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Unit 7 A Good Read第4课时 阅读&词汇课教学设计
教材分析
【What】本课时语篇属于“文学与艺术”主题范畴，聚焦经典文学作品《The Secret Garden》的阅读与赏析。语篇以故事梗概的形式，讲述了小女孩Mary父母去世后，来到姑父Craven先生的庄园生活，偶然发现并唤醒被尘封十年的秘密花园；她和朋友Dickon一起打理花园，帮助长期自我封闭、体弱多病的表弟Colin走出房间，重新找回健康与自信；最终秘密花园重焕生机，Colin的变化也治愈了姑父的伤痛，所有人都在花园的滋养中获得新生。配套练习围绕故事梳理、因果关系匹配、主题讨论、词形转换、一词多义辨析和语篇填空展开，兼顾文本理解、语言知识巩固与思维拓展。 【Why】本课时语篇通过秘密花园的复苏与人物的成长双线并行，传递了多重主题意义：个人成长层面：展现了孤独、自私的Mary、自卑怯懦的Colin，在自然与友谊的滋养中学会分享、关爱他人，实现性格蜕变与自我救赎；情感治愈层面：揭示了失去带来的伤痛，也传递了希望、陪伴与爱能治愈创伤的力量，秘密花园既是自然的重生，也是人物心灵的重生；价值导向层面：引导学生理解自然的疗愈力、友谊的温暖，学会直面挫折与负面情绪，用积极的心态面对困境，同时感受经典文学作品中传递的人性光辉。 【How】本课时核心语篇为记叙文故事梗概，遵循经典叙事的“故事山”结构：开端（Beginning）、发展（Build-up）、高潮（Climax）、结局（Ending），脉络清晰、情节层层递进；配套任务从文本梳理到语言运用再到主题探究，由浅入深，层层递进。语言以叙述性文字为主，词汇难度贴合初中阶段，包含pass away, belong to, lock up等短语动词和定语从句等基础句型；文本通过细节描写展现人物状态与情感变化，兼具叙事性与情感性；配套词汇练习聚焦词形变化（名词变形容词）、一词多义、固定搭配，针对性强。语篇承担着“阅读输入”的核心功能，帮助学生掌握记叙文阅读技巧，梳理故事情节、分析人物关系；同时通过语言练习巩固词汇与语法，通过讨论题引导学生进行批判性思考与观点表达，实现语言学习与思维、情感培养的融合。
学情分析
K(Know)--已知 W(Wonder)--想知/未知 L(Learn)--能知
学生已掌握记叙文阅读的基本方法，能识别故事的开端、发展、高潮、结局等基本情节要素；具备一定的词汇基础，能理解文本中大部分叙述性语言，接触过pass away, belong to等基础短语；对“成长、友谊、自然”等主题有生活体验，能初步共情故事中人物的情绪变化；已具备基础的小组讨论和口头表达能力，能简单分享对故事的看法。 对《The Secret Garden》的完整故事背景、人物深层心理变化理解不足，难以精准分析人物行为与环境、经历的关联；对“秘密花园”的象征意义理解不深入，无法关联“自然治愈心灵”的深层主题；部分一词多义词汇（如report, force, state）的不同词性和用法掌握不牢，词形转换的规则运用不够熟练；缺乏用英语有条理地分析人物、阐述对主题的理解，以及联系生活实际表达个人感悟的能力。 通过阅读文本和完成“故事山”填空，能梳理出故事的主要情节脉络，理清人物关系；通过因果匹配练习，能理解故事中事件的逻辑关联，掌握记叙文的因果逻辑；通过词汇练习，能掌握名词变形容词的常见后缀，区分常见一词多义词汇的词性和用法；通过讨论题的引导，能结合文本和生活体验，表达对人物、主题的初步看法，逐步形成对经典文学的审美意识。
核心素养教学目标
通过本课学习，学生能够： 语言能力：能读懂《The Secret Garden》的故事梗概，梳理故事的开端、发展、高潮、结局，准确说出故事的主要情节和人物关系；能正确识读并运用pass away, belong to, lock up, take care of等短语动词，学会用-al/-ish/-y/-ful/-ous/-ive后缀将名词变为形容词，区分report, force, state等词的不同词性和用法；能运用文本中的信息，口头复述故事梗概，并用英语有条理地回答讨论题，分享对人物和主题的看法； 学习能力：能运用“故事山”阅读策略梳理记叙文情节，掌握“抓关键词、梳理因果逻辑”的阅读方法；能通过小组合作完成讨论任务，主动分享观点、倾听他人想法，提升合作学习和探究能力； 能借助词汇练习归纳词形转换和一词多义的规律，形成自主整理和巩固词汇的学习习惯； 思维品质：能通过分析Mary、Colin的行为变化，理解人物成长的过程，形成对人物的多元评价；能结合文本细节，推理“秘密花园”的象征意义，理解故事传递的深层主题，提升逻辑推理和批判性思维能力；能联系生活实际，思考“自然、友谊、希望”对个人成长的意义，形成积极的价值判断； 4.文化意识：初步了解西方经典儿童文学的主题特点，感受作品中传递的人性光辉与普世价值； 对比中外经典文学中“成长与治愈”的主题，理解不同文化中对爱、友谊与希望的共同追求；培养对经典文学作品的兴趣，树立尊重多元文化、主动阅读优秀文学作品的意识。 完成课时目标所需的核心语言如下： 【核心词汇】 summary, secret, spoiled, selfish, seldom, spend time alone, lock up, unlock, a half-hidden door, nobody, therefore, state, the secret to, weak, secretly, prove, get to one’s feet, day by day, see sb doing, as...as, surprising event, build-up, climax, be popular among 【核心句型】 In this story, Mary Lennox, a spoiled and selfish 10-year-old girl goes to live with her uncle, Mr. Carven, after her parents pass away. When it unlocks a half-hidden door, she discovers the secret garden inside. Unfortunately, nobody has taken care of the plants, and therefore, much of it is in a bad state. He is unhappy and weak because he has lived alone in a hidden room since his mother’s death. Over time, Colin grows stronger. In the end, Mary’s uncle returns home. To his great surprise, he sees Colin walking and running, and he discovers the secret garden has become as alive and beautiful as it ever was.
教学重难点
教学重点:梳理《The Secret Garden》的故事情节，掌握记叙文的基本叙事结构；掌握文本核心词汇、短语和语法结构，完成词汇练习并巩固词形转换和一词多义的用法；理解故事中人物的成长变化和情节的因果逻辑。 教学难点：深入理解“秘密花园”的象征意义，把握故事传递的“自然治愈心灵、爱与希望战胜伤痛”的深层主题；能用英语清晰、有条理地分析人物形象，阐述对故事主题的理解，并联系生活实际表达个人感悟；熟练运用词形转换规则和一词多义词汇，在语境中正确使用词汇完成语篇填空。
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情境导入 1.Use an AI video about book salon to set a situation. T: Hello, everyone! Welcome to our book salon! Today we’ll explore the charm of books and share our personal thoughts. Work on 1a: Show some classic books to the students and ask them to share the information about the books，including writer, book type and main subject. The teacher makes a complementary. 1.Get known the objects of this period from the situation by the AI video. 2.Look the classic books and share the information about the books，including writer, book type and main subject. 借助AI 读书沙龙视频创设真实、沉浸式的英语阅读情境，快速吸引学生注意力，激发学生对经典文学作品的阅读兴趣，自然引出本课 “好书阅读” 主题。 通过展示经典书籍并引导学生分享作者、书籍类型、主题等信息，激活学生已有知识储备与生活经验，搭建新旧知识衔接桥梁；同时初步渗透西方经典文学背景，为《The Secret Garden》文本学习做好铺垫。
Presentation 学习理解 Pre-reading: Ask the students to have a free talk to share their ideas. T:Among these books, which is your favorite Or which book do you want to read most Why While-reading: T:Today I'd like to share a story of a lonely girl who gets warmth and friendship in a secret garden. Ask the students to read the summary of the story The Secret Garden and circle the characters in the story. And guide the relationship between them. Then ask several of them to check the answers. (2)Ask the students to read the first paragraph of the text and answer the questions. T:Why does Mary feel bored after moving in What does Mary often hear at night in her uncle’s house (3)Provide the students with a reading tip and ask the students to read paragraph 2 to answer the questions. Then ask several students to check the answers. T:Why did Mr Craven lock up the garden What made the secret garden in a bad state (4)Ask the students to read the Paragraph 3 in detail to judge the statements. (5)Ask the students to read the Paragraphs 4-5 in detail to answer the questions. T:What helps Colin grow stronger What surprises Mary’s uncle greatly Post-reading:(1)Provide the students with a reading tip of analyzing a plot. Let the students read again and complete the story mountain of The Secret Garden in the chart. Then ask several students share their answers. Provide the students with a reading tip. Ask the students to read again to get known the causes and effects. (3)Provide three questions and let the students have a deep thinking and discussion. Then share their ideas. T:Who is your favourite character Why Why do you think the book is named The Secret Garden What have you learnt from this story Have a free talk about the books to share the ideas. Ss:... is my favorite. Because it teaches/brings me... I want to read ... Because I ... 2.(1)Have a fast reading to get the information about the characters in the story and the relationship between them. Ss:Mary Lennox, Mr Craven, uncle’s wife, Dickon, Colin. (2)Read the first paragraph of the text and answer the questions. Sa:Because her uncle is seldom at home and she spends lots of time alone. Sb:She often hears crying coming from somewhere. (3)Read paragraph 2 and answer the questions to get known the reason why Mr Craven lock up the garden and the secret garden was in a bad state Sa:Because the garden became a painful memory for him after his wife died. Sb:Nobody took care of the plants in the garden. (4)Read Paragraph 3 and judge if the statements are true of false. Read paragraphs 4-5 and answer the questions. Sa:The fresh air, beautiful garden and the friendship with Mary and Dickon help him grow stronger. Sb:He sees Colin walking and running. 3.(1)Learn how to analyze a plot. Read the text again and complete the story mountain of The Secret Garden in the chart. (2)Read again. Match the causes with the effects. Have a deep thinking and discussion about the three questions. Then share their ideas. Sa:My favourite character is Mary. Because she is brave and kind. She helps Colin become strong and brings life back to the secret garden. /... Sb:Because the garden is hidden and unknown to people at first. It is the key place that changes Mary, Colin and their family’s life. /... Sc:I’ve learnt that... 通过 “最喜欢的书籍” 自由交谈，进一步激活学生阅读体验，引导学生主动表达阅读感受，培养学生英语思维与口语表达能力；同时自然过渡到本课核心文本《The Secret Garden》，降低文本阅读心理门槛。 快速圈画人物：训练学生略读（skimming） 阅读策略，帮助学生快速抓取文本核心角色，理清人物关系，初步感知故事框架。 分段细读答题：遵循 “由浅入深、问题引领” 原则，针对文本段落设计细节问题与判断正误练习，训练学生寻读（scanning） 能力，引导学生精准定位文本信息，夯实文本细节理解，突破故事脉络梳理难点。 阅读技巧点拨：适时渗透记叙文阅读方法，让学生掌握 “抓关键词、析细节、理逻辑” 的阅读技巧，提升独立阅读记叙文的能力，落实阅读策略教学目标。 故事山填空：紧扣记叙文 “开端 — 发展 — 高潮 — 结局” 的 “故事山” 结构，引导学生梳理完整故事情节，强化对记叙文叙事结构的认知，帮助学生构建清晰的故事逻辑框架。 因果关系配对：聚焦文本逻辑脉络，训练学生分析事件因果关系的能力，深化对故事发展逻辑的理解，培养学生逻辑思维品质。 主题深度讨论：设计人物评价、书名含义、故事启示三类问题，引导学生从表层情节理解走向深层主题探究，挖掘 “秘密花园” 的象征意义，感悟自然、友谊、希望的治愈力量，落实思维品质与情感态度目标；同时鼓励学生结合自身经历表达观点，实现文本与生活的联结。
Practice 探究应用 Vocabulary in Use: 1.Introduce the derivation to the students, especially focus on how to change nouns to adjectives and show some examples. 2.Guide the students to finish 2a: Change these nouns into adjectives by adding the suffixes -al, -ish, -y, -ful, -ous, or -ive. Add other adjectives with the same suffixes. Then ask several students to check the answers. 3.T:What other adjective suffixes do you know Introduce some other adjective suffixes to the students and show some examples at the same time. 4.Work on 2b: First, guide the students to learn how to tell the part of speech. Next, let them judge if each underlined word is a noun or a verb and write N for a noun or V for a verb. 5.T:Have you ever read this Chinese literary classic Introduce some information about Journey to the West, including writer, main subject and so on. Ask the students to complete the passage with the correct forms of the words in the box. Ask several of them to check the answers. 1.Learn the derivation to the students, especially focus on how to change nouns to adjectives and learn some examples. 2.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. 3.Learn some other adjective suffixes with some examples. 4.Work on 2b: learn how to tell the part of speech. Read the statements and try to judge if each underlined word is a noun or a verb and write N for a noun or V for a verb. 5.Learn some information about Journey to the West, including writer, main subject and so on. 6.Complete the passage with the correct forms of the words in the box. Ss:base, adventure, attacks,forced, punish, weaknesses, prove. 名词变形容词教学：聚焦本课词汇重点，系统讲解 -al/-ish/-y/-ful/-ous/-ive等形容词后缀构词法，搭配典型例句与拓展词汇，帮助学生掌握词形转换规则，构建词汇构词知识体系，提升词汇归纳与运用能力。 一词多义辨析：结合语境讲解attack/report/force/state/base等词的名词、动词词性差异，传授 “看位置、辨语义” 的词性判断方法，解决学生一词多义混淆的痛点，强化词汇在语境中的灵活运用能力。 《西游记》语篇填空：融入中国经典文学《西游记》，实现中西文学对比，增强学生文化自信；通过语境填词练习，巩固本课核心词汇与词形变换知识，检测学生词汇综合运用能力，实现语言知识的迁移练习。 整体遵循 “讲练结合、学以致用” 原则，从词汇规则讲解到针对性练习，再到语篇综合运用，层层递进巩固词汇知识，突破本课词汇教学重难点。
Production 迁移创新 Guide the students to think and discuss the two questions.Then let the express their ideas. T:How do the Tang Monk and his three followers make their team stronger in Journey to the West Why is Journey to the West still popular today 2.Ask the students to work in groups, have a deep thinking and discuss “What is your “secret garden” A hobby A friend Or a book ” Then ask several groups to show their work. T:What is your “secret garden” A hobby A friend Or a book 1.Think and discuss the two questions. Then share the opinions. Sa:They have different skills and support one another. They stick together through all difficulties. /... Sb:Because its stories are exciting and meaningful. It teaches us to work together and face difficulties bravely . /... 2.In groups, have a deep thinking and discuss “What is your “secret garden” A hobby A friend Or a book ” Then share their opinions. Sa:My secret garden is reading. It brings me peace and happiness./... Sb:My secret garden is my best friend. He always brings me warmth and courage./... Sc:My secret garden is a good book. It lets me relax and grow inside./... 《西游记》问题讨论：延续中西文学对比视角，引导学生分析团队精神、作品现实意义，深化对 “坚持、团结、勇敢” 等美好品质的理解，培养学生批判性思维与文化鉴赏能力，落实文化意识核心素养。 “我的秘密花园” 小组讨论：紧扣文本主题，引导学生联系自我生活，思考属于自己的 “治愈力量”（爱好、朋友、书籍等），实现从文本阅读到情感共鸣、再到自我表达的迁移；通过小组合作探究，提升学生合作学习能力与英语口头表达能力，升华 “爱与希望治愈心灵” 的情感主题。 以真实、开放的表达任务，让学生在运用英语解决实际问题、表达真实情感的过程中，实现语言知识、思维能力、情感态度的深度融合，达成 “学以致用” 的教学目标。
Language points 1.The fresh air and beautiful garden are good for him, and he proves that he is not ill when he gets to his feet for the first time in years! 新鲜的空气和美丽的花园对他很有好处，当他这么多年第一次站起身来时，他证明了自己没有生病！ ① prove + (that) 从句 “证明……” eg: Colin proved (that) he was not ill. ② prove + adj. “证明是；结果是……” eg: The garden proved helpful to Colin. ③ prove to do sth “被证明……” eg: The story proves to be warm and moving. ④ prove sth to sb “向某人证明某事” eg: Mary proved her kindness to Colin. 2.The garden reminds Mary's uncle of his dead wife. 花园让玛丽的姑父想起他过世的妻子。 remind sb of sb/sth “使某人想起某人/某物” eg: This garden reminds Colin of his mother. remind sb. to do sth. “提醒某人做某事” eg: Mary reminds Colin to enjoy the garden. remind sb. +(that)从句 “提醒某人……” eg: It reminds us that hope can change people.
Summary 归纳总结 Ask the students to sum up what they learned in this period . T:Respect others by learning foreign manners; spread kindness by sharing Chinese customs. Carry this "respect" to be a bridge between cultures, where all customs are met with kindness. Have a summary of what they learned in this period with the T’s help. 引导学生自主梳理本课所学，包括核心词汇、句型、阅读策略及文化习俗，帮助学生构建系统的知识框架，强化记忆效果；
分层作业设计
A层： 基础巩固 复习并牢记本堂课的重点单词、短语和句型。
B层： 能力运用 写 5 句关于《The Secret Garden》的句子，包含现在完成时
C层： 拓展挑战 写一篇 100 词左右的读后感，或画 “故事山” 并标注英文情节。
板书设计
Unit7 A Good Read Section B(1a-2c)
教学反思
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）

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