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Unit 3 Growing Up | Section A (1a-1d)
Lesson Plan 1: 1a - Expressing Feelings & Describing Triggers
I. Teaching Aims
1. Knowledge Aim: Master feeling adjectives: excited, afraid, shy, upset, angry,
lonely, shocked, worried ; Match feelings with corresponding life scenarios (e.g., failing a
test 对应 upset ).
2. Ability Aim: Identify and say feeling words based on pictures; Use simple
sentence patterns to describe "a scenario triggering a feeling" (e.g., Fighting with a
friend makes me angry. ).
3. Emotional Aim: Learn to recognize one's own emotional feelings; Understand
different scenarios trigger different emotional reactions; Cultivate emotional awareness.
II. Teaching Difficulties
1. Distinguish between confusing feeling words (semantic differences: afraid vs.
worried , upset vs. angry ).
2. Accurately use the "scenario + make sb. + feeling adjective" pattern to describe the
connection between feelings and triggers.
III. Teaching Aids
1. 1a feeling expression pictures, feeling vocabulary flashcards, scenario phrase cards (
failing a test, living alone , etc.), multimedia courseware (showing feeling-scenario
correspondence).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Guess the Feeling" game. Teacher shows different facial
expression pictures (without words). Students name the feeling in Chinese, then teacher
provides the corresponding English word (e.g., happy, sad ). Activates topic.
2. Lead in (2 mins): Teacher asks: " How do you feel when you fail a test? What
about when you meet old friends? " Guides students to answer in simple English or
Chinese, naturally introducing the theme of "matching feelings with scenarios."
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Show the eight feeling pictures and words from 1a. Teach with corresponding
expressions/actions: e.g., act "nervous/shy" for shy , act "angry clenching fist" for
angry . Emphasize pronunciation and stress.
Show scenario phrase cards ( failing a test, watching a scary movie , etc.). Drill
each phrase, explain meaning, and give real-life examples.
2. Practice (15 mins):
Matching Task: Students independently complete the 1a feeling-scenario
matching. Check answers with a partner. Teacher provides correct matches (failing a test-upset; watching a scary movie-afraid; living alone-lonely; fighting with a friend-angry;
hearing about a sick friend-worried; seeing an accident happen-shocked; meeting old
friends-excited; meeting a new person-shy).
Sentence Practice: Students use the ______ makes me ______. pattern to
describe the matched content (e.g., Fighting with a friend makes me angry. ). Share in
small groups.
Situational Q&A: Teacher states a scenario (e.g., meeting a new person ),
students quickly say the corresponding feeling word and make a sentence.
V. Language Points
1. Usage of Feeling Adjectives: These words can be predicative (e.g., I feel upset. ).
Used in the structure: sth. makes sb. + feeling adjective (e.g., The scary movie makes
me afraid. ).
2. Word Differentiation:
afraid : emphasizes "fear due to danger/scary things" (e.g., I’m afraid of
scary movies. ).
worried : emphasizes "worry about unknown/bad things" (e.g., I’m worried
about my sick friend. ).
upset : emphasizes "feeling upset/frustrated due to unfavorable events" (e.g.,
Failing a test makes me upset. ).
angry : emphasizes "anger due to being offended/conflict" (e.g., Fighting with
a friend makes me angry. ).
VI. Summary (3 mins)
Review the eight feeling words and their typical scenarios. Recap the "scenario + makes
sb. + feeling" pattern. Randomly check students by having them describe feelings using
the pattern.
VII. Homework
1. Copy the eight feeling words from 1a. Write one " sth. makes me + feeling "
sentence for each word.
2. Record two feelings you experienced in one day in English, and explain the triggering
scenario (e.g., I felt excited because I got a gift from my mom. ).
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Lesson Plan 2: 1b-1d - Listening Comprehension & Role-play
I. Teaching Aims
1. Knowledge Aim: Master feeling words from the listening ( shy, angry, upset,
shocked ); Learn to use You should... / You could... patterns to give advice for
resolving interpersonal conflicts.
2. Ability Aim: Complete 1b feeling selection and 1c sentence ordering; Perform the
1d dialogue through role-play and supplement advice.
3. Emotional Aim: Learn to handle conflicts with friends in reasonable ways;Understand the importance of taking initiative to apologize and communicate.
II. Teaching Difficulties
1. Quickly capturing key information of "feeling words" and "event sequence" in the
listening.
2. Performing the role-play naturally and fluently, and supplementing reasonable advice
for Peter using varied patterns.
III. Teaching Aids
1. Listening audio, scrambled sentence cards for 1c, role cards for 1d (Peter/Ella), advice
pattern prompt cards ( You should say sorry. / You could write a letter. ).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Feeling Word Quick-Response." Teacher states a scenario
(e.g., having a fight with a friend ), students quickly say the corresponding feeling word
( angry/upset ). Reviews 1a vocabulary.
2. Lead in (2 mins): Teacher asks: " What would you do if you had a fight with
your best friend? How would you feel? " Guides students to think about the connection
between "interpersonal conflict and feelings," introducing the listening theme.
Step 2: Presentation and Practice (27 mins)
1. Presentation (7 mins):
Show the 1b question. Explain the listening task: circle Peter's feelings, focusing
on distinguishing the confusing pairs: shy/worried, fear/anger, upset/shocked .
Present core advice-giving patterns: You should... (direct, "ought to"), You
could... (tentative, "can/might"). Give examples: " You should say sorry to your friend.
You could call him to talk. "
2. Practice (20 mins):
Listening 1 (1b): Play the audio once, students complete 1b. Play a second
time to check answers (1. worried; 2. anger; 3. shocked; 4. afraid).
Listening 2 (1c): Play the audio a third time, students order the sentences
in 1c. Teacher uses sentence cards to show the correct order (1, 2, 5, 4, 3) and
explains the event logic.
Role-play (1d): In pairs, students draw Peter/Ella role cards. Perform the 1d
dialogue and supplement advice (e.g., You could buy a new guitar pick for him. / You
should meet him and talk face to face. ). Teacher circulates to guide tone and
expression.
V. Language Points
1. Feeling Words in Listening: couldn’t control his anger (control + noun); felt
shocked after his fight with Harry (shocked emphasizes surprise at an unexpected
event).
2. Expanded Advice Patterns: You should... (direct, necessary advice); You could...(optional, tentative advice). Other patterns: Why not...? / How about...? (e.g., Why
not invite him to play basketball? ).
VI. Summary (3 mins)
Review the event sequence (Peter-Harry conflict over guitar) and Peter's emotional
changes. Summarize core advice-giving patterns. Emphasize "communication and apology
are effective ways to resolve conflicts."
VII. Homework
1. Listen to the lesson's audio, repeat sentence by sentence, and note the feeling words
and key events.
2. Write a dialogue (min. 8 lines) about "giving advice to friends who argued over a
misunderstanding," following the 1d model. Use at least 3 different advice-giving
patterns.
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Unit 3 Growing Up | Section A (2a-2d)
Lesson Plan 1: 2a-2b - Dialogue Prediction & Listening True/False
I. Teaching Aims
1. Knowledge Aim: Master core apology/response patterns ( I’m sorry. / It was my
fault. / I forgive you. / Don’t worry about it. ); Understand and judge details of the
Peter-Harry dialogue; Recognize phrases like clear the air, mean a lot to sb. .
2. Ability Aim: Predict the dialogue content based on context and complete 2a
checkboxes; Complete the 2b True/False judgments via listening, extracting key
apology/reconciliation information.
3. Emotional Aim: Learn to express sincere apology and forgiveness in English;
Understand "proactive communication is key to resolving conflicts"; Cultivate good
interpersonal skills.
II. Teaching Difficulties
1. Accurately judging the speaker of different apology/response patterns based on the
conflict background (Peter: wrongdoer; Harry: offended party).
2. Quickly capturing details in the listening (e.g., "who apologizes first, significance of
guitar, attitudes towards friendship") to complete 2b True/False.
III. Teaching Aids
1. 2a sentence pattern cards (annotated from Peter/Harry's perspective), 2b listening
audio & answer sheet, simple drawings of the Peter-Harry conflict background, core
phrase cards ( clear the air, mean a lot ).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)1. Warming up (3 mins): "Apology Pattern Chain." Teacher starts an apology pattern
(e.g., I’m sorry. ), students continue with a response (e.g., I forgive you. ). Reviews
apology/response expressions.
2. Lead in (2 mins): Teacher asks: " Peter took Ella’s advice to call Harry and say
sorry. What do you think Peter and Harry will say to each other? " Guides predictions,
introducing the 2a prediction task.
Step 2: Presentation and Practice (25 mins)
1. Presentation (8 mins):
Show the 2a pattern list. Analyze which patterns belong to which speaker based
on "wrongdoer-offended party" context:
Peter (wrongdoer): I’m sorry. / I feel bad about it. / It was my fault. /
I didn’t mean to do it. / I’ll be more careful in future.
Harry (offended party): Don’t worry about it. / I forgive you.
Explain the 2b listening task: listen and judge sentences True/False based on
details. Focus on three types: character actions, attitudes, event details.
2. Practice (17 mins):
2a Prediction: Students independently check the boxes in 2a. Discuss
reasons in groups (e.g., It was my fault. is Peter's apology). Teacher does not reveal
answers yet.
2b Listening: Play the audio once for students to complete T/F. Play a
second time to check answers (Ref: 1.F 2.T 3.F 4.T 5.T). Explain key details (Peter called
first; both apologized; Harry cared; guitar was Peter's 8th b-day gift; both value
friendship).
Detail Focus: Play audio again. Students circle apology patterns and
emotional expressions. Discuss in groups "how these expressions show sincerity in
resolving the conflict."
V. Language Points
1. Core Apology/Response Patterns: Apology (admitting fault): It was my fault. / I
didn’t mean to do it. / I feel bad about it. Response (forgiveness): I forgive you. /
Don’t worry about it.
2. Key Listening Phrases: call sb. first; mean a lot to sb. (e.g., The guitar meant
a lot to Peter. ).
VI. Summary (3 mins)
Review the correct predictions for 2a. Recap Peter and Harry's apology/response patterns.
Summarize the core listening details from 2b, reinforcing the theme: "mutual apology,
valuing friendship."
VII. Homework
1. Copy the apology/response patterns from 2a. Write one sentence for each pattern
that fits the Peter-Harry context.
2. Listen to the 2a-2b audio, repeat and imitate the characters' tones (Peter's guilt,Harry's forgiveness).
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Lesson Plan 2: 2c-2d - Dialogue Summary & Personal Experience Discussion
I. Teaching Aims
1. Knowledge Aim: Master phrases: clear the air, feel bad about, be careful in
future ; Use these phrases to complete the 2c summary cloze; Master patterns for
describing personal experiences/feelings ( I felt... because... / In the end,... ).
2. Ability Aim: Accurately complete the 2c summary; Use English to share personal
experiences based on 2d scenarios (e.g., argued with friend, lost special item), describing
feelings and outcomes.
3. Emotional Aim: Learn to reflect on communication methods from personal
experiences; Understand "sharing feelings can relieve emotions"; Build courage for
emotional expression.
II. Teaching Difficulties
1. Logically and coherently completing the 2c summary cloze based on 2a-2b content,
grasping the "feeling-action-result" narrative logic.
2. Clearly describing personal experiences for 2d in English, accurately expressing feelings
(e.g., upset, sad, angry ) and event outcomes.
III. Teaching Aids
1. 2c summary cloze courseware, 2d scenario prompt cards ( argued with a friend, lost
something special ), feeling word cards ( upset, afraid, sad ), group sharing record sheet.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Listening Recap." Teacher asks: " How did Harry feel
about the fight? What did Peter tell Harry about the guitar? " Students answer quickly
to review core content.
2. Lead in (2 mins): Teacher shows the beginning of the 2c summary. Asks: " Can
we complete this summary with information from the conversation? What words should
we fill in? " Guides thinking, introducing the 2c cloze task.
Step 2: Presentation and Practice (27 mins)
1. Presentation (7 mins):
Explain summary技巧 for 2c: extract keywords following the "event sequence"
(Peter calls→Harry's feelings→guitar's significance→Harry's promise) to fill gaps. Focus on
clear the air (clear up misunderstandings), mean a lot to sb.
Show example dialogue for 2d. Explain patterns for describing experiences: I
once... / It made me feel... / In the end,... . Supplement feeling adjectives ( upset, hurt,
disappointed ).
2. Practice (20 mins):2c Cloze: Students complete independently. Check answers in groups (Ref:
bad; apologize; dad; careful). Teacher explains the logic for each blank.
2d Discussion:
1. Students check the 2d scenarios they have experienced. Use the I once...
pattern to describe the experience, feelings, and outcome within their group.
2. Each group selects 1-2 representatives to share with the class. Teacher uses
prompt cards to supplement expression (e.g., I was hurt because... In the end, we
talked... ).
3. Teacher and students comment on the shares, focusing on fluency and
accuracy of feelings.
V. Language Points
1. Summary Phrases: clear the air, accept one’s suggestion, be more careful in
future .
2. Patterns for Describing Experiences: Introducing: I once + past tense ; Describing
feelings: It made me feel + adjective ; Stating outcome: In the end,...
VI. Summary (3 mins)
Review the core content of the 2c summary. Recap patterns for describing personal
experiences. Emphasize "sharing experiences and feelings helps us better handle emotions
and resolve conflicts."
VII. Homework
1. Expand the 2c summary into an ~80-word paragraph, adding more dialogue details
(e.g., specific apology words).
2. Write a short paragraph in English describing a personal experience of resolving an
interpersonal conflict. Use at least 3 phrases from this lesson and 2 feeling adjectives.
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Unit 3 Growing Up | Section A (3a-3d)
Lesson Plan 1: 3a-3b - Dialogue Reading & Mind Map Completion
I. Teaching Aims
1. Knowledge Aim: Master vocabulary/phrases: high standards, compare...with..., get
a message across, stressed, pressure ; Understand the usage of the suggestion pattern
How about writing them a letter?
2. Ability Aim: Read and comprehend the Judy-Lily dialogue; Extract Judy's parent-
child communication problems and Lily's opinions/advice; Accurately complete the 3b
mind map.
3. Emotional Aim: Understand common issues of "high expectations and pressure" in
parent-child communication; Learn to express one's own feelings in reasonable ways;
Cultivate a positive communication mindset.II. Teaching Difficulties
1. Master the usage of compare...with... (differentiating context of "comparing A with
B"); Understand get a message across (express ideas clearly).
2. Quickly extract layered information of "problem - opinion - advice" from the dialogue
to complete a logical mind map.
III. Teaching Aids
1. 3a dialogue text courseware, blank 3b mind map template, core vocabulary cards (
high standards, compare ), parent-child communication scene pictures.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Parent-Child Communication Mini-Survey." Teacher asks: "
Do you often talk with your parents about your study? How do you feel when they
compare you with others? " Students answer in simple English or Chinese to activate
topic.
2. Lead in (2 mins): Show a picture of Judy looking upset. Ask: " What’s wrong
with Judy? Why does she look upset? " Guide guesses, introducing the 3a reading task.
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Present core vocabulary/phrases from the dialogue. Teach and explain in
context:
high standards : Judy’s parents have very high standards for her grades.
compare...with... : Her parents often compare her with her cousin Kate.
get a message across : Writing a letter can help Judy get her message
across clearly.
Play dialogue recording. Students repeat line by line to grasp intonation (Judy's
frustration, Lily's concern).
2. Practice (15 mins):
Skimming: Students read quickly to answer: " Why is Judy upset? What
advice does Lily give her? " Check answers (Judy upset due to parental high
standards/comparison; Lily advises writing a letter).
Scanning: Students read again to extract information and complete the 3b
mind map. Check in groups.
Pattern Practice: Students use How about doing...? to imitate giving
suggestions (e.g., How about talking face to face? ). Share in groups.
V. Language Points
1. Key Phrases: compare A with B; get a message across (to sb.); have high
standards (for sth.) .
2. Suggestion Pattern: How about doing sth.? (equivalent to What about doing...?
), used for tentative suggestions.VI. Summary (3 mins)
Review the dialogue core: Judy feels pressure from parental expectations/comparison; Lily
suggests writing. Recap key language points: compare...with..., How about doing...?
VII. Homework
1. Copy five core phrases from the dialogue. Write one sentence for each.
2. Summarize Judy's problem and Lily's advice in ~60 words based on the 3b mind map.
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Lesson Plan 2: 3c-3d - Role-play & Dialogue Creation
I. Teaching Aims
1. Knowledge Aim: Master patterns for expressing pressure/understanding: I’m
feeling a lot of pressure because... / I didn’t realize you were so stressed. ; Imitate
the dialogue tone to perform 3c.
2. Ability Aim: Perform the 3c dialogue through role-play; Create a Judy-parents
communication dialogue based on 3d scenarios, accurately expressing pressure and ideas.
3. Emotional Aim: Learn to sincerely express personal pressure in parent-child
communication; Understand parental expectations; Cultivate a mutually accommodating
communication attitude.
II. Teaching Difficulties
1. Capturing the appropriate tone for role-play (Judy's grievance, parents'
guilt/understanding) to make the dialogue authentic.
2. Creating a logical, complete parent-child dialogue based on 3d scenarios, accurately
expressing pressure and responses.
III. Teaching Aids
1. 3c dialogue audio, role cards (Judy/Mum/Dad/Lily), 3d dialogue creation prompt cards
( pressure from study, compare with others ), multimedia courseware (showing expression
templates).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Role Reading." In pairs, students read the 3a dialogue,
one as Judy, one as Lily. Teacher comments on intonation.
2. Lead in (2 mins): Teacher asks: " If Judy writes a letter to her parents, what will
they say? How will they communicate? " Guide thinking, introducing the 3c-3d role-play
tasks.
Step 2: Presentation and Practice (27 mins)
1. Presentation (7 mins):
Play the 3c dialogue audio. Explain tone技巧: Judy uses a grievance tone when
expressing pressure; parents use a guilty/understanding tone in response.Show the 3d dialogue opening template ( I’m sorry, Judy... / I’m feeling a
lot of pressure because... ). Explain core patterns for expressing pressure and apologizing.
2. Practice (20 mins):
3c Role-play: In pairs, students draw role cards (Judy/parents). Perform the
3c dialogue, imitating the tone. Teacher circulates to guide (add actions: Judy frowns,
parents pat her shoulder).
3d Dialogue Creation: In pairs, one as Judy, one as parents. Using prompt
cards, create a dialogue containing three parts: "parents apologize → Judy expresses
pressure → mutual understanding reached." Groups present.
V. Language Points
1. Expressing Pressure/Emotions: I’m feeling a lot of pressure because...; I didn’t
realize (that) you were so stressed. (object clause); Just talking to you makes me feel
better already! (gerund phrase as subject).
2. Responding/Apologizing: Would you like to talk about it? (initiating
communication).
VI. Summary (3 mins)
Review core patterns for parent-child communication. Praise excellent groups. Emphasize
"sincere expression of feelings and patient listening" are key.
VII. Homework
1. With a family member, record an audio (min. 1 minute) of the 3c dialogue or your
created parent-child dialogue.
2. Write a note in English to your parents expressing your feelings about study/life (e.g.,
pressure, happy things). Min. 5 sentences.
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Unit 3 Growing Up | Section A (4a-4d) "Conjunctions & Stress Management"
Lesson 1: 4a-4b - Conjunctions & Sentence Translation
I. Teaching Aims
1. Knowledge Aim: Master the meaning, usage, and clause types of conjunctions
although, until, so that, if ; Accurately translate sentences containing these conjunctions
to complete 4a.
2. Ability Aim: Use although, until, so that, if correctly based on context to
complete the 4b sentence cloze, improving logical expression.
3. Emotional Aim: Understand the importance of "communication, empathy, apology"
in interpersonal relationships; Cultivate a positive attitude towards social interaction.
II. Teaching Difficulties
1. Distinguish the logical difference between although (concession) and if (condition);
Master the negative shift usage of until ("not... until").2. Accurately judge the logical relationship in context to complete the 4b cloze.
III. Teaching Aids
1. 4a sentence cards (with bolded conjunctions), 4b sentence cloze courseware,
conjunction usage comparison chart, multimedia example display.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Conjunction Guessing Game." Teacher gives sentence
fragments, students guess the conjunction (e.g., "______ it’s raining, we go out." Guess
Although ; "I’ll wait ______ you come." Guess until ). Activates conjunction awareness.
2. Lead in (2 mins): Show a screenshot of 4a sentences. Ask: " These sentences are
about communication. What conjunctions do you see? " Guides focus, introducing the
target conjunctions.
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Explain 4a sentences one by one, analyzing conjunctions in context:
Although you argued, you are still very close friends. – although
introduces concession adverbial clause.
You won’t know how he feels until you talk to him. – until
introduces time adverbial clause, often with negation.
You can write to your parents so that they’ll know how you feel. –
so that introduces purpose adverbial clause.
If you did or said something wrong, you should say sorry. – if
introduces conditional adverbial clause.
Project the "Conjunction Usage Comparison Chart" to summarize core usage.
2. Practice (15 mins):
4a Translation: Students translate independently. Check with a partner.
Teacher explains typical errors (e.g., translation of until with negation).
4b Cloze: Students complete the cloze. Check answers collectively (Ref: 1.
If; 2. Although; 3. so that; 4. If; 5. until). Analyze the logic for each.
Sentence Making: Students create new sentences using each conjunction
(e.g., Although I’m busy, I’ll help you. ). Share in groups. Teacher comments.
V. Language Points
1. Although is not used with but in the same clause. Until has two main usages:
affirmative "action continues until a point" and negative "action doesn't happen until a
point."
2. So that clauses often contain modals like can/will . If often follows the "main
clause future, subordinate clause present" rule.
VI. Summary (3 mins)
Review the four conjunctions: meaning, usage, clause type. Consolidate via "QuickResponse" (e.g., Teacher says "concession," students say although ).
VII. Homework
1. Copy the 4a sentences. Write one new sentence for each using the same conjunction.
2. Use although, until, so that, if to write one sentence each, describing a
communication scene with friends/family.
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Lesson 2: 4c-4d - Stress Management Reading & Extension
I. Teaching Aims
1. Knowledge Aim: Understand methods for "managing stress" ( take a break, share
problems, take care of yourself ); Complete the 4c summary cloze; Master the use of
conjunctions in a text.
2. Ability Aim: Extend the 4d sentences and share ideas; Improve ability to express
"emotional management" in English.
3. Emotional Aim: Learn to apply stress management methods to maintain a positive
mindset; Cultivate self-care awareness.
II. Teaching Difficulties
1. Accurately extract key steps for stress management from the text to complete the 4c
summary cloze.
2. Extend the 4d sentences by combining personal experience and using target
conjunctions, ensuring logical flow and specific content.
III. Teaching Aids
1. 4c text courseware, stress management mind map, 4d sentence extension prompt
cards, self-reflection sheet (stress sources & coping).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Stress Mini-Survey." Ask: " Do you often feel stressed?
What makes you stressed? " Students answer in English/Chinese to activate the "stress
management" topic.
2. Lead in (2 mins): Show the beginning of the 4c text. Ask: " What can we do
when we feel stressed? Let’s read to find out. " Introduces the text.
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Play the text audio. Students follow and read quickly to find three stress
management steps:
1. First: take a break (listen to music, go for a walk)
2. Next: share problems with someone you trust
3. Lastly: take care of yourself (eat healthy, exercise, sleep enough)Analyze conjunction usage in the text (e.g., If you feel stressed... –
condition; ...so that you can feel better. – purpose).
2. Practice (15 mins):
4c Cloze: Students complete the cloze based on the text. Check answers
(Ref: 1. you feel stressed; 2. he/she might not have any advice for you; 3. you talk
about your problems; 4. you can reduce stress). Explain logic.
4d Sentence Extension: Students extend the sentences independently, then
share in groups (Example: If I spend more time studying, I will get better grades... ).
Teacher shows creative examples.
Group Discussion: Students share stress sources and coping methods, using
text expressions (e.g., When I feel stressed, I take a break by drawing pictures so that
I can relax. ).
V. Language Points
1. Stress Management Phrases: take a break from..., shut yourself away, reduce
stress, get plenty of sleep.
2. Comprehensive Use of Conjunctions in Text: if for condition, so that for
purpose, until for time.
VI. Summary (3 mins)
Review the three stress management steps and the use of conjunctions in the
text/extended sentences. Emphasize the importance of "actively coping with stress."
VII. Homework
1. Memorize 3-5 key sentences about stress management from 4c.
2. Write a short passage " How I Manage Stress ." Use at least 3 target conjunctions to
describe your own coping methods (min. 60 words).
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Unit 3 Growing Up | Section B (1a-1e)
Lesson Plan 1: 1a-1b - Emotion Idioms & Story Reading
I. Teaching Aims
1. Knowledge Aim: Master negative emotion idioms: a heavy heart, feel blue, have
a long face, in low spirits ; Positive emotion idioms: a light heart, feel on top of the
world, be all smiles, in high spirits ; Master phrases: let...down, be hard on oneself,
look on the bright side .
2. Ability Aim: Distinguish between positive/negative emotion idioms; Find Matt's
mistake in the basketball game through reading; Extract the core plot of the story.
3. Emotional Aim: Understand that "failure and mistakes are normal"; Begin
cultivating a positive mindset when facing setbacks.
II. Teaching Difficulties1. Understanding the figurative meaning of idioms (e.g., a heavy heart means "feel
sad," not physically heavy); Distinguishing semantic differences between confusing idioms.
2. Quickly locating details of Matt's mistake in the story (pushing a player leading to
free throws); Understanding the connection between plot and emotion.
III. Teaching Aids
1. Emotion idiom flashcards (with expression pictures), 1b story text courseware,
basketball game scene pictures, core phrase cards ( let down, be hard on oneself ).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Idiom-Expression Match." Teacher shows emotion idioms
and corresponding facial expression pictures. Students match quickly (e.g., be all smiles
with smiling face).初步感知 idioms.
2. Lead in (2 mins): Show a picture of Matt looking downcast at a basketball game.
Ask: " How does Matt feel? What might happen to him? " Guide guesses in Chinese,
introducing the 1b reading task.
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Present the 1a idiom list. Explain meanings and categorize positive/negative:
Negative: a heavy heart, feel blue, have a long face, in low spirits.
Positive: a light heart, feel on top of the world, be all smiles, in high
spirits.
Play the 1b story audio. Students repeat line by line. Teacher explains core
phrases: let everybody down, be hard on yourself, look on the bright side .
2. Practice (15 mins):
1a Task: Students independently underline negative idioms. Check in groups.
Teacher supplements other emotion idioms (e.g., hot under the collar, on cloud nine ).
1b Reading: Students read quickly to answer: " What mistake did Matt
make? " Check answer (Matt pushed an opponent, referee gave the other team two
free throws, team missed chance to win).
Close Reading: Reread to circle idioms describing Matt's feelings ( a heavy
heart, have a long face, feel blue ). Discuss in groups "how idioms reflect Matt's mood
change."
V. Language Points
1. Emotion Idiom Usage: Idioms are fixed expressions; learn overall meaning, not
literal. Often used as predicative or adverbial (e.g., Matt entered... with a heavy heart.
).
2. Core Phrases: let sb. down; be hard on oneself; look on the bright side.
VI. Summary (3 mins)
Review positive/negative emotion idioms from 1a. Recap the core plot of 1b (Matt'smistake leads to loss, he feels down). Emphasize idioms make emotional expression more
vivid.初步渗透 "face mistakes positively."
VII. Homework
1. Copy the eight emotion idioms from 1a. Write one sentence for each (e.g., She has
a long face because she failed. ).
2. Summarize the main content of the 1b story in 3-5 sentences, using at least one
emotion idiom.
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Lesson Plan 2: 1c-1e - Story Comprehension & Language Application
I. Teaching Aims
1. Knowledge Aim: Master detailed information from the story; Use the 1a idioms
to complete the 1e replacement exercise; Learn to comfort others using patterns:
Don’t be hard on yourself. / Look on the bright side.
2. Ability Aim: Complete 1c Q&A, 1d table filling, 1e idiom replacement; Perform a
role-play dialogue between Matt and the Coach.
3. Emotional Aim: Learn to comfort friends who made mistakes using positive
language; Cultivate awareness of "teamwork, facing mistakes squarely."
II. Teaching Difficulties
1. Answering questions accurately based on story details; Clarifying the logical
correspondence between "problem-solution."
2. Replacing underlined parts in 1e with story idioms, ensuring semantic match; Naturally
creating a Matt-Coach dialogue that shows comfort and encouragement.
III. Teaching Aids
1. 1c question cards, blank 1d table courseware, 1e idiom replacement worksheet, role
cards (Matt/Coach), comforting pattern prompt cards ( It’s not your fault. / We can
learn from it. ).
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Story Detail Quick-Response." Teacher asks core details
from 1b (e.g., Why did Matt feel blue? ). Students answer quickly to review.
2. Lead in (2 mins): Teacher asks: " Tom comforted Matt. What else might people
say? How would the coach react? " Guide thinking, introducing tasks 1c-1e.
Step 2: Presentation and Practice (27 mins)
1. Presentation (7 mins):
Show 1c questions. Explain answering技巧: locate keywords in the story (e.g.,
How did Tom know...? 对应 Why the long face? ). Extract details.
Analyze the "PROBLEM-SOLUTION" table logic in 1d: left side = Matt'sproblems/feelings, right side = corresponding solutions/others' responses. Need to match
based on story.
Explain the 1e idiom replacement requirement: understand the meaning of
underlined parts, choose synonymous idioms from the story to replace (e.g., had a sad
expression 对应 had a long face ).
2. Practice (20 mins):
1c Q&A: Students answer independently. Check in groups. Teacher explains
tricky points.
1d Table: Students complete the table. Teacher provides answers, explains
the "problem-solution" logic.
1e Replacement: Students complete independently. Check answers. Teacher
explains the basis for each replacement.
Role-play Extension (1e): In pairs, students draw Matt/Coach cards. Using
prompt cards, create a dialogue (e.g., Coach: It’s OK. We can pull together next time.
). Perform.
V. Language Points
1. Detail Comprehension 技巧: Use interrogatives ( how/what/why ) to locate
corresponding information in the story.
2. Idiom Replacement Principle: Ensure consistent meaning before/after replacement
(e.g., disappointing everyone = letting everyone down ).
3. Comfort/Encouragement Patterns: Don’t be hard on yourself. / We can learn
from our mistakes. / If we pull together, we’ll win next time.
VI. Summary (3 mins)
Review core tasks 1c-1e (detail comprehension, logical matching, idiom use, role-play).
Summarize the moral: "face mistakes squarely, teamwork, positivity."
VII. Homework
1. Write out the 1c questions and answers neatly. Each answer should be at least 2
sentences.
2. Create a dialogue between Matt and a friend. Use at least 3 emotion idioms and 2
comforting patterns. Min. 10 lines.
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Unit 3 Growing Up| Vocabulary in Use (2a-2c)
Lesson 1: 2a-2b - Feeling Word Categorization & Part of Speech
I. Teaching Aims
1. Knowledge Aim: Accurately distinguish between "Positive" and "Negative" feeling
words; Master part-of-speech conversion and contextual usage of lonely/loneliness,
shock/shocked, stress/stressed, worry/worried .
2. Ability Aim: Independently complete the 2a word categorization; Use the correctform of words from 2b to complete sentences, improving word differentiation and
contextual application.
3. Emotional Aim: Enhance awareness of one's own and others' feelings through
discussing emotion words; Learn to face negative emotions with a positive mindset.
II. Teaching Difficulties
1. Accurately distinguish confusing feeling words (semantic differences: lonely vs. alone
, shocked vs. shocking ).
2. Skillfully use part-of-speech conversion (noun↔adjective↔verb) to complete sentence
cloze (e.g., stress→stressed, worry→worried ).
III. Teaching Aids
1. Feeling word flashcards (with expression/scene pictures), 2a categorization table
courseware, 2b sentence cloze worksheet, multimedia emotion scene videos.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Guess the Feeling" game. Teacher makes an expression or
describes a scene (e.g., "I feel happy because I got a gift." ). Students guess the
feeling word in English. Activates existing vocabulary.
2. Lead in (2 mins): Show the 2a word list. Ask: "These words are all about
feelings. Can you tell which are positive and which are negative?" Guides preliminary
categorization, introducing 2a task.
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Word Categorization: Present each 2a word with a picture/example
sentence to explain meaning and emotional tendency (e.g., joyful : positive; angry :
negative).
Part-of-Speech Conversion: Use lonely/loneliness as an example: adjective
lonely (describes feeling), noun loneliness (abstract concept). Similarly explain
shock→shocked, stress→stressed, worry→worried .
2. Practice (15 mins):
2a Categorization: Students complete independently. Check in groups.
Teacher shows correct categorization (Positive: joyful, thankful, excited, proud, calm;
Negative: angry, shocked, stressed, worried, hurtful, upset, lonely, afraid, shy). Explains
tricky words.
2b Cloze: Students fill in blanks individually, then discuss in groups. Teacher
checks answers (Ref: 1. lonely; loneliness; 2. shocked; shock; 3. stressed; stress; 4.
worried; worry). Explains part-of-speech rationale for each blank.
Extension Sentence Making: Use words from 2b to make new sentences
(e.g., "She felt stressed before the exam..." ). Share in groups. Teacher comments.
V. Language Points1. Feeling Word Categorization: Establish connection between "emotional tendency"
and vocabulary.
2. Part-of-Speech Rules: Noun→Adjective: loneliness→lonely, shock→shocked,
stress→stressed, worry→worried . -ed adjectives (e.g., shocked ) often describe "a
person's feeling." (This lesson focuses on -ed type).
VI. Summary (3 mins)
Review the "positive/negative feeling word categorization" from 2a. Recap the "part-of-
speech conversion rules" for key words in 2b. Emphasize "using words accurately to
express feelings is key to effective communication."
VII. Homework
1. Copy all words from 2a. Label part of speech and emotional tendency
(Positive/Negative). Write one simple sentence for each word.
2. Memorize the sentences from 2b. Draw a simple sketch for each sentence illustrating
the scene.
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Lesson 2: 2c - Text Word Replacement & Emotion Management
I. Teaching Aims
1. Knowledge Aim: Master the meaning and usage of decision, hurt, anger, relaxed,
bit, negative ; Correctly replace words in the short text with these; Understand methods
of "emotion management."
2. Ability Aim: Independently complete the 2c word replacement; Retell the text in
own words, improving text comprehension and vocabulary application.
3. Emotional Aim: Understand the importance of "controlling anger, managing
emotions"; Learn to use the text's methods to regulate one's own emotions.
II. Teaching Difficulties
1. Accurately judging the meaning of underlined parts in the text and choosing suitable
words for replacement (e.g., correspondence between "get mad at" and "anger,"
"mean things" and "hurt" ).
2. Explaining "methods of emotion management" in one's own words based on the text
content, improving paraphrasing ability.
III. Teaching Aids
1. 2c text "original vs. replaced" comparison courseware, emotion management mind
map, group discussion task cards ("How to manage anger?"), multimedia emotion
management video clip.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Word Quick-Response." Teacher says a word from 2c (e.g.,decision ). Students use it in a short sentence (e.g., "I made a decision..." ). Reviews
vocabulary.
2. Lead in (2 mins): Ask: "How do you feel when you are angry? What do you
usually do to calm down?" Students share "emotion management experiences,"
introducing the 2c text about "anger."
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Core Vocabulary: Present the 2c text. Explain decision (n.), hurt
(v./adj.), anger (n.), relaxed (adj.), bit (n.), negative (adj.). Show usage in context
(e.g., control our anger – noun; replacing mean with hurt ).
Text Structure: Text first discusses "negative effects of anger," then
"emotion management methods (deep breath, walk, etc.)," finally emphasizes "how we
handle anger is up to us."
2. Practice (15 mins):
2c Replacement: Students read and attempt replacement individually, then
discuss in groups. Teacher checks answers and explains semantic basis for each
replacement.
Text Retelling: In groups, use the "replaced text" to retell "how to manage
anger" in their own words. Groups present. Teacher comments on "vocabulary use" and
"logical coherence."
Extension Discussion: Using task card "Which way to manage anger do
you like best? Why?" students discuss and share. Teacher supplements other methods
(e.g., listen to music, keep a diary).
V. Language Points
1. Core Word Usage: anger (n.); hurt (v./adj.); relaxed (adj.); negative (adj.).
2. Emotion Management Expressions: take a deep breath; go for a walk/run; write
about your feelings.
VI. Summary (3 mins)
Review the "word replacement content" of 2c. Recap the "emotion management
methods" from the text. Emphasize "anger is normal, but handle it positively to avoid
hurting self and others."
VII. Homework
1. Memorize the "replaced text" from 2c. Record a 1-minute audio retelling and send it
to the teacher.
2. Write a short passage "How I Manage My Anger," describing your feelings when
angry and how you handle it. Use at least 3 vocabulary words from this lesson.
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Unit 3 Growing Up| Integrated Application (3a-4d)Lesson 1: 3a-3c - Gratitude Theme Reading & Thank-you Letter Writing
I. Teaching Aims
1. Knowledge Aim: Master the structure of a thank-you letter (opening thanks →
body describes help → closing thanks again); Master phrases: take the time to help,
encourage sb., grow confident, pass away and the contextual use of although, until, so
that ; Remember common thank-you letter expressions.
2. Ability Aim: Read Kelly's thank-you letter and extract reasons for gratitude;
Complete the 3b note organization logically; Use the template and prompts to write a
structurally complete, emotionally sincere English thank-you letter.
3. Emotional Aim: Learn to recognize others' help and actively express gratitude;
Cultivate the quality of valuing relationships and being grateful.
II. Teaching Difficulties
1. Precisely extracting the correspondence between "teacher's help" and "reason for
thanks" from Kelly's letter to complete logical 3b notes.
2. Using learned phrases and conjunctions to write a thank-you letter that is both
structurally sound and emotionally sincere, avoiding空洞 content.
III. Teaching Aids
1. Kelly's thank-you letter text courseware, thank-you letter structure diagram, blank 3b
note table, core phrase cards ( encourage sb., grow confident ), thank-you letter writing
template.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Gratitude Mini-Survey." Teacher asks: "Who is the person
you want to thank the most? What did he/she do for you?" Students answer in 1-2
simple English/Chinese sentences to activate the "gratitude" topic.
2. Lead in (2 mins): Show a picture of Kelly's thank-you letter. Ask: "Who is Kelly
writing to? Why do you think she writes this?" Guide guesses, introducing the 3a
reading task.
Step 2: Presentation and Practice (25 mins)
1. Presentation (10 mins):
Text Analysis: Play the letter audio. Students repeat. Teacher explains the
three-part structure:
1. Opening: Direct thanks ( I want to thank you for... ).
2. Body: Two parts of help (academic: made science fun, built confidence;
emotional: listened after grandma's death).
3. Closing: Thanks again,升华 relationship ( not only my teacher but also my
friend ).
Core Language: Show phrase cards. Explain in context: take the time to
help, encourage me, grow more confident . Analyze conjunctions: although, until, sothat .
2. Practice (15 mins):
3a Reading: Students read quickly to answer: "Why is Kelly thankful?"
Check answers.
3b Note-taking: Students结合 the person they want to thank, fill in the 3b
note table (Person→Mom; Problem→math difficulty, exam stress; Help→helps daily,
encourages). Share in groups.
3c Writing: Using the template and prompts ( Thank you for helping me
to... / When I..., you were there to... ), students write their own thank-you letter.
Teacher circulates, focusing on structure and phrase use.
V. Language Points
1. Thank-you Letter Expressions: Opening: I want to thank you for... ; Describing
help: You took the time to... / You encouraged me... ; Emotional: That day will always
remain... / Thank you for being not only... but also...
2. Conjunction Review: although (concession), until (time), so that (purpose)
enhance logic.
3. Core Phrases: pass away (euphemism), talk about feelings, grow confident .
VI. Summary (3 mins)
Review the three-part structure and core expressions of a thank-you letter. Show 1-2
excellent student drafts. Emphasize "including specific帮助 details makes the letter more
sincere."
VII. Homework
1. Revise and polish the 3c thank-you letter (min. 80 words). Use at least 2 conjunctions
and 3 core phrases from this lesson.
2. (Optional) Give the written letter to the person you thanked. Record their reaction
and describe it briefly in English.
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Lesson 2: 4a-4d & Reflecting - Problem Sharing & Solution Project
I. Teaching Aims
1. Knowledge Aim: Master vocabulary for common teenage problems ( too much
stress, poor relationships, school bullying, worries about the future ); Master progressive
patterns for giving advice ( First...Second... / You can/could... ) and the use of although
in problem description.
2. Ability Aim: Complete the project流程: "problem collection → group discussion
→ proposing solutions → class presentation"; Clearly describe problems and give specific,
feasible advice in English.
3. Emotional Aim: Learn to actively share personal problems; Understand the value
of "mutual help in problem-solving"; Cultivate teamwork and empathy.II. Teaching Difficulties
1. Describing personal teenage problems concisely and accurately in English, avoiding混乱
expression.
2. Proposing specific, actionable advice for concrete problems, not vague expressions;
Confidently completing the class presentation.
III. Teaching Aids
1. Blank problem slips, collection box, common teenage problem vocabulary cards,
advice-giving pattern prompt cards ( You could join a club. / First, you should... ),
presentation template.
IV. Teaching Procedures
Step 1: Warming up & Lead in (5 mins)
1. Warming up (3 mins): "Worry Box." Teacher says: "Everyone has worries. Let’s
say one small problem you have, e.g., ‘ I have too much homework stress.’ "
Students take turns stating a small worry in simple English. Activates the "problem
sharing" topic.
2. Lead in (2 mins): Show the textbook's "Common teenage problems" list. Ask:
"Which of these have you met? How do you usually deal with them?" Guide thinking,
introducing the 4a-4d project task.
Step 2: Presentation and Practice (27 mins)
1. Presentation (7 mins):
Project Process: Clarify steps 4a-4d: ① Write problem (anonymously) → ②
Collect problems → ③ Group discussion to suggest advice → ④ Class presentation.
Language Preparation: Show common problem vocabulary cards and advice
patterns ( First, you can... / Second, you could... / If you..., you should... ). Use an
example ( I find it hard to make friends. → You could join a sports club. ) to explain
usage.
2. Practice (20 mins):
4a-4b: Problem Collection: Students write their problem anonymously on a
slip (e.g., I have too much stress from exams. ). Place it in the box. Teacher collects
all slips.
4c: Group Discussion: In groups, students take turns drawing one slip from
the box. Discuss the problem and record advice (requirements: at least 2 specific
suggestions, organized with First...Second... ). Teacher circulates to guide (e.g., for
"difficulty making friends," suggest "join interest club," "say hi first").
4d: Class Presentation: Each group selects a representative. Using the
presentation template ( The problem is... / Here are our suggestions... First... Second... ),
give a 2-minute presentation. Other groups can add suggestions.
Reflecting: Students,结合 the presentations, answer the 4 "Reflecting"
questions in groups. Teacher guides总结 of key points about "emotion management" and
"mutual problem-solving."V. Language Points
1. Expressing Teenage Problems: too much stress, poor relationships, school
bullying, worries about the future. Patterns: I find it hard to... / I’m afraid to... /
Although I want to..., I can’t...
2. Progressive Advice Patterns: Sequence: First... / Second... / What’s more...
Specific: You can join a... club. / You should talk to... / You could try to...
3. Proverb: A problem shared is a problem halved. Reinforces the project's core
meaning.
VI. Summary (3 mins)
Review the project process. Recap core patterns for "describing problems" and "giving
advice." Emphasize "sharing problems is not weakness; helping each other lets us face
difficulties more bravely."
VII. Homework
1. Organize the "problem + advice" from group discussions into a "Teenage Problem-
Solving Tips" handout (English). Include at least 3 problems with corresponding advice.
2. Answer the 4 "Reflecting" questions in English. Write at least 2 sentences per answer,
梳理 your own emotion management methods.
