2024-2025學(xué)年仁愛(ài)科普版（2024）七年級(jí)英語(yǔ)上冊(cè)5-6-7教學(xué)設(shè)計(jì)

Unit5DevelopingtheTopic-ReadingforwritingLanguageknowledgeStudentsareabletomasterthevocabularydescribinglocations,suchaslocation,climate,plants,animals,etc.Studentsareabletousesimplepresenttensetodescribethelocation,climate,floraandactivitiesoftheirhometown.Studentscanunderstandandusethewritingskillsofcontrastandcontrol(comparisonandcontrast).LanguageskillsStudentsareabletoreadthetextaboutthehometownintroductionandcompletethecomparisonchart.Studentscanimitatethemodelessayandwriteshortessaysabouttheirhometownandtheirfriend'shometown.EmotionalattitudesandCultivatestudents'lovefortheirEnhancestudents'awarenessoftheprotectionofthenaturalMastertherelevantvocabularyandsentencepatternstodescribeyourhometown.Learntousethewritingskillsofcontrastandcontrast.Howtoorganizethelanguage,tomaketheshorttextstructureclear,logicalandUsepunctuationandspellingwordsTask-basedteachingmethod,situationalteachingmethod,cooperativeLeadin(5Showsomepicturesofyourbeautifulhometown,suchasscenery,characteristicbuildings,localfood,etc.,toarousestudents'interest.Askthestudents:"Whatdoyouthinkofyourhometown?"GuidethestudentstodescribetheirfeelingsabouttheirhometowninsimpleEnglish.Readthetextandcompletethecomparisonchartandchart(10Distributethereadingmaterial"OurhometownYunnan"forstudentstoreadthetextquickly.Guidethestudentstofindouttheinformationaboutthegeographicallocation,climate,animalsandplantsandactivitiesofXishuangbannaandKunminginthetext,andcompletethecomparisonchart.Invitestudentstosharewhattheyfillin,andteacherswillcommentonthemandcorrectthem.Groupactivities,drawingacomparisonchart(5Dividethestudentsintogroupsandselecttwostudentsforeachgrouptodescribetheirhometownandthehometownoftheirfriendsrespectively.Inajointdiscussion,thegroupdrewamapofthetwohometowns,includinglocation,climate,floraandfauna,andactivities.TeachersshallinspecttheteamsandprovidenecessaryhelpandWritinginstruction(5Explainthestructureandkeypointsofthewritingcombinedwiththecomparisonchartsdrawnbythestudents.Start:leadtothetheme,introduceyourselfandyourfriendsfromdifferentSubject:describethespecificsituationofthetwohometownsrespectively,andpayattentiontousethelanguageofcontrastandcontrast.End:Welcomeeveryonetovisit,toexpressyourloveforyourEmphasizethecorrectuseofvocabulary,grammar,punctuation,andDraftshortarticles(5Studentswilldrafttheshortpassageindependentlyaccordingtothecomparisonchartandwritinginstructionsdrawnbythegroup.Teachersremindstudentstopayattentiontotheaccuracyofwritingnormsandlanguageexpression.Modificationandimprovement(5Aftercompletingthefirstdraft,studentswillexchangecompositionswiththeirdeskmateandcorrecteachother.Teachersshouldprovidestandardsandkeypointsforcorrection,suchasvocabularyuse,grammaticalerrors,clearcontrast,etc.StudentsshouldmodifytheirownessaysaccordingtothefeedbackfromtheirFinaldraft(5Studentswillcarefullycopytherevisedessayontheexercisebooktoformthefinaldraft.Teacherscollectthefinaldraftofstudents,evaluateandEvaluationandfeedback(5Selectafewrepresentativecompositions,showandcommentinclass,affirmtheadvantages,andpointouttheshortcomings.Guidestudentstosummarizetheharvestandexperienceofthiswriting,andencouragestudentstoimproveinthefuturewriting.Throughthisteaching,thestudentshavegotacertainexerciseinreadingandwriting.Intheteachingprocess,moreattentionshouldbepaidtoguidingstudentsthinkindependentlyandstudyjointly,andgivefullplaytothemainroleofstudents.Atthesametime,forthestudentswithaweakfoundation,weshouldgivemoreindividualguidanceandhelp,sothateverystudentcanmakeprogressinwriting.Unit5ExploringtheTopic-ReadingstrategiesKnowledgeandskillStudentsareabletounderstandthereadingstrategyofguessingthemeaningthroughpictures.StudentscanusethepicturestoguessthemeaningofthenewProcessandmethodByobservingthepicturesandreadingthetexts,thestudents'observationabilityandreasoningabilityarecultivated.Guidethestudentstousethepicturecluestounderstandthenewwordsinthereadingprocessandimprovetheirreadingcomprehensionability.EmotionalattitudesandvalueStimulatestudents'interestinEnglishreadingandenhancetheirconfidenceinCultivatestudentstobegoodatobservationanduseeffectiveinformationtosolveGuidethestudentstomasterthemethodtoguessthemeaningofwordsbyusingHelpthestudentstounderstandthenewwordsrelatedtothetreesandbambooforestsinthetext.Cultivatestudents'abilitytoflexiblyusepicturestoguessthemeaningofwordsinactualreading.Task-basedteachingmethod,intuitiveteachingLeadin(3Showsomepicturesofvarioustreesandforeststoarousestudents'interestandaskstudents:"Whatcanyouseeinthesepictures?"Guidethestudentstoanswerthetreesandforeststheymaysee,andthusleadstothethemeofthislesson.——Usepicturestoguessthemeaningoftheword.Activity1(7Showquestion1:"Wherecanyouseesomanytrees?"Askthestudentstoobservethepictureandanswer.Guidethestudentstosaythepossibleplaces,suchas"forest","park",etc.Showquestion2:"Doyouthinkthesetreeshaveflowers?"Letthestudentslookatthepictureagain,andansweraccordingtotheirownobservations.Activity2(10Presentthetext:"TherearelotsofpinetreesinDaxing'anling.Theycangrowverytall.TheybloominMayandJuneandtheflowersarered."Letthestudentsreadthetext.Pointouttheunderlinedword"bloom"inthetext,andguidethestudentstoobservethepictureaboveandthinkaboutthemeaningoftheword.Invitethestudentstosharethemeaningofthewordstheyguessthroughthepictures,andtheteacherwillsummarizeandconfirmthem.Activity3(5Showthepicturesofthebambooforest,Andprovidetherelevanttext:"ShunanBambooForestisinYibin,Sichuan.Itisaseaofbamboos.Thereareabout400differentkindsofbamboos.Insummer,thebamboosgrowthickly,andtheforestisallgreen.Peoplecantakethecablecarsandhaveagoodlookatthebeautifulforest."Pointouttheunderlinedword"thickly"inthetext,andaskthestudentstoguessthemeaningofthepicture.Organizestudentstogroupdiscussions,exchangetheirguessresults,andthensendrepresentativesfromeachgrouptoshare.Practiceandconsolidation(5Presentmorepicturesandshorttextcontainingthenewwords,andletthestudentsguessthewordmeaningstrategywiththelearnedpictures,andguessthemeaningofthenewwords.Then,theteacherchecksthestudents'understanding,andmakesthenecessarycorrectionsandexplanations.Summary(5Reviewthemethodsandstepsofusingpictureswithstudents,emphasizingimportanceinreading.Encouragestudentstoactivelyusethisstrategyintheirfuturereadingtoimprovetheirreadingefficiencyandcomprehensionability.Homeworkassignment(5Letthestudentsreadashortpassagerelatedtothenaturallandscapeafterclass,trytousethestrategyofusingthepicturestoguessthemeaningofthewords,andrecordThroughtheteachingofthislesson,studentshaveapreliminaryunderstandingandunderstandingofthereadingstrategyofguessingthemeaningofwordswithpictures,andpracticeandapplicationintheactivities.Intheteachingprocess,withthepicturesastheguidance,stimulatedthestudents'interestandenthusiasm,sothattheycanmoreactivelyparticipateinthelearning.However,therearealsosomedeficienciesintheteaching.Somestudentshavedifficultiesinobservingtheconnectionbetweenthepicturesandunderstandingthetext,leadingtotheinaccuratemeaningoftheguessingwords.Infutureteaching,moreattentionneedstobepaidtoguidingstudentstoobtaineffectiveinformationfrompicturesandcombiningitwithtextcontenttoimprovetheirreasoningandguessingAtthesametime,inthegroupdiscussionsection,thediscussionofindividualgroupsisnotwarmenough,perhapsbecausethetaskallocationisnotclearenoughorthecooperationbetweenthegroupmembersisnottacitenough.Inthefutureteaching,theorganizationandmanagementofgroupactivitiesshouldbefurtheroptimized,soeveryeverystudentcanfullyparticipateinitandgivefullplaytotheadvantagesofgroupcooperativelearning.Inaddition,theevaluationofstudents'feedbackandperformanceisnottimelyandcomprehensiveenough.Inthefollow-upteaching,weshouldpaymoreattentiontotheindividualdifferencesofstudents,givetimelyaffirmationandencouragement,enhancestudents'confidenceinlearning,andpromotetheirall-roundUnit5WrappingUptheTopic-ProjectKnowledge-Studentsareabletounderstandandmasterrelevantwordsaboutnature,suchasrainforest,location,climate,plan,animal,etc.-Studentsareabletousethevocabularyandsentencepatternstodescribethelocation,climate,plantsandanimalsofdifferentnaturallandscapes.Ability-Improvestudents'readingcomprehensionandoralexpressionskillsthroughreadinganddiscussion.-Developstudents'teamworkabilityandinnovativethinking,tobeabletodesignpamphletsaboutnature.Emotional-Stimulatestudents'loveandprotectionawarenessof-Masterofvocabularyandsentencepatternsrelatedto-AbilitytoreadinformationabouttheAmazonrainforestandanswerrelated-HowtoguidestudentstoaccuratelyandfluentlydescribethecontentoftheirowndesignednaturalpamphletsinEnglish.Task-basedteachingmethod,groupcooperativelearningmethod,situationalteachingmethod(I)Leadin(51.Showsomebeautifulpicturesofnaturalscenery,suchasmountains,forests,beaches,etc..Whatcanyouseeinthesepictures?Doyoulikenature?GuidethestudentstoanswerinsimpleEnglish,andthusleadstothetopicofthislesson——Nature.(II)Readingactivity1(10DistributereadingmaterialsabouttheAmazonStudentsshouldreadthematerialsandthenanswerthefollowingtwoWhatcanyoulearnabouttheAmazonWhatotherthingsdoyouknowaboutPleaseanswerthequestions,andtheteacherwillmakecommentsand(Iii)Groupdiscussion(15Dividethestudentsintogroupsof4-5studentsIssueaformtoeachgroup,whichwillreadasLocationClimatePlantsAnimals3.Studentsarerequiredtochooseanaturallandscape,suchasgrassland,desert,lake,etc.,andthendiscussinthegroupandfillintheform.4.TeachersshallinspecteachgroupandgivethemnecessaryguidanceandDesignbooklet(5Eachgroupdesignedabookletontheselectednaturallandscapebasedontheresultsofthediscussion.YoucandrawandwriteonapamphlettoenrichthecontentasmuchasSharinganddisplay(5Eachgroupsentarepresentativetothestagetointroducetheirowngroup-designedbooklettothewholeclass.Studentsfromothergroupslistencarefully,andcanaskquestionsandexpresstheiropinions.(Vi)Summaryandworkassignment(5TheteachersummarizesthislessonandemphasizestheimportanceofprotectingAssignment:Askthestudentstocompletetheirgrouppamphletsafterreturninghome,andwriteashortarticletointroducetheselectednaturallandscape.Inthisteaching,Iguidedthestudentstolearntherelevantknowledgeaboutnaturethroughavarietyofteachingmethodsandactivities,andcultivatedtheirreading,oralexpressionandteamworkability.Thefollowingismyreflectiononthisteaching:Thechoiceofteachingcontentisclosetotheactuallifeofstudents,andcanstimulatestudents'interestinlearning.TheAmazonrainforestandothernaturallandscapesaretopicsofgreatinteresttostudents.Throughlearninganddiscussion,theycanbetterunderstandthemysteriesofnature.Thedesignofteachingactivitiesisrichandvaried,includingreading,discussion,designandpresentation.Theseactivitiesnotonlyallowstudentstousetheknowledgetheyhavelearnedindifferentsituations,butalsodeveloptheirvariousabilities,suchasreadingcomprehension,oralexpression,teamworkandinnovativeIntheteachingprocess,Ipayattentiontoguidingstudentstoindependentlyandjointly,andgivefullplaytothemainroleofstudents.Forexample,inthegroupdiscussionandbookletdesignsession,studentscanactivelyparticipate,communicateandcooperatewitheachothertocompletethetasktogether.notInthereadingactivities,somestudentswithweakfoundationmayhavesomedifficultiesinunderstandingthecontentofthearticle.Inthefutureteaching,Ishouldpaymoreattentiontothesestudentsandgivethemmoreguidanceandhelp,Forexample,explainingsomenewwordsandsentencepatternsinadvance,orexplainingthemintheprocessofreading.Inthegroupdiscussionanddisplay,thetimecontrolwasnotaccurateenough,resultinginsomegroupsdidnothaveenoughtimetoshowtheirworks.Inthefutureteaching,Ishouldarrangemytimemorereasonablytoensurethateachgroupcanenoughenoughopportunitiestoshowtheir3.Intermsofteachingevaluation,itisnotcomprehensiveandtimelyenough.Morespecificcommentsandfeedbackshouldbegiventostudentsinansweringquestionsandgrouppresentationtoencouragestudentstoperformandimprovebetter.Inshort,throughthisteaching,Irealizedtheirownadvantagesanddisadvantages.Inthefutureteaching,Iwillcontinuetoimprovetheteachingmethodsandstrategies,improvethequalityofteaching,sothatstudentscanlearnEnglishinarelaxedhappyatmosphere,improvethecomprehensiveuseofEnglishUnit5WrappingUptheTopic-ReviewKnowledgeStudentscanmasterandusethekeywordsofthisunit,suchas:highland,cow,stone,earth,etc.Studentscanunderstandandusetheusageofcanandcan'tStudentswereabletodescribethenaturalenvironmentandclimaticcharacteristicsofdifferentregions.SkillThroughlisteningtraining,improvestudents'abilitytoobtainkeyThroughthereadingexercises,thestudents'readingcomprehensionandinformationextractionabilityarecultivated.Cultivatestudents'oralexpressionability,andbeabletousetheknowledgeforsimplecommunicationanddiscussion.EmotionalCultivatestudents'lovefornatureandrespectfordifferentregionalStimulatestudents'interestinlearningEnglishandenhancetheirconfidenceinMasteranduseofkeyRelevantexpressionsdescribingthenaturalenvironmentandclimate.Usageofthecanandcan't.CanaccuratelydescribethecharacteristicsofdifferentregionsinEnglish,andcomparethem.UnderstandingandanalysisofthelonganddifficultTask-basedteachingmethod:Byassigningvarioustasks,studentscanlearnandusethelanguageintheprocessofcompletingthetasks.Scenarioteachingmethod:createareallanguageenvironment,letthestudentsfeelandunderstandthelanguageinthesituation.Cooperativelearningmethod:organizestudentstostudytogetheringroupstocultivatestudents'senseofcooperationandcommunicationability.Leadin(5Showsomebeautifulpicturesofnaturalscenery,suchasmountains,plateau,deserts,forests,etc.,andguidethestudentstodescribethesepicturesinEnglish,soastoleadtothethemeofthisunit——Naturalenvironment.Askthestudents:"Whatdoyouknowaboutdifferentnaturalenvironments?"Encouragestudentstosharetheirideasandexperiences.Reviewthevocabulary(5Showthewordcardsrelatedtothenaturalenvironment,suchashighland,cow,stone,earth,etc.,andletthestudentsquicklysaythemeaningofthewords.Conductawordspellingcontest,dividethestudentsintogroups,andeachgroupsendsarepresentativetospellthewordsontheblackboard.Thegroupwiththemostcorrectspellingwins.Listeningexercises(Activity1)(5Playthelisteningmaterials,letthestudentslistencarefullyandfillintheblanksaccordingtowhattheyhaveheard.It'svery andwindyhere.Thereisa stonesonthehighland.Therearemany here.Theearthisyellow, itis

Playthelisteningmaterialagain,andletthestudentschecktheAskstudentsingroupstotalkaboutmoredescriptivewordsandPicturedescription(Activity2)(5Showthepictures,andletthestudentsobserveandcompletethe areverybigandblue.Theyarehometoseaanimalslike arehotanddry,buttheplantstherecan and arehotandwet.Therearemanybigandtall inthem.Thetreesaregreenallyearlong. arehigh.Therearetreesalloverthem. livethere,andtheyfeedonplants,fishandsmallanimals.Invitestudentstosharetheiranswers,andevaluateandgivefeedbackonstudents'performance.grammartax(usageofcanandcan't)(10GuidethestudentstoreadthetextofActivity3andfindoutthesentencescontainingcanandcan't. seemountainsallovertheManypeopleliketoclimbmountainsbecausemountain-climbing themhealthy. alsodomanyfunthingsinmountains,likehikingandpicnicking.Butwe makeanyfireinmountains.Therearealsomanymountainsunderthesea,but seeExplaintheusageandmeaningofcanandThecanmeans"can;can",usedtoindicatecapability,license,orThecan'tisthenegativeformofthecan,meaning"no;nono",usedtoindicatetheabilityorpossibilityofprohibitionornegation.Givesomeexamplesentences,andletthestudentsimitatethesentences,andconsolidatetheusageofcanandcan't.ReadingandDiscussion(Activity4)(5Letthestudentsreadthetext,understandthedifferencesbetweennorthernandsouthernChina,andcompletetheform.DividethestudentsintogroupsandaskthemtodiscussmorebetweennorthernandsouthernChina,suchasculture,customs,Onerepresentativeofeachgroupwillreportbackandsharetheresultsofthegroupdiscussion.Summaryandexpansion(5Summarizethekeycontentofthisunit,includingvocabulary,grammarandLetthestudentswriteashortarticledescribingthenaturalenvironmentandclimatecharacteristicsoftheirhometown.Letthestudentsconsulttheinformationtolearnmoreaboutthenaturalenvironmentandculturaldifferencesofdifferentcountriesorregions.Throughtheteachingofthisunit,studentshaveimprovedinvocabulary,grammarandreadingcomprehension.Intheteachingprocess,weshouldpayattentiontothecreationofareallanguageenvironment,andletthestudentsusethelanguageintheactualsituation.Atthesametime,weshouldstrengthenthestudents'listeningandoralEnglishtraining,andimprovethestudents'comprehensivelanguageuseability.Inthefutureteaching,itisnecessarytopaymoreattentiontotheindividualdifferencesofstudents,andadoptstratifiedteachingandindividualtutoringmethodstomeetthelearningneedsofdifferentUnit5WrappingUptheTopic-Review學(xué)生能夠掌握并運(yùn)用本單元的重點(diǎn)詞匯，如：highland,cowstonecancan't的用法。cancan't（一）導(dǎo)入（5分鐘提問(wèn)學(xué)生：“Whatdoyouknowaboutdifferentnaturalenvironments?”鼓勵(lì)學(xué)（二）復(fù)習(xí)詞匯（5分鐘highland,cowstoneearth等，讓學(xué)（三）聽(tīng)力練習(xí)（Activity1）（5分鐘It'svery andwindyhere.Thereisa stonesonthehighland.Therearemany here.Theearthisyellow, itis

（四）圖片描述（Activity2）（5分鐘 areverybigandblue.Theyarehometoseaanimalslike arehotanddry,buttheplantstherecan and arehotandwet.Therearemanybigandtall inthem.Thetreesaregreenallyearlong. arehigh.Therearetreesalloverthem. livethere,andtheyfeedonplants,fishandsmallanimals.（五）語(yǔ)法講解（cancan't的用法）（10分鐘Activity3的文本，找出含有can和can't seemountainsallovertheManypeopleliketoclimbmountainsbecausemountain-climbing themhealthy. alsodomanyfunthingsinmountains,likehikingandpicnicking.Butwe makeanyfireinmountains.Therearealsomanymountainsunderthesea,but seecancan'tcan表示“能夠；可以”can'tcan的否定形式，表示“不能；不可以”，用于表示禁止、否定的cancan't（六）閱讀與討論（Activity4）（5分鐘（七）總結(jié)與拓展（5分鐘Unit6ExploringtheTopic-ThemeReading學(xué)生能夠正確理解和運(yùn)用與春節(jié)相關(guān)的詞匯和短語(yǔ)，如：SpringFestival,havingabigmeal,watchingtheSpringFestivalTVshowgettingluckymoneyputtingupSpringFestivalcouplets等。1.提問(wèn)學(xué)生：Whatcanyouseeinthevideo?Doyouknowwhatfestivalitis?引導(dǎo)學(xué)生回答：It'stheSpringFestival.arethese?引導(dǎo)學(xué)生用英語(yǔ)說(shuō)出相應(yīng)的詞匯。展示活動(dòng)1呈現(xiàn)與圖片對(duì)應(yīng)的詞匯：havingabigmeal,watchingtheSpringFestivalTVshowgettingluckymoneyputtingupSpringFestivalcouplets等，帶領(lǐng)學(xué)生學(xué)習(xí)發(fā)提問(wèn)學(xué)生：WhatdoyouusuallydoduringtheSpringFestival?讓學(xué)生自由發(fā)介紹閱讀任務(wù)：TodaywearegoingtoreadatextaboutcelebratingtheSpringFestival.Let'sseewhatactivitiesthefamilyisdoing.（四）閱讀2的任務(wù)：ReadthetextandWhatIread:Thetextisaboutthefamily'scelebrationsonthelastdayoftheChineselunaryear.WhatIknow:IknowsometraditionalactivitiesduringtheSpringNowIunderstand:IunderstandhowpeoplecelebratetheSpringFestivalandthemeaningoffamilyreunion.3的任務(wù)：Readthetextagainandmark(True)orFThetextisaboutthecelebrationsduringthelongSpringFestival.(F)TheChineseNewYearisonthefirstdayofeveryyear.(F)Theauthorhasabigfamily.Someoftheauthor'scousinscan'tgetluckymoney.4的任務(wù)：Completetheplotchartaccordingtothetext.Beginning:It'sthelastdayoftheChineselunaryear.FatherisputtinguptheSpringFestivalcouplets.Middle:Motherismakingsomedeliciousdisheswithmyaunts.Wearehavingabigmeal.Grandparentsgiveluckymoneytothechildren.End:TheTVshowfortheSpringFestivalcomes.AlltheChinesearoundtheworldwatchtheshowandwelcometheChineseNewYeartogether.（五）小組討論（Group學(xué)生分組進(jìn)行活動(dòng)5DoyouthinktheSpringFestivalisaholidayoffamilytime?Why?WhatdoyoulikebestabouttheSpringFestival?（六）語(yǔ)言點(diǎn)講解（Language講解文本中的重點(diǎn)句型和語(yǔ)法，如現(xiàn)在進(jìn)行時(shí)的用法：Look,myfatherisputtinguptheSpringFestivalcouplets.結(jié)構(gòu)：beam/is/are)+2.講解一些重點(diǎn)詞匯的用法，如：luckymoney（紅包），SpringFestival（七）寫作練習(xí)（Writing提供一些寫作提示，如：WhatactivitiesdoyoudoWhodoyoucelebratewith?Howdoyoufeel?（八）總結(jié)（九）作業(yè)布置Unit6ExploringtheTopic-ReadingStrategiesKnowledgeStudentscanunderstandtheintroductionofConfuciusinthetextandthecontentrelatedtoTeachers'Day.Masterthekeywordsandsentencepatterns,suchas:thinker,teacher,makeconnections,etc.AbilityCultivatestudents'abilitytousethereadingstrategy"Makingconnections"forreadingcomprehension.Improvestudents'languageexpressionability,andbeabletodescribetheirownunderstandingandideasinEnglish.EmotionalLetstudentsunderstandthegreatthinkersandteachersinChinesehistoryandculture,andcultivaterespectandappreciationoftraditionalculture.Guidestudentstobegratefultoteachers,andcultivatetheemotionofrespectforUnderstandthetextcontent,masterthekeyvocabularyandsentencepatterns.Learnhowtousethe"Makingconnections"readingstrategy.Howtoguidestudentstoeffectivelyconnecttheirknowledge,andaccuratelyexpresstheirownunderstanding.1.Task-basedteachingmethod:Bysettingdifferenttasks,studentscanlearnanduseknowledgeintheprocessofcompletingthetasks.Scenarioteachingmethod:createrelevantsituationstohelpstudentsbetterunderstandandusethelanguage.Interactiveteachingmethod:encouragestudentstoactivelyparticipateinclassdiscussionandcommunication,andimprovetheirlearningenthusiasm.(I)Leadin(5ShowapictureofConfuciusandaskthestudents:"Doyouknowwhothispersonis?"Guidethestudentstoanswer"Confucius".Confucius:"ConfuciuswasaveryfamousthinkerandteacherinChinesehistory.Today,let'slearnmoreabouthimandexplorethetopicofteachers."Beforereading(5Presentthereadingstrategy"Makingconnections"toexplainitsmeaning:"Whenweread,wecanmakeconnectionsbetweenwhatwereadandwhatwealreadyknow.Thiscanhelpusunderstandthetextbetterandrememberitwell."Giveanexample:"Forexample,whenIreadaboutadog,Icanthinkofmyownpetdogathome.That'smakingaconnection."Firstreading(8StudentsshouldreadthetextofActivity1quicklytounderstandthemainFillintheblanksarecompleted:WhatIread:ConfuciusisagreatWhatIknow:Ialsoknowanothergreatthinker,.NowIunderstand:Thinkersteachpeoplehowtolookattheworld.Guidethestudentstothinkandanswer,itcanbe"Plato","Aristotle"andotherfamousthinkers.DiscusswiththestudentshowtobetterunderstandtheroleofthinkersthroughthisSecondreading(71.StudentsreadthetextagainandcompletetheblanksinActivity2:WhatIConfuciusisalsoaWhatIknow:Ialsoknowanothergreatteacher,_.NowIunderstand:Goodteachers_.Organizestudentstocommunicatewithexcellentteacherstheyknowandsharetheirstrengths.Thirdreading(5StudentsshouldreadthetextoftheActivityFillintheblankscompleted:WhatIread:September10thisTeachers’DayinChina.Onthisday,studentsthanktheirteachersinmanyways.WhatIknow: NowIunderstand: EncouragestudentstosharewhattheydidfortheirteachersonTeachers'AfterGroupdiscussion(5DividethestudentsintosmallgroupstodiscussthefollowingWhatdoyouthinkaretheimportantqualitiesofagoodthinkerandagoodteacher?Howcanweshowourgratitudetoourteacherseveryday?OnerepresentativefromeachgroupwasselectedtoreportWritingexercises(5Askthestudentstowriteashortessayintroducingarespectedteacher,theadvantagesoftheteacherandtheirinfluenceonthemselves,requiringtheuseofthe"Makingconnections"strategy.(V)Summaryandhomeworkassignment(5Summarizethekeycontentsofthislesson,includingtheintroductionofConfucius,thereadingstrategy"Makingconnections"andthegratitudetotheteachers.HomeworkReviewthevocabularyandsentencepatternsinthisReadanarticleaboutotherhistoricalfiguresandusethestrategiesof"Makingconnections"tounderstandanddocument.Throughtheteachingofthislesson,studentshaveapreliminaryunderstandingandapplicationofthereadingstrategy"Makingconnections",andcantaketheinitiativetoconnectthenewknowledgewiththeexistingknowledgeintheprocessofreading,andimprovetheirreadingcomprehensionability.Intheteachingprocess,studentsshouldbegivenmoretimetothinkanddiscuss,andgivefullplaytotheirsubjectiveinitiative.Atthesametime,itcanalsofurtherexpandtherelevantculturalknowledgeandenrichtheteachingcontent.Unit6ExploringtheTopic-ThemeReadingLanguageknowledgeStudentscancorrectlyunderstandandusethewordsandphrasesrelatedtotheSpringFestival,suchas:SpringFestival,havingabigmeal,watchingtheSpringFestivalTVshow,gettingluckymoney,puttingupSpringFestivalcouplets,etc.Studentsareabletounderstandandusethepresentcontinuoustensetodescribetheongoingaction.LanguageskillsStudentswereabletoreadthetextforthemaininformationabouttheStudentscanusethelanguageknowledgeandinformationtomakeoralandwrittenexpression,anddescribetheirfeelingsandexperiencesoftheSpringFestival.EmotionalattitudesandStudentscanunderstandandfeeltheculturalconnotationoftheSpringFestival,andenhancetheirloveandidentityoftraditionalChineseculture.Cultivatestudents'teamspiritandtheattitudeofactiveparticipationinclassroomMasterthewordsandphrasesrelatedtotheSpringUnderstandandcorrectlyusethepresentcontinuoustensetodescribetheSpringFestivalcelebrations.Howtoguidestudentstounderstandtheculturalconnotationofthetext,andtocarryoutsimpleculturalcommunicationinEnglish.HowtoletstudentsflexiblyusethelanguageknowledgeintheactualeffectiveoralandwrittenTask-basedteachingBydesigningvarioustasks,suchasmatching,fillingintheblanks,andjudgingrightandwrong,studentscanlearnanduselanguageknowledgeintheprocessofcompletingthetasks.ScenarioteachingCreatethesceneoftheSpringFestival,letthestudentsfeelandlearnthelanguageintherealcontext.CooperativelearningOrganizestudentstoconductgroupcooperativestudy,completethediscussionandcommunicationtaskstogether,andcultivatestudents'cooperativeabilityandlanguageexpressionability.PlayavideoabouttheSpringFestivaltoshowthelivelysceneoftheSpringFestival,suchassettingofffirecrackers,pastingcoupletsandhavingNewYear'sEveAskthestudents:Whatcanyouseeinthevideo?Doyouknowwhatfestivalitis?Leadthestudentstoanswer:It'stheSpringFestival.ShowsomepicturesrelatedtotheSpringFestival,suchasredenvelopes,SpringFestivalcouplets,NewYear'sEvedinner,etc.Askthestudents:Whatarethese?Guidethestudentstospeakthecorrespondingwordsin（二）VocabularyShowthepicturesinactivity1.LetthestudentsobservethepicturesandguesstheSpringFestivalactivitiesrepresentedbythepictures.Presentthewordscorrespondingtothepicture:havingabigmeal,watchingtheSpringFestivalTVshow,gettingluckymoney,puttingupSpringFestivalcoupl