Unit 4 Growing up
Grammar
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn the structure of time clauses;
2. use the conjunctions before, after, when, while, since, till, until, whenever, as soon as correctly;
II. Teaching contents
1. New words and phrases: against, career, feel tired out, become serious about basketball, take part in the Olympics
2. New structure: Until his drem came true, Spud never gave up.
III. Focus of the lesson and predicted area of difficulty
Use the conjunctions to make sentences or conversations.
IV. Teaching procedures
A Using before, after, when and while
Step 1 Warming-up
T: Spud Webb is an excellent basketball player from the US. In China, there is also a great basketball star. Who is he?
S: …
T: Yes. David’s favourite basketball player! How much do you know about him?
S: …
Step 2 Presentation
1. before, after
T: His parents are both basketball players. One is 2.08 m tall and the other is 1.88 m tall.
Before Yao Ming was born, many people believed that he would be a basketball star.
Did he become a basketball star later?
S: …
T: After he took some basketball training, he showed his talent in the game.
2. When, while
T: When did he begin to take training?
S: When he was 9, he began to take basketball training.
T: Yes, he started training at 9.
While/When he was attending junior high, he joined the Shanghai Youth Team.
【设计意图：以讨论David最喜欢的篮球明星姚明为线，导入新知识的学习。学生对谈论对象的熟悉感能适当降低所学新知识带来的紧张度。】
3. Analysis
T: Now, boys and girls, please look at the four sentences.
What are the words “before”, “after”, “when” and “while” used as, conjunctions or preparations?
S: …
T: Yes. They join two sentences together. We call these sentences time clauses.
T: What are the meanings of these conjunctions? When do we use them? Can you work out the rule?
S: …
T: Good. “Before” means earlier than a certain time. “After” means later than a certain time. “When” means at or during a certain time. “While” means during a certain time.
【设计意图：通过free talk 呈现相关语句，并通过对语句的表层分析让学生感知连词before、after、when和while的用法。】
Step 3 Practice
Combine sentences using before, after, when or while
T: David likes basketball very much. He is writing in his diary about one of his days. Now please help him combine the sentences using before, after, when or while on page 54.
S: …
T: Now check your answers.
Read the sentences please.
We use “before”, “after”, “when” and “while” here as conjunctions to introduce time clauses.
Tips
T: Sometimes they can be used in another way. Can you finish this sentence?
Good!
What about this one?
Great!
So “before, after” here are used as …?
S: …
T: Preparations! Well done!
What about the following sentences? What if we leave out “I was”? Do they have the same meaning?
S: …
T: They are the same! Remember the rule please!
【设计意图：借助课本习题检测学生对新知的掌握，并举一反三，找出相关知识点进行辨析比对，让学生灵活运用所学知识。】
Talk about one of your days
T: David talked about one of his days. What about yours? Please work in groups and share one of you days with others. Be sure to use “before, after, when and while”. Not less than four sentences.
S: …
T: Show time please!
S: …
T: You really have a funny/successful/hard-working day!
I am sure you will be as excellent as Yao Ming if you keep going on.
【设计意图： 鼓励学生将所学语言运用到日常会话中，检测学生的实际应用能力，同时抓住学生反馈中的亮点，适时进行激励教育。】
B Using since, till and until
Step 1 Presentation
1. since
T: Yao Ming joined the Shanghai Youth Team while he was attending junior high. But when did he become a member of the national basketball team?
S: (When Yao Ming was 18 years old, he joined the national basketball team.)
T: A very early age! Did he do well in the team?
S: (Yes. Since he joined it, he has won many competitions.)
T: He is really great!
“Since” here is also used as a conjunction. What does it mean?
S: …
T: Yes. (From a certain time)
What about the use of verbs? Can you work out the rule?
S: …
T: Great! You are good learners!
2. until/till
T: Mr. Yao is also a good learner. He is not only famous in China, but also famous in the world.
When did he become famous in the world?
S: … (After he joined the NBA.)
T: Yes. He did not get the chance to be world-famous until he joined the NBA.
Is he still in the NBA now?
S: …
T: When did he leave the NBA?
S: …
T: He practised playing basketball very hard until/till 2011.
Then he ended his basketball career.
What does the word “until”, “till” mean in the sentence?
S: …
T: Yes. (Up to a certain time)
But do you know why do we use “… not … until” in the first sentence while “… till/until” in the second one? Can you find out the rule?
S: …
T: We use “not … until” when the verb is a short action. We use “… till/until” when the verb is a long action.
Step 2 Exercises
T: You know David is a great basketball fan. He is telling us something about that. Please help him complete the sentences in Part B on page 55.
Now check your answers.
Any difficulties? (Can we use “till” for No. 2 and No. 6?)
No. When we use the structure “not … until”, we should use “until” instead of “till”.
Read the sentences.
【设计意图：以与A部分同样的方式，通过呈现、多样化练习的方式，让学生灵活运用所学知识。】
C Using as soon as and whenever
Step 1 Presentation
1. as soon as and whenever
T: Yao Ming left the NBA in 2011. What did he do after he ended his basketball career?
S: … (As soon as he ended his career, he became a college student.)
(He takes part in the charity whenever he is needed.)
T: He is really a man full of love!
Do you know the use of “as soon as” and “whenever” here?
S: …
T: As soon as means when something happens, or a short time after something has happened.
Whenever means at any time.
They are both conjunctions to introduce time clauses.
【设计意图：继续谈论姚明的篮球历程，引出since、until、till、as soon as和whenever的用法。对所谈话题语句的用法进行发现归纳，让学生感知时间状语连词在使用过程中的区别与联系。】
Step 2 Practice
Make sentences
T: David is crazy about basketball. He always goes to play basketball as soon as school is over.
Can you imagine more about what he does for basketball? Use “as soon as” and “whenever” to make sentences! Just imagine!
S: …
T: Wonderful job!
Complete the article
T: Being crazy about something is not bad. But we should learn to use our time correctly, right?
David likes Yao Ming very much. He is writing about Yao Ming. Help him complete his article in Part C2 on Page 56.
S: …
T: Check your answers.
Make an interview
T: Yao Ming is coming to David’s school. David wants to interview him. What will he ask? Work in pairs. Try to use the conjunctions we’ve learned in this class. Here are tips for you.
【设计意图：本部分设计采访姚明的活动，一是对本堂课所谈话题做个总体回顾，激活学生的思维，综合运用所学连词；二是让学生通过设计David的问题及回答来加深对hobby的理解，做到热爱但不沉溺，养成良好的生活态度与学习习惯。】
Homework
Write a passage about your unforgettable weekend. Use the conjunctions “before”, “after”, “when”, “while”, “since”, “until/till”, “as soon as”, “whenever”. And you should use not less than 8 sentences.
Unit 4 Growing up
Integrated skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn something about Anne Frank and The Diary of a Young Girl as well as the harm of war;
2. describe a person’s experiences according to the time clues;
3. talk about the war with their own ideas.
II. Teaching contents
1. New words and phrases: record, victory, spirit, German, thought, courage, symbol, Jew, survive, admire, break out, go into hiding, die of/from, in fear of one’s life, survive the war
2. New structures: Anne kept writing her diary until they were discovered by the Nazis in August 1944.
However, it’s a pity that they couldn’t enjoy a happy life just as we do.
III. Focus of the lesson and predicted area of difficulty
1. To get certain information from listening materials;
2. To talk about the war with their own ideas.
IV. Teaching procedures
A Anne Frank And World War II
Step 1 Lead-in
Free talk
T: Spud Webb is great because he never gives up. But some people are great just because they record the facts about the world. Anne Frank is such a girl.
Have you read the book The Diary of a Young Girl? It was written by Anne Frank.
New words learning
T: Anne was born in 1929. When she was 10 years old, World War II broke out. Do you know who led to the war?
S: The German Nazis.
T: Yes. They killed millions of the Jews. The Nazis caught the Jews and sent them to a Nazi camp.
T: Anne Frank was a Jew. How was the Jews’ life during the war? Can you imagine?
S: …
T: They were in fear of their lives every day.
They had to go into hiding.
Many of them died of illness or hunger (being hungry).
Only a few of them could survive (go on living) during the war.
T: Do you think if Anne could survive the war?
S: …
T: She died just before the war ended. She wrote about the war in her diary. Her book The Diary of a Young Girl was a record of that time. It is also a symbol of the victory of the human spirit.
【设计意图：以谈论Anne Frank为线，通过free talk的形式导出二战的话题，创设情境呈现相关生词及词组：Nazi、survive、record、symbol、victory、spirit、break out、in fear of、go into hiding、die of等，让学生对本课背景知识有了一定的认知，为后续学习减轻压力。】
Step 2 Presentation
1. Part A1
T: Now Millie is listening to a radio programme about Anne’s book and World War II.
Please read through Part A1. Try to predict the answers.
T: Listen to the first part of the programme and help Millie fill in the missing words. (P57)
T: Read Part A1 and answer the questions:
(1) When was the book first published?
(2) How many languages has the book been translated into?
(3) Why is the book very important? (record, symbol, spirit)
【设计意图：听力技能的运用有两处体现：（1）听力前学生通读相关材料，弄清需要注意的问题，带着问题听录音，做到有的放矢；（2）对答案进行预测，听后设计的问题能帮助学生更清楚地理解文本，同时检测之前的生词呈现效果。】
2. Part A2
T: Anne is so great. Let’s learn more about her.
(1) Read through Part A2 and predict the answers.
(2) Listen to the second part of the programme and help Millie complete the timeline about Anne Frank. (German, have sth. done)
(3) Try to make a report about Anne according to the timeline.
【设计意图：通过be born in Germany导出a German girl，让学生感知生词German的词性及用法；make a report 的设计主要是让学生熟悉如何按照时间顺序介绍人物，同时训练他们的语言表达能力。】
3. Part A3
(1) Millie wants to tell her classmates about Anne. Help her complete the article with the information on page 58.
(2) Anne kept writing her diary until they were discovered by the Nazis in August 1944. She lived a really hard life.
Think and discuss: What might Anne’s dreams for the future be?
(3) You are imaginative! Let’s watch a short video about Anne. (点击图片链接) Read Anne’s book to learn more about the war.
【设计意图：Think and discuss的设计主要是让学生换位思考，使他们对战争时代有更深刻的了解，以激发他们珍惜当下生活的情感。】
B Speak up: I hope war never happens again.
Step 1 Presentation
1. Listen and choose
T: Do you know other stories about children in the war? Millie and Simon are talking about that. Listen and choose the right answer.
T: What book is Millie talking about?
2. Practise reading with the tape
【设计意图：speak up涉及了两本学生不太熟悉的书籍，难度稍大，听力任务的设计选用表格选择题的形式，可降低学生的心理畏惧感，又能使他们集中注意力，带着问题去找信息，提高听力学习能力。】
Step 2 Production
Talk about the war
T: It’s a pity that they couldn’t enjoy a happy life just as we do. During the Anti-Japanese War in China, there were also many stories about children.
(Show some pictures) Who are these children? Do you know their stories? Say something about them. Use Millie and Simon’s conversation as a model.
Sample:
S1: Have you read any other stories about children in the war?
S2: Yes. I’ve just finished … a story about …
S1: The book/film is about a young boy and how …
S2: I admire these children for their courage. However, it’s a pity that they …
S1: Yes. Although we live in peace, some children in other parts of the world still live in fear of their lives. I hope war never happens again.
Summary
T: Boys and girls, we’ve learned something about the war. War is cruel. I feel sad for those children who died in the war and hope war never happens again. Let’s cherish peace and our happy lives now.
【设计意图：因学生对战争的主题比较陌生，所阅读的关于战争的书籍也偏少，所以本部分的任务相对简单。可让学生在课前收集关于战争中的儿童的资料，做好预习，这样课上的任务生成才会更精彩。】
V．Homework
1. Complete the conversation after class;
2. Search for more information about children in the war.
Unit 4 Growing up
Reading (Ⅱ)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
have a better understanding of the article;
learn to use some of the important words and phrases in contexts;
learn how the writer uses contrast and different ways to talk about Spud’s stages, problems, hard work and achievements;
learn to retell the article in the students’ own words.
II. Teaching contents
1. New words and phrases: matter, remain, score, leader, achievement, try out for sth, lose heart, although, change one’s mind, simply because, succeed in doing sth, force sb. to do sth.
2. New structure: No university would invite him to play basketball simply because he was only 170 cm tall.
He remained there for about a year before the NBA took notice of him.
Spud Webb proved that size and body type does not matter.
III. Focus of the lesson and predicted area of difficulty
How to use some of the important words and phrases in contexts and retell the article in students’ own words.
IV. Teaching procedures
Step 1 Learn more about Spud Webb
1. Small Spud had a big dream.
T: OK, boys and girls. Who did we learn about yesterday?
S: Spud Webb.
T: What do you know about Spud?
S: …
T: Read the first paragraph loudly. Try to find two important adjectives.
T: Yes. Small and big. Small Spud had a big dream—he wanted to play in the NBA.
The writer uses Contrast here to catch the readers’ attention. The readers will wonder if such a small man can achieve his big dream.
【设计意图：引导学生找出文章首段的两个形容词：small、big，引导学生关注对比这一写作方法。small 和big形成鲜明的对比：这样一个身材矮小的人有一个很大的梦想——进入NBA，以此来吸引读者的注意力和阅读兴趣。】
2. Spud’s problems, hard work and achievements at different stages
T: It’s very hard for Spud, such a small man to join the NBA and have many great achievements. The writer also uses “contrast” to write about Spud’s four different stages. First, what are the four stages?
S: …
T: Yes. While attending junior high, in senior high, after finishing high school, after he graduated.
How does the writer use “contrast” at different stages?
Spud Webb’s basketball career
Different stages
Problems
Hard work
Achievements
In junior high
In senior high
After finishing high school
After graduation
【设计意图：以表格复习和梳理文章主体，引导学生复述Spud在不同阶段遇到的困难，所作的努力和取得的成就。】
Step 2 Pair work: Make an interview with Spud
T: Now you are a reporter from CCTV 5. You are going to make an interview with Spud.
Ask him what problems he met with and how he tried his best. You can ask questions like:
What was your dream when you were young?
Was it hard for you to join the NBA?
Did you get into the school basketball team?
…
【设计意图：设计小组活动，让学生两两对话，一人为记者，需要自己设计问题进行采访；另一个为Spud，根据课文内容回答“记者”的提问。任务的设计有助于学生加深对课文的理解，激活他们的思维，激发他们参与课堂的兴趣。】
Step 3 Language points
1. try out for …
T: Spud tried out for the school team. Here “try out for” means “参加……的选拔”.
Sam 参加了校篮球队的选拔。
Sam tried out for the school basketball team.
“Try out” can also mean “试用，试验”.
10名学生参加了哈姆雷特这个角色的试演。
Ten students tried out for the role Hamlet.
T: We had a sports meeting last month. What did you try out for, the race, the high jump or the long jump?
S: …
2. succeed in doing sth.
T: Did you succeed in winning a prize at the sports meeting?
S: …
T: If you try your best, you’ll surely succeed in improving yourself.
T: Do you know Mo Yan? Why was he so famous? Try to answer the question with “succeed in doing sth.”
He has succeeded in winning the Nobel Prize for literature.
He has succeeded in writing many famous books.
3. lose heart
T: Did you lose heart when you fell behind others?
S: …
T: Whenever we meet with any difficulty, we should never lose heart.
T: Edison failed many times, but he went on trying his best. Finally, he succeeded in inventing the light bulb.
Though Edison failed a thousand times, he never ___________ ______________.
Hawking was badly ill, but he didn’t ___________ ____________.
4. remain
T: Can Hawking stand up or move around as we do?
S: No, he can’t.
T: Because of his illness, Hawking cannot walk around or turn around. He remains in the wheelchair all day.
T: “Remain” means “continue to be in the same state or condition”.
I remained in the office after work because some of the work remained to be done. I was forced to finish the rest of the work before going home.
5. force
T: “Force” is used as a verb. It means “make sb. do sth.” We can use “force sb./be forced to do sth.”
尽管感到不舒服，我强迫自己起床。
Though I felt sick, I forced myself to get up.
因为战争，他们被迫躲在那幢小楼房里。
They were forced to hide in that small building because of the war.
6. Say something about Hawking
T: Can you say something about Hawking? Try to use “lose heart”, “be forced to do sth.”, “ succeed in doing sth.” and “remain”.
7. matter
T: What does the article want to tell us?
S: Through hard work, Spud Webb proved that size and body type does not matter—you can do almost anything if you never give up.
T: What do you think matters most if you want to succeed, money, appearance, wisdom, chances, friendship, love or health?
S: …
T: Different people have different opinions. Some people think that money matters most. Some think that appearance matters most. I think the most important is to be the best of your abilities. If you try your best, whether you succeed or not, you will be happy and get close to your dreams.
【设计意图：通过谈论课文主话题，引出对语言点的学习，聚焦形式和聚焦意义相结合，以图片和问题设计情境，引导学生在情境中运用语言知识。】
Step 4 Practice
1. Complete the passage
While a_________ junior high, he t________ out for the school team, but was r_________. He did not l_________ h_________. When he finally got the chance, he s_________ 20 points in his first game. In senior high, he had to sit in the s_________. He practised even harder and got the c_________ to change his mind. He went on to become l_________ of the team.
At a junior college, he l_________ his team to the n_________ championship. As a result, he s_________ in getting a scholarship. After he g_________, he was f_________ to play in another basketball league and r_________ there for about a year before he joined the Atlanta Hawks.
2. Find the conjunction words in Paragraphs 4-5
Read Paragraphs 4-5 carefully and try to find the conjunction words (连接词).
(However, simply because, there, this, as a result, although, because, after)
3. Group discussion
T: What can we learn from the article?
S1: You can do almost anything if you never give up.
S2: No matter what happens, we should never lose heart.
S3: Nothing is difficult if you put your heart into it.
S4: Dreams are of no value unless they are followed by action.
4. Tell your pen friend about Spud
T: You are going to write a letter to your pen friend Sue and tell her what you know about Spud.
Try to use the words and phases below: try out for, lose heart, succeed in doing sth., remain, be forced to do sth., score … points, get the coach to change his mind, lead his team to…, graduate, prove, matter…（Use conjunction words if necessary.）
【设计意图：通过短文填空、找出连接词、设计开放性问题等多种形式，进一步巩固、内化和运用Reading中的重点词汇。最后通过设计写作任务，实现以读促写，以说促写的教学目标。】
V. Homework
1. Finish the letter if you haven’t finished.
2. Try to remember the new words and phrases of Reading.
3. Preview Grammar.
Unit 4 Growing up
Reading (I)
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
have a better understanding of the article and learn about how small Spud Webb could succeed in getting into the NBA;
have a clear picture of the text framework and learn about how to organize an article in order of time and express the ideas in different ways;
learn from Spud that we should not give up easily.
II. Teaching contents
Guess the meaning of some new words by context: score, leader, succeed, force, achievement
Get the main idea of the passage by skimming and some important information by scanning, detailed reading.
III. Focus of the lesson and predicted area of difficulty
How to get the main idea of the article without reading it word by word.
IV. Teaching procedures
Step 1 Pre-reading
T: OK, boys and girls. Do you like playing basketball? Look at the pictures. Do you know who the player is?
S: Yao Ming.
T: Why is Yao Ming so famous around the world?
S: He plays basketball very well.
T: He succeeded in getting into the NBA. He had great achievements. He scored 41 points in one game. People in the stands were excited and cheered for him. He has proved that we Chinese can also play basketball very well.
What is special about Yao Ming?
S: He is very tall.
T: Can this short man succeed in getting into the NBA?
S: Yes/ No.
T: Look at this picture. Guess what the article is about.
【设计意图：Free talk导入新课，快速引出生词。设计问题“Can this short man succeed in getting into the NBA?”和看图画预测环节，旨在激起学生的阅读兴趣。】
Step 2 While-reading
1. Match the words on the left with their meanings on the right
【设计意图：引导学生阅读时根据上下文猜测生词词义。】
2. Skimming
T: Let’s read the article. Read quickly and answer questions. You don’t need to read all of it. You can read the title, the first and last paragraphs to get the main idea.
T: Who is this article about?
S: Spud Webb.
T: What was his big dream when he was young?
S: He wanted to play in the NBA.
T: How tall is he?
S: He is only 170 cm tall.
T: Did he succeed in getting into the NBA?
S: Yes.
T: How do you know?
S1: The title says: The shortest player in the NBA.
S2: The last paragraph says: Spud proved that size and body type does not matter——You can do almost anything if you try your best.
S3: Paragraph 5 says: He joined the Atlanta Hawks and became the shortest player in the NBA at that time.
T: Is it easy for such a short man to get into the NBA?
S: No.
【设计意图：引导学生阅读时先阅读标题、首段和尾段获取文章大意。渗透阅读策略指导。】
3. Read for further information
T: It’s not easy for Spud to get into the NBA since he is so short. The writer kept writing about this in the passage. Can you find out the sentences that show Spud was very short?
S: He was much smaller than the other kids at school.
He was refused because he was too small.
He often had to sit in the stands because of his height.
No university would invite him because he was only 170 cm tall.
The NBA was not interested in him because he all its players were more than 20 cm taller than he was.
T: The writer used different ways to describe that Spud was short.
【设计意图：让学生找出文章中多次出现的描写Spud矮的语句，引导学生关注作者的写作方法，变换表达方式。】
4. Read through the lines
(1) Find the important information.
T: Though he was very short, Spud succeeded in getting into the NBA. Read the passage quickly. In which paragraph can you find the information?
T: Spud scored 20 points in his first game. In which paragraph? When did it happen?
S: Paragraph 2. When he was attending junior high.
T: And Spud was named Player of the Year. In which paragraph? When did it happen?
S: Paragraph 3. In senior high.
T: Spud got a scholarship from a university. In which paragraph? When did it happen?
S: Paragraph 4. In a junior college.
T: Spud became an NBA player in 1985. In which paragraph? When did it happen?
T: Paragraph 5. About a year after he graduated from university.
(2) How is the article organized?
T: How is the article organized? Choose the best answer.
S: It is organized in order of time.
【设计意图：让学生在短文中寻找Spud 的重要信息，引导学生关注文章的结构，了解文章是按照时间时序展开的。学生阅读时总是习惯于逐词逐句的去理解，一旦遇到生词或难句，阅读就无法继续，关注文章的结构，有助于他们从整体上把握语篇。】
(3) How could Spud succeed?
T: How does Spud try his best in different stages? Read carefully and find the answers.
S: …
(4) Simon wants to know more about Spud. He is asking some questions. Complete their conversation with the information in the article.
(5) Watch a video about the Slam Dunk Contest
T: Spud succeeded in getting into the NBA. What was his proudest moment?
S: …
T: Do you want to learn about the Slam Dunk Contest? Let’s watch a video.
T: What do you think of the contest?
S: It’s really amazing/wonderful/perfect/great.
【设计意图：很多学生不了解灌篮比赛，让学生观看视频，欣赏Spud Webb的精彩灌篮，可加深他们对的理解。】
(6) What does the article want to tell us?
T: Read the last paragraph, and try to find out what the article wants to tell us.
S: Through hard work, Spud proved that size and body does not matter.
You can do almost everything if you never give up.
Step 3 Post-reading
T: Discuss in groups. What can we learn from Spud?
S: …
T: Nothing is difficult if you put your heart into it.（世上无难事，只怕有心人。）
Dreams are of no value unless they are followed by action.（梦想只有付诸行动，才有意义。）
Where there’s a will, there’s a way.（有志者事竟成。)
【设计意图：通过开放性问题，引导学生说出不同的想法和观点，升华主题。】
V. Homework
Write a diary about what you learned today.
Today, I learned a lot about Spud Webb. I think we should remember the following if we want to be successful in our life ….
Unit 4 Growing up
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
guess the meaning of a word by its formation;
review different ways of forming words—prefixes, suffixes and compound words.
II. Teaching contents
review different ways of forming words—prefixes and suffixes;
guess the meanings of compound words and some words after putting prefixes and suffixes.
III. Focus of the lesson and predicted area of difficulty
How to guess the words’ meanings by the formation.
IV. Teaching procedures
Step 1 Free talk
How do you feel after learning about Annie Frank and her book?
T: Boys and girls. How do you feel after learning about Annie Frank and her book The Diary of a Young Girl?
S: I feel very sad/sorry.
T: Did she enjoy a happy life as we do?
S: No.
T: What did Annie write about in her diary?
S: She wrote about her thoughts, her feelings, her hopes and her dreams for the future.
【设计意图：以Free talk自然导入新课。】
Step 2 Read the passage and guess the meanings of the words
1. Read and answer some questions
T: Annie wrote about her feelings. How did she feel?
Please read the passage on page 59 and answer some questions.
T: How did Anne feel at that time?
S: She felt bored and unhappy.
T: How do you know?
Her boredom with being away from the outside world.
Her unhappiness with living in a small place all year.
T: Which word does “boredom” come from?
S: Bore—boredom.
T: Did she feel afraid?
S: Yes.
T: Why was she afraid?
S: She was afraid of being discovered and killed by the Nazis.
T: How do you know?
S: Her fear of discovery and death.
T: Which word does “discovery” come from?
S: Discover—discovery.
T: Was the story true?
S: Yes. It was not an imaginary story.
It was a true experience of a teenager in wartime.
T: Imagine—imaginary.
Wartime is a compound word.
T: What does it mean?
S: It means “the time during the war”.
T: Did the book sell well?
S: Yes. It became a best-seller as soon as it was published. Soon it was read by people worldwide.
T: There are two compound words here. Can you find them?
What does “best-seller” mean?
S: It means “a book that sells well”.
T: What about “worldwide”?
S: It means “all over the world, around the world”.
2. Match the words with the meanings
【设计意图：由谈论Annie Frank和她的日记引出本课教学内容，引导学生阅读语篇猜测词义，初步培养学生根据词的构成猜测词义的意识。】
Step 3 Explain how to guess the meanings of words by formation
1. Suffixes, prefixes and compound words
T: What do you do when you read and come across a new word?
S: I look it up in the dictionary.
T: You can guess the meaning by its formation.
Look at these words: careful, formation, boredom, discovery, imaginary.
Do the meanings change with suffixes?
No, they don’t. The meanings remain the same.
Sometimes a suffix changes a word’s part of speech, but the meaning remains almost the same. So if you know the meaning of the root word, you can guess the meaning of the word.
T: What about these words? Do the meanings remain the same?
No. The meanings are changed. So sometimes a suffix or a prefix changes the meanings of words.
T: And often two words put together and form a new word, a compound word, and we can guess the meanings from the two words.
Some compound words have a hyphen (-), such as well-known, hard-working.
【设计意图：引导学生归纳如何根据词的构成猜测词义。一些后缀不改变词义，所以根据词根就能猜测词义；一些前缀后缀改变词义；合成词由两个单词构成，可以根据两个单词猜测词义。】
2. Brainstorming
T: Work in groups. Try to think of more words with suffixes and suffixes.
-ist (artist) ___________________________________________________________________
-al (musical) _________________________________________________________________
-ness (illness ) ________________________________________________________________
-ful (useful) __________________________________________________________________
-ion ( action) _________________________________________________________________
-ment (agreement)______________________________________________________________
im- (impolite) ________________________________________________________________
un- (untidy) __________________________________________________________________
【设计意图：以头脑风暴的形式帮助学生复习巩固一些已学的前缀后缀和合成词，构建关于构词法的图式。】
Step 4 Practice
T: Boys and girls, Here is another article about Annie Frank. Can you guess the underlined words by their formation?
Annie Frank was born in a European country. She lived a pitiful life, which was completely different from ours. It was an unforgettable experience that had no peacefulness all the time. It may seem unbelievable to people in peacetime. However, though she was in the Nazi camp, her hopes and dreams were unaffected.
Her book was a big success after its publication. And we can read different translations in many languages.
【设计意图：自编一篇关于Annie Frank的短文，引导学生阅读语篇猜测词义，训练和培养学生根据词的构成猜测词义的能力。】
V. Homework
1. Find more words with suffixes or prefixes, more compound words and try to guess the meanings.
2. Preview Task.
Unit 4 Growing up
Task
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1.?use the new words and phrases correctly;?
2.?understand how to write about a person;
3. write an article about the person who has influenced her/him most.
II. Teaching contents
1. New words and phrases: unusual, cell, cancer, to one’s surprise, research, in his fifties, someone in need, blood cells, medical research, a heart full of love
2. New structure: My father is in his fifties.
Whenever he has some money, he gives it to someone in need.
To my surprise, he has decided to donate his body for medical research after his death.
III. Focus of the lesson and predicted area of difficulty
1. How to describe a person’s special quality;
2. How to give examples to make the opinions vivid.
IV. Teaching procedures
Step 1 Lead in
T: There are different people in the world. Some influence our life, some influence our country, and others influence our spirit. What about Spud Webb?
Step 2 Presentation
T: What is Spud Webb’s job?
S: He is a basketball player.
T: What does he look like?
S: He is very short but strong.
T: What is special about him?
S: He is very hard-working. He never gives up.
T: What does he influence you most?
S: He proves that size and body type does not matter. You can do almost anything if you never give up.
T: Yes. Spud Webb has influenced many young people. He is the person who has influenced many young people. While you are growing up, there must be someone who has influenced you most. Who is the person?
S: … is the person who has influenced me most.
T: Today we’ll learn how to write about the person who has influenced us most.
【设计意图：通过谈论Spud Webb热身并导入新课的学习，让学生熟悉The person who has influenced me的表达，为接下来的呈现做好铺垫。】
Step 3 Analyze the sample writing
1. Main idea
Mr. Wu is showing his students a piece of sample writing. Please listen to it and find out the main idea of each part.
Paragraph 1: _____________ (General information)
Paragraphs 2-3: _____________ (Personality & examples)
Paragraph 4: _____________ (My opinion)
【设计意图：听录音整体把握范文的体裁和内容，概括main idea，帮助学生理解范文的框架结构。】
2. General information
The person who has influenced me most
General
information
Who
Age
Job
(1) Read Paragraph 1 and fill in the table.
(2) Check the answer.
(3) T: So the writer’s father is the person who has influenced her most. He is in his fifties.
That is, he is more than fifty years old.
The writer’s father is a worker. But is he a usual person in the writer’s eyes?
S: No. He is unusual. (not usual) / You will not find anything unusual about him until you learn more.
(4) My rehearsal time
T: What about the general information of the person who has influenced you most? Take the sample as a model. Try different expressions, please.
【设计意图：逐层分析范文，呈现相关生词，通过情境帮助学生理解其用法。同时掌握general information的组成，为学生搭建写作框架，为最后的写作做准备。】
3. Personality & examples
(1) Read Paragraphs 2-3 and finish the task.
What makes the writer’s father unusual?
Personality
_____________
Examples
1. give our TV to ________________
2. care for _________________
3. give money to ________________
4. donate ____________________
5. decide to ___________________________
(2) Look for more information.
T: The writer thinks her father kind and helpful. She uses many examples to support her opinions. This makes her article abundant and believable. But why did her father give their TV to a family?
S: Because the family could not afford one.
/ Because the family didn’t have enough money to buy one.
T: Why does her father care for the children?
S: Because the children have no parents.
/ Because the children have lost their parents.
T: The writer is good at using composite (long) sentences when writing. What other sentences do you think are wonderful in the examples? Find them please!
S: …
T: Great sentences! Enjoy reading them please!
【设计意图：本部分为范文主体，Why did her father give their TV to a family?和Why does her father care for the children?两个问题的设计意在检测学生对两个定语从句的理解，能正确回答即为理解，回答不出也可以通过教师的辅助回答帮助其理解。通过这种方式能训练学生在后面的写作过程中有意识地运用长句。】
(3) Group work.
Talk about the person who influences you most. What is she/he like? Give examples to support your opinions. (At least 2 examples)
【设计意图：该板块的操练有些难度，通过小组合作，集众家之长，能适当降低难度。】
4. My opinion
T: The writer’s father does so much for others. What does the writer think of her father?
(1) Read Paragraph 4 and fill in the blanks.
My opinion
When I was a little girl
Now, I realize that
(2) Check the answer
When I was a little girl, I could not understand why my father seemed to be kinder to others than to his own family. (Object clause)
Now, I realize that he has a heart full of love.
【设计意图：提及宾语从句的运用，激活学生充分运用语言的思维。】
Step 4 Writing
1. Useful expressions
T: Now we know the writer’s father is unusual because he has a heart full of love.
With a clear structure and good expressions, the writer makes the article wonderful. When you write, you can also try to use the following conjunctions and expressions to make your article different.
Useful conjunctions
as, when, while, because, so that, in order to, so … that, as soon as, since, before, after, not…until,
As a result, moreover, however, what’s more, otherwise …
Useful expressions
(1) … is the person who has influenced me most.
(2) … is in his/her twenties/thirties/forties/…
(3) … has always been kind/helpful …
(4) To my surprise …
(5) I realize/think …
(6) You will not … until …
【设计意图：前面写作框架的搭建已经到了产出的阶段，再次强调写作的框架以及词句的选用是为了加深学生对写作要求的印象。】
2. Writing about the person who has influenced you most
【设计意图：通过课堂活动中各板块的操练，学生现在已经能够顺利进行语言输出，要注意的是对写作细节做指点。】
V. Homework
Find out wonderful sentences in your desk mates’ articles and try to perfect your own.
Unit 4 Growing up
Comic strip and Welcome to the unit
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. understand Eddie and Hobo’s dialogue and read with emotions;
2. talk about how they learn about the world and the reasons;
3. learn to be a good listener and respond to the teacher’s instructions actively;
4. understand the real meaning of growing up.
II. Teaching contents
1. New words and phrases: time, whenever, through, deal, on one’s mind, as soon as, a great deal (of), through the Internet
2. New structures: What’s on your mind? What’s up?
You’ve been happy since I first met you.
Don’t wake me up until you finish building it.
I like to learn about the world through the Internet.
Why do you like to learn that way?
Books allow me to learn about people in different times and places, and I can read them whenever I want to.
There is a great deal of information as soon as you click the mouse.
III. Focus of the lesson and predicted area of difficulty
Talking about how to learn about the world and the reasons in their own words.
IV. Teaching procedures
A Welcome to the unit
Step 1 Lead-in
Free talk
T: (Showing two photos of Harry Potter) Look at the pictures. Do you know who the boy is?
Does he look the same as he was?
S: No. He is taller and stronger.
T: Yes, he is growing taller and stronger. He is growing up. He has grown into a handsome man.
T: How do you learn about Harry Potter?
S: ….
T: So you learn about Harry Potter from books, films or through the Internet. I also think he learns about the world from his special experience.
【设计意图：以学生喜欢的哈利波特自然导入新课，引出话题“了解世界的方式”。】
Step 2 Presentation
How to learn about the world?
T: We learn about the world through the Internet, from TV, film, books, friends, travelling, teachers, parents or relatives. We also learn from our problems, success, and experiences. We learn when we make choices and decisions. We also learn when we deal with problems.
T: Tick (√) three boxes that you think are the most important ways you learn about the world.
2. Report your favourite ways
I like to learn about the world _________________.
3. Talk about travelling
T: Look at the picture. There are so many people travelling. Why do people like to learn about the world from travelling?
Because they can learn more about history and cultures, enjoy the beauty of nature, meet many people on the way, make new friends and relax themselves. Can you guess the meaning of this proverb “Read one thousand books, travel one thousand miles.”? In Australia, people use “The world is a book and those who do not travel read only one page” to express the same meaning.
【设计意图：问题“Why do people like to learn about the world from travelling? 旨在引导学生说出不同的原因，激励学生从多种角度思维，用自己的语言表述观点，以促进接下来的猜测游戏中的学生语言生成。补充谚语“读万卷书行万里路”，拓展学生的文化知识。】
Step 3 Game
Play a guessing game
T: Guess how Miss Zhou likes to learn about the world and tell us the reasons.
S: …
T: My favourite way to learn about the world is through the Internet because there’s a great deal of information. Whenever I have time, I will turn on the computer. As soon as I click the mouse, I can see people in different times. I can learn about the history and culture of other countries. I can know what is happening in China and around the world.
T: This is my favorite way to learn about the world. Would you read it loudly and quickly.
Remember: Try to try to use your own words to express your ideas and opinions.
【设计意图：学生总是乐于知道教师的相关信息。游戏“猜测老师最喜欢什么了解世界的方式”，能够很好地调动学生参与课堂的兴趣和积极性。教师在学生猜测后陈述自己喜欢的方式及原因，在此过程中呈现部分生词。随后将短文呈现在屏幕上，让学生大声快速读，以便学生巩固生词，熟悉和理解语篇，为后面学生语言输出提供范例，帮助学生更好地表达自己的观点和想法。同时教师渗透策略指导，尽量用自己的话表达观点和看法。】
Step 4 Practice
Listen and answer
How do Millie and Simon like to learn about the world?
Millie likes to learn about the world __________ because_________________________________
_______________________________________________________________________________
Simon likes to learn about the world __________ because ______________________________
_______________________________________________________________________________
2. Express your ideas
I like to learn about the world _________ because ______________________________________
______________________________________________________________________________.
3. Work in pairs
A: How do you learn about the world?
B: I like to learn about the world …
A: Why do you like to learn that way?
B: … What about you?
A: I like to learn about the world …
B: Why?
A: …
【设计意图：从听教材中的对话回答问题，描述Millie和Simon最喜欢的方式，过渡到引导学生说出自己喜欢的方式及原因。在此之后学生两两对话，用英语表达自己的观点。】
B Comic Strip
Step 1 Lead-in
Free talk
Do you want to grow up? Do you feel happy or excited when you grow up?
【设计意图：设计基于学生年龄特点和生活实际的问题，使学生积极主动地参与课堂，激发学生参与课堂的热情和积极性。很自然地导入到Comic strip 的教学之中。】
Step 2 Presentation
Listen and answer
What does Eddie think of growing up?
2. Read Eddie and Hobo’s dialogue and answer the questions.
(1) Why is Eddie worried?
(2) What does Hobo advise Eddie to do?
(3) What does Eddie want Hobo to do for him?
(4) What will Eddie do during that time?
3. Read the Comic strip
Pay attention to the pronunciation and intonation
4. Read aloud and act it out
【设计意图：以问题帮助学生理解Hobo 和Eddie的对话。对话带有强烈的感彩，选取对话中一些句子以比赛的形式让学生有感情朗读。在此基础上，再让学生两人一组，表演对话。】
5. Discussion: Do you think that Eddie has grown up? Can you give him some advice?
【设计意图：设计开放性问题，引导学生思考，并且通过小组讨论，试着给别人提建议。】
Step 3 Production
1. Discussion
T: When I talk about “growing up”, I think of “supporting my family and caring for my parents”. What comes into your mind when talking about “growing up”?
【设计意图：引导学生用自己的语言发表观点和看法。对于基础不好的班级，可以让学生和同桌讨论或者小组讨论，降低这一开放性问题的难度。如果学生语言表达有困难，教师可以再给出更多的例子，鼓励学生从不同的角度思考问题。如果学生说出一些负面的不积极的语言，教师要注意适当引导。】
2. Enjoy a poem “Now I’m growing up”
【设计意图：自编诗歌，旨在让学生在诗歌欣赏中，增强英语语感，同时接受一次隐性的思想教育。】
V. Homework
1. Guess what Hobo will say next and make a dialogue.
2. Search the Internet and find some information about Spud Webb.
3. Finish the exercises in Period 1 of Unit 4 in the workbook.
