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Unit 7　A Good Read
第一课时　Section A (1a－2d)
1．重点单词：attack，historical，force，steal，punish
2．重点短语：a good read，hear of
3．重点句式：
—Have you ever read a science fiction novel
—Yes，I have.I've read.../No，I haven't.
—How did you find it？/Have you heard of...
1．掌握新单词，短语，句型
2．谈论你读过的小说类型
3．作读书报告
1．谈论你读过的好书
2．学习现在完成时
一、预习课本P122新单词和短语并背诵，完成下面的汉译英。
1．攻击；进攻________　　　　　　2.历史的；有关历史的________
3．强迫；力________ 4.偷；窃取________
5．惩罚；处罚________ 6.好的读物________
7．听说；得知________
二、认真预习1a－2d，找出下列句型。
1．你读过哪些好书？
________________________________________________________________________
2．亚明已经选择了《西游记》作为他的读书报告。
________________________________________________________________________
3．一个小男孩被迫偷窃。(be forced to)
________________________________________________________________________
Step 1　情景导入
(show students some pictures of good books)
T：Good morning！Let's warm up with a book mystery challenge！I'll give you clues，you guess the book.
1．Clue 1：A boy with a lightning scar.
2．Clue 2：Four sisters growing up during the American Civil War.
3．Clue 3：An old fisherman fights a giant marlin for days.
(Give students time to guess：Harry Potter，Little Women，The Old Man and the Sea.)
Why read？Books are like magic portals！They take you to different worlds，past，future，or even into someone else's shoes.A good story makes you laugh，think，and feel.So，what's your favourite book？Share with a partner!
环节说明：以书籍的图片来吸引学生注意力，引起学生的共鸣，激发学生学习本课的兴趣和用英语表达的欲望。
Step 2　完成教材1a－1d的任务
1．你读过或听说过这些书吗？分享你对它们的了解。结合情境导入完成1a。
2．听三段对话，将1a中每本书的字母写在正确的书架上。完成1b。
3．再听一遍，完成句子。完成1c。
4．谈论你读过的小说类型。完成1d。
环节说明：这一环节通过听说写，谈论一些书籍。通过结对对话练习，使学生的听说能力得以强化。
Step 3　完成教材2a－2d的任务
1．你需要在读书报告中提到什么？在列表中勾选项目。完成2a。
2．听两个学生的读书报告，将每个学生与他们选择书籍的原因匹配。完成2b。
3．再听一遍，完成两个学生读书报告的笔记。完成2c。
4．翻开课后听力原文部分，再次听录音，大声跟读。学习听力原文。
5．选择一本你喜欢的书，做一个简短的读书报告。完成2d。
6．选取几组同学上台展示。
环节说明：继续巩固听说，通过听力训练和对话练习，增强听说能力以及思维能力。
Step 4　小结训练
选择填空。
(B)1.My father ________ to Beijing on business.He will be back in two days.
A．has been　　　B．has gone　　C．went　　　D．goes
(C)2.—How long have you ________ this book
—For two weeks.
A．bought B．borrowed C．had D．lent
(C)3.The famous writer ________ two new books in the past two years.
A．writes B．wrote C．has written D．is writing
(A)4.—________ you ever ________ the film The Wandering Earth
—Yes，I have.It's amazing.
A．Have；seen B．Did；see C．Do；see D．Are；seeing
(A)5.I'm not hungry.I ________ just ________ my lunch.
A．have；had　　　B．am；having　　C．had；/　　D．/；have
环节说明：听说结合，第一时间向学生传达语言目标，通过小结训练，练习现在完成时，使语言目标得以强化。
Step 5　问题探究
In the end，the bad people are punished，and the boy has a better life.
punish用法详解
1．基础结构
1)punish sb for (doing) sth (因某事惩罚某人)
例：The teacher punished him for lying.老师因撒谎惩罚了他。
2) punish sb with sth (用某物惩罚某人)
例：His parents punished him with a month without video games.他父母用一个月不让玩电子游戏来惩罚他。
2．高频短语
1)punish oneself自我惩罚
例：Don't punish yourself for a small mistake.别因小错自我惩罚。
2)escape punishment逃避惩罚
例：He tried to escape punishment，but failed.他试图逃避惩罚，但失败了。
3．词性转换
需牢记名词形式punishment，可能涉及“动词变名词”的语法题
如：The ________ (punish) for cheating is very strict.
答案：punishment。
请学生们做前面课时训练部分。
Step 6　Homework
1．Remember new words and expressions.
2．Talk about the great books you have read.
Unit 7　A Good Read
Section A (1a－2d)
1.重点单词：attack，historical，force，steal，punish
2.重点短语：a good read，hear of
3.重点句式：
—Have you ever read a science fiction novel？
—Yes，I have.I've read.../No，I haven't.
—How did you find it？/Have you heard of...？
第二课时　Section A (3a－3d)
1．重点单词：recently，lost
2．重点短语：get lost
3．重点句式：
1)It's a fantasy classic about a girl who gets lost in a magical world.
2)I've always preferred the book to the movie.
3)Then she realizes she's forgotten the key on a table，but she's grown too small to reach it.
1．掌握新单词，短语，句型
2．能谈论并分享你所看的好书
1．现在完成时
2．能谈论并分享你所看的好书
一、预习课本P122新单词和短语并背诵，完成下面的汉译英。
1．最近；不久前________　　　　　　2.迷路的；丢失的________
3．迷路________
二、认真预习3a－3d，找出下列句型。
1．你最近读了什么书？(recently)
________________________________________________________________________
2．这是一部奇幻经典，讲述了一个女孩在神奇世界里迷路的故事。(about/get lost)
________________________________________________________________________
3．比起电影，我一直更喜欢这本书。(prefer...to...)
________________________________________________________________________
4．而且这个故事是关于成长的，我觉得它很有趣。(grow up)
________________________________________________________________________
Step 1　情景导入
T：Hello，class！Let's talk about the magic of reading a great book.
Have you ever traveled to a wizard school，solved a mystery with a famous detective，or sailed the high seas with pirates？All this is possible through books！Classics like Robinson Crusoe or Alice's Adventures in Wonderland are not just stories；they are adventures for your mind.
Reading strengthens your imagination and vocabulary.It helps you understand different cultures and feelings.A good book is a friend that never gets boring.
So，let's open a book today and start a new adventure.What great books have you read recently
环节说明：通过本环节的导入，复习了本节课现在完成时的用法，也让学生们更热爱读书，读好书。
Step 2　完成教材3a－3d的任务
1．阅读对话。谁读过这本书？完成3a。
2．用对话中的信息完成表格。完成3b。
3．听对话，然后分角色表演。完成3c。
4．和同伴谈论一本你们都读过的书，分享你们对它的了解。完成3d。
5．选取几组同学上台展示。
环节说明：这一环节主要是通过听读对话，然后自编对话，用听说读来训练学生的口语能力。
Step 3　小结训练
用括号中所给词的正确形式填空。
1．I haven't_finished (not finish) my homework yet.Can you wait for me
2．—Have you ever been (be) to the new science museum
—No，not yet.
3．He has_lived (live) in this city since he was ten years old.
4．She is tired because she has_just_run (just run) 5 kilometres.
5．They can't find their keys.They have_lost (lose) them.
环节说明：通过小结训练，学生了解并掌握了要掌握的语言目标，学生的词语运用能力在这一环节得到提升。
Step 4　问题探究
It's a fantasy classic about a girl who gets lost in a magical world.
lost用法详解
1．be lost迷路的(强调状态)
例：I'm lost.Can you help me？我迷路了。你能帮帮我吗？
2．get lost迷路了(强调过程)
例：Follow me！Or you will get lost.跟着我！否则你会迷路的。
3．get lost in意为“迷失在……；沉浸于……”
例：I got lost in the forest yesterday.昨天我在森林里迷路了。
She often gets lost in music.她经常沉醉于音乐世界。
4．get lost在口语中主要表达强烈驱逐，意为“滚开！/别烦我！”
例：Get lost please！I'm busy now.别烦我！我现在很忙。
请学生们做前面课时训练部分。
Step 5　Homework
1．Remember new words and expressions.
2．Talk about a book you love most.
Unit 7　A Good Read
Section A (3a－3d)
1.重点单词：recently，lost
2.重点短语：get lost
3.重点句式：
1)It's a fantasy classic about a girl who gets lost in a magical world.
2)I've always preferred the book to the movie.
3)Then she realizes she's forgotten the key on a table，but she's grown too small to reach it.
第三课时　Grammar Focus (4a－4d)
1．重点单词：recommend，society，literary，base
2．重点短语：base sth on sth
3．重点句子：
1)Has Peter ever heard of this book
2)I have never realized how big our world really is!
3)I've just finished reading it.
4)I've already read it many times.
5)Have you chosen a book for your book report yet
1．掌握新单词，短语，句型
2．掌握现在完成时(ever，never，yet，already，just)
掌握并熟练使用现在完成时
一、预习课本P122新单词和短语并背诵，完成下面的汉译英。
1．推荐；建议________　　　　　　　　2.社会；社团________
3．文学的；文学上的________ 4.以……为据点；根基________
5．以……为基础(或根据)________
二、认真预习4a－4d，找出下列句型。
1．彼得曾经听说过这本书吗？(ever)
________________________________________________________________________
2．——陈洁已经读过这本书了吗？(yet)
——还没，但她已经从图书馆借了。(already)
—________________________________________________________________________
—________________________________________________________________________
3．我刚读完《三国演义》。(just)
________________________________________________________________________
4．我以前从没读过经典小说。(never)
________________________________________________________________________
Step 1　情景导入
T：Good morning，everyone！Today we are going to play a game before the class.I will say three sentences about me using “I have...”．Two are true，but one is a lie (谎言)！You must guess the lie.
1．“I have ridden an elephant.”
2．“I have eaten spicy ice cream.”
3．“I have met the President of the United States.”
(Students guess which one is the lie.)Now，in pairs，you have 3 minutes to think of your own two truths and one lie using “I have...”．Then，let's share and guess!
...
环节说明：本环节既练习了学生的口语表达和听力，又引入了本课所要学的语法知识，能激发学生的好奇心和表达欲，在猜测和分享中自然运用目标语法。
Step 2　完成教材Grammar Focus的任务
1．阅读句子，在动词的现在完成时形式下画线。注意加粗单词的含义。完成4a。
2．用 ever，never，just，already 或 yet 完成对话。完成4b。核对答案。
3．独立完成4c, 用括号内动词的一般过去时或现在完成时形式完成短文。
4．分组活动。 采访你的同学，找出谁做过这些活动。并与全班分享。
环节说明：通过对Grammar Focus 句型的填空练习以及小组合作能够使学生更好地来理解掌握本单元的重点语法和句型。
Step 3　小结训练
选择填空。
(A)1.I ________ that book already，so you can borrow it now.
A．have read　　B．has read　　C．read　　　　D．am reading
(B)2.She ________ in London for five years and she still loves it.
A．lived　　　B．has lived　　C．lives　　　D．have lived
(A)3.— ________ you ________ your homework yet
—Not yet，I'm still working on it.
A．Have；finished B．Has；finished
C．Did；finish D．Do；finish
(B)4.He ________ to China before，so this is a very exciting trip for him.
A．never was　　　　　　　B．has never been
C．never been D．was never
(B)5.They are tired because they ________ a marathon.
A．just run B．have just run
C．just ran D．has just run
环节说明：通过本环节的学习，让学生掌握现在完成时的用法，同时小结训练更是对重要知识点进行了巩固深化。
Step 4　问题探究
现在完成时详解
现在完成时是连接过去和现在的桥梁。它主要强调过去发生的某个动作对现在造成的影响或结果，或者表示一个从过去开始一直持续到现在的状态或动作。
一、基本结构
1．肯定句：主语＋have/has＋动词的过去分词
例：I/You/We/They have finished the homework.我/你/我们/他们已经完成作业了。
He/She has seen the movie.他/她已经看了电影。
2．否定句：主语＋have/has＋not＋动词的过去分词
例：We have not (haven't) visited the museum.我们没有参观过博物馆。
She has not (hasn't) eaten lunch.她没有吃午饭。
3．一般疑问句：Have/Has＋主语＋动词的过去分词？
例：Have you read this book？你读过这本书了吗？
Has he arrived yet？他已经到了吗？
回答：Yes，主语＋have/has./No，主语＋haven't/hasn't.
关键：必须记住动词的过去分词。规则动词的过去分词与过去式相同(如：work worked worked)，但必须熟练掌握常见不规则动词(如：see saw seen，go went gone，eat ate eaten)。
二、核心用法
1．强调过去动作对现在的影响或结果
这是现在完成时最核心的用法。我们关心的是这个过去的动作导致的现状是什么。
例：I have lost my key.我丢了我的钥匙。
→对现在的影响是：我现在进不了门了。
He has already had lunch.他已经吃过午饭了。
→对现在的结果是：他现在不饿，所以不用再吃了。
2．表示从过去持续到现在的动作或状态(常与for/since连用)
描述一个从过去某时刻开始，一直持续到现在的动作或状态，并且这个状态很可能会继续下去。
例：I have lived here for ten years.我在这里住了十年了。
→从十年前开始住，一直住到现在，可能还会住下去。
She has been a teacher since 2010.她从2010年起就是一名老师。
→从2010年开始当老师，现在仍然是老师。
三、常用时间状语
1．不确定时间：already(已经)，ever(曾经)，never(从未)，yet(尚未)
例：I have already finished.我已经完成了。
Has he come yet？他来了吗？
2．近期性：just(刚刚)，recently(最近)，lately(近来)
例：She has just left.她刚走。
3．次数：once(一次)，twice(两次)，many times(多次)
例：I have been to Beijing twice.我去过北京两次。
4．持续时间：for＋一段时间，since＋过去时间点
例：I have studied English for 5 years.我学英语5年了。
She has been sick since Monday.她从周一就生病了。
请学生们做前面课时训练部分。
Step 5　Homework
1．Use the grammar correctly.
2．Try to make more sentences with present perfect tense.
Unit 7　A Good Read
Grammar Focus (4a－4d)
1.重点单词：recommend，society，literary，base
2.重点短语：base sth on sth
3.重点语法：
现在完成时：have/has＋done(动词的过去分词)
第四课时　Section B (1a－1e)
1．重点单词：painful，lock，unlock，hidden，nobody，therefore，state，weak，since，secretly，prove，effect
2．重点短语：lock up，get to one's feet，day by day
3.重点句式：
1)No one has seen it for ten years.
2)He has lived alone in a hidden room since his mother's death.
3)He proves that he is not ill when he gets to his feet for the first time in years!
1．掌握新单词，短语，句型
2．学会使用现在完成时谈论发生的事件或者经历
学会使用现在完成时谈论发生的事件或者经历
一、预习课本P122新单词和短语并背诵，完成下面的汉译英。
1．用锁锁上；锁________　　2.隐藏的；秘密的________
3．没有人；谁也不________ 4.因此；所以________
5．状态；陈述________ 6.虚弱的；弱的________
7．秘密地________ 8.证明；证实________
9．站起身来________ 10.锁好(建筑物的)门________
11．一天天；逐日________ 12.开……的锁；发现________
13．影响；结果________ 14.(身体部位)疼痛的；令人痛苦的________
15．自……以后；从……以来；既然；由于________
二、认真预习1a－1e，找出下列句型。
1．他把它锁了起来。(lock up)
________________________________________________________________________
2．他很不快乐，身体虚弱，因为自从他母亲去世后，他一直独自住在一个隐蔽的房间里。(alone；since；death)
________________________________________________________________________
3．他已经多年没有走路了，因为他认为自己有病。(for years；because；illness)
________________________________________________________________________
4．当他这么多年来第一次站起来时，他证明了自己没有病。(get to one's feet)
________________________________________________________________________
Step 1　情景导入
(show some pictures of famous books)
T：Good morning，class！Let's talk about books.Have you ever read a book that made you stay up all night？Or have you ever found one you truly love？Today，we'll share our reading journeys.
First，think about these questions：
·What's the most exciting book you have ever read
·Have you read a book yet this month
·Have you ever read a book and then watched the movie
Talk with a partner for 3 minutes.Then，we will share our discoveries with the class.Let's see who the biggest bookworm is！...
环节说明：以倒计时和游戏形式引发兴趣吸引学生的注意力，再通过鼓励学生思考并运用已知词汇，同时激发所看书籍导入今天所学知识。
Step 2　完成教材1a－1e的任务
1．你读过这些书中的任何一本吗？分享你对它们的了解。完成1a。
2．阅读故事《秘密花园》的摘要。圈出故事中的人物。他们彼此之间是什么关系？完成1b。
3．再次阅读摘要。完成《秘密花园》的故事山。完成1c。
4．再次阅读。将原因与结果匹配起来。完成1d。
5．讨论1e的这些问题。完成1e。
6．讨论：小组合作，谈论你热爱的书籍以及对你的影响。
环节说明：这一环节重在培养学生的阅读理解能力。教师可以通过读前—读中—读后来引导学生完成阅读的任务，完成教学目标。通过讨论完成核心素养目标：探索经典文学，热爱阅读。
Step 3　小结训练
选择正确的短语填空。
get to one's feet　base on　lock up　day by day
in time　hear of　get lost
One sunny afternoon，Tim decided to explore the old forest behind his house.He didn't want to get_lost，so he brought a map his grandfather drew.He had heard_of the beautiful waterfall deep inside and wanted to see it.The map was based_on his grandfather's memories from fifty years ago.As he walked deeper，the trees grew thicker.Suddenly，he found a small，wooden door on a hillside.It was locked_up tight with a heavy chain.His curiosity grew day_by_day，and he visited the place every afternoon，trying to open it.One day，he slipped on a wet rock and fell.Just as he tried to get_to_his_feet，he noticed a rusty key half buried in the soil！He knew that in_time，he would finally discover the secret behind the locked door.
环节说明：通过听说读以及小结训练，让学生在阅读中学会运用单词，使教学目标得以实现。
Step 4　问题探究
One night，Mary hears someone crying again and discovers Colin，her cousin.
一、hear sb doing sth “听到某人正在做某事”
这个结构强调听到的是动作的“片段”或“进行过程”，而不是从头到尾的完整动作。听到的时候，那个动作正在发生。
例：I heard a bird singing outside my window.我听到一只鸟儿在我窗外正在唱歌。
She heard her neighbours arguing last night.她昨晚听到邻居们正在争吵。
二、基本句型结构
主语＋hear＋宾语＋动词 ing形式(现在分词)
例：I heard a baby crying.我听到一个婴儿正在哭。
The teacher heard students talking in the library.老师听到学生们正在图书馆交谈。
三、与“hear sb do”的关键区别
这是理解这个用法的重中之重！“hear sb do”和“hear sb doing”有显著区别。
hear sb do听到某人做了某事，听到的是动作的全过程或经常性的动作。
例：I heard him sing a song.我听他唱了一首歌。(含义：我听到了他从头到尾唱完了一整首歌。)
hear sb doing听到某人正在做某事，听到的是动作的片段，是动作正在进行。
例：I heard him singing a song.我听到他正在唱歌。(含义：我经过时，他正在唱，我只听到了其中的一部分。)
相同用法的词：see，watch，notice，feel，find等。
请学生们做前面课时训练部分。
Step 5　Homework
1．Master new words and phrases.
2．Finish the reading plus in Page 91－93.
Unit 7　A Good Read
Section B (1a－1e)
1.重点单词：painful，lock，unlock，hidden，nobody，therefore，state，weak，since，secretly，prove，effect
2.重点短语：lock up，get to one's feet，day by day
3.重点句式：
1)No one has seen it for ten years.
2)He has lived alone in a hidden room since his mother's death.
3)He proves that he is not ill when he gets to his feet for the first time in years！
第五课时　Section B (2a－2c)
1．重点单词：reader，librarian，consider，enemy
2．重点短语：in time
3．重点句式：
1)Luckily，people stopped the attack in time.
2)Although they have their own weaknesses，when they work together，nobody can defeat them!
3)Together，they achieve their final goal and prove themselves to be a good team.
1．掌握新单词，短语，句型
2．掌握词汇的基础与运用
1．掌握新单词，短语，句型
2．掌握名词加后缀变形容词的运用
一、预习课本P122新单词和短语并背诵，完成下面的汉译英。
1．读者；简易读物________　　　　2.认为；仔细考虑________
3．敌人________ 4.及时________
5．图书管理员；图书馆馆长________
二、认真预习2a－2c，找出下列句型。
1．幸运的是，人们及时阻止了这次攻击。(stop；in time)
________________________________________________________________________
2．许多人认为《西游记》是有史以来最伟大的中国经典小说之一。(consider；one of；all time)
________________________________________________________________________
3．尽管他们有自己的弱点，但当他们齐心协力时，没人能打败他们！(although；when)
________________________________________________________________________
3．他们一起实现了最终目标，并且证明了自己是一支优秀的团队。(achieve；prove)
________________________________________________________________________
Step 1　情景导入
T：Good morning，class！Let's wake up our brains with some word magic.We all love reading，right？But can you describe a good book？Watch how we can turn the noun “book” into an adjective! Just add a suffix：
·If a person is like a book，full of facts，he's bookish.
　　·If a novel is very book like and formal，we say it's bookly (less common，but fun).
Now，let's use our magic on “wonder”：
·A wonderful story fills you with delight.
·A plot twist can be wonderous (a poetic form of wondrous).
Finally，think of “action”：
·An action packed adventure is very active!
So，reading is a wonderful and active hobby.A bookish person probably has a fulfilling life！Let's all be curious word explorers today!
环节说明：通过“word magic(词汇魔法)”吸引学生的注意力，围绕学生熟悉的“阅读”主题创设真实语境，让学生在例句中自然感知“名词＋后缀→形容词”的构词规则。
Step 2　完成教材2a－2c的任务
1．将这些名词通过添加后缀 al， ish， y， ful， ous或 ive变成形容词。添加具有相同后缀的其他形容词。完成2a。
2．每个画线单词是名词(N)还是动词(V)？名词写 N，动词写 V。完成2b。
3．用方框中单词的正确形式完成短文。完成2c。
4．学习并熟读熟背2b/2c中的重点短语和句型。
环节说明：这一环节重在培养学生学习词汇的技能。先由词到词组再学会在句子中正确使用词汇，进而学会在短文中运用词汇。
Step 3　小结训练
用括号中名词的适当形式填空。
1．The story is full of magical (magic) elements.
2．The musical (music) performance was amazing.
3．The little girl has a mysterious (mystery) box.
4．The effect (effect) of the medicine is good.
5．He is a very selfish (self) person.
环节说明：这一环节重在通过训练进而在习题中复习学会运用词汇。
Step 4　问题探究
They even forced him into a house to steal things!
force用法详解
1．动词(v.)：最常用义为“强迫、迫使”，尤指通过压力让他人做不愿做的事，搭配为 force sb to do sth(强迫某人做某事)。
例：She forced herself to get up early.她强迫自己早起。
2．名词(n.)：
物理层面“力、力量”(如重力、推力)，例：the force of gravity(重力)。
抽象层面“影响力、说服力”，例：the force of his argument(他论点的说服力)。
固定搭配 the forces 指“军队、武装力量”。
3．高频搭配与辨析
1)force sth on sb：把某事/某物强加给某人
例：Don't force your ideas on me.别把你的想法强加给我。
2)force...open/closed：强行打开/关闭
例：They forced the locked door open.他们强行打开了锁着的门。
3)辨析force与make：两者均表“让某人做某事”，但 force 强调“通过压力/武力，对方不情愿”，make 更侧重“使某人不得不做，无明显强迫感”，且 make 后接动词原形(无to)。
请学生们做前面课时训练部分。
Step 5　Homework
1．Master new words and phrases.
2．Master the usage of vocabulary in a passage.
Unit 7　A Good Read
Section B (2a－2c)
1.重点单词：reader，librarian，consider，enemy
2.重点短语：in time
3.重点句式：
1)Luckily，people stopped the attack in time.
2)Although they have their own weaknesses，when they work together，nobody can defeat them！
3)Together，they achieve their final goal and prove themselves to be a good team.
第六课时　Section B (3a－4c)
1．重点单词：recommendation，basic，doubt，introduction
2．重点短语：give up，even though，be tired of
3．重点句式：
1)It was written in 1952 by the American writer Ernest Hemingway.
2)The main character is a fisherman who hasn't caught anything for months.
3)On his way back, sharks eat it，leaving nothing but bones.
4)This book has taught me not to give up or doubt myself.
1．掌握新单词，短语，句型
2．用英文写读书报告
1．用英文写读书报告
2．学会爱上不同的书籍
一、预习课本P123新单词并背诵，完成下面的汉译英。
1．推荐；提议________　　　　　2.基本的；初步的________
3．怀疑；不确定________ 4.介绍；序言________
二、认真预习3a－4c，找出下列句型。
1．我最喜欢的书是《老人与海》。
________________________________________________________________________
2．这本书教会我不要放弃或自我怀疑。(give up；doubt)
________________________________________________________________________
3．即便我已经读了这本书三遍，我仍然不觉得厌倦。(even though/be tired of)
________________________________________________________________________
4．如果你从未读过欧内斯特·海明威的作品，我推荐这本书。(recommend)
________________________________________________________________________
Step 1　情景导入
T：Good morning，class！Let's quickly review how to write a great book report.
First，introduce the book title，author，and main idea.Next，briefly summarize the plot，but don't give away the ending！Then，describe the main characters.What are they like？Finally，give your personal opinion.Did you enjoy the book？Why or why not？Remember to use examples from the story.
Now，let's share the book you're currently reading with a partner!
环节说明：通过复习读书报告的写法，突出学生互动和任务，自然过渡到所学的语言目标。
Step 2　完成Project (4a－4c)的任务
1．分组头脑风暴要纳入阅读日志的英文书籍。解释你的书籍选择。完成4a。
2．为阅读日志写一篇关于你最喜欢的书的文章。你可以使用下面阅读日志中一个条目的示例来帮助你。完成4b。
3．作为一个小组，向全班分享你最喜欢的书。回答同学的问题。完成4c。
4．讨论完成本单元反思部分。
Step 3　完成教材3a－3c的任务
1．阅读一名学生的读书报告，并用以下信息给不同部分贴标签。完成3a。
2．写一篇关于你最近读过的小说的读书报告。为了规划你的报告，请使用下面的表格做笔记。完成3b。
3．利用你在3b中的笔记写你的读书报告。完成3c。
典例example：
Mind Map
范文欣赏possible version：
Book Report：Journey to the West
A Fantastic Adventure
Journey to the West，written by Wu Cheng'en in the 16th century，is a famous Chinese novel.It tells the epic story of a monk，Tang Sanzang，and his three disciples—the powerful and clever Monkey King，the greedy Pigsy，and the loyal Sandy.They travel west to India to bring back Buddhist scriptures.
This book is an exciting adventure filled with magic，demons，and battles.I learned valuable lessons about teamwork and personal growth from their journey.Despite their flaws，they work together to overcome 81 difficulties.I highly recommend it because it's not only fun but also teaches us about friendship and never giving up.It's a timeless classic for all ages.
环节说明：通过典型例题的思维导图和讲解，让学生学会谋篇布局完成一篇写作。
请学生们做前面课时训练部分。
Step 4　Homework
1．Review words and expressions.
2．Practise your writing about book reports.

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