资源简介

Section B　What can we learn from great books
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text centres on The Secret Garden. It first guides students to recall whether they have read books like The Secret Garden and share what they know. Then, it presents a summary of The Secret Garden. Through exercises such as asking students to circle characters and sort out their relationships, complete the story mountain, match the causes with the effects, and discuss related questions. Students' understanding of The Secret Garden—in terms of the story content, plot structures, and character connections—is enhanced.
Why: By guiding students to read and analyse The Secret Garden—including its plot, character relationships, and cause-and-effect connections, this lesson helps students gain a better understanding of this classic work, perceive its themes such as growth, hope, and friendship, and improve their literary appreciation and critical thinking skills.
How: It belongs to literary analysis materials, with the purpose of guiding students to learn and analyse literary works.Centred on The Secret Garden, it follows a clear and progressive structure: starting from reading the basic content, moving to in-depth analysis, and then expanding to discussion.It uses relatively formal and rigorous language, which is accurate and standardized when expressing literary analysis.Meanwhile, in parts that guide readers to think and discuss, the language is also inspirational and open.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.analyse the plot structure, character relationships and cause-effect connections in The Secret Garden;
2.appreciate the themes of growth, hope and friendship in The Secret Garden and understand the cultural connotations behind the story.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To analyse the plot structure, character relationships and cause-effect connections in The Secret Garden. Step 1　Lead-in 1.Work on 1a. Have you read any of these books Share what you know about them.(Show some pictures of books.)(详见课件资源) Q: What are the names of these books 2.Sharing time. (Share some books with their summary.)(详见课件资源) Step 2　While reading 1.Work on 1b. Read the summary of the story The Secret Garden. Circle the characters in the story. ◎Key: Mary Lennox, Mr Craven, Dickon, Colin 2.Analyse the character relationships. ◎Key: Mr Craven—Mary's uncle Dickon—Mary's new friend Colin—Mary's cousin/Mr Craven's son Observe the accuracy rate of students' answers to the book names, and based on their sharing of books, understand their knowledge reserves about certain books. Observe whether the characters circled by students are complete and their analysis of character relationships is accurate, so as to judge if students have mastered character information.
3.Work on 1c. Read the summary again. Complete the story mountain of The Secret Garden. ◎Key: A—her uncle　B—an old key,taken care of　C—Dickon,Colin/her cousin　D —stronger, walk　E—returns home 4.Work on 1d. Read again. Match the causes with the effects. ◎Key: 1—6　BFCDAE Check the accuracy of students' answers in the story structure form to determine if they can extract key plot points and match them with the corresponding parts of the narrative structure.
Purpose To guide students to extract the core characters, and help students master the story structure of “Beginning-Problem-Build-up-Climax-Ending” and train their ability to grasp key plots from the text; enable students to clarify the causal connections between events in the story and deepen their understanding of the overall plot logic.
2.To appreciate the themes of growth, hope and friendship in The Secret Garden and understand the cultural connotations behind the story. Step 3　Post-reading 1.Work on 1e: Discuss the questions. ①Who is your favourite character Why ②Why do you think the book is named The Secret Garden ③What have you learnt from this story 2.Role-play Divide students into groups of four. Members of each group assign roles and play the roles of Mary, Dickon, Colin and Mr Craven to give a role-playing presentation. Step 4　Presentation Give a role-playing presentation. Step 5　Language points(详见课件资源) Observe whether students have elaborated on their views accurately with reference to the text during discussions, so as to judge students' understanding of the text.
Purpose To guide students to deeply analyse characters, the meaning of the book title, story inspiration and its reasons for popularity through discussions, improving their textual thinking and in-depth comprehension.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Write a short passage to introduce the story of The Secret Garden. 3.Extended homework: Create a handwritten newspaper about other works by the author Frances Hodgson Burnett.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This section mainly focuses on word affixes, parts of speech and vocabulary use, and includes three small exercises:Exercise 2a: Change nouns into adjectives by adding the suffixes (-al,-ish,-y,-ful,-ous,-ive), and add other adjectives with the same suffixes.Exercise 2b: Judge whether the underlined words are nouns (n.) or verbs (v.).Exercise 2c: Ask students to complete a passage about Journey to the West with the correct forms of the words in the box, so as to practise the use of vocabulary in discourse.
Why: This section aims to help learners learn and apply vocabulary, improve their abilities in vocabulary transformation, part-of-speech judgment, and accurate vocabulary use in discourse. It assists learners in mastering English vocabulary knowledge and application skills better, thereby laying a solid vocabulary foundation for English skills such as reading and writing.
How: Vocabulary exercises—2a (noun-to-adjective transformation&same-suffix adjective expansion), 2b (part-of-speech judgment), 2c (vocabulary use in Journey to the West discourse)—are all organized around vocabulary learning. They provide concise English instructions/examples and use vivid language related to Journey to the West in 2c to help students understand and use vocabulary in context.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master noun-to-adjective word-forming rules with suffixes and distinguish nouns from verbs;
2.use vocabulary in context and appreciate Chinese classic literature Journey to the West in English and raise cross-cultural awareness.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master noun-to-adjective word-forming rules with suffixes and distinguish nouns from verbs. Step 1　Lead-in 1.Free-talk(详见课件资源) Q1: What books do you enjoy reading Why Q2: What kind of books are they 2.Let's think! adventurous　magical　mysterious historical What are the parts of speech(词性) of these words How did they become adjectives (A suffix is added to the original word.) Step 2　Exercises 1.Work on 2a. Change these nouns into adjectives by adding the suffixes -al,-ish,-y,-ful,-ous,or -ive. Add other adjectives with the same suffixes. NounSuffixAdjectiveAdd moremagic-almagicalmusicalmystery-ousmysteriousfamouspain-fulpainfulcarefulfun-yfunnyluckyeffect-iveeffectiveactiveself-ishselfishfoolish
2.Work on 2b. Is each underlined word a noun or a verb Write N for a noun or V for a verb. Tip:Noun=a “thing” (often after the/a/an) Verb=an “action” (often after “to” or shows what someone does) ◎Key: 1.V; N　2.N; V　3.N; V 4.V; N　5.V; N Judge whether students have mastered the rules of vocabulary transformation by adding suffixes through their answers.
Purpose To help students master the rules of transforming nouns into adjectives by adding specific suffixes (-al,-ish,-y,-ful,-ous,-ive) and expand their vocabulary; improve their ability to distinguish parts of speech based on the characteristics and positional rules of nouns and verbs.
2.To use vocabulary in context and appreciate Chinese classic literature Journey to the West in English and raise cross-cultural awareness. Step 3　Work on 2c Complete the passage with the correct forms of the words in the box. ◎Key: base, adventure, attacks, forced, punish, weaknesses, prove Step 4　Language points(详见课件资源) Judge students' ability to use vocabulary in context by checking the correctness of word forms.
Purpose To enhance their ability to use vocabulary in context and deepen their understanding of the story by judging parts of speech and completing the Journey to the West discourse.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Write a short passage titled “An Unforgettable Adventure” to describe an adventure you imagined or experienced in reality. 3.Extended homework: Create a handwritten newspaper for the book The Secret Garden.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时[(3a-3c)Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson presents writing-related learning tasks in the English textbook, including reading a student's book report and labeling the different parts; writing a book report about a novel that you have read recently; Project tasks are to make a reading log.
Why: It aims to improve students' English reading and writing abilities, and cultivate their appreciation of English books and critical thinking. Book report tasks help students understand contents deeply, extract key information and express opinions effectively. The creation and sharing of reading logs help accumulate materials, exchange experiences and stimulate interest and drive the development of students' English core competencies.
How: Centred on “reading, book reports, reading logs”, tasks in modules follow the step—input→output→reflection (clear and progressive).Language is concise and mostly imperative with vivid expressions or quotes to show English charm.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master the structure of a reading report;
2.complete a reading report independently;
3.make a reading log.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master the structure of a reading report. Step 1　Lead-in Do you know why we read What is the significance of reading books Step 2　Presentation 1.Work on 3a. Read a student's book report and label the different parts with the information below. ◎Key: ADEBC 2.Let's think. Q1: Which one do you think is necessary in the book report Q2:What other things are necessary in the book report Observe if students can label the different parts correctly.
Purpose To help students master the structure of book reports by completing the task in 3a; clarify the necessary components of book reports with thinking questions.
Step 3　Exercises 1.Work on 3b. Write a book report about a novel you have read recently. To plan your report, make notes using the table below.
2.To complete a reading report independently. Book title: 　　　 Introduction ·Who is the writer ·When/Where was the story written ·What did/do people think about it Story ·Who are the main characters ·What is the story about ·What are the main events in the story Opinion ·What have you learnt from the story ·What do you think about the book ·Would you like to recom-mend it
2.Work on 3c. Use your notes from 3b to write your book report. Check if students' reports meet structural requirements and have the complete content to determine students' mastery of book report writing.
Purpose To guide students to apply the structure and elements of book reports to complete full book reports and consolidate learned knowledge.
3.To make a reading log. Step 4　Project 1.Work on 4a. Work in groups to brainstorm English books to include in a reading log. Explain your book choices. 2.Work on 4b. Write about your favourite book for the reading log. You can use the example of an entry in a reading log below to help you. READING LOG Date:　　　　　Group:　　　　 Name:　　　 TitleWriterMain charactersType of bookSummaryMy opinionQuote from the book
Observe students' participation in the group work in 4a, check if the reading logs have accurate information and standard expressions, and evaluate students' language application and cooperation abilities.
3.Work on 4c. Share your favourite books with the class as a group. Answer your classmates' questions. Example: For my favourite English book, I've chosen Shakespeare's play Hamlet. Shakespeare wrote the play around 1600. The book is about… Step 5　Language points(详见课件资源)
Purpose To help students write reading logs, and improve their language application and collaboration skills.
Homework 1.Basic homework: Write down the words, phrases and sentences in this lesson. 2.Practical homework: Create a reading record card about your favourite English book. 3.Extended homework: Make a handwritten poster of “World Classic Literature Map” and mark at least 5 classic literary works from different countries on it.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section B　What can we learn from great books
导入一:故事猜测导入
Tell students a brief and mysterious story introduction related to The Secret Garden, such as “There is a garden that has been locked for ten years. What do you think is inside What story will take place around this garden ” Let students guess and discuss in pairs. Then invite some pairs to share their guesses, leading into the topic of learning from great books through The Secret Garden.
导入二:问题链导入
Start by asking students a series of questions: “Do you like reading books What's your favourite book Why do you like it What have you learned from that book ” Let students share their answers one by one. After that, say, “Today, we'll talk about what we can learn from great books, and we'll take The Secret Garden as an example.”
导入三:小组分享导入
Divide students into groups. Ask each group to discuss the question “What can we learn from books ” for 3 minutes. Then invite one student from each group to share the group's ideas. After sharing, say, “Now, let's learn about The Secret Garden and see what we can learn from this great book.”
导入四:视频片段导入
Play a short video clip of the movie adaptation of The Secret Garden. After playing, ask students, “What did you see in the video What do you think the story is about What can we learn from this story ” Invite some students to share their thoughts, leading into the topic “What can we learn from great books ”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动名称:Story Mountain Group Construction(故事山小组构建)
开展方式:教师准备好与《秘密花园》故事山(story mountain)相关的卡片,包括故事的开端(Beginning)、问题/意外事件(Problem/Surprising event)、情节发展(Build-up)、高潮(Climax)、结局(Ending)等部分的关键信息,将这些卡片打乱。
把学生分成4—5人一组的小组,给每个小组发放打乱的故事山卡片。
要求小组成员在规定时间(比如 8 分钟)内,根据对《秘密花园》故事的理解,将卡片正确分类并排列,构建出完整的故事山。
设计意图:通过构建故事山的活动,学生能梳理清楚《秘密花园》的故事结构,加深对文章内容的理解。小组合作的形式能培养学生的团队协作能力,同时增加课堂的趣味性和互动性,符合学生的学习特点,帮助他们更好地掌握阅读内容。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文: Section B 1b)
(　　)1.Who does Mary go to live with after her parents pass away
A.Her aunt. B.Her uncle. 　 C.Her grandma.
(　　)2.Why is the garden locked
A.Because it's not beautiful. 　　
B.Because there are dangerous animals in it.
C.Because it reminds Mary's uncle of his dead wife.
(　　)3.How does Colin feel before Mary and Dickon help him
A.Happy. 　　 B.Strong. 　 C.Unhappy and weak.
(　　)4.What is the main idea of The Secret Garden
A.How to make a garden beautiful.
B.The story of Mary and her uncle.
C.How friendship and nature help people grow and become happy.
◎Key: 1.B　2.C　3.C　4.C
突破二　根据短文内容,回答下列问题(教材原文: Section B 1b)
1.Who does Mary tell her secret to

2.What does Mary's uncle discover at last

3.(开放题)What do you think is the most important thing we can learn from The Secret Garden

◎Key: 1.She tells her secret to her new friend, Dickon.
2.He discovers that the secret garden has become as alive and beautiful as it ever was.
3.I think the most important thing is that friendship and nature can help people grow and find happiness.(答案不唯一,合理即可)

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