外研版（2024）八年級上冊英語全冊教案（單元整體教學(xué)設(shè)計）

Unit1Thisisme

單元教學(xué)目標(biāo)

l.Usewordsandexpressionsintheunitto

talkaboutyourself.

[LanguageAbilities]2.Usethepresentperfecttensetotalkabout

experiencesofacceptingyourself.

3.Describeyourselfandyourvalues.

1.Cultivatestudents'self-confidenceand

guidethemtodevelopanoptimistic

attitudetowardslife.

2.Understandthevaluesunderdifferent

[CultureAwareness]

culturalbackgroundsandcultivatecross-

culturalawareness.

3.1nspirestudentstochallengethemselves

andpursuetheirdreams.

l.Analysethecharacters'attitudesand

behaviorsinthestoryandfindoutthe

[QualityofThinking]changes.

2.Thinkcriticallywhetherpeopleshould

worryabouttheirlooks.

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1.Studentswilllearntouseathinkingmap

toorganizetheirideasaboutthemselves.

[LearningAbilities]2.Usethelearnedknowledgeandpersonal

perceptiontocreativelyexpressdifferent

viewsonyourself.

[ClassHourDivision]Sixperiods

第一課時Startingout&Reading

第二課時Grammar

第三課時ListeningandSpeaking

第四課時Reading

第五課時Writing

第六課忖Presentingideas&Reflection

單元教材分析

本單元的主題為：認(rèn)識自我。該主題屬于“人與自我”主題范疇

下的“生活與學(xué)習(xí)”主題群，對應(yīng)“自我認(rèn)識，自我管理，自我提升”

這一子主題內(nèi)容。大單元圍繞話題howtobecomeabetterme,學(xué)習(xí)和

完成11個語篇，了解心目中的自己及他人眼中的自己，接受自己的

長相，探尋自我價值，勇于挑戰(zhàn)自己，實現(xiàn)自我夢想。通過學(xué)習(xí)，學(xué)

生將逐步樹立積極的人生觀和價值觀，為未來的成長奠定堅實的基礎(chǔ)。

Startingout：本部分通過思維導(dǎo)圖的形式，激活學(xué)生對自己及他人眼

中自我形象的已有認(rèn)知。學(xué)生將通過繪制思維導(dǎo)圖，梳理并表達(dá)關(guān)于

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自己的基本信息、興趣愛好、性格特點(diǎn)等，為后續(xù)的深入學(xué)習(xí)奠定基

礎(chǔ)。

Understandingideas:本部分的閱讀文章標(biāo)題為《ARed,RedRose》，

講述了作者Sally從剛開始討厭自己臉上的胎記，到在朋友Maddie

的鼓勵下將其視為一朵紅玫瑰，最終學(xué)會接納自我的故事。文章通過

Sally的成長經(jīng)歷，傳遞了樹立正確外貌觀的重要性，鼓勵學(xué)生學(xué)會

接受自己的獨(dú)特之處，勇敢面對自我。

Developingideas:本部分包含聽力和閱讀兩個模塊。聽力部分通過文

學(xué)作品中的經(jīng)典片段，引導(dǎo)學(xué)生思考如何探索自身價值；閱讀部分則

講述了中國運(yùn)動員蘇炳添的故事，展現(xiàn)了他如何通過不懈努力和勇于

挑戰(zhàn)自我，最終實現(xiàn)夢想的歷程。這部分內(nèi)容旨在激勵學(xué)生勇敢追求

目標(biāo)，突破自我限制。

Presentingideas:學(xué)生需要結(jié)合本單元所學(xué)內(nèi)容，發(fā)表一篇關(guān)于自身情

況的演講。通過這一任務(wù)，學(xué)生不僅能夠鞏固所學(xué)知識，還能鍛煉語

言表達(dá)能力，進(jìn)一步加深對自我認(rèn)知的理解。

課時分解

第一課時Startingout&Reading

TeachingObjects【教學(xué)目標(biāo)】

l.Knowyourselfcomprehensivelyandintroduceyourselftoothers.

2.FindoutthechangesinSally'sbehaviorregardingthebirthmarkonher

faceandanalysethereason.

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3.Reflectontheimportanceofself-acceptanceanddiscusswhypeople

shouldorshouldnotworryabouttheirlooks.

TeachingAids［教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

1.Showthepictureonpage2tostudents,andthenaskthemtoanswer

thequestion.

令Whatdoesthepictureshow?

2.Letsomestudentssharetheanswers.

Startingout

Page3,1

l.Askstudentstowatchthevideoandanswerthequestions.

①WhatdoesSamthinkofhimself?

②WhatdootherpeoplethinkofSam?

2.Letsomestudentssharetheanswers.

3.Guidestudentstothinkaboutwhytherearedifferencesbetweenthe

twoanswers.

Page3,2

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l.Askstudentstomakeathinkingmapaboutthemselves.

2.Encouragestudentstobrainstormmoreaspectsaboutthemselvesand

shareinclass,thentheteachercangivesomeextrawords.

3.Givestudentssomeusefulexpressionsasfollows.

Usefulexpressions:(DLooks:Ihave.../I'm...(short,tall,ofmedium

height/build,darkhair,bigandroundeyes...)

②Personality：］am...(outgoing,shy,brave,positive,helpful...)

?Abilities:Ican...Ican'l...

④Likesanddislikes:!like...Idon9tlike...

4.Letstudentsintroducethemselvestoothers.

Understandingideas(1—4)

★Step2Pre-task【準(zhǔn)備任務(wù)】

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l.Askstudentstolookatthepictureandthetitleonpage4,thenanswer

thequestions.

①Whatdoestheword"rose"mean?

②What'sthegirldoing?

③Whatdoyouthinkthegirlfeelsaboutthe"rose"?

2.Showthefollowingwordsandexpressionstohelpthestudents.Make

suretheyknowthemeaningsofthewords.

beautifulfacehairmirrorshapebirthmark

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different

3.Askstudentstosharetheanswerswiththeclass.

Possibleanswers:①Itreferstothebirthmarkonthegirl'sfacebecauseits

shapeisthesameasarose.

②Sheislookingatherbirthmarkonherfaceinthemirrorcarefully.

(3)1thinkthegirlfeeldifferentaboutthe“rose”.

★Step3While-task［過程任務(wù)】

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l.Askstudentstoreadthepassageandchecktheiranswers.

2.Sharetherightanswerswiththeclass.

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l.Showthethreesentencestostudentsandmakesuretheyunderstandthe

meaningsofeachsentence.

2.Askstudentstochoosethebestsummaryofthepassageandsharetheir

reasons.

3.Checkanswerswiththewholeclass.

Carefullyreading

1.Askstudentstoreadagain,thenanswerthequestions.

令Whichpartofherlooksdidn'tSallylike?

令Whatcolourwasit?

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令HowdidSallyfeelaboutitbefore?

令HowdidSallyfeelaboutitnow?

令WhydidSallychangeherviewsofit?

2.Checktheanswerswiththeclass.

Answers:①Sallydidn'tlikethebirthmarkonherface.

②Itwasbrightred,thecolourofastrawberry.

③Sallydidn5tlikeitbefore.

④Sallythinksit'sspecialanddifferentnow.Andsheacceptedit.

?BecauseMaddilesaidSallyhadaredroseonherfaceanditwas

beautiful.

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l.Askstudentstocompletethenoteswiththewordsandexpressionsfrom

thepassage.

2.Checktheanswerswiththeclass.

Answers:①birthmark②secretly③tocover@redrose

?turnedsunny?paintedaredrose⑦different.

★Step4Post-task【后續(xù)任務(wù)】

Page6,Thinkandshare

l.Askstudentstothinkaboutthefollowingquestions:

?WhatdoesSallythinkofherbirthmarknow?

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②Doyouthinkpeopleshouldworryabouttheirlooks?Whyorwhynot?

2.Givesomepromptstothestudents.

3.Letsomestudentssharetheiranswers.

Furtherthinking

l.Askstudentstoanswerthequestion.

令WhatcanyoulearnfromSally'sexperience?

2.Sharesomeanswerswiththeclass.

★Step5Languagepoints【語言要點(diǎn)】

1.Oncrowdedbusesandtrains,itfeltjustlikeadisaster.

feellike…意為"感覺像……,有……感覺”。例如:

Itfeelslikesummereventhoughit'sonlyApril.雖然現(xiàn)在只是四月，但感

覺已經(jīng)像夏天了。

IfeellikeI'montopoftheworld.我覺得開心極了。

feellike...還可意為“想要"。feellikedoingsth.想要做某事例如：

Ifeellikedoingsomethingdifferenttoday.今天我想要做點(diǎn)不一樣的事

情。

2.Withsomanypeoplearoundme,mybirthmarkburnedredhot

(1)withsomanypeoplearoundme解釋了她覺得胎記發(fā)燙的原因。英

文中with+〃.構(gòu)成介詞短語，可以表原因、方式等。例如：

Withthesupportfromherfamily,shefeltrelaxed,有了家人的支持,她

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放松了許多。（表原因）

Withasmile,shegivesmeaflower.她笑著給了我一朵花。

（表方式）

（2）burn意為"（臉因窘迫或生氣而）發(fā)燙”。例如：

IfeltmyfaceburningwhenIwastalkingtohim.我跟他說話的時候感覺

自己的臉燒得發(fā)燙。

3.Shesatrightbesideme.

句中right是副詞，意為“正好（在某個位置或地方），例如：

Helivesrightnextdoor.他就住在隔壁。

4.Insteadoflookingaway,Maddiestudiedmyface.

insteadof…意為"代替……;而不是”,后面常接名詞或動名詞。例如:

Insteadofplayinggames,hechosetostudy.他選擇去學(xué)習(xí)，而不是玩游

戲。

I'llhaveacupofteainsteadofmilk.我要一杯茶,而不是牛奶。

★Step6Summary【課堂小結(jié)】

Askstudentstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanknowmyselfcomprehensivelyand

introducemyselftoothers.

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IcanfindoutthechangesinSally's

behaviorregardingthebirthmarkonher

faceandanalysethereason.

Icanlearntoacceptmylooks.

★Step7Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents5book.

Teachingreflection【教學(xué)反思】

Thisstoryhasgreatlyattractedthestudents9attention.The

classroomatmosphereisactive,andthestudentscanactivelyparticipate

inthediscussion.Duringthereadingprocess,studentscanfindthereason

whySallychangedherviewofherbirthmarkandthinkaboutwhatthey

canlearnfromherexperience.Itcanhelpstudentsdeveloptheirthinking

abilities.

第二課時Grammar

TeachingObjects【教學(xué)目標(biāo)】

1.Mastertheusageofthepresentperfecttense.

2.Distinguishthepresentperfecttenseandpastsimpletense.

3.Talkabouttheexperienceofacceptingyourlooks.

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TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

1.Presentthevideoclipsandaskstudentstowatchandpayattentionto

thelines.

2.Guidestudentstofindthelinesallcontainthestructure“have/has

done”.

Page7,5

1.Presentthetwosentencesandaskstudentstoreadandtranslate.

令I(lǐng)haven'ttoldMaddieyethowshehaschangedme.

令I(lǐng)havealreadylearntthatIamwhatIam,

2.Guidestudentstopayattentiontotheverbformsandcirclethe

structure“have/has+done“inthesentences.

3.Tellstudentsthatthesentencesareinpresentperfecttensewhichis

thetargetgrammarintheclass.

Understandingideas(6—8)

★Step2Grammarfocuslearning【語法學(xué)習(xí)】

現(xiàn)在完成時⑴

一、用法

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現(xiàn)在完成時表示在以前某個時間已經(jīng)發(fā)生的行為或曾經(jīng)做過的事情

對目前有某種影響。常與這些副詞及短語連用：just,already,yet,

recently,before,ever;never,twice,sofar,inthepastthreeyears等。

E.g.Ihavealreadyseenthefilm.Idon'twanttoseeitagain.

Hehasjustfinishedhishomework.

Alltheticketshavesoldout.

IhavenevertalkedwithMr.Libefore.

二、基本結(jié)構(gòu)

L肯定句:主語+have/has+過去分詞+…

E.g.IhaveboughtmanybooksaboutEuropeanhistory.

Theyhavefinishedthehousework.

2.否定句：主語+have/has+not+過去分詞+...

E.g.TheSimpsonshaven'tbeentoCanadasincethedaytheyleft.

Erichasn'tgothisplaneticketyet.

3.一般疑問句結(jié)構(gòu)及回答：

一Have/Has+主語+過去分詞+...？

一Yes,主語+have/has./N。，主語+haven't/hasn't.

E.g.—HaveyoueverreadSherlockHolmes?

—Yes,Ihave./No,Ihaven't.

—Hashedecidedwhichbooktowriteaboutyet?

—Yes,hehas./No,hehasn't.

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三、動詞的過去分詞

1.規(guī)則變化的構(gòu)成方法：

①一般在詞尾直接加-ed：E.g.help一helped

②以不發(fā)音的e結(jié)尾的動詞，詞尾加-d：E.g.live-lived

③以“輔音字母+y”結(jié)尾的動詞，先將y變成i,再加-ed：E.g.carry

—carried

④以重讀閉音節(jié)結(jié)尾，且末尾只有一個輔音字母的動詞，先雙寫該輔

音字母，再加?ed：E.g.stop—stopped

2.不規(guī)則動詞的變化形式

原形一過去式一過去分詞

be—was/were—beenfind—found—found

do一did一donehave一had一had

eat-ate-eatenmakemade-made

go-went-gonelet—let—let

see——saw——seenput一put一put

四、現(xiàn)在完成時與一般過去時的區(qū)別

現(xiàn)在完成時與一般過去時都表示在過去做的動作，但現(xiàn)在完成時強(qiáng)

調(diào)這一動作與現(xiàn)在的關(guān)系，如對現(xiàn)在產(chǎn)生的結(jié)果、影響等；一般過去

時則只表示過去的事實，不表示和現(xiàn)在的關(guān)系。所以，一些表示過去

的固定時間狀語只能與一般過去時連用，如ago,last或由when（何時）

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引起的問句都不能與現(xiàn)在完成時連用。

E.g.Ihavejustcleanedmyroom.

Icleanedmyroomyesterday.

★Step3While-task【過程任務(wù)】

Page7,6

l.Showthewordsandphrasestostudents,thenaskthemtowrite

sentenceswiththepresentperfecttense.

2.Checktheanswerswiththeclass.

Answers:①Ihavejustcutmylonghair.

②Shehasneverwon,iedaboutherlooks.

（3）1havejustpaintedabeautifulfloweronmyface.

④Chrishasalwayswornapairofglasses.

⑤Jessicahasalreadychangedheropiniononherlooks.

Page7,7

l.Showtheparagraphtostudents,thenaskthemtoreaditandrewritethe

underlinedsentencesusingthepresentperfecttense.

2.Checktheanswerswiththeclass.

Answers:①Ihavebeenthetalleststudentinmyclass.

②Ihavesatonthelastrow.

③“Youmustbegoodatbasketball.nMyclassmateshavealwayssaid

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that.

@1havelearnttoacceptmyheightnow.

★Step4Post-task【后續(xù)任務(wù)】

Page8,8

1.Askstudentstoworkinpairsandthendiscusstheexperienceof

acceptingtheirlooks.

2.Givestudentsanexampleasfollows.

Experienceofacceptingyourself

。Whichpartofyourlooksareyounothappywith?

令Howdidyoufeelaboutitbefore?

令Howdoyoufeelaboutitnow?

。Whydidyouchangeyourviewofit?

今Whatcanyoulearnfromthisexperience?

3.Askstudentstousethewordsfromthereadingpassageandtheuseful

expressions.

4.Showtheusefulexpressionstohelpthemtoorganizetheirideas.

Usefulexpressions:

令I(lǐng)wasnothappywithmy...

令...isagoodwayto...

。Whatdoyouthinkof...now?

今Forexample,...

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。Ihavealready...

令Whynot...?

5.Choosesomestudentstosharetheiranswers.

★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents'self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanmastertheusageofthepresent

perfecttense.

Icandistinguishthepresentperfect

tenseandpastsimpletense.

1canusethepresentperfecttenseto

discusstheexperienceofacceptingmy

looks.

★Step6Homework［家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents5book.

Teachingreflection【教學(xué)反思】

Inthisgrammarclass,somestudentsstillcouldn'tfigureoutthe

differencebetweenthepresentperfecttenseandpastsimpletense.

Therefore,inthenextclass,Iwillpreparemorecorrespondingexercises

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tostrengthenthetraining.

第三課時ListeningandSpeaking

TeachingObjects【教學(xué)目標(biāo)】

1.Understandthelisteningmaterialandgraspthekeyinformation.

2.Pronounce/m//n/and何correctlyandrememberthelettersandletter

combinationsthatrepresentthem.

3.Talkaboutwhatyouhavelearntaboutexploringyourself.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin［導(dǎo)入】

l.Askstudentstolookatthethreepictureson10,thenanswerthe

questions.

令Whatarethenamesofthesebooks?

Answers:?TheBlueBird②TheAdventuresofPinocchio③The

WonderfulWizardofOz

。Haveyoueverreadthem?

2.Introducesomebasicinformationaboutthethreebooks.

TheBlueBird（《青鳥》）是比利時劇作家莫里斯?梅特林克（Maurice

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Maeterlinck）于1908年創(chuàng)作的象征主義童話劇。這部作品通過兩個

孩子尋找青鳥的奇幻旅程，探討了幸福、生命和人類精神世界的深刻

主題?！肚帏B》不僅是一個充滿奇幻色彩的童話故事，更是一部關(guān)于

幸福、生命和人類精神的深刻寓言。它通過蒂蒂爾和米蒂爾的旅程,

向讀者傳遞了幸福就在我們身邊的深刻道理，至今仍深受全世界讀者

的喜愛。

TheAdventuresofPinocchio（《木偶奇遇記》）是意大利作家卡洛?科

洛迪創(chuàng)作的童話，也是其代表作，發(fā)表于1880年。作品講述當(dāng)仁慈

木匠皮帕諾睡覺的時候，夢見一位藍(lán)色的天使賦予他最心愛的木偶匹

諾曹生命，于是小木偶開始了他的冒險。如果他要成為真正的男孩,

他必須通過勇氣、忠心以及誠實的考驗。在歷險中，他因貪玩而逃學(xué)，

因貪心而受騙，還因此變成了驢子。最后，他掉進(jìn)一只大鯨魚的腹中，

意外與皮帕諾相逢……經(jīng)過這次歷險，匹諾曹終于長大了，他變得誠

實、勤勞、善良，成為了一個真真正正的男孩。

TheWonderfulWizmz/t/Oz（《綠野仙蹤》）是美國"童話之父"萊曼?弗

蘭克?鮑姆創(chuàng)作的兒童魔幻小說，190（）年5月在美國首次出版，由

威廉?華萊士?丹斯洛繪制插圖，是奧茲國系列書籍的第一部。故事

講述了一個名叫多蘿西的小女孩被龍卷風(fēng)刮到神奇的奧茲國，為了回

家，她沿著黃磚路前往翡翠城尋找?guī)椭?。一路上，她遇到了想要腦子

的稻草人、渴望心的鐵皮人和需要勇氣的獅子，四人結(jié)伴前行，經(jīng)歷

了許多冒險。最終，他們發(fā)現(xiàn)真正需要的東西其實一直就在自己身上。

這本書充滿奇幻色彩，也傳遞了關(guān)于友誼、勇氣和自我成長的深刻道

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理。該書是美國閱讀量最大的兒童圖書之一，被譽(yù)為“美國最偉大和

最受歡迎的本土童話”。

3.Thenaskstudentstotalkfreely.

。Haveyoueverreadbookslikethese?Ifyes,couldyoutellmeabout

oneofthem?Ifnot,whichofthesethreebooksinterestsyouthe

most?

★Step2Pre-task【準(zhǔn)備任務(wù)】

Manyworksofliteraturehavedescribedcharactersinsearchoftheir

values.SomegoodexamplesareTheWonderfulWizardofOz,TheBlue

BirdandTheAdventuresofPinocchio.

★Step3While-task［過程任務(wù)］

Page9,1

l.Showthefoursentencestostudents,thenaskthemtofigureoutwhat

eachoptionmeansandfindoutthedifferencesamongthem.

2.Askstudentstolistentotheradioprogrammeandchoosethebest

summaryofthebook.

3.Checktheanswerswiththeclass.

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l.Showthenotestostudents,thenaskthemtoguesswhatkindsofwords

maybefilledintheblanks.

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2.Askstudentstolistentotheradioprogrammeagainandcompletethe

notesaboutthebook.Beforelistening,remindstudentstotakenotesof

thekeyinformation.

3.Checktheanswerswiththeclass.

Page11,3

l.Showthecommentstostudents,thenaskthemtoguesswhatmaybe

filledintheblanks.Explain“comment“ifneeded.

2.Askstudentstolistentotheconversationandcompletethecomments.

3.Checktheanswerswiththeclass.

Page11

l.Askstudentstolistenagainandtalkabouthowthestudentscomment

onthebook.

2.Tellstudentsthewaytomakecomments.

令Tocommentonbooksorfilms,weusuallyfocusonthemost

interestingthingtous.Itcanbethemainideaorthemain

character.Andwecanalsogiveexamplestosupportourcomments.

★Step4Post-task【后續(xù)任務(wù)】

Phoneticsinuse

l.Letstudentsreadthewordsonpage9freely,andthenaskthemtopay

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attentiontothepronunciationoftheboldletters.

2.Playtherecordingandaskstudentstorepeatthem.

3.Tellthekeypointsofthepronunciationof/m//n/and何andgivea

correctdemonstration.

4.Havestudentsreadthewordstogether.

5.Ifpossible,providemoretargetlanguagematerialsforstudentsto

practise.

Page11,4

l.Askstudentstoworkingroups.Introduceandcommentonanother

bookaboutfindinga“newme”.

2.Tellstudentsthatthecommentmayincludethefollowingaspects.

。Basicinformation

今Yourfavouritequote

令Yourfavouritecharacter

令Themostunforgettableevent/interestingpart

令Themainidea/message

。...

3.Showtheusefulexpressionstostudents.

4.Letstudentstalkaboutwhattheyhavelearnedaboutexploring

themselvesinthissection.

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★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents5self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanknowaboutthebasicinformation

ofTheWonderfulWizardofOzand

people'scommentsonthisbookfrom

thelistening.

Icanpronounce/m//n/and/i]/

correctlyandremembertherelated

lettersandlettercombinations.

IcantalkaboutwhatIhavelearnt

aboutexploringyourself.

★Step6Homework[家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents,book.

Teachingreflection【教學(xué)反思】

Inthisperiod,wcshouldaskthestudentstograspthekeywordsto

completethelisteningtasks.Inaddition,weshouldencouragethemto

talkaboutwhattheyhavelearnedaboutexploringthemselvesinthis

section.

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第四課時Reading

TeachingObjects【教學(xué)目標(biāo)】

1.LearnaboutthestoryandspiritsofSuBingtian.

2.RetellSuBingtian*sstoryaccordingtothetimeline.

3.TaIkaboutwhatwecanlearnfromSuBingtianandwhatwecandoto

achieveourdreams.

TeachingAids［教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

l.Showthepicturetostudents,thenaskthemtoanswerthequestions.

令Whataretheydoing?

令DoyouknowtheChineseathlete?

2.LetstudentswatchavideorelatedtotheChineseathlete,thensaythe

answers.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Page12,1

1.Letstudentslookatthepicturesandanswerthequestion.

令Whatwordswouldyouusetodescribehim?

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2.Showsomewordsandexpressionstohelpstudents.

fightone'sfeartrysucceeddoubtsticktoholdback

3.Askstudentstosharetheiranswerswiththeclass.

★Step3While-task【過程任務(wù)】

Page13,2

l.Askstudentstoreadthestoryandchecktheiranswers.

2.Checktherightanswerwiththeclass.

Page14,3

l.Askstudentstocompletethetimelinewiththewordsandexpressions

fromthepassage.

2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

Answers:1.began2.10seconds3.10.16seconds4.fromzero

5.foughthisfears6.madehistory7.Chineseathlete

Page14,4

l.Askstudentstoanswerthequestions.

①Whatdoyouthinkthetitlemeans?

②WhatdoSuBingtian'swordsinparagraph5mean?

(3)WhatdoesthewritermeanbyEveryonecanbeaSu-perman!,/?

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2.Letsomestudentssaytheiranswers.

3.Checktheanswerswiththeclass.

★Step4Post-task【后續(xù)任務(wù)】

Page14,Thinkandshare

l.Askstudentstothinkandshare:

①WhatcanyoulearnfromSuBingtian?

②Howdoyouthinkyoungsterscanwritetheirstories?

2.Givestudentssomeprompts.

3.Letsomestudentssharetheiranswersandchecktheanswerswiththem.

★Step5Languagepoints【語言要點(diǎn)】

1.However,doubtsandfearsoftenholdusback.

hold...back在此處意為“阻礙……（的發(fā)展）”。例如：

Don'tletfearholdyoubackfromyourdreams.不要讓恐懼阻礙你實現(xiàn)

自己的夢想。

2.In2015zheclocked9.99secondsandmadehistory.

句中clock是動詞，意為“以……速度行駛;達(dá)到（某速度）〃，經(jīng)常用于描

述運(yùn)動員的成績或者駕駛車輛所用的時間。例如：

thefirstcartoclock100kilometresanhour第一輛時速為100公里的汽

車

第25頁共187頁

Sheclockedanewworldrecordinthewomen'smarathon.

她在女子馬拉松比賽中創(chuàng)下了新的世界紀(jì)錄。

3.Nothingisimpossibleaslongasyoutryandsticktoit.

(1)aslongas意為〃只要"。例如：

Aslongasyoustudyhard,youcanpasstheexam.只要你努力學(xué)習(xí)，你

就能通過考試。

⑵stickto意為〃遵守，信守;堅持〃。例如：

Hedecidedtosticktohisfirstplan.他決定堅持他的第一個計劃。

★Step6Summary【課堂小結(jié)】

Askstudentstousethestudents9self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanlearnaboutthestoriesandspirits

ofSuBingtian.

IcanretellSuBingtian^story

accordingtothetimeline.

Icantalkaboutwhatweshoulddoto

achieveourdreams.

★Step7Homework【家庭作業(yè)】

1.Reviewthewordsandsentences.

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2.Dotheexercisesinstudents'book.

Teachingreflection【教學(xué)反思】

Inthislesson,thestoryofSuBingtianwasinspiring,butsome

studentshavedifficultyunderstandinglongsentences.Toimprove,Iwill

usemorevisuals,simplifyexplanations,andaddinteractiveactivitieslike

groupdiscussions.Thiswillhelpweakerstudentsengagebetterand

understandthelesson'smessage.

第五課時Writing

TeachingObjects【教學(xué)目標(biāo)】

1.Writeaboutanothersuccessfulperson.

2.Shareyourcommentsandideasaboutthissuccessfulperson.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

1.Askstudentstoanswerthefollowingquestionsaccordingtolast

readingclass.

。Whoistheperson?

令Whatdidhedo?

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令Doyouthinkheisasuccessfulperson?

2.Letstudentsbrainstormanothersuccessfulperson.

3.Showsomepicturestogivestudentstips.Forexample,YuanLongping,

TuYouyou,QuanHongchan.

★Step2Pre-task【準(zhǔn)備任務(wù)】

Letstudentssearchforinformationaboutasuccessfulpersonandplan

theirpassagewiththechart.

Whatchallengesthepersonfaced

(doubtsorfears)

Whatthepersondidtoovercome

thechallenges

Whatthepersonachieved

Yourcommentsandideasabout

thisperson

★Step3While-task【過程任務(wù)】

l.Askstudentstowriteaboutthepersonwiththehelpofthechart.

Possibleanswers:J.K.RowlingisafamouswriterwhowrotetheHany

Potterbooks.Beforeshebecamesuccessful,shefacedmanychallenges.

Shewasasinglemotherwithverylittlemoney.Shealsofeltsadand

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struggledwithdepression.Manypeopledoubtedherwritingskills,and

someeventoldherthatherbookideaswerenotgoodenough.Shefelt

afraidthatshewouldneversucceed.

Despitethesedifficulties,J.K.Rowlingnevergaveup.Shekept

writingevenwhenlifewashard.Shebelievedinherstoryandworked

hardtofinishherfirstbook,HarryPotterandthePhilosophersStone.

Shesentherbooktomanypublishers,andaftermanyrejections,one

finallyagreedtopublishit.

Herbookbecameahugesuccess.TheHarryPotterseriesisnowoneof

themostpopularbookseriesintheworld.Ithasbeentranslatedinto

manylanguagesandturnedintomovies.J.K.Rowlingisnowoneofthe

richestandmostfamousauthorsintheworld.

IadmireJ.K.Rowlingbecauseshenevergaveup,evenwhenlife

wasdifficult.Sheteachesusthathardworkandbelievinginyourselfcan

helpyouovercomechallenges.Herstoryinspiresmetokeeptrying,no

matterhowhardthingsseem.

★Step4Post-task【后續(xù)任務(wù)】

1.Havestudentsexchangetheirpassageswithapartner.

2.Askstudentstochecktheirpassagesasfollows.

令Didyoucoveralltheinformationinthechart?

令Didyouusethewordsandexpressionsfromthereadingpassage?

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令Didyougiveyouropinionabouttheperson'seffortsandsuccess?

3.Letsomestudentssharetheirpassageswiththeclass.

★Step5Summary【課堂小結(jié)】

Askstudentstousethestudents,self-assessmentformtocheckwhat

theyhavelearnedinthislesson.

Icanwriteaboutanothersuccessful

person.

Icansharemycommentsandideas

aboutthissuccessfulperson.

★Step6Homework【家庭作業(yè)】

Furtherpolishyourwritingaccordingtotheevaluationcriteria.

Teachingreflection【教學(xué)反思】

Inthiswritingclass,Ifindthatsomestudentsarenotgoodatwriting.

Weneedtohelpthemmore,likeshowingthemhowtowriteandgiving

advice.Weshouldalsoencouragethemtotakepartinclassactivities.

Thisway,theirwritingwillgetbetterlittlebylittle.

第六課時Presentingideas&Reflection

TeachingObjects【教學(xué)目標(biāo)】

第30頁共187頁

1.Makeaspeechaboutyourself.

2.Talkabouthowtobecomeabetterme.

TeachingAids［教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadin【導(dǎo)入】

Askstudentstodoatask:Makeaspeechaboutyourself.

★Step2Pre-task【準(zhǔn)備任務(wù)】

AskstudentstolookatthethinkingmapinStartingOutandthink:has

yourideaaboutyourselfchanged?Considerthefollowingthings:

?looks

令likesanddislikes

令personality

令abilities

★Step3While-task［過程任務(wù)】

l.Letstudentsorganisetheirideaswiththehelpoftheoutlineonpage16

andpreparetheirspeech.

2.Askstudentstousethelanguagetipsintheoutlineonpage16orfind

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usefulexpressionsorsentencesfromthisunit.

3.Asksomestudentstopractiseandgivetheirspeechtotheclass.

★Step4Post-task【后續(xù)任務(wù)】

l.Askstudentstovoteonthebestthreespeeches.

2.Askstudentstotalkabouthowtobecomeab