most popular seasons. 设计意图： 将语言运用与真实交流结合，提高课堂参与度，在交际中巩固目标表达。 效果评价： 观察学生能否用英语进行调查并记录信息。 Provide a reason word bank on the board: “pleasant weather, colourful trees, go swimming, eat ice cream, fly kites, play in the snow, see flowers.” Production Activity 6: Mini-presentation — “My favourite season.” Students write a short paragraph（3-4 sentences）about their favourite season and why they like it. They share with a partner. 2-3 students present to the class. 设计意图： 从口头对话过渡到书面表达，将语言学习与个人生活经验相结合。 效果评价： 观察学生能否组织清晰的段落并正确使用目标表达。 Summary The teacher asks: “What weather words did we learn today? Which season is the most popular in our class?” Students share. The teacher concludes: “Every season has its own beauty. Let’s explore all four seasons in this unit.” 设计意图： 回顾本课核心内容——天气词汇和表达偏好的句型，为单元后续学习铺垫。 效果评价： 观察学生能否说出至少四种天气词汇。 Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Draw a picture of your favourite season and write 2 sentences about it. Blackboard design Unit 6 Seasons Welcome to the unit: Weather and seasons Weather: cloudy, foggy, rainy, snowy, sunny, windy Talking about seasons: Which season do you like best? I like...best. Why do you like it? The weather is very pleasant. 3. 教学反思 Activity 1的天气图标竞赛效果良好，大部分学生能快速反应。后续可将此活动扩展为“一分钟内说出最多天气词汇”的小组挑战，进一步巩固词汇。 Reading 1. 语篇研读 主题和内容： 本课语篇为一首关于四季的英文诗歌。诗歌共四节，按春夏秋冬的时间顺序展开。第一节写春天：多风而明亮的春日、放风筝、蜜蜂蝴蝶在花间嬉戏、躲避四月的阵雨。第二节写夏天：安静的溪流、树荫、池边慵懒的午后、吃冰激凌消暑。第三节写秋天：树叶变黄飘落、农民收割庄稼、白天变短、气温下降。第四节写冬天：雪季来临、新的一年即将开始。每一节都配有一个与季节特征相关的韵脚词。 意义和价值： 诗歌以凝练优美的语言描绘了四季的典型意象和活动，帮助学生感受自然之美和季节变换的诗意。诗歌中丰富的感官意象（视觉、听觉、触觉）、押韵和节奏，为学生提供了体验英语语言之美的机会，同时也是学习描述性语言和积累季节相关词汇的绝佳素材。 方式和方法： 诗歌采用四行诗节形式，每节四行，每行约8-10个音节，节奏规整。押韵模式为AABB（如come/day, bright/kite）。诗歌按时间顺序展开，语言简洁凝练，大量使用名词短语和介词短语构建意象，较少使用完整句子。诗歌后附有押韵词匹配、季节与描述匹配和词汇巩固等任务。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: A poem about seasons Learning objectives By the end of this period, students will be able to: 1. Understand the content and imagery of the poem about four seasons. 2. Identify the rhyming words and appreciate the rhythm of the poem. 3. Match descriptions and images to the correct seasons. Teaching focus 1. Understanding the imagery and activities described in each season. 2. Appreciating the rhyme and rhythm of the poem. Teaching difficulty 1. Understanding poetic language and imagery（e.g., “hide from April showers”, “lazy afternoons by a pool”）. 2. Recognizing and producing rhyming words. Teaching procedures Revision Lead-in Activity 1: “Season snapshot.” The teacher shows four pictures representing each season（spring: blooming flowers; summer: beach; autumn: golden leaves; winter: snow）. Students identify the seasons in pairs. The teacher asks: “What words come to mind when you see each picture?” Students shout out words. The teacher says: “Today we‘re going to read a poem about all four seasons.” 设计意图： 用四季图片激活学生对每个季节的已有认知和词汇储备，为诗歌阅读建立背景图式。 效果评价： 观察学生能否快速说出与每个季节相关的词汇。 If students have limited vocabulary, allow them to answer in Chinese and the teacher provides English equivalents. Pre-reading Activity 2: “Before reading — predicting from the title and the first line.” The teacher shows the title “A poem about seasons” and the first line of the poem: “Winter days are cold and snowy.” Students predict: “What do you think the poem will say about each season? What activities might it describe?” Students share predictions with a partner. 设计意图： 通过标题和首行预测诗歌内容，建立阅读期待，激发阅读兴趣。 效果评价： 观察学生能否基于线索做出合理预测。 Activity 3: “Rhyming preview.” The teacher reads aloud two pairs of rhyming words from the poem（come/away, bright/kite）. Students listen and repeat. The teacher asks: “What do you notice about these pairs of words? Do they have the same ending sound?” Students identify that they rhyme. The teacher says: “Let’s see how many rhymes we can find in the poem.” 设计意图： 提前感知诗歌的押韵特征，为后续的韵律欣赏做铺垫。 效果评价： 观察学生能否识别押韵词。 While-reading Activity 4: “Listen and visualize.” The teacher plays an audio recording of the poem（or reads it aloud with expression）. Students close their eyes and listen, visualizing the images described. After listening, the teacher asks: “What pictures did you see in your mind? Which season’s image was the strongest for you?” Students share. Then students read the poem silently on their own. 设计意图： 通过“聆听+视觉化”活动，帮助学生初步感受诗歌的节奏和意境，培养阅读理解中的意象构建能力。 效果评价： 观察学生能否描述听到的画面。 Activity 5: “Season sorting — what belongs where?” The teacher prepares a set of key phrases from the poem on cards（fly a kite / bees and butterflies play / hide from April showers / quiet streams and trees / lazy afternoons / eating ice cream / leaves turn brown / harvest crops / temperature drops / snowy season begins）. Students work in pairs to sort the cards into four groups—spring, summer, autumn, winter. They then check with the poem to see if they are correct. The teacher then asks: “Which phrases helped you decide which season each belongs to?”（Key words: kite, flowers/showers for spring; streams/pool/ice cream for summer; leaves/harvest/drops for autumn; snow for winter.） 设计意图： 通过短语分类活动帮助学生提取每个季节的关键意象，在动手操作中深化对诗歌内容的理解。 效果评价： 观察学生能否准确分类并说出判断依据。 Activity 6: “Rhyme hunt.” Students read the poem again and find the rhyming pairs. They complete the textbook exercise（Snow rhymes with ______, etc.）. They work individually, then check in pairs. The teacher lists all the rhyming pairs on the board: come—away, bright—kite, flowers—showers, days—shade, pool—cool, brown—ground, crops—drops, begin—again. The teacher asks: “Do you notice the rhyming pattern? How many lines between rhymes?”（The last word of line 1 rhymes with line 2; line 3 rhymes with line 4. This is AABB rhyme scheme.） 设计意图： 通过寻找押韵词和总结押韵规律，培养学生的语音意识和对诗歌形式的理解。 效果评价： 观察学生能否准确找出押韵词并说出押韵方式。 If students struggle with visualization, the teacher can provide a few prompts: “In the spring part, what do you see? What do the bees do? What happens in April?” Post-reading Activity 7: “Picture this season.” Students work in pairs. Each pair chooses one season from the poem and draws a simple sketch or mind map based on the images in that stanza. They label their drawing with words from the poem. The teacher displays the drawings around the room. Students walk around and guess which season each drawing represents. 设计意图： 通过图文结合的方式将诗歌意象转化为视觉表达，帮助巩固对诗歌内容的理解，同时用“画廊漫步”增加互动性和趣味性。 效果评价： 观察学生能否用图画准确再现诗歌意象。 Summary The teacher asks: “What is each season like in the poem? What words or phrases describe spring? Summer? Autumn? Winter?” Students answer. The teacher concludes: “The poet uses beautiful words and rhymes to paint pictures of the four seasons. We can close our eyes and see the seasons through the words.” 设计意图： 回顾诗歌中各季节的主要意象，总结诗歌的特点（优美的语言和押韵）。 效果评价： 观察学生能否说出每个季节的1-2个关键词。 Homework Basic: Read the poem aloud 3 times. Finish the workbook exercises. Extended: Find one more rhyming pair that could fit in the poem（e.g., sun—fun, rain—again）. Blackboard design Unit 6 Seasons Reading (Period 1): A poem about seasons Spring: fly a kite, bees and butterflies, April showers Summer: streams, shade, lazy afternoons, ice cream Autumn: leaves turn brown, harvest crops, temperature drops Winter: snowy season, new year Rhyme pattern: AABB come—away, bright—kite, flowers—showers, days—shade pool—cool, brown—ground, crops—drops, begin—again 3. 教学反思【Reading (1)】 Activity 5的短语分类活动是最受欢迎的环节，卡片操作方式有效提高了参与度。但部分学生对“hide from April showers”这一表达不够理解，后续可讲解“shower”在此处指“阵雨”，并用图片辅助理解。Activity 6的“Rhyme hunt”中，学生对诗歌的押韵方式能较快掌握。后续可播放一段有节奏的诗歌朗读音频，让学生感受诗歌的韵律美。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: A poem about seasons Learning objectives By the end of this period, students will be able to: 1. Analyse the poem‘s structure and identify the use of imagery and sensory language. 2. Appreciate the rhythm and rhyme of the poem and practise reading with expression. 3. Create a short poem or stanza about a season using similar techniques. Teaching focus 1. Analysing the use of imagery and sensory language in the poem. 2. Practising expressive reading of poetry. Teaching difficulty 1. Understanding how poets use language to create vivid images. 2. Composing original lines using similar techniques. Teaching procedures Revision Lead-in Activity 1: “Rhyme recall challenge.” The teacher says the first word of each rhyming pair and students call out the partner: “come?”（away）“bright?”（kite）“flowers?”（showers）“days?”（shade）“pool?”（cool）“brown?”（ground）“crops?”（drops）“begin?”（again）. Students race to answer. The teacher says: “Great! Now let’s think about why the poet chose these words to rhyme. What does ‘bright’ have to do with ‘kite’? What does ‘pool’ have to do with ‘cool’?” 设计意图： 用快速回忆押韵词的游戏激活上节课记忆，引导学生进一步思考押韵词之间的意义联系。 效果评价： 观察学生能否快速回忆押韵词并能初步分析词义关联。 Presentation Activity 2: “Unlocking the poet’s toolbox — imagery.” The teacher asks: “What makes this poem so beautiful and easy to picture in our minds?” Students share ideas. The teacher introduces the concept of imagery: “Imagery means using words to create pictures in the reader‘s mind. Poets use words that appeal to our senses—sight, sound, touch, taste, and smell.” The teacher presents examples: Sight: “bees and butterflies play among flowers” / “leaves turn brown” Touch/temperature: “windy and bright” / “lazy afternoons” Taste: “eating ice cream to feel cool” Sound: “quiet streams” Students work in pairs to find one more example for each sense from the poem. 设计意图： 引入“意象”和“感官描写”概念，引导学生从诗意感受上升到对诗歌写作手法的理解。 效果评价： 观察学生能否找出感官描写的例句。 Activity 3: “The poet‘s choices — why these words?” The teacher asks students to compare two versions of the same lines: Original: “Bees and butterflies play among flowers, And then hide from April showers.” Plain version: “Insects are active in spring, but then they disappear when it rains.” Students discuss in pairs: “Which version is more interesting? Why? What words make the original special?”（The poet uses personification—bees and butterflies “play” and “hide” like children.）The teacher explains personification as a technique: giving human actions to animals or objects. 设计意图： 通过对比帮助学生感受诗歌语言的凝练和生动，理解拟人手法的运用。 效果评价： 观察学生能否体会诗歌语言的优美并识别拟人手法。 Practice Activity 4: “Expressive reading — bringing the poem to life.” The teacher models reading one stanza with expression, emphasizing rhythm, pauses, and tone. Students practice in pairs. Each pair chooses one stanza to read aloud with expression. They focus on volume, pitch, and where to pause. The teacher asks: “How should we read the spring part? （light, cheerful） How about the summer part?（relaxed, lazy） Autumn?（steady, serious） Winter?（expectant, hopeful）.” 2-3 pairs perform for the class. 设计意图： 通过有感情地朗读培养语感和对诗歌节奏、语气、情感的把握，在语音训练中加深对诗歌意境的理解。 效果评价： 观察学生能否用恰当的语气和节奏朗读诗歌。 Activity 5: “From poem to prose.” Students choose one stanza from the poem and rewrite it as a short paragraph of prose（4-5 sentences）. They should use the same imagery but in complete sentences. For example, summer stanza → “Summer is warm and relaxing. I like to sit by a quiet stream and read a book in the shade of a tree. In the afternoon, I eat ice cream to cool down.” Students share their prose versions with a partner. 设计意图： 通过“诗歌改写成散文”的活动，帮助学生加深对诗歌意象的理解，同时练习组织完整句子的能力。 效果评价： 观察学生能否将诗歌意象转化为连贯的散文段落。 If students are shy about reading aloud, allow them to perform in small groups first before presenting to the class. Provide a short practice time. If students struggle with prose transformation, provide a sentence frame: “In ______, the weather is ______. I can see ______. I like to ______.” Production Activity 6: “Mini-poem writing — my season in four lines.” The teacher sets the task: “Now you are the poet! Write a four-line poem about your favourite season. Use at least one rhyme and one image that appeals to the senses.” The teacher provides options for students to choose from: Option A（structured）：Follow the pattern of the poem, using the rhyme scheme AABB. Option B（free）：Write four lines about your favourite season with rhyme and imagery. Students work individually or in pairs. They read their poems aloud to a partner. The teacher collects some poems and displays them on the classroom wall. 设计意图： 综合运用本课所学的诗歌技巧（押韵、意象）进行创意写作，实现从理解到创造的迁移。 效果评价： 观察学生能否创作带有押韵和意象的四行诗歌。 If students struggle with rhyming, allow them to use a rhyming dictionary or simple rhyming word bank（sun/fun, rain/again, cold/gold, bright/light） Summary The teacher asks: “What techniques did we learn today that poets use to make their writing beautiful?”（Imagery, sensory words, rhyme, personification.）Students answer. The teacher concludes: “Poetry is a special kind of writing that paints pictures with words. You’ve all become poets today!” 设计意图： 回顾本课所学的诗歌技巧，总结诗歌语言的魅力。 效果评价： 观察学生能否说出至少两种诗歌技巧。 Homework Basic: Revise your mini-poem and write a clean copy. Read the original poem aloud once. Extended: Write one more stanza（4 lines）about a season you didn‘t write about today, or find a poem about nature and bring it to share with the class. Blackboard design Unit 6 Seasons (Reading Period 2) Poet’s toolbox: Imagery: using words to create pictures Sight / Sound / Touch / Taste / Smell Personification: giving human actions to objects/animals “bees and butterflies play among flowers” “hide from April showers” Expressive reading: Spring: light, cheerful Summer: relaxed, lazy Autumn: steady, serious Winter: expectant, hopeful 5. 教学反思【Reading (2)】 Activity 4的诗歌朗读表演中，部分学生能较好地把握节奏和语气。后续可将本活动扩展为“诗歌朗诵比赛”——小组内评选最佳朗读者，然后推选代表在全班展示，增加竞争性和趣味性。Activity 6的诗歌创作中，部分学生写出了有押韵和意象的诗句，显示出较好的创造性。但也有学生由于韵律感较弱，写出的诗句缺乏节奏。后续可提供更多的韵律框架（如提供每个季节对应的常见押韵词对），降低创作难度，让更多学生获得成功体验。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块围绕“动词及句子结构”展开，通过例句介绍及物动词（需要宾语）和不及物动词（不需要宾语）的区别，并呈现三种基本句子结构：S+V、S+V+O、S+V+P（P为表语）。Word Power部分围绕后缀“-y”展开，呈现cloud→cloudy、wind→windy、rain→rainy等将名词转化为形容词的构词法，并配有短文填空和自主写作练习。 意义和价值： 了解动词类型和基本句子结构是英语语法学习的基础，能帮助学生构建完整的句子表达。后缀-y的构词法能帮助学生拓展词汇量，更准确地描述天气和季节特征。两个项目均与单元主题“天气和季节”紧密相关，在描写天气和季节的语境中学习语法，实现了形式与功能的统一。 方式和方法： Grammar部分以例句和规则讲解为主，通过分类和句型辨识练习巩固。Word Power部分以例词展示和规则说明为主，通过短文填空和写作练习巩固运用。 2. 教学设计 Period 4: Grammar & Word Power Topic: Verbs and sentence structure (1) & The suffix -y Learning objectives By the end of this period, students will be able to: 1. Distinguish between transitive verbs（need an object）and intransitive verbs（no object needed）. 2. Identify and use three basic sentence structures: S+V, S+V+O, S+V+P. 3. Understand and use the suffix -y to form adjectives from nouns. Teaching focus 1. Understanding transitive and intransitive verbs. 2. Mastering the three basic sentence structures. 3. Using the suffix -y to form adjectives. Teaching difficulty 1. Distinguishing between transitive and intransitive verbs in context. 2. Identifying sentence structures correctly. 3. Using adjectives ending in -y correctly. Teaching procedures Revision Lead-in Activity 1: “Sentence detective.” The teacher writes three sentences on the board: The temperature drops. Millie flies a kite. The sky is blue. The teacher asks: “What do these sentences have in common? What is different about them?”（All have subjects. The first has only subject+verb; the second has subject+verb+object; the third has subject+verb+description.）The teacher says: “Today we are going to learn about different types of verbs and sentence structures.” 设计意图： 用单元主题相关的例句引入，通过观察和比较引导学生发现句子结构的差异，自然导入语法主题。 效果评价： 观察学生能否发现句子结构的不同。 Presentation Activity 2: “Transitive or intransitive?” The teacher explains: Some verbs need an object to make sense. They are transitive verbs（vt.）. Example: David loves summer.（What does he love? Summer. Summer is the object.） Some verbs do not need an object. They are intransitive verbs（vi.）. Example: The girls are swimming.（The sentence is complete without an object.） Some verbs can be both. Example: The boys are playing.（vi.）/ The boys are playing football.（vt.） Students read the examples in the textbook and complete the classification task. 设计意图： 通过讲解和例句理解及物动词和不及物动词的区别。 效果评价： 观察学生能否正确区分及物动词和不及物动词。 Activity 3: “Three sentence structures.” The teacher presents the three basic structures with examples from the unit: S+V: Winter arrives. / The sun shines. S+V+O: Millie flies a kite. / I like snowmen. S+V+P: The sky is blue. / The leaves turn yellow. The teacher explains: “P stands for predicative—it describes the subject. Linking verbs like be, become, feel, look, seem, smell, sound, taste, turn are followed by predicatives.” Students complete the sentence structure identification exercise（Part A）. 设计意图： 通过例句理解三种基本句子结构，掌握S+V、S+V+O、S+V+P的识别方法。 效果评价： 观察学生能否正确识别句子结构。 Activity 4: “The suffix -y — making adjectives.” Students read the Word Power table. The teacher explains: “We add -y to some nouns to form adjectives meaning ‘having the quality of.’ For example, cloud → cloudy（full of clouds）, sun → sunny（full of sun）, wind → windy（full of wind）.” The teacher notes spelling changes: snow→snowy, rain→rainy, fun→funny（double n）, noise→noisy（e changes to y）. Students complete the transformation exercise and the climate article. 设计意图： 掌握后缀-y的构词法，理解词义变化规则。 效果评价： 观察学生能否正确使用后缀-y构成形容词。 If students confuse S+V+O with S+V+P, clarify: “S+V+O has an object（a thing/person receiving the action）. S+V+P has a predicative that describes the subject. In ‘The sky is blue,’ the sky is not receiving any action—‘blue’ describes the sky.” Practice Activity 5: “Sentence structure identification.” Students complete the exercise identifying S+V, S+V+O, and S+V+P structures（Part B）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在季节描写语境中巩固三种句子结构的识别能力。 效果评价： 观察学生能否正确判断句子结构。 Activity 6: “Climate description completion.” Students complete Millie‘s article about Beijing’s climate using adjectives ending in -y（sunny, windy, cloudy, rainy, snowy, etc.）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在季节与气候描写语境中巩固后缀-y的运用。 效果评价： 观察学生能否根据语境选择正确的-y形容词。 Activity 7: “Spring writing — identifying structures.” Students read David‘s writing about spring and underline all the verbs, then write the main structure of each sentence. They work individually, then check in pairs. 设计意图： 在完整语篇中练习识别动词和句子结构，培养语法分析能力。 效果评价： 观察学生能否准确识别动词并标注结构。 If students struggle with word choices（e.g., noisy vs funny）, review the meanings: “noisy = full of noise; funny = full of fun.” Production Activity 8: “My season — combining the tools.” Students write a short paragraph（5-6 sentences）about a season of their choice. They must include: At least one S+V sentence At least one S+V+O sentence At least one S+V+P sentence At least two adjectives ending in -y Students share with a partner. The partner identifies and circles the three sentence structures and the -y adjectives. 设计意图： 综合运用本课所学的动词分类、句子结构和-y形容词进行季节性描写，实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确运用三种句子结构和-y形容词。 Summary  The teacher asks quick questions: “What is a transitive verb? What is an intransitive verb? What are the three basic sentence structures? How do we make adjectives from nouns using -y?” Students answer quickly. 设计意图： 快速回顾本课三个核心语法点的规则。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish the exercises in the workbook（sentence structures and -y suffixes）. Extended: Write 5 sentences about the weather in your hometown using different sentence structures（S+V, S+V+O, S+V+P）and at least 3 -y adjectives. Blackboard design Unit 6 Seasons — Grammar & Word Power Transitive vs Intransitive: Transitive（vt.）: needs an object（love summer） Intransitive（vi.）: no object needed（swim） Some verbs can be both: play, sing, read Three sentence structures: S+V: Winter arrives. S+V+O: Millie flies a kite. S+V+P: The sky is blue. Suffix -y（noun → adjective）: cloud→cloudy, wind→windy, rain→rainy, snow→snowy, sun→sunny fog→foggy, fun→funny, noise→noisy 3. 教学反思 Activity 3中，学生对S+V+P结构的理解较难，尤其是对“linking verb”的概念不够清晰。后续可增加更多linking verb的例句（如“The flowers smell wonderful.” “The leaves turn yellow.”），帮助学生理解表语的作用。Activity 6的北京气候填空练习中，部分学生对“noisy”“funny”等与天气无关的-y形容词感到困惑。后续可先在黑板上明确标注“weather-related -y adjectives”和“other -y adjectives”两类，帮助学生区分。Activity 8的写作中，部分学生使用了三种句子结构但忽略了-y形容词。后续可在任务要求中明确“用彩色笔圈出-y形容词”，确保所有目标结构都得到练习。 Integration A-C 1. 语篇研读 语篇A（二十四节气） 主题和内容： 该语篇为关于二十四节气的介绍短文。古人观察季节和天气的变化，将一年分为24个部分——这就是二十四节气。节气始于立春，终于大寒，反映作物生长、气温等天气状况的变化。如今农民仍用节气指导农事，节气也具有重要的文化意义，有些与传统节日相关，数千年来对中国文化产生了积极影响。 意义和价值： 二十四节气是中国古代智慧的结晶，体现了人与自然和谐共处的理念。阅读该语篇帮助学生了解中国传统文化中与天气和季节相关的知识，增强文化自信，同时将单元主题“Seasons”与本土文化紧密结合。 方式和方法： 短文采用“总—分”结构，语言简洁。后附两个理解性问题，引导学生提取信息和表达个人观点。 语篇B1（世界各地十二月天气——听力表格填空） 主题和内容： 该听力材料介绍莫斯科、上海、开罗和悉尼四个城市十二月的天气情况，涉及平均气温和天气状况。莫斯科：低于0°C，寒冷潮湿多风，白天约6小时；上海：几度，潮湿但不冷，常下雨但很少下雪；开罗：10°C以上，宜人，通常多云；悉尼：20°C以上，晴天多，约9小时日照，雨少。 意义和价值： 通过对比北半球和南半球城市在十二月的天气差异，帮助学生理解季节与地理位置的关系——十二月时北半球是冬季，南半球是夏季。这为学生提供了跨文化的地理和气候知识。 方式和方法： 听力材料为正式解说语体，以表格形式呈现信息。后附表格填空任务，训练学生抓取温度和天气信息的能力。 语篇B2（天气预报——听力表格填空） 主题和内容： 该听力材料为四个城市的天气预报及出行建议。莫斯科：-10°C到-5°C，下雪，穿暖和的衣服；上海：5-10°C，多云，带围巾；开罗：15-20°C，阳光明媚，穿轻便夹克；悉尼：25-30°C，晴热，带伞。 意义和价值： 天气预报以更具体的数据和实用的出行建议补充了B1的信息，培养学生获取细节信息的能力，同时也让学生了解不同气候条件下的生活常识。 方式和方法： 听力材料为天气预报语体，信息密度适中。后附表格填空任务，训练学生抓取温度和建议信息的能力。 语篇B3（Simon的文章——计划填空） 主题和内容： 将B1和B2信息整合成的短文，按城市分段介绍十二月天气，每段包含温度、天气状况和出行建议。结构清晰：莫斯科→上海→开罗→悉尼。 意义和价值： 将听力信息整合为书面语篇，为学生提供“城市天气描述”的写作范例——每段围绕一个城市的温度、天气、建议展开，结构统一，语言简洁。 方式和方法： 短文采用“总起→分段描述”的结构，每段用相似句式组织信息，便于学生模仿。 语篇C（口语对话） 主题和内容： Simon与在哈尔滨的爷爷通电话。爷爷提到哈尔滨昨天有暴风雪，出行困难。Simon建议爷爷别出门，并提出可以帮忙网购。爷爷表示感谢，希望雪快点融化。对话以互相关心结束。 意义和价值： 对话将天气话题引入真实的生活场景——关心家人的安全和健康。这不仅是语言的练习，也是情感教育的契机，引导学生学会用英语表达关心和提供帮助。 方式和方法： 对话为电话口语体，运用How are you doing?、Oh dear!、You‘d better not...、Take care等日常表达，节奏自然，适合模仿和角色扮演。 2. 教学设计 Period 5: Integration A-C Topic: Seasons around the world Learning objectives By the end of this period, students will be able to: 1. Read about the 24 Solar Terms and understand their cultural significance. 2. Listen to information about December weather in four cities and complete tables. 3. Complete an article about weather in four cities using listening information. 4. Make a phone call to talk about weather and offer care using the dialogue model. Teaching focus 1. Extracting information from reading and listening materials about weather. 2. Completing tables and articles with accurate information. 3. Using the dialogue model for phone conversations about weather. Teaching difficulty 1. Understanding and distinguishing temperature and weather information across cities. 2. Integrating information from two listening sources to complete the article. 3. Using appropriate expressions in a phone conversation. Teaching procedures Revision Lead-in Activity 1: “December weather around the world.” The teacher shows a world map with four cities marked（Moscow, Shanghai, Cairo, Sydney）. The teacher asks: “In December, is the weather the same in all these places? What do you think it’s like in each city?” Students share predictions. The teacher says: “Today we are going to compare December weather in four different cities.” 设计意图： 用世界地图引发学生对不同地区天气差异的好奇心，为听力活动建立预测框架。 效果评价： 观察学生能否基于地理位置做出合理预测。 Reading Activity 2: “The 24 Solar Terms — wisdom of the past.” Students read the article and answer the two questions in pairs: 1. What are the uses of the 24 Solar Terms? 2. Do you know any Solar Terms related to traditional festivals? The teacher checks answers and asks: “Which Solar Term do you think is the most important? Why?” Students discuss briefly. 设计意图： 通过阅读了解二十四节气的由来、用途和文化意义，将单元主题与中国传统文化建立联系。 效果评价： 观察学生能否提取关键信息并表达自己的看法。 Listening Activity 3: “December weather（Part B1）.” Students listen to the recording about December weather in four cities. Before listening, they read the table to preview what information they need. First listening: get the general idea. Second listening: fill in the blanks（Moscow: below 0°C, cold/wet/windy, about 6 hours of daylight; Shanghai: a few degrees, wet but not very cold, often rains but seldom snows; Cairo: above 10°C, pleasant, usually cloudy; Sydney: above 20°C, sunny, about 9 hours of sunshine, little rain.）Students check in pairs, then the teacher checks with the whole class. The teacher asks: “Which city is the coldest? Which is the warmest?” 设计意图： 通过听力获取四个城市十二月天气的具体信息，训练抓取温度和天气描述的听力策略。 效果评价： 观察学生能否准确填写表格信息。 Activity 4: “Weather forecast（Part B2）.” Students listen to the weather forecast for the same four cities. First listening: get the general idea. Second listening: fill in the blanks（Moscow: -10°C to -5°C, snowy, wear warm clothes; Shanghai: 5-10°C, cloudy, wear a scarf; Cairo: 15-20°C, sunny, wear a light jacket; Sydney: 25-30°C, hot, take an umbrella.）Students check in pairs, then the teacher checks with the whole class. The teacher asks: “What should you wear in each city? Why?” 设计意图： 通过听力获取天气预报和出行建议，补充B1的天气信息，培养抓取细节信息的能力。 效果评价： 观察学生能否准确填写温度和建议信息。 Activity 5: “Completing the article.” Students use information from B1 and B2 to complete Simon‘s article. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面文章，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss the numbers, pause after each city’s description and ask them to repeat the key information. If students struggle, remind them to refer back to their completed B1 and B2 tables. Speaking Activity 6: “Dialogue analysis.” Students read the phone conversation between Simon and his grandpa. The teacher asks: “What is the weather like in Harbin? What does Simon suggest? How do they show care for each other?” Students identify: heavy snowstorm, difficult to get around, Simon offers to buy things online, both say “Take care.” The teacher highlights key expressions: “How are you doing?”, “Oh dear!”, “You’d better not...”, “I can manage.”, “Feel free to...”, “Take care.” 设计意图： 通过分析电话对话的内容结构和功能表达，帮助学生理解如何在真实生活场景中用英语谈论天气、给出建议和表达关心，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的天气信息、建议内容和关心表达，能否理解这些表达在电话交际中的语用功能。 Activity 7: “Phone call practice.” Students work in pairs to role-play a phone conversation about weather. One student is calling a family member in a different city. They should ask about the weather, give advice, and show care. The teacher provides a speaking frame. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达谈论天气和表达关心，实现从理解到产出的迁移。 效果评价： 观察学生能否自然运用电话用语和天气表达进行交流。 If students struggle with content, the teacher can provide city/weather options: “Your grandparent is in Beijing（snowy）. Your cousin is in Guangzhou（warm）. What would you say?” Summary The teacher asks: “What have we learned today about weather around the world? Which city in December is coldest/warmest? What is the 24 Solar Terms?” Students answer. The teacher concludes: “Weather is different in different places. Understanding weather helps us plan and stay safe.” 设计意图： 回顾本课核心内容——各地天气差异和二十四节气，强化天气与生活的联系。 效果评价： 观察学生能否说出至少两个城市的天气特点。 Homework Basic: Complete the article if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Check the weather forecast for three different cities in the world today and write 3 sentences comparing them. Blackboard design Unit 6 Seasons Integration A-C: Seasons around the world 24 Solar Terms: spring begins → great cold; help farming + cultural meaning December weather: Moscow: cold, snowy → wear warm clothes Shanghai: cool, rainy → wear scarf Cairo: warm, cloudy/sunny → light jacket Sydney: hot, sunny → take umbrella Phone call expressions: How are you doing? / Oh dear! / You’d better not... / Take care. 3. 教学反思 Activity 3和Activity 4的听力信息量较大，部分学生在两次听力后填写表格仍有困难。后续可在正式听之前先让学生根据地理位置的常识进行预测（如“莫斯科在北方，十二月应该很冷”），降低听力难度。Activity 7的电话对话中，部分学生只问天气，忘了表达关心。后续可在任务要求中明确“至少说一句关心对方的话”，并在评价时关注情感表达的运用。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为写作提纲，以“我最喜欢的季节”为主题，包含季节名称、天气特征、景色变化、活动和感受等维度的提示。D2为Vicky的范文“I love winter”，介绍了哈尔滨冬天的特点——寒冷、下雪、湖泊结冰、雪地安静美丽；活动包括打雪仗、堆雪人、冰雪节；结尾表达对冬天的热爱。范文后附有Useful expressions语言支架。 意义和价值： 写作提纲+范文为学生提供了完整的写作示范——先构思内容，再组织成文。范文以第一人称叙述，从天气、景色、活动、感受四个维度展开，结构清晰、语言生动，是学生模仿的合适范例。 方式和方法： 范文采用“总—分—总”结构：首段总起（冬天是我最喜欢的季节），主体段落分述天气景色和活动，结尾总结（冬天很棒，有很多有趣的活动）。运用了丰富的感官细节，语言自然流畅，结尾呼应开头。 2. 教学设计 Period 6: Integration D Topic: Writing about my favourite season Learning objectives By the end of this period, students will be able to: 1. Complete a writing outline for an article about a favourite season. 2. Analyse the structure of the model article and extract useful expressions. 3. Write an article of 80-100 words about a favourite season, describing weather, scenery, activities, and feelings. 4. Evaluate their own and peers‘ writing based on a checklist and revise accordingly. Teaching focus 1. Analysing the model article’s structure and extracting useful expressions. 2. Organizing ideas from the outline into a well-structured article. Teaching difficulty 1. Describing seasons with sensory details（what you see, feel, do）. 2. Organizing ideas logically with a clear introduction, body, and conclusion. Teaching procedures Revision Lead-in Activity 1: “A perfect moment.” The teacher asks: “Think about ONE perfect moment in your favourite season. What are you doing? Where are you? What‘s the weather like? Share with your partner.” Students think for 20 seconds, then share with a partner. 2 students share with the class. The teacher says: “That’s what you‘re going to write about today—your favourite season. Let’s see how Vicky writes about winter.” 设计意图： 用“一个完美瞬间”的快速回忆活动激活学生与季节相关的个人记忆，将写作任务与真实情感体验建立联系，简洁高效地进入写作主题。 效果评价： 观察学生能否快速回忆并说出一个具体的季节场景。 If students have difficulty thinking of a moment, the teacher can provide a quick example: “I remember a perfect autumn afternoon—I was sitting in the park, reading a book, and the leaves were falling around me.” This gives students a clear model without consuming too much time. Pre-writing Activity 2: “Completing the outline.” Students choose their favourite season and complete the outline with information about weather, scenery, activities, and feelings. They work individually. After completing, they share with a partner to compare and add missing details. 设计意图： 通过写作提纲帮助学生系统梳理关于最喜欢季节的信息，为写作做内容准备。 效果评价： 观察学生能否完整填写提纲中的各项内容。 Activity 3: “Analysing Vicky‘s article.” Students read Vicky’s article “I love winter.” The teacher guides them to identify the structure: Introduction（Para 1）: Winter is my favourite season.（Topic sentence） Body（Paras 2-3）: Weather and scenery（cold, snowy, frozen lakes, quiet and beautiful）; Activities（snowball fights, snowmen, Ice and Snow Festival） Conclusion（Para 4）: Winter is great and there are many fun activities. The teacher asks: “What makes Vicky’s article interesting?”（She uses adjectives to describe scenery, gives specific activity details, and shares her feelings.） 设计意图： 通过分析范文结构帮助学生理解“总—分—总”的文章组织结构，学习如何用具体细节支撑主题。 效果评价： 观察学生能否识别文章结构并说出文章的精彩之处。 Activity 4: “Extracting useful expressions.” Students underline useful expressions in Vicky’s article. The teacher writes key sentence stems on the board: Introduction: “... is my favourite season.” / “I love ... because...” Weather and scenery: “The temperature is usually...” / “It is often snowy/rainy/sunny...” / “Everything is covered in...” / “... are frozen.” Activities: “My friends and I love to...” / “We also...” / “Moreover, I enjoy...” Feelings: “... is really great.” / “There are many fun activities to do.” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students have difficulty describing scenery, provide sentence frames: “During this season, you can see... / Everything is covered in...” While-writing Activity 5: “Writing the first draft.” Students write their article based on their outline, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Include weather, scenery, activities, and feelings. Use -y adjectives and different sentence structures（S+V, S+V+O, S+V+P）.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的词汇和语篇结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students struggle to begin, suggest they start with “______ is my favourite season.” Post-writing Activity 6: “Self-evaluation and peer review.” The teacher presents a simple checklist: ① Clear introduction（states favourite season）? ② Body with weather, scenery, and activities? ③ Conclusion with feelings? ④ Uses -y adjectives? ⑤ Different sentence structures? ⑥ Good organization? Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、语言和结构。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: “Revision and sharing.” Students revise based on feedback. The teacher invites 2 volunteers to share their revised articles. The teacher comments on the effective use of description and organization. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model with an example: “Star: You described the scenery very clearly—I can picture the snowy land. Wish: You could add one more activity you enjoy in this season.” Summary The teacher asks: “What structure did we use for our article?（Introduction → Body → Conclusion.）What did we include in the body?（Weather, scenery, activities, feelings.）” Students answer. The teacher concludes: “Writing about our favourite season helps us appreciate the beauty of nature and share it with others.” 设计意图： 回顾写作结构的关键要素，强化“总—分—总”的写作意识。 效果评价： 观察学生能否说出文章的结构和内容要素。 Homework Basic: Revise your article based on feedback and write a clean copy. Extended: Read your article to a family member and ask: “What season do you like best? Why?” Write down their answer in 2-3 sentences. Blackboard design Unit 6 Seasons — Writing about My Favourite Season Structure: ① Introduction: favourite season + reason ② Body: weather + scenery + activities ③ Conclusion: feelings + why it‘s great Useful expressions: ... is my favourite season. I love ... because... The temperature is usually... It is often snowy/rainy/sunny... Everything is covered in... My friends and I love to... We also... Moreover, I enjoy... ... is really great! There are many fun activities to do. Tone: Polite, serious, persuasive（not angry） 3. 教学反思 Activity 5的写作中，部分学生使用了-y形容词但句子结构单一。后续可在巡视时提醒：“试试用一个S+V+P的句子来描述景色（如‘The land is quiet and beautiful.’）”，帮助学生丰富句式。 1 学科网（北京）股份有限公司 $ Unit 7 The natural world 1、 单元整体教学设计 1. 单元主题 本单元主题为“The natural world”（自然世界），属于“人与自然”范畴，涉及“自然生态与环境保护”主题群，聚焦“生态系统、生物多样性、环境保护”子主题。 2. 单元内容分析 本单元围绕“自然世界”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于不同生态系统的文章、了解保护生态系统、就如何保护生态系统提出建议、更好地理解保护生态系统的重要性。 Welcome to the unit板块围绕“生态系统”展开，通过阅读关于雨林、珊瑚礁、草原和冰原的有趣事实，以及David与Kitty关于草原和沙漠的课堂对话，帮助学生初步了解不同生态系统的特点和差异，激发对“自然世界”话题的兴趣。该板块作为单元开篇，为后续学习奠定话题基础。 Reading板块为一篇关于地球三大生态系统——海洋、湿地和森林的说明文。文章从生态系统的定义写起，依次介绍了海洋（覆盖71%地表、产生70%氧气、被称为地球的“心脏”）、湿地（覆盖6%地表、养育40%物种、净化水源、防洪、被称为地球的“肾脏”）和森林（覆盖近三分之一陆地、吸收二氧化碳、净化空气、被称为地球的“肺”）的功能和重要性。文章运用比喻（“心脏”“肾脏”“肺”）形象地说明三大生态系统的功能，结构清晰，语言简洁。本板块分两课时教学，第一课时侧重语篇理解、信息梳理和比喻修辞的感知，第二课时侧重语言赏析、结构分析和表达运用。 Grammar板块包含两个语法项目。A部分围绕“动词及句子结构”展开，介绍双宾语结构（S+V+O间接+O直接）和宾语补足语结构（S+V+O直接+C），并配有结构识别练习。B部分围绕连词and、but、or、so的用法展开，呈现如何用连词连接并列成分和分句，并配有句子合并练习。 Word Power呈现后缀-ly的构词法，包括形容词→副词（real→really、slow→slowly）和名词→形容词（friend→friendly、love→lovely）两种变化，通过短文填空和写作练习巩固运用。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（扎龙自然保护区的介绍）、听力（盐城自然保护区的介绍、保护湿地的专家讲座）和口语（Daniel与Amy讨论如何保护森林），侧重听说读技能整合与湿地保护探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“保护生态系统”主题，借助写作提纲、范文和写作指导，引导学生完成倡议书写作。 Assessment板块包含学生自我评价量表，从四个维度引导学生反思单元学习成果。Further study推荐观看纪录片《中国湿地》，了解中国湿地的保护成效。两个板块均不单独占用课时，由学生在课后自主完成。 七个板块从“感知生态系统多样性”到“认识三大生态系统的功能”，从“学习语法工具”到“了解湿地保护案例”，最后“综合撰写保护倡议书”，层层递进、螺旋上升，构成“感知→理解→内化→整合→表达”的完整学习链。学生在丰富的主题语境中学习语言知识、发展语言技能、认识自然规律，最终通过倡议书写作实现综合语言输出，将语言学习与生态教育、公民意识培养有机融合。 体现单元核心素养综合表现的重点语言表达如下。 【描述生态系统特征】 The ocean covers around 71% of the earth‘s surface. Wetlands are home to around 40% of all the types of plants and animals. Forests make up nearly a third of the earth’s land area. 【描述生态功能】 The ocean produces about 70% of the earth‘s oxygen. Wetlands help get rid of pollution and make the water clean. Forests take in carbon dioxide and produce oxygen. 【使用比喻】 The ocean is like the “heart” of the earth. Wetlands act like the “kidneys” of the earth. Forests are the “lungs” of the earth. 【使用比喻】 The ocean is like the “heart” of the earth. Wetlands act like the “kidneys” of the earth. Forests are the “lungs” of the earth. 【连词运用】 The desert is hot, dry and covered by sand. This kind of fish can find enough space here, but they can find little food. Birds can live in the forest or in the wetland. Deserts are dry, so some plants keep water in their leaves. 【描述保护措施】 Governments can make laws to stop people from building on wetlands. We should not throw rubbish in forests. We can use environment-friendly products. 【后缀-ly】 real→really, slow→slowly, friend→friendly, love→lovely 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 了解不同生态系统的基本特征和有趣事实，初步感知生态系统的多样性。 Welcome to the unit 图片、短文、对话 2. 阅读关于地球三大生态系统的说明文，理解和梳理海洋、湿地和森林的功能及其比喻意义，认识生态系统的重要性。 Reading 音频、图片、说明文 3. 深入理解双宾语结构（S+V+O间接+O直接）和宾语补足语结构（S+V+O直接+C），掌握连词and、but、or、so的用法，掌握后缀-ly的构词法，在描写自然和生态的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作 4. 读、听关于扎龙和盐城自然保护区的材料，获取关键信息，理解湿地保护的紧迫性和具体措施。 Integration A-C 音频、短文、对话 5. 综合运用话题词汇和语篇结构知识，写一份保护生态系统的倡议书，表达保护自然、珍爱地球的意识和决心。 Integration D 写作提纲、范文、写作 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： Part A为四则关于生态系统的趣味事实，呈现rainforests（拥有地球上超过一半的动植物物种）、coral reefs（看似岩石但支撑大量生命）、grasslands（常位于沙漠和森林之间）、ice（是北极熊和企鹅的家园）。Part B为Kitty与David关于生态系统的课堂对话，涉及grasslands（内蒙古有马和牛、非洲有狮子和长颈鹿）和deserts（干燥、昼夜温差大、植物储水、动物从植物获取水分）两个生态系统。 意义和价值： 通过趣味事实阅读和课堂对话，帮助学生初步了解不同生态系统的特征和差异，建立“ecosystem”的基本概念，为后续深入学习三大生态系统奠定认知基础。 方式和方法： Part A为事实陈述形式，语言简洁，每条事实突出生态系统的一个显著特征。Part B为课堂讨论语体，运用Do you know anything about...?、I know that...、Oh, really?等表达，示范如何讨论生态系统的知识。 2. 教学设计 Period 1: Welcome to the unit Topic: Fun facts about ecosystems Learning objectives By the end of this period, students will be able to: 1. Understand basic facts about different ecosystems and identify their key features. 2. Use the target expressions to discuss ecosystems. 3. Develop interest in the natural world and ecosystem diversity. Teaching focus 1. Understanding facts about different ecosystems. 2. Using the dialogue model to discuss ecosystem knowledge. Teaching difficulty 1. Pronouncing ecosystem-related vocabulary correctly（grassland, coral reef, temperature）. 2. Expressing knowledge about ecosystems clearly. Teaching procedures Revision Lead-in Activity 1: “Match the ecosystem.” The teacher shows four pictures（rainforest, coral reef, grassland, ice/snow）. Students match each picture with its name. The teacher then asks: “What do you know about these places? What animals live there?” Students share briefly. The teacher introduces the term “ecosystem” and says: “Today we are going to learn about different ecosystems around the world.” 设计意图： 用图片匹配激活学生对不同生态系统的已有认知，自然引出单元核心概念“ecosystem”。 效果评价： 观察学生能否识别四种生态系统并说出一些相关信息。 Presentation Activity 2: “Fun facts about ecosystems.” Students read the facts in Part A and tick the ones they already knew. They share with a partner: “Which fact surprised you most? Why?” Students discuss briefly. The teacher checks the vocabulary and clarifies any difficulties. 设计意图： 通过阅读趣味事实建立对生态系统的基本认识，通过“哪个事实最令人惊讶”引发思考和交流。 效果评价： 观察学生能否理解事实内容并表达自己的想法。 Activity 3: “Listen and understand.” Students listen to the Part B dialogue between Kitty and David. They answer: “What does David know about grasslands? What does he know about deserts?”（Grasslands: different animals in different places—horses/cows in Inner Mongolia, lions/giraffes in Africa; Deserts: dry, little rain, huge temperature difference, plants keep water, animals get water from plants.）The teacher highlights key expressions: “Do you know anything about...?”, “I know that...”, “Oh, really?”, “Yes, the climate in deserts is so awful that...” 设计意图： 通过听力获取对话中的生态系统知识，感知和提取谈论生态系统的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。 The teacher can collect more such contrastive facts to further stimulate curiosity about ecosystems. Practice Activity 4: “Ecosystem expert cards.” Students work in pairs. Each student chooses one ecosystem from Part A and writes down 2-3 key facts. They then take turns being the “expert” while their partner asks questions: “Do you know anything about...?” The expert shares the facts. Then they switch roles. 设计意图： 通过“专家卡”活动将听力输入转化为口语输出，在问答中巩固目标表达和生态知识。 效果评价： 观察学生能否用英语询问和分享生态系统知识。 Activity 5: “Ecosystem guessing game.” The teacher describes an ecosystem without naming it. Students guess which ecosystem it is. For example: “This ecosystem has many trees and animals. Over half of all animals and plants on earth live here. What is it?”（Rainforest.）Then students work in pairs to create their own descriptions for a partner to guess. 设计意图： 用猜谜游戏巩固对生态系统特征的理解，锻炼听信息、抓关键词和描述能力。 效果评价： 观察学生能否根据描述猜出生态系统，能否创作合理的描述。 If students have difficulty remembering facts, they can keep their cards open for reference. Some students gave only brief descriptions like “It‘s big,” lacking key distinguishing features. The teacher can provide a structured framework to help them organize their descriptions. Production Activity 6: “One thing I learned.” Students write 2-3 sentences about one new fact they learned about ecosystems today. They share with a partner. 2-3 students share with the class. 设计意图： 从口头交流过渡到书面表达，帮助学生巩固和内化新知。 效果评价： 观察学生能否准确写出新学到的生态系统事实。 Summary The teacher asks: “What ecosystems did we learn about today? What is one interesting fact about each?” Students answer. The teacher concludes: “The natural world is full of amazing ecosystems. In this unit, we will explore three of the most important ones.” 设计意图： 回顾本课核心内容，为单元后续学习铺垫。 效果评价： 观察学生能否说出至少三种生态系统及其特征。 Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Find one more interesting fact about an ecosystem and share it with the class next time. Blackboard design Unit 7 The natural world Welcome to the unit: Fun facts about ecosystems Ecosystems: rainforest, coral reef, grassland, ice Key facts: Rainforests → over half of all animals and plants Coral reefs → support a lot of life Grasslands → different animals in different places Ice → polar bears and penguins Talking about ecosystems: Do you know anything about...? I know that... Oh, really? 3. 教学反思 Activity 2的“最令我惊讶的事实”讨论中，珊瑚礁“看似岩石但支撑大量生命”引发了最多讨论，说明学生对这类“反差型”事实兴趣浓厚。后续可补充更多此类趣味事实。Activity 5的猜谜游戏中，部分学生只用了简单描述（如“It’s big.”），缺乏关键特征信息。后续可提供描述框架（“This ecosystem has... It is home to...”），帮助学生组织更完整的信息。 Reading 1. 语篇研读 主题和内容： 本课语篇为一篇关于地球三大生态系统——海洋、湿地和森林的说明文。文章首先定义“生态系统”——包含一个区域内所有生物和非生物事物，可大可小。随后依次介绍：海洋（覆盖71%地表、产生70%氧气、水循环、被称为地球的“心脏”）、湿地（覆盖6%地表、养育40%物种、净化水源、防洪、被称为地球的“肾脏”）、森林（覆盖近三分之一陆地、吸收二氧化碳、产生氧气、净化空气、被称为地球的“肺”）。末段总结三大生态系统共同支撑生命、维持地球健康。 意义和价值： 文章以清晰的逻辑和生动的比喻向学生介绍三大生态系统的结构和功能，帮助学生理解“每个生态系统都有其独特作用，共同维持地球平衡”的核心概念。文章使用的“心脏”“肾脏”“肺”的比喻形象易懂，将抽象功能与人体器官建立联系，降低理解难度，增强记忆效果。 方式和方法： 文章采用“总—分—总”结构，按海洋→湿地→森林的顺序展开，每个生态系统单独成段，结构清晰。大量运用数据（71%、70%、6%、40%、三分之一）和比喻（“heart”“kidneys”“lungs”）增强说服力和形象性。文章后附有选择题，训练学生获取细节信息、推断词义和判断语篇类型的能力。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: The earth's main ecosystems Learning objectives By the end of this period, students will be able to: 1. Understand the concept of ecosystems and the functions of oceans, wetlands, and forests. 2. Identify the metaphors used to describe each ecosystem（heart, kidneys, lungs）. 3. Extract key information and complete comprehension tasks. Teaching focus 1. Understanding the functions of the three main ecosystems. 2. Understanding the use of metaphors. Teaching difficulty 1. Grasping abstract concepts like “ecosystem” and the functional comparison of different ecosystems. 2. Understanding how metaphors help explain complex ideas. Teaching procedures Revision Lead-in Activity 1: “Body parts and their jobs.” The teacher writes three body organs on the board: “heart”, “kidneys”, “lungs”. The teacher asks: “What do these organs do for our body?” Students share: heart pumps blood, kidneys clean the blood, lungs help us breathe. The teacher then asks: “Do you think the earth has organs too? What might be the earth‘s heart, lungs, and kidneys?” Students predict. The teacher says: “Today we’re going to read about the earth‘s organs—and meet the oceans, wetlands, and forests.” 设计意图： 用人体器官的功能激活背景知识，通过类比启发学生思考“地球的器官”，为阅读比喻修辞做铺垫，激发阅读兴趣。 效果评价： 观察学生能否说出人体器官的功能，能否做出关于“地球器官”的推测。 The teacher can keep the body organ diagram on the board throughout the lesson for easy reference. Pre-reading Activity 2: “What do you know about oceans, wetlands, and forests?” The teacher draws a three-column chart on the board（Oceans | Wetlands | Forests）. Students brainstorm what they already know about each. They work in pairs, then share with the class. The teacher writes their ideas on the board. The teacher then says: “Let‘s read and see how much we know—and what new things we can learn.” 设计意图： 通过头脑风暴激活学生对三大生态系统的背景知识，建立阅读期待，为后续信息对比做准备。 效果评价： 观察学生能否说出关于三大生态系统的已有知识。 While-reading Activity 3: “Listen and match.” The teacher reads the article aloud（or plays the audio）and asks students to listen and match each ecosystem with its function/symbol: Ocean → “heart” → produces oxygen, water cycle Wetlands → “kidneys” → clean water, prevent floods Forests → “lungs” → take in CO₂, produce oxygen, clean air Students match after listening, then check with the text. 设计意图： 通过“听+匹配”的方式帮助学生初步感知三大生态系统及其对应的比喻功能，训练听力获取关键信息的能力。 效果评价： 观察学生能否准确匹配。 Activity 4: “Find the numbers.” The teacher asks students to scan the article and find specific numbers/percentages: “What percentage of the earth’s surface does the ocean cover?”（71%） “How much oxygen does the ocean produce?”（70%） “What percentage of land area do wetlands cover?”（6%） “How many types of plants and animals live in wetlands?”（40%） “How much of the earth‘s land area do forests make up?”（nearly a third） Students find and share the answers. The teacher asks: “Why does the writer use so many numbers?”（To make the information more accurate and convincing.） 设计意图： 通过“寻找数据”任务培养学生扫读获取具体信息的能力，同时引导学生关注说明文的写作特点——数据增强说服力。 效果评价： 观察学生能否快速定位数据并理解数据的作用。 Activity 5: “Put the organs back in order.” The teacher writes three scrambled descriptions on the board and asks students to match each ecosystem to its correct “organ”: “I cover 71% of the earth. I produce oxygen. I am the earth’s ______.”（heart） “I cover only 6% of the land. I clean water and prevent floods. I am the earth‘s ______.”（kidneys） “I make up nearly a third of the land. I take in CO₂ and produce oxygen. I am the earth’s ______.”（lungs） Students complete the sentences individually, then check in pairs. 设计意图： 通过填空活动巩固“生态系统+功能+比喻”的三者对应关系，帮助学生形成知识网络。 效果评价： 观察学生能否正确完成填空。 Activity 6: “Understanding the metaphors.” The teacher asks: “Why is the ocean called the ‘heart’ of the earth? Why are wetlands called the ‘kidneys’? Why are forests called the ‘lungs’?” Students discuss in pairs. The teacher guides them to see the functional similarities: heart pumps blood around the body / ocean moves water around the earth; kidneys clean blood / wetlands clean water; lungs breathe in oxygen / forests take in CO₂ and produce oxygen. The teacher asks: “Do you think these are good comparisons? Why?” 设计意图： 引导学生深入理解比喻手法的逻辑——通过功能相似性将生态系统与人体器官进行类比，帮助理解抽象概念。 效果评价： 观察学生能否解释比喻的合理性。 The teacher can briefly review the three ecosystems before listening or ask students to check with a partner before whole-class feedback. If students have difficulty finding the answers, provide hints about where to look（“Try the paragraph about oceans.”） The teacher can draw a simple analogy diagram on the board to help students visualize the comparison. Post-reading Activity 7: “Complete the ecosystem profile.” Students work in groups of three. Each student takes one ecosystem and writes a short profile using the information from the article: name, key facts（area, function）, and symbol（heart/kidneys/lungs）. Then they share their profiles within the group to create a complete set. 设计意图： 通过小组合作整理信息，培养归纳概括能力和合作学习意识。 效果评价： 观察学生能否准确提炼每个生态系统的关键信息。 Summary The teacher asks: “What are the three main ecosystems we learned about today? What do they do for the earth?” Students answer. The teacher concludes: “Oceans, wetlands and forests work together like the organs in our body to keep the earth healthy.” 设计意图： 回顾三大生态系统的功能和比喻。 效果评价： 观察学生能否说出三大生态系统及其功能。 Homework Basic: Read the article aloud 2 times. Finish the reading comprehension exercises in the workbook. Extended: Choose one ecosystem and draw a poster showing its functions with the metaphor（e.g., heart with water cycle）. Blackboard design Unit 7 The natural world Reading (Period 1): The earth's main ecosystems The earth‘s organs: Ocean → “heart” 71% of earth’s surface produces 70% of oxygen water cycle Wetlands → “kidneys” 6% of land 40% of plants & animals clean water, prevent floods Forests → “lungs” nearly 1/3 of land take in CO₂, produce oxygen clean air 3. 教学反思【Reading (1)】 本课时通过“人体器官”导入有效激活了学生的先备知识，为理解“地球的器官”这一比喻建立了良好基础。学生能较快掌握三大生态系统的功能与比喻对应关系，但在解释比喻逻辑时，部分学生需要引导才能说清“肾脏过滤血液，湿地过滤水分”的类比关系。Activity 3的“听+匹配”中，个别学生将湿地功能误配给森林，说明听前对三类生态系统的快速回顾仍有必要。后续可将人体器官图保留在黑板一角，方便学生随时参照。整体课堂节奏紧凑，学生参与积极。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: The earth's main ecosystems Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of the article and identify writing techniques（metaphors, data, comparisons）. 2. Use metaphors and data to describe ecosystems in their own words. 3. Express understanding of the importance of ecosystems. Teaching focus 1. Analysing the article‘s structure and writing techniques. 2. Using metaphors and data to describe ecosystems. Teaching difficulty 1. Understanding how the writer uses metaphors, data, and comparisons to make the text effective. 2. Creating original descriptions of ecosystems using similar techniques. Teaching procedures Revision Lead-in Activity 1: “Quick recall race.” The teacher divides the class into three groups. Each group is assigned one ecosystem（ocean, wetlands, forests）. The teacher says a function and the group must say their ecosystem’s name and the metaphor. For example, “produces 70% of oxygen” → Ocean（heart）. Students race to answer. The group with the most correct answers wins. 设计意图： 用快速回忆竞赛激活上节课内容，确保学生对三大生态系统的功能与比喻关系保持清晰记忆。 效果评价： 观察学生能否快速准确反应。 To increase difficulty, the teacher can ask questions that require multiple pieces of information: “What percentage and what metaphor?” If one group falls behind, allow other groups to help or provide hints. Presentation Activity 2: “Unlocking the writer‘s tools.” The teacher asks: “What makes this article easy to understand and remember?” Students share ideas. The teacher introduces three key techniques: 1. Metaphors: comparing ecosystems to body organs 2. Data: using numbers to show importance 3. Three-part structure: each ecosystem is described in the same pattern（area → function → metaphor） Students work in pairs to find examples of each technique in the text. 设计意图： 引导学生分析文本的写作手法——比喻使抽象概念形象化、数据增强说服力、平行结构便于理解和记忆。 效果评价： 观察学生能否找出对应例子并理解每种手法的效果。 Activity 3: “Comparing the structure.” The teacher writes the pattern for each ecosystem paragraph on the board: Area: “______ covers/makes up ______.” Function: “______ produces/helps/cleans ______.” Metaphor: “______ is like the ______ of the earth.” Students identify that each paragraph follows the same pattern. The teacher asks: “Why does the writer use the same pattern for all three ecosystems? What effect does this have on the reader?”（It makes the article easy to follow and helps the reader compare the three ecosystems.） 设计意图： 帮助学生发现文章的平行结构——每个生态系统段落的组织方式相同，理解这种结构安排的表达效果。 效果评价： 观察学生能否识别平行结构并说出其作用。 If students struggle to identify examples, the teacher can model one example for each technique first: “For data, look at the numbers in the ocean paragraph. For metaphor, look for the body organ words.” Practice Activity 4: “Create a new ecosystem description.” Students work in pairs. The teacher provides a new ecosystem profile（e.g., coral reefs—cover less than 1% of ocean floor, support 25% of marine species, “nurseries” of the sea）. Students write a short paragraph following the same pattern: area → function → metaphor. They share their paragraphs with another pair. 设计意图： 通过仿写训练，让学生将课文中学到的写作模式（数据+比喻+平行结构）迁移到新内容上。 效果评价： 观察学生能否运用课文结构写出关于珊瑚礁的段落。 Activity 5: “Ecosystem defenders — writing task.” Students write a short paragraph（4-5 sentences）explaining why one ecosystem is important. They must include: at least one piece of data, one metaphor, and a clear structure（introduction, function, metaphor）. Students share their paragraphs with a partner and give feedback. 设计意图： 通过半控制性写作练习，帮助学生综合运用所学写作技巧表达自己对生态系统重要性的理解。 效果评价： 观察学生能否在写作中运用数据、比喻和清晰的结构。 If students struggle with metaphors, guide them: “Think about what coral reefs do—they protect small fish. What place in our world protects children?”（nursery.）If students finish early, they can create descriptions for additional ecosystems like grasslands or deserts. If students struggle to generate ideas, provide sentence starters: “______ covers ______. It helps to ______. Therefore, it is like the ______ of the earth.” For stronger students, encourage them to create their own metaphors without prompts. Production Activity 6: “Ecosystem metaphor design.” Students work individually to create a metaphor for the earth‘s ecosystems together. The teacher asks: “If oceans, wetlands, and forests are the earth’s heart, kidneys, and lungs, what should we call the earth itself? A human? A machine? Something else?” Students create their own metaphor and write 2-3 sentences explaining it. They share with a partner. 2-3 students share with the class. 设计意图： 从仿写和描述上升到创造性表达，引导学生将比喻手法运用到更广阔的语境中，培养创造性思维。 效果评价： 观察学生能否创作合理的原创比喻。 If students struggle with creative metaphors, provide a few examples to spark ideas: “The earth is like a house, and ecosystems are the rooms.” “The earth is like a machine, and ecosystems are the parts.” Collect students’ original metaphors and display them on the classroom wall. Summary The teacher asks: “What three writing techniques did we learn today? How do they help us understand the article better?” Students answer. The teacher concludes: “Good writers use metaphors to make abstract ideas concrete, data to make their argument stronger, and a clear structure to help readers follow along. You‘ve practiced all three today!” 设计意图： 回顾本课所学的三种写作技巧及其作用。 效果评价： 观察学生能否说出三种技巧及其效果。 Homework Basic: Revise your ecosystem description and write a clean copy. Finish the vocabulary exercises in the workbook. Extended: Find an article about an ecosystem and identify one example of a metaphor or data used in it. Blackboard design Unit 7 The natural world (Reading Period 2) Writer’s tools: 1. Metaphors: heart, kidneys, lungs → make abstract ideas concrete 2. Data: 71%, 70%, 6%, 40%, 1/3 → make the information convincing 3. Parallel structure: area → function → metaphor → make it easy to follow 5. 教学反思【Reading (2)】 Activity 4的仿写中，部分学生能写出“Coral reefs cover less than 1% of the ocean floor, but they support 25% of marine species. They are like the nurseries of the sea.”等句子，显示出良好的迁移能力。Activity 6的原创比喻中，有学生提出“The earth is like a home, and ecosystems are the rooms—each has a different purpose.”这一比喻，展现了较强的创造性思维。后续可将学生的原创比喻整理成墙报展示，激发更多创作热情。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块包含两个语法项目。A部分围绕“动词及句子结构”展开，介绍双宾语结构（S+V+O间接+O直接，如“The sun gives ocean animals light and heat.”）和宾语补足语结构（S+V+O直接+C，如“The mother bird keeps the eggs safe.”），并配有结构识别练习。B部分围绕连词and、but、or、so的用法展开，呈现如何用连词连接并列成分和分句（and表相似或承接、but表转折、or表选择、so表结果），并配有句子合并练习。Word Power呈现后缀-ly的构词法，包括形容词→副词（real→really、bad→badly、careful→carefully）和名词→形容词（friend→friendly、love→lovely）两种变化，通过短文填空和写作练习巩固运用。 意义和价值： 双宾语结构和宾语补足语结构是前一个单元S+V+O结构的延伸和拓展，帮助学生构建更丰富的句子表达能力。连词and、but、or、so是连接句子和段落的核心工具，与单元主题“描述生态系统特征和功能”紧密相关。后缀-ly的构词法帮助学生拓展词汇量，更准确地描述生态现象。 方式和方法： A部分以例句和规则讲解为主，通过结构识别练习巩固。B部分以例句和规则讲解为主，通过句子合并练习巩固。Word Power以例词展示和短文填空为主。 2. 教学设计 Period 4: Grammar & Word Power Topic: Verbs and sentence structure (2) &Using and, but, or and so The suffix -ly Learning objectives By the end of this period, students will be able to: 1. Understand and use S+V+IO+DO and S+V+DO+C（object complement）structures. 2. Use conjunctions and, but, or, so correctly to join ideas. 3. Understand and use the suffix -ly to form adverbs and adjectives. Teaching focus 1. Identifying and using double object structures. 2. Using conjunctions and, but, or, so. 3. Using the suffix -ly. Teaching difficulty 1. Distinguishing between direct and indirect objects. 2. Choosing the correct conjunction（and/but/or/so）based on meaning. 3. Distinguishing between -ly adverbs and -ly adjectives. Teaching procedures Revision Lead-in Activity 1: “Sentence building challenge.” The teacher writes a simple sentence on the board: “The ocean gives animals food.” The teacher asks: “What does the ocean give? Who does it give to? Can you add more information after ‘food’?” Students expand the sentence. The teacher says: “Today we’ll learn how to make sentences richer and how to join them together.” 设计意图： 用学生能理解的简单句引入，通过逐步扩句展示本课语法要点——双宾语、宾语补足语和连词的使用，自然导出语法学习目标。 效果评价： 观察学生能否参与扩句并理解句子结构。 Presentation Activity 2: “Two objects in one sentence.” The teacher presents the double object structure with examples: “The sun gives ocean animals light and heat.” → The sun gives light and heat to ocean animals. Students practice identifying the two objects（light and heat = direct object; ocean animals = indirect object）. The teacher explains the rules for using “to” and “for”. Students complete the sentence structure identification exercise（Part A1）. 设计意图： 通过例句理解双宾语结构，掌握识别直接宾语和间接宾语的方法。 效果评价： 观察学生能否正确识别句子结构。 Activity 3: “Object complement.” The teacher presents the S+V+O+C structure: “The mother bird keeps the eggs safe.”（safe describes the eggs） “They call the ocean the ‘heart’ of the earth.” Students identify the object and the complement. The teacher explains that the complement gives more information about the object. Students find more examples from the unit reading（“People often call forests the ‘lungs’ of the earth.”）. 设计意图： 通过例句理解宾语补足语结构，掌握识别方法。 效果评价： 观察学生能否找出宾语补足语。 Activity 4: “Connecting ideas with and/but/or/so.” The teacher presents the four conjunctions with examples from the unit: and: “Rainforests are hot, and they get a lot of rain.”（similar/related ideas） but: “Deserts are dry, but they are not always hot.”（different ideas） or: “Birds can live in the forest or in the wetland.”（possibilities） so: “Deserts are dry, so some plants keep water in their leaves.”（result） Students complete the textbook exercises（Part B）. 设计意图： 通过例句理解四个连词的不同功能，掌握选择依据。 效果评价： 观察学生能否正确选择连词。 Activity 5: “The suffix -ly — making adverbs and adjectives.” Students read the Word Power table. The teacher explains two uses: Adjective → adverb（real→really, bad→badly, careful→carefully）describes how an action is done. Noun → adjective（friend→friendly, love→lovely）describes a quality. Students complete the coral reef text with the correct forms. 设计意图： 掌握后缀-ly的两种用法，理解其词性和词义变化。 效果评价： 观察学生能否正确选择-ly词形。 If students have difficulty distinguishing between direct and indirect objects, use a simpler distinction: the indirect object is the receiver (who receives the action), while the direct object is the thing being given or acted upon. For example, in “The sun gives ocean animals light and heat,” “ocean animals” is the receiver and “light and heat” is the thing given. If students make errors with “or” and “but,” the teacher can use a simple summary table on the board: “and → add, but → contrast, or → choose, so → result.” Add more fill-in-the-blank exercises to reinforce semantic judgment. Practice Activity 6: “Sentence structure identification.” Students identify the structure of each sentence from Part A1. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在生态主题语境中巩固双宾语和宾语补足语结构的识别能力。 效果评价： 观察学生能否正确判断句子结构。 Activity 7: “Conjunction practice.” Students complete Part B, joining the sentences using and, but, or, and so. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在生态描写语境中巩固连词的运用。 效果评价： 观察学生能否根据语义关系选择正确连词。 Activity 8: “Coral reef completion.” Students complete Millie‘s text about coral reefs using the correct forms of the words in brackets（with -ly）. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在生态保护语境中巩固后缀-ly的运用。 效果评价： 观察学生能否根据语境选择正确的-ly词形。 If students struggle to distinguish between “friendly” and “really,” use different colored chalk to mark the two different paths (noun→adjective vs adjective→adverb) and create a visual memory aid on the board. Production Activity 9: “My ecosystem description.” Students write a short paragraph（5-6 sentences）about one ecosystem. They must include: At least one S+V+IO+DO structure At least one S+V+DO+C structure At least two conjunctions（and, but, or, so） At least one -ly word Students share with a partner. The partner identifies and circles the required structures. 设计意图： 综合运用本课所学的语法结构进行生态系统描写，实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确运用多种语法结构。 If students rely only on simple sentences, provide a model before writing and ask open-ended questions like “Can you tell me more about this?” during monitoring to encourage sentence expansion. Provide a word bank of ecosystem-related vocabulary for students who need it. Summary  The teacher asks quick questions: “What two new sentence structures did we learn? What four conjunctions did we learn? What are the two ways we use suffix -ly?” Students answer quickly. 设计意图： 快速回顾本课三个语法点的核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish the exercises in the workbook（sentence structures, conjunctions, -ly suffixes）. Extended: Write 5 sentences about the natural world using at least one S+V+IO+DO structure, one S+V+DO+C structure, and one conjunction. Blackboard design Unit 7 The natural world — Grammar & Word Power Double object: S + V + IO + DO The sun gives ocean animals light and heat. → The sun gives light and heat to ocean animals. Object complement: S + V + DO + C The mother bird keeps the eggs safe. They call the ocean the “heart” of the earth. Conjunctions: and → similar ideas but → different ideas or → choices so → results Suffix -ly: adj → adv: real→really, slow→slowly noun → adj: friend→friendly, love→lovely 3. 教学反思 本课时语法知识点较多，双宾语和宾语补足语结构对学生来说较为陌生。学生对“间接宾语”和“直接宾语”的区分存在一定困难，后续可用“接受者”和“内容”的通俗区分法帮助理解。连词部分，学生对and和so的区分较清晰，但在or和but的选择上偶尔出错。后缀-ly的用法中，“friendly”“lovely”这类名词→形容词的变化容易与形容词→副词的变化混淆，后续可用不同颜色的粉笔在板书上标记两种变化路径。Activity 9的写作中，部分学生能综合运用多种结构，但少数学生仍以简单句为主，后续需加强句子扩展训练。 Integration A-C 1. 语篇研读 语篇A（扎龙自然保护区） 主题和内容： 该语篇为关于扎龙自然保护区的介绍短文。扎龙位于黑龙江省东北部，是世界上最主要的湿地之一，为大量野生动物提供食物和栖息地，是珍稀鸟类的家园（如约20%的丹顶鹤生活在扎龙）。许多鸟类常年栖息扎龙，有些则短暂停留。大多数鸟类白天活动，便于观察。一些人想占用湿地用于农田和建筑，导致野生动物空间减少；过度捕鱼也会导致鸟类食物不足。中国政府已立法保护扎龙。 意义和价值： 扎龙自然保护区是中国湿地保护的典型案例，文章呈现了湿地对鸟类的重要性以及面临的威胁，帮助学生理解湿地保护的紧迫性和政府采取的行动。与Reading板块的“湿地是地球的肾脏”形成呼应，将抽象概念具体化。 方式和方法： 短文采用“总—分—总”结构，语言简洁。后附两个理解性问题，引导学生提取信息和表达观点。 语篇B1（盐城自然保护区——听力选择） 主题和内容： 该听力材料为关于盐城自然保护区的介绍。盐城位于江苏省东部，面积约2,472平方公里，由黄河和长江带来的泥沙淤积形成。保护区内有400多种鸟类，每年约1,000只丹顶鹤飞到盐城过冬。 意义和价值： 盐城自然保护区是另一个重要的湿地保护案例，与扎龙形成“一北一南”的呼应，让学生了解中国湿地保护的广泛覆盖。听力选择任务训练学生获取地理、面积、物种等关键信息的能力。 方式和方法： 听力材料为正式解说语体，后附五道选择题，训练学生抓取关键信息的能力。 语篇B2（保护湿地——专家讲座笔记填空） 主题和内容： 该听力材料为环境专家关于如何保护湿地的讲座。内容包括两大问题（人类占用土地、游客带来麻烦或污染）、政府措施（阻止在湿地上建设、减少游客数量、确保游客守规矩）、社区措施（帮助保持湿地无污染、确保游客安全、种植湿地树木）。 意义和价值： 讲座从问题到解决方案，系统梳理了湿地保护的多方行动——政府立法、社区参与、游客管理，为学生理解“保护生态系统需要多方共同努力”提供了完整框架。 方式和方法： 讲座为正式解说语体，采用“问题→解决方案”结构。后附笔记填空任务，训练学生抓取分类信息的能力。 语篇C（口语对话） 主题和内容： Daniel和Amy讨论如何保护森林。建议包括：不乱扔垃圾、加入清洁小组、自带筷子外出就餐、鼓励他人保护森林。对话以“教育和知识是保护森林的有用工具”和“我同意”结束。 意义和价值： 对话将保护理念落实到具体的个人行动层面，为学生的口语讨论提供了具体的建议内容和表达范式。 方式和方法： 对话采用“建议→补充→赞同”的推进模式，运用That's a good idea.、That's true.、You said it!、I agree.等表达，节奏自然。 2. 教学设计 Period 5: Integration A-C Topic: Protecting ecosystems Learning objectives By the end of this period, students will be able to: 1. Read about Zhalong Nature Reserve and understand its importance for birds. 2. Listen to information about Yancheng Nature Reserve and a talk on wetland protection. 3. Complete an article about wetlands using information from listening. 4. Discuss ways to protect forests using the dialogue model. Teaching focus 1. Extracting information from reading and listening materials about wetland protection. 2. Understanding the problems facing wetlands and the solutions. 3. Using the dialogue model to discuss forest protection. Teaching difficulty 1. Distinguishing between natural features and threats in wetland descriptions. 2. Integrating information from multiple listening sources to complete the article. 3. Generating specific, actionable suggestions for ecosystem protection. Teaching procedures Revision Lead-in Activity 1: “Where do birds go?” The teacher shows a map of China and asks: “Do you know where birds go in winter? Have you heard of Zhalong or Yancheng?” Students share what they know. The teacher says: “Today we will learn about two important wetlands in China—and find out why they are so important for birds.” 设计意图： 用地图和鸟类迁徙的话题激活学生对湿地保护的背景知识，建立阅读期待。 效果评价： 观察学生能否说出一些关于湿地保护区的信息。 Reading Activity 2: “Zhalong — a home for birds.” Students read the article and answer the two questions in pairs: 1. Why is Zhalong an important place for birds? 2. What other actions can we take to help protect wetlands? The teacher checks answers and highlights the key points: Zhalong provides food and cover for birds（especially red-crowned cranes）, but faces threats（farms and buildings, fishing）. The teacher asks: “Why do we need to protect Zhalong?”（To protect the birds and maintain the ecosystem.） 设计意图： 通过阅读获取扎龙自然保护区的重要性、威胁和保护措施信息，理解湿地保护的紧迫性。 效果评价： 观察学生能否准确提取关键信息。 If students give general responses to “What other actions can we take?”, the teacher can provide a graphic organizer framework (Importance → Threats → Actions) before reading to help them extract information more effectively. Listening Activity 3: “Yancheng — another wetland（Part B1）.” Students listen to the talk about Yancheng Nature Reserve. Before listening, they read the questions to preview what information they need. First listening: get the general idea. Second listening: choose the correct answers（Jiangsu; east; 2,472; Yellow River; birds; 1,000）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “How is Yancheng similar to Zhalong? How is it different?”（Both are important wetlands for birds; Yancheng is in the south/east, Zhalong is in the north-east.） 设计意图： 通过听力获取盐城自然保护区的地理位置、面积和物种信息，与扎龙形成对比，加深对湿地保护重要性的理解。 效果评价： 观察学生能否准确选择答案并比较两个保护区。 Activity 4: “How to protect wetlands（Part B2）.” Students listen to the expert‘s talk and complete the notes about problems（use land for building, bring trouble or pollution）, government actions（stop building, reduce tourists, ensure visitors behave）, and community actions（keep wetlands free from pollution, ensure tourists are safe, plant trees）. Students check in pairs, then the teacher checks with the whole class. 设计意图： 通过听力获取保护湿地的具体措施，理解“政府+社区+游客”多方协作的保护模式。 效果评价： 观察学生能否准确填写笔记信息。 Activity 5: “Completing the wetlands article.” Students use information from B1 and B2 to complete Daniel‘s article. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面文章，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students have difficulty distinguishing between similar numbers (2,472 vs 24,720), have them review the options beforehand and emphasize the key differences in the numbers before playing the recording. If students struggle with information related to “problems tourists cause,” assign students to focus on different sections (problems, government actions, community actions) and then exchange information with their partners. Speaking Activity 6: “Dialogue analysis.” Students read the conversation between Daniel and Amy about protecting forests. The teacher asks: “What suggestions do they give? What expressions do they use to show agreement?” Students identify: don’t throw rubbish, join a clean-up group, take own chopsticks, encourage others; That‘s a good idea, That’s true, You said it, I agree. The teacher highlights the structure: state a suggestion → add a suggestion → agree and encourage. 设计意图： 通过分析对话的内容结构和功能表达，帮助学生理解如何用英语讨论保护生态系统的具体行动，掌握提出建议、补充建议和表达赞同的交际策略，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的建议内容和功能表达，能否理解这些表达在交际中的语用功能。 Activity 7: “How to protect ecosystems.” Students work in pairs to discuss what they can do to protect an ecosystem（forests, wetlands, oceans, etc.）. They should give at least three suggestions and respond to each other‘s ideas. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达讨论保护行动，实现从理解到产出的迁移。 效果评价： 观察学生能否提出具体建议并自然回应同伴的观点。 If students only give common suggestions like “don’t throw rubbish,” the teacher can provide more specific suggestions on the board: “use reusable bags,” “plant trees,” “save water,” “reduce plastic.” If students run out of ideas, provide prompts: “What about eating habits? What about using things? What about telling others?” Summary The teacher asks: “What wetlands did we learn about today? What problems do they face? What can we do to help?” Students answer. The teacher concludes: “Wetlands are like the earth‘s kidneys—they clean water and protect us from floods. But they need our help to stay healthy.” 设计意图： 回顾本课核心内容——湿地的重要性、面临的威胁和保护措施，强化与Reading板块比喻的呼应。 效果评价： 观察学生能否说出湿地的重要性及其保护措施。 Homework Basic: Complete the wetlands article if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Draw a poster about wetlands protection with 3 slogans or key messages. Blackboard design Unit 7 The natural world Integration A-C: Protecting ecosystems Wetlands in China: Zhalong（Heilongjiang, NE）→ home to 20% of red-crowned cranes Yancheng（Jiangsu, E）→ 2,472 km², 400+ bird species, 1,000 cranes Problems: land for building, fishing, pollution Solutions: Government: laws, reduce tourists Communities: keep clean, ensure safety, plant trees Individuals: don’t throw rubbish, bring own chopsticks, join clean-up groups 3. 教学反思 Activity 4的笔记填空中，学生对“政府措施”和“社区措施”的分类较为清晰，但对“游客带来的问题”这一模块的信息抓取不够准确。后续可通过分组聚焦不同模块的方式降低难度。口语讨论中，部分学生的建议停留在“不乱扔垃圾”等常见层面，教师提供的具体建议参考有效拓展了学生的思路。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为Amy关于保护海洋的倡议书提纲，包含四个部分：生态系统的重要性（海洋是许多海洋生物的家园、为我们提供食物、提供娱乐空间）、面临的问题（数百万吨塑料垃圾、工厂和家庭废水）、我们能做什么（清理海滩、使用环境友好型产品、告诉他人如何保护海洋）、行动呼吁（志愿加入环保组织）。D2为Amy的倡议书范文，按照提纲展开，结构清晰。范文后附有Useful expressions语言支架。 意义和价值： 写作提纲+范文为学生提供了完整的倡议书写作示范——从构思内容（提纲）到组织成文（倡议书）。倡议书作为一种应用文体，结构规范、语言正式、富有说服力，为学生提供了表达环保主张的实用写作范式。范文结构清晰、语气恳切，是学生模仿的合适范例。 方式和方法： 倡议书采用“总—分—总”结构：首段说明写信目的，主体部分分述重要性、问题和解决方案，结尾发出行动呼吁。语言正式得体，运用Dear Sir or Madam、I am writing to...、However、Also、It is meaningful to...、Please join us、Yours sincerely等正式书信表达。 2. 教学设计 Period 6: Integration D Topic: Writing a proposal on protecting an ecosystem Learning objectives By the end of this period, students will be able to: 1. Complete a writing outline for a proposal to protect an ecosystem. 2. Analyse the structure of the model proposal and extract useful expressions. 3. Write a proposal of 80-100 words asking people to protect an ecosystem. 4. Evaluate their own and peers‘ writing based on a checklist and revise accordingly. Teaching focus 1. Analysing the model proposal’s structure and extracting useful expressions. 2. Organizing ideas from the outline into a well-structured proposal. Teaching difficulty 1. Using formal letter structure and appropriate tone. 2. Organizing ideas into a logical “importance → problems → solutions → call to action” structure. 3. Writing persuasively while maintaining a polite tone. Teaching procedures Revision Lead-in Activity 1: “One message to the world.” The teacher asks: “If you could send one message to everyone in the world about protecting nature, what would you say? Share with your partner.” Students think for 20 seconds, then share with a partner. 2 students share with the class. The teacher says: “Today you‘re going to write a proposal—a formal letter to ask people to protect an ecosystem. You’ll get to say that message to the world.” 设计意图： 用“给世界的一句话”快速激活学生对生态保护的思考和个人表达，将写作任务与真实使命感建立联系，简洁高效地进入写作主题。 效果评价： 观察学生能否快速产生一个关于生态保护的想法并表达出来。 Pre-writing Activity 2: “Completing the outline.” Students choose an ecosystem to write about. They complete the outline（Part D1）with information about its importance, the problems it faces, what we can do, and a call to action. They work individually. After completing, they share with a partner to add missing details. 设计意图： 通过提纲帮助学生系统梳理倡议书所需的各个部分，为写作做内容准备。 效果评价： 观察学生能否完整填写提纲中的各项内容。 Activity 3: “Analysing Amy’s proposal.” Students read Amy‘s proposal. The teacher guides them to identify the structure: Introduction（Para 1）: I am writing today to ask for your help in protecting the ocean. Importance（Para 2）: home to sea life, provides food, offers space for fun. Problems（Para 3）: plastic waste, wastewater from factories and houses. Solutions（Para 4）: keep beaches clean, use environment-friendly products, tell others. Call to action（Para 5）: join a group, work as a volunteer, please join us. The teacher asks: “What makes Amy’s proposal persuasive?”（She uses facts about importance, describes problems clearly, offers specific solutions, and ends with a direct call to action.） 设计意图： 通过分析范文结构帮助学生理解倡议书的组织方式和说服策略。 效果评价： 观察学生能否识别文章结构并说出其说服力所在。 Activity 4: “Extracting useful expressions.” Students underline useful expressions in Amy‘s proposal. The teacher writes key sentence stems on the board: Introduction: “I am writing today to ask for your help in...” / “I want to ask you to...” Importance: “... is home to...” / “It provides us with...” / “It offers us...” Problems: “... is/are one of the biggest problems.” / “There are... in...” / “This will harm or even kill...” Solutions: “We can... / We should... / It is also a good idea to...” Call to action: “It is meaningful to...” / “Please join us.” / “Together we can...” Closing: “With kind thanks, Yours sincerely,...” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students confuse “problems” with “solutions,” provide clearer sorting prompts: “Problems = what is wrong; Solutions = what we can do to fix it” and use a table format to organize the information. If students struggle to identify problems, provide examples: “What does pollution do to the ocean? What happens when forests are cut down?” Compare the proposal with the Reading article from the previous lesson—one is persuasive, the other is informative—to help students understand the differences between text types. While-writing Activity 5: “Writing the first draft.” Students write their proposal based on their outline, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use formal language. Include importance, problems, solutions, and a call to action.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的生态词汇和倡议书结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students use informal language like “Guys, let‘s help!,” highlight the differences between formal and informal expressions on the board and remind students during monitoring to use formal language. If students struggle to begin, suggest they start with “I am writing today to ask for your help in protecting...” Post-writing Activity 6: “Self-evaluation and peer review.” The teacher presents a simple checklist: ① Clear introduction（states purpose）? ② Importance described? ③ Problems described? ④ Solutions offered? ⑤ Call to action? ⑥ Formal language used? Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和语言风格。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: “Revision and sharing.” Students revise based on feedback. The teacher invites 2 volunteers to share their revised proposals. The teacher comments on the effective use of structure and persuasive language. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 Summary The teacher asks: “What structure did we use for our proposal?（Introduction → Importance → Problems → Solutions → Call to action.）What type of language did we use?（Formal and persuasive.）” Students answer. The teacher concludes: “A good proposal tells people why something matters, what problems it faces, what we can do, and calls us to action. Your proposals can make a difference.” 设计意图： 回顾倡议书的写作结构和语言风格，强化“问题→解决方案→行动号召”的写作模式。 效果评价： 观察学生能否说出倡议书的各部分。 Homework Basic: Revise your proposal based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Read your proposal to a family member and ask: “Would this make you want to help? Why or why not?” Write down their response. Blackboard design Unit 7 The natural world — Writing a Proposal Structure: ① Introduction: purpose of writing ② Importance: why this ecosystem matters ③ Problems: what threats it faces ④ Solutions: what we can do ⑤ Call to action: join us Useful expressions: I am writing today to ask for your help in... ... is home to... ... provides us with... One of the biggest problems is... We can... / We should... It is meaningful to... Please join us. / Together we can... 3. 教学反思 范文分析中，学生能快速识别倡议书的结构，并将其与Reading板块的说明文进行对比，理解了两种文体的差异。写作中，部分学生对“问题”和“解决方案”的区分不够清晰，容易将方案写进问题栏。后续可用表格形式进一步明确分类。互评环节中，部分学生给出了“Star”但忽略了“Wish”，后续需强调两方面反馈的重要性。整体来看，学生能较好地运用范文结构完成倡议书写作，语言表达的正式程度还需加强。 1 学科网（北京）股份有限公司 $Unit 3 To be a good learner 1、 单元整体教学设计 1. 单元主题 本单元主题为“To be a good learner”(成为好的学习者),属于“人与自我”范畴,涉及“学习与自我提升”主题群,聚焦“学习方法、学习习惯与终身学习”子主题。 2. 单元内容分析 本单元围绕“学习”这一主题展开,由七个板块组成。单元首页明确四项学习目标:阅读Benjamin Franklin热爱学习的故事、了解学习问题与建议、给语言学习提出建议、更好地理解学习的重要性和如何更有效地学习。 Welcome to the unit板块围绕“学习谚语”展开,通过谚语匹配活动呈现四条关于学习的经典谚语(如“授人以鱼不如授人以渔”“千里之行始于足下”等),并通过课堂对话示范如何讨论“对成功学习最重要的是什么”。该板块作为单元开篇,激发学生对“学习方法”话题的兴趣,为后续学习奠定主题基础。 Reading板块为一篇关于Benjamin Franklin的传记类文章,介绍他从童年到成年持续学习、不断探索的一生——作为印刷工学徒时通过大量阅读自学、研究风暴和闪电、发明实用物品、晚年从政并为世界作出贡献。文章采用“总—分—总”结构,按时间顺序展开,使用一般过去时叙述。语篇后附有段落主旨匹配、细节问答和词汇巩固等任务。本板块分两课时教学,第一课时侧重语篇输入、信息梳理与主旨理解,第二课时侧重语言内化、结构分析与表达输出。 Grammar板块包含两个语法项目。A部分围绕“副词比较级和最高级”展开,通过三个学生阅读速度的对比呈现fast/faster/fastest、hard/harder/hardest等规则变化,以及well/better/best、badly/worse/worst等不规则变化,并配有分层练习。B部分围绕“反身代词”展开,通过关于学习的短文呈现myself/yourself/ourselves等反身代词的用法,并配有写作练习。 Word Power呈现后缀-er、-or、-ist用于构成表示“从事某种职业或活动的人”的名词(如printer、inventor、tourist),通过表格和语篇填空巩固运用。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能,分为两课时教学:第一课时聚焦Integration A-C,包含阅读(语言大师赵元任的语言学习方法)、听力(九年级学生Lily分享英语学习经验)、口语(Amy与Millie讨论英语学习问题)和计划填空(Kitty的英语学习计划),侧重听说读技能整合与语言学习方法探讨;第二课时聚焦Integration D,专项开展写作教学,围绕“英语学习中的问题及解决方法”主题,借助调查问卷、范文和写作指导,引导学生完成短文写作。 Assessment板块包含学生自我评价量表,从四个维度(复述成功学习的故事、正确使用比较级和最高级副词及反身代词和构词法、谈论和写作学习问题并给出建议、了解学习技巧并享受学习)引导学生反思单元学习成果。Further study推荐观看电影“Akeelah and the Bee”,鼓励学生从励志故事中汲取学习的力量。两个板块均不单独占用课时,由学生在课后自主完成。 七个板块从“感知学习名言”到“了解伟人学习故事”,从“学习语法工具”到“探讨语言学习方法”,构成“感知 理解 内化 整合 表达”的完整学习链。 体现单元核心素养综合表现的重点语言表达如下。 【描述学习行为与方法】 teach oneself, read a lot, borrow books, stay up late, carry a pen and paper write down useful sentences, focus on learning sentences, put oneself in the language environment 【表达学习建议】 spend as much time as possible doing try to use English in daily life start by reading easy texts and slowly move on to more difficult ones don’t have to understand every word 【描述进步与比较】 learn faster than, work harder than, read the fastest among more quickly, more carefully, better, worse 【使用反身代词】 teach myself, enjoy myself, learn by oneself, set goals for ourselves 【表达对学习的看法】 It is important to spend as much time as possible It is hard to learn a new language, but if we do it right way, it will be a lot easier. The love of learning is as important in studying as breathing is in running. 【后缀构词】 -er: printer, writer, reader, teacher -or: inventor, actor, visitor -ist: tourist, scientist, artist, pianist 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后,学生能够: 1. 理解关于学习的经典谚语,感知成功学习的关键要素,初步树立正确的学习态度。 Welcome to the unit 图片、谚语、对话 2. 阅读Benjamin Franklin的传记文章,获取和梳理他终身学习的事迹与品质,理解学习对个人成长的重要意义。 Reading 音频、图片、传记文章 3. 深入理解比较级和最高级副词、反身代词的形式特征与使用规则,掌握后缀-er、-or、-ist的构词法,在描述学习行为和比较学习表现的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作 4. 读、听关于语言学习方法与经验的材料,获取关键信息,思考并表达有效的语言学习策略,理解学习方法的多样性。 Integration A-C 音频、短文、对话、计划 5. 综合运用话题词汇、比较结构和语篇结构知识,撰写一封关于改善校园生活的建议信,增强对校园生活的归属感和主人翁意识。 Integration D 调查问卷、范文、写作 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容: 本课语篇属于“人与自我”范畴下“学习与自我提升”主题群。Part A为四条关于学习的经典谚语匹配活动:(1)Give a man a fish(授人以渔)、(2)A journey of a thousand miles(千里之行)、(3)Studying is like rowing a boat(学如逆水行舟)、(4)To reach a goal(迈出第一步),每条谚语配有三个释义选项。Part B为Millie与同学关于“对成功学习最重要的是什么”的课堂讨论对话,涉及strong drive to learn、good teacher、good study skills、study plan等要素。 意义和价值: 通过谚语学习帮助学生理解关于学习的智慧格言,激活对“如何学习”这一话题的思考。Part B对话示范了如何用英语就学习方法表达观点(I couldn’t agree more等),为单元后续学习奠定话题和语言基础。 方式和方法: Part A采用“谚语+释义”匹配形式,语言精炼、寓意深刻,通过匹配任务帮助学生理解谚语的深层含义。Part B为非正式课堂讨论语体,运用For me, one thing is、I agree、That‘s right、I couldn’t agree more等表达,示范如何就某一话题发表观点和表示认同。 2. 教学设计 Period 1: Welcome to the unit Topic: Learning to learn Learning objectives By the end of this period, students will be able to: 1. Understand four Chinese sayings about learning and match them with their meanings. 2. Use the target expressions to discuss what is important for successful learning. 3. Reflect on their own learning habits and identify areas for improvement. Teaching focus 1. Understanding the meaning of the four sayings about learning. 2. Using the dialogue model to express opinions about successful learning. Teaching difficulty 1. Understanding the metaphorical meanings of the sayings (e.g., “rowing against moving water”). 2. Expressing personal opinions with appropriate expressions of agreement. Teaching procedures Revision Lead-in Activity 1: “What does this picture tell us?” The teacher shows three pictures (no text): (1) A person fishing with a fishing rod, and another person being given a fish. (2) A person standing at the start of a long road. (3) A person rowing a boat against strong water currents. Students work in pairs and discuss: “What do these pictures tell us about learning?” Students share their ideas. The teacher then introduces: “These ideas come from ancient Chinese sayings. Let‘s see how they are expressed in English.” 设计意图: 用直观图片激发学生的思考和讨论,从学生自身的理解和表达出发,再引入英文谚语,降低认知门槛,确保每位学生都能参与。 效果评价: 观察学生能否从图片中解读出关于学习的道理,能否用简单英语表达自己的想法。 If students struggle with interpretation, the teacher can guide them with questions: “What is the difference between getting a fish and learning to fish? Which one helps you more in the long run?” Presentation Activity 2: Saying match-up challenge. Students read the four sayings and the three meanings for each. They work in pairs to match each proverb with its correct meaning. After matching, each pair shares their answer for one proverb and explains its meaning in their own words. The teacher confirms correct answers and clarifies any misunderstandings. 设计意图: 通过配对任务帮助学生理解经典学习谚语,同伴分享加深对谚语寓意的理解。 效果评价: 观察学生匹配的正确率和用自己的话解释谚语的能力。 Activity 3: Listening to opinions. Students listen to the Part B dialogue between Millie, Daniel, Simon and Sandy. They identify: “What does each person think is important for successful learning?” (Daniel — drive to learn; Millie — a good teacher; Simon — good study skills; Sandy — a study plan). The teacher highlights key expressions: “For me, one thing is”, “I agree.”, “That’s right.”, “I couldn‘t agree more.” 设计意图: 通过听力获取对话中四位人物的观点,感知和提取表达观点与表示认同的语言。 效果评价: 观察学生能否准确识别四人各自的观点并提取关键表达。 If students have difficulty with metaphorical meanings, the teacher can provide simple scenario examples (e.g., “If your friend always helps you with math, but never teaches you how, what does the saying tell us?”) to bridge understanding. Practice Activity 4: Pair discussion — “What helps you learn better?” Students work in pairs and discuss: “What do you think is the most important thing for successful learning? Why?” They use the sentence patterns from the dialogue. The teacher provides additional prompts on the board: “perseverance”, “practice”, “curiosity”, “good learning environment”, “support from family”. After discussion, 3-4 pairs share their opinions with the class. 设计意图: 将对话中的观点表达迁移到自身学习经验的讨论中,实现从理解到初步运用。 效果评价: 观察学生能否运用目标句型表达观点并给出理由。 If students are unsure how to expand their ideas, the teacher can model one example: “For me, one important thing is practice. Because the more you practise, the better you become. For example, I practise English speaking every day.” Then encourage students to give their own examples. Production Activity 5: Reflection ranking. Students rank the four elements mentioned in the dialogue (drive to learn, good teacher, good study skills, study plan) in order of importance to them personally. They write a short paragraph (3-4 sentences) explaining their choice. Then they share with a partner and compare rankings. 设计意图: 从口头讨论过渡到书面表达,引导学生对所学内容进行个人化反思,深化对“成功学习”的理解。 效果评价: 观察学生能否清晰表达自己的观点并给出合理理由。 Summary The teacher asks: “What sayings did we learn today? What do they tell us about learning?” Students share briefly. The teacher concludes: “Learning is a lifelong journey. The most important thing is not just to learn, but to learn how to learn.” 设计意图: 回顾本课核心内容——谚语寓意和学习要素,强化“学会学习”的主题意识。 效果评价: 观察学生能否用自己的话复述谚语的核心含义。 Homework Basic: Read the Part B dialogue aloud 3 times. Finish the exercises in the workbook. Extended: Ask two family members “What do you think is the most important thing for successful learning?” Write down their answers and bring them to the next class. Blackboard design Unit 3 To be a good learner Welcome to the unit:Learning to learn Sayings about learning: Teach a man to fish learning skills is better than getting help A journey of a thousand miles start with the first step Rowing against water keep moving forward, or fall behind Reach a goal take the first step Important for learning: drive + good teacher + study skills + study plan Expressing opinions: For me, one thing is I agree. / That’s right. / I couldn‘t agree more. 3. 教学反思 Activity 4的讨论环节中,部分学生表达观点时缺乏具体理由支撑。后续可以提供“观点+理由+例子”的mini框架(如“I think because For example”),帮助学生组织更完整的表达。 Reading 1. 语篇研读 主题和内容: 本课语篇为一篇关于Benjamin Franklin的传记类文章,介绍他从童年到成年持续学习、不断探索的一生——出身贫寒、只受过两年正规教育、在哥哥印刷店做学徒时通过大量阅读自学、研究风暴和闪电、发明实用物品(如富兰克林炉)、晚年参与政治并为世界作出贡献。文章以“终身学习者”为核心线索,展现Franklin“活到老、学到老”的精神。 意义和价值: 通过Benjamin Franklin的成长故事,向学生展示终身学习的榜样力量——出身平凡却通过持续自学成为伟人。文章激励学生认识到学习的价值不在于学校教育的长短,而在于主动求知的精神,培养学生“学会学习”的意识。 方式和方法: 文章采用“总—分—总”结构,按时间顺序(童年 青年 成年 晚年)展开,以第一段总起,最后一段总结贡献。运用一般过去时叙述事件,大量使用时间状语(from a young age, at the age of 10, while working, in 1752, in his later years)。文章后附有段落主旨匹配、细节问答和词汇巩固任务,形成完整的阅读教学闭环。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: A love of learning Learning objectives By the end of this period, students will be able to: 1. Extract key information about Benjamin Franklin‘s life and learning from the article and complete the paragraph summaries. 2. Use skimming and scanning skills to locate specific information and answer comprehension questions. 3. Understand the qualities that made Franklin a lifelong learner and identify valuable learning habits. Teaching focus 1. Extracting key information and completing the paragraph summaries. 2. Understanding the qualities of a lifelong learner. Teaching difficulty 1. Understanding the sequence of events in Franklin’s life and connecting them to his learning journey. 2. Inferring personal qualities from biographical details. Teaching procedures Revision Lead-in Activity 1: “Is school the only way to become great?” The teacher writes two questions on the board: (1) “How many years of education do you need to become a great person?” (2) “Can you become great if you only have two years of schooling?” Students raise their hands to vote on each question. The teacher then says: “Today we‘ll read about a man who became one of the most famous people in history — with only TWO years of formal education. Let’s find out how he did it.” 设计意图: 用投票活动引发认知冲突(“只受过两年教育能否成为伟人”),激发阅读兴趣和探究欲,不透露具体人物细节。 效果评价: 观察学生参与投票的积极性和对问题的初步思考。 If most students vote “No,” the teacher can respond with “Let‘s see if you change your mind after reading!” Pre-reading Activity 2: Vocabulary picture-predict. The teacher presents key vocabulary with images and simple definitions: “printer”, “apprentice”, “bookseller”, “lightning”, “invention”, “discovery”. Students match each word to its picture or definition. Then students predict: “What do you think this man did when he was young? How did he learn?” The teacher writes predictions on the board to revisit after reading. 设计意图: 扫清词汇障碍,利用预测任务建立阅读期待,与Lead-in形成“想读 能读”的衔接。 效果评价: 观察学生能否正确匹配词汇并做出合理预测。 While-reading Activity 3: Skim for structure — “Match the paragraph with its main idea.” Students skim the article quickly and complete the textbook exercise matching each paragraph with its main idea. The teacher guides students to notice the “总—分—总” structure: Introduction Life events (time order) Conclusion. Students work individually, then check in pairs. 设计意图: 训练略读获取段落主旨的能力,建立对文章“总—分—总”结构的整体认知。 效果评价: 观察学生能否准确匹配段落与主旨,能否识别文章的整体结构。 Activity 4: Scan for details — “Franklin‘s life journey.” Students scan the article and complete the textbook paragraph summaries. Then they work in pairs to create a simple visual timeline of Franklin’s life, using the following key phrases: “age 10 — left school”, “started working as an apprentice”, “taught himself by reading”, “borrowed books and stayed up late”, “studied storms and lightning”, “invented useful things”, “served as a statesman”. The teacher provides a timeline template with some gaps filled in, and students fill in the missing events. 设计意图: 通过时间线梳理Franklin的人生轨迹,帮助学生理解事件顺序与因果关系,为后续讨论“Franklin如何从一个辍学者成为伟人”提供结构支撑。 效果评价: 观察学生能否准确提取时间信息并按顺序排列。 Activity 5: Read and discuss — “What made Franklin a great learner?” Students read the article again and answer the textbook questions. The teacher focuses the discussion on the deeper questions: “What qualities do you think Franklin had?” and “Franklin let people use his inventions for free. What do you think of this?” Students discuss in pairs, then share with the class. The teacher writes student-generated quality words on the board. 设计意图: 通过细节问答和开放性问题引导学生深入理解文本,从具体事迹上升到人物品质的归纳,进行价值观讨论。 效果评价: 观察学生能否从文中找到支撑信息,能否归纳人物品质并表达个人观点。 If students struggle with the timeline, the teacher can write the time markers (from a young age at the age of 10 while working in 1752 in his later years) as a guide, and ask students to match each time marker with the corresponding event. Post-reading Activity 6: “Learning tips from Franklin.” Students work in pairs to extract “learning tips” from Franklin‘s story. Each tip should follow the pattern: “Franklin learned/studied by .” Students share their tips: “Franklin learned by reading a lot.” “Franklin learned by teaching himself.” “Franklin studied by observing nature.” The teacher adds: “What can you learn from Franklin?” Students reflect individually and share. 设计意图: 引导学生将Franklin的学习方法提炼为可借鉴的“学习建议”,建立文本与自身的联系。 效果评价: 观察学生能否从文中提取学习方法并用自己的话表达。 Summary The teacher asks: “With only two years of education, how did Franklin become a great man?” Students summarize: “He taught himself by reading a lot. He never stopped learning.” The teacher concludes: “Learning doesn’t stop when school stops. Real learning is a lifelong journey.” 设计意图: 回顾Franklin成长故事的核心——“终身学习”,强化单元主题“成为好的学习者”。 效果评价: 观察学生能否概括Franklin成功的核心原因。 Homework Basic: Read the article aloud 2 times. Complete the paragraph summaries if not finished in class. Finish the reading comprehension exercises in the workbook. Extended: Write 3 sentences about one quality Franklin had and why it is important for learning. Blackboard design Unit 3 To be a good learner Reading (Period 1): A love of learning Benjamin Franklin: a lifelong learner His learning journey (timeline): age 10 left school as apprentice taught himself by reading (borrowed books, stayed up late) later studied storms and lightning discoveries later invented useful things (no patents) later statesman contributed to the world His learning tips: Read a lot. Teach yourself. Observe and discover. Never stop learning. Key qualities: curious, hard-working, determined, creative, generous 3. 教学反思【Reading (1)】 Activity 4的时间线绘制任务帮助学生直观理解Franklin的人生轨迹,但部分学生提取信息的效率较低。后续可提供预填部分信息的时间线模板,降低任务难度,同时允许学生在完成文章大意匹配后再进行时间线梳理,形成“先整体后细节”的阅读策略。 Activity 5的开放性问题(“Franklin let people use his inventions for free. What do you think of this?”)引发了学生热烈讨论,多数学生表示欣赏Franklin的慷慨,但也有学生认为发明家应获得回报。这一讨论有助于培养批判性思维,后续可引导学生联系实际——知识共享与知识产权保护之间的平衡。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: A love of learning Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of the biography and identify writing techniques. 2. Use key vocabulary and sentence patterns to describe a learner‘s journey. 3. Apply lessons from Franklin’s story to their own learning. Teaching focus 1. Analysing the structure of the biography (chronological order). 2. Using the target vocabulary to describe learning experiences. Teaching difficulty 1. Using past tense and time markers to narrate a learning journey. 2. Transferring the lessons from Franklin‘s story to personal learning contexts. Teaching procedures Revision Lead-in Activity 1: “Which quality matters most?” — Gallery walk. The teacher posts four qualities on different walls: “Curiosity”, “Hard work”, “Creativity”, “Generosity”. Students stand up and walk to the quality they think matters most for learning. Students at each poster share why they chose it. The teacher invites representatives from each quality group to share with the whole class. 设计意图: 用“画廊漫步”活动激活学生对上节课所归纳品质的记忆,通过身体活动提高参与度,快速聚焦本课时主题。 效果评价: 观察学生能否为自己的选择提供合理理由。 Presentation Activity 2: Structure analysis — “How is a good biography organized?” Students re-read the article and identify the structure: Introduction (who Franklin is) Early life and learning Studies and discoveries Inventions Later life and contributions Conclusion. The teacher asks: “What order does the writer use?” (Time order / chronological.) “How does the writer make it interesting?” (By giving specific details and examples.) The teacher writes the structure on the board. 设计意图: 引导学生分析传记的结构和写作顺序,为写作积累结构知识。 效果评价: 观察学生能否识别时间顺序结构,能否找出具体的写作手法。 Activity 3: Language focus — “Time markers that tell a story.” The teacher writes key time markers from the article on the board: “from a young age”, “at the age of 10”, “while working”, “in 1752”, “in his later years”. Students find sentences with these markers and identify the verbs (all in past tense). The teacher asks: “Why does the writer use the past tense here?” (Because it‘s about a historical figure.) The teacher then asks: “If you were telling your own learning story, what time markers could you use?” Students suggest: “when I was”, “at the age of”, “in primary school”, “last year”. 设计意图: 聚焦一般过去时和时间标记语,帮助学生理解如何叙述过去的事件,并迁移到自己的写作中。 效果评价: 观察学生能否准确识别时态和时间标记语。 Practice Activity 4: Sentence completion — “Franklin’s learning journey.” Students complete a cloze passage about Franklin using the correct past-tense forms. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图: 在语境中巩固词汇和过去时态的运用,实现从识别到运用的过渡。 效果评价: 观察学生填空的正确率,特别是动词过去式的使用。 Activity 5: “From Franklin‘s journey to my journey.” Students complete a short reflection in pairs: “Franklin learned by .” “I can learn by .” “One thing I can do better is .” They share their reflections with another pair. 设计意图: 将Franklin的学习方法与自身学习建立联系,实现主题意义的深化。 效果评价: 观察学生能否从Franklin的故事中提炼出对自己有启发的学习方法。 Production Activity 6: Mini-writing — “My learning journey.” Students write a short paragraph (5-6 sentences) about their own learning journey in one subject. They should include: when they started, what they did to learn, challenges they faced, how they overcame them, and what they achieved. They should use at least three past-tense time markers and one vocabulary word from the article. The teacher walks around and provides individual help. 设计意图: 综合运用本课所学词汇、时态和结构进行个性化书面产出,将学习内容迁移到真实语境。 效果评价: 观察学生能否运用过去时态叙述学习经历,能否使用时间标记语和本课词汇。 If students struggle with writing, provide sentence starters: “I started learning when / At first, I found it difficult because / I didn’t give up. I / Now I can” Summary The teacher asks: “What can we learn from Benjamin Franklin?” Students share takeaways. The teacher concludes: “Benjamin Franklin shows us that learning is not about where you start, but about never stopping. Every one of us can be a lifelong learner.” 设计意图: 总结本课的核心启示——学习的起点不重要,持续学习才是关键。 效果评价: 观察学生能否用一两句话概括从Franklin身上学到的道理。 Homework Basic: Revise your learning story and write a clean copy. Finish the vocabulary and grammar exercises in the workbook. Extended: Research another famous learner (e.g., Helen Keller, Albert Einstein) and write 3 sentences about how they learned. Blackboard design Unit 3 To be a good learner (Reading Period 2) Biography structure: Introduction Early life Studies Inventions Later life Conclusion (Time order / chronological) Time markers: from a young age / at the age of / while working / in [year] / in his later years Key learning from Franklin: Start where you are. Never stop learning. Past tense: taught, borrowed, stayed, studied, discovered, invented, let 5. 教学反思【Reading (2)】 Activity 6的写作中,部分学生将“学习故事”写成了“学习计划”,缺乏对过去经历的叙述。后续可在写作前增加“口头叙述”环节,让学生先口头讲给同伴听,在交流中理清“过去做了什么 遇到什么困难 如何克服 取得了什么”的逻辑链后再动笔。 Grammar & Word Power 1. 语篇研读 主题和内容: Grammar板块包含两个语法项目。A部分围绕“比较级和最高级副词”展开,通过三个学生阅读速度、思维活跃度和工作努力程度的对比,呈现规则变化(fast faster fastest、hard harder hardest、actively more actively most actively)和不规则变化(well better best、badly worse worst)。B部分围绕“反身代词”展开,通过关于学习乐趣的短文呈现myself/yourself/ourselves等反身代词的用法。Word Power呈现后缀-er、-or、-ist用于构成表示人的名词(如printer、inventor、tourist),通过表格和语篇填空巩固运用。 意义和价值: 编者通过“学习表现对比”这一与单元主题紧密相关的语境,帮助学生在有意义的语境中感知和理解比较级和最高级副词的形式与用法。反身代词的学习则通过“enjoy myself”“teach oneself”“set goals for ourselves”等与学习相关的表达,实现了语法学习与主题表达的融合。Word Power帮助学生掌握构词法,拓展词汇量。 方式和方法: A部分以句子对比为导入,通过规则表格系统呈现比较级和最高级副词的变化规则,练习从控制性填空到开放性写作。B部分以短文为语境呈现反身代词,练习为开放性写作。Word Power以表格和语篇填空形式呈现。 2. 教学设计 Period 4: Grammar & Word Power Topic: Comparative and superlative adverbs & Reflexive pronouns &The suffixes -er, -or and -ist Learning objectives By the end of this period, students will be able to: 1. Discover and summarize the formation rules of comparative and superlative adverbs (regular and irregular forms). 2. Understand and use reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, yourselves, themselves) in context. 3. Understand the suffixes -er, -or, -ist and use them to form nouns for people who do specific jobs or activities. Teaching focus 1. Mastering the formation rules of comparative and superlative adverbs. 2. Understanding and using reflexive pronouns correctly. 3. Using suffixes -er, -or, -ist to form nouns. Teaching difficulty 1. Distinguishing between adverbs and adjectives in comparative forms. 2. Using the correct reflexive pronoun to match the subject. 3. Choosing the correct suffix (-er, -or, or -ist) for different base words. Teaching procedures Revision Lead-in Activity 1: “Who is the fastest reader?” — Class poll. The teacher asks: “Who reads fast? Who reads faster? Who reads the fastest in our class?” Students nominate classmates. The teacher writes the findings on the board in sentence form: “ reads fast. reads faster than . reads the fastest in our class.” The teacher then asks: “What kind of word is fast/faster/fastest?” (Adverbs.) The teacher says: “Today we will learn how to compare actions.” 设计意图: 用真实的班级调查激活学生对比较级和最高级的已有知识,在真实语境中引出副词比较结构,让学生感受到语法与生活的联系。 效果评价: 观察学生能否自然地使用比较级和最高级进行表达。 Presentation Activity 2: “Learning to compare actions.” Students read the sentences in Grammar A. The teacher asks: “Find the sentences with faster, fastest, more quickly, most quickly, better, best.” Students identify them and complete the Work out rules and the formation table. The teacher explains the three types: Short adverbs: add -er/-est (fast faster fastest, hard harder hardest) Long adverbs: use more/most (quickly more quickly most quickly) Irregular: change the word (well better best, badly worse worst) Students complete the practice sentences in Part A. 设计意图: 通过规则归纳和表格填空,系统呈现比较级和最高级副词的变化规则。 效果评价: 观察学生能否完成规则填空和练习,了解其对规则的理解程度。 Activity 4: “Learning about myself and others.” Students read the text in Grammar B. The teacher asks: “Find the reflexive pronouns.” Students identify: “myself, yourself, ourselves.” The teacher presents the full table: Singular: myself / yourself / himself / herself / itself Plural: ourselves / yourselves / themselves Students write a short text about a learning experience using reflexive pronouns. 设计意图: 通过文本阅读发现反身代词的形式和用法,通过写作练习巩固运用。 效果评价: 观察学生能否识别反身代词,能否在写作中正确使用。 Activity 5: “Who does the job?” — Word Power suffixes -er, -or, -ist. Students read the Word Power table and examples. The teacher explains: “-er is for many jobs/activities (printer, writer, teacher), -or is for some jobs (inventor, actor), -ist is for skills or interests (tourist, scientist, artist).” Students complete the transformation exercise and the text about “slash”. They check in pairs. 设计意图: 通过表格观察和填空练习,帮助学生掌握后缀构词法,了解“slash”这一新兴职业概念。 效果评价: 观察学生能否正确使用后缀构成名词。 If students confuse adverbs with adjectives, the teacher can remind them: “Adverbs describe actions — how you do something. Adjectives describe nouns — what something is like. Fast can be both: ‘She is a fast reader.’ (adj.) vs ‘She reads fast.’ (adv.).” f students confuse “yourself” and “yourselves,” remind them that “yourselves” is plural (talking to more than one person). Practice Activity 5: Controlled practice — completing the sentences (Grammar A). Students complete the sentences in Part A individually, filling in the blanks with the correct forms of the adverbs (fast, actively, hard). They check in pairs. The teacher checks with the whole class. 设计意图: 在句子层面进行控制性练习,巩固比较级和最高级副词的形式和用法。 效果评价: 观察学生填空的正确率,了解其对规则变化的掌握程度。 Activity 6: Controlled practice — describing group performance (Grammar B). Students work in pairs and complete Part B — writing at least three sentences describing how they and their group members performed during a group activity, using comparative and superlative adverbs. They share with a partner. 设计意图: 在团队活动情境中进行半控制性练习,运用比较级和最高级副词描述真实表现。 效果评价: 观察学生能否正确使用比较级和最高级副词进行描述。 Activity 7: Semi-controlled practice — reflexive pronouns in context. Students write a short text about a learning experience using reflexive pronouns. They can write about: “How do you teach yourself something new?” or “What do you do to enjoy yourself while learning?” They work individually, then share with a partner. 设计意图: 在写作语境中巩固反身代词的运用,实现从识别到产出的过渡。 效果评价: 观察学生能否在写作中正确使用反身代词。 Activity 8: Controlled practice — completing the ‘slash’ text (Word Power). Students complete Mr Wu‘s explanation about “slash” using the correct forms of the words in brackets (design, sing, dance, biology, photograph, write). They check in pairs and read aloud. 设计意图: 在语篇语境中巩固后缀构词法,了解“slash”这一新兴职业概念。 效果评价: 观察学生能否正确选择后缀构成名词。 If students struggle to generate ideas, the teacher can provide sentence starters: “When I learn English by myself, I / I often enjoy myself when I / I set goals for myself” Production Activity 9: “The best learner in our group.” Students work in groups of four. They discuss and write a short paragraph about “Who is the best learner in our group?” using: comparative and superlative adverbs (fast, hard, actively, carefully, etc.) reflexive pronouns (ourselves, myself, yourself, etc.) They should include: who learns the fastest, who works the hardest, who improves the most, and how they push themselves. Each group presents their paragraph to the class. 设计意图: 综合运用比较级和最高级副词与反身代词,在真实的同伴评价语境中实现语法知识的整合运用。 效果评价: 观察学生能否综合运用多种语法结构进行表达。 If groups finish early, encourage them to add one more sentence about how they encourage themselves to learn better using a reflexive pronoun. If groups struggle, provide a sentence frame: “In our group, learns the fastest because works the hardest. We always encourage ourselves to” Summary The teacher asks quick questions: “How do we form comparatives of short adverbs? How do we form comparatives of long adverbs? What are the irregular adverbs? What reflexive pronoun do we use with ‘he’? With ‘we’? What suffix do we use for a person who invents things? For a person who plays the piano?” Students answer quickly. 设计意图: 快速回顾本课三个语法点的核心规则。 效果评价: 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish the grammar exercises in the workbook (comparative/superlative adverbs and reflexive pronouns). Complete the Word Power transformation exercise if not finished in class. Extended: Write 3 sentences comparing your learning performance with a classmate‘s, using comparative/superlative adverbs and reflexive pronouns. Write 3 more nouns with the suffixes -er, -or, -ist. Blackboard design Unit 3 To be a good learner — Grammar & Word Power Comparative & Superlative Adverbs: Short adv: +er / +est (fast faster fastest) Long adv: more / most (quickly more quickly most quickly) Irregular: well better best, badly worse worst, far further/farther furthest/farthest Reflexive Pronouns: Singular: myself / yourself / himself / herself / itself Plural: ourselves / yourselves / themselves Suffixes -er / -or / -ist: -er: printer, writer, teacher, planner, owner, winner -or: inventor, actor, visitor, publisher -ist: tourist, scientist, artist, pianist 3. 教学反思 Activity 9的“最佳学习者”小组活动中,部分小组只关注了比较级而忽略了反身代词的使用。后续可在活动要求中增加“检查组内是否至少使用了两个反身代词”的步骤,确保所有目标语法点都得到运用。 Integration A-C 1. 语篇研读 语篇A(赵元任:语言大师) 主题和内容: 该语篇为关于语言大师赵元任的简短介绍。赵元任能说30多种汉语方言和多种外语(英语、法语、德语等)。他的语言学习方法包括:尽可能多地听说读、到新地方时与当地人交谈将自己置于语言环境中、随身携带纸笔记录有用句子、注重学习句子而非单个单词。 意义和价值: 赵元任作为中国著名的语言学家,其学习经历对学生具有示范和激励作用。文章呈现了具体、可操作的语言学习方法,与单元主题“成为好的学习者”高度契合,为后续听力(Lily的英语学习经验)和写作(学习计划)提供了内容支撑。 方式和方法: 文章采用“总—分”结构:第一段总起介绍赵元任的语言能力,第二段具体介绍他的学习方法,末段总结。使用一般过去时叙述,运用时间状语(every time)和连接词(also)组织信息。后附两个理解性问题,引导学生提取信息和表达个人观点。 语篇B1(Lily的英语学习经验——正误判断) 主题和内容: 该听力材料为九年级学生Lily向八年级学生分享英语学习经验的讲话。内容包括:Lily曾经认为英语很难(但后来进步了)、老师给了她学习建议、在日常生活中尝试使用英语、看英文电影是好的学习方式、经常独自练习说英语、随身携带笔记本记单词。 意义和价值: 通过同龄人的英语学习经历分享,帮助学生认识到“英语学习虽有困难但可以克服”,了解具体可行的学习方法。正误判断任务训练学生在听力中获取和验证信息的能力。 方式和方法: 讲话为正式口语体,信息密度适中。后附的正误判断任务要求学生不仅判断对错,还要纠正错误信息,训练深度听力理解能力。 语篇B2(Lily答问——摘要填空) 主题和内容: 该听力材料为Lily回答三个问题的内容:(1)发音有多重要?——发音是语言学习的基础,发音错误会导致别人听不懂,需要大量练习;(2)语法难学吗?——语法难但重要,需要规则来表达意思,每天尝试用英语写东西;(3)阅读有帮助吗?——经常阅读很重要,从简单文本开始逐步增加难度,不必理解每个单词。 意义和价值: Lily的回答聚焦语言学习中的三个核心难点——发音、语法、阅读,给出了具体实用的建议,为学生制定自己的学习计划提供了参考。 方式和方法: 对话为问答形式,后附摘要填空任务,训练学生抓取关键信息并完成笔记的能力。 语篇C(Amy与Millie的对话) 主题和内容: 该语篇为Amy与Millie关于英语学习问题的对话。Amy担心英语不好,Millie给出建议:尽可能多听英语(听在线节目,不必理解每个词,关注主旨)、每天早上大声朗读英语(注意发音)。 意义和价值: 该对话为学生提供了关于英语学习问题的口语讨论范本,示范了如何提出问题、给出建议、回应建议的交际模式,为学生的口语产出搭建语言支架。 方式和方法: 对话采用“求助 建议 追问 补充建议 回应”的结构,节奏自然。运用Don‘t worry.、There are many ways to、What should I do?、How about?、That’s a good idea.、I‘ll have a try.等功能表达。 2. 教学设计 Period 5: Integration A-C Topic: Lessons in language learning Learning objectives By the end of this period, students will be able to: 1. Read about Zhao Yuanren’s language learning methods and answer comprehension questions. 2. Listen to Lily's English learning experience and complete T/F and note-taking tasks. 3. Complete a learning plan based on the listening information. 4. Use the dialogue model to give and receive advice about language learning problems. Teaching focus 1. Extracting information from reading and listening materials about learning methods. 2. Using the dialogue model to discuss language learning problems and solutions. Teaching difficulty 1. Integrating information from multipl Unit 2 School life 1、 单元整体教学设计 1. 单元主题 本单元主题为“School life”（学校生活），属于“人与社会”范畴，涉及“学校生活与校园环境”主题群，聚焦“不同国家的学校生活、校园文化与教育理念”子主题。 2. 单元内容分析 本单元围绕“学校生活”这一主题展开，由七个板块组成。单元首页明确四项学习目标：了解世界各地不同的学校、比较事物的数量、使用as...as以及后缀-ish/-ian/-ese/-n、谈论和写作如何改善学校生活。 Welcome to the unit板块围绕“世界各地不同寻常的学校”展开，通过听力匹配活动呈现孟加拉的船形学校、印度的火车站学校、菲律宾/危地马拉的瓶子学校，并通过课堂对话示范如何讨论不同国家的学校特色。该板块作为单元开篇，激发学生对“学校生活”话题的兴趣，为后续学习奠定话题基础。 Reading板块包含两篇博客文章，分别介绍英国Woodland Secondary School（小班额、多元课程选择、重视艺术教育）和日本Gekko Middle School（重视道德教育、项目式学习、烹饪和清洁等生活技能、礼仪传统）。两篇文章采用“总—分”结构，使用比较级和as...as结构描述学校特征。语篇后附有信息表格填空、正误判断和词汇对话巩固等任务。本板块分两课时教学，第一课时侧重语篇输入与信息梳理，第二课时侧重语言内化、结构分析与表达输出。 Grammar板块包含两个语法项目。A部分围绕“比较事物的数量”展开，通过三所学校在班级人数、午餐时长、暑假时长等方面的数据对比，呈现more/fewer/less与可数/不可数名词的搭配规则以及most/fewest/least的最高级用法，并配有信息填空和自主对比写作练习。B部分通过as...as和not as...as呈现同级比较的肯定与否定形式，配有填空和自主写作练习。 Word Power呈现后缀-ish、-ian、-ese、-n用于将国家名词转化为国籍形容词或语言的构词法，通过表格和语篇填空巩固运用。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-F，包含阅读（Toby对比美中两国学校差异的短文）、听力（Toby与Millie讨论午餐差异、Toby与母亲通话讲述中国学校午餐）、口语（Millie与Toby讨论校园生活亮点对话）和日记填空，侧重听说读技能整合与学校生活对比；第二课时聚焦Integration G-H，专项开展写作教学，围绕“改善学校生活”主题，借助调查问卷、范文和写作指导，引导学生完成建议信写作。 Assessment板块包含学生自我评价量表，从四个维度（描述不同学校、正确使用比较结构和后缀、谈论和写作改善学校生活、理解学校生活的乐趣和教育的重要性）引导学生反思单元学习成果，并通过补充练习进行巩固。Further study推荐阅读“Diary of a Wimpy Kid”系列丛书，鼓励学生了解不同文化背景下的学校生活，拓展课外阅读。两个板块均不单独占用课时，由学生在课后自主完成。 七个板块从“感知不同学校”到“深入理解学校生活”，从“比较学校差异”到“表达改善建议”，构成“感知→理解→比较→整合→表达”的完整学习链。 体现单元核心素养综合表现的重点语言表达如下。 【描述学校特征】 small, big, large, fewer students, smaller classes different classrooms, different programmes, different subjects strong focus on arts, moral education, project-based learning 【比较数量与程度】 more/fewer/less...than, the most/fewest/least, as...as, not as...as Our school has fewer students than most schools. The arts are as important as languages, Maths and Science. Learning Chinese may not be as simple as learning French. 【描述学校活动与生活】 go to different classrooms, choose subjects, be creative, study better do project-based learning, do cleaning and cooking, learn manners get to know more students, spend more time with classmates 【表达建议与看法】 I would like to suggest that our school should... I think we should have more... ...so that it is easier for us to... I hope my suggestions help improve our school life. 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 了解世界各地不同寻常的学校，感知不同国家学校生活的多样性，初步理解教育形式的差异。 Welcome to the unit 图片、音频、对话 2. 阅读介绍英国和日本学校生活的博客文章，获取和梳理不同国家的学校特色、课程设置和教育理念等信息，理解学校生活的多元价值。 Reading 音频、图片、博客文章 3. 深入理解more/fewer/less...than、most/fewest/least以及as...as/not as...as的形式特征和表意功能，掌握后缀-ish、-ian、-ese、-n的构词法，在描述和比较学校生活的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作 4. 读、听Toby对比美中校园生活的材料，获取关键信息，思考并表达不同国家学校生活的异同，尊重文化的多样性。 Integration A-C 音频、短文、对话 5. 综合运用话题词汇、比较结构和语篇结构知识，撰写一封关于改善校园生活的建议信，增强对校园生活的归属感和主人翁意识。 Integration D 日记、调查问卷 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： 本课语篇属于“人与社会”范畴下“学校生活”主题群。Part A为听力匹配任务，呈现三种特殊学校：孟加拉的船形学校（解决雨季洪水问题）、印度的火车站学校（服务贫困家庭儿童）、菲律宾/危地马拉的瓶子学校（用塑料瓶建造，环保且经济）。Part B为Kitty与Simon、Daniel的课堂讨论对话，围绕“你知道哪些不同寻常的学校”展开，示范如何用英语谈论不同国家的学校特色。 意义和价值： 通过了解世界各地不同寻常的学校，帮助学生拓宽国际视野，理解教育形式的多样性，激发对“学校生活”话题的兴趣。Part B对话为后续的跨文化学校话题讨论提供了语言示范。 方式和方法： Part A采用“图片+国家+原因”匹配形式，训练学生从听力材料中获取关键信息并进行匹配的能力。Part B为课堂讨论语体，运用Do you know...?、Another example is...、What a good way...!、That's really cool!等表达，示范如何介绍和回应新奇事物。 2. 教学设计 Period 1: Welcome to the unit Topic: Unusual schools around the world Learning objectives By the end of this period, students will be able to: 1. Understand the listening material about unusual schools and match each school with its country and reason. 2. Use the target expressions to introduce unusual schools and respond to others' ideas. 3. Appreciate the diversity of school life around the world and develop cross-cultural awareness. Teaching focus 1. Understanding the listening material and completing the matching task. 2. Using the dialogue model to talk about unusual schools. Teaching difficulty 1. Listening for specific information about countries and reasons. 2. Using appropriate expressions to respond to new and interesting information. Teaching procedures Revision Lead-in Activity 1: What makes a school “unusual”? The teacher shows three pictures of a floating school, a school made of bottles, and a school at a train station. The teacher asks: “What do you see in these pictures? How are these schools different from ours?” Students observe and share their ideas. 设计意图： 用直观的图片激发好奇心，激活学生对“学校”话题的认知图式，自然引出“不同寻常的学校”这一主题。 效果评价： 观察学生能否发现图片中学校的不同之处，能否用简单英语表达自己的观察。 Presentation Activity 2: Predicting with a mind map. The teacher presents a mind map on the board: “Unusual schools” in the centre, with three branches — “Place/Country”, “Why is it unusual?”, “Who does it help?”. Students work in pairs to predict the answers before listening. 设计意图： 通过思维导图建立听力预测框架，帮助学生聚焦听力目标，降低听力焦虑。 效果评价： 观察学生能否做出合理预测，了解其已有的背景知识。 Activity 3: Listening and matching. Students listen to the programme and match each school picture with its country and reason. They complete the matching task individually, then check in pairs. The teacher plays the recording a second time if needed and checks answers with the whole class. 设计意图： 通过匹配任务训练学生从听力材料中抓取关键信息的能力，培养信息筛选和匹配技能。 效果评价： 观察学生匹配的正确率，了解其听力理解情况。 If students are unfamiliar with the countries mentioned (Bangladesh, Guatemala), the teacher can quickly show their locations on a world map. If students struggle with the listening, the teacher can pause after each school description to let them process and match. Practice Activity 4: Dialogue analysis and role-play. Students read the Part B dialogue. The teacher highlights key expressions: “Do you know...?” / “What a good way to...!” / “Another example is...” / “That's really cool!” Students practise the dialogue in pairs and then create their own version, replacing the examples with the unusual schools from the listening. 设计意图： 通过对话分析和角色扮演，帮助学生掌握介绍和回应新奇事物的交际表达，在替换练习中巩固听力内容。 效果评价： 观察学生能否准确使用目标表达，能否自然地进行对话替换。 Production Activity 5: Mini-presentation — “My favourite unusual school.” Students choose one unusual school from the lesson and prepare a 30-second introduction, covering: country, reason for creation, why it's interesting. They practise in pairs, then 3-4 students present to the class. The teacher encourages the use of the key expressions learned. 设计意图： 从听力输入到口语输出，引导学生综合运用本课所学词汇和句型进行有意义的表达，实现语言的迁移运用。 效果评价： 观察学生能否组织清晰的介绍，能否使用本课目标表达。 If students are shy, allow them to present from their seats. Encourage the class to respond with “What a good way!” or “That's really cool!” Summary The teacher leads a quick recap: “Today we learned about three unusual schools. Where are they? Why were they created?” Students share briefly. The teacher concludes: “Schools around the world can be very different, but they all help children learn.” 设计意图：回顾本课重点，升华主题，强化学生对友谊价值的理解。 效果评价：观察学生能否总结本课核心内容，能否表达对友谊品质的理解。 Homework Basic: Read the Part B dialogue aloud 3 times and copy the key expressions. Extended: Search online for another unusual school around the world and write 3 sentences about it (country, what makes it unusual, who it helps). Blackboard design Unit 2 School life Welcome to the Unit：Unusual Schools: Boat school — Bangladesh — heavy floods Bottle school — Philippines/Guatemala — cheap & eco-friendly Station school — India — poor children Useful expressions: Do you know...? Another example is... What a good way to...! That's really cool! 3. 教学反思 Activity 4的角色扮演中，部分学生对话内容较为单一，仅仅替换了学校名称，缺乏对学校特色的具体描述。后续可以提供扩展句型（如“It helps children because...”“The best thing about this school is...”），鼓励学生在对话中加入更多信息。 Reading 1. 语篇研读 主题和内容： 本课语篇为两篇博客文章，分别由英国Woodland Secondary School的Nancy和日本Gekko Middle School的Tomoya撰写。第一篇介绍英国学校的特点：学校规模小、班级人数少、学生走班上课、课程选择多样（如戏剧、外语）、重视艺术教育（有专门的艺术、音乐和戏剧教学楼）。第二篇介绍日本学校的特点：重视道德教育、项目式学习、礼仪传统（如进入室内换鞋、放学后打扫卫生、烹饪课、每月的防灾演习）。 意义和价值： 通过两位同龄人的视角，向学生展示不同国家学校生活的特色，帮助他们理解教育理念的多样性——英国的多元课程与艺术重视、日本的道德教育与礼仪传统。文章不仅传递信息，还引导学生思考“什么样的学校生活是有价值的”，为后续的学校生活话题讨论提供参考。 方式和方法： 两篇博客均采用“总—分”结构，以第一人称叙述，语言亲切自然。使用比较级（fewer students, smaller classes）和as...as结构（not as simple as）描述学校特征。文章后附有信息表格填空、正误判断和词汇巩固任务，形成完整的阅读教学闭环。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: My school life Learning objectives By the end of this period, students will be able to: 1. Extract key information about Nancy's and Tomoya's schools from the blog posts and complete the information table. 2. Use skimming and scanning skills to locate specific information and check the truth of statements. 3. Understand the main features of school life in the UK and Japan and compare them with their own school. Teaching focus 1. Extracting key information from the two blog posts and completing the table. 2. Understanding the key features of school life in the UK and Japan. Teaching difficulty 1. Understanding detailed information about moral education and project-based learning in Japanese schools. 2. Comparing different educational approaches across cultures. Teaching procedures Revision Lead-in Activity 1: Quick brainstorm — “What is school like in other countries?” The teacher asks: “What do you think school is like in the UK? In Japan? In the US?” Students share their ideas in pairs, then 2-3 students share with the class. The teacher writes some keywords on the board. 设计意图： 激活学生对不同国家学校生活的已有认知，激发阅读兴趣，为阅读任务建立背景图式。 效果评价： 观察学生能否说出关于不同国家学校的一些先备知识。 Pre-reading Activity 2: Vocabulary preview with pictures. The teacher presents key words with visual aids: “drama”, “foreign languages”, “moral education”, “project-based learning”, “cooking”, “cleaning”, “disaster drills”. Students match the words with simple definitions or pictures. 设计意图： 提前扫清词汇障碍，特别是文化特定词汇（如moral education, disaster drills），为顺畅阅读做准备。 效果评价： 观察学生能否正确匹配词汇与释义，了解其对文化词汇的理解情况。 For the cultural-specific terms, the teacher can provide brief explanations and ask: “Do you have these activities at our school?” While-reading Activity 3: Skim for gist. Students skim the two articles quickly and answer: “Which country is Nancy from? Which country is Tomoya from?” (Key: the UK, Japan) and “What do you think are the key features of each school?” 设计意图： 训练略读技能，帮助学生快速获取基本信息，建立对两篇文章的整体印象。 效果评价： 观察学生能否快速定位国家信息，能否用简单语言概括学校特点。 Activity 4: Scan for details — complete the table. Students scan the articles carefully and complete the information table in the textbook (Country and Key features for both schools). They check answers in pairs. 设计意图： 训练扫读技能，引导学生系统梳理两所学校的关键信息，为后续对比分析做准备。 效果评价： 观察学生表格填写的准确率，关注信息提取的完整性。 Activity 5: True or false with correction. Students read the statements in Part B and mark T or F. For the false ones, they correct them. They work individually, then compare with a partner. The teacher checks answers and discusses the corrections. 设计意图： 通过正误判断和纠错训练深度阅读技能，引导学生关注细节信息并培养批判性思维。 效果评价： 观察学生判断的准确性和纠错的合理性。 If students struggle to identify the key features, the teacher can guide them to look for topic sentences in each paragraph. Post-reading Activity 6: Completing the vocabulary dialogue. Students complete the dialogue with the correct forms of the words/phrases from the box. They work individually, then role-play the dialogue in pairs. 设计意图： 在对话语境中巩固课文核心词汇，通过角色朗读将词汇学习转化为口语表达。 效果评价： 观察学生填空的准确性和对话表演的流畅度。 Activity 7: Compare and contrast — “Venn diagram.” Students draw a Venn diagram with two circles: “Nancy's school” and “Tomoya's school”. They fill in the differences in the outer parts and the similarities in the overlapping part. Then they share their diagram with a partner and discuss: “Which school would you like to study at? Why?” 设计意图： 使用韦恩图可视化两所学校的异同，培养对比分析能力，引导学生表达个人观点，实现从信息提取到观点表达的迁移。 效果评价： 观察学生能否准确提取对比信息，能否清晰地表达个人选择和理由。 If students find the Venn diagram difficult, the teacher can guide them with a simplified frame: “Nancy's school has..., but Tomoya's school has.... Both schools have...” Summary The teacher leads a review: “Today we visited two schools — one in the UK and one in Japan. What did you find most interesting about each school?” Students share briefly. 设计意图： 回顾两篇博客的核心内容，强化对不同国家学校生活特色的认知。 效果评价： 观察学生能否用简单的语言回顾两所学校的主要特点。 Homework Basic: Read the two articles aloud 2 times and finish the exercises in the exercise book. Extended: Write 3 sentences comparing Nancy's school with Tomoya's school, using comparative adjectives. Blackboard design Unit 2 School life Reading (Period 1): My school life Nancy (UK) vs Tomoya (Japan): Small school vs Different programmes Different classrooms vs Moral education Many subjects vs Project-based learning Arts focus vs Life skills (cooking, cleaning) Drama, foreign languages vs Manners, disaster drills 3. 教学反思【Reading (1)】 本课时两篇博客文章信息量较大，学生在完成信息表格时，对日本学校的“项目式学习”“道德教育”等文化特定概念理解不够深入。后续在Pre-reading环节可增加1-2分钟的背景知识讲解，或播放简短的日本学校生活视频片段，帮助学生建立更直观的认知。 Activity 7的韦恩图活动中，部分学生找相似点时思维局限于“都是学校”“都有学生”等表层信息。后续可以引导学生从“教育理念”“课程设置”“校园文化”等维度进行对比，并提供更具体的引导性问题，提升对比分析的深度。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: My school life Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of the two blog posts and identify the writing techniques used. 2. Use the key vocabulary and sentence patterns to describe their own school life. 3. Appreciate the different educational values represented in the two schools. Teaching focus 1. Analysing the structure of the blog posts. 2. Using the target language to describe school life. Teaching difficulty 1. Using the learned expressions to describe their own school life naturally. 2. Expressing personal preferences and giving reasons. Teaching procedures Revision Lead-in Activity 1: Quick quiz review. The teacher asks quick questions: “Where is Nancy's school? What subjects can she choose? What does Tomoya do after school?” Students answer individually as a quick recall check. 设计意图： 通过快速问答复习上节课内容，激活已有知识，为深化学习做准备。 效果评价： 观察学生能否快速准确地回答上节课的核心内容。 Presentation Activity 2: Analysing the blog structure. Students reread the two articles and identify the structure of each: Introduction (who, where) → Key features (2-3 points) → Concluding sentence. The teacher guides students to notice the use of transition words and topic sentences. 设计意图： 引导学生分析博客文章的结构，理解如何组织一篇关于学校介绍的短文，为写作奠定基础。 效果评价： 观察学生能否识别各部分及其功能。 Activity 3: Language focus — comparative structures. The teacher writes key sentences from the articles on the board: “We have fewer students and smaller classes than most schools.” “The arts are as important as languages, Maths and Science.” “Learning Chinese may not be as simple as learning French.” The teacher guides students to identify the comparative patterns (fewer/smaller...than; as...as; not as...as) and their meanings. 设计意图： 聚焦比较级和as...as结构的用法，从语境中感知和理解语法形式，为Grammar板块做铺垫。 效果评价： 观察学生能否识别比较结构并理解其含义。 If students have difficulty identifying the structure, the teacher can display the corresponding paragraphs of the two articles side by side and guide them to compare paragraph by paragraph to find the pattern. Practice Activity 4: Sentence completion — “My school.” Students complete the following sentence stems about their own school: “Our school has ______ than ______.” “______ is as important as ______ at our school.” “I think ______ may not be as ______ as ______.” Students work individually and then share with a partner. 设计意图： 将课文中的比较结构迁移到自身学校生活描述中，实现从理解到初步运用的过渡。 效果评价： 观察学生能否正确运用比较结构进行表达。 设计意图： 引导学生运用所学语言和结构描述自己的朋友，实现从阅读输入到口语输出的迁移，深化对友谊品质的理解。 效果评价： 观察学生能否运用“品质+事例”的结构描述朋友，语言表达是否流畅。 Production Activity 5: Mini-writing — “A blog post about my school.” Students write a short blog post (5-7 sentences) about their school, following the structure of Nancy's or Tomoya's post: Introduction → Key features → Concluding sentence. They should include at least two comparative structures. 设计意图： 综合运用本课所学词汇、结构和语篇知识，实现个性化的书面产出。 效果评价： 观察学生能否按照博客结构进行写作，能否正确使用比较结构。 If students need more support, the teacher can provide sentence starters: “My school is... / We have... / I think... / The most interesting thing is...” Summary The teacher asks: “What makes a blog post about school life interesting?” Students share their ideas. The teacher summarizes: “A good school blog post shares not just facts, but also personal feelings about the school.” 设计意图： 总结博客写作的关键要素——事实+个人感受，为Integration板块的写作做准备。 效果评价： 观察学生能否说出博客文章的特点。 Homework Basic: Revise your blog post and write a clean copy. Extended: Research one more school in another country (e.g., Finland, Singapore) and write 3 sentences about its key features using comparative structures. Blackboard design Unit 2 School life Reading (Period 2) Blog structure: Introduction (who, where) → Key features → Conclusion Comparative structures: ... + er + than / more + ... + than as + adj./adv. + as / not as + adj./adv. + as Key to a good blog post: Facts + Feelings 5. 教学反思【Reading (2)】 Activity 3的语言聚焦环节中，学生能识别比较结构，但在自己造句时，部分学生对as...as的否定形式“not as...as”使用不够熟练，容易遗漏as或误用than。后续在Grammar板块教学中，应加强对as...as与than对比使用的练习，可通过“改错”或“选词填空”等形式强化区分。 Activity 5的博客写作中，部分学生内容较为空泛，仅罗列学校设施名称，缺乏个人感受和观点表达。后续可以在写作前增加“说说你最喜欢学校的哪一点以及原因”的口头讨论环节，帮助学生积累有真情实感的写作素材，同时提醒学生参考范文在结尾加入个人感受。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块包含两个语法项目。A部分围绕“比较事物的数量”展开，通过Nancy、Tomoya、Linlin三所学校在班级人数、午餐时长、暑假时长等方面的数据对比，呈现more/fewer/less与可数/不可数名词的搭配规则以及most/fewest/least的最高级用法，并配有分层练习（A1信息填空、A2自主对比写作）。B部分围绕“同级比较”展开，通过as...as和not as...as结构，呈现肯定和否定形式的同级比较，并配有B1填空和B2自主写作练习。Word Power呈现后缀-ish、-ian、-ese、-n用于将国家名词转化为国籍形容词或语言的构词法。 意义和价值： 编者通过“学校生活数据对比”这一贴近学生生活的语境，帮助学生在有意义的语境中感知和理解比较级和最高级（数量比较）以及as...as结构的语义区别和句法规则，为描述和比较学校生活提供语法工具。Word Power帮助学生掌握国籍和语言的表达，拓展跨文化认知。 方式和方法： A部分以数据表格为依托，通过对比三所学校的各项数据，自然呈现more/fewer/less与可数/不可数名词的搭配规则，以及most/fewest/least的最高级用法。B部分通过学校设施、校园生活等方面的对比，呈现as...as（肯定）和not as...as（否定）结构。Word Power以表格和语篇填空形式呈现。 2. 教学设计 Period 4: Grammar & Word Power Topic: Comparing the amount of things & Using as ... as & The suffixes -ish, ian, -ese and -n Learning objectives By the end of this period, students will be able to: 1. Discover and summarize the usage of more/fewer/less and most/fewest/least with countable and uncountable nouns, and the usage of as...as and not as...as for equal comparison. 2. Correctly use comparative and superlative structures in controlled and semi-controlled exercises, and use these structures to compare school life in writing and oral communication. 3. Understand the suffixes -ish, -ian, -ese, -n and use them to form nationalities and languages from country names. Teaching focus 1. Mastering the rules of using more/fewer/less and most/fewest/least with countable and uncountable nouns. 2. Correctly using as...as and not as...as in the context of describing and comparing school life. 3. Using suffixes -ish, -ian, -ese, -n to form nationalities and languages. Teaching difficulty 1. Distinguishing countable nouns (fewer/fewest) from uncountable nouns (less/least). 2. Using as...as (affirmative) and not as...as (negative) correctly to express equal and unequal comparisons. Teaching procedures Revision Lead-in Activity 1: Spot the differences. The teacher shows two pictures of different classrooms (one with many students, one with few; one with many books, one with few). The teacher asks: “What differences can you see?” Students make comparisons. The teacher writes their sentences on the board, highlighting comparative and superlative forms. 设计意图： 用直观的图片对比激活学生的比较意识，自然引出比较级和最高级的使用需求。 效果评价： 观察学生能否自然地使用比较级和最高级进行描述。 If students only use simple sentences (e.g., “This classroom has more students”), the teacher can prompt: “Can you say it with fewer/less?” Presentation Activity 2: Comparing amounts — more/fewer/less. Students read the table and sentences in Grammar A. The teacher asks: “Find the sentences with fewer, less, more, fewest, least, most.” Students identify them and complete the Work out rules. The teacher writes the key distinctions on the board: Countable nouns → more/fewer, most/fewest; Uncountable nouns → more/less, most/least. 设计意图： 通过数据对比发现规律，归纳more/fewer/less与可数/不可数名词的搭配规则。 效果评价： 观察学生能否准确区分可数名词和不可数名词与相应比较结构的搭配。 Activity 3: Comparing equality — as...as. Students read the sentences in Grammar B. The teacher asks: “What is the meaning of as...as? What about not as...as?” Students complete the Work out rules. The teacher writes on the board: as...as = same level; not as...as = different level. 设计意图： 通过对比例句理解同级比较的肯定与否定形式。 效果评价： 观察学生能否准确说出两种结构的语义差异。 If students confuse fewer/less, the teacher can draw a two-column chart on the board with examples. Practice Activity 4: Controlled practice — completing the text (A1). Students complete Part A1 individually, filling in the blanks with more/fewer/less and most/fewest/least. They check in pairs. The teacher checks with the whole class. 设计意图： 在学校数据对比语境中进行控制性练习，巩固more/fewer/less的用法。 效果评价： 观察学生填空正确率，特别关注可数与不可数名词的区分。 Activity 5: Controlled practice — as...as (B1). Students complete Part B1 using as...as or not as...as with the given adjectives. They check in pairs, then read the completed text aloud. 设计意图： 在学校对比语境中巩固as...as和not as...as的用法。 效果评价： 观察学生能否根据语境选择肯定或否定形式。 Activity 6: Word Power — suffixes -ish, -ian, -ese, -n. Students read the table and examples. The teacher explains: -ese (Asian countries), -ian/-an (many countries), -ish (some European countries), -n (countries ending with -a/-o). Students complete the text about the international school individually, then check in pairs. 设计意图： 通过表格观察和语篇填空，帮助学生掌握后缀构词法，拓展跨文化认知。 效果评价： 观察学生能否正确使用后缀构成国籍形容词和语言名词。 If many errors occur, the teacher can display typical errors on the board and correct them as a class. Production Activity 7: Write your own comparisons (A2 & B2). Students complete the last column in A1 with their own information and write a short text comparing their school life with Nancy's, Tomoya's and Kitty's. Then they write a short text comparing their middle school with their primary school. 设计意图： 在自主写作中综合运用本课所学比较结构，实现从控制性练习到有意义的交际运用。 效果评价： 观察学生能否正确使用多种比较结构进行表达。 Activity 8: Grammar auction (optional — for fun). The teacher prepares 8 sentences about school comparison — some correct, some with errors (e.g., “I have less books than my friend.” — error: books is countable, should be fewer). Students work in teams and bid on whether each sentence is correct or not. Teams earn points for correct judgments. 设计意图： 用游戏化方式巩固语法知识，增强趣味性，培养语法敏感度。 效果评价： 观察学生能否识别语法错误并说出正确形式。 If some students rely on a single structure, the teacher can remind them to use both comparative and superlative forms and provide sentence frames on the board. This activity can be used if time permits. If time is limited, skip it. Summary  The teacher asks quick questions: “When do we use fewer and when do we use less? When do we use as...as and not as...as?” Students answer quickly. 设计意图： 快速回顾本课核心规则。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish A2 and B2 if not completed in class. Complete the Word Power text if not finished. Extended: Write 5 sentences comparing your school life with a friend's school life, using at least three different structures learned today. Blackboard design Unit 2 School life — Grammar & Word Power Comparing amounts: Countable nouns: more/fewer + noun + than, most/fewest Uncountable nouns: more/less + noun + than, most/least Comparing equality: as + adj./adv. + as (same level) not as + adj./adv. + as (different level) Word Power — Nationalities & Languages: -ese: China → Chinese, Vietnam → Vietnamese -ian/-an: Canada → Canadian, America → American -ish: Spain → Spanish, Sweden → Swedish -n: Australia → Australian 3. 教学反思 本课时语法规则较多，学生在A1填空练习中对可数与不可数名词的区分掌握较好，但在自主写作（A2/B2）环节，部分学生仍然混淆fewer和less的用法。后续可在Production环节增加同伴互查环节，让学生互相检查对方作文中比较结构的使用是否正确，通过同伴反馈加深印象。 Activity 8的Grammar Auction游戏有效调动了学生的参与积极性，但部分学生只顾判断对错而忽略了说出正确形式。后续可增加要求——判断错误后必须说出正确句子才能得分，进一步巩固语法知识。 Integration A-C 1. 语篇研读 语篇A（Toby的对比短文） 主题和内容： 该语篇为Toby（来自美国的交换生）撰写的对比短文，比较Sunshine Middle School与其美国母校的差异——班级规模（美国班级更小）、教室使用方式（中国学生固定教室，美国学生走班）、教材使用（中国学生有课本，美国学生需借书或上网查资料）。采用对比结构，通过However、but等连接词衔接差异。 意义和价值： 通过Toby的跨文化视角，帮助学生了解中美学校在组织结构、教学方式和学习资源等方面的差异，培养跨文化理解能力。文章不仅呈现事实差异，还隐含了不同教育理念的对比（固定班级促进同学间的深度了解，走班制有助于认识更多朋友），引导学生思考不同教育模式的利弊。 方式和方法： 短文采用第一人称叙述，以“总—分”结构展开，运用对比连接词（However、but、so）衔接中美差异。使用比较级结构（not as big as, fewer students, more time）和频度副词（usually, often）描述不同学校的特点，语言简洁、信息密度适中。 语篇B1（午餐时间听力） 主题和内容： 该听力材料为Millie和Toby讨论午餐时间的对话，对比中美学校午餐时长和食物选择。中国学校午餐1.5小时、在食堂用餐；美国学校午餐时间较短（约30-40分钟）、有时在教室吃、食物多为汉堡、披萨、炸鸡等快餐。 意义和价值： 通过对比中美学校午餐文化，帮助学生了解不同国家的饮食习惯和校园生活方式，进一步拓展对“学校生活”话题的认知。午餐话题贴近学生生活，易于引起共鸣。 方式和方法： 对话为自然口语体，采用问答和信息交换模式。后附表格填空任务，训练学生通过听力获取关键对比信息并进行分类整理的能力。 语篇B2（Toby与母亲的通话） 主题和内容： 该听力材料为Toby给母亲打电话讲述在中国学校午餐体验的对话，内容涵盖：1.5小时午餐时间（有时间吃饭和休息）、食堂菜品丰富（每天有不同的热菜、多种蔬菜、不同种类的主食、各种小吃）、学会用筷子、午餐时间可以看电影。 意义和价值： 通过Toby的个人体验分享，从更微观、更个人的视角呈现中国学校午餐的丰富性和多样性。Toby从最初的不适应到逐渐融入的过程，体现了跨文化适应能力，也帮助学生从“他者视角”重新认识自己习以为常的学校生活。 方式和方法： 对话为日常通话语体，语言简洁自然。后附笔记填空任务，训练学生抓取关键细节的能力。内容与B1形成“概览+细节”的互补关系。 语篇B3（日记填空） 主题和内容： 该语篇为Toby将B1和B2的信息整合成的一篇日记，从午餐时间、用餐地点、食物种类三个维度对比中美学校午餐差异。结构清晰：总起（与Millie聊天谈论学校差异）→三个对比维度→总结（享受在中国的时间）。 意义和价值： 日记将听力信息转化为书面语篇，实现了从输入到输出的过渡，为学生后续的口语讨论和写作提供了语言积累和结构范例。 方式和方法： 日记采用第一人称叙述，使用比较级（longer than）和对比连接词（First, Second, Last）组织信息，语言介于口语和书面语之间，是学生模仿写作的合适范例。 语篇C（口语对话） 主题和内容： 该语篇为Millie和Toby讨论校园生活亮点的对话。Toby认为学校俱乐部（有从运动到音乐的多种选择）让校园生活特别；Millie认为学校朋友让校园生活精彩（很多快乐时光，日子从不无聊）。对话中渗透了What makes your school life special?、For me, I'd say it's...、What about you?、That's really nice.等功能表达。 意义和价值： 该对话从午餐对比延伸到校园生活整体感受，引导学生思考“什么让学校生活特别”这一开放式问题，培养对校园生活的积极认知和感恩意识。对话呈现了持不同观点时如何自然交流的模式。 方式和方法： 对话采用“询问→陈述→反问→回应”的交流结构，节奏自然，适合模仿和角色扮演。核心功能表达为后续口语讨论提供了清晰的语言支架。 2. 教学设计 Period 5: Integration A-C Topic: Different school lives Learning objectives By the end of this period, students will be able to: 1. Read Toby's comparison of school life in the USA and China and answer comprehension questions. 2. Listen to conversations about lunchtime differences and complete tables and notes. 3. Integrate information from listening sources to complete a diary entry. 4. Imitate a dialogue to talk about what makes their school life special. Teaching focus 1. Reading for comparative information and answering questions. 2. Listening for specific information and completing tables/notes. 3. Using functional expressions to talk about school life. Teaching difficulty 1. Integrating information from multiple listening sources. 2. Using comparative structures correctly in the diary entry. Teaching procedures Revision Lead-in Activity 1: Think-pair-share — “How is our school different from a US school?” The teacher asks: “If an American exchange student came to our school, what differences would he/she notice?” Students think individually, share with a partner, then share with the class. 设计意图： 激活学生对中美学校差异的已有认知，为Toby的阅读文本建立预测框架。 效果评价： 观察学生能否说出一些学校生活的差异点。 Reading Activity 2: Reading Toby's comparison. Students read Toby's article and answer the two questions in pairs: 1. How is Sunshine Middle School different from Toby's school in the USA? 2. What do you think of Toby's school in the USA? The teacher checks answers and highlights the comparative structures used. 设计意图： 通过阅读获取中美学校差异的具体信息，训练信息提取和对比分析能力。 效果评价： 观察学生能否准确提取差异信息并表达自己的看法。 If students' answers are incomplete, the teacher can guide them to focus on: class size, classroom arrangement, and textbooks. Listening Activity 3: Listening B1 — lunchtime differences. Students listen to the conversation between Millie and Toby about lunchtime. First, they get the general idea. Second, they complete the table about lunchtime, place, and food. Students check in pairs. The teacher checks with the whole class. 设计意图： 通过听力获取中美学校午餐差异信息，训练抓取关键信息的听力策略。 效果评价： 观察学生能否准确填写表格中的关键对比信息。 Activity 4: Listening B2 — Toby's phone call. Students listen to Toby's conversation with his mum about lunch at Sunshine Middle School. They complete the notes (lunchtime length, food choices, vegetables, snacks, chopsticks, watching movies). The teacher checks answers. 设计意图： 通过听力获取Toby在中国学校午餐体验的细节信息，培养抓取关键细节的听力能力。 效果评价： 观察学生能否准确填写笔记中的关键信息。 Activity 5: Completing Toby's diary (Part D). Students use information from B1 and B2 to complete the diary entry. They work individually, then check in pairs. The teacher invites students to read aloud one sentence each. 设计意图： 将听力获取的信息整合为书面日记，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss information, play the audio a second time with pauses after each key piece. Speaking Activity 6: Analysing the dialogue model (Part F). Students read the dialogue between Millie and Toby. The teacher asks: “What makes Toby's school life special? What about Millie?” Students identify: Toby → school clubs; Millie → school friends. The teacher highlights key expressions: “I'd say it's...”, “What about you?”, “That's really nice.” 设计意图： 分析对话内容结构和功能表达，为学生模仿对话做语用准备。 效果评价： 观察学生能否提取对话中的关键信息和功能表达。 Activity 7: Pair work — “What makes your school life special?” Students work in pairs to create their own dialogue about what makes their school life special. They should include: the speaker's special aspect, reasons, and a response. 2-3 pairs present to the class. 设计意图： 在真实交际情境中运用所学表达谈论校园生活亮点，实现从理解到产出的迁移。 效果评价： 观察学生能否清晰表达观点并自然运用功能表达。 Provide a speaking frame on the board: A: What makes your school life special? B: For me, I'd say it's... because... What about you? A: I think it's... B: That's really nice. Summary The teacher asks: “What differences between Chinese and American school lives have we learned today?” Students list the differences. The teacher concludes: “Different schools have different ways of doing things, and each has its own special features.” 设计意图： 回顾本课所学内容，强化“理解差异、欣赏多元”的意识。 效果评价： 观察学生能否概述本课所学的主要差异内容。 Homework Basic: Complete the diary entry in Part D if not finished in class. Read it aloud once. Extended: Write 3-4 sentences about one thing you would like to change about our school lunch, giving reasons. Blackboard design Unit 2 School life — Integration A-C School life differences (China vs USA): Class size: larger in China Classroom: stay in one room (CN) vs move to different rooms (US) Lunchtime: longer in China Food: more variety in China After lunch: relax, watch movies (CN) vs simple meal (US) Functional expressions: ★ I'd say it's... ★ What about you? ★ That's really nice.Expressing Opinions: 3. 教学反思 本课时听力材料较多，学生在B1和B2两次听力训练中注意力有所下降。后续可将两次听力分别处理为“精听”和“泛听”——B1作为精听任务，播放两遍并完成表格；B2作为泛听任务，播放一遍后同伴合作完成填空，减轻听力疲劳。Activity 7的口语对话环节，部分学生对话内容较为单一，仅简单替换了所谈论的项目，缺乏深入理由和自然回应。后续可以提供更多讨论角度（如“最喜欢的老师”“最难忘的活动”“最喜欢的校园角落”等），并在对话展示前增加一次“语言升级”环节——让学生在对话中至少使用板书中两个功能表达。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为学校调查问卷，学生需要勾选自己喜欢和认为可以改进的校园生活方面。D3为写作任务，要求学生根据调查问卷的信息，模仿Millie的建议信范文，给校长写一封建议信。范文针对学校生活中的具体问题提出改进建议（增加乒乓球桌、增加图书馆藏书、增加图书馆电脑），结构清晰：首段说明写信目的，主体部分用First/Second/Moreover分条陈述建议并说明理由，末段表达希望。 意义和价值： 编者通过调查问卷+范文的配套呈现，为学生提供写作的全程示范——先梳理信息（问卷），再展示如何将信息组织成文（建议信）。建议信不仅是语言范例，也是结构范例，帮助学生在熟悉的校园生活话题中学会规范性写作；同时培养学生的校园主人翁意识。 方式和方法： 建议信采用“总—分—总”结构，主体部分使用First/Second/Moreover等连接词分条陈述，每一条建议都包含“建议内容+理由说明”。范文大量使用I would like to suggest that...、I think we should...、so that...、because...等表达，体现建议类文本的语言特征。 2. 教学设计 Period 6: Integration D Topic: Writing a suggestion letter Learning objectives By the end of this period, students will be able to: 1. Deconstruct the structure and useful expressions of the model letter to build a writing framework for their own suggestion letter. 2. Complete a school survey to identify areas for improvement and organize ideas for writing. 3. Write a suggestion letter of 80-100 words to the head teacher about how to improve school life, using appropriate sentence patterns and linking words. 4. Evaluate their own and peers' writing based on a checklist and revise accordingly. Teaching focus 1. Analysing the model letter's structure and extracting useful expressions. 2. Organizing ideas from the survey into a well-structured suggestion letter. Teaching difficulty 1. Using a variety of sentence patterns (I would like to suggest that..., I think we should..., so that..., because...). 2. Stating suggestions and providing clear reasons for each suggestion. Teaching procedures Revision Lead-in Activity 1: “If I were the head teacher...” The teacher asks: “If you were the head teacher for a day, what is ONE thing you would change about our school? Why?” Students think for 30 seconds, then share with a partner. 2-3 students share with the class. 设计意图： 通过假设性问题快速聚焦写作主题，激发学生表达的欲望，为调查问卷和写作做情感铺垫。 效果评价： 观察学生能否提出具体的改进建议并给出理由。 If students' ideas are vague, the teacher can prompt with examples: “More sports facilities? Better library? Different lunch options?” Pre-writing Activity 2: Completing the school survey (Part G). Students complete the survey by ticking what they like and what they think can be better. They also write down their suggestions. Students share one suggestion with a partner. 设计意图： 通过完成调查问卷，帮助学生系统梳理自己对校园生活的看法和建议，为写作做内容准备。 效果评价： 观察学生能否完成问卷并写出具体的建议。 Activity 3: Analysing the model letter (Part H). Students read Millie's suggestion letter. The teacher guides them to identify the three-part structure: Introduction (I am writing to make some suggestions...), Body (First... Second... Moreover...), Conclusion (I hope my suggestions help improve...). The teacher asks: “What linking words does Millie use to organize her suggestions?” Students identify: First, Second, Moreover. 设计意图： 通过分析范文结构，帮助学生理解建议信的语篇结构和衔接词的使用。 效果评价： 观察学生能否准确识别建议信的结构和衔接词。 Activity 4: Extracting useful expressions. Students underline useful expressions in the model. The teacher writes key sentence stems on the board by function: Stating purpose: I am writing to make some suggestions on... Making suggestions: I would like to suggest that... / I think we should... Giving reasons: so that... / because... Concluding: I hope my suggestions help improve... 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其语用功能。 If students' suggestions are too brief, ask follow-up questions: “Why do you think that needs changing? What would be the benefit?” If students cannot identify the structure, the teacher can ask: “How many parts does this letter have? What is each part for?” While-writing Activity 5: Planning the letter. Students choose 2-3 suggestions from the survey to include in their letter. They complete a simple outline: Introduction (purpose) Suggestion 1 → Reason Suggestion 2 → Reason Conclusion (hope) 设计意图： 用结构化提纲帮助学生整理建议和理由，为独立写作做内容准备。 效果评价： 观察学生提纲的完整性和逻辑清晰度。 Activity 6: Writing the first draft. Students write their suggestion letter based on their outline, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use at least two different sentence patterns for making suggestions. Use linking words (First, Second, Moreover).” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的建议表达和语篇结构。 效果评价： 观察学生写作进度和句型多样性，关注基础薄弱学生。 Post-writing Activity 7: Self-evaluation and peer review. The teacher presents a simple checklist: ① Clear introduction (purpose)? ② At least 2 suggestions with reasons? ③ Linking words (First, Second, Moreover)? ④ At least 2 different suggestion patterns? ⑤ Clear conclusion? Students self-evaluate, then exchange with a partner using “Star and Wish”: Star (one good thing), Wish (one thing to improve). 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构、句式多样性。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 8: Revision and sharing. Students revise based on feedback. The teacher invites 2 volunteers to share their revised letters. The teacher comments on the effective use of sentence patterns and organization. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model an example on the board first: “Star: You used ‘I would like to suggest that...’ — that's a good formal expression. Wish: You could add a reason for your second suggestion using ‘so that...’.” Summary The teacher asks: “What three parts does a suggestion letter have? What linking words can we use?” Students answer. The teacher concludes: “A good suggestion letter doesn't just state problems — it offers solutions with clear reasons.” 设计意图： 回顾建议信的写作要点，强化“问题+解决方案+理由”的写作意识。 效果评价： 观察学生能否说出建议信的结构和关键要素。 Homework Basic: Revise your suggestion letter based on feedback and write a clean copy. Hand it in next class. Extended: If you could write a suggestion letter to improve something else in your community (e.g., the park, the library, public transport), what would you suggest? Write 3-4 sentences. Blackboard design Unit 2 School life — Writing a Suggestion Letter Structure: Introduction: I am writing to make some suggestions... Body: First... Second... Moreover... Conclusion: I hope my suggestions help improve... Useful expressions: Stating purpose: I am writing to... Making suggestions: I would like to suggest that... / I think we should... Giving reasons: so that... / because... Concluding: I hope... Key rule: Suggestion + Reason 3. 教学反思 Activity 2的学校调查问卷环节中，部分学生对“What part of your school life do you think can be better?”感到困惑，不知道从哪些角度思考。后续可提供一些提示性问题（如“你觉得午餐时间够吗？”“图书馆的书够多吗？”“课外活动丰富吗？”）引导学生从具体方面入手。此外，可准备一份范文供学生参考，帮助他们打开思路，同时也要注意避免学生直接照搬范文内容。 Activity 7的互评环节中，部分学生只给出“Good!”“Nice!”等笼统评价。后续可在互评前展示一篇匿名习作，示范如何用“Star and Wish”给出具体反馈，再让学生进行互评，提升反馈质量。部分基础薄弱学生写作时句型单一，在巡视时可以用“试试用另一种句式表达同一条建议”进行提示。 1 学科网（北京）股份有限公司 $ Unit 8 Safe and sound 1、 单元整体教学设计 1. 单元主题 本单元主题为“Safe and sound”（安然无恙），属于“人与自我”范畴，涉及“安全与自我保护”主题群，聚焦“突发事件与自然灾害中的安全意识和自救互救”子主题。 2. 单元内容分析 本单元围绕“安全”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于地震幸存经历的文章、了解世界各地的突发事件和自然灾害、谈论和描写如何在突发事件和自然灾害中应对、更好地理解如何在紧急情况下保持安全。 Welcome to the unit板块围绕“突发事件和自然灾害”展开，通过判断新闻标题的分类和对话讨论真实发生过的紧急事件，帮助学生区分emergency和natural disaster两个概念，激活对安全话题的认知。 Reading板块为一篇地震幸存者的故事。Timmy在2021年Highfield地震中经历了从地震发生、被困废墟到最终获救的全过程。文章以第一人称按时间顺序展开，运用过去进行时和大量感官描写营造紧张氛围，情感线索从恐惧到冷静再到希望，层次丰富。本板块分两课时教学，第一课时侧重语篇理解、信息梳理和情节还原，第二课时侧重语言赏析、情感线索分析和叙事写作。 Grammar板块围绕“过去进行时”展开，通过对话和短文呈现过去进行时的形式（was/were + doing）和用法（表示过去某一时刻正在发生的动作），以及when/while/as引导的时间状语从句。Word Power呈现合成词的构词方式，通过匹配和短文填空巩固运用。该板块整合至Grammar课时末尾教学。 Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（雪灾和丛林大火两则新闻报道）、听力（自然灾害安全指南、紧急情况应对措施）和口语（讨论如何保持安全），侧重听说读技能整合与安全知识探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“经历过的突发事件或自然灾害”主题，借助范文和写作指导，引导学生完成记叙文写作。 Assessment板块包含学生自我评价量表，从四个维度引导学生反思单元学习成果。Further study提供各国紧急电话号码表，鼓励学生拓展安全知识。两个板块均不单独占用课时，由学生在课后自主完成。 七个板块从“认知紧急情况”到“理解灾难经历”，从“学习描写语言”到“掌握安全知识”，最后“综合记叙个人经历”，构成“认知→理解→内化→整合→表达”的完整学习链。学生在丰富的主题语境中学习语言知识、发展语言技能、增强安全意识，最终通过记叙文写作实现综合语言输出，将语言学习与生命安全教育有机融合。 体现单元核心素养综合表现的重点语言表达如下。 【描述紧急情况】 I was working when the earthquake started. People were running in all directions while pieces of glass and bricks were raining down. I was trapped. A moment of fear went through my mind. 【描写感官体验】 I heard a loud noise like thunder. I couldn‘t see anything at all. My heart was beating really fast. 【表达情绪反应】 People shouted in fear. I felt nervous. I told myself to calm down. I knew I had to save energy and wait for help. 【描述自然灾害】 Snowstorm hits Heilongjiang. Bush fires in Australia. Earthquake makes thousands of people homeless. Flood washes away factory. 【安全建议】 If you are in a flood, get to higher ground. In an earthquake, stay under a strong table. If your building is on fire, cover your mouth with a wet cloth. 【过去进行时】 was/were + doing I was reading when the earthquake started. While we were enjoying our meal, it began to snow again. 【合成词】 earthquake, snowstorm, fireman, postman, passport, whiteboard, thunderstorm, teamwork 3. 单元教学目标 教学目标 对应板块/课时 本单元学习后，学生能够： 1. 区分突发事件（emergency）和自然灾害（natural disaster），谈论自己听说或经历过的紧急事件。 Welcome to the unit 图片、音频、对话 2. 阅读地震幸存者Timmy的故事，梳理事件发展过程和情感变化，理解灾难中保持冷静的重要性。 Reading 音频、图片、记叙文 3. 深入理解过去进行时的形式特征与使用规则（包括when/while/as引导的时间状语从句），掌握合成词的构词法，在描述紧急事件的语境中内化其用法。 Grammar & Word Power 表格、短文、自主写作 4. 读、听关于自然灾害和安全建议的材料，获取关键信息，掌握不同紧急情况下的应对措施。 Integration A-C 音频、短文、对话 5. 综合运用过去进行时和话题词汇，写一篇关于自己或他人经历的突发事件或自然灾害的记叙文，增强安全意识和自我保护能力。 Integration D 写作提纲、范文、写作 2、 板块教学设计 Welcome to the unit 1. 语篇研读 主题和内容： Part A为八条新闻标题的分类任务，要求学生区分emergency（如车祸、火灾、断电）和natural disaster（如地震、洪水、台风）。Part B为Sandy与Millie关于Star Town浓雾导致的连环车祸的对话，涉及事故发生的原因、伤亡情况等细节。 意义和价值： 通过新闻标题分类帮助学生清晰区分“人为突发事件”和“自然灾害”两个核心概念，为单元学习奠定概念基础。Part B对话示范了如何用英语询问和讲述紧急事件，为后续的口语和写作活动提供语言支架。 方式和方法： Part A采用分类任务形式，训练学生根据关键词（如power cut, car accident, earthquake, flood）进行概念判断的能力。Part B为对话语体，运用Did you hear about...?、What happened?、Was anyone hurt?、That‘s terrible!等表达，示范如何就紧急事件展开交流。 2. 教学设计 Period 1: Welcome to the unit Topic: Emergency or natural disaster Learning objectives By the end of this period, students will be able to: 1. Distinguish between emergencies and natural disasters. 2. Use the target expressions to talk about an emergency or natural disaster. 3. Develop awareness of different types of dangerous events. Teaching focus 1. Understanding the difference between emergency and natural disaster. 2. Using the dialogue model to discuss emergencies. Teaching difficulty 1. Distinguishing between emergencies and natural disasters based on key features. 2. Asking and answering questions about an emergency event with appropriate expressions. Teaching procedures Revision Lead-in Activity 1: “Emergency or natural disaster?” The teacher shows two pictures side by side: a car accident and an earthquake. The teacher asks: “What happened in each picture? Which is caused by nature? Which is caused by human activities?” Students answer. The teacher introduces the two terms: “emergency” and “natural disaster.” The teacher says: “Today we are going to learn how to tell them apart and how to talk about them.” 设计意图： 用图片对比激活学生对“紧急事件”和“自然灾害”的已有认知，直观呈现两个概念的差异。 效果评价： 观察学生能否根据图片初步区分两类事件。 If students are unsure about the difference, provide simple definitions first: “An emergency is often caused by human accidents. A natural disaster is caused by nature.” Presentation Activity 2: “Sort the headlines.” Students read the eight headlines in Part A and sort them into two categories. They work individually, then check in pairs. The teacher writes the two categories on the board and has students place each headline in the correct column, explaining their reasoning. 设计意图： 通过分类任务帮助学生掌握emergency和natural disaster的区别，训练根据关键词进行判断的能力。 效果评价： 观察学生分类的正确率及能否合理解释判断依据。 Activity 3: “Listen and understand.” Students listen to the Part B dialogue. They answer: “What happened in Star Town? What caused the accident? How many people died/were hurt?”（A fog disaster; thick fog caused a traffic accident; 12 died, over 40 were hurt.）The teacher highlights key expressions: “Did you hear about...?”, “What happened?”, “Oh, really?”, “Was anyone hurt?”, “That‘s terrible!” 设计意图： 通过听力获取对话中的关键信息，感知和提取询问和讲述紧急事件的交际表达。 效果评价： 观察学生能否准确提取信息并识别关键表达。 Practice Activity 4: “Make your headline.” Students work in pairs. They choose one emergency or natural disaster they have heard about or experienced and create a news headline for it. The teacher provides a word bank: “Power cut, flood, earthquake, accident, fire, typhoon.” Students share their headlines with another pair. 设计意图： 通过创作新闻标题巩固对两类事件的理解，训练信息概括和语言表达能力。 效果评价： 观察学生能否运用目标词汇创作合理的新闻标题。 Activity 5: “News report role-play.” Students work in pairs. One student is a reporter, the other is a witness. They use the dialogue model to talk about the event they chose in Activity 4. The reporter asks questions: “Did you hear about...?” “What happened?” “Was anyone hurt?” The witness answers. 2-3 pairs present. 设计意图： 在真实交际情境中运用所学表达询问和讲述紧急事件，实现从理解到产出的迁移。 效果评价： 观察学生能否运用目标表达进行自然交流。 If students have difficulty creating questions, the teacher can list question frames on the board: “Did you hear about...? What happened? Was anyone hurt?” Production Activity 6: “What I learned about safety.” Students write 3-4 sentences summarizing the difference between emergencies and natural disasters and one safety tip they learned. They share with a partner. 2-3 students share with the class. 设计意图： 从口头交流过渡到书面表达，帮助学生巩固和内化新知。 效果评价： 观察学生能否准确总结两个概念的区别并写出安全建议。 Summary The teacher asks: “What is the difference between an emergency and a natural disaster? Can you give one example of each?” Students answer. The teacher concludes: “Emergencies and natural disasters can happen anytime. Knowing how to talk about them is the first step to staying safe.” 设计意图： 回顾本课核心内容——两类事件的概念区别和表达方式，为单元后续学习铺垫。 效果评价： 观察学生能否准确说出两类事件的区别。 Homework Basic: Read the Part B dialogue aloud 3 times. Finish the vocabulary exercises in the workbook. Extended: Find one news headline about an emergency and one about a natural disaster. Write them down and bring them to class. Blackboard design Unit 8 Safe and sound Welcome to the unit: Emergency or natural disaster? Emergency: sudden, dangerous, needs quick action Natural disaster: sudden, caused by nature Examples: Emergency: power cut, fire, car accident Natural disaster: earthquake, flood, typhoon, fog disaster Talking about emergencies: Did you hear about...? What happened? Was anyone hurt? That’s terrible! 3. 教学反思 Activity 5的角色扮演环节中，部分学生询问事件细节时只会重复课本中的固定问句（“Did you hear about...? What happened?”），缺乏根据对话情境灵活追问的能力。后续应补充更多追问句式（如“How did it happen?”“What caused it?”“How did people feel?”），并做板书示范。部分学生在区分emergency和natural disaster时仍存在模糊地带——例如将“fog disaster”误判为natural disaster而非emergency。后续应在分类任务后增加“判断依据”的口头解释环节，要求学生说明“为什么这样分”。 Reading 1. 语篇研读 主题和内容： 本课语篇为Timmy在2021年Highfield地震中幸存的第一人称叙事。文章按时间顺序展开：地震开始时Timmy正在工作→人们惊慌逃散、房屋倒塌→Timmy被困废墟→恐惧中冷静下来→呼救无人回应→数小时后听到救援声音→最终获救。文章以“At last, I was safe!”结尾，情感线索从紧张→恐惧→冷静→希望→喜悦。 意义和价值： 文章以真实的第一人称视角呈现灾难幸存经历，语言生动、细节丰富、情感真实，能够帮助学生理解灾难中人的心理变化——“恐惧是正常的，但冷静才能带来希望”。文章传递的“stay calm, save energy, wait for help”的生存智慧对学生具有教育意义，同时为过去进行时的学习提供了丰富的语境素材。 方式和方法： 文章采用第一人称倒叙结构，按时间顺序展开，大量使用过去进行时（I was working, pieces were raining down, my heart was beating）和感官描写（heard thunder, saw darkness, felt fear）。运用比喻（like thunder, like bombs）和对比（dark and silent vs shouts of excited people）增强叙事效果。后附段落主旨匹配、图片排序和博客填空等任务。 2. 教学设计【Reading(1)】 Period 2: Reading (1) Topic: The earth's main ecosystems Learning objectives By the end of this period, students will be able to: 1. Understand the sequence of events in Timmy‘s earthquake experience. 2. Identify the main idea of each paragraph and retell the story in correct order. 3. Understand Timmy’s emotional journey and the importance of staying calm. Teaching focus 1. Understanding the sequence of events and the story structure. 2. Retelling the story in correct order with key details. Teaching difficulty 1. Understanding the emotional changes throughout the story. 2. Using sequencing words and past tense to retell the story. Teaching procedures Revision Lead-in Activity 1: “What would you do?” The teacher writes a question on the board: “If the ground started shaking right now, what would you do?” Students think for 20 seconds, then share with a partner. 2-3 students share with the class. The teacher does not correct or judge answers but says: “Today we‘re going to read about a man who lived through a real earthquake—let’s see what he did and what we can learn from him.” 设计意图： 用假设性问题激活学生对地震应对策略的思考，制造认知冲突——学生自己的答案与文中主人公的选择形成对比，激发阅读兴趣。 效果评价： 观察学生能否参与思考并表达自己的应对想法。 The teacher can keep the body organ diagram on the board throughout the lesson for easy reference. Pre-reading Activity 2: “What may happen in an earthquake?” Students look at the title and the first line of the story. They predict: “What do you think will happen in this story? What problems might Timmy face?” Students share predictions with a partner. The teacher writes some predictions on the board to revisit after reading. 设计意图： 通过标题和首句预测故事内容，建立阅读期待，培养预测策略。 效果评价： 观察学生能否基于有限信息做出合理预测。 Activity 3: “Key vocabulary for earthquake stories.” The teacher presents key vocabulary through pictures and simple definitions: “shake,” “trapped,” “calm down,” “save energy,” “in all directions,” “bricks.” Students match each word/phrase to its meaning. 设计意图： 提前处理可能影响理解的关键词汇，为顺畅阅读扫清障碍。 效果评价： 观察学生能否正确匹配词汇与释义。 While-reading Activity 4: “Listen and feel.” The teacher reads the article aloud with expression. Students close their eyes and listen, paying attention to the sounds and feelings described. After listening, students share: “What words or phrases stood out to you? What did you feel while listening?” 设计意图： 通过聆听有感情的朗读，帮助学生初步感受故事的紧张氛围和情感节奏，建立整体印象。 效果评价： 观察学生能否捕捉故事中的关键描述和情感表达。 Activity 5: “Paragraph puzzle.” Students work in pairs. The teacher provides scrambled paragraph summaries and students match each summary with the correct paragraph number（textbook exercise）. They check their answers with the text. After matching, the teacher asks: “What is the story structure?”（Introduction → Rising action → Climax → Resolution.） 设计意图： 通过段落主旨匹配训练学生获取段落大意的能力，建立对故事结构的整体认知。 效果评价： 观察学生能否准确匹配段落与主旨并识别故事结构。 Activity 6: “Picture story — ordering and retelling.” Students look at the six pictures and captions（textbook exercise）. They work in pairs to put the pictures in the correct order. Then they retell the story in their own words using the pictures as cues. 2-3 students retell the story to the class. 设计意图： 通过图片排序帮助学生梳理事件发展顺序，通过口头复述训练叙事能力。 效果评价： 观察学生能否准确排序并用英语连贯复述故事。 Activity 7: “Timmy’s feelings timeline.” Students work in pairs to identify Timmy‘s feelings at different stages of the story and complete a timeline: “during the earthquake → after the shaking stopped → when he was trapped → when he heard help → when he was rescued.” Students find the words or phrases that show his feelings. They discuss: “What helped Timmy survive?” 设计意图： 通过情感时间线梳理主人公的心理变化，引导学生关注故事的情感线索——从恐惧到冷静到希望——理解“冷静”是生存的关键。 效果评价： 观察学生能否从文中找到表达情感的词语并理解情感变化。 If students struggle with the retelling, provide sentence starters: “At first... Then... After that... Finally...” If some pairs finish early, ask them to add one more detail from the text to each picture. Post-reading Activity 8: “What would you do differently?” The teacher asks: “Timmy stayed calm and saved his energy. Do you think he did the right thing? What would you do if you were trapped?” Students discuss in pairs. 2-3 students share. 设计意图： 引导学生从阅读文本走向批判性思考和自我反思，将故事中的生存智慧与个人经验建立联系。 效果评价： 观察学生能否提出自己的观点并给出理由。 Summary The teacher asks: “What happened to Timmy in the earthquake? What did he do to survive?” Students summarize. The teacher concludes: “Fear is natural in a disaster, but staying calm and waiting for help can save your life.” 设计意图： 回顾故事的核心情节和生存智慧。 效果评价： 观察学生能否概括故事的主要内容和启示。 Homework Basic: Read the article aloud 2 times. Finish the reading comprehension exercises in the workbook. Extended: Draw a simple comic strip of Timmy’s story with 4-6 panels. Blackboard design Unit 8 Safe and sound (Reading Period 1) Timmy‘s earthquake story: Event order: working → earthquake started → people ran → walls fell → Timmy trapped → shouted for help → waited → heard voices → rescued Timmy’s feelings: nervous → frightened → calm → hopeful → excited Key to survival: stay calm, save energy, wait for help 3. 教学反思【Reading (1)】 Activity 6的图片排序任务中，部分学生对“被困废墟”和“听到救援声音”的顺序存在混淆，说明对故事细节的理解不够精确。后续可增加“关键时间节点”的标注——在学生排序后，引导他们用文中的时间线索验证顺序。Activity 7的情感时间线梳理中，学生能找到表达情感的形容词（如nervous、fear），但难以说清情感变化的具体触发点，例如无法解释“Timmy为什么从恐惧变为冷静”。后续应引导学生在情感词旁边标注触发原因（如“told myself to calm down because he was still alive”），帮助建立情感与情节的因果联系。 4. 教学设计【Reading (2)】 Period 3: Reading (2) Topic: The earth's main ecosystems Learning objectives By the end of this period, students will be able to: 1. Analyse the language features of the narrative（sensory details, figurative language, past continuous tense）. 2. Identify the writer‘s use of sounds and feelings to create tension. 3. Write a short survival story using similar language techniques. Teaching focus 1. Analysing sensory language and its effect on the reader. 2. Using past continuous tense and descriptive language in writing. Teaching difficulty 1. Understanding how the writer creates tension and suspense. 2. Applying the language techniques to their own writing. Teaching procedures Revision Lead-in Activity 1: “Sound, action, feeling.” The teacher writes three categories on the board: “Sounds”, “Actions”, “Feelings”. Students quickly scan the article to find words for each category. Example: “loud noise like thunder, raining down, nervous.” Students fill in the chart in pairs, then share. 设计意图： 用信息检索激活上节课内容，引导学生关注文章中的语言特征——声音描写、动作描写和情感描写。 效果评价： 观察学生能否从文中准确提取不同类型的描述。 If students have difficulty finding enough examples, the teacher can provide one example in each category first to guide them. Presentation Activity 2: “How does the writer make us feel the earthquake?” The teacher asks students: “What makes this story so vivid and exciting to read?” Students share ideas. The teacher highlights three techniques: Sensory language: “I heard a loud noise like thunder.” “I couldn’t see anything at all.” Simile: “like thunder,” “like bombs under the ground,” “pieces of glass and bricks were raining down.” Past continuous tense: “I was working,” “pieces were raining down,” “people were running.” Students work in pairs to find more examples of each technique. 设计意图： 引导学生发现作者如何通过感官描写、比喻和过去进行时营造紧张氛围，理解语言技巧对叙事效果的作用。 效果评价： 观察学生能否识别不同的语言技巧并理解其表达效果。 Activity 3: “Sounds tell the story.” The teacher points out that sounds play an important role in the story. Students trace the sound references: “No sound → loud noise like thunder → bombs → raining down → noise and shaking ended → dark and silent → shouting → noise above me → shouts from excited people.” The teacher asks: “How do the sounds change through the story? What does this tell us about the situation?” 设计意图： 引导学生追踪故事中的声音线索，理解声音变化如何反映事件发展和氛围变化——从安静到混乱再到安静再到希望的声音。 效果评价： 观察学生能否追踪声音线索并理解其象征意义。 Practice Activity 4: “From Timmy‘s story to my classroom.” Students complete a gap-fill exercise based on Timmy’s story using past continuous tense and vocabulary from the text. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在语境中巩固过去进行时和核心词汇的运用。 效果评价： 观察学生填空的正确率。 Activity 5: “Sentence building — describing a scary moment.” Students write 3 sentences about a scary moment（real or imagined）using the techniques they have learned: one sentence with sensory language, one with a simile, and one with past continuous. They share with a partner. 设计意图： 通过仿写句子帮助学生掌握叙事描写技巧，为后续写作做准备。 效果评价： 观察学生能否运用目标技巧进行描写。 Production Activity 6: “Survival story chain.” Students work in groups of four. Each student writes one part of a survival story（1-2 sentences）and passes it to the next student, who continues the story. The teacher provides a starting sentence: “I was walking home when...” Each student must include at least one sensory detail and one past continuous sentence. Groups read their completed stories aloud. 设计意图： 通过故事接龙活动综合运用本课所学的叙事语言技巧，在合作创作中提升写作能力。 效果评价： 观察学生能否在故事接龙中运用所学的描写技巧。 If some groups finish quickly, ask them to add an ending with the character being rescued. If students struggle with ideas, provide a word bank of settings（at the beach, in the mountains）. Summary The teacher asks: “What three writing techniques did we learn today? How does the writer use sounds in the story?” Students answer. The teacher concludes: “Great storytellers use sensory details, similes, and past continuous tense to make readers feel like they are there. You‘ve practiced all three today!” 设计意图： 回顾本课所学的叙事写作技巧及其作用。 效果评价： 观察学生能否说出三种技巧及其表达效果。 Homework Basic: Revise your story chain part and write it as a short paragraph. Extended: Write a 5-6 sentence story about a time you felt scared（real or imagined）using sensory language and past continuous tense. Blackboard design Unit 8 Safe and sound (Reading Period 2) Writer’s techniques: Sensory language: see, hear, feel → makes the reader feel like they are there Similes: like thunder, like bombs, raining down → makes descriptions more powerful Past continuous: I was working / pieces were raining down → shows ongoing actions in the past Sound story: quiet → loud sounds → chaos → dark and silent → shouts of help → rescue sounds 5. 教学反思【Reading (2)】 Activity 6的故事接龙中，部分学生急于推进情节，忽略了感官细节的描写，导致故事缺乏画面感。后续可在活动前增加“描写脚手架”——规定每组至少包含1个听觉描写、1个视觉描写和1个比喻句，并在接龙过程中用清单自查。部分学生在过去进行时的使用上仍不熟练，习惯性地将所有动词都用一般过去时。后续在写作前应增加“时态诊断”环节——先给出几组句子让学生判断改用哪个时态，再进行写作。 Grammar  & Word Power 1. 语篇研读 主题和内容： Grammar板块围绕“过去进行时”展开，通过对话和短文呈现过去进行时的形式（was/were + doing）和用法（表示过去某一时刻正在发生的动作），以及when/while/as引导的时间状语从句。Word Power呈现合成词的构词方式，包括名词+名词（thunderstorm）、名词+动词（earthquake）、动词+名词（passport）、形容词+名词（whiteboard）等，通过匹配和短文填空巩固运用。 意义和价值： 过去进行时是描述过去某一时刻正在发生的事件时的重要时态，在本单元“突发事件和自然灾害”的主题语境中运用频率极高。when/while/as引导的时间状语从句帮助学生在叙述事件时表达“一件事发生的同时另一件事正在进行”的逻辑关系。合成词构词法拓展学生的词汇生成能力，compound nouns的学习帮助学生用更简洁的方式表达概念。 方式和方法： Grammar部分以对话和例句为导入，通过规则归纳呈现过去进行时的形式和用法，通过填空练习巩固。Word Power部分以例词展示和规则说明为主，通过匹配和短文填空巩固运用。 2. 教学设计 Period 4: Grammar & Word Power Topic: Verbs and sentence structure (2) &Using and, but, or and so The suffix -ly Learning objectives By the end of this period, students will be able to: 1. Discover and summarize the form and usage of the past continuous tense（was/were + doing）. 2. Use when/while/as to join past continuous and simple past clauses. 3. Understand compound word formation and use compound nouns in context. Teaching focus 1. Using past continuous tense correctly. 2. Using when/while/as to describe simultaneous actions in the past. 3. Forming and using compound nouns. Teaching difficulty 1. Distinguishing when to use past continuous vs simple past. 2. Choosing the correct conjunction（when/while/as）for different clause structures. 3. Understanding different ways to form compound nouns. Teaching procedures Revision Lead-in Activity 1: “What were you doing?” The teacher asks: “What were you doing at 8:00 last night?” Students answer. The teacher writes three student answers on the board: “I was doing my homework.” “I was watching TV.” “I was having dinner.” The teacher asks: “What tense do we use to talk about something that was happening at a past moment? That’s the past continuous tense. Today we‘ll learn how to use it and how to join sentences with when, while, and as.” 设计意图： 从学生真实生活经验切入，自然引出过去进行时的概念和用法。 效果评价： 观察学生能否用过去进行时回答并理解其时态意义。 Presentation Activity 2: “Past continuous tense — form and use.” Students read the conversation and the rule boxes in Grammar A. The teacher explains the form: was/were + v-ing. Students complete the Work out rules. The teacher writes the structure on the board. Students then read Timmy’s story sentences with past continuous: “I was working when the earthquake started,” “pieces of glass and bricks were raining down.” The teacher asks: “What was happening when the earthquake started? Were both actions short, or was one longer?”（One long action interrupted by a short action.） 设计意图： 通过规则归纳掌握过去进行时的形式和用法，理解“过去某一时刻正在发生的动作”的语义。 效果评价： 观察学生能否识别过去进行时形式并理解其用法。 Activity 3: “When, while, and as — joining time clauses.” The teacher writes the three conjunctions on the board: when: used with the short action while: used with the long action（two long actions） as: used with the long action Students read the examples in the textbook. The teacher uses a visual timeline to show the difference. Students practice identifying which action is longer. 设计意图： 通过图示和例句理解when/while/as的区别，掌握不同连词的使用规则。 效果评价： 观察学生能否正确区分并选择连词。 Activity 4: “Compound words.” Students read the Word Power table and examples. The teacher explains the four types: noun+noun, noun+verb, verb+noun, adjective+noun. Students match the words and complete the transformation exercise. The teacher checks with the whole class. 设计意图： 通过表格观察和匹配练习，掌握合成词的四种构词方式。 效果评价： 观察学生能否正确识别合成词的构词方式。 Practice Activity 5: “Complete the conversation.” Students complete the conversation（Grammar A）using the correct forms of the verbs. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在真实对话语境中巩固过去进行时的运用。 效果评价： 观察学生能否正确选择过去进行时形式。 Activity 6: “Complete the article.” Students complete Vicky‘s article（Grammar B）using the correct forms of the verbs. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在叙事语境中巩固过去进行时的运用，特别是在when/while/as从句中的使用。 效果评价： 观察学生能否根据语境正确使用过去进行时和一般过去时。 Activity 7: “Compound word completion.” Students complete Sandy‘s article using the compound words they formed from the Word Power exercise. They work individually, then check in pairs. The teacher checks with the whole class. 设计意图： 在叙事语境中巩固合成词的运用。 效果评价： 观察学生能否根据语境选择正确的合成词。 If students confuse when to use past continuous vs simple past, provide the rule: “Use past continuous for the longer action, simple past for the shorter action that interrupts it.” Production Activity 8: “What happened yesterday?” Students write a short paragraph（5-6 sentences）about something that happened yesterday. They must include: At least two past continuous sentences One sentence with when and one with while At least one compound word Students share with a partner. 2-3 students share with the class. 设计意图： 综合运用过去进行时、when/while/as和合成词进行叙事写作，实现语法知识的整合运用。 效果评价： 观察学生能否在写作中正确运用目标语法结构。 Summary  The teacher asks quick questions: “How do we form past continuous? What do we use when for? What do we use while for? What are the four ways to form compound nouns?” Students answer quickly. 设计意图： 快速回顾本课核心语法规则。 效果评价： 观察学生能否简洁准确地说出核心规则。 Homework Basic: Finish the grammar exercises in the workbook（past continuous tense and compound words）. Complete the writing exercise if not finished in class. Extended: Write 5 sentences about what you and your family were doing at different times yesterday（e.g., at 7 a.m., at 12 p.m., at 7 p.m.）using past continuous tense. Blackboard design Unit 8 Safe and sound — Grammar & Word Power Past continuous tense: was/were + v-ing when + short action while/as + long action Examples: I was working when the earthquake started. People were running while pieces were raining down. As I was trying to find my way, I heard some noise. Compound words: noun+noun: thunderstorm, snowball noun+verb: earthquake, waterfall verb+noun: passport, playground adjective+noun: whiteboard, software 3. 教学反思 Activity 2中，学生对过去进行时形式的掌握较为顺利，但在when/while/as的选择上反复出错，尤其是当从句动作较长时，部分学生仍然使用when而非while。后续应设计更直观的“长动作vs短动作”标注练习——让学生在实际句子中划出动作时长，再根据时长选择连词。Activity 8的写作中，部分学生过去进行时和一般过去时混用较严重，例如写“I was watched TV”而非“I was watching TV”。后续应在写作前增加基础形式的快速操练，并巡视时及时纠正典型错误。合成词部分学生对拼写规则的掌握不够牢固，例如将“earthquake”误写为“earth quake”。后续应通过“词根拆解”活动（如earth+quake，thunder+storm）帮助学生理解构词逻辑，减少拼写错误。 Integration A-C 1. 语篇研读 语篇A（两则自然灾害新闻） 主题和内容： 两则新闻报道：黑龙江雪灾（昨晚暴风雪导致多地断电，有人被困车中，消防员正在救援）和澳大利亚丛林大火（高温、干燥、强风加剧火势，已造成5人死亡，包括一名消防员，大量动物死亡）。 意义和价值： 两则新闻呈现了不同自然灾害的现实场景，帮助学生了解自然灾害的破坏性和救援工作的紧迫性。新闻报道语言简洁、信息密度大，是训练信息提取能力的好材料。 方式和方法： 两则新闻均为新闻报道语体，语言正式简洁。后附两个理解性问题，引导学生提取关键信息并表达观点。 语篇B1（自然灾害安全指南——听力笔记填空） 主题和内容： 该听力材料为如何在自然灾害中保持安全的指南，涉及三种灾害的应对措施：洪水（前往高地、不要靠近水）、台风（进入最近的坚固建筑、待在室内）、地震（尽快外出、无法外出时躲在桌子下、不要靠近窗户）。 意义和价值： 将安全知识融入听力任务，帮助学生掌握实用的防灾技能，同时训练抓取关键信息的听力策略。 方式和方法： 讲话为正式解说语体，按灾害类型分条给出建议。后附笔记填空任务，训练学生抓取关键动词和名词的能力。 语篇B2（紧急情况应对措施——听力笔记填空） 主题和内容： 该听力材料为如何在两种紧急情况下应对：建筑物火灾（尽快离开、用湿布捂住口鼻、贴近地面、无法逃离时找安全处等待、不要返回火场）和目击车祸（尽快报警、检查伤者情况、伤者重伤勿移动、放置警示标志）。 意义和价值： 将紧急情况应对知识融入听力任务，帮助学生学习实用的自救互救技能，同时训练分类记录信息的听力策略。 方式和方法： 对话为信息交流语体，后附笔记填空任务，训练学生抓取关键动词和名词的能力。 语篇C（Amy的博客——计划填空） 主题和内容： 将B1和B2的信息整合成一篇关于“如何保持安全”的博客文章，涵盖洪水、台风、地震、火灾、车祸等五种情况的应对措施。 意义和价值： 博客将听力信息整合为连贯语篇，为学生提供了“安全建议”主题写作的结构范例。 方式和方法： 博客采用第一人称，结构清晰，按灾害类型分段，每段使用条件句（If you are...）组织信息。 2. 教学设计 Period 5: Integration A-C Topic: Staying safe Learning objectives By the end of this period, students will be able to: 1. Read about snowstorms and bush fires and identify key information. 2. Listen to safety guides for natural disasters and emergencies and complete notes. 3. Complete a blog post about staying safe using information from listening. 4. Discuss safety measures in emergencies using the dialogue model. Teaching focus 1. Extracting key information from reading and listening materials. 2. Completing notes with accurate information. 3. Using the dialogue model to discuss safety measures. Teaching difficulty 1. Understanding and categorising safety measures for different situations. 2. Integrating information from two listening sources to complete the blog post. 3. Giving specific safety advice in oral communication. Teaching procedures Revision Lead-in Activity 1: “Safety IQ test.” The teacher shows three questions on the board: “If there is a flood, where should you go? Higher ground or lower ground?” “In an earthquake, what should you stay away from? Doors or windows?” “If your building is on fire, should you stand up or stay low to the ground?” Students discuss the answers with a partner and share their guesses. The teacher does not confirm yet. The teacher says: “Today we are going to listen to the correct answers and learn more safety tips.” 设计意图： 用安全知识测试激活学生对不同灾害应对策略的已有认知，激发对听力内容的兴趣和期待。 效果评价： 观察学生能否参与讨论并做出合理推测。 Reading Activity 2: “Disasters in the news.” Students read the two news reports. They answer the questions in pairs: “What conditions are making the bush fires worse? Do natural disasters happen more often in certain places? Give your reasons.” The teacher checks answers and highlights key vocabulary: “hit,” “trapped,” “without power,” “destroy,” “fireman.” The teacher asks: “Which of these two disasters do you think is worse? Why?” 设计意图： 通过阅读两则新闻获取自然灾害的关键信息，培养信息提取和比较分析能力。 效果评价： 观察学生能否准确提取信息并表达自己的看法。 Listening Activity 3: “Staying safe in natural disasters（Part B1）.” Students listen to the talk and complete the notes. Before listening, they read the notes to preview what information they need. First listening: get the general idea. Second listening: fill in the blanks（higher ground, touch, building, dangerous, strong table, window）. Students check in pairs, then the teacher checks with the whole class. The teacher returns to the Safety IQ test from Lead-in and checks which answers were correct. 设计意图： 通过听力获取自然灾害安全指南，训练抓取关键信息的听力策略；与Lead-in的安全知识测试形成闭环，验证学生猜测。 效果评价： 观察学生能否准确填写信息。 Activity 4: “Staying safe in emergencies（Part B2）.” Students listen to the conversation and complete the notes（leave, mouth, wait, return, call, OK, badly hurt, cars）. Students check in pairs, then the teacher checks with the whole class. The teacher asks: “What do you think is the most important piece of advice in this section? Why?” 设计意图： 通过听力获取紧急情况应对措施，培养抓取关键动词和名词的听力策略。 效果评价： 观察学生能否准确填写信息。 Activity 5: “Completing the blog post.” Students use information from B1 and B2 to complete Amy‘s blog post. They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each. 设计意图： 将听力获取的信息整合为书面博客，实现从碎片化信息到完整语篇的输出。 效果评价： 观察学生填空的正确率和上下文连贯性。 If students miss information, pause after each disaster type and ask “What should we do in a flood?” Speaking Activity 6: “Dialogue analysis.” Students read the conversation between Daniel and Amy about staying safe. The teacher asks: “What suggestions do they give? What expressions do they use to agree?” Students identify. The teacher highlights key expressions: “We should...”, “That’s a good idea.”, “Yes.”, “I agree.” The teacher highlights the structure: state a suggestion → respond positively → add more. 设计意图： 通过分析对话的内容结构和功能表达，帮助学生理解如何用英语讨论安全话题，掌握提出建议、积极回应和补充建议的交际策略，为后续的口语产出搭建语言和结构支架。 效果评价： 观察学生能否准确提取对话中的建议内容和功能表达，能否理解这些表达在交际中的语用功能。 Activity 7: “Give safety advice.” Students work in pairs. Each student chooses a different emergency scenario（flood, fire, earthquake, typhoon, car accident）. They give safety advice to their partner. Their partner responds with agreement or asks for clarification. 2-3 pairs present. 设计意图： 在真实交际情境中运用所学安全知识进行建议对话，实现从理解到产出的迁移。 效果评价： 观察学生能否提出具体安全建议并自然回应同伴。 Provide a scenario card for each pair with key points. If students have difficulty, the teacher can provide a starting sentence: “If there is a fire, what should we do?” Summary The teacher asks: “What did you learn about staying safe in natural disasters and emergencies today?” Students share. The teacher concludes: “Knowing what to do in an emergency can save lives. The more we know, the safer we are.” 设计意图： 回顾本课核心内容——不同灾害和紧急情况的安全应对措施。 效果评价： 观察学生能否说出至少三种情况的应对措施。 Homework Basic: Complete the blog post if not finished in class. Read it aloud once. Finish the workbook exercises. Extended: Create a safety poster about one emergency or natural disaster with clear steps and simple illustrations. Blackboard design Unit 8 Safe and sound Integration A-C: Staying safe Natural disaster safety: Flood → higher ground, don‘t touch water Typhoon → inside strong building, stay indoors Earthquake → go outside or under strong table, stay away from windows Emergency safety: Fire → leave quickly, cover mouth, stay low, don’t return Car accident → call for help, check if OK, don‘t move injured, put signs Giving advice: We should... That’s a good idea. I agree. 3. 教学反思 Activity 3和Activity 4的听力信息量较大，学生在连续完成两个听力任务后，对火灾场景中的细节信息（如“用湿布捂住口鼻”“不要返回火场”）记录不够完整。后续可将两次听力间隔开来，在中间增加一次快速信息分享环节，让学生先和同伴核对B1的内容再进入B2的听力。Activity 7的安全建议讨论中，部分学生的表达仅停留在“Don't...”的否定句式（如“Don't go outside”），缺乏肯定性建议（如“You should stay under a table”）。后续可在讨论前先集中呈现肯定性建议的句型（You should/need to...），帮助学生丰富表达形式。 Integration D 1. 语篇研读 主题和内容： 该板块为写作任务。D1为范文“A tidal wave”，简要介绍了海啸的特点。D2为日本学生关于个人经历的笔记，包含时间、地点、人物、事件过程、所见所闻、损坏情况和结果。D3为学生独立写作任务，要求写一篇关于自己或他人经历过的紧急事件或自然灾害的记叙文。范文后附有Useful expressions语言支架。 意义和价值： 范文+笔记+语言支架为学生提供了完整的写作示范——从阅读范文了解结构与内容要点（笔记），到提取语言支架，再到独立写作。记叙文写作任务与Reading板块的地震幸存故事形成“阅读输入→写作输出”的呼应，学生将运用本单元所学的叙事技巧（顺序词、过去时态、感官描写）进行创作。 方式和方法： 范文采用第一人称记叙，按时间顺序展开。笔记部分列出了写作的关键要素（时间、地点、人物、事件、感官体验、结果），为学生构思提供了清晰的框架。 2. 教学设计 Period 6: Integration D Topic: Writing about an emergency or a natural disaster Learning objectives By the end of this period, students will be able to: 1. Analyse the structure of a personal narrative and identify key elements. 2. Use a planning framework to organise ideas for a personal narrative. 3. Write a personal narrative of 80-100 words about an emergency or natural disaster. 4. Evaluate their own and peers‘ writing based on a checklist and revise accordingly. Teaching focus 1. Analysing the model narrative structure. 2. Organizing ideas from notes into a well-structured narrative. Teaching difficulty 1. Using past continuous tense and past tense correctly to narrate events. 2. Including sensory details to make the story vivid. 3. Organizing events in chronological order with appropriate sequencing words. Teaching procedures Revision Lead-in Activity 1: “Have you ever been in danger?” The teacher asks: “Have you ever experienced something scary or dangerous? Maybe a big storm, a car accident, or something else? Share with your partner.” Students think for 20 seconds, then share with a partner. 2 students share with the class. The teacher says: “Today you‘re going to write about a real or imagined dangerous experience—just like Timmy’s story in the Reading.” 设计意图： 用个人经历分享激活写作话题，将写作任务与Reading板块的叙事建立联系，简洁高效地进入写作主题。 效果评价： 观察学生能否快速回忆或想象一个危险经历。 If students have no personal experience, allow them to write about something they heard about or saw on the news. Provide prompts: “A storm, a fire, a car accident.” Pre-writing Activity 2: “Reading and analysing the model.” Students read the model about a tidal wave. The teacher asks: “What information does the writer include? Who, when, where, what happened, how they felt, how it ended?” Students identify. The teacher writes the structure on the board. 设计意图： 通过分析范文结构帮助学生理解记叙文的构成要素和时间顺序。 效果评价： 观察学生能否识别记叙文的关键要素。 Activity 3: “Completing the notes.” Students complete the notes（Part D1）with information about their chosen event: when, where, who, what happened, what they saw/heard/felt, what was damaged, and the result. They work individually. After completing, they share with a partner to add missing details. 设计意图： 通过写作提纲帮助学生系统梳理记叙文所需的各个要素，为写作做内容准备。 效果评价： 观察学生能否完整填写提纲中的各项内容。 Activity 4: “Extracting useful expressions.” Students underline useful expressions in the model and the box. The teacher writes key sentence stems on the board: Introduction: “I went to... with...” Setting the scene: “We were... when...” Event: “Suddenly, ...” Sensory details: “We saw/heard...” Result: “Many... were damaged.” Ending: “Luckily/Unluckily, ...” 设计意图： 提取范文中的功能句式，分类整理，为独立写作提供清晰的语言支架。 效果评价： 观察学生能否准确找出功能句式并理解其功能。 If students struggle to think of details, ask: “What sounds did you hear? What did you see? How did you feel? What happened at the end?” While-writing Activity 5: “Writing the first draft.” Students write their narrative based on their notes, following the structure and using the sentence patterns from the board. The teacher reminds them: “Write 80-100 words. Use past tense and past continuous. Include sensory details. Use sequencing words.” The teacher walks around, monitors, and provides individual help. 设计意图： 在充足支架支持下独立写作，综合运用本单元所学的叙事技巧和语篇结构。 效果评价： 观察学生写作进度和内容完整性，关注基础薄弱学生。 If students struggle to begin, suggest they start with “I went to...” or “It was... when...”. If some students finish early, ask them to add one more sensory detail to their story. Post-writing Activity 6: “Self-evaluation and peer review.” The teacher presents a simple checklist: ① Clear setting（who, when, where）? ② Events in time order? ③ Past continuous and past tense used correctly? ④ Sensory details included? ⑤ Clear ending? Students self-evaluate, then exchange with a partner using “Star and Wish”: Star（one good thing）, Wish（one thing to improve）. 设计意图： 通过自评和互评培养反思和合作学习习惯，用量规引导学生关注内容、结构和语言。 效果评价： 观察学生能否给出具体、有帮助的反馈。 Activity 7: “Revision and sharing.” Students revise based on feedback. The teacher invites 2 volunteers to share their revised narratives. The teacher comments on the effective use of past continuous and sensory details. 设计意图： 将反馈转化为实际修改，展示优秀作品，增强写作成就感。 效果评价： 观察学生能否根据反馈进行有效修改。 If feedback is too vague, model with an example: “Star: You used sensory details well—I could hear the loud noise. Wish: You could add what happened at the end.” Summary The teacher asks: “What structure did we use for our narrative?（Who → When → Where → What happened → How it ended.）What tense did we use for long actions?（Past continuous.）” Students answer. The teacher concludes: “Good narratives make readers feel like they are there. You’ve all practiced that today!” 设计意图： 回顾记叙文的写作结构，强化“时间顺序+感官细节”的写作意识。 效果评价： 观察学生能否说出记叙文的构成要素。 Homework Basic: Revise your narrative based on feedback and write a clean copy. Finish the writing practice in the workbook. Extended: Read your narrative to a family member and ask: “Does this sound like a real story? What would you add?” Write down their answer. Blackboard design Unit 8 Safe and sound — Writing a Personal Narrative Structure: ① Who, When, Where ② What happened（in time order） ③ What you saw/heard/felt ④ How it ended Useful expressions: I went to... with... We were... when... Suddenly, ... We saw/heard... Many... were damaged. Luckily/Unluckily, ... Key: Past tense + Past continuous + Sensory details 3. 教学反思 Activity 1的个人经历分享中，约三分之一的学生表示没有亲身经历过危险事件，导致后续写作缺乏真实素材。后续可提前布置“采访家人关于他们经历过的危险事件”作为前序作业，或允许学生基于新闻事件进行改写。写作中，部分学生将记叙文写成了“安全建议清单”，而非个人经历叙述，说明对叙事文体的理解仍不到位。后续应在写作前明确区分“记叙文”（讲故事）和“说明文”（给建议）的文类特征，并展示两种文体的对比范例。 1 学科网（北京）股份有限公司 $