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第五课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this class, students will：
1. comprehend the plot of The Secret Garden by analyzing story elements like characters,
events and their connections.
2. understand the cause-and-effect relationships by matching events in the story with their
consequences.
3. develop literary appreciation and communication skills by discussing and sharing opinions
on their favourite characters,lessons learned and reasons for the book's popularity.
Teaching Advice
Lead-in
1a 1. Show students the book covers and ask:What are these books Then reveal the book titles and their Chinese names. 2. Ask students which books they have already read and let them share what they know about them. For example, What type of novels do they belong to /What is the book about (见优翼配套教学课件)
Pre-reading
Present the picture in lb and ask: What do you see in the picture What book do you think this picture is from
While-reading
1b 1. Have students read the summary of the story The Secret Garden and circle the characters in the story. Let students mark how the characters are related to each other. Read and Answer Have students read the summary again and answer some detailed questions about the story. What does Mary find that leads her to the secret garden Who used to own the secret garden before Mary found it Why is the garden in a “bad state”when Mary first sees it After Mary finds the garden,who does she work with to fix it What Mary and Dickon do in the secret garden helps Colin 1c 1. Display a story mountain diagram to students, explaining that it represents the structure of a story's plot. 2. Ask students to read the section “Analysing a plot”and discuss the key elements of a story in pairs. Have students complete the story mountain of The Secret Garden individually. Check the answers with the students. ld 1. Ask students to read the sentences and then match the causes with the effects.2.Check the answers with the students. Further Thinking After completing all the exercises, the teacher can ask two additional questions to encourage students to think more deeply about the story. Why is the garden secret What do you think the secret garden symbolizes in the story
Post-reading
le Let students work in groups of four and discuss the questions. 2. Invite some volunteers to share their answers.
Vocabulary in Use
2a Show the suffixes to students and introduce their functions. Ask students to change the nouns into adjectives by adding the suffixes. 3. Check the answers with the students and encourage them to add other adjectives with the suffixes. 2b Ask students to read the sentences and pay attention to the underlined words. 2. Let students identify if each underlined word is a noun or a verb and write N for a noun or V for a verb. 3. Check the answers with the students. If necessary,the teacher can give students more examples of the use of different words. 2c Have students read the passage and make sure they understand the meaning. Ask students to complete the passage with the correct forms of the words in the box. 3. Check the answers with the students.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the characters' relations and the language points on the blackboard.
Teaching Reflection
Today's reading lesson went smoothly. Students actively analysed texts and grasped main ideas.However,some struggled to infer implicit meanings.Next time,I'll add more guided questions for deeper understanding. Overall,they connected well with reading but needed more practice in critical thinking.第六课时Section B(3a－3c)
Teaching Objectives
In this class, students will：
1. identify the different parts of a book report.
2. master the structure and key elements for writing a book report.
3. write a book report about a novel they have read recently.
Teaching Advice
Lead-in
Free Talk 1. Present the book cover of The Old Man and the Sea to students and ask some simple questions: Have you read this book What do you know about it 2. Tell students that in this class they will learn to write a book report and let them discuss:If you need to write a book report on The Old Man and the Sea , what key elements do you think should be included in it
Pre-writing
3a Ask students to read the book report and label the different parts with the given information. 2. Check the answers together,and then explain this is the structure of a book report. 3. Ask students to analyze the five parts of a book report and list the essential elements each part should include. Basic information (title,author,publication year) How popular (awards,readers' reactions) Story summary (main characters,key events, setting) Lessons (personal refection, quotes from the book) Recommendation (opinion,reasons to read) Useful Expressions Ask students to summarize some useful expressions that can be used in a book report. Introduce a book: My favourite book is ... It was written in... by ... The book became popular very quickly.It won the... prize. Introduce the story: The main character is... One day ./He finally succeeds ... Opinion: This book has taught me.. I'm inspired by ... Even though I've already read the book three times,I'm not tired of it yet. If you've never read ... , I recommend this book. 3b 1. Have students think of a novel they have read recently and write answers to the questions in the table about their chosen books. 2. Invite a few students to share their answers with the class. Then, have the rest share their answers in pairs.
While-writing
3c Show students another sample writing.(见优翼配套教学课件) 2. Ask students to start writing their own book reports using the table in 3b.
Post-writing
Invite 2-3 students to read their book reports aloud in front of the class. 2.Use simple evaluation checklist to give quick feedback,(E.g. Is all basic information included Is the story summarized clearly ) Also,encourage peer evaluation. 3. Conclude by emphasizing the importance of book reports and encourage students to keep reading and writing more reports.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the checklist on the blackboard.
Teaching Reflection
Today's lesson achieved partial success. Students could identify parts of the report and use some key sentence patterns, yet integrating all elements cohesively was tough for some students. Group discussions were lively, but a few lacked clear writing guidance. Next time, I'll offer more templates and individual coaching.第四课时Grammar Focus (4a-4d)
Teaching Objectives
In this class, students will:
l. master the structure and usage of the present perfect tense.
2. differentiate between the simple past tense and the present perfect tense.
3. apply the target grammar in real-life situations.
Teaching Advice
Lead-in
Teacher Model 1. Present a book (E.g. The Little Prince) to students and say: Look! I have just finished this book!It's amazing! Has anyone here read it too Then,show a library card and say: I have already borrowed 3 books from the library this month. What books have you already borrowed/read this month 2. Write all the present perfect tense sentences on the blackboard. Highlight the structure “have/has十过去分词”in each sentence,and then explain its function.
Explore the Grammar
4a 1. Have students read the sentences and underline the present perfect forms of the verbs. 2.Check the answers with the students. 3. Ask students to explain the meanings of the bold words and think about: How do these words make you feel about the actions
Grammar Rules
现在完成时的构成 现在完成时的形式是“have/has十过去分词”,一般表示影响、结束、继续和经历四种意思。现在完成时的否定句是在have/has后面直接加上not;一般疑问句是将have/has置于主语之前;特殊疑问句是将疑问词置于一般疑问句之前。 1.现在完成时的肯定句 主语十have/has+过去分词+…… He has been to the Great Wall. E.g. I have bought lots of books about Western customs. 2.现在完成时的否定句 主语十have/has十not十过去分词+……E. g. I haven't heard of Tom Sawyer before. Eric hasn't got his plane ticket yet. 3.现在完成时的一般疑问句 Have/Has十主语+过去分词+…… E.g.—Have you read Sherlock Holmes —Yes,I have./No,I haven't. 4.现在完成时的特殊疑问句 特殊疑问词十have/has+主语+过去分词+…… E.g. How long have you been here 现在完成时的用法 现在完成时“have/has十过去分词”有以下几种用法: 1.表示过去的动作对现在产生的结果和影响 现在完成时表示过去某个时间做过的、发生过的事情对目前的某种影响,这时一般不用时间状语;也可以表示到目前为止没有发生或经历过的事情。 E.g. The tickets have been sold out. I have tried Chinese food. It's delicious! 2.表示开始于过去的动作最近刚结束 现在完成时表示开始于过去的动作刚刚结束时,常和这些时间状语连用:just,already，ever,recently, never,yet。 E.g. My mum has just planted some flowers in the garden. We have already visited the new city park three times. 现在完成时表示从过去开始一直持续到现在,而且还可能继续下去的动作或状态,常和表示一段时间的状语连用。例如:this week/month, lately, these days,since,since then,since two days ago, so far, for along time, up to now, till/until now, in the past few days,during the last two weeks。 E.g. I've known Lily since my childhood. My brother has learned drawing since he was six. 4.现在完成时表示从过去到现在之间经历过的事情,常和以下词语连用:often,never, ever, once, twice, since, before,three times. E.g. I have been to the Great Wall twice. I have never seen such a beautiful painting before. 一般过去时与现在完成时的区别 现在完成时与一般过去时都表示在过去做的动作,但现在完成时强调这一动作与现在的关系,如对现在产生的结果、影响等;一般过去时则只表示过去的事实,不表示和现在的关系。例如:He closed the window.(一般过去时) He has closed the window.(现在完成时) 这两个句子都叙述了“把窗户关上”这个动作。但是一般过去时的句子只叙述他过去做过这个动作,现在窗户也许是开的,也许是关的。现在完成时的句子则包含了两个意思:第一,他曾经关了窗户;第二,强调动作与现在的关系,即现在窗户仍是关着的。
Grammar Exercises
4b Have students read and complete the conversations with the given words.2. Check the answers by selecting some students to read the conversations. 4c 1. Ask students to read the passage and make sure they understand the meaning.2. Let students complete the passage with the simple past or present perfect forms of the verbs in brackets. 3. Check the answers with the students. 4d 1. Have students read the activities in 4d and write down some questions that can be used in the interview, Remind them to use present perfect sentences such as“Have you ever … ”and"How many times have you.. ” 2. Let students do the interview,and then make a report.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
Today's lesson on present perfect tense went smoothly. Students actively participated in the lead-in and practice activities, showing their good understanding of the structure “have/has + past participle". The comparison with simple past tense helped them grasp the differences,though some still needed more practice in distinguishing these two tenses correctly.第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
master key vocabulary related to book reports and use them to talk about books.
identify and discuss the key elements of a book report.
3. present a short book report about a book they like.
二、Teaching Advice
Lead-in
Free Talk What types of book do you like to read Can you name l or 2 classics of these types When choosing a new book,do you check book reports What information is the most helpful to you Now imagine you're recommending a book to the class. What information would you include in your book report
Pre-listening
2a l. Have students read the choices and tick the items they think should be mentioned in a book report. 2. Let students share their choices with a partner first,and then invite 3-4 students to present their answers to the whole class.
While-listening
Background Knowledge 1. Have students listen to two students' book reports and pay attention to the classic works that are mentioned. Since most students are familiar with The Romance of the Three Kingdoms,the teacher can ask 2-3 questions to activate students' prior knowledge of this book. For some students may not be familiar with Oliver Twist ,the teacher can simply introduce it. 2b 1. Play the audio and ask students to match each student with the main reason for his or her book choice. Check the answers and show students which sentences in the audio indicate the answers. 2c 1. Have students read the table and let them identify what items are included in the two students' book reports. 2.Ask students to complete the table according to their memories. 3. Play the audio and check the answers. 4.Have students introduce the two books based on the table. The teacher can give a beginning: Zhong Yi introduced The Romance of the Three Kingdoms in his book report. This book was written by...
Post-listening
Structure and Expression 1. Let students read the listening scripts together and guide them to analyze the structure of these two book reports. 2. Summarize some useful expressions that are used for book reports. 2d Ask students to choose a book they like and write a short book report. Remind them to use the two book reports in the conversation as an example. Invite some volunteers to read their book reports for the class and give them feedback. 3. Ask students to peer check their book reports.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the useful expressions and language points on the blackboard.
Teaching Reflection
Today's lesson went smoothly. Students actively participated in listening activities and grasped the key elements of book reports. The introduction to Oliver Twist helped them better understand the listening material. However,some students needed more practice in using useful expressions for book reports,which should be emphasized in the next class.第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
grasp the key information of Alice's Adventures in Wonderland through the conversation.
2. talk about a book both they and their partner have read and discuss their favourite parts.
Teaching Advice
Lead-in
Look and Say Show the picture in 3a to students and ask the questions: Do you know the girl in the picture What do you think she wants to do in the picture Which book is the girl from Watch and Say Show students a movie clip from Alice's Adventures in Wonderland and ask: Can you describe what happened in this scene
Pre-reading
Ask students if they have read this book before,and then simply introduce the book.
While-reading
3a Have students read the conversation and answer the question. Select one student to share his or her answer. 3b 1. Ask students to read again and complete the table with the information from the conversation. 2. Check the answers with the students. 3. Make a summary of how to talk about a book based on the table. 4.If the students are at a high level,the teacher can also ask what else they can talk about regarding a book. Useful Expressions Have students read the conversation again and summarize some useful expressions. 3c Play the audio. Ask students to listen to the conversation and role-play it. 2. Invite some pairs of students to perform for the whole class.
Post-reading
3d Ask students to work in pairs and talk with a partner about a book they have both read. Tell students that they can use the structure and expressions from the conversation 3a as an example. Give students a sample conversation when necessary. 3. Invite some pairs to perform for the whole class.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the useful expressions and language points on the blackboard.
Teaching Reflection
The lesson on the conversation about Alice's Adventures in Wonderland went well. Students effectively grasped key information through 3a and 3b, and most could role-play the dialogue in 3c confidently. When practising the conversation in 3d,some pairs needed prompts to use the target expressions, so more guided practice will be added next time.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
l. recognize some great books and share knowledge about them.
2. classify books into different genres.
3. improve listening skills by understanding conversations about book choices and their genres.
4. talk about what types of novels they have read.
二、Teaching Advice
Lead-in
Look and Share Show students the theme picture and ask the question:Where is the boy 2. Have students discuss the questions on Page 61 and invite some volunteers to share their answers. 3. Let students read the unit title and ask them to discuss: What do you think “A Good Read”means 4. Explain to students that“A Good Read” means a really great and enjoyable book that is worth reading. 5. The teacher can ask students to predict what they are going to talk about in this unit. If the students are at a high level,the teacher can also let them list 2-3 books that they think are good reads and explain why.
Pre-listening
1a 1. Show students the books in la and ask if they can recognize them. Encourage them to share freely ,such as stories,characters or authors they remember about these books. 2. Briefly introduce each book to the students.
While-listening
1b Teach the new words:adventure,fantasy,mystery and science fiction. 2. Have students listen to three conversations and write the letter for each book from la on the correct shelf. 3.Check the answers with the students. 4. Encourage students to brainstorm in pairs and add more books to each genre. 1c Have students read the sentences and predict the missing information in the blanks. Play the audio and let students complete the sentences. 3.Check the answers by inviting some volunteers to read their sentences. Useful Expressions Have students read the listening scripts and summarize the sentences that can be used to talk about books.(见优翼配套教学课件)
Post-listening
Grammar Preparation 1. Present a book cover to students and ask them:Look ! I have read the fantasy novel The Hobbit. Have you ever read it Encourage them to answer the question using: Yes, I have (read it before)./No,I haven't. 2. Ask students a following-up question using the present perfect tense:What (other)fantasy novels have you read Encourage them to answer the question using the structure:I have read ... 3. Write the structure“主语十have/has十动词的过去分词十……”and“Have/Has十主语十过 去分词+…… ”on the blackboard and explain their usage in a simple way. 4. Have students pair up,and then ask and answer questions using the sentence structures "Have you ever read .. ”,“Have you heard of ... ”and “What ... have you read ” 1d Have students pair up and talk about the types of novels they have read. Show students a sample conversation before the practice.(见优翼配套教学课件) 2. Invite some pairs of students to perform their conversations to the class.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write sentences that are used to talk about books on the blackboard.
Teaching Reflection
This listening-speaking lesson effectively introduced book genres and related expressions. Students actively participated in discussions about classic books, showing great interest. However,some students made mistakes when using present perfect tense, so additional paired drills would enhance their fluency.Unit 7 A Good Read
单元总览
单元主题分析
本单元以“阅读佳作”为主题,紧扣课程标准“人与社会”范畴下“中外文学史上有代表性的作家和作品”这一子话题内容。本单元聚焦经典书籍阅读与分享,旨在助力学生提升文学鉴赏能力,掌握阅读交流及读书报告写作的语言技能,深度挖掘文学作品的文化价值与育人功能。单元核心问题“Why should we read great books ”贯穿始终,引导学生思考阅读经典对个人成长、文化认知及语言能力发展的多重意义。
Section A借助听力活动、情景对话和语法练习,让学生接触各类书籍相关表达,学习现在完成时在描述阅读经历中的用法,掌握书籍类型等词汇。该部分重点围绕“阅读交流场景”开展语言实践,探讨不同书籍的内容特色,学生在真实对话互动里，提升识别书籍信息、运用现在完成时分享阅读情况的能力,夯实听、说、读、写基础语言技能。
Section B依托阅读文本，引领学生剖析文学作品的情节、人物与主题。解读《秘密花园》时,梳理玛丽发现花园、与狄肯改造花园、帮助科林重拾信心的情节线，分析人物在困境中成长的过程,理解勇气、希望等主题内涵。写作板块围绕读书报告展开,指导学生整合书籍基础信息、故事概要与个人感悟,锻炼书面表达中逻辑组织与内容呈现能力,学会用英语清晰阐述对书籍的理解。
总之,本单元以“阅读佳作”为切入点,将语言学习与文学鉴赏有机融合,帮助学生在掌握阅读交流和读书报告写作技能的同时,领悟经典文学作品传递的精神力量,理解不同文化背景下文学创作的特色，增强文学审美与文化感悟力。通过多样语言实践,培养学生尊重多元文化、从阅读中汲取成长养分的意识,提升文学阅读场景下的语言运用与文化理解能力,实现语言能力、文化意识、思维品质和学习能力的协同发展。
单元学习目标
通过本单元的学习，学生能够：
1.精准识别并熟练运用book title、writer,type of novel等阅读报告基础词汇，自然交流不同佳作的基本信息,运用恰当表达分享对书籍的初步认知与整体印象。
2.听懂涉及书籍推荐、阅读感受交流的听力材料，捕捉关键书籍信息与他人阅读评价，能复述书籍的主要情节与推荐理由。
3.读懂经典书籍的故事文本、读书报告示例,梳理情节脉络、提取人物特点,剖析书籍传达的道理与文化内涵。
4.正确运用现在完成时以及丰富的表达句式描述阅读经历、分享阅读感悟与收获,提升语法运用准确性和表意丰富度，清晰呈现对书籍的理解逻辑。
理及推荐建议，强化书面表达技能，同时深化对阅读价值与经典作品的认知。
5.撰写读书报告,运用本单元语言知识有条理地呈现书籍基本信息、故事概要、个人从书中学到的道理及推荐建议,强化书面表达技能，同时深化对阅读价值与经典作品的认知。
单元学习重难点
重点：
l.精准掌握现在完成时在阅读交流场景的用法，熟练运用书籍相关词汇及表达描述阅读体验。2.能梳理经典书籍文本的情节脉络,提取核心人物、主题,分析读书报告的结构,精准抓取关键内容。
3.掌握读书报告框架,有序呈现书籍信息、故事概要与个人感悟,用逻辑化表达完成完整书面报告。
难点：
1.区分现在完成时与一般过去时的差异,在复杂语境下准确选择时态。
2.剖析经典作品的文化内涵,理解文学象征意义。
3.将零散阅读感受整合为结构化读书报告，实现“书籍信息一一故事分析一一个人感悟--推
荐理由”自然衔接,避免内容割裂。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4d)
第五课时Section B(1a－1e) & Vocabulary in Use
第六课时Section B(3a－3c)

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