Unit1Thesecretsofhappiness

單元教學目標

l.Usewordsandexpressionsintheunittotalk

abouthappiness.

【LanguageAbilities]2.Usethesimplepasttensetodescribehappy

moments.

3.Sharethemeaningofhappinessinourlives.

1.Cultivatetheawarenessoftreasuringemotional

wealthinsteadofblindlypursuingmaterial

things.

【CultureAwareness]2.Developapositiveandoptimisticwayof

thinking.

3.Explorethesimilaritiesanddifferencesof

happinessunderdifferentculturalbackgrounds.

1.Analyzetheplot,characters9emotionsand

behaviorsinthetext,andinfertherelationship

betweenhappinessanddifferentfactors.

【QualityofThinking]2.Deducetheinternallogicbetweenhelpingothers

andobtainingpersonalhappiness.

3.Thinkcriticallyabouttheideasofhappiness

presentedinpoems,stories,andbookreviews.

l.KeeppositiveandconfidentinstudyingEnglish.

2.Usethelearnedknowledgeandpersonal

【LearningAbilities]

perceptiontocreativelyexpressdifferentviews

onhappinessandwaystoachievehappiness.

[ClassHourDivision]Fiveperiods

第一課時Startingout&Reading

第二課時Grammar

第三課時ListeningandSpeaking

第四課時Readingforwriting

第五課時Presentingideas&Reflection

單元教材分析

本單元歸屬于“人與自我”主題范疇下的“生活與學習”主題群，對應“自

我認識，自我管理，自我提升”這一子主題內容。本單元內容圍繞探索幸福的含

義展開，主要包括:談論有關幸福的詩歌和故事，引導學生理解幸福的不同內涵；

《查理和巧克力工廠》書評閱讀啟發學生思考幸福的來源；be動詞和行為動詞

的一般過去時學習；閱讀ZhouJian留長頭發幫助身患癌癥兒童并收獲快樂的故

事；最后學生需要制作一張幸福書頁，這一活動將單元所學內容進行整合應用，

要求學生運用所學的詞匯、語法以及對幸福的理解，創造性地表達如何獲得快樂,

培養學生的綜合語言運用能力和思維能力。

課時分解

第一課時Startingout&Reading

TeachingObjects［教學目標】

1.Talkaboutstoriesandpoemsabouthappiness.

2.UnderstandthehappinessofCharlie'sfamilyfromthebookreview.

3.Explorethetruemeaningofhappiness.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

l.Showsomephotostostudents,thenaskthemtoanswerthequestions.

Howdoyouthinkthesepeoplefeel?Why?

2.Letsomestudentssharetheanswers.

Startingout

Page3,1

l.Askstudentstoreadthepoemandanswerthequestions.

①Whatisthepoemabout?

②What'sspecialaboutthepoem?

2.Checktheanswerswiththeclass.

3.Teachercanintroducemoreaboutacrosticpoem(藏頭詩)toSs.

Page3,2

l.Askstudentstolookatthepictureandanswerthequestions:

①Whatstoriesdoyouknowabouthappiness?

②Whatcanyoulearnfromthem?

2.EncourageSstosharetheiranswersinclass.

Understandingideas(1—4)

★Step2Pre-task［準備任務】

Page4,1

l.Askstudentstolookatthepictureonpage4andanswerthequestions.

①Whatcanyouseeinthepicture?

②Doyouthinkeveryoneishappy?

③Whatdoyouthinkmakesthemhappy?

2.Showthefollowingwordsandexpressiontohelpthestudents.

smallhousefamilytogetherpoorlove

theonlybedkeytohappinesshappyplace

3.Askstudentstosharetheanswerswiththeclass.

★Step3While-task【過程任務】

Page4,2

l.Askstudentstoreadthebookreviewandchecktheiranswers.

2.Sharetherightanswerswiththeclass.

Page6,3

l.ShowthethreetitlesforthereviewtostudentsandencourageSstotranslatethem.

2.Askstudentstochoosethebesttitleforthereviewandsharetheirreasons.

3.Representtherightanswerandexplainthereason.

Page6,4

l.Askstudentstocompletethethinkingmapwiththewordsandexpressionsfromthe

passage.

2.Checktheanswerswiththeclass.

★Step4Post-task【后續任務】

Page6,Thinkandshare

l.Askstudentstothinkaboutthefollowingquestions:

①Doyouagreethat“happinesscomesfromthingslikemoney"?

②WhatdoyouthinkthewordsofOscarWildeinthelastparagraphofthepassage

mean?

2.Givesomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

★Step5Languagepoints【語言要點】

1.ButIkeptgoingovertheexcitingstoryinmymind.

goover是一個常見的短語，它的用法和意義相對廣泛。在這句話中，它的意思

是“復習；重溫

E.g.IalwaysgoovermynotesjustbeforeIgointoanexam.

goover還可以表示“仔細檢查”。

E.g.Goovertheexampaperoncemore.

2.Theyalwaysatewaterycabbagesoupfordinner.

watery的意思是“水的；含水的；水分多的”。

E.g.Thesoupiswatery.Itdoesn'thavemuchtaste.

這湯太稀了，沒什么味道。

E.g.Hereyesbecamewaterywhensheheardthesadnews.

當她聽到這個悲傷的消息時，她的眼睛濕潤了。

3.Inwinter,thefreezingwindsweptacrossthefloorallnightlong.

這句話形象地描繪了冬季Charlie家寒冷、破敗的景象。這句話的意思是”凜冽的

寒風橫掃過地面“。

freezing的意思是"極冷的；冰凍的“。

E.g.Ifsfreezingoutside.Putonyourwarmclose.

Thetemperaturewassolowthatthewaterinthepondbecamefreezing.

4.Thistouchedmegreatly.

在這句話中，touch的意思是“觸動；感動”。

E.g.Themovieaboutfriendshipreallytouchedmyheart.

Herkindwordstouchedusandweallhadtearsinoureyes.

5.Itcanmoveus,changeusandgiveusalifefullofhappiness.

在這句話中，move的意思是“感動”。

E.g.Thelittleboy'sbraverymovedeveryoneintheroom.

Thestoryoftheteachermovedusdeeplyandwecouldn'thelpcrying.

★Step6Summary【課堂小結】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icantalkabouthappiness.

Icandescribehappymoments.

Icansharethemeaningofhappinessinourlives.

★Step7Homework【家庭作業】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學反思】

Inthisclass,weonlytalkedabouthappinessinthestories.Inthefollowinglessons,I

canexpandthispart.Forexample,Icanaskstudentstotalkaboutotherthingsthat

canbringhappinessinourreallife.Thiscanmaketheclassmorerelevanttotheir

dailylifeandhelpthemunderstandthethemebetter.

第二課時Grammar

TeachingObjects［教學目標】

1.Mastertheusageofsimplepasttense.

2.Completetheexercisesrelatedtosimplepasttense.

3.Usesimplepasttensetotalkaboutyourhappymoments.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學步驟】

★Step1Leadin【情景導入】

l.Showthefollowingsentencestostudentsandaskthemtopayattentiontothe

boldwords.

?Thebookwasfullofmagic.

*Thefamilyneverhadenoughfood.

?Tomysurprise,thefamilywerehappytogether.

2.Leadtothegrammarsimplepasttense.

Understandingideas(5-8)

★Step2Pre-task【過程任務】

Page7,5

l.Askstudentstofindmoresentenceswiththesestructuresinthereadingpassage.

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclassasfollows.

E.g.ButIkeptgoingovertheexcitingstoryinmymind.

Charlie'shomewasasmallhouseatthesideofabigtown.

Theyalwaysatewaterycabbagesoupfordinner.

★Step3Grammarfocuslearning【語法學習】

1.Writetheverbsinthesimplepasttenseonblackboard.Askstudentsiftheyknowthe

originalformsoftheseverbs.

2.Teachstudentshowverbschangetothesimplepasttense.

規則動詞的變化

構成法例詞

一般加-edwork-work

ed

以e結尾的詞加-dlive-lived

以“輔音字母+y”結尾的詞，改y為i,再加-edcry-cried

以“元音字母+y”結尾的詞，直接加-edplay-playe

d

以重讀閉音節或r音結尾，末尾只有一個輔音字母的詞，要雙寫這stop——stoppe

個輔音字母，再加-edd

prefer一pref

erred

be動詞的一般過去式

主語一般現在時

Iwas

he,she,itwas

youwere

we,theywere

3.Askstudentstounderlinethetimeexpressionsforthepast.

常用語一般過去時句子中的時間狀語：

yesterday,twodaysago,thedaybeforeyesterday,lastyear,theotherday,onceupona

time,justnow,intheolddays,whenIwas...yearsold,lastweekend,aweekago,...

4.Teachstudentsthesentencestructuresofthesimplepasttense.

⑴行為動詞的一般過去時

①肯定句：主語+動詞的過去式+其他

E.g.Hehadagoodtimeyesterday.

②否定句：主語+didnot+動詞原形+其他

E.g.Wedidnot(二didn't)haveagoodtimeyesterday.

③一般疑問句：Did+主語+動詞原形+其他？

E.g.一Didhegothere?

一Yes,hedid./No,hedidn't.

④特殊疑問句：疑問詞+一般疑問句？

E.g.-Whendidyougetupthismorning?

一Igotupat6o'clock.

(2)be動詞的一般過去時

①肯定句：主語+be動詞的過去式(was/were)+其他

E.g.Iwasverytiredlastnight.

②否定句：主語+be動詞的過去式(was/were)+not+其他

E.g.Mikewasn'tatschoolthismorning.

③一般疑問句：be動詞的過去式(Was/Were)+主語+其他

E.g.-Wassheateacher?

一Yes,shewas./No,shewasn't.

④特殊疑問句：疑問詞+一般疑問句？

E.g.-Wherewereyouyesterdaymorning?

一Iwasatschool.

★Step4While-task【過程任務】

Page7,6

l.Askstudentstocompletethesentenceswiththecorrectformoftheverbsin

brackets.

2.Letstudentsshareanswerswiththeclass.

Page7,7

l.Askstudentstocompletethepostwiththecorrectformoftheverbsinbrackets.

2.Checktheanswerswiththeclass.

★Step5Post-task【后續任務】

Page8,8

l.Askstudentstoworkinpairsandthenaskthemtoanswerthequestion:Doyou

thinklovecanmakeushappy?

2.Askstudentstotalkabouttheirexperience.

3.Showthethinkingmaponthebookandaskthemtousethewordsandexpressions

fromthereadingpassageandtheusefulexpressionstohelpthemtoorganizetheir

ideas.

Usefulexpressions:

?Ikeptgoingover...inmymind.

?Thatmadehim/herfeel...

*Tomysurprise,...

?Thistouchedmegreatly.

?Fromthis,Ilearnt...

Ibelievethat...

?Loveisthekeytohappiness.

4.Choosesomestudentstosharetheirwritings.

★Step6Summary【課堂小結】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanmastertheusageofsimplepasttense.

Icancompletetheexercisesrelatedtosimple

pasttense.

Icanusesimplepasttensetotalkaboutmy

happymoments.

★Step7Homework［家庭作業】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents?book.

Teachingreflection【教學反思】

IfoundthatsomestudentswithpoorEnglishfoundationstillhadproblemswith

thesimplepasttense.Theymightbeconfusedabouttheirregularverbforms.For

example,whentheymetwordslike“go—went"or"see—saw"，theymademistakes

easily.Inthefuture,Iwillgivethesestudentsmorespecialpracticeonirregularverbs.

Icanmakesomecardswiththeoriginalformoftheverbsononesideandthesimple

pastformontheotherside.Letthempracticemoreoftentohelpthemremember

theseformsbetter.

第三課時ListeningandSpeaking

TeachingObjects［教學目標】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/oo/,/au/correctlyandrememberthelettersandlettercombinationsthat

representthem.

3.Talkaboutwhatyouhavelearntaboutstayingpositiveinthissection.

TeachingAids［教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【情景導入】

l.Showthepictureonpage9tostudents,andthenaskthemtoanswerthefollowing

questions.

?Whatcanyouseeinthepicture?

?Howdoyoudescribetheglassofwater?

2.Letsomestudentssharetheanswerswiththeclass.

3.Showthetwokindsofopinionstostudents.Somepeoplealwayslookonthebright

sideoflife.Theyexpectgoodthingstohappen.Otherpeopleoftenbelievethatbad

thingswillhappen.

★Step2Pre-task【準備任務】

l.Showtwogroupsofcontrastingpictures.Forthefirstgroupofpictures:oneisa

colorfulrainbowstretchingacrosstheskyunderthebrightsunshine,andtheotherisa

gloomyanddampstreetonarainyday.Forthesecondgroupofpictures:oneisa

birthdaypartywithdeliciousfoodandlaughingpeople,andtheotherisamessyscene

aftertheparty.

2.Pointatthepicturesandaskthestudents,"Lookatthesepictures.Whatdoyousee

inthefirstpictureofeachgroup?Whataboutthesecondone?Whichonedoyoulike

better?"

3.Guidethestudentstoanswer,forexample,“Iseearainbowinthefirstone.It's

beautiful.Iseeawetstreetinthesecondone.Ifsnotnice.”

4.Thencontinuetoask,“Doyouthinkdifferentpeoplemayhavedifferentfeelings

aboutthesepictures?Why?”Throughsuchadiscussion,itwillnaturallyleadtothe

topicofseeinglifescenesinapositiveornegativeway,layingagoodfoundationfor

thesubsequentcoursecontent.

★Step3While-task【過程任務】

Page9,1

l.Askstudentstolistentotheradioprogrammeandchoosethemainidea.

2.Checktheanswerswiththeclass.

Page10,2

l.Askstudentstolistentotheradioprogrammeagainandcompletetheblanks.

2.Checktheanswerswiththeclass.

Page11,3

l.Showthetabletostudents,andaskthemtoguesswhatmaybefilledintheblanks.

2.Askstudentstolistentothetalkandcompletethenotes.

3.Letsomestudentssaytheiranswers.

4.Checktheanswerswiththeclass.

Page11,3

l.AskstudentstolistenagainandtalkabouthowDrZhenggivesexamplesinhistalk.

2.Tellstudentsthewaytogiveexamples.Forexample,wecanusetake...forexample,

likeandsuchastointroduceexamples.

★Step4Post-task【后續任務】

Phoneticsinuse

l.Letstudentsreadthewordsonpage9freely,andthenaskthemtopayattentionto

theboldlettersandfindthesimilaritiesofpronunciationineachcolumn.

2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthepronunciationof/ao/and/au/.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentstopractise.

Page11,4

l.Askstudentstoworkinpairsandsharetheiradviceforleadingahappierlife.

2.Showanexampletostudents.

3.Letstudentstalkaboutwhattheyhavelearntaboutstayingpositiveinthissection.

★Step5Summary【課堂小結】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanlearntolistenforanexperienceanalysis.

Icanpronounce/eo/,/au/correctlyand

remembertherelatedlettersandletter

combinations.

IcantalkaboutwhatIhavelearntabout

stayingpositiveinthissection.

★Step6Homework【家庭作業】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學反思】

Inthisperiod,weshouldaskthestudentstograspthekeywordstocompletethe

listeningtasks.Inaddition,weshouldencouragethemtotalkaboutwhattheyhave

learntaboutstayingpositiveinthissection.

第四課時Readingforwriting

TeachingObjects［教學目標】

1.FindoutwhyZhouJiankeepshishairlongandwhathappinesshegets;

2.Analyzehowtheauthormakesthestoryvivid;

3.Writeastoryaboutfeelinghappythroughhelpingothers.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【情景導入】

ShowsomepicturesabouthelpingothersandaskSstoobservehowthehelpgiver

feel.ElicitSstofindthatit'shappytohelpothers.

★Step2Pre-task【準備任務】

Page12,1

l.Letstudentslookatthepicturesandpredictwhatthepassageisabout.

2.Showsomewordsandexpressionstohelpstudents.

Forexample,keephairlonghappinessgrowsmilehelpothers

doinggoodlaughatcutitshort

3.Askstudentstosharetheirguesseswiththeclass.

★Step3While-task【過程任務】

Page13,2

l.Askstudentstoreadthepassageandseeiftheirguesseswereright.

2.Checktherightanswerwiththeclass.

Page14,3

l.Askstudentstoreadthepassageandcompletethenoteswiththewordsand

expressionsfromthepassage.

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

Page14,4

l.Askstudentstoanswerthequestions.

①Whatdoyouthink"hopegrewtogetherwithhishair^^mean?

②WhatwillZhouJiandoto“growhappinessagain"?

(3)WhydoesthewriterusethewordsofPlatointhelastparagraph?

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

★Step4Post-task【后續任務】

Page14,Thinkandshare

l.Askstudentstothinkandshare:

①Howdoyoufeelwhenyoureadtheletterinthepassage?

②Whatcanyoulearnfromthepassage?

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

Page15,5

l.Askstudentstowriteashortparagraphaboutfeelinghappythroughhelpingothers.

2.Givethemsomeprompts.Askthemtodoasfollows.

?Writeyouranswerstothefollowingquestions.

Whenandwheredoesthestoryhappen?

Whoisthemaincharacterofthestory?

Whatdoeshe/shedoandwhatchallenge(s)doeshe/sheface?

Howdoeshe/shereacttothechallenge(s)?

Whatdoeshe/shefeel?

?Organiseyourideasbyansweringthefollowingquestions.

③Checkyourparagraphasfollows.

Didyouincludecharacters,asettingandevent(s)?

Didyouusethewordsfromthereadingpassage?

Didyougiveyouropinionsaboutthesecretsofhappiness?

3.Asksomestudentstosharetheirstorieswiththeclass.

★Step5Languagepoints［語言要點］

1.ZhouJian'shatblewoff.

blewoff的原形是blowoff,在這句話中意思是“吹掉，吹走”。

E.g.ThestrongwindblewoffmyhatwhenIwaswalkingontheplayground.

2.Hislonghairwavedintheair.

wave在這句話中作動詞，意思是“飄揚，飄動”。

E.g.Thecolorfulflagswavedinthegentlebreeze(微風)ontheschoolplayground.

3.“Justonemonth!”hesaidtohimself.

saytooneself的意思是“對自己說

E.g.Shesaidtoherself,“Youcandoit.”

4.Peopleoftentalkedabouthislonghairbehindhisback.Sometimesthey

laughedathim.

behindone'sback的意思是“在某人背后，背地里”。

E.g.Don'tspeakillofothersbehindtheirbacks.不要在背后說人壞話。

laughat的意思是“嘲笑，取笑

E.g.Youshouldn'tlaughatothers9failures.

5.Butheneverfeltanyshame.

shame在這句話中作名詞，意思是“丟臉；恥辱”。

E.g.Losingthegameinsuchaneasywaywasagreatshameforourteam.

6.Dayafterday,hopegrewtogetherwithhishair.

dayafterday的意思是“日復一日，天天地”。

E.g.Ourteamisworkingharddayafterdaytoensurethesuccessofthisproject.為了

確保這個項目的成功，我們團隊日復i日地努力工作。

7.Hetookoffhishatandhishairfellaroundhisshoulders.

tookoff的原形是takeoff,意思是“脫下，脫掉

E.g.Hetookoffhisclothesandgotintotheshower.

★Step6Summary【課堂小結】

Askstudentstousethestudents*self-assessmentformtocheckwhattheyhave

learnedinthislesson.

IcanknowZhouJian'sbehaviourthathelps

kidswithcancer.

Icanunderstandhappinessspringsfrom

doinggoodandhelpingothers.

Icanwriteashortstoryaboutfeelinghappy

throughhelpingothers.

★Step7Homework［家庭作業】

1.Reviewthewordsandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學反思】

Inclass,weneedtoguidethestudentstousetheknowledgetocompletethe

readingtasks.Thislessonisabitdifficultandhasalotofimportantphrasesand

sentences.Therefore,weshouldpayattentiontoadjustingthedifficulty.Theactivities

andquestionsforthislessonneedtobedesignedinadvancesothatstudentscan

followtheteacher'sthought.Inthisway,theywillhavemoreinterestandconfidence

inlearningEnglish.

第五課時Presentingideas&Reflection

TeachingObjects［教學目標】

1.Makeabookpageaboutwaystobehappy.

2.Talkaboutyourunderstandingabouthappiness.

TeachingAids［教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【情景導入】

Hello,boysandgirls!Howareyoufeelingtoday?Areyouhappy,sad,orjustso

-so?（微笑著詢問學生，用簡單的表情和手勢輔助理解）Letssee.Raiseyourhand

ifyou'rehappy.（觀察舉手'情況）Oh,someofyouarehappy.That'sgreat!Now,Ihave

abigquestionforyouall.Whatmakesyouhappy?（稍作停頓，等待學生思考）

Wecantalkonebyone.Youcanjustsayoneortwosimplewords.Forexample,

youcansay"toys”ifplayingwithtoysmakesyouhappy.（給出示例，在黑板上寫下

“toys”）Now,letsstart.（邀請幾位學生回答，把他們說的關鍵詞寫在黑板上，如

“fHends”“games”"ice-cream"等）

★Step2Pre-task【準備任務】

Lookatallthesethingsontheblackboard.Theyarealldifferent,buttheyhave

somethingincommon.Theycanbringushappiness.Today,wearegoingtomakea

bookpage.Andthisbookpageisallaboutwaystobehappy.Wellwritedownmore

thingsliketheseandmakeitbeautiful.(指著黑板上的單詞，然后拿出一張做好的

示例書頁展示給學生看)Areyouexcited?Let'sbegin!

★Step3While-task【過程任務】

l.Askstudentstoworkingroups.Searchforinformationaboutwaystobehappy.

Thendecidewhichwaysyouwillincludeinyourbookpage.Considerthefollowing

aspects:

①Whatmakesyouhappy?

②Howcanwehelpothersbehappy?

(3)Whatisyouradviceforunhappypeople?

2.Letstudentsorganisetheirideaswiththehelpoftheoutlineonpage16andwrite

yourbookpage.

3.Askthemtousethelanguagetipsonpage16orfindusefulexpressionsorsentences

fromthisunit.

4.Asksomestudentstopractiseandpresenttheirbookpagestotheclass.

★Step4Post-task【后續任務】

l.Askstudentstovoteonthebestthreebookpagesandthebestthreepresentations.

2.Askstudentstotalkaboutwhattheyhaveunderstoodmoreaboutwhatmakesas

thefollowingmindmap.

Whatarethesecretsofhappiness?

_________________________________________________卜_________________________________________________

LoveStayingpositiveHelpingothers

3.Askstudentstocheckwhethertheyhaveachievedtheirlearninggoals.

4.Letstudentswritedownwhattheystillneedtoimprove.

★Step5Summary【課堂小結】

Askstudentstousethestudents9self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanmakeabookpageaboutwaystobe

happy.

IcantalkaboutwhatIunderstandaboutwhat

makesyouhappy.

★Step6Homework【家庭作業】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents9book.

Teachingreflection【教學反思】

Inthisclass,Iclearlytoldthestudentsthatthetaskofthisclasswastomakea

bookpageaboutwaystobehappy.AndIalsoshowedthemanexample.Thismade

thestudentshaveaclearunderstandingoftheactivity.Quiteafewstudentsshowed

greatinterestandwereeagertostartmakingtheirownbookpages,whichhelpedto

improvetheirclassroomparticipation.

Unit2Goforit!

單元教學目標

l.Usewordsandexpressionsintheunittotalk

aboutsports.

【LanguageAbilities]2.Useindefinitepronounstotellstoriesofsports

lovers.

3.Describetheroleofsportsinyourlife.

1.Understandthediversityofsportscultures.

2.Appreciateandlearnthesportingspirits.

【CultureAwareness]

3.Understandtheimportanceofsportsinsociety.

4.Respecttheoriginsanddevelopmentofsports.

1.Summarizetheinfluenceofpersistence,strategy,

teamworkandotherfactorsonperformancein

sportscompetitions.

【QualityofThinking]

2.Cultivatethethinkinghabitofextractingkey

informationfromspecificsportseventsand

systematicallyconcludingit.

1.Guidestudentsincriticalreflectionoftheir

studyingmethods.

【LearningAbilities]2.Studentswillmastereffectivecommunication

andcooperationskillsinEnglishlearning

groups.

[ClassHourDivision]Fiveperiods

第一課時Startingout&Reading

第二課時Grammar

第三課時ListeningandSpeaking

第四課時Readingforwriting

第五課時Presentingideas&Reflection

單元教材分析

本單元歸屬于“人與社會”主題范疇下的“文學、藝術與體育”主題群，對

應“日常體育活動，重大體育賽事，體育精神”這一子主題內容。本單元內容圍

繞談論運動展開，主要包括：關于常見運動項目的討論；閱讀張順參加2022年

北京馬拉松比賽的事跡以及2022年女子足球亞洲杯比賽相關內容；聚焦不定代

詞的用法，將其融入體育話題情境，幫助學生掌握在描述體育相關概念時的準確

表達；通過學校廣播站對游泳冠軍TimSimons的采訪，了解Tim學習游泳的故

事；制作運動瞬間海報，要求學生運用所學體育知識和語言表達，結合自身創意，

培養綜合語言運用能力和跨學科思維能力。

本單元教材通過豐富多樣的內容和形式，將語言學習與體育運動主題緊密結

合。從文化層面來看，它向學生傳遞了體育運動所承載的積極向上的價值觀念、

多元的文化內涵以及對人類社會發展的重要意義。從語言學習角度而言，在真實

有趣的體育情境中，學生能夠提高詞匯量、語法運用能力、聽說讀寫各項技能，

為學生提供了全面發展語言能力的機會，有助于培養學生積極健康的生活方式和

國際視野。

課時分解

第一課時Startingout&Reading

TeachingObjects［教學目標】

1.Talkaboutsportsusingwordsandexpressionsinthisunit.

2.Perceivethesportingspiritsinthestory.

TeachingAids【教學工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學步驟】

★Step1Leadin【導入】

ShowthepictureofdifferentsportsitemsandaskSstotalkaboutthefollowing

questions:

1.Whatsportsdoyoulikeoroftendo?

2.Howdoyoufeelwhenyoudothesport?

Startingout

Page19,1

l.Showthefivepicturestostudents,thenaskthemtoanswerthequestions.

①Whatsportscanyouseeinthepictures?

②Howdoyoulikethesesports?

(3)Whatsportdoyoulikebest?Why?

2.Letsomestudentssharetheanswers,theteachercanmakesomesupplementsif

necessary.

Page19,2

l.Askstudentstolookatthepictureandanswerthequestions:

①Doyouknowtheoriginofsomesports?

②Canyoushareonewiththeclass?

2.Showsomevideostohelpstudents.Suchastheo