（2021新教材）牛津译林版必修第一册英语Unit 2 Let’s talk teens Extended reading 教案.doc

1、1 英语（必修第一册）英语（必修第一册） Unit 2 Lets talk teens Extended reading I. Learning objectives By the end of the lesson, students will be able to: 1. analyze basic elements of the short story and retell it according to the basic elements; 2. develop the skill of prediction; 3. have a better understanding of a

2、happy home. II. Key competence focus Analyze the setting, characters, plot and theme of the short story. III. Predicted area of difficulty Understand the elements of the short story. IV. Teaching procedures Step 1 Free talk T asks students to express their ideas about ideal home. T: We all have our

3、own home, but are you satisfied with your own home? What is your ideal home like? 【设计意图：让学生自由表达对理想家庭的理解，引出本单元的主题话题“家”，为下文导 入文章做铺垫。】 Step 2 Prediction 1. T asks Ss to talk about the picture. T: What can you see from the picture? What are they doing? 2. T asks Ss to predict what will be talked about a

4、ccording to the title. T: Can you predict what will be talked about in the short story? Mama? Or Bank account? Whats the relationship? T: Do you find anything special about the title? We can see a coin. It was a coin of a dime, worth one tenth of a dollar. A dime is a very small sum of money. What c

5、an we guess from this? Maybe the family didnt have much money and lived a hard life. But then how could Mama have a bank account? Lets read to check our guess. 【设计意图：从图片入手讨论，进而导入标题，让学生在情境中预测本文将会讲什么，从而 培养学生对标题的理解能力和预测能力。】 Step 3 Learning and understanding the story 1. T asks Ss to find the setting an

6、d characters by reading quickly. 2. T asks Ss to summarize the main idea of different parts to help understand the plot. 【设计意图： 分析故事情节可能比较困难， 通过带领学生宏观上理解文章的结构和各部分的 2 主旨大意来进行分析，从而培养学生概括段落大意的能力】 3. T asks Ss to analyze the theme of the story. 【设计意图： 主题的理解往往是小说的难点。 学生通过前文各种要素的理解和阅读中合作探 究的过程， 运用批判性思维去分析

7、到底这个文章的主题是什么， 从而导入下阶段对于细节的 分析。】 4. T asks Ss to retell the story. 【设计意图：学生通过复述进一步理解文本，关注细节，体会情感态度，为下面分析细节描 写打下了基础。】 Step 4 Appreciating language 1. T asks Ss to list some sentences, phrases and words worth appreciating. 2. T shows what the Ss have listed. 3. T asks Ss to appreciate the sentences one

8、 by one through individual work, pair work and group work. (1) We would watch with anxious interest. (lines 67) T: Why would they watch “with anxious interest”? T: Because they were eager to see whether the money was enough and whether they needed to get money from the Bank Account. (2) And when Mam

9、a nodded, we could relax a little. (lines 78) T: Why did they “relax a little”? T: Because they knew they didnt need to draw money out of the Bank Account. (3) Eagerly we gathered around the table. (line 13) T: What can you learn from the adverb “eagerly”? T: We can know that they were quite interes

10、ted in the Little Bank and longed to see whether they had enough money. (4) I took down a box and laid it carefully in front of Mama. (line 1314) T: Why did the writer use the word “carefully”? T: Because she thought of the Little Bank to be quite important. (5) We all shook our heads. (line 18) T:

11、Why did they shake their heads? T: They thought maybe they had to go to the Bank to get money but they didnt want to do that. (6) Mama gave him a bright smile and wrote down a number. (line 20) T: What can you learn from the smile? T: Mama felt happy that the children were considerate and they found

12、 a way to solve the problem. (7) Then he took his pipe out of his mouth and looked at it for a long time. (line 21) T: Pay attention to the description of Papas reaction and appreciate it. T: Papa worked hard to support the family and he was under great pressure. Now there was not enough money for N

13、els to go to school, so he was thinking about what he could do. Maybe smoking was a way for him to relieve pressure and a long-time hobby, and now he was struggling to give it up to save more money. After careful thought, he decided to give up smoking for the good of his family. (8) “I will give up

14、smoking,” he said suddenly. (line 22) T: What does “suddenly” convey? T: After long-time consideration and struggle, he made up his mind to give up smoking to save money. 3 (9) Mama reached across the table and touched Papas arm. (line 23) T: What does Mamas behavior indicate? T: She was comforting

15、Papa and thanked Papas devotion to the family because it was hard for him to make that decision. (10) When the check came, I hurried over to Mamas and put it in her lap. (lines 3637) T: What can you learn from the description? T: She was eager to devote something to her family and to make her Mama h

16、appy. (11) Papa seemed shorter, and Mamas hair was silver now . (lines 3839) T: Why are shorter and silver used here? T: Shorter is used to show after years of hard work and great pressure from life, Papa was humpbacked. Silver shows that Mama was very older now. (12) And when I didntcouldntanswer,

17、Mama said seriously, “It is not good for little ones to be afraidto not feel secure.” (lines 4546) T: Why didnt and couldnt the author answer? Why is it not good for little ones to be afraidto not feel secure? A: She didnt and couldnt answer because she was quite surprised to know that there wasnt a

18、 real bank account and the white lie had existed for so long. Mamas words show that she was considerate and though poor, she tried her best to give her children a happy childhood. 4. T asks Ss to read the sentences again to appreciate them by themselves. 【设计意图：教师让学生根据自己的理解，从文中找出具有欣赏价值，能够表现人物性格， 或者描述

19、人物情感态度的语言。教师带领学生共同分析，先启迪，再让学生思考或者合作， 共同分析，在分析的过程中穿插对人物性格的分析，且适当地提点故事写作的手法，从而达 到知识迁移的目的。】 Step 5 Analyzing characters T asks Ss to analyze two characters: Mama and Papa. T: What do you think of Mama and Papa? Please support your ideas with evidence from the short story. 【设计意图：通过文章的理解，进一步分析两个主要人物的性格，这

20、对于小说的理解是个关 键的因素。】 Step 6 Critical reading 1. What is the “warm, secure feeling” (lines 910)? Without it, what would their life have been? T: The “warm, secure feeling” is a kind of feeling among the children to believe that they could go through the hard days and lead a happy life. Without it, child

21、ren would have been worried about their life. In this case, their childhood would have been miserable. 2. What kind of tone is the following sentence? Whatever happened, we always knew we still had the Bank to depend upon. (lines 3234) T: The writer felt happy to say that. She was confident and felt

22、 secure about the future in the knowledge that they had the Bank to depend upon 3. What do you think of the children of the family? T: The children are considerate, happy, optimistic and helpful to each other. 4. Is it proper for Mama to make up such a white lie of bank account? Why or why not? T: I

23、 think it is a good idea to make up such a white lie. It can help children go through the dark 4 years and gave them a good character and happy childhood, which was important for their physical and mental growth, 5. Do you think the writer had a happy home? Why or why not? A: Yes. Though poor, they

24、led a happy life. The children didnt have to worry about money and they love and care for each other. As the saying goes, east or west, home is the best. T: The writers family lived in San Francisco in the early 1900s. They were a Norwegian immigrant family. Mama, with her mysterious bank account, f

25、ound a way to keep her children from growing up afraid. It is the first story of Kathryn Forbess Mamas Bank Account. You can read the book to find out more about the story in our textbook and other stories. 【设计意图：根据文章的理解，让学生迁移创新。通过对各类问题的分析，学生深入思考， 运用批判性思维，培养合作精神，从各个角度对文章再思考，从而加强理解能力的形成。】 V. Homework 1. Please continue the story by using descriptive language. (150 words) 【设计意图： 在欣赏了语言和文本基本要素的基础上， 续写故事， 进行知识的迁移与创新。 】 2. Find the book, Kathryn Forbess Mamas Bank Account. Read the original story of “Mama and Her Bank Account” and other stories.