资源简介

Section A　What great books have you read
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Focused on “books and book reports”, this lesson first explores classic books through activities like listening to dialogues to categorize books, complete sentences and discuss the types of novels to improve listening and speaking skills. Then it clarifies book report elements, involves listening to reports to match book choices, complete notes, and finally has students give short book reports to develop reading and writing abilities.
Why: This lesson guides students to review and share great books, understand genres like Adventure, Fantasy, Mystery and Science Fiction; through listening to dialogues, it boosts listening, speaking and literary communication skills, sparking reading interest and exploration of diverse genres. What's more, it helps students learn to write book reports, master core elements; by analysing others' reports, it enhances reading comprehension, information extraction and summarization skills, encourages expressing views on books, and cultivates literary appreciation and writing skills.
How: The question “Have you read or heard of these books ” prompts students to share book knowledge. Listening tasks like categorizing books and completing sentences through dialogues train their information-gathering ability. Dialogue examples about types of books, along with having students choose their favourite books to give book reports and related sample expressions, guide them in oral communication and written expression. Simple tenses like the simple present tense and the present perfect tense are used, fitting the English proficiency of the junior high school and facilitating understanding and use.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.grasp book-related vocabulary and sentences to talk about books and types of books;
2.understand diverse literary works to appreciate cultural diversity;
3.improve autonomous and cooperative learning through activities like dialogues and discussions, and use strategies to enhance English skills.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp book-related vocabulary and sentences to talk about books and types of books. Step 1　Lead-in Look and say. —Have you ever read this book —Yes, I have. It's 　　　　　. … Step 2　Work on 1a Have you read or heard of these books Share what you know about them. Observe whether students can identify books, respond actively and share relevant knowledge, and judge whether book-related knowledge is aroused.
Purpose To activate students' prior knowledge of books, introduce the topic “great books you've read” quickly, and create a communicative atmosphere for subsequent learning to arouse interest.
2.To understand diverse literary works to appreciate cultural diversity. Step 3　Listening 1.Work on 1b. Listen to three conversations. Write the letter for each book from 1a on the correct shelf. ◎Key: Adventure: F　Fantasy: A、B Mystery: D　Science Fiction: C、E 2.Work on 1c. Listen again and complete the sentences. ◎Key: 1.main character　2.the earth 3.all　4.book report　5.countries 3.Work on 1d. Talk about the types of novels you have read. A: Have you ever read a science fiction novel B: Yes, I have.I've read…/No, I haven't. A: How did you find it /Have you heard of… Check the accuracy of book classification in 1b and sentence completion in 1c to judge the effect of listening comprehension. Observe students' interaction and fluency of expression during pair discussions in 1d to evaluate their oral communication ability.
Purpose Through listening to conversations and pair practice, to improve students' listening comprehension ability, strengthen their understanding of different novel genres and related books, and practise their oral expression skills in talking about reading experiences in English.
3.To improve autonomous and cooperative learning through activities like dialogues and discussions, and use strategies to enhance English skills. Step 4　Work on 2a. What do you need to mention in a book report Tick the items in the list. ◎Possible Key: character(s);events in the story; type of novel; main subject(s) of the book; book title; writer(s); your opinion Step 5　Listening 1.Work on 2b. Listen to two students' book reports. Match each student with the reason for his or her book choice. ◎Key: 2.Work on 2c. Listen again. Complete the notes for the two students' book reports. ◎Key: Zhong Yi's report: 100 years; Zhuge Liang; Chinese Linda's report: social; bad people; better; London 3.Present their book reports. Step 6　Production Work on 2d. Choose a book you like. Give a short book report. Example: Have you ever read Harry Potter and the Philosopher's Stone It's my favourite book by J.K. Rowling. In this story, the main character is Harry Potter. He is a young wizard who discovers he is a wizard and goes to Hogwarts School of Witchcraft and Wizardry. There, he makes friends, learns magic, and faces the evil Lord Voldemort. Step 7　Language points(详见课件资源) Check students' accuracy in selecting book report elements to see if they grasp core points. Judge students' language ability by completing the notes in report presentations. Based on the checklist, assess their oral expression, on-site presentation, and comprehensive language application abilities.
Purpose To clarify the elements of book reports to build a knowledge framework for subsequent writing. To enhance listening comprehension, consolidate knowledge of book report elements, and practise retelling the book content in English through listening to and presenting book reports. Have students write short book reports on their favourite books, integrating relevant knowledge to improve English written expression.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Introduce your favourite book. 3.Extended homework: Choose a book you have read, make a “Book Exchange Card”, and recommend a piece of trivia related to the theme of the book.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(3a-3d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson centres on Alice's Adventures in Wonderland for sharing reading experiences. 3a is a dialogue about the book; 3b is a table to complete with dialogue information; 3c is listening to and role-playing the dialogue; 3d is talking with a partner about a mutually-read book and sharing details.
Why: To guide students to share reading experiences; spark interest in reading—especially classic fantasy works; familiarize them by using grammar like the present perfect tense and infinitives in communication, boost comprehensive language ability; cultivate literary appreciation by helping students feel literary imagination and charm through plot sharing.
How: A two-person dialogue. Fu Xing starts by introducing the book she has read, shares basic information and favourite parts; Peter responds appropriately. The book-focused communication is logically clear. First-person narration is used to express experiences and feelings, with colloquial expressions (e.g. I guess you really love this book!) and grammatical structures like the present perfect tense, making it natural and consistent with English usage.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.grasp and use sentence patterns like “Have you …” and “What do you know about… ” to talk about books and movies;
2.learn about Alice's Adventures in Wonderland to appreciate fantasy literature and the theme of growth;
3.simulate a conversation and complete the book sharing.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To grasp and use sentence patterns like “Have you…” and “What do you know about… ” to talk about books and movies. Step 1　Before reading Q&A T: What's the name of this book S: … T: Have you ever read it S: … T: What do you know about the book S: … Observe if students activate relevant background knowledge, spark reading interest and participate actively through this Q&A.
Purpose To activate students' background knowledge of Alice's Adventures in Wonderland, arouse reading interest, and clarify the reading theme.
2.To learn about Alice's Adventures in Wonderland to appreciate fantasy literature and the theme of growth. Step 2　While reading 1.Work on 3a. Read the conversation. Who has read the book ◎Key: Fu Xing has read the book. 2.What information of the book can you get in this conversation ◎Key: The name, the writer, the type, the subject and the favourite part of the book. 3.Work on plete the table with the information from the conversation. Alice's Adventures in WonderlandWriterType of novelMain characterMain subjectLewis Carrolla fantasy classicAlicea girl who gets lost in a magical worldFavourite part·Alice finds a 　tiny door　. ·Alice drinks from a 　bottle　 and grows 　smaller　. ·Alice realizes she has forgotten the 　key　 on a table, but she cannot 　reach　 it because she has grown too small. ·Alice eats a 　magic cake　 and grows 　bigger　.
4.Work on 3c. Listen to the conversation. Then role-play it. Judge students' comprehensive training in reading, writing, listening and speaking abilities, and their in-depth grasp of text information and language knowledge through their performance.
Purpose To guide students to extract key information about Alice's Adventures in Wonderland from the dialogue, sort out book elements through tasks like reading the dialogue, completing the table and role-playing; meanwhile, enhance their language abilities in listening, speaking, reading and role-playing.
3.To simulate a conversation and complete the book sharing. Step 3　Post-reading Work on 3d. Talk with a partner about a book you have both read. Share what you know about it. A: Have you ever read… B: Yes, I have. It's a fun story, isn't it A: Yes! Do you remember… /What's your favourite part Step 4　Language points(详见课件资源) Step 5　Exercises(详见课件资源) By observing students' performance,judge whether they can skillfully use target language for communication.
Purpose To have students communicate with peers about mutually-read books, using learned language structures, so as to improve their oral expression and practical communication abilities.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Write a short passage about your favourite book with the title “My Favourite Book”. 3.Extended homework: Choose an interesting plot from Alice's Adventures in Wonderland, create an illustration, and introduce it in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson covers learning the present perfect tense through exercises. 4a requires students to underline the present perfect forms of the verbs.In 4b, students need to complete the conversations with ever, never, just, already or yet. Students need to complete the passage with the simple past or present perfect forms of the verbs in brackets in 4c. And 4d requires students to interview their classmates and find out who has done the listed activities. All revolve around the form, usage, and application of the present perfect tense in conversations, passages, and real communication.
Why: It aims to help students master the present perfect tense and understand its uses: expressing the impact or the result of past actions on the present, and actions or states that started in the past and have continued to now. Through diverse exercises, it comprehensively improves students' ability to use the tense—from knowledge input to skill output, cultivates English grammar application and practical communication skills, and lays the foundation for accurate and fluent English expression.
How: Following grammar learning logic—from examples to dialogue exercises, passage exercises, and finally interviews—we progress from easy to difficult, knowledge to practice.Concise instructions guide the exercises; the content is suitable for daily communication and passage scenarios, aiding students in perceiving and using the present perfect tense in specific contexts.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify the present perfect tense in sentences and understand its basic structure;
2.use the present perfect tense with the adverbs (already, yet, never, ever, just) correctly in simple conversations;
3.apply the present perfect tense to talk about reading experiences and connect it with the theme “A Good Read”.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify the present perfect tense in sentences and understand its basic structure. Step 1　Lead-in Play a song with the lyrics full of the sentences in the present perfect tense. Ask students to fill in the blanks.(详见课件资源) Then lead into the present perfect tense. Step 2　Presentation 1.What is the present perfect tense ①An action or state that happened in the past and has an impact or result on the present. 表示过去发生的动作或状态对现在造成的影响或结果。 常与already(已经),yet(已经),just(刚刚),ever(曾经)等词连用。 Judge students' initial perception of the present perfect tense form by observing their accuracy in filling in song lyrics.
②An action that started in the past, has continued up to now, and may go on. 表示过去发生的动作持续到现在,并有可能继续下去。 2.The structure of the present perfect tense: have/has done(过去分词) ①have/has 是助动词,主语是第三人称单数时用has。 ②done 是动词的过去分词,不是过去式。 过去分词的构成: ①一般情况在动词后直接加ed ②以不发音字母e结尾的动词,直接加d ③以“辅音字母+y”结尾的动词,变y为i再加ed ④重读闭音节词尾只有一个辅音字母的动词,双写最后这个辅音字母再加ed 3.Game time (to practise the form).(详见课件资源) Assess students' mastery of the present perfect tense structure and past participles by observing their performance in structural exercises and games.
Purpose To stimulate students' interest in learning and helps them gain an initial perception of the tense. Then, explain its definition and structure, and supplement with games to consolidate past participles, assisting students in understanding and mastering the present perfect tense.
2.To use the present perfect tense with the adverbs (already, yet, never, ever, just) correctly in simple conversations. Step 3　Practice 1.Work on 4a. Read the sentences and underline the present perfect forms of the verbs. Pay attention to the meanings of the bold words. 常与 just, already, yet, ever, never, before so far 等连用。 注意:变否定句和疑问句时,需要把already 变为 yet。 2.Work on plete the conversations with ever, never, just, already, or yet. ◎Key: 1.ever; never; already　 2.yet; already　3.never; just Based on the students' completion of the exercises, assess their mastery of the target language.
3.Work on 4c. Complete the passage with the simple past or present perfect forms of the verbs in brackets. ◎Key: Have; tried; decided; began; have; read; have taught; have allowed; knew; realized
Purpose To consolidate students' ability to identify the form of the present perfect tense, its collocations with adverbs of time, and to distinguish and use it from the simple past tense—sentences, dialogues and discourse contexts—thus improving their comprehensive ability to apply the present perfect tense.
3.To apply the present perfect tense to talk about reading experiences and connect it with the theme “A Good Read”. Step 4　Production Work on 4d. Interview your classmates and find out who has done these activities. ·read all four Chinese literary classics ·watched a movie based on a novel ·… Step 5　Presentation Present your interview and give a report in class. Step 6　Language points(详见课件资源) Assess whether students meet the standards for practical application of the present perfect tense by observing their language use during interviews and their performance during presentations.
Purpose To let students apply the present perfect tense in real-life communication scenarios, enhancing their practical language application ability while building their confidence and improving oral expression skills.
Homework 1.Basic homework: Write 5 sentences about your favourite book using already, yet, ever, never and just. 2.Practical homework: Write a short paragraph titled “My Reading Journey” using the present perfect tense to share your reading experiences. 3.Extended homework: Try to make a vlog about your favourite book.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section A　What great books have you read
导入一:图片讨论导入
Show several pictures of different books. Then ask students, “Which of these books have you read or heard of What do you know about them What kind of books do you usually read in your free time ” Invite some students to share their ideas, leading into the topic of great books we read.
导入二:快速问答导入
Ask students these quick questions one by one, “Do you like reading What was the last book you read Did you enjoy it Why or why not ” After getting a few students' responses, say, “Today, we're going to talk about great books, why we should read them, and share our reading experiences.”
导入三:故事分享导入
Share your own reading experience: “Last month, I read Harry Potter and the Philosopher's Stone. It's a fantasy novel, and I love the magical world in it. Now, I want to ask you, ‘What great book have you read and really enjoyed Tell us a little about it.’” Then call on students to share their stories, leading into the topic of great books.
导入四:分类游戏导入
Prepare cards with book titles and their types (e.g. “The Time Machine—Science Fiction”, “The Final Problem—Mystery”). Distribute the cards to students and ask them to categorize the books into groups like Adventure, Fantasy, Mystery and Science Fiction. After the game, ask, “How did you categorize these books What types of books do you prefer Let's discuss great books and their types today.”
导入五:情景模拟导入
Ask students to imagine: “You're in a library and looking for a book to read. What kind of book would you choose Why ” Invite 2—3 students to act out the scene of choosing a book and explaining their choices to a “librarian” (another student). Then say, “Today, we'll talk about different great books and why people love reading them.”
导入六:名言导入
Show the quote: “A book is a gift you can open again and again.” Then ask students, “What do you think this quote means Do you agree Why is reading important ” After a short discussion, say, “Let's start today's lesson about great books and why we should read them.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　For 1a-1d: Book Category Speed Match(书籍类别快速匹配)
开展方式:把学生分成几个小组,每组发 1a 里的书籍图片卡和“Adventure”“Fantasy”等类别卡。给学生2分钟的时间,让他们快速将书籍卡匹配到对应类别。之后每组展示结果,老师提问匹配理由(如:“Why is Journey to the West a fantasy novel ”)。最后让学生用1d中的句型交流读过的书籍类型。
A: Have you ever read a fantasy novel
B: Yes, I have. I've read Harry Potter.
A: How did you like it
B: It's really interesting. Have you heard of it
活动二　For 2a-2d: Book Report Treasure Hunt(读书报告寻宝)
开展方式:老师在教室藏好写有“character(s)”“book title”等读书报告要素的卡片,学生分组“寻宝”后,讨论各要素的重要性。接着听2b的音频,完成2c的表格。之后每组选一本书,参照表格做读书报告并展示。
Example(关于 Oliver Twist):
Title: Oliver Twist
Writer: Charles Dickens
Type of novel: a classic novel
Events in the story: A young boy is forced to steal things. In the end, the thieves are punished, and the boy has a better life.
活动三　For 3a-3d: Role-Play&Book Quiz(角色扮演与书籍小测验)
开展方式:学生分组朗读3a的对话并角色扮演。之后老师出小测验题(如“Who wrote Alice's Adventures in Wonderland ”),小组抢答。最后让学生用3d中的句型两人一组讨论共同读过的书。
A: Have you ever read The Three-Body Problem
B: Yes, I have. It's a science fiction story, isn't it
A: Yes! Do you remember the part where…
B: Yes, that's my favourite part too. It's so amazing.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A 1b and 1c)
Conversation 1
(　　)1.Which book has Peter picked for his report
A.The Time Machine.　 B.The Final Problem.　　 C.The Three-Body Problem.
(　　)2.What is The Three-Body Problem about
A.Aliens planning to attack the earth.
B.A detective solving mysteries.
C.A journey around the world.
Conversation 2
(　　)3.What kind of novels does Yaming love
A.Mystery novels. B.Science fiction novels. C.Fantasy novels.
(　　)4.Which book has Yaming just chosen for his book report
A.Harry Potter and the Philosopher's Stone.
B.Journey to the West.
C.Around the World in Eighty Days.
Conversation 3
(　　)5.How many times has Adam read Around the World in Eighty Days
A.Once. B.Twice. C.Three times.
(　　)6.Where has Chen Jie borrowed Around the World in Eighty Days from
A.The library. B.The bookstore. 　 C.Her friend.
◎Key: 1.B　2.A　3.C　4.B　5.B　6.A
听录音,回答下列问题。(听力原文: Section A 2b and 2c)
1.Which book has Zhong Yi chosen for his book report

2.What type of novel does Zhong Yi love

3.Who wrote Oliver Twist

4.How many times has Linda read Oliver Twist

5.Why does Linda like Oliver

6.(开放题)What classic novel would you like to read and why

◎Key: 1.The Romance of the Three Kingdoms.
2.Historical fiction novels.
3.Charles Dickens.
4.Twice.
5.Because he's always kind to others, even when things are tough.
6.I'd like to read Journey to the West because its stories are full of imagination.(答案不唯一,合理即可)
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　观察及探究
(一)现在完成时与ever, never的用法
【观察】
—Have you ever decided on a book for your report 你决定好写报告的书了吗
—Yes, I have./No, I haven't.是的,我决定好了。/不,我没有。
【探究】
在现在完成时的一般疑问句中,ever表示“曾经”,用于询问过去是否有过某种经历;在否定句中,never表示“从未”,强调从过去到现在都没有发生过某件事。
(二)现在完成时与already, yet, just的用法
【观察】
—Has Chen Jie read this book yet 陈洁读过这本书了吗
—No, but she's already borrowed it from the library.没有,但她已经从图书馆借了这本书。
I've just finished The Romance of the Three Kingdoms.我刚读完《三国演义》。
【探究】
already意为 “已经”,常用于现在完成时的肯定句中,强调动作“早已完成”;yet意为“还;尚”,常用于现在完成时的疑问句或否定句句末,询问动作是否完成或表示动作尚未发生;just意为“刚刚”,用于现在完成时,强调动作“刚结束”。
语法巧记口诀
现在完成时,副词来助力。
ever“曾经”疑中寻,never“从未”否中定。
already“已经”肯前站,yet“还未”疑否末。
just“刚刚”刚做完,过去经历全涵盖。
Step 2　练习巩固
用ever, never, just, already或yet填空。
1.—Have you 　　　　read The Little Match Girl —Yes, I have. I finished it yesterday.
2.—Has he returned the book to the library 　　　　 —No, he hasn't. He's still reading it.
3.She has 　　　　left the classroom. You can still catch her.
4.I have 　　　　been to Beijing. It's always my dream to go there.
5.They have 　　　　started their reading project. Let's join them.
◎Key: 1.ever　2.yet　3.just　4.never　5.already

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