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第四课时　Section B(1a—1e)
Activity 1 Warm up and lead in
T：Now I will give you some clues about this novel—please try to guess which book this is.Tell me the title of the book.(The teacher gives the clues：Adventure novel，Jim Hawkins，Captain Flint the pirate，Dr.Livesey.And students guess the name of the novel.)
设计意图：通过碎片化线索激活学生的文本记忆与信息整合能力，同时用互动形式快速调动课堂注意力，快速激活学生文本记忆、降低参与门槛，适配短时间课堂导入。
Activity 2 Book title prediction(1a)
T：Look at these book titles from 1a.What do you think each book is about Make predictions about：the main character；the setting；the plot；the theme.(Students discuss predictions in small groups，and then share with class.)
设计意图：通过标题预测活动激发学生的想象力和批判性思维，为后续阅读做好准备。预测活动培养学生的推理能力和文学鉴赏能力。
Activity 3 Story mountain introduction(1b)
T：Today we're going to learn about story structure using a “story mountain”. This diagram shows the five parts of a story：beginning，problem or surprising event，build up，climax and ending.(The teacher explains each part with examples from a familiar story.)
　设计意图：介绍故事结构分析工具，帮助学生系统地理解和分析文学作品。视觉化的图表使抽象的文学概念变得具体可感。
Activity 4 Reading for structure(1b)
T：Read the summary of the story The Secret Garden and complete the story mountain diagram for this story.(Students read and complete diagrams individually，and then compare with a partner.)
设计意图：通过分析经典故事的结构，让学生实践运用故事山模型。独立完成后以同伴讨论的方式促进深度理解和合作学习。
Activity 5 Character relationship mapping(1c)
T：Work in groups，and create a character relationship map for The Secret Garden.Show how the characters are connected and how their relationships change throughout the story.(Students work in groups to create visual maps.)
设计意图：帮助学生理解人物关系对故事情节发展的影响，培养文学分析能力。视觉化的关系图使复杂的人物互动变得清晰可见。
Activity 6 Cause and effect matching(1d)
T：Match these causes with their effects from the story.For example，“Mary's parents pass away” leads to “Mary goes to live in her uncle's house.”(Students work in pairs to match causes and effects.)
设计意图：培养学生分析因果关系的能力，加深对故事情节的理解。匹配活动训练学生的逻辑思维和文本分析技能。
Activity 7 Discussion circles(1e)
T：Sit in small circles and discuss these questions about The Secret Garden.Each person has three talking chips to ensure everyone contributes equally.(Students discuss questions such as favourite characters，story themes，and personal connections.)
设计意图：通过讨论活动培养学生的批判性思维和表达能力，加深对文学作品的理解。结构化的讨论形式确保所有学生都能积极参与。
Homework
1．Write a paragraph(8 10 sentences) about your favourite character from The Secret Garden explaining why you like them.
2．Create a book cover design for The Secret Garden that reflects its themes and mood.
第四课时　Section B(1a—1e) Key Words： Story elements：character，setting，plot，theme，conflict，resolution Plot structure：beginning，problem，build up，climax，ending Literary terms：protagonist，antagonist，foreshadowing，symbolism Story Mountain Structure： Beginning：Characters，setting，initial situation Problem：Conflict or surprising event Build up：Events leading to climax Climax：Most exciting or important part Ending：Resolution of conflict
　
The lesson engaged students through activities like story mountains and character mapping，fostering both analytical skills and creative expression.While some students understood the story well and wrote good new endings，some still couldn't find the story's most exciting part and needed more help.第二课时　Section A(3a—3d)
Activity 1 Book and movie debate
T：Do you prefer reading books or watching movies Let's have a debate！(The teacher divides class into two teams：Books vs.Movies)
T：Each team has 3 minutes to prepare arguments for your position.Consider aspects like imagination，detail，convenience，and entertainment value.(Teams present arguments，and then engage in discussion.)
设计意图：通过辩论活动激发学生的批判性思维和表达能力，同时练习现在完成时的使用。辩论形式增加了竞争性和趣味性。
Activity 2 Conversation analysis(3a)
T：Read the conversation between Peter and Fu Xing.Answer these questions：
What book has Fu Xing just finished
Has Peter read the book
What does Fu Xing like about the book
What expressions show preference
(Students read silently，and then discuss answers in pairs.)
设计意图：通过对话分析培养学生的阅读理解能力，同时学习自然的英语表达方式和偏好表达。
Activity 3 Information organizing(3b)
T：Look at the table in 3b.It asks for information about Alice's Adventures in Wonderland.Let's complete this table together.(The teacher guides students to fill in each section of the table.)
设计意图：培养学生整理和组织信息的能力，加深对文学作品基本要素的理解，为后续讨论做准备。
Activity 4 Role Play(3c—3d)
T：Work with a partner.You and your partner choose one character to play from the conversation in 3a.You can read the conversation or create a new conversation.(Students prepare and perform role plays for the class.)
设计意图：通过角色扮演活动，让学生在真实语境中练习英语口语，同时分享阅读体验。不同场景设置提供了多样化的语言实践机会。
Homework
1．Write a short dialogue(8 10 lines) about a book you've read like 3a.
2．Interview a family member about their favorite book and write a 3 sentence summary.
第二课时　Section A(3a—3d) Key Words：prefer，like better，favorite，enjoy，character，plot，setting，theme，magical，recently，lost Key Sentence Patterns： I've just finished reading…　　　　　　I've always preferred the book to the movie. What's your favorite part of the book Do you remember when…？ I guess you really love this book！
　
　
The lesson engaged students in literary analysis through funny activities，fostering both critical thinking and language development.While students showed confidence in discussing literature，some struggled with vocabulary for expression.Besides，the lesson combined language practice with reading appreciation.Overall，students made progress in English skills and literary engagement.第五课时　Section B(2a—3c)
Part 1　Vocabulary in use(2a—2c)
Activity 1 Word formation race(2a)
T：Let's have a race！Change these nouns into adjectives by adding the correct suffixes( al， ish， y， ful， ous，or ive).The team that forms the most correct adjectives in 3 minutes wins.
(Students compete in teams to form adjectives from nouns like magic，mystery，pain，fun…)
设计意图：通过竞赛活动激发学生学习词汇的积极性，提高词汇构建能力。游戏化的方式增加学习的趣味性和竞争性。
Activity 2 Word class sorting(2b)
T：Sort these underlined words into nouns or verbs.Some words can be both！(Students work in pairs to sort words based on their function in sentences.)
设计意图：帮助学生理解词性转换，提高词汇运用的准确性。识别多义词的不同用法，培养学生的词汇意识和语境分析能力。
Activity 3 Vocabulary in context(2c)
T：Complete this passage about Journey to the West with the correct word forms.Pay attention to the context and grammar requirements.(Students complete the exercise individually，and then check answers in groups.)
设计意图：在语境中练习词汇运用，同时了解中国古典文学作品。完形填空活动培养学生的词汇辨析能力和阅读理解能力。
Part 2　Reading for writing(3a—3c)
Activity 1 Book report analysis(3a)
T：Analyze this book report about The Old Man and the Sea and label its different parts with the information in 3a.(Students identify parts of the book report，and then discuss what makes it effective.)
设计意图：通过分析范文，帮助学生理解书评的结构和写作要求。范文分析为学生提供了清晰的写作模型和标准。
Activity 2 Outline creation(3b)
T：Choose a book you've read and create an outline for your book report using this template.Include sections for：
Introduction(basic information)
Story summary
Characters analysis
Personal opinions
Conclusion(recommendation)
(Students work individually to create outlines.)
　设计意图：培养学生的写作规划能力，为后续的写作活动做好准备。结构化的提纲确保学生的写作思路清晰、内容完整。
Activity 3 Book report drafting(3c)
T：Use your outline to write a draft of your book report.Remember to：
Include all required sections
Use appropriate vocabulary
Express your opinions clearly
Check for grammar and spelling errors
(Students work on first drafts，with the teacher circulating to provide help.)
设计意图：让学生将规划转化为实际写作，练习书评的写作技能。教师的巡回指导确保学生在写作过程中能得到及时的帮助和反馈。
Homework
1．Complete your book report draft.
2．Revise your draft based on peer feedback.
3．Prepare for the final project presentation by selecting 3 books to recommend to classmates.
第五课时　Section B(2a—3c) Useful Expressions for Book Reports： “This book was written by…” 　　　　　　“The main character is…” “I particularly enjoyed…” “One of the strengths of this book is…” “I would recommend this book to…” “This book teaches us about…”
The lesson helped students learn to write book reports step by step，using fun activities like a vocabulary race and peer editing.Students were very excited and made clear outlines，but some had trouble writing quickly and correctly，and turning outlines into full paragraphs.
Overall，students gained essential academic writing skills and confidence.第六课时　Section B(Project & Reflecting)
Activity 1 Project introduction
T：Today we're going to start our class reading log project.You'll work in groups to create a reading log of recommended books for our class library.(Explain project requirements，timeline，and assessment criteria.)
设计意图：介绍项目要求，激发学生参与的积极性，明确学习目标和评估标准。清晰的指导确保学生理解项目的意义和要求。
Activity 2 Group brainstorming(4a)
T：Work in groups of 4 to brainstorm English books to include in your reading log.Consider：
Different genres(fiction，non fiction，poetry，etc.)
Boos of different difficulty levels
Cultural diversity
Student interests
(Groups discuss and select 10—12 books for their log.)
　设计意图：通过头脑风暴活动，培养学生的合作能力和批判性选择能力。多样化的选择标准确保阅读日志的丰富性和实用性。
Activity 3 Entry writing(4b)
T：Write entries for your reading log.Each member should contribute at least two book reviews.Follow the format we practised in our book report lesson.(Students work individually on entries，and then review each other's work.)
设计意图：综合运用本单元所学知识和技能，完成实际的写作任务。个人写作与同伴审核相结合，确保内容质量。
Activity 4 Presentation preparation(4c)
T：Prepare a 5 minute presentation to share your reading log with the class.(Groups prepare presentations.)
设计意图：培养学生的口头表达能力和展示技能。结构化的展示要求确保学生能清晰、有条理地分享他们的成果。
Activity 5 Unit reflection
T：Complete this reflection worksheet about what you've learned in this unit.Consider：
New vocabulary and grammar structures
Reading and writing skills developed
Your attitude toward reading in English
Future reading goals
(Students complete reflections individually，and then share key insights.)
设计意图：培养学生的反思能力，帮助他们巩固所学知识，设定未来的学习目标。个人反思与集体分享相结合，促进深度学习。
Homework
1．Finalize your group's reading log based on presentation feedback.
2．Write a personal reflection on how this unit has changed your attitude toward reading in English.
3．Create a personal reading goal for the next month and share it with the class next week.
第六课时　Section B(Project & Reflecting)
Reading Log Project Requirements： 10—12 book recommendations Include：title，author，genre，summary，rating Organize by genre or difficulty level Add creative design elements Book Genre Examples： Fiction：mystery，science fiction，fantasy，romance Non fiction：biography，history，science，self help Poetry and drama
The reading log project successfully served as a culminating unit activity，allowing students to use their skills and show their creative log designs.Student reflections showed marked growth in confidence and interest in English literature.Overall，the project helped students meet the language goals and made them enjoy reading more.第一课时　Section A(1a—2d)
　
Activity 1 Book cover guessing game
T：Good morning，class! Today we're going to talk about books.I have some book covers here，but I've covered most of them.Can you guess what books they are？(The teacher shows partial book covers one by one.)
T：What clues can you see What kind of book do you think it is？(Students guess and discuss.)
设计意图：通过封面猜书游戏激发学生兴趣，激活已有知识，自然导入单元主题。视觉化的方式能快速抓住学生注意力，为后续讨论做好铺垫。
Activity 2 Book knowledge survey(1a)
T：Look at these book titles from 1a.Have you ever read or heard of these books Share what you know about them.You can talk with your classmates.(Students discuss with their classmates and then share their ideas in class.)
设计意图：通过让学生分享对书籍的了解，激活已有知识、激发阅读兴趣、了解学情并练习口语表达，同时自然导入单元主题，培养合作学习能力。
Activity 3 Listening for classification(1b)
T：Now，we're going to listen to three conversations.The task is to write the letter for each book from 1a on the correct shelf.(The teacher plays the recording.)
T：Listen carefully and note down which shelf each book belongs to.(The teacher plays the recording again.)
T：Let's check the answers together.Where did you put each book？(Students discuss the answers in the class.)
设计意图：训练学生的听力理解能力，特别是捕捉关键信息的能力，同时巩固对书籍类型的理解。
Activity 4 Listening for details(1c)
T：Listen again to the conversations and complete these sentences.(The teacher shows the sentences from 1c on the board or distributes worksheets，and then plays the recording a third time.)
T：Let's check the answers.Who would like to share their completed sentences
设计意图：进一步训练学生的听力技能，特别是捕捉细节信息的能力，同时练习相关词汇。
Activity 5 Speaking practice(1d)
T：Now，let's practise talking about the types of novels you have read.Work with a partner and have a similar conversation about the books we've discussed today.You can use the example dialogue in 1d to guide your conversation.(Students practise in pairs.)
T：I will invite some groups to perform in class.
设计意图：提供口语练习机会，让学生在真实的交流中使用所学语言，提高口语表达能力。
Activity 6 Book report elements(2a)
T：What should we include in a good book report Look at 2a and tick the important elements.(Students work individually，and then compare answers in pairs.)
　设计意图：引导学生思考书评的构成要素，培养批判性思维能力，为后续的书评写作奠定基础。
Activity 7 Listening for information(2b—2c)
T：Let's move to 2b.Listen to two students' book reports.Match each student with their reason for choosing the book.(The teacher plays the recording.)
T：Listen again and complete the notes about each book report in 2c.
设计意图：通过听力活动训练学生捕捉关键信息的能力，同时熟悉书评的结构和表达方式。
Activity 8 Mini book report(2d)
T：Choose a book you like and prepare a 1 minute book report using this structure：
Have you ever read…(the name of the book)？It's a…(the type of the book) book by…(the writer of the book).In this story，the main character is… He/She…(the plot of the book). I love the book because…(the reason why you love the book).
(Students prepare individually，and then present it to small groups.)
设计意图：通过微型书评活动，让学生在有限的时间内提炼书籍精华，锻炼概括能力和口头表达能力。
Homework
1．Read a short story or chapter from a book of your choice.
2．Create a poster about your favorite book.
3．Write 5 sentences about books you have read，using the present perfect tense.
第一课时　Section A(1a—2d) Key Words：detective，science fiction，fantasy，adventure，attack，historical，force，steal，punish
Key Sentence Patterns： —Have you ever read…？ —Yes, I have./No，I haven't. What's the most interesting book you've ever read How do you choose books to read What kind of books do you enjoy reading？ Key Elements of a Book Report： Title and author； Type of novel； Main characters； Events in the story； Personal opinion
In this lesson，students joined in activities like the cover guessing game and learned about some great books.While students communicated their reading experiences，many had difficulty using the present perfect tense with “ever” and “never”．Overall，the lesson successfully introduced the unit's literary focus，though additional controlled grammar practice and visual aids would strengthen tense acquisition.第三课时　Section A(Grammar Focus 4a—4d)
Activity 1 Time line activity
T：Look at this time line.It shows events from the beginning of this year to now.(The teacher places event cards on time line：start of school，holidays，exams，etc.)
T：Let's describe these events using the present perfect tense.For example，“We have had two exams this semester.”(Students take turns adding sentences to the time line.)
设计意图：通过时间线可视化活动，帮助学生理解现在完成时表示从过去持续到现在的动作或状态。具体的时间参照让抽象的语法概念变得直观。
Activity 2 Grammar discovery(4a)
T：Read these sentences and underline the present perfect forms.Pay attention to the words in bold(ever，never，yet，already，just).(Students analyze sentences individually.)
T：What do you notice about how these words are used with the present perfect tense Discuss in groups.
设计意图：引导学生通过观察和分析发现语法规则，培养自主学习能力。归纳总结的过程加深对语法知识的理解和记忆。
Activity 3 Gap fill practice(4b)
T：Complete these conversations with ever，never，just，already，or yet.Remember to consider the context and the position of the word in the sentence.(Students complete exercises individually，and then check answers with partners.)
设计意图：通过填空练习，让学生在语境中运用所学语法知识。不同的对话场景提供了多样化的练习机会。
Activity 4 Practice(4c)
T：Now，we're going to practise using these tenses in a real passage.Look at exercise 4c.The passage has blank spaces where you need to fill in the correct form of the verbs in brackets.You will need to decide whether to use the present perfect tense or simple past tense.(Students complete the passage individually.)
设计意图：让学生独立完成练习，培养自主学习能力和语法应用能力，同时加深对语法规则的理解和记忆。
Activity 5 Survey and report(4d)
T：Interview your classmates to find out who has done these reading activities.Use the survey questions provided.(Students conduct surveys，and then report findings to the class.)
设计意图：通过真实的调查活动，让学生在实际运用中掌握语法知识。数据收集和报告环节培养学生的综合语言运用能力。
　Homework
1．Write 8 sentences about your reading experiences using different time expressions.
2．Prepare a short presentation(1 minute) about books you have read this year.
第三课时　Section A(Grammar Focus 4a—4d) Key Grammar：Present Perfect Tense Structure： Affirmative：Subject ＋ have/has ＋ past participle. Negative：Subject ＋ haven't/hasn't ＋ past participle. Question：Have/Has ＋ subject ＋ past participle Time Expressions： Ever：Have you ever read…？ Never：I have never read… Just：I have just finished… Already：I have already read…(usually in affirmative) Yet：Have you read…yet？(usually in question/negative)
The lesson effectively used interactive activities to engage students and reinforce grammatical concepts.While students demonstrated solid understanding through grammar discovery and creative practice，some continued to struggle with time expression placement.In future lessons more additional focused exercises would be needed.Unit 7　A Good Read
The theme of the unit is “reading and literature”．Through a series of listening，speaking，reading and writing tasks，it aims to guide students to talk about their reading experiences，share thoughts about books，use the present perfect tense to discuss recent reading activities，learn how to write book reports，and explore the value and significance of reading great books.
Key Points 1.Master vocabulary and sentence patterns related to books and reading. 2．Use the present perfect tense correctly to talk about reading experiences. 3．Understand the structure and elements of a good book report. 4．Analyze story structure and character development in literary works.
Key Difficulties 1.Use the present perfect tense accurately with time expressions like ever，never，just，already，yet. 2．Write a coherent and insightful book report with clear organization. 3．Analyze literary elements and express personal opinions about literature in English. 4．Develop critical thinking skills to evaluate and appreciate different types of literary works.
Language Proficiency
(语言能力),1.Master vocabulary and sentence patterns related to books，reading，and literary analysis.
2．Use the present perfect tense correctly to describe reading experiences and recent events.
3．Understand and analyze conversations，passages，and literary works about reading.
4．Express opinions about books and write well structured book reports with appropriate language.
Cultural Awareness
(文化意识),1.Understand the cultural significance of classic literary works from different countries.
2．Appreciate the diversity of world literature and gain insights into different cultures through reading.
3．Develop an understanding of literary traditions and their importance in cultural heritage.
Thinking Quality
(思维品质),1.Analyze story structures，character relationships，and themes in literary works.
2．Develop critical thinking skills to evaluate books and express personal opinions logically.
3．Make connections between literary works and real life experiences.
4．Cultivate creativity through alternative ending creation and book recommendation activities.
续表
Learning Capability (学习能力) 1.Develop effective reading strategies for different types of literary works. 2．Learn to conduct research and gather information about books and authors. 3．Improve collaborative learning skills through group discussions and project work. 4．Reflect on personal reading habits and set goals for future reading development.
,　 　Learning Situation Analysis(学情分析))Ｂ
1．Students may have basic knowledge about different types of books，but their ability to express opinions about literature in English is limited.
2．The present perfect tense may be challenging for some students.
3．Students need guidance in analyzing literature and writing book reports.
4．Cultural background knowledge about classic books may vary among students.
1．Use authentic materials and real book examples to stimulate students' interest.
2．Provide scaffolding for book report writing.
3．Encourage extensive reading outside class.
4．Create opportunities for students to share their reading experiences.
5．Integrate technology for interactive learning activities.
第一课时　Section A(1a—2d)
第二课时　Section A(3a—3d)
第三课时　Section A(Grammar Focus 4a—4d)
第四课时　Section B(1a—1e)
第五课时　Section B(2a—3c)
第六课时　Section B(Project & Reflecting)

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