官子10_01 秘密花园1

2021年1月14日发(作者：严芸)
全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》

《典范英语》（10_01）教学参考
The Secret Garden (I) 教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课
题理念。课题 组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。

一、教学目标 < br>1．语言目标：学生能够听懂并理解故事的内容；能够有感情地朗读；能够复述故事的
主要情节； 能够完成与故事相关的写作任务。
2．非语言目标：培养学生的兴趣和好奇心，激发学生对大自然的热 爱；引导学生用积
极的心态去面对生活，学会与他人分享快乐，并认识到战胜自己痛苦最好的办法就是去
关心他人。

说明：语言目标由教师负责检查，确保学生完成任务，达到要求。非语 言目标具有开放性，
需要教师围绕有意义的话题与学生进行真诚交流，激发学生的学习兴趣和参与热情， 让学生
在有思想、有内容的开放性语言实践活动中习得语言，树立正确的价值观。

二、课时安排
《典范英语》（9）因篇幅较长、难度较大，要求两周完成一部作品。第一周读完Chapters
1-5，第二周读完Chapters 6-11。每周读完后安排一节或两节实验课。

三、课前任务
本周学生应完成Chapters 1-5（P4-P34）。要求学生每天朗 读15-20分钟，辅以默读。做
到听读结合，认真把握和体会小说的内容，并适当积累好词好句。

四、课堂教学基本步骤
1. 导入（Lead- in）：了解小说背景，启发学生思考
介绍小说的写作背景和作者的相关信息（参考英文教案Teaching Notes），可以由教师< br>单独完成，也可以请学生参考P76的作者简介，课上做简短的presentation：
The Secret Garden is one of Burnett’s most popular novels, and is considered to be a classic
of children’s literature. It has been translated into many other languages around the world. The
story is set in late nineteenth and early twentieth century England, amongst North Yorkshire
Moors. At that time, India was still part of the British Empire. Therefore, many families were
extended and people often took in members of their wider family, such as cousins.

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全国教育科学“十一五”规划教育部重点课题——《中国基础英语素质教育的途径与方法》
Frances Hodgson Burnett (1849-1924) was an English novelist, best known for her short
stories, novels, plays and children’s books. She once lived at a country house in England. Some
people believe she was inspired to write The Secret Garden there. Others believe that she wrote
the book in a lovely rose garden she made at her large house just outside New York, when she
returned to America for the last years of her life.
简单介绍之后，教师提出有关秘密花园的问题，请学生发挥想象力作答：
Why might a garden be kept secret?
What would a secret garden look like?
设计问题的目的在于增强学生对故事的兴趣和理解，拓宽学生思维和视野。

2. 朗读（Reading aloud）：朗读与思考相结合
请学生朗读第4章（P20-P25），要 求在理解故事的基础上读出感情。朗读前，提醒学生
注意积累作品中描写花园的词汇。同时，请学生边朗 读边思考以下问题：
What was the secret garden like?
How did Mary feel when she stepped inside the garden?
What did Mary think about the secret garden?

3. 复述（Retelling）：关注内容与语言表达的准确性，锻炼学生连贯表达思想的能力
承接朗读环节，教师提出以下问题，引导学生着重复述“Mary’s story”：
What was Mary’s life like before she found the secret garden? Where did she come from?
What happened to her? What happened after she found the secret garden? I would like you to
retell Mary’s story.
请学生分组讨论，提炼出有关Mary经历的主要事件，让学生代表根 据提炼出的信息复
述Mary的故事。学生复述的过程中，教师可给出图片并适时提出一些问题进行引导 ，如：
What happened to Mary and her parents?
How did Mary feel about her new life?
Whom did she meet?
How was her life at Misselthwaite Manor? Was it different from what she had expected?
提醒学生客观地回答以上问题，从故事中寻找答案，做出合理的解释。
主要事件可参考如下：
Mary arrived at Misselthwaite Manor and began her new life;
Mary met Martha and got to know the secret garden;
Mary explored the new world herself and met the robin;
The robin helped her find the key and the door of the secret garden;
Mary met Dickon and planned to tend the secret garden with him.

4. 情节分析（Plot Analysis）：启发学生思考
基于朗读与复述环节，进一步引导学生从细节上分析Mary与secret garden的故事：
Get to know the secret garden:
How did Mary know about the secret garden? / Who told Mary about the secret garden? (P11)

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