Part Five Developing ideas—Reading for writing
Study of the Text
What: The text is centred on “From pain to gain”, focusing on personal experiences of facing failure, experiencing emotional struggles, and achieving growth. It uses diary entries (e.g., “21 October 2021”“17 September 2025”) and visual aids (pictures of children in relatable situations like a frustrated child with a basketball) to guide students. Content includes analysing the writer’s pain (being rejected by the basketball team), extracting key details to complete charts, and prompting students to reflect on and write about their own failure experiences.
How: The text is narrative-based, with interactive learning resources structured around personal diaries and guided tasks. It starts with visual prompts (images of children in emotional/growth scenarios) and simple questions to engage students and activate prior knowledge about “growing pains.” Using diary excerpts as a core narrative tool, it follows a chronological structure: Recounting past failures, reflecting on present insights, and looking towards future growth. Tasks like chart-filling (to extract key details: “Four years ago…Now…”) and writing prompts (to connect learning to students’ lives) are integrated. The language is conversational and accessible, mirroring real diary writing, with repeated themes (e.g., “failure” “grow up”) and simple rhetorical devices (e.g., “Tomorrow is another day.”) to reinforce key ideas, creating an interactive environment that links visual content to personal reflection and discussion.
Why: The text aims to help students recognise that failure and pain are integral to personal growth and to cultivate a positive perspective towards challenges. It acknowledges the emotional weight of setbacks (such as the writer’s sadness after failing to join the basketball team) so that students can relate their own struggles to the text. By illustrating how the writer turned pains into gains—finding new interests like swimming, making friends, and developing a deeper self-understanding—it encourages students to see failures as stepping stones. Through writing and reflection tasks about their own failures, it motivates students to view their difficulties as chances to learn, grow, and build resilience. Overall, it conveys that navigating hardships is crucial for personal development, fostering empathy, building resilience and an optimistic outlook on life’s challenges.
Learning Objectives
By the end of this lesson, we will be able to:
1.activate students’ existing experiences related to growth, consolidate theme-related vocabulary, and guide text prediction to lay a foundation for subsequent reading and expression.
2.analyse the structure and emotional expressions of growth stories by reading diary-style articles, and improve the ability of text analysis.
3.consolidate reading gains, apply learned content to share personal experiences and complete writing, and improve expression and evaluation abilities.
4.learn the new words and phrases, and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To activate students’ existing experiences related to growth, consolidate theme-related vocabulary, and guide text prediction to lay a foundation for subsequent read-ing and expression. Step 1: Lead-in Display pictures related to growth setbacks and gains (such as scenes of children being frustrated or successful), and ask questions like “What growing pains might the children be experiencing ” “What gains can they make ”, guiding students to think and answer based on the pictures to activate existing experiences. Step 2: Pre-reading 1.Vocabulary teaching: Present vocabulary related to the theme such as “disappointed”“hurt”“failure” and “grow up”, help students understand their meanings through pictures and example sentences, and let students use them to describe picture scenes. 2.Text prediction: Display part of the diary content (e.g., “I had a really bad day. I tried out for the basketball team, but the coach said I wasn’t tall enough.”), and guide students to predict the writer’s subsequent experiences and feelings. Observe students’ enthusiasm in participating in discussions, and check whether students can identify elements of growth setbacks and gains from the pictures and clearly express their views. Check students’ understanding and application of vocabulary through questioning, and evaluate students’ understanding of the text and reasoning abilities based on the rationality and logic of their predictions.
Purpose 1.Using intuitive pictures and questions, it guides students into the theme, arouses students’ interest, makes students initially perceive coexistence of setbacks and gains in the growth process, and lays a foundation for in-depth text learning. 2.To let students master key vocabulary before reading, reducing reading difficulties, cultivate students’ reading strategies and thinking abilities through prediction, and improve reading effects.
2.To analyse the structure and emotional expres-sions of growth stories by reading diary-style articles, and improve the ability of text analysis. Step 3: While-reading 1.Skimming Let students quickly browse the article and answer questions like “What was the writer’s pain ” to obtain the main idea of the article. 2.Reading carefully Guide students to read the article carefully, complete tasks such as “Read and circle” and “Read and number”, and analyse the writer’s emotional changes, the development of the story, and the logical structure of the article. Check whether students accurately extract key information from the article, and whether their analysis of the article structure, emotional changes, and the logic is reasonable.
3.In-depth thinking Put forward questions like “From which sentences can you see that basketball was really a big deal for the writer ”, guiding students to deeply understand text details and the writer’s emotions. Observe students’ depth of thinking and language expression abilities when answering in-depth thinking questions.
Purpose To cultivate students’ reading skills, such as the ability to quickly obtain information and carefully analyse texts. Help students understand the internal logic and emotional expressions of growth stories, and experience the significance of setbacks of growth.
3.To consolidate reading gains, apply learned content to share personal experiences and complete writing, and improve expression and evaluation abilities. Step 4: Post-reading 1.Group discussion: Organise students to discuss questions in groups and share their own growth setback experiences and coping methods. And guide students to learn from others’ experiences. 2.Writing practice: Guide students to write a short essay about their own setback experiences according to the framework of “Setback Experiences—Coping Methods—Growth Insights”. 3.Peer evaluation: After students complete writing, organise peer evaluation. Students evaluate each other’s compositions according to evaluation dimensions, and put forward modification suggestions. Observe students’ participation in group discussions, and the depth and quality of shared content. Evaluate the quality of students’ writing, including the application of the framework, completeness of content, accuracy and creativity of language expression, etc.
Purpose To let students combine what they have learned with their own experiences through discussion and writing, deepening their understanding of growth setbacks, cultivate students’ writing abilities and cooperative learning abilities, and enable students to continuously improve communication and evaluation.
4.To learn the new words and phrases, and use them in context correctly. Step 5: Language Points Explain the meanings and usage of new words and phrases, and give example sentences. Let students do sentence-making exercises, using these vocabulary and phrases to describe life scenes. Step 6: Exercise 1.Complete fill-in-the-blank exercises to test students’ understanding of text details and vocabulary application. 2.Conduct sentence translation exercises to improve students’ translation abilities and mastery of vocabulary and grammar. 3.Design reading comprehension multiple-choice questions to test students’ understanding of the main idea, details, and reasoning judgment of the article. Check students’ understanding of new words and phrases, and evaluate whether students can correctly use them for expression through questioning and sentence-making.
Purpose To let students master key words and phrases, enrich language reserves, improve the accuracy and fluency of language expression, and provide language support for reading and writing. Through diversified exercises, it consolidates students’ learned knowledge, and improves students’ comprehensive language application abilities.
Homework Basic homework: Create sentences using the new phrases to describe a new hobby. Practical homework: Write a short story (3-5 sentences) in English about how you found a new direction after failure, based on your own experiences. Extended homework: Try to make a vlog about your story.
Teaching Reflection
Part Three Understanding ideas—Grammar
Study of the Text
What: The text is centred on learning and application of the passive voice in the simple past tense. It integrates grammar practice with tasks such as summarising grammar rules, rewriting sentences into the simple past passive form, and completing messages using correct simple past passive verb forms. Through sentences from reading materials, rewriting exercises, and a filling-in task, it helps students grasp the structure of the passive voice in the simple past tense and use it to describe past actions where the subject receives the action.
How: The text adopts a task-based learning approach. It starts by having students read sentences from materials to identify simple past passive voice structures. Next, it uses rewriting exercises to help students practise converting simple past active sentences into passive ones. For practical application, there is a task where students complete messages using the correct simple past passive forms of verbs, linking grammar learning to context such as parent-child conflict. The language used is clear and instructional, making it suitable for students learning English grammar and applying the passive voice in the simple past tense.
Why: The author’s intention is twofold. Firstly, to enable students to master the passive voice in the simple past tense, enhancing their grammatical accuracy and ability to express past actions where the subject is the receiver of the action. Secondly, to help students understand how the passive voice in the simple past tense is used in context, preparing them for describing past events or actions involving subjects being acted upon. By combining grammar learning with a growth-related scenario, the text aims to show the practical value of the passive voice in the simple past tense and arouse students’ interest in learning through content related to past actions.
Learning Objectives
By the end of this lesson, we will be able to:
1.know the grammar for the passive voice in the simple past tense and relevant vocabulary, and help students distinguish and use proper intonation.
2.use activities about growth problems to let students practise grammar and develop autonomous and cooperative learning, identify and distinguish between the active voice and the passive voice in the simple past tense.
3.arouse English learning interest, broaden cultural horizons, and emphasise intonation’s importance.
4.use the passive voice in the simple past tense correctly in real-life contexts.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know the grammar for the passive voice in the simple past tense and relevant vocabulary, and help students distinguish and use proper intonation. Step 1: Lead in 1.Play video clips related to “kite making” or “daily parent-child life”, ask: “What can you see in the video ”, and guide students to describe the content in simple English (e.g., “A man is cutting bamboo.” “A mother is talking to her son.”). 2.Display video screenshots, ask students to number the screenshots according to the video plot (Watch and number), and briefly explain the reasons for the order to strengthen the understanding of “action sequence logic”. Observe the accuracy of students’ descriptions of the video content and the correctness of screenshot numbering to judge students’ obser-vation ability and initial language expression ability.
Purpose Through the tasks of “describing pictures” and “numbering plots”, naturally introduce the topic related to “actions” and build a situational bridge for the subsequent explanation of the passive voice (focusing on “action recipients”).
2.To use activities about growth problems to let students practise grammar and develop autonomous and cooperative learning,identify and distinguish between the active voice and the passive voice in the simple past tense. Step 2: Grammar Focus 1.Show the examples of the passive voice from the video clips(e.g.,“The bamboo is cut down…” from kite making; and expand the simple past tense form “The bamboo was cut down…”), and guide students to analyse the sentence structure and summarise the rules of the passive voice in the simple past tense “主语+was/were+动词过去分词(+by+动作执行者)” 2.Compare active voice sentences (e.g., “The man cut down the bamboo.”)with passive voice sentences (e.g., “The bamboo was cut down by the man.”),and explain the definition of “voice”: In the active voice, the subject is the doer of the action; in the passive voice, the subject is the receiver of the action. Check the accuracy of students’ summary of the passive voice structure in the simple past tense, the correctness of finding passive sentences from the text, and the clarity of explanation of the differences between active and passive voices.
3.Ask students to read and find more passive voice sentences from the parent-child dialogue text, such as “…a yellow band was attached to her wrist.” Have them label the sentence structure to reinforce memory of the rules. Step 3: Practice 1.主动转被动练习:Provide active sentences such as “Robert’s mum turned down his idea.” and “Sarah’s parents hid her birthday presents.”, and guide students to convert them according to the rules of the passive voice in the simple past tense. 2.语境填空练习:Provide excerpts of letters between Samantha and her father, ask students to fill in the blanks with the correct passive form of the verbs in brackets, and help them understand the expressive needs of the passive voice in the context of parent-child communication. Evaluate the correctness of students’ “active-to-passive” sentences and the accuracy of context-based filling to judge their proficiency in grammar application.
Purpose 1.Start from examples to avoid rigid inculcation of grammar rules. Through the comparison of active and passive voices, it helps students overcome the difficulty of “voice distinction” and lay a theoretical foundation for subsequent application. 2.Through progressive tasks of “rule application-context practice”, it helps students transition from “mastering rules” to “flexible bine contexts close to students’ experiences to reduce the difficulty of grammar application and enhance students’ confidence in expressing themselves using the passive voice.
3.To arouse English learning interest, broaden cultural horizons, and emphasise intonation’s importance. Step 4: Product 1.Provide a writing framework and useful expressions, and guide students to sort out their personal experiences and determine the story theme. 2.Require students to use at least 3 instances of the passive voice in the simple past tense and 2 learned phrases(e.g., “be cut off from” “stay in touch with”). Evaluate the quality of students’ story writing(whether the passive voice and phrases are used accurately, whether the story elements are complete, and whether the logic is clear).
Purpose By combining students’ real growth experiences, it helps integrate language learning with personal emotional experiences and enhance the sense of learning achievement.
4.To use the passive voice in the simple past tense correctly in real-life contexts. Step 5: Exercise 1.Design simple exercises for students to practise; the teacher corrects and explains errors in detail to strengthen understanding. 2.Assign comprehensive exercises. Measure the accuracy of each exercise type.Observe students’ participation in error analysis to comprehensively evaluate the effect of grammar consolidation and improvement of learning ability.
Purpose To help students master practical phrases through systematic explanation and targeted practice, enrich their language reserves, and enable them to flexibly use these expressions in daily and academic communication to improve the quality of language output.
Homework Basic homework: Write 5 passive voice sentences, using the phrases from the text. Practical homework: Write a story about a difficult experience with your parents, using the words and expressions from the reading passage and useful expressions. Extended homework: Give a presentation of your story and talk about it to find solutions in groups.
Teaching Reflection
Unit 2 Growing pains and gains
教材导学
课标落实
导入一:成长名言启迪
在教室屏幕上展示成长相关名言,如“Growth is the pain of blooming.(成长是绽放前的阵痛。)”“The greatest gain in growth is learning to turn pains into power.(成长中最大的收获就是学会把痛苦化作力量。)” 让学生分组讨论:“哪句名言最贴合你的成长经历 为什么 ”借对名言的共鸣,引出本单元对成长烦恼(pains)与收获(gains)的探索。
导入二:“我的成长里程碑”照片分享
课前让学生找一张代表个人“成长里程碑”的照片(如第一次独自参赛、克服恐惧后的场景等),并配1-2 句感悟(如“This photo reminds me of the courage to face challenges.”)。课堂上邀请学生上台展示,分享“这张照片如何体现你的成长(pains/gains) ”用真实故事锚定单元主题,激发共情。
导入三:成长词汇联想冲刺
在黑板上写下核心词“Growing Up”,给学生两分钟,以小组为单位进行头脑风暴,补充相关英文词汇(如 challenge, happiness, peer pressure, parent-child conflict 等)。之后每组派代表分享,教师追问:“这些词汇中,哪个最让你好奇‘成长中如何应对’ ” 借词汇拓展自然引入单元学习。
导入四:“成长挑战应对”头脑风暴
在教室的墙上贴一张大白纸,写上标题“My Growing Pains & Solutions(我的成长烦恼与应对方法)”。让学生用便利贴写下 1 个成长烦恼[如“parent-child conflict(亲子矛盾)”“peer pressure(同伴压力)”等]及尝试过的应对方法,贴在墙上。5 分钟后全班浏览,教师引导:“大家的烦恼有哪些共性 这单元我们就一起找到把‘pains’变成‘gains’的答案!”
导入五:成长情景剧片段赏析
播放1-2分钟的简短情景剧(如“孩子因学业压力与父母产生冲突”“学生在同伴压力下纠结是否坚持爱好”等)。播放后提问:“剧中角色遇到了哪些 growing pains 如果你是剧中的主人公,你会怎么让‘pains’变成‘gains’ ”借情境讨论,引出单元对成长矛盾积极应对的学习。
导入六:“给未来的自己的成长信”畅想
发小卡片,让学生给“一年后的自己”写一句话,内容聚焦“你希望一年后的自己,在面对 growing pains 时多了哪些 gains(如更勇敢、更懂沟通等) ”邀请3-4名学生分享,教师总结:“这单元的学习,就是为了帮大家把‘对未来的期待’变成现实!”
活动设计
活动一: Introduction to the Theme——成长认知探索之旅
目标:
1.学生能够用英语分享自己在成长过程中的经历与感悟,锻炼口语表达能力,熟练运用单元相关词汇(如 challenge, responsibility等)。
2.深入理解成长的多元内涵,认识到成长中既有兴奋也有困难,明晰成长烦恼(growing pains)的常见类型。
3.激发学生对成长话题的思考,主动探索成长过程中面对挑战、收获成长的方式。
实施步骤:
Step 1 在黑板上写下与成长相关的单元关键词,如growing pains(成长烦恼), growing troubles(成长困扰),challenge(挑战), learning(学习/成长), courage(勇气), responsibility(责任)等。用简单英文阐释词汇含义,结合图片中《绿山墙的安妮》(Anne of Green Gables)的示例,说明这些词汇如何体现成长,如“Anne had growing troubles, but she faced challenges with courage, which was a process of learning.”。
Step 2 让学生独自回忆自己成长过程中印象深刻的事件,聚焦成长的“兴奋与困难时刻”,可以是遇到的家庭小矛盾、学习新技能的挑战、和朋友相处的变化等。
Step 3 学生自愿上台,用英语向全班讲述自己的成长故事,涵盖事件的Cause(起因:对应的成长烦恼来源)、Process(经过:怎么应对困难)、Result & Reflection(结果与感悟:收获了什么)。如结合单元 “growing troubles”,分享“I had a growing trouble when learning to swim. At first, I was afraid of water…But I kept trying, and finally I could swim well. From this, I learned that courage helps me overcome growing pains.”。其他学生认真倾听后,用英语提问互动,如“What gave you the courage to keep trying ”,或分享自己类似的成长感悟,深化对成长话题的理解。
活动二: Group Discussion——成长挑战应对研讨会
目标:
1.探讨成长过程中不同的挑战场景(如家庭矛盾、学业压力、同伴关系)下的应对方法与策略。
2.促进学生对成长话题的深度交流,培养团队协作、辩证思考能力,强化对单元主题 “Growing pains and gains”的理解。
实施步骤:
Step 1 教师结合图片及单元主题,提供成长挑战相关场景,如:
·“How to handle parent-child conflicts in growing up(成长中如何处理亲子矛盾) ”
·“What to do when facing academic pressure as a student(学生面对学业压力时怎么做) ”
·“How to deal with peer pressure and maintain true self(如何应对同伴压力并保持自我) ”
Step 2 将学生分成若干小组(建议 4-5 人一组),每组自主选择一个场景开展讨论。
Step 3 各小组围绕所选成长挑战场景,展开充分讨论。
·成员分享自己或他人(如文学作品中的人物,可关联图片中《绿山墙的安妮》的主人公)遇到类似挑战的经历,描述当时的“growing troubles”。
·结合单元词汇(如 challenge, courage, responsibility等),思考应对该挑战的有效方法,从“情绪管理、行动策略、关系修复”等角度,共同总结出具体、可行的应对策略,挑选一名成员记录讨论要点。
Step 4 各小组代表上台,用英语汇报讨论成果,包括所选成长挑战场景、组内梳理的应对策略,可举例说明策略如何应用。
Step 5 其他小组认真倾听后,可补充不同的应对思路,或结合自身经验提出疑问、分享共鸣点,围绕“成长挑战应对”展开更深入的全班交流。
Step 6 教师对各小组的讨论成果、汇报表现进行点评,肯定积极思考与团队协作的亮点,补充专业知识或多元视角(如引入心理学小知识辅助理解),引导学生提炼通用的“成长挑战应对逻辑”,强化对单元主题“Growing pains and gains”的认知。
活动三: Role-play——成长情景再现
目标:
1.让学生沉浸式体验成长过程中不同场景(如家庭矛盾、学业挑战等)下的角色与情境。
2.提升学生运用单元词汇、语法(如被动语态)进行英语交流的实际能力,强化应变与表达技巧,深化对单元主题“Growing pains and gains”的理解。
实施步骤:
Step 1 教师围绕单元主题“Growing pains and gains”,结合图片及教材内容,设计成长相关情景卡片。
Step 2 学生随机抽取情景卡片,明确自己在成长场景中的角色(如“与父母沟通的孩子”“参与社团职位竞选的学生”“在学习中遇到难题的学习者”等)。 给予 5-8 分钟准备时间,学生可小组内简单交流思路,构思英语对话内容,尝试运用单元词汇、语法构建回应,梳理“遇到成长烦恼(pains)→如何应对→收获成长(gains)”的逻辑。
Step 3 学生依据卡片情景进行角色扮演,全程用英语对话交流,呈现成长场景中遇到的问题及应对过程。
Step 4 其他学生观察表演,分享看到的优点(如词汇运用准确、语法正确、应对策略合理等)与不足(如表达不流畅、情境回应生硬等),并用英语简单点评。
Step 5 教师从语言运用(单元词汇、语法准确性)、情境还原度(是否贴合成长主题)、应变能力(对突发对话的回应)等维度,给予鼓励与指导,引导学生总结“如何在成长情景中有效用英语沟通、化解烦恼并收获成长”,强化对单元知识与成长主题的实践理解。
语法探究
Grammar Focus——掌握一般过去时的被动语态(Passive Voice in the Simple Past Tense)的用法
【观察】
Read the sentences and identify the passive voice structures in the simple past tense:
Flowers were planted by the farmer last spring. 去年春天花被农民种下了。
Our office was cleaned up by us last holiday. 上个假期我们的办公室被我们打扫干净了。
A big party was held by our class to celebrate the New Year last year.
去年我们班举办了一场盛大的聚会来庆祝新年。
A new teaching building was built by the school the year before last.
前年学校建造了一座新的教学楼。
【探究】
用法 一般过去时的主动语态 (Active Voice in the Simple Past Tense) 一般过去时的被动语态 (Passive Voice in the Simple Past Tense)
意义 强调动作的执行者[谁(过去)做了动作] 强调动作的承受者[动作(过去)被作用于谁]
结构 主语+动词过去式+宾语 主语+was/were+动词过去分词(+by+动作执行者)
例句 The farmer planted the tree last spring. 农民去年春天种下了这棵树。 The tree was planted by the farmer last spring. 这棵树去年春天被农民种下了。
【总结】
1.关键:“动作(过去)的承受者”作主语,常用by引出动作执行者(若无须强调,也可省略)。
2.适用场景:强调动作(过去)的承受者、淡化动作的执行者,或描述过去的客观事实、流程等。
【注意事项】
1.was/were的使用要匹配主语单复数:
主语为单数或不可数名词:was+过去分词(如“Our office was cleaned up by us last holiday.”)
主语为复数名词:were+过去分词(如“Flowers were planted by the farmer last spring.”)
2.不规则动词的过去分词:
如give→given,take→taken,需要特殊记忆(可结合教材词汇表整理)。
3.与一般过去时的主动语态灵活转换:
主动(一般过去时):We cleaned up our office last holiday.→被动(一般过去时):Our office was cleaned up by us last holiday.(注意主语转换,谓语动词变为“was/were+过去分词”)
听说训练——成长烦恼倾听与分享
目标:
1.借助多样化听力任务,锻炼学生抓取成长相关话题关键信息的能力,提升听力理解的精准度与效率,强化对单元主题“Growing pains and gains”相关词汇、用法表达的熟悉度。
2.通过讨论、模拟汇报等环节,为学生创造用英语表达成长经历、想法的机会,提升口语表达的流畅性、逻辑性,促进对成长中“烦恼与收获”的深度思考。
实施步骤:
Step 1 预习准备:教师提供与单元主题相关的文字材料(围绕成长烦恼,如家庭矛盾、学业压力、同伴关系等 ,可从教材图片里的“growing pains”元素延伸),包含成长烦恼的例子及相关词汇,如“Many students face growing pains. Examples include having conflicts with parents and struggling with heavy schoolwork.”,让学生提前熟悉成长烦恼话题背景与词汇(如conflict,struggle 等),为听力训练降低理解门槛,聚焦内容理解。
Step 2 听力训练:
①第一遍听力:教师播放一段围绕“成长烦恼与应对”的对话音频(可结合教材中 “Understanding ideas”和“Developing ideas”部分的语境设计),提供选项让学生选择对话主旨,如:
·a.Two students are researching the most common growing pains.
·b.Two students are discussing their own growing pains and how to deal with them.
·c.Two students are trying to find out who has more growing pains.
学生聆听后选择答案,训练快速把握听力材料核心内容的能力,初步建立对“成长烦恼与应对”对话的整体认知。
②第二遍听力:再次播放音频,布置细致任务,如“Complete the table about students’ growing pains and their feelings.”[表格包含“成长烦恼(growing pains)”和“感受(feelings)”等],或 “Choose the correct words to describe how students deal with pains.”。引导学生关注对话中关于成长烦恼的具体描述、情绪表达及应对尝试,加深对听力内容的细节理解,同时强化对单元主题词汇(如描述感受的形容词、表达应对的动词短语等)、语法的感知。
③讨论与反思:学生完成听力任务后,分组围绕听力材料中“成长烦恼与应对”话题展开讨论,如:探讨对话中同学面对成长烦恼的态度是否合理、自己有没有类似经历、可借鉴的应对思路等。让学生结合听力内容,初步用英语表达对成长烦恼的思考,为后续模拟汇报积累想法,促进语言输出与主题理解的衔接。
④模拟汇报:教师给出与单元成长主题契合的情境示例,如:
·学业与爱好平衡的烦恼:
I have a hard time balancing study and hobbies, and it makes me stressed.
·与父母的矛盾:
I often argue with my parents about my study plan, which makes both of us unhappy.
学生可选择示例情境,或结合自身成长经历(参考教材图片里的“growing pains”场景),分组进行对话模拟、汇报。要求用英语清晰描述成长烦恼、感受及尝试的应对方式,模仿听力对话中的表达逻辑。Part Four Developing ideas—Listening and speaking
Study of the Text
What: The text is centred on peer pressure, exploring its positive and negative impacts on teenagers. It uses visual aids (like the “PEER PRESSURE” diagram) and a series of listening-speaking-writing tasks. Content includes analysing a conversation about Colin’s hobby-related peer pressure, completing an application form and completing notes based on listening materials, and guiding students to discuss personal experiences of peer pressure. It prompts students to reflect on how peer pressure influences behaviours, hobbies, and self-identity.
How: The text uses a task-driven and multi-skill-integrating learning approach, structured as a sequence of activities. It starts with a visual(the “PEER PRESSURE” diagram) and a simple guiding question (“What does the picture show ”) to introduce the theme and activate prior knowledge; integrates listening tasks (e.g., “Listen to the conversation and choose Colin’s attitude.”) for auditory comprehension, followed by phonetics practice(pronunciation of words like “strange”“spring” “screen”) to reinforce language basics; enables knowledge application through application form completion and note-taking from radio listening, connecting to real-life “peer pressure advice-giving” scenarios; and arranges pair-work activities (discussing personal experiences of peer pressure) with “useful expressions” to support speaking practice, using accessible and practical language with clear task instructions (like discussion templates) for junior-level English learners.
Why: The text is designed to enhance students’ awareness of peer pressure and cultivate coping skills by helping them distinguish between positive and negative peer pressure (through the diagram and Colin’s story) to foster self-awareness, developing their listening and speaking skills via realistic tasks(e.g., giving advice, sharing personal stories) for effective real-life communication, and encouraging empathy and critical thinking—by having students discuss “how to overcome peer pressure”, promoting resilience and positive values(e.g., staying committed to one’s hobbies, resisting negative influences)—conveying a growth-oriented message that recognises peer pressure as a common adolescent experience and empowers students to manage it healthily.
Learning Objectives
By the end of this lesson, we will be able to:
1.understand the concept and significance of peer pressure through real-life scenarios and case studies.
2.explore diverse personal experiences of peer pressure, analysing both positive and negative impacts.
3.discuss effective strategies to handle peer pressure and reflect on personal growth opportunities.
4.learn the key language points and structures of the text and apply them in context.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the concept and significance of peer pressure through real-life scenarios and case studies. Step 1: Lead-in 1.Show pictures of teenagers facing different peer pressure scenarios, and ask guiding questions like “What kind of peer pressure does the character in the picture face ” 2.Display the “PEER PRESSURE” diagram(marking positive and negative impacts) and the textual explanation of teens’ peer pressure experiences, guiding students to discuss “Have you ever encountered similar situations ” to activate their life experiences. Measure students’ enthu-siasm for describing the content of pictures, willingness to share personal experiences, and participation in discussions about peer pressure scenarios.
Purpose To connect peer pressure with students’ daily lives through visual materials and experience sharing, reduce their resistance to the topic, and lay a foundation for subsequent in-depth learning.
2.To explore diverse personal experiences of peer pressure, analysing both positive and negative impacts. Step 2: Pre-listening 1.Analyse the “PEER PRESSURE” diagram and textual explanation together, and explain key concepts: Define peer pressure, and distinguish its positive (e.g., being inspired to study) and negative (e.g., being laughed at for hobbies) impacts. 2.Introduce phonetics in use: Teach the pronunciation of consonant clusters—/str/(strange),/spr/(spring),/skr/(screen), and guide students to practise reading words and short sentences related to peer pressure(e.g., “feel bad”“turning worries into wisdom”). 3.Predict: Guide students to guess Colin’s attitude towards his “different hobby(knitting)” based on the application form prompt “I was by my classmates”, and discuss “Will peer pressure make Colin change his hobby ”. Assess students’ ability to accurately explain the definition and positive/negative impacts of peer pressure, correctly pronounce consonant clusters—/str/, /spr/, /skr/, and logically predict Colin’s attitude.
Step 3: While-listening 1.Listen to the conversation between Colin and Kate: Guide students to choose Colin’s attitude based on the content, and verify the prediction. 2.Listen again and complete the application form: Guide students to catch key information (e.g., “I was laughed at by my classmates”“my hobby is knitting”) to fill in Colin’s problem and extra information. 3.Listen to the radio“HANNAH HELPS”: Guide students to extract key details from Hannah’s friend’s story (e.g., “He has learned to dance ballet since childhood”“kids at his school laughed at him”) and Hannah’s advice(e.g., “Don’t let peer pressure beat you”“Believe in yourself”) to complete the notes. Measure students’ accuracy in choosing Colin’s attitude, complete-ness and correctness of filling in the application form and radio notes, and ability to identify positive (Hannah’s friend’s success driven by jokes) and negative(Colin being laughed at) impacts of peer pressure from the content.
Purpose 1.To help students build a basic understanding of peer pressure through concept explanation and phonetics practice, and stimulate their interest in the upcoming listening material(Colin’s conversation) through prediction. 2.To enable students to improve their listening comprehension ability (grasping key information) while understanding diverse peer pressure experiences, and lay a foundation for subsequent analysis of peer pressure impacts.
3.To discuss effective strategies to handle peer pressure and reflect on personal growth opportunities. Step 4: Post-listening 1.Analyse Hannah’s storytelling method: Guide students to summarise how Hannah introduces her friend’s story and learn expressions for introducing personal stories. 2.Pair work: Guide students to talk about their own experiences of peer pressure and how they overcame them, using the learned useful expressions. 3.Free talk: Organise students to discuss “What strategies for dealing with peer pressure have you learned ” and summarise effective methods (e.g., believing in oneself, communicating hobbies with friends, saying “no” to inappropriate pressure). Measure students’ ability to summarise Hannah’s storytelling logic and use correct story-introduction expressions,the depth of peer pressure experience sharing, and the richness of proposed coping strategies they propose.
Purpose To help students transform listening input into oral output through pair work and free talks, improve their communicative competence, and cultivate their ability to reflect on personal growth and solve practical problems.
4.To learn the key language points and structures of the text and apply them in context. Step 5: Language Points Explain each language point with examples. Step 6: Exercise 1.Pronunciation exercises: Let students judge whether the pronunciation of red parts in words is the same and correct wrong pronunciations. 2.Vocabulary and grammar exercises: Guide students to fill in the blanks with the correct form of given words according to the context. 3.Translation exercises. Assess whether students can accurately explain the structure and meaning of each language point. Assess the accuracy of students’ pronunciation judgment, correctness of word form filling, fluency and accuracy of translation, and ability to link translated sentences with peer pressure growth themes.
Purpose To help students consolidate language knowledge related to peer pressure, improve their ability to use targeted language points in practical communication, and lay a solid language foundation for subsequent exercises and homework.
Homework Basic homework: Find 3 real-world examples of peer pressure (from news, movies, or personal observations) and label them as “positive” or “negative”. Practical homework: Interview a family member about one time they faced peer pressure. Extended homework: Draw a 3-panel comic showing positive peer pressure or write a 5-sentence story about overcoming peer pressure.
Teaching Reflection
Part Two Understanding ideas—Reading
Study of the Text
What: The text centres on a parent-child conflict and resolution within “Growing pains and gains”. It presents the play You just don’t get me! , where a son’s late return sparks his mother’s anger over a broken promise. As the son explains helping a lost elderly woman, the mother’s attitude shifts to understanding and pride. Alongside, there are pre-reading(ticking parents’ expectations), while-reading (completing plot notes), and post-reading (think and share) tasks to explore parent-child communication and growth.
How: The text takes the form of a drama script, using dialogues to depict parent-child interaction. It is structured in layers: the pre-reading section employs a “parents’ expectations” checklist to activate students’ prior knowledge of family rules; the while-reading section, centred on the drama, includes tasks such as filling in plot elements (setting, characters, and plot) to clarify the story; and the post-reading with a “think and share” activity prompts students to analyse the son’s character and offer advice, extending the discussion to family relationships. Linguistically, the text adopts a conversational tone to create realistic dialogues, supplemented by emotional expressions and detailed stage directions that help set the scene.
Why: The author aims to show parent-child relationship dynamics, illustrating how conflicts from broken promises can be resolved through sincere explanation and empathy, emphasising effective communication in family. It fosters empathy, guiding students to understand both the mother’s concern and the son’s good intentions, prompting reflection on better parent-child communication. Also, using the drama, layered tasks train students in information extraction, character analysis, and solution-offering, integrating language learning with exploring growth themes, conveying that understanding, tolerance, and communication promote healthy parent-child relationships and personal growth during “growing pains”.
Learning Objectives
By the end of this lesson, we will be able to:
1.analyse the mother-son conflict in the play and identify the underlying values of responsibility and compassion.
2.use modal verbs (should/could) and narrative structures in the simple past tense to discuss family expectations and personal experiences.
3.demonstrate empathy by proposing solutions to parent-child misunderstandings through role-play scenarios.
4.grasp the key language points and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To analyse the mother-son conflict in the play and identify the underlying values of responsibility and compassion. Step 1: Pre -reading 1.Display pictures of common family rule scenarios. 2.Ask guiding questions: “Do you have any family rules at home What do your parents expect from you ” 3.Invite students to share their answers, and guide them to use simple English to describe their family rules and parents’ expectations. 4.Show the pictures from the “Understanding ideas” section(e.g., the parent-child image, the title of the play“You just don’t get me!”). Present questions like “What do you think the relationship between the two people is What growing-up issues might they be facing ”, and guide students to answer them, using words related to family and growth(e.g., conflict, misunderstanding, expectation). Evaluate if students can connect to family rule topics via pictures, respond to questions with basic English, actively share experi-ences, and grasp the core topic through pre-reading activities. Evaluate if students can identify the parent-child relationship, infer growth issues, use related words to answer questions, and align with the theme of “Understanding ideas”.
Purpose To activate students’ life experiences related to family rules and parents’ expectations, and help them realise the connection between daily family life and the unit’s growth theme. Help students build background knowledge about the play’s family-related context, and activate growth-related and family-related vocabulary.
Step 2: While-reading 1.Let’s choose Present the options of suitable titles for the play. Guide students to analyse each choice by referring to the play content, and help them pick the best one. 2.Think and share Present questions about the parent-child interaction in the play. Guide students to discuss, helping them express ideas clearly using words from the play (e.g., promise, help, worried, understand).
2.To use modal verbs (should/could) and narrative structures in the simple past tense to discuss family expectations and personal experiences. 3.Read and answer Guide students to read each part of the play one by one. For each section, present corresponding questions, and help them extract key information from the play to answer the questions, enhancing reading comprehension. 4.Let’s complete Provide the note-taking template for setting (The living room, The clock reads 10:27 pm), characters(Son, Mum), and plot. Guide students to choose and use correct word forms from the play to complete it, practising vocabulary application(e.g., using “heading back” for the son’s action, “pale” to describe the old woman’s appearance, and “took” for the son’s help action). Evaluate if students master play comprehen-sion, text discussion, paragraph analysis, and vocabulary application through task perfor-mances.
Purpose To develop students’ skills in play summary selection, text-based discussion about growth themes, and vocabulary application in the context of family and growing up through sequential reading tasks.
3.To demonstrate empathy by proposing solutions to parent-child misunderstandings through role-play scenarios. Step 3: Post-reading 1.Display pictures of family rules in different cultures (e.g., “Don’t Lie to Each Other” in Hungary, “Party Together” in some countries, “Shower Daily” in Thailand, “No Sweats” in Portugal). 2.Guide students to discuss with the prompt: “In , families value more than in China because . My family could improve .” 3.Role-play: Distribute “Mum’s Card” and “Son’s Card” to students. Organise students to form pairs, prepare according to the card content, and then perform the role-play. Determine whether students can fill in the blanks correctly, and check if they can clearly express the differences in family values between different cultures and China, as well as put forward reasonable suggestions for family improvement. Check if students can naturally use the language expressions from the play during the role-play.
Purpose To broaden students’ horizons, enable them to realise the differences in family rules and growth scenarios among different cultures, and enrich their understanding of the connotation of “growing pains and gains” from a cross-cultural perspective.
4.To grasp the key language points and use them in context correctly. Step 4: Language Points Identify and explain key language points. Step 5: Exercise 1.Organise students to practise creating their own sentences with these language points. 2.Provide exercises using words and phrases from the play and translation tasks. Confirm if students reinforce language point usage by analysing their accuracy in vocabulary-form filling and translation tasks.
Purpose To reinforce students’ retention of language points from the play, improve accuracy in vocabulary form, grammar application, and translation when dealing with content about family interactions and growth experiences, and help students avoid common mistakes through error analysis.
Homework Basic homework: Write 5 sentences using the phrases from the text and circle all verbs in the simple past tense in the play script(P21) and list them. Practical homework: Role-play: With a partner, recreate the mother-son argument but change the ending. Extended homework: Research how teens in different cultures keep daily promises(e.g., Chinese teenagers try to match their actions to their words; German teenagers confirm promise details in writing). Prepare a 2-minute oral report to share findings.
Teaching Reflection
Part Six Presenting ideas & Reflection
Study of the Text
What: The text is centred on podcasting a person’s growth story. It guides students through steps to find growth stories (of well-known figures or people around), organise the story using a specific outline (including introduction, body with descriptions of growing pains, solutions and gains, and conclusion), practise presenting, and vote on the best stories. It also has a reflection section to help students understand the meaning of growing up, covering aspects like dealing with problems, having certain qualities, and learning specific things.
How: The text adopts a procedural and instructional approach. It breaks down the task of podcasting a growth story into clear steps: group work for story selection, outlining the podcast with a structured format (Introduction→Body→Conclusion, each with specific content prompts), practising the presentation, and a vote. For the reflection part, it uses a visual and prompting method, with a tree diagram to guide students to think about what’s needed to grow up and a checklist for self-assessment. The language is instructional and guiding, using imperative sentences and clear headings to make the process accessible. The structure is linear and step-by-step, suitable for group activities and skill-building, helping students develop presentation, analysis, and self-reflection abilities.
Why: The author intends to help students master the process of analysing and presenting growth stories. By following the steps, students learn to identify key elements of growth (pains, solutions, gains) and structure a coherent presentation. The reflection section aims to deepen students’ understanding of the meaning of growing up, promoting self-awareness and the ability to extract life lessons from others’ experiences. It also fosters collaborative skills through group work and peer evaluation, and helps students improve their language application (using the unit’s vocabulary and grammar like the passive voice in the simple past tense) in a practical context, ultimately cultivating their ability to express personal insights and learn from growth narratives.
Learning Objectives
By the end of this lesson, we will be able to:
1.understand how to talk about growth stories by identifying pains, solutions and gains.
2.use key words and expressions (e.g., growing pains, take one’s mind off, believe in oneself) to describe personal or others’ growth experiences.
3.present a growth story clearly using a structured outline (Introduction→Body→Conclusion).
4.reflect on how challenges help us grow and share our own stories with the class, explore self-growth, and apply skills in other scenarios.
5.learn the new phrases and expressions and use them in context correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand how to talk about growth stories by identifying pains, solutions and gains. Step 1: Lead in 1.Present growth-related stories of famous figures(e.g., Michael Jordan and J.K. Rowling), and then design true(T)/false(F) judgment tasks. Ask students to judge “Michael Jordan was cut from his high school basketball team.” and “J.K. Rowling’s manuscript was accepted by the first publisher she sent it to.” 2.Guide students to briefly share the reasons for their judgments and then raise the topic: “Today we will learn to podcast a person’s growth story” to arouse students’ participation enthusiasm by asking “Are you ready ”. Check whether students can accurately judge the authenticity of the given famous people’s growth experiences and clearly explain their reasons(e.g., whether they know J.K. Rowling’s manuscript was rejected by multiple publishers).
Purpose Through true(T)/false(F) judgment tasks of famous people’s growth stories, students can connect with their existing knowledge reserves, quickly enter the theme of “growth”, and improve their ability to distinguish the authenticity of information.
2.To use key words and expressions(e.g., growing pains, take one’s mind off, believe in oneself) to describe personal or others’ growth experiences. Step 2: Group Exploration of Growth Stories 1.Instruct students to work in groups, collect growth stories(of famous people like Beethoven, or people around them), and focus on sorting out the three core elements of each story. 2.Organise group discussions to analyse the representativeness of the collected stories, and let each group take a vote to decide on the most suitable growth story for the subsequent presentation. 3.Use the “Let’s guess” interactive activity. Present the “growing pains”“solutions” and “gains” of a character and ask students to guess the character, deepening their understanding of the three core elements. Evaluate whether each group can complete the collection of growth stories and accurately extract the three core elements (“growing pains” “solutions” and “gains”). Judge the effectiveness of the “Let’s guess” activity by observing whether students can quickly connect “growing pains” “solutions” and “gains” to the character, reflecting their mastery of the core elements.
Purpose By collecting stories of famous people and people around, students can know about diverse growth experiences, and extracting core elements helps them grasp the key structure of growth stories, laying a foundation for subsequent presentations. The “Let’s guess” activity increases the interactivity of the class, makes the learning of core elements more interesting, and strengthens students’ memory of the structure of growth stories.
3.To present a growth story clearly using a structured outline(Introduction→Body→Conclusion). Step 3: Organise the Story 1.Provide a clear structured outline for the growth story and explain the requirements of each part. 2.Guide students to extract useful words, phrases and sentences from the unit (e.g., “deal with”“learn from”) and integrate them into the story to ensure the accuracy of language use. Check whether students’ organised stories conform to the “Introduction→Body→Conclusion” structure, and whether each part covers the required core informa-tion.
Purpose The structured outline serves as a clear “thinking scaffold” for students, helping them avoid disorganised stories when preparing their podcasts and improve the logical coherence of their content organisation.
4.To reflect on how challenges help us grow and share our own stories with the class,explore self-growth, and apply skills in other scenarios. Step 4: Practise, Present and Vote 1.Arrange students to talk about their growth stories in groups. 2.Invite each group to choose a representative to present the growth story to the whole class; ask other students to listen carefully and take notes on the advantages and areas for improvement of each presentation. 3.Announce the voting criteria (focusing on “the three most interesting stories” and “the best three podcasts”) and organise students to vote anonymously. Count the votes and announce the results after voting. Step 5: Reflection 1.Guide students to think about the core question “What does it take to grow up ” and ask them to fill in the blanks combined with the growth stories they have learned(e.g., “We need to learn to deal with problems in our families” “We need to learn to face failures bravely”). Evaluate students’ presentation performance: Check fluency(whether there are obvious pauses or repetitive expressions), confidence(whether they are nervous or have clear articulation), and the use of body language(whether they have eye contact with the audience).
2.Organise students to conduct self-assessment from three aspects. 3.Ask students to write down the content they still need to improve(e.g., “I still need to improve the flexible use of the passive voice in the simple past tense” “I still need to deepen my understanding of the meaning of growing up”). Evaluate the depth of students’ understanding of the connotations of “growing up” by checking their answers to “What does it take to grow up ”(whether the filled content reflects the positive attitude towards growing pains, such as “learning to face failures bravely”).
Purpose 1.Group practice provides a low-pressure environment for students to adjust their presentation status, and class presentation offers a platform to show themselves, helping them overcome the fear of public speaking and improve their oral expression abilities. 2.Reflecting on “What does it take to grow up ” helps students elevate their cognitive level from “understanding growth stories” to “recognising the value of growing pains”, and establish a positive outlook on growth.
5.To learn the new phrases and expressions and use them in context correctly. Step 6: Language Points Explain the unit’s core language points in detail with “structure+explanation+example sentences”. Step 7: Exercise Design three types of exercises: Chinese-English translation, sentence-filling and English-Chinese translation. Check whether students can accurately describe the structure and meaning of each language point. Evaluate the accuracy of students’ exercise completion.
Purpose Explaining language points using the approach of “structure+explanation+example sentences” helps students clarify the usage of each language point, avoid confusion over application, and lay a solid foundation for accurate language expressions. Additionally, targeted exercises can directly test students’ mastery of the unit’s core knowledge, help them identify their own blind spots, and consolidate their knowledge effectively.
Homework Basic homework: Review and copy the key words and phrases about growth stories in this unit. Practical homework: Interview a family member about one of his or her childhood challenges and how he or she overcame it. Extended homework: Create a “Growth Timeline” poster about yourself or a role model.
Teaching Reflection
Part One Starting out
Study of the Text
What: The text centres on the topic of “Growing pains and gains”, aiming to explore the experiences and understanding related to growing up. It uses pictures (such as the trophy image and the reference to Anne of Green Gables) as visual aids. The text raises questions to guide students to think about the book Anne of Green Gables and Anne’s growing troubles, and asks students to choose words (like challenge, happiness, etc.) to show their understanding of growth, so as to start exploring the various aspects of growing up, including family problems, peer relationships, and learning from failure.
How: The text adopts an exploratory and interactive approach. It starts with the title “Growing pains and gains” to set the theme. Using pictures and direct questions(e.g., “Do you know the book Anne of Green Gables ” “What were Anne’s ‘growing troubles’ ”), it creates an engaging learning environment. The language is simple and clear, suitable for students to understand and discuss. It provides a list of words related to growth, guiding students to select and share, which helps to develop students’ thinking and expression skills. The structure is designed to facilitate classroom discussion and exploration, with each part serving to gradually deepen the understanding of the theme of growing up.
Why: The author’s intention is multifaceted. Firstly, it aims to arouse students’ interest in the theme of growing up, using the literary work Anne of Green Gables to let students connect with the concept of “growing troubles” and start thinking about their own growth experiences. Secondly, by asking students to choose words to describe growth, it encourages students to reflect on the connotations of growing up, including facing challenges, gaining happiness, and shouldering responsibilities. Overall, it conveys a positive attitude towards growth, emphasising that growing up involves both difficulties(pains) and valuable experiences(gains), and hopes to help students establish a correct understanding of growth and develop the ability to reflect on growth-related issues.
Learning Objectives
By the end of this lesson, we will be able to:
1.activate and expand vocabulary related to personal growth and challenges(e.g., confidence, responsibility, failure).
2.analyse the emotional and social aspects of growing up through discussions about family, peers, and setbacks.
3.apply reflective thinking by using passive voice in the simple past tense(e.g., “Challenges were overcome…”) to share growth stories.
4.master and apply the key language points correctly.
Teaching Process
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To activate and expand vocabulary related to personal growth and challenges (e.g., confidence, responsibility, failure). Step 1: Lead-in 1.Display pictures of “growing troubles” (e.g., a girl looking worried, boys in conflict) and ask guiding questions: “What can you see in the pictures ” “What is the girl’s/boys’ ‘growing trouble’ ” 2.Guide students to describe the pictures in simple English, prompting the use of preliminary growth-related words(e.g., worried, conflict). Step 2: Let’s think Raise open questions: “Do you think mistakes are necessary If yes, why ” “How would you redraw this picture to show ‘growth after failure’ ” Evaluate whether students can connect picture scenes with the concept of “growing troubles” and initially use simple growth-related vocabulary. Assess the depth of students’ discussions on “mistakes and growth” and the authenticity of their reflections on personal experiences.
Purpose 1.To stimulate students’ thinking about life experiences of “growing troubles” through visual cues, lay a foundation for the unit’s theme “Growing pains and gains”, and initially activate growth-related vocabulary. 2.To deepen students’ understanding of the positive meaning of growing pains, guide them to reflect on personal experiences, and shape a positive growth attitude.
2.To analyse the emotional and social aspects of growing up through discussions about family, peers, and setbacks. Step 3: Read the picture 1.Show the picture of Anne of Green Gables and ask: “Do you know the book Anne of Green Gables ” Introduce the author(Lucy Maud Montgomery) and the main plot (the story of orphan Anne Shirley) to activate students’ literary background knowledge. Assess students’ responses to the background know-ledge of Anne of Green Gables and the compre-hensiveness of their summary of Anne’s growing troubles.
2.Guide students to discuss: “What were Anne’s ‘growing troubles’ ” Summarise Anne’s troubles (e.g., being misunderstood, loneliness as an orphan, making mistakes like dyeing hair green) and ask students to share if they have similar experiences. 3.Guide students to discuss in pairs: “What gains have you got from your own growing troubles ” Summarise the class’s views and connect them to the saying “Failure is the mother of success.” Evaluate whether students can understand the growth theme in literary works and connect the story with their own life experiences. Evaluate whether students can recognise the connection between “failure” and “success” and establish a positive attitude towards growing pains.
Purpose To help students perceive the universality of growing troubles, connect the story with personal experiences, and lay the groundwork for understanding the “pains” and “gains” logic.
3.To apply reflective thinking by using passive voice in the simple past tense (e.g., “Challenges were overcome…”) to share growth stories. Step 4: Think and share Provide a list of growth-related words (challenge, happiness, courage, failure, etc.). Ask students to choose 2 words and explain their understanding of growth(e.g., “Growth needs courage to face challenges”.). Evaluate the rationality of students’ vocabulary choices, the logicality of their explanations of “growth meaning”, and the accuracy of their use of passive voice in the simple past tense when sharing.
Purpose To integrate vocabulary mastery, critical thinking, and speaking practice, all centred on unpacking the unit’s core theme of growth.
4.To master and apply the key language points correctly. Step 5: Language Points Explain core language points: Growth-related vocabulary. Interpret the meanings and usages of words like challenge, confidence and responsibility with examples. Analyse structures and supplement examples of the main sentence patterns. Step 6: Exercise Arrange practice tasks: Complete fill-in-the-blank exercises, English-Chinese translation and Chinese-English translation. Check the accuracy of fill-in-the-blank answers and translation results to assess students’ mastery of knowledge.
Purpose To systematically sort out core language knowledge, consolidate learning through diversified exercises, and lay a foundation for subsequent language output.
Homework Basic homework: Review and write 10 vocabulary words about growth from this unit. Practical homework: Interview a classmate about a personal challenge he or she overcame. Extended homework: Research how children in another culture face challenges. Make a mini-poster to compare it with your experiences.
Teaching Reflection
