文档内容
Lesson Plan Design: Unit7 Section A 1a-1d
I. Textbook Analysis
This content is from the junior high English textbook (presumed PEP edition) Unit 7,
revolving around the theme of "Reading Classic Books," with listening and speaking as
the main lesson type. By presenting Chinese and foreign classics like *Journey to the
West*, *Harry Potter*, and *The Three-Body Problem*, the textbook combines
vocabulary, sentence patterns with literary topics. It cultivates students' listening and
speaking skills while permeating cultural comparisons between China and the West,
aligning with the junior high English characteristic of "topic-led + skill cultivation +
cultural integration." The materials are close to students' cognition, can stimulate their
interest in discussing classic works, and lay the topical foundation for subsequent reading
and writing lessons.
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the basic
usage of the simple past tense and present perfect tense and possess simple English
listening, speaking, and communication skills. Students have some familiarity with well-
known books like *Harry Potter* and *Journey to the West*, but are relatively unfamiliar
with English expressions for "literary genre classification (Fantasy, Mystery, etc.)." In
practical communication, they find it difficult to use complete English sentences to
describe book content or express reading feelings. Furthermore, junior high students are
highly curious and show considerable interest in topics comparing Chinese and foreign
classic literature, making them suitable for teaching through situational interaction and
group discussion.
III. Instructional Design Philosophy
Centered on the topic of "Classic Books," following the teaching principle of "Input—
Interaction—Output":
* First, introduce the topic through pictures and audio to help students accumulate
core vocabulary like book titles and literary genres.
* Then, use listening training to let students perceive target sentence patterns,
overcoming the难点 of "identifying book genres and completing information."
* Finally, achieve language output through group dialogues and topic discussions, while
integrating the cultivation of cultural awareness and moral character.
Throughout the process, employ Task-Based Language Teaching and situational teaching
methods, allowing students to master language knowledge and improve language
application skills while completing tasks.
IV. Core Competency Cultivation Objectives
(1) Language Ability
1. Master the English names of classic books like *Journey to the West* and *Harry
Potter*, as well as literary genre vocabulary such as fantasy, mystery, and science fiction.
2. Can use sentence patterns like "Have you ever read…?" "I've read/heard of…" todiscuss reading experiences.
3. Can understand short dialogues about book introductions and complete information
matching and sentence completion tasks.
(2) Moral Character
1. Cultivate interest in reading classic books and form good reading habits.
2. Learn to respect literary works from different countries and establish awareness of
intercultural communication.
(3) Cultural Awareness
1. Understand the characteristics of Chinese and Western classic literary works,
comparing cultural differences in literature.
2. Appreciate the charm of Chinese classic literature like *Journey to the West*,
enhancing cultural confidence.
V. Teaching Objectives
1. Knowledge Objectives: Students can recognize, read, and use vocabulary like
detective, attack, choose, adventure. Master the interrogative form and responses of the
present perfect tense.
2. Ability Objectives: Can understand dialogues related to books and extract key
information. Can exchange reading experiences and book opinions with peers in English.
3. Affective Objectives: Stimulate interest in reading classics. Understand Chinese and
foreign classic literature. Enhance a sense of cultural identity.
VI. Teaching Focus
1. Master English expressions for classic book titles and literary genres.
2. Use the sentence pattern "Have you ever read…?" for oral communication.
3. Complete information matching and sentence completion in listening tasks.
VII. Teaching Difficulties
1. Accurately identify key information about book genres and content in dialogues
through listening.
2. Describe book content and reading feelings using complete English sentences.
VIII. Teaching Procedures (Seven Steps)
Step 1: Warm-up Lead-in (3 minutes)
* Activity: Teacher shows book covers in pictures (e.g., *Journey to the West*, *Harry
Potter*). Asks: "What's this book? Do you know its English name?" Guides students to
answer book names in Chinese. Teacher supplements the English expressions.
* Purpose: Activate students' prior knowledge, introduce the "Classic Books" topic, and
initially perceive core vocabulary.
Step 2: Vocabulary Presentation (5 minutes)* Activity 1: Teacher presents genre vocabulary like fantasy, mystery, science fiction.
Explains meanings book pictures. Has students match books with genres.
* Activity 2: Students read vocabulary aloud together. Teacher corrects pronunciation.
Conducts a "Vocabulary Quick Response" game: Teacher says a genre, students hold up
the corresponding book picture.
* Purpose: Master core vocabulary, paving the way for listening and oral
communication.
Step 3: First Listening (7 minutes)
* Activity: Play the recording for Part 1b. Students write the letter (A-F) of the book
pictures on the corresponding genre shelves (Fantasy, Mystery, etc.) based on what they
hear.
* Feedback: Teacher invites students to show answers, checks and explains common
errors.
* Purpose: Train students' ability to identify key information and match information
through listening.
Step 4: Second Listening (8 minutes)
* Activity: Play the recording for Part 1c. Students complete the sentence completion
task. Play a second time for students to check answers. Teacher pauses the recording to
explain难点 vocabulary (e.g., detective, attack).
* Extension: Teacher leads reading of the completed sentences, allowing students to
perceive sentence structure.
* Purpose: Further extract detailed listening information, consolidate vocabulary and
sentence patterns.
Step 5: Sentence Pattern Practice (10 minutes)
* Activity 1: Teacher demonstrates the sentence pattern: "Have you ever read
*Journey to the West*? — Yes, I have./No, I haven't." Explains the usage of the present
perfect tense.
* Activity 2: In pairs, students practice the sentence pattern dialogue using the books
in the pictures. Teacher circulates to guide.
* Activity 3: Invite 2-3 pairs to present their dialogues. Teacher gives feedback and
corrects errors.
* Purpose: Master target sentence patterns, improve accuracy of oral expression.
Step 6: Topic Discussion (10 minutes)
* Activity: Conduct a "My Favorite Great Book" group discussion. Students exchange
reading experiences and book opinions using sentence patterns like "Have you ever
read…? I think it's… It's about…" Each group selects a representative to share.
* Purpose: Achieve language output, cultivate students' comprehensive English
application ability.
Step 7: Summary and Elevation (2 minutes)* Teacher Summary: Organizes the lesson's core vocabulary, sentence patterns, and key
books. Emphasizes the reading value of classic books.
* Emotional Guidance: Encourages students to read Chinese and foreign classics after
class, the charm of literature.
* Purpose: Consolidate knowledge, elevate affective goals.
IX. Class Summary
This lesson the topic of "Classic Books." Through vocabulary learning, listening training,
sentence pattern practice, and topic discussion, students mastered the English names of
Chinese and foreign classic books, literary genre vocabulary, and communicative sentence
patterns of the present perfect tense. They can initially exchange reading experiences in
English. Simultaneously, students learned about differences between Chinese and Western
classic literature, stimulated interest in reading classics, and enhanced cultural confidence.
X. Homework
1. Copy the lesson's core vocabulary and sentence patterns, three times each.
2. Write a short paragraph (5 sentences) in English introducing your favorite classic
book.
3. Communicate your reading experience with family in English. Record a 1-minute
audio clip.
---
Unit7 Part A 2a-2d
I. Textbook Analysis
This content belongs to a junior high English integrated reading/listening and speaking
lesson, revolving around the core topic of "Book Report," covering elements of a book
report, introductions to Chinese and foreign classics, and oral book report expression.
Through a task chain of "checking elements — listening matching — table completion —
oral reporting," the textbook combines language knowledge learning with practical
language use. It permeates the cultural background of Chinese and Western classics like
*The Romance of the Three Kingdoms* and *Oliver Twist* while cultivating students'
information extraction and oral expression abilities. This aligns with the junior high
English design philosophy of "skill integration + cultural immersion" and is important
content bridging basic listening/speaking and comprehensive language use.
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the simple
past tense and present perfect tense, can recognize simple literature-related vocabulary,
and possess basic listening information capture ability. Students have a preliminary of
the written/oral forms of book reports but are relatively unfamiliar with English
expressions for "core components of a book report (e.g., main subject, type of novel)."
They also find it difficult to complete a brief oral book report presentation in coherent
English. Furthermore, junior high students show high interest in the story content ofclassic novels but have limited understanding of the background differences between
Chinese and Western literature. They are suitable for teaching through task-based
learning and group cooperation.
III. Instructional Design Philosophy
Using "Creating a Book Report" as the main thread, follow the teaching logic of
"Perception — Input — Practice — Output":
* First, clarify the core elements of a book report through topic introduction.
* Then, through two rounds of listening training, help students accumulate vocabulary
and expressions related to classics, overcoming the of "completing book report
information."
* Finally, through imitation, creation, and presentation, have students complete the
output task of an oral book report.
The teaching integrates situational teaching and task-based teaching methods,
incorporating comparisons between Chinese and Western literary cultures to achieve dual
enhancement of language ability and cultural literacy.
IV. Core Competency Cultivation Objectives
(1) Language Ability
1. Master book report core vocabulary like character, plot, type of novel, main subject,
as well as English names and authors of classics like *The Romance of the Three
Kingdoms* and *Oliver Twist*.
2. Can understand dialogues about book reports and complete information matching
and table completion tasks.
3. Can use template sentence patterns to complete a brief oral book report.
(2) Moral Character
1. Cultivate the habit of reading classic novels, literary appreciation ability.
2. Learn to express one's reading views and feelings clearly and logically.
(3) Cultural Awareness
1. Understand the background and themes of Chinese and Western classics like *The
Romance of the Three Kingdoms* and *Oliver Twist*, perceiving differences and
commonalities between Chinese and Western literature.
2. Enhance cultural confidence in Chinese classic literature. Respect outstanding Western
literary works.
V. Teaching Objectives
1. Knowledge Objectives: Students can recognize, read, and use book report-related
vocabulary. Master English names, authors, and genres of Chinese and foreign classics.
Understand the basic structure of an oral book report.
2. Ability Objectives: Can understand dialogues related to book reports and extract key
information. Can complete a brief oral book report based on a template.
3. Affective Objectives: Stimulate interest in reading classic novels. Cultivate cross-culturalliterary appreciation ability.
VI. Teaching Focus
1. Master the core components of a book report and related English expressions.
2. Understand dialogues and complete information matching and table completion tasks.
3. Use template sentence patterns to complete an oral book report.
VII. Teaching Difficulties
1. Accurately identify key information about classic content and reasons for choosing a
book report in dialogues through listening.
2. Complete the presentation of an oral book report using coherent English sentences.
VIII. Teaching Procedures (Seven Steps)
Step 1: Warm-up Lead-in (3 minutes)
* Activity: Teacher shows classic book covers (*The Romance of the Three Kingdoms*,
*Oliver Twist*). Asks: "Have you ever read these books? What do you usually talk about
when you introduce a book to others?" Guides students to say key points for
introducing a book in Chinese. Teacher organizes and writes core vocabulary on the
board (title, writer, character, etc.).
* Purpose: Activate prior knowledge, introduce the "Book Report" topic, perceive core
vocabulary.
Step 2: Initial Task Exploration (5 minutes)
* Activity: Students complete Task 2a: check items that need to be mentioned in a
book report. Teacher checks answers and explains easily confused vocabulary like main
subject, cover art, clarifying the core elements of a book report.
* Purpose: Let students grasp the composition of a book report, accumulate basic
vocabulary.
Step 3: First Listening (7 minutes)
* Activity: Play the recording for Part 2b. Students match Zhong Yi and Linda with
their reasons (A/B) for choosing a book based on what they hear.
* Feedback: Teacher invites students to share answers. Explains key information
involved in the listening (e.g., favourite writer/type of novel).
* Purpose: Train students' ability to identify main ideas through listening. Understand
common reasons for choosing books.
Step 4: Second Listening (10 minutes)
* Activity: Play the recording for Part 2c. Students complete the table notes for Zhong
Yi and Linda's book reports. Play the recording a second time for students to check
answers. Teacher focuses on explaining vocabulary and expressions like historical fiction,
idiom, in the 1800s.
* Extension: Teacher table content, briefly introduces the story background of *TheRomance of the Three Kingdoms* and *Oliver Twist*.
* Purpose: Extract detailed listening information. Consolidate vocabulary and
expressions related to classics.
Step 5: Sentence Pattern Practice (8 minutes)
* Activity 1: Teacher presents the book report template from 2d. Leads reading and
explains sentence structure: "Have you ever read…? It's my favourite book by… In this
story, the main character is… He/She…"
* Activity 2: In pairs, students practice brief dialogues imitating the template, using
information about the classics from the table. Teacher circulates to correct pronunciation
and grammar errors.
* Purpose: Master the expression template for book reports, paving the way for oral
output.
Step 6: Presentation (10 minutes)
* Activity: Conduct a "Mini Book Report" presentation activity. Students choose a book
they like and complete a 1-2 minute oral book report based on the template. Each
group selects 1 representative to present.
* Evaluation: Teacher gives feedback from aspects like pronunciation, content
completeness, and fluency of expression, providing encouraging feedback.
* Purpose: Achieve language output, enhance students' oral expression ability.
Step 7: Summary and Elevation (2 minutes)
* Teacher Summary: Organizes the lesson's core vocabulary, sentence patterns, and
components of a book report. Compares the cultural background and literary
characteristics of *The Romance of the Three Kingdoms* and *Oliver Twist*.
* Emotional Guidance: Encourages students to read more Chinese and foreign classics
after class, writing written book reports.
* Purpose: Consolidate knowledge, elevate affective and cultural goals.
IX. Class Summary
This lesson "Book Report." Through checking elements, listening training, sentence pattern
practice, and oral presentation, students mastered the core components and English
expressions of a book report. They can understand and extract listening information
related to classics and use templates to complete brief oral book reports. Simultaneously,
students learned about the cultural background of Chinese and Western classics,
stimulated interest in reading classics, and enhanced awareness of cross-cultural literary
appreciation.
X. Homework
1. Copy the lesson's core vocabulary and sentence patterns, two times each.
2. Choose a book you like. Write an English book report of about 80 words based on
the 2d template.
3. Share book reports with a peer, exchanging reading feelings in English.---
Lesson Plan Design: Unit7 Section A 3a-3d
I. Textbook Analysis
This material revolves around a reading dialogue about *Alice's Adventures in
Wonderland*, belonging to the sub-topic of "Literary Works and Cultural Experience"
under the thematic context of "Humans and Society" in junior high English. The content
integrates the present perfect tense (discussing reading/viewing experiences) and
literature-related vocabulary (e.g., fantasy novel, main character), while permeating the
cultural connotation of classic literary works. It trains language application ability and
guides students to perceive Western literary culture,the junior high English integrated
teaching requirement of "language + culture."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered the basic structure of the present perfect tense
(have/has + past participle) and can conduct simple daily dialogues. However, they are
not yet in applying this tense in the context of "discussing literary works."
2. Cognitive Characteristics: Show high interest in fantasy literature themes but lack
experience in using English to describe literary content and express reading feelings.
3. Cultural Cognition: Have a preliminary understanding of the story *Alice's Adventures
in Wonderland* but insufficient perception of its literary connotation of the "growth
theme."
III. Instructional Design Philosophy
Centered on "Literary Work Experience," adopt the teaching path of "Pre-reading
Activation — While-reading Comprehension — Post-reading Application":
1. Activate students' prior knowledge with an animation clip of *Alice's Adventures in
Wonderland*.
2. Through steps of "information extraction — detailed intensive reading — language
organization," let students grasp the tense and vocabulary in the dialogue.
3. Use "group cooperation sharing literary works" as the output task, achieving the
combination of language application and cultural perception.
IV. Core Competency Objectives
1. Language Ability:
* Master literary vocabulary like "fantasy novel, main character."
* Can use the present perfect tense to discuss reading/viewing experiences (e.g.,
"I've just finished…/Have you ever read…?").
2. Moral Character:
* Experience the "growth" theme in *Alice's Adventures in Wonderland*, forming
a positive reading attitude.
3. Cultural Awareness:* Understand the cultural status of *Alice's Adventures in Wonderland* as a
Western classic fantasy literature. perceive thematic differences between Chinese and
Western literary works.
V. Teaching Objectives
1. Knowledge Objectives:
* Master vocabulary: fantasy, classic, tiny, magic.
* Master sentence patterns: "I've just finished…/Have you ever read…?/I prefer…
to…".
2. Ability Objectives:
* Can extract key information about literary works (author, type, protagonist, etc.).
* Can share reading experiences and feelings in English.
3. Affective Objectives:
* Cultivate interest in reading classic literary works. Learn to respect literary
creations from different cultures.
VI. Teaching Focus
1. Application of the present perfect tense in "discussing reading/viewing experiences."
2. Extraction and English expression of key information about literary works.
VII. Teaching Difficulties
1. Using the present perfect tense to coherently describe reading experiences.
2. Understanding the "growth theme" of *Alice's Adventures in Wonderland* and
expressing it in English.
VIII. Teaching Procedures (Seven Steps)
Step 1: Lead-in (3 minutes)
* Play a clip (1 minute) from *Alice's Adventures in Wonderland* animation. Ask:
1. "What story is this?"
2. "Have you ever read the book or watched the movie?"
* Guide students to share impressions of the story in simple English, activating the
topic.
Step 2: Pre-reading: Vocabulary & Sentence Pattern Preparation (5 minutes)
* Present vocabulary: fantasy novel, main character, tiny, magic. Explain meanings
through pictures/real objects (e.g., picture of a "tiny door").
* Demonstrate sentence pattern: "I've just finished *Alice's Adventures in Wonderland*.
Have you ever read it?" Have students practice in pairs.
Step 3: While-reading: Information Extraction (8 minutes)
* Have students read the dialogue quickly. Complete the 3b table (independently filling
in author, work type, etc.).
* Check answers in groups. Teacher shows the correct table. Guide students tosummarize methods for "extracting literary work information" (focus on keywords in the
dialogue: by, type, about, etc.).
Step 4: While-reading: Detailed Intensive Reading (10 minutes)
* Have students read the dialogue sentence by sentence intensively. Mark sentences in
the present perfect tense.
* Key analysis:
1. Usage of "just" in "I've just finished…".
2. Structure and semantics of "I prefer the book to the movie."
* Play the dialogue audio. Students follow along, imitating pronunciation and
intonation.
Step 5: Post-reading: Language Application (10 minutes)
* Assigned Task: Within groups, share a book you have read, including:
1. "I've read…by…It's a/an…novel."
2. "My favourite part is…"
3. "Have you ever read it?"
* Group presentation. Teacher comments on language accuracy and content richness.
Step 6: Cultural Extension (5 minutes)
* Introduce *Alice's Adventures in Wonderland* author Lewis Carroll, explaining its
status as Western classic fantasy literature.
* Ask: "What Chinese fantasy novels have you read? How are they different from
Alice?" Guide students to compare Chinese and Western fantasy literature.
Step 7: Theme Elevation (4 minutes)
* Summarize the "growing up" theme in the dialogue. Ask: "What can we learn from
Alice's story?"
* Guide students to answer with "be brave, try new things," etc., strengthening the
moral character objective.
IX. Summary
1. Review the lesson's key points: application of the present perfect tense, English
expression of literary work information.
2. Emphasize the value of reading classic literary works. Encourage students to read
and share more.
X. Homework
1. Written Homework: Write a short text of about 50 words in English introducing your
favorite book (include author, type, favorite part).
2. Extension Homework: Watch a clip of the *Alice's Adventures in Wonderland* movie.
Compare differences between the book and the movie. Share next class.
---Unit7 Part A 4a-4c Complete Grammar Lesson Plan
Present Perfect Tense (ever/never/already/yet) Grammar Lesson Plan
I. Textbook Analysis
This content is selected from the "Grammar Focus" section of a junior high English
textbook. With the theme of "Reading and Language Use," it integrates dialogues, short
passages, and classroom interactions to train grammar on the "Present Perfect Tense +
Time Adverbs (ever/never/already/yet)." It consolidates the structure of the present
perfect tense while focusing on the semantic and contextual differences of time adverbs.
It is a typical lesson example combining "grammar rules + pragmatic practice,"
permeating the cultural theme of "cross-cultural reading,"the unity of language
instrumentality and humanism.
II. Student Analysis
Target: 8th-grade students.
* Language Foundation: Have mastered the basic structure of the present perfect
tense (have/has + past participle). Possess simple reading and dialogue output ability.
However, the contextual distinction of "ever/never/already/yet" is not clear.
* Cognitive Characteristics: Logical thinking is developing. Can deduce rules through
examples but easily confuse the usage of near-synonym adverbs.
* Learning Needs: Need contextualized practice to transform grammar rules into
practical language application skills.
III. Instructional Design Philosophy
Using "'Reading Experience' as the contextual," adopt the process: "Rule Perception →
Semantic Discrimination → Pragmatic Practice → Transfer Extension":
1. Activate existing grammar knowledge using the familiar student topic of "reading
books" as the lead-in.
2. Deduce usage rules for time adverbs through textbook example sentences.
3. Strengthen contextual application through exercises like dialogue and passage
completion.
4. Achieve transfer of grammar knowledge to practical communication classroom
interaction tasks.
IV. Core Competency Objectives
(1) Language Ability
* Master the semantics and usage of "ever/never/already/yet" in the present perfect
tense.
* Can correctly use the target grammar for dialogue and short passage writing in the
context of "reading."
(2) Moral Character
* Cultivate the learning habit of "active reading, sharing reading." Experience the value
of reading.(3) Cultural Awareness
* Learn about literary works from different countries. establish awareness of cross-
cultural reading.
V. Teaching Objectives
1. Knowledge Objectives:
* Clarify the structure of the present perfect tense. Master the semantics and
position of "ever/never/already/yet."
* Can distinguish the usage differences of "already/yet" in affirmative,
negative/interrogative sentences.
2. Ability Objectives:
* Can use the target grammar to discuss reading experiences in dialogue.
* Can complete short passage writing containing the target grammar.
3. Affective Objectives:
* Stimulate reading interest. Be willing to share personal reading experiences.
VI. Teaching Focus
1. Semantics and usage rules of "ever/never/already/yet."
2. Correct application of the target grammar in the context of "reading."
VII. Teaching Difficulties
1. Contextual distinction of "already/yet" in different sentence structures.
2. Natural output of the target grammar in authentic communication.
VIII. Teaching Procedures (Seven Steps)
Step 1: Contextual Lead-in (5 minutes)
* Activity: Teacher shows book covers like *The Little Prince*, *The Adventures of Tom
Sawyer*. Asks: "Have you read *The Little Prince*? When did you read it?" Guide
students to answer using the present perfect tense, activating prior knowledge and
introducing the classroom theme of "reading experience."
* Design Intent: Start with a familiar student topic to reduce the unfamiliarity of
grammar learning.
Step 2: Rule Perception (8 minutes)
* Activity 1: Present example sentences from the textbook's "Grammar Focus." Have
students underline the "have/has + past participle" structure and circle
"ever/never/already/yet."
* Activity 2: Group Discussion: What are the differences in the position and meaning
of these words in the sentences? Teacher guides as:
Adverb | Semantics | Sentence Type/Position
:--- | :--- | :---
ever | "ever" | In questions (after have/has)never | "never" | In negative sentences (after have/has)
already | "already" | In affirmative sentences (after have/has)
yet | "yet (not)" | At the end of negative/interrogative sentences
* Design Intent: Through independent observation + deduction, let students actively
construct grammar rules.
Step 3: Semantic Discrimination (10 minutes)
* Activity 1: Complete the dialogue fill-in for textbook "4b." Teacher explains 易错点
(e.g., "yet" used at the end of questions).
* Activity 2: "Sentence Rewriting" Practice: Rewrite "I have finished the book." into a
negative sentence ("I haven't finished the book yet.") and an interrogative sentence
("Have you finished the book yet?"). Strengthen the sentence structure difference of
"already/yet."
* Design Intent: Consolidate rules through practice, focusing on难点 distinction.
Step 4: Pragmatic Practice (10 minutes)
* Activity: Complete the short passage fill-in for textbook "4c." Students work
independently, then check answers in groups. Teacher explains "contextual differences
between present perfect tense and simple past tense" (e.g., "At the start of this year I
decided..." uses simple past for past action; "I have already read twenty books" uses
present perfect for present result).
* Design Intent: Integrate grammar rules into discourse, discourse comprehension and
application ability.
Step 5: Classroom Interaction (7 minutes)
* Activity: Conduct textbook "4d" task: In pairs, students use the "Have you ever…?"
pattern to ask about each other's reading experiences. Record results (e.g., "Li Ming has
read a book in English."). Finally, select 2-3 pairs to present.
* Design Intent: Achieve transfer of grammar knowledge to practical communication,提
升 oral output ability.
Step 6: Extension (5 minutes)
* Activity: Teacher shows classic books from different countries (e.g., *One Hundred
Years of Solitude*, *Norwegian Wood*). Asks: "Have you ever read books from other
countries? What have you learned from them?" Guides students to discuss cross-cultural
reading experiences using the target grammar.
* Design Intent: Permeate cultural awareness, extend the context of grammar
application.
Step 7: Summary and Organization (5 minutes)
* Teacher reviews using a "mind map": Present perfect tense structure + usage of the
4 adverbs.
* Students summarize in 1 sentence: "I have learned that we use 'ever' in questions,
'never' in negatives, 'already' in positives, and 'yet' in negatives or questions."IX. Class Summary
This lesson used "reading experience" as the context to learn the usage of
"ever/never/already/yet" in the present perfect tense. Through rule deduction, practice
consolidation, and interactive practice, it achieved the transformation of grammar
knowledge into pragmatic ability, experiencing the cultural value of reading.
X. Homework Assignment
1. Write 3 sentences using the target grammar to describe your reading experiences
(e.g., "I have already read *Tom Sawyer*. I have never read a book in French. Have you
read *The Little Match Girl* yet?").
2. Interview a family member about their reading experience. Record 1-2 sentences
using the present perfect tense.
---
Unit 7 Section B 1a-1d
I. Textbook Analysis
This lesson is selected from PEP 8th Grade English Book 2. It revolves around the theme
of "Classic Books," with the plot summary of *The Secret Garden* as the core material,
属于 an integrated "reading and speaking" lesson type. Through activities like story
reading and character relationship analysis, the textbook permeates grammar knowledge
like the simple past tense and present perfect tense while guiding students to explore
emotions and growth themes in classic literary works. This achieves the combination of
language knowledge learning and cultural literacy cultivation, the junior high English
teaching requirement of "language use + cultural immersion."
II. Student Analysis
The students are 8th graders. They have mastered the basic usage of the simple past
tense and have a preliminary understanding of the present perfect tense. They possess
basic English reading and oral expression abilities but have less with English classic
literary works. Their ability to analyze character relationships and story themes needs
improvement. Students show high interest in story-based materials, making them suitable
for teaching through situational exploration and group cooperation.
III. Instructional Design Philosophy
Use "Pre-reading Preparation — While-reading Exploration — Post-reading Output" as the
main thread, Task-Based Language Teaching and Cooperative Learning methods:
* First, activate students' existing knowledge of classic books through topic discussion.
* Then, guide students to the characters and plot of *The Secret Garden* through
skimming and intensive reading.
* Finally, achieve the application of language knowledge through oral expression and
writing tasks, the cultural connotation and ideological value of the story.IV. Core Competency Objectives
1. Language Ability: Can recognize, read, and use vocabulary and phrases like spoiled,
belong to, take care of. Can organize story character relationships. Can 简述 the main
plot of *The Secret Garden* in English.
2. Moral Character: Experience the connotation of "friendship and companionship
promoting growth" in the story. Cultivate a positive and optimistic attitude towards life.
3. Cultural Awareness: Understand the cultural background of *The Secret Garden* as a
Western classic children's literature. Feel the common values in Chinese and foreign
classic literature.
V. Teaching Objectives
1. Knowledge Objectives: Master vocabulary like spoiled, selfish, belong to, take care of.
Understand the identity and relationships of characters in the story.
2. Ability Objectives: Can extract key story information through reading. Can describe
characters and plot simply in English. Can discuss insights from classic books with peers.
3. Affective Objectives: Cultivate interest in reading classics. Understand the meaning of
"companionship and growth."
VI. Teaching Focus
1. Master core vocabulary and phrases related to the story.
2. Organize character relationships and main plot of *The Secret Garden*.
3. Briefly describe the story content and share reading feelings in English.
VII. Teaching Difficulties
1. Accurately analyze relationships between characters and express them in idiomatic
English.
2. story content, "insights gained from classic books."
VIII. Teaching Procedures (Seven Steps)
Step 1: Warm-up Lead-in (5 minutes)
1. Teacher asks: "Have you read any great books? What's your favorite one?" Invites 2-
3 students to share, activating the topic.
2. Show book covers from 1a (*Childhood*, *The Wonderful Wizard of Oz*, *The
Secret Garden*, etc.). Guide students to read the titles, initially perceiving the "great
books" theme.
Step 2: Pre-reading Preparation (7 minutes)
1. Present the author of *The Secret Garden*, Frances Hodgson Burnett, and the story
background. Briefly introduce the work's status.
2. Present core vocabulary: spoiled, selfish, belong to, take care of, discover. Teach
reading and explain meanings pictures and example sentences.
Step 3: Skimming Task (8 minutes)1. Assigned Task: Have students quickly read the story summary in 1b. Circle the
characters in the text (Mary Lennox, Mr. Craven, Dickon, Colin).
2. After checking answers, ask: "Who is the main character of the story?" Guide
students to初步 clarify the protagonist.
Step 4: Intensive Reading Exploration (10 minutes)
1. Students read the text intensively again. Complete a table (Character, Identity,
Relationship to Mary):
Character | Identity | Relationship to Mary
:--- | :--- | :---
Mary Lennox | 10-year-old girl | Protagonist
Mr. Craven | Owner of the manor | Mary's uncle
Dickon | A boy | Mary's friend
Colin | A weak boy | Mary's cousin
2. Group Discussion: "How do the characters change in the story?" Teacher circulates
and gives。
Step 5: Language Explanation (7 minutes)
1. Select key sentences from the text (e.g., "It belonged to her uncle's wife." "He has
not walked for years because he thinks he has an illness."). Explain the usage of
*belong to* and the contextual application of the present perfect tense.
2. Guide students to find vocabulary describing characters' emotions and states in the
text (unhappy, weak, happier). Summarize the usage of adjectives.
Step 6: Post-reading Output (10 minutes)
1. Group Cooperation: Based on the story content, the main plot of *The Secret
Garden* in 3-5 sentences. Each group selects a representative to present.
2. Extension Discussion: "What can we learn from *The Secret Garden*?" Guide
students to discuss insights the story (e.g., "Friendship can make us strong.").
Step 7: Summary and Elevation (3 minutes)
1. Teacher organizes the lesson's core vocabulary, character relationships, and story
theme.
2. Emphasize: Great books can teach us important lessons about life. Encourage
students to read more classics.
IX. Class Summary
This lesson for *The Secret Garden*. Students mastered relevant core vocabulary and
phrases, organized the story's character relationships and main plot, and experienced the
mean of "friendship and companionship promote growth." Through reading, speaking, and
discussion activities, they improved English reading and oral expression abilities and
cultivated interest in reading classics.
X. Homework1. Copy the lesson's core vocabulary and phrases. Make one sentence each using
*belong to* and *take care of*.
2. Write a short English passage of about 80 words introducing your favorite classic
book, explaining the reasons you like it.
3. Look up the complete story of *The Secret Garden* after class. Share more details
next class.
---
Unit7 Section B 2a-2d (and following text)
Unit 7 Vocabulary in Use English Lesson Plan
I. Textbook Analysis
This content is selected from the Vocabulary in Use section of junior high English Unit
7. With "vocabulary suffix conversion," "part of speech discrimination," and "discourse
completion" as the core, it combines vocabulary learning with story context (*Journey to
the West*). It covers vocabulary word formation (suffixes like -al, -ish, -y, -ful, -ous, -ive)
and part of speech judgment (noun/verb), while permeating cultural content through
classic literature topics. This achieves the integration of vocabulary knowledge and
pragmatic ability, the junior high English design concepts of "lexical chunk teaching" and
"contextualized learning."
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered basic
concepts of parts of speech (nouns, verbs, adjectives) and understand simple word
formation (e.g., -er/-or suffixes). However, their grasp of the conversion for multiple
adjective suffixes is not systematic., students have a Chinese foundation for the
*Journey to the West* story, which aids understanding the discourse context. But
English expression lack flexibility in using vocabulary and easily confuse the function of
parts of speech in sentences.
III. Instructional Design Philosophy
With "Context-Driven + Task-Based Teaching" as the core:
* First, solidify the vocabulary foundation through "suffix word formation."
* Then, overcome grammar through "part of speech discrimination."
* Finally, achieve comprehensive vocabulary application through *Journey to the West*
discourse completion.
Adopt the steps of "Observation — Summarization — Practice — Extension," group
cooperation, situational Q&A, and other activities to integrate vocabulary learning with
cultural permeation and thinking training, letting students "learn by using."
IV. Core Competency Objectives
(1) Language Ability
1. Master the rules for converting nouns like magic, mystery into adjectives by adding
suffixes. Can correctly write the corresponding adjectives.2. Can distinguish the noun/verb parts of speech for words like attack, force and use
them correctly in sentences.
3. Can use the vocabulary from the box to complete discourse fill-in on the theme of
*Journey to the West*, vocabulary pragmatic ability.
(2) Moral Character
Through the *Journey to the West* character stories, cultivate the spirit of "unity and
cooperation" and "perseverance." Understand the meaning of "overcoming difficulties."
(3) Cultural Awareness
Understand the English expression of the Chinese classic literature *Journey to the
West*. Enhance confidence in Chinese culture. Appreciate the interpretation of the
"adventure, courage" theme in Chinese and foreign cultures.
V. Teaching Objectives
1. Knowledge Objectives: Master the word formation rules for 7 common adjective
suffixes. Master the parts of speech and usage of words like attack, force. Memorize the
meanings and of core vocabulary like prove, adventure.
2. Skill Objectives: Can complete question types like part of speech conversion, part of
speech judgment, and discourse completion. Can describe characters and plots of
*Journey to the West* context.
3. Affective Objectives: Cultivate cooperative awareness through completing tasks in
groups. Feel the charm of classic literature through *Journey to the West* content.
VI. Teaching Focus
1. Rules for converting nouns into adjectives by adding suffixes (-al/-ish/-y/-ful/-ous/-ive).
2. Distinguishing the noun and verb parts of speech for words like attack, report and
using them correctly in sentences.
3. Using core vocabulary to complete *Journey to the West*-themed discourse
completion.
VII. Teaching Difficulties
1. Flexible application of different suffixes (e.g., some nouns can add multiple suffixes
to form different adjectives).
2. Judging the required part of speech based on sentence structure in specific contexts
and choosing the correct vocabulary form.
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warm-up Lead-in (5 minutes)
1. Play a classic clip from *Journey to the West* (English dubbed version). Ask
students: "Do you know this story? Who are the main characters? What do they do in
the story?"
2. Present this lesson's core vocabulary (magic, force, adventure, etc.). Have studentsguess meanings the activating prior knowledge.
Design Intent: Lead-in through familiar cultural material to stimulate learning interest and
the discourse theme.
Step 2: New Knowledge Presentation — Vocabulary Word Formation (10 minutes)
1. Show the nouns from the 2a table (magic, mystery, pain, fun, self). Guide students
to observe the suffix example (magic→magical). Group Discussion: "What suffixes can we
add to nouns to make adjectives?"
2. Teacher summarizes the usage of suffixes like -al/-ish/-y/-ful/-ous/-ive. Supplements
examples (e.g., mystery→mysterious, pain→painful). Complete the fill-in for the 2a table.
3. Immediate Practice: Have students write the corresponding adjectives for nouns like
"care, hope, danger" to check understanding.
Design Intent: Cultivate students' ability through observation and summarization. Solidify
the foundation of word formation.
Step 3: New Knowledge Consolidation — Part of Speech Discrimination (8 minutes)
1. Present the sentences in 2b. Have students find the underlined words (attack, report,
force, etc.) and judge whether they are nouns (N) or verbs (V).
2. Teacher explains the part of speech usage of key words: e.g., *attack* as verb "to
attack," as noun "an attack"; *report* as verb "to report," as noun "a report."
3. Group Activity: Students use these words to noun sentences and verb sentences
respectively. Each group shares 2 sentences.
Design Intent: Deepen understanding of parts of speech through contextual judgment and
sentence making, vocabulary application ability.
Step 4: Discourse Preparation — Vocabulary Preview (7 minutes)
1. Show the vocabulary in the 2c box (prove, force, attack, adventure, weak, base,
punish). Explain meanings *Journey to the West* plot: e.g., *adventure*, *punish* ,
*weak* .
2. Have students match vocabulary with character traits: e.g., "Sun Wukong is powerful,
not weak." Strengthen the connection between vocabulary and context.
Design Intent: Explain vocabulary story background, letting students understand
vocabulary at the meaning level, preparing for discourse completion.
Step 5: Comprehensive Application — Discourse Completion (10 minutes)
1. Have students independently complete the discourse completion for 2c. Teacher
circulates to guide, focusing on the of part of speech and meaning.
2. Check Answers: Invite students to read sentences one by one and explain reasons
for choices. Teacher corrects errors (e.g., base→basis, punish→punish verb usage).
3. Read the discourse aloud collectively. vocabulary application in discourse.
Design Intent: Achieve comprehensive vocabulary application through discourse
completion。 students' discourse comprehension and vocabulary selection ability.
Step 6: Extension — Culture & Expression (5 minutes)1. Ask students: "What can we learn from *Journey to the West*? How do the
characters work together?"
2. Have students use 3-5 vocabulary items from this lesson to describe their favorite
*Journey to the West*. Share with .
Design Intent: Extend expression and cultural content, both consolidating vocabulary and
permeating moral character education.
Step 7: Class Summary (5 minutes)
1. Students independently summarize the lesson's key points: suffix word formation,
part of speech discrimination, core vocabulary.
2. Teacher : Emphasize that "vocabulary should be memorized and applied in context."
Review the "unity, perseverance" spirit in *Journey to the West*.
Design Intent: Organize the knowledge system through independent summarization.
Strengthen learning focus.
IX. Class Summary
This lesson progressed layer by layer through "Word Formation — Part of Speech
Discrimination — Discourse Application," enabling students to master the conversion rules
of adjective suffixes and the usage of core vocabulary. the cultural context of *Journey
to the West*, vocabulary learning was no longer . Students not only improved their
language ability but also appreciated the charm of classic literature and the importance
of teamwork.
X. Homework Assignment
1. Basic Homework: Complete the remaining "Other adjectives" section in textbook 2a.
Use 5 words from 2b to make one noun sentence and one verb sentence for each.
2. Enhancement Homework: Write a short passage of about 80 words using this
lesson's core vocabulary, introducing one from *Journey to the West*.
3. Extension Homework: Research and find English expressions for other characters in
*Journey to the West*. Share next class.
---
Lesson Plan Design: Unit7 Section B Part 3a-c
"A Good Read" Reading Lesson Plan
I. Textbook Analysis
This lesson is selected from the reading module of a junior high English textbook. Using
a book report on *The Old Man and the Sea* as the, it revolves around "book report"
reading and writing teaching. The text integrates narrative and argumentative expression,
introducing basic book information and story content while 阐述 reading insights and
recommendation reasons. It is quality material for training students' integrated reading-
writing skills and critical thinking. Through the task chain of "annotating text structure —
imitating and writing a book report," the textbook achieves the language learning logic
of "input — internalization — output," permeating literary appreciation and culturalexperience.
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered basic
grammar like the simple past tense and object clauses. They possess simple English
reading and written expression abilities. However, the structure of a "book report" and
the in-depth appreciation ability for literary texts are . Their background knowledge of
foreign classic literary works is limited. When expressing personal reading insights, they
easily encounter issues of and unclear logic.
III. Instructional Design Philosophy
With "Using Reading to Promote Writing" as the core, adopt the Task-Based Teaching
model of "Situational Lead-in — Text Deconstruction — Skill Practice — Imitation and
Output."
* First, through analysis of *The Old Man and the Sea* text, let students grasp the
structure and writing elements of a book report.
* Then, activities like table organization and group discussion, guide students to
transfer and apply knowledge.
* Finally, through imitation writing and peer review, complete the transformation from
input to output, permeating the cultivation of literary and cultural awareness.
IV. Core Competency Objectives
(1) Language Ability
1. Master the core elements of a book report (book information, story summary,
reading insights, recommendation reasons) and related vocabulary and sentence patterns.
2. Can read literary book report texts and write simple book reports in English.
(2) Moral Character
1. Perceive the "never give up" spirit from *The Old Man and the Sea*. Cultivate.
2. Develop the habit of reading English classic literary works. Learn to express personal
views rationally.
(3) Cultural Awareness
Understand Hemingway and American classic literary works. Feel the commonalities and
differences in expression between Chinese and Western literature. Broaden cultural.
V. Teaching Objectives
1. Knowledge Objectives: Master vocabulary like recommend, defeat, inspire, and
sentence patterns for introducing books and阐述 insights (This book has taught me…/I
recommend this book because…).
2. Ability Objectives: Can analyze the text structure of a book report. Independently
complete an English book report of about 80 words.
3. Affective Objectives: Experience the spiritual connotation of *The Old Man and the
Sea*. Stimulate interest in English reading.VI. Teaching Focus
1. The text structure of a book report (basic information, story summary, reading
insights, recommendation reasons).
2. Core sentence patterns and logical expression for writing a book report.
VII. Teaching Difficulties
1. Summarizing the main plot of a literary story concisely in English.
2. Expressing personal reading insights and recommendation reasons logically text
content.
VIII. Teaching Procedures (Seven Steps)
Step 1: Situational Lead-in (5 minutes)
1. Teacher shows the English cover and a movie clip of *The Old Man and the Sea*.
Asks: "Have you read any English novels? What's your favourite one?" Guides students
to share in simple English.
2. Introduces the theme: "Today we'll learn how to write a book report about a
novel."
Step 2: Text Skimming, Organizing Structure (8 minutes)
1. Have students quickly read the book report in the textbook. Complete the matching
task: Match text paragraphs with A (Basic book info), E (Book's fame), D (Story content),
B (Book's message), C (Recommendation reasons).
2. Teacher and students check answers. Clarify the five core parts of a book report.
Step 3: Intensive Reading, Overcoming Language (10 minutes)
1. Read intensively paragraph by paragraph. Explain key vocabulary and sentence
patterns:
* Book Information: It was written in 1952 by the American writer Ernest
Hemingway.
* Reading Insights: This book has taught me not to give up or doubt myself.
2. Have students circle statements expressing "feelings" and "recommendation" in the
text. Share in groups.
Step 4:, Organizing Framework (7 minutes)
1. Show the table from textbook 3b. Guide students to summarize the writing
framework for a book report:
Part | Core Questions
:--- | :---
Introduction | Author, Year written, Book's fame
Story | Main character(s), Main plot
Opinion | Reading gains, Recommendation reasons
2. Teacher and students for each part. Record on board.Step 5: Group Discussion, Material Preparation (8 minutes)
1. Have students choose an English novel they have read (or an English translation of a
Chinese novel). In groups, complete notes based on the 3b table.
2. Teacher circulates. Provides individual guidance on students' material selection and
language expression.
Step 6: Imitation Output, Independent Writing (10 minutes)
1. Require students to write a book report of about 80 words based on their notes.
Remind them to pay attention to text structure and logical.
2. While students write, teacher provides vocabulary and sentence structure scaffolds
(e.g., in my opinion, what's more, I think…).
Step 7: Peer Review and Revision, Presentation and Feedback (7 minutes)
1. Students exchange work. Conduct peer review based on (complete structure, accurate
language, substantial content).
2. Select 2-3 excellent works and typical problematic works. Teacher and students,
pointing out strengths and areas for improvement.
IX. Class Summary (3 minutes)
1. Teacher and students review the writing structure and core sentence patterns of a
book report.
2. Emphasize: "Writing a book report is not only about introducing a book, but also
sharing your true feelings."
X. Homework Assignment
1. Refine the book report written in class to no less than 100 words. Submit next
class.
2. Read an English short story (teacher recommends an excerpt from *The Little
Prince*). Prepare for the next book report sharing session.
Would you like me to compile a list of core sentence patterns and vocabulary from this
lesson plan for your direct use in class?
---
Unit7 Section B 4a - 4c
"Make a Reading Log" Reading and Writing Lesson Plan
I. Textbook Analysis
This lesson is the Project section of junior high English Unit 7. With "creating a reading
log" as the core task, it contains three stages: "group brainstorming to choose a book
— writing log entries — classroom presentation and sharing." Using *Hamlet* as an
example, the textbook builds the framework for a reading log (Title, Author, Main
Characters, Story Summary, Personal Opinion, Quotes from the Book). It integrates
reading, writing, and speaking skills, training students' text summarization and writtenexpression abilities while permeating cultural and critical thinking education through
classic literature. The Reflecting section at the end also designs self-reflection questions,
guiding students to organize their learning gains, the closed loop of "learn — use —
reflect."
II. Student Analysis
The students are 9th graders (junior high, third year). They have accumulated a certain
amount of English reading. They have mastered grammar like the simple past tense and
object clauses and can simply describe book content. However, the cental format of a
"reading log" and the in-depth appreciation and English expression of literary works are
still insufficient. Their understanding of the cultural background of Shakespeare and
Western classic drama is limited. When writing personal opinions, they easily have issues
of and illogical coherence. In group work, some students are reluctant to speak up or
lack confidence in expression.
III. Instructional Design Philosophy
Centered on Project-Based Learning (PBL), adopt the model of "Task-Driven — Scaffolding
— Cooperative Exploration — Presentation."
* First, deconstruct the structure of a reading log through the *Hamlet* example,
providing writing scaffolds for students.
* Then, through group cooperation, complete the tasks of book selection and log
filling, reducing writing difficulty.
* Finally, through classroom presentation and peer review, achieve language output
and incorporating the permeation of Western literary culture to attain dual literacy in
language ability and cultural.
IV. Core Competency Objectives
(1) Language Ability
1. Master the writing framework of a reading log and core vocabulary like character,
tragedy, summary, opinion. Learn to summarize stories and express opinions in English.
2. Can independently complete a structurally complete English reading log. Can share
one's book choice and insights in English within a group.
(2) Moral Character
1. Cultivate the habit of reading. Learn to analyze and evaluate literary works rationally.
2. Enhance teamwork awareness and expression confidence through group cooperation.
(3) Cultural Awareness
Understand Shakespeare and his classic work *Hamlet*. Appreciate the literary value of
Western classic drama. Broaden.
V. Teaching Objectives
1. Knowledge Objectives: Master the components of a reading log. Memorize for
introducing books, summarizing plots, and expressing opinions (This book is a tragedywritten by…/The story is about…/In my opinion,…).
2. Ability Objectives: Can write an 80-100 word reading log based on the example. Can
clearly and fluently share one's book choice with classmates.
3. Affective Objectives: Stimulate interest in reading English classic literary works. Learn
to from books.
VI. Teaching Focus
1. The writing framework and core elements (Main characters, Story summary, Personal
opinion) of a reading log.
2. Summarizing the main plot of a literary work in concise, accurate English.
VII. Teaching Difficulties
1. Expressing personal opinions and insights about a literary work logically text content.
2. Completing the writing and oral sharing of a reading log in规范, fluent English.
VIII. Teaching Procedures (Seven Steps)
Step 1: Situational Lead-in, Activating Prior Knowledge (5 minutes)
1. Teacher shows the English cover of *Hamlet* and the classic quote "To be, or not
to be, that is the question." Asks: "Do you know this famous quote? Who wrote it?"
Guides students to Shakespeare and *Hamlet*.
2. Teacher-Student Interaction: "What books have you read recently? What kind of
books do you like?" Awakens students' reading experience. Introduces the theme "Make
a reading log."
Step 2: Example Analysis, Deconstructing Structure (8 minutes)
1. Have students read the *Hamlet* reading log example in the textbook. Complete a
table 填空, clarifying the six sections of a reading log (Title, Writer, Main characters,
Type of novel, Summary, My opinion, Quotes from the book).
2. Teacher and students writing requirements for each section: The Summary section
needs to concisely summarize the main plot. The My opinion section should discuss
personal feelings结合 the story. The Quotes section selects .
Step 3: Vocabulary & Sentence Patterns, Overcoming (7 minutes)
1. Present core vocabulary like character, tragedy, summary, pretend, survive. Explain
meanings and usage example sentences.
2. Extract and write on the board:
* Introducing a book: [Book title] is written by [writer]. It is a [type of novel].
* Summarizing the plot: The story is about…/In the book,…
* Expressing an opinion: This book has helped me to…/In my opinion,…
3. Students do sentence pattern substitution practice, e.g., replacing content in the
patterns with books they have read.
Step 4: Group Discussion, Determining Material (10 minutes)1. Students work in groups of 4. Complete textbook task 4a: Brainstorm English books
to include in the reading log. Discuss and explain reasons for choice.
2. Teacher circulates to guide. Encourages students to choose English novels, plays, or
stories they are familiar with. Reminds groups to (e.g., one recording book titles, one
organizing the plot).
3. Each group determines the final book to write about, preparing for writing.
Step 5: Independent Writing, Completing the Log (10 minutes)
1. Students refer to the textbook example and board sentence patterns. Independently
complete task 4b: Write a reading log for their favorite book, 80-100 words.
2. Teacher provides writing scaffolds (e.g., a blank reading log template). Gives
individual guidance to students having difficulty writing. Reminds them to pay attention
to grammar and spelling .
Step 6: Group Sharing, Peer Review and Exchange (8 minutes)
1. Within each group, students take turns sharing their reading logs. Other group
members conduct peer review based on (complete structure, accurate language, fluent
expression), offering revision suggestions.
2. Teacher selects 2-3 excellent logs. Invites students to present them. Teacher and
students highlights and areas for improvement.
Step 7: Class Presentation, Extension and Elevation (7 minutes)
1. Each group one representative to complete textbook task 4c: Share the group's
book choice and the core content of their log with the whole class. Answer classmates'
questions.
2. Teacher supplements by introducing other classic works by Shakespeare (e.g., *Romeo
and Juliet*). Encourages students to read more Western classic literature after class.
IX. Class Summary (3 minutes)
1. Teacher and students review the writing framework and core sentence patterns of a
reading log. Emphasize the learning method of "read with reflection, reflect by writing,
write for speaking."
2. Teacher's Message: A good book is like a good friend. Keep reading and sharing
your ideas.
X. Homework Assignment
1. Refine the reading log written in class. Add classic quotes from the book. Submit
next class.
2. Choose an English classic short story (teacher recommends *The Little Prince*).
Create a reading log poster for it. Present next class.
3. Complete the 4 self-reflection questions in the textbook's Reflecting section. Answer
briefly in English.
