Unit 7 A Good Read. Section B (1a-1e) 教学设计2025-2026学年人教版英语八年级下册

该初中英语教学设计聚焦《秘密花园》故事概要的阅读理解，核心为分析情节结构、因果关系及主题。通过1a书籍封面讨论激活文学知识，以“故事山”“因果匹配”为支架，衔接预测、细节阅读与深化理解，构建阅读逻辑链。 特色在于PWP模式与任务型教学结合，用“故事山”可视化情节培养思维品质，因果匹配训练逻辑分析能力，1e讨论提升主题表达的语言能力。分层作业兼顾基础与拓展，助力学生语言能力与思维品质发展，为教师提供清晰教学路径与互动活动设计。

授课教材 人教版八年级下册 授课题目 Unit 7 A Good Read. Section B (1a-1e) 课时 课型 第 4 课时 阅读课 主题情境 人与自我 教学材料分析Teaching Material Analysis This lesson is from PEP Grade 8, Volume 2, Unit 7 A Good Read, Section B (1a-1e). It focuses on reading comprehension​ of The Secret Garden(a summary of the story). The materials include: 1a: Book - related discussion (activating prior knowledge). 1b: Reading the story summary and circling characters. 1c: Completing the “story mountain” (analyzing plot structure: beginning, problem, build - up, climax, ending). 1d: Matching causes and effects. 1e: Discussion questions (evaluating the story and its themes). The text is a literary summary, so students will practice identifying plot elements, analyzing cause - effect relationships, and discussing literary themes (connecting to the unit’s focus on “what we learn from great books”). 教学目标Teaching Aims Language Competence: Master key vocabulary (e.g., spoiled, selfish, seldom, locked up, hidden, gardening, sadly, alive) and understand the story structure (plot, characters, cause - effect). Learning Capability: Extract details from the text, analyze the plot (via “story mountain”), and discuss literary themes. Thinking Quality: Evaluate the story’s themes (e.g., friendship, healing, growth) and think critically about character development. Cultural Awareness: Appreciate classic literature (The Secret Garden) and understand how stories can inspire personal growth. 教学重点 Key Points Understand the plot of The Secret Garden(via 1b - 1c). Analyze cause - effect relationships (1d). Use key vocabulary to discuss the story (1e). 教学难点 Difficult Points Analyzing the plot structure (story mountain) and cause - effect logic. Discussing literary themes (e.g., “what we learn from the story”) with depth. 教学方法 Teaching Methods PWP Mode, task-based and communicative approaches 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures Step 1 Lead-in (5 mins) Activity: Book Talk (1a)​ Show the book covers in 1a (e.g., My Childhood, The Wonderful Wizard of Oz, A Dream of Red Mansions, Treasure Island, Red Star over China, The Secret Garden). Ask: “Have you read any of these books? What do you know about them?” Let students share briefly (activate prior knowledge of literature). Step 2 Pre-reading (5-6 mins) Activity: Predict the Story​ Introduce The Secret Garden: “Today we’ll read a summary of The Secret Garden. Look at the title—what do you think the story is about?”(Guide predictions: a secret garden, maybe magic, characters, etc.) Step 3 While-reading (20-22 mins) First Reading: Skim for Main Idea (5 mins)​ Ask students to read 1b (the summary) quickly and answer: “What is the story mainly about?”(A girl named Mary, a secret garden, and her cousin Colin.) Second Reading: Scan for Details (10 mins)​ Task 1: Character & Plot (1b - 1c)​ 1b: “Read the summary again. Circle the characters (Mary, Mr Craven, Dickon, Colin). How are they related?”(Mary is Mr Craven’s niece; Dickon is Mary’s friend; Colin is Mary’s cousin.) 1c: “Complete the ‘story mountain’ (beginning, problem, build - up, climax, ending).” Beginning: Mary goes to live with her uncle (Mr Craven)​ after her parents’ death. Problem: She finds a key​ to a secret garden. It looks bad because no one has taken care of​ the plants. Build - up: She works with Dickon​ to make the garden beautiful. Later, she meets Colin​ (unhappy/weak). Climax: Her cousin grows stronger​ and soon he can walk​ again. Ending: Her uncle returns home, and everyone lives happily. Task 2: Cause - Effect (1d)​ “Match the causes (left) with the effects (right).” A (Mary’s parents pass away) → B (Mary goes to live in her uncle’s house). B (The garden reminds Mary’s uncle of his dead wife) → E (Mary’s uncle locks up the garden). C (No one takes care of the garden) → D (The garden is in bad condition). D (Colin thinks he is sick) → F (Colin never tries to walk). E (Colin has lived alone since his mother’s death) → A (Colin is unhappy and cries at night). F (Colin spends time in the garden) → G (Colin grows stronger and happier). Third Reading: Deepen Understanding (5 mins)​ Ask: “Why is the garden important? How does it change the characters?”(Guide students to see: the garden heals Colin, brings Mary and Dickon together, and helps Mr Craven heal too.) Step 4 Post-reading (10-12 mins) Activity 1: Role - Play (Optional, 5 mins)​ Divide students into groups of 4 (Mary, Mr Craven, Dickon, Colin). Let them retell the story briefly with their roles. Activity 2: Discussion (1e) (10 mins)​ Discuss the questions in 1e: “Who is your favourite character? Why?”(e.g., Mary—she’s brave and kind; Colin—he grows from sad to happy; Dickon—he’s helpful.) “Why is the book named The Secret Garden?”(Because the garden was locked up, hidden, and only a few knew about it. It’s a place of healing and magic.) “What have you learnt from this story?”(Friendship heals; nature is powerful; don’t give up.) “Why is this book popular?”(It has a magical story, relatable characters, and teaches positive lessons.) Step 5 Summary (3 mins) Recap: “Today we read Nancy’s email about French party manners. We learned to find topic sentences, extract details, and give advice. Remember: When in a new culture, observe, ask, and adapt!” 作业设计 Homework Design Basic Task: Retell the story of The Secret Gardento your family (use the “story mountain” as a guide). Extended Task: Write a short book review of The Secret Garden(include: what you like, what you learnt, and recommend it or not). 板书设计 Blackboard Design 教学反思 Teaching Reflection Successes: The “story mountain” activity helped students visualize the plot. Most could analyze cause - effect and discuss themes. Adjustments: Some students struggled with “cause - effect” matching. Next time, I’ll use a graphic organizer (e.g., a flowchart) to model the logic before independent work. 教学评价Teaching Evaluation Comprehension: Check 1c (story mountain) and 1d (cause - effect) for accuracy. Speaking: Observe group discussions (1e) for participation and depth of ideas. Homework: Assess retellings (basic) and book reviews (extended) for understanding and expression. 学科网（北京）股份有限公司 $