10_01 秘密花园1

《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
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.
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)
How did Mary feel when she knew the secret garden? (P11-P13)
Why did Mary decide to go out? What would she do? (P13)
Meet the robin and find the key:
What did Mary find in her first “go-out adventure” in Misselthwaite? (P14-P15)
In Mary’s opinion, from where did the robin sing to her? (P15)
Did Mary find anything about the secret garden for the first time?
How did Mary find the key? (P18-P19)
Find the secret garden:
Why did Mary get up so early the next morning? (P20)
Do you think that the robin would bring Mary luck?
How did Mary find the door of the secret garden? (P21)
Do you think it was magic for Mary to find the door of the secret garden?
5. 采访（Interview）：训练学生积极思考、主动质疑的能力和表达能力
请学生站在Mary的角度，重述发现秘密花园的过程，并回答同学提出的相关问题。

教师可通过问题导入该环节，如：
How did Mary feel after she found the secret garden? Suppose you were Mary. Tell us how you found the secret garden. Then answer the questions from your classmates.
采访过程中，教师需适时给予帮助或提示，以保证采访的流畅进行。

同时，教师应鼓励学生积极参与，并引导学生进行深层次思考，提供个性化的问题或答案。

6. 讨论（Discussion）：培养学生的批判性思维能力
让学生分组，就以下问题进行讨论（可以把以下问题放在PPT上显示出来，问题前的关键词语不要在PPT上显示，此处仅供教师参考）：
RECALL What did Mary know about her uncle Mr Craven at the very beginning?
RECALL What did Mary think about Mr Craven after she had a talk with him?
ANALYSE Was there any change in her attitude towards Mr Craven?
EXPLAIN Why did Mary change her mind about her uncle and her life in Misselthwaite?
提醒学生进行讨论的规则是：（1）每个人都要有说话的机会；（2）别人讲话时不得打断、干扰；（3）支持并补充他人的观点；（4）如果不想说可以不说；（5）提问要深思熟虑。

7. 语言欣赏（Language Appreciation）：体会语言之美
在这几个章节中，不少描写花园的语句用到了比喻、拟人等修辞手法，教师可引导学生体会这些语句的修辞之美。

（1）Instead the ivy grew wild here, trailing like a waterfall down to the ground. (P15)
（2）The fresh air put colour in her cheeks and she grew stronger. (P16)
（3）One morning Mary woke to find bright sunshine flooding her room. (P16)
（4）Tiny green shoots were jutting out of the soil. (P18)
（5）A strong gust of wind lifted the ivy, parting it like a curtain. (P21)
（6）Rose trees had taken over the garden. They had climbed over urns and arbours and other trees, spreading thorny tendrils across to each other, as if holding hands. (P23) （7）The grass and moss beneath her feet muffled her footsteps. (P23)
8. 作业（Assignment）
（1）写作（任选一题）
①仿照故事，描写自己想象中的秘密花园或自己喜欢的花园，亦可由教师提供一
些花园的图片让学生描写。

借鉴故事中的词汇和描写手法，力求具体生动。

②根据Chapters 1-5的内容撰写故事梗概（summary），不少于200词。

（2）读Chapters 6-11，注意体会作品内容，积累生词和好句。

五、教师自我反思：培养学生的思考能力
教师每堂课后要进行自我反思，反思的问题包括：
1.提问。

我问的问题值得讨论吗？问了多少个问题？什么类型的问题？
2.讨论。

老师和学生讨论了什么？学生是否试图回答了要问的问题？大家进行了很好
的讨论了吗？
3.听。

师生相互认真倾听了吗？师生对他人的说法作出回应了吗？讨论中彼此互相尊
重吗？
4.说。

师生清楚了解自己的想法吗？有什么好的想法吗？师生在这些想法上能够产生
更好的想法吗？每个人都有机会表达自己的观点了吗？谁说得最多？
5.思考。

师生对问题找到答案了吗？答案给出的理由令人信服吗？师生愿意改变自己
的想法吗？师生进行了怎样的思考？师生从讨论中学到了什么？师生提升了自己
的思考吗？有或没有？下一次讨论什么？下一次讨论的最好方式是什么？师生需
要记住什么？。