In the first unit, through an inquiry-based classroomapproach, the students studied the texts Growth in Summer and Anticipation. Akey writing skill they acquired was how to organize an article around a centralidea. By analysing the texts, the children learned how the authors selectedexamples and decided what to elaborate on or summarise to highlight the centraltheme. In class, we conducted short writing practices, such as writing aparagraph focused on the word "warmth," aiming to develop thechildren's ability to establish a central idea, select relevant material, andexpress themselves logically and clearly. This training effectively addressescommon issues like disorganised.

Furthermore, the whole-book reading activity is progressing steadily within the class. We have provided specific guidance on how to take reading notes. This goes beyond merely collecting impressive words and phrases; it's designed to foster deep reading habits, including summarising plotlines, raising questions, and expressing personal opinions. Throughout this process, we simultaneously integrate the cultivation of core reading skills such as information extraction, summarisation, and critical thinking. The goal is to enable the children not just to "read" the books, but to "savour" them, thereby genuinely enhancing their reading comprehension and independent thinking abilities.

The theme explored by the students in the first unit of G7is the common human relationship reflected in the emotions of characters in different cultural scenarios. The students read narrative essays about family affection such as "Autumn Rememberance" and "Strolling", as well as prose poems expressing maternal love like"Golden Flower" and "Lotus Leaf ", and classical Chinese essays about family anecdotes such as" Ode to Snow" and "Chen Taiqiu and His Friends Journey ". They also read the entire collection of essays " Dawn Blossoms Plucked at Dusk ", students can basically analyse the emotions express in the text by cobining cultural scenarios and events.

In this unit, G8 students focus on "News and Communication". In class, they learn textbook texts to master news’ "six elements" and "inverted pyramid structure"; outside the classroom, they use current affairs snippets to understand the full news process from writing to dissemination. The unit aims to help them extract news elements accurately, improve information screening and news writing skills, and develop literacy in identifying news biases and upholding truthful communication. Later, students will practice as "young journalists"—group interviews, writing articles and simulating dissemination—to deepen learning and apply knowledge.