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高中英语Unit 2 Let's talk teens教案设计
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这是一份高中英语Unit 2 Let's talk teens教案设计，共4页。
Extended reading
江苏省通州高级中学
I. Learning bjectives
By the end f the lessn, students will be able t:
1. analyze basic elements f the shrt stry and retell it accrding t the basic elements;
2. develp the skill f predictin;
3. have a better understanding f a happy hme.
II. Key cmpetence fcus
Analyze the setting, characters, plt and theme f the shrt stry.
III. Predicted area f difficulty
Understand the elements f the shrt stry.
IV. Teaching prcedures
Step 1 Free talk
T asks students t express their ideas abut ideal hme.
T: We all have ur wn hme, but are yu satisfied with yur wn hme? What is yur ideal hme 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 Predictin
1. T asks Ss t talk abut the picture.
T: What can yu see frm the picture? What are they ding?
2. T asks Ss t predict what will be talked abut accrding t the title.
T: Can yu predict what will be talked abut in the shrt stry? Mama? Or Bank accunt? What’s the relatinship?
T: D yu find anything special abut the title? We can see a cin. It was a cin f a dime, wrth ne tenth f a dllar. A dime is a very small sum f mney. What can we guess frm this? Maybe the family didn’t have much mney and lived a hard life. But then hw culd Mama have a bank accunt? Let’s read t check ur 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 stry
1. T asks Ss t find the setting and characters by reading quickly.
2. T asks Ss t summarize the main idea f different parts t help understand the plt.
【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主旨大意来进行分析，从而培养学生概括段落大意的能力】
T asks Ss t analyze the theme f the stry.
【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。】
T asks Ss t retell the stry.
【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
T asks Ss t list sme sentences, phrases and wrds wrth appreciating.
T shws what the Ss have listed.
T asks Ss t appreciate the sentences ne by ne thrugh individual wrk, pair wrk and grup
wrk.
We wuld watch with anxius interest. (lines 6－7)
T: Why wuld they watch “with anxius interest”?
T: Because they were eager t see whether the mney was enugh and whether they needed t get mney frm the Bank Accunt.
(2) And when Mama ndded, we culd relax a little. (lines 7－8)
T: Why did they “relax a little”?
T: Because they knew they didn’t need t draw mney ut f the Bank Accunt.
(3) Eagerly we gathered arund the table. (line 13)
T: What can yu learn frm the adverb “eagerly”?
T: We can knw that they were quite interested in the Little Bank and lnged t see whether they had enugh mney.
(4) I tk dwn a bx and laid it carefully in frnt f Mama. (line 13－14)
T: Why did the writer use the wrd “carefully”?
T: Because she thught f the Little Bank t be quite imprtant.
(5) We all shk ur heads. (line 18)
T: Why did they shake their heads?
T: They thught maybe they had t g t the Bank t get mney but they didn’t want t d that.
(6) Mama gave him a bright smile and wrte dwn a number. (line 20)
T: What can yu learn frm the smile?
T: Mama felt happy that the children were cnsiderate and they fund a way t slve the prblem.
Then he tk his pipe ut f his muth and lked at it fr a lng time. (line 21)
T: Pay attentin t the descriptin f Papa’s reactin and appreciate it.
T: Papa wrked hard t supprt the family and he was under great pressure. Nw there was nt enugh mney fr Nels t g t schl, s he was thinking abut what he culd d. Maybe smking was a way fr him t relieve pressure and a lng-time hbby, and nw he was struggling t give it up t save mre mney. After careful thught, he decided t give up smking fr the gd f his family.
(8) “I will give up smking,” he said suddenly. (line 22)
T: What des “suddenly” cnvey?
T: After lng-time cnsideratin and struggle, he made up his mind t give up smking t save mney.
(9) Mama reached acrss the table and tuched Papa’s arm. (line 23)
T: What des Mama’s behavir indicate?
T: She was cmfrting Papa and thanked Papa’s devtin t the family because it was hard fr him t make that decisin.
(10) When the check came, I hurried ver t Mama’s and put it in her lap. (lines 36－37)
T: What can yu learn frm the descriptin?
T: She was eager t devte smething t her family and t make her Mama happy.
(11) Papa seemed shrter, and Mama’s hair was silver nw . (lines 38－39)
T: Why are shrter and silver used here?
T: Shrter is used t shw after years f hard wrk and great pressure frm life, Papa was humpbacked. Silver shws that Mama was very lder nw.
And when I didn’t—culdn’t—answer, Mama said seriusly, “It is nt gd fr little nes t be afraid—t nt feel secure.” (lines 45－46)
T: Why didn’t and culdn’t the authr answer? Why is it nt gd fr little nes t be afraid—t nt feel secure?
T: She didn’t and culdn’t answer because she was quite surprised t knw that there wasn’t a real bank accunt and the white lie had existed fr s lng. Mama’s wrds shw that she was cnsiderate and thugh pr, she tried her best t give her children a happy childhd.
4. T asks Ss t read the sentences again t 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 t analyze tw characters: Mama and Papa.
T: What d yu think f Mama and Papa? Please supprt yur ideas with evidence frm the shrt stry.
【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，这对于小说的理解是个关键的因素。】
Step 6 Critical reading
What is the “warm, secure feeling” (lines 9－10)? Withut it, what wuld their life have been?
T: The “warm, secure feeling” is a kind f feeling amng the children t believe that they culd g thrugh the hard days and lead a happy life. Withut it, children wuld have been wrried abut their life. In this case, their childhd wuld have been miserable.
What kind f tne is the fllwing sentence?
Whatever happened, we always knew we still had the Bank t depend upn. (lines 32－34)
T: The writer felt happy t say that. She was cnfident and felt secure abut the future in the knwledge that they had the Bank t depend upn
What d yu think f the children f the family?
T: The children are cnsiderate, happy, ptimistic and helpful t each ther.
Is it prper fr Mama t make up such a white lie f bank accunt? Why r why nt?
T: I think it is a gd idea t make up such a white lie. It can help children g thrugh the dark years and gave them a gd character and happy childhd, which was imprtant fr their physical and mental grwth,
D yu think the writer had a happy hme? Why r why nt?
A: Yes. Thugh pr, they led a happy life. The children didn’t have t wrry abut mney and they lve and care fr each ther. As the saying ges, east r west, hme is the best.
T: The writer’s family lived in San Francisc in the early 1900s. They were a Nrwegian immigrant family. Mama, with her mysterius bank accunt, fund a way t keep her children frm grwing up afraid. It is the first stry f Kathryn Frbes’s Mama’s Bank Accunt. Yu can read the bk t find ut mre abut the stry in ur textbk and ther stries.
【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. Hmewrk
1. Please cntinue the stry by using descriptive language. (150 wrds)
【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 bk, Kathryn Frbes’s Mama’s Bank Accunt. Read the riginal stry f “Mama and Her Bank Accunt” and ther stries.
Extended reading
江苏省通州高级中学
I. Learning bjectives
By the end f the lessn, students will be able t:
1. analyze basic elements f the shrt stry and retell it accrding t the basic elements;
2. develp the skill f predictin;
3. have a better understanding f a happy hme.
II. Key cmpetence fcus
Analyze the setting, characters, plt and theme f the shrt stry.
III. Predicted area f difficulty
Understand the elements f the shrt stry.
IV. Teaching prcedures
Step 1 Free talk
T asks students t express their ideas abut ideal hme.
T: We all have ur wn hme, but are yu satisfied with yur wn hme? What is yur ideal hme 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 Predictin
1. T asks Ss t talk abut the picture.
T: What can yu see frm the picture? What are they ding?
2. T asks Ss t predict what will be talked abut accrding t the title.
T: Can yu predict what will be talked abut in the shrt stry? Mama? Or Bank accunt? What’s the relatinship?
T: D yu find anything special abut the title? We can see a cin. It was a cin f a dime, wrth ne tenth f a dllar. A dime is a very small sum f mney. What can we guess frm this? Maybe the family didn’t have much mney and lived a hard life. But then hw culd Mama have a bank accunt? Let’s read t check ur 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 stry
1. T asks Ss t find the setting and characters by reading quickly.
2. T asks Ss t summarize the main idea f different parts t help understand the plt.
【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主旨大意来进行分析，从而培养学生概括段落大意的能力】
T asks Ss t analyze the theme f the stry.
【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。】
T asks Ss t retell the stry.
【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
T asks Ss t list sme sentences, phrases and wrds wrth appreciating.
T shws what the Ss have listed.
T asks Ss t appreciate the sentences ne by ne thrugh individual wrk, pair wrk and grup
wrk.
We wuld watch with anxius interest. (lines 6－7)
T: Why wuld they watch “with anxius interest”?
T: Because they were eager t see whether the mney was enugh and whether they needed t get mney frm the Bank Accunt.
(2) And when Mama ndded, we culd relax a little. (lines 7－8)
T: Why did they “relax a little”?
T: Because they knew they didn’t need t draw mney ut f the Bank Accunt.
(3) Eagerly we gathered arund the table. (line 13)
T: What can yu learn frm the adverb “eagerly”?
T: We can knw that they were quite interested in the Little Bank and lnged t see whether they had enugh mney.
(4) I tk dwn a bx and laid it carefully in frnt f Mama. (line 13－14)
T: Why did the writer use the wrd “carefully”?
T: Because she thught f the Little Bank t be quite imprtant.
(5) We all shk ur heads. (line 18)
T: Why did they shake their heads?
T: They thught maybe they had t g t the Bank t get mney but they didn’t want t d that.
(6) Mama gave him a bright smile and wrte dwn a number. (line 20)
T: What can yu learn frm the smile?
T: Mama felt happy that the children were cnsiderate and they fund a way t slve the prblem.
Then he tk his pipe ut f his muth and lked at it fr a lng time. (line 21)
T: Pay attentin t the descriptin f Papa’s reactin and appreciate it.
T: Papa wrked hard t supprt the family and he was under great pressure. Nw there was nt enugh mney fr Nels t g t schl, s he was thinking abut what he culd d. Maybe smking was a way fr him t relieve pressure and a lng-time hbby, and nw he was struggling t give it up t save mre mney. After careful thught, he decided t give up smking fr the gd f his family.
(8) “I will give up smking,” he said suddenly. (line 22)
T: What des “suddenly” cnvey?
T: After lng-time cnsideratin and struggle, he made up his mind t give up smking t save mney.
(9) Mama reached acrss the table and tuched Papa’s arm. (line 23)
T: What des Mama’s behavir indicate?
T: She was cmfrting Papa and thanked Papa’s devtin t the family because it was hard fr him t make that decisin.
(10) When the check came, I hurried ver t Mama’s and put it in her lap. (lines 36－37)
T: What can yu learn frm the descriptin?
T: She was eager t devte smething t her family and t make her Mama happy.
(11) Papa seemed shrter, and Mama’s hair was silver nw . (lines 38－39)
T: Why are shrter and silver used here?
T: Shrter is used t shw after years f hard wrk and great pressure frm life, Papa was humpbacked. Silver shws that Mama was very lder nw.
And when I didn’t—culdn’t—answer, Mama said seriusly, “It is nt gd fr little nes t be afraid—t nt feel secure.” (lines 45－46)
T: Why didn’t and culdn’t the authr answer? Why is it nt gd fr little nes t be afraid—t nt feel secure?
T: She didn’t and culdn’t answer because she was quite surprised t knw that there wasn’t a real bank accunt and the white lie had existed fr s lng. Mama’s wrds shw that she was cnsiderate and thugh pr, she tried her best t give her children a happy childhd.
4. T asks Ss t read the sentences again t 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 t analyze tw characters: Mama and Papa.
T: What d yu think f Mama and Papa? Please supprt yur ideas with evidence frm the shrt stry.
【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，这对于小说的理解是个关键的因素。】
Step 6 Critical reading
What is the “warm, secure feeling” (lines 9－10)? Withut it, what wuld their life have been?
T: The “warm, secure feeling” is a kind f feeling amng the children t believe that they culd g thrugh the hard days and lead a happy life. Withut it, children wuld have been wrried abut their life. In this case, their childhd wuld have been miserable.
What kind f tne is the fllwing sentence?
Whatever happened, we always knew we still had the Bank t depend upn. (lines 32－34)
T: The writer felt happy t say that. She was cnfident and felt secure abut the future in the knwledge that they had the Bank t depend upn
What d yu think f the children f the family?
T: The children are cnsiderate, happy, ptimistic and helpful t each ther.
Is it prper fr Mama t make up such a white lie f bank accunt? Why r why nt?
T: I think it is a gd idea t make up such a white lie. It can help children g thrugh the dark years and gave them a gd character and happy childhd, which was imprtant fr their physical and mental grwth,
D yu think the writer had a happy hme? Why r why nt?
A: Yes. Thugh pr, they led a happy life. The children didn’t have t wrry abut mney and they lve and care fr each ther. As the saying ges, east r west, hme is the best.
T: The writer’s family lived in San Francisc in the early 1900s. They were a Nrwegian immigrant family. Mama, with her mysterius bank accunt, fund a way t keep her children frm grwing up afraid. It is the first stry f Kathryn Frbes’s Mama’s Bank Accunt. Yu can read the bk t find ut mre abut the stry in ur textbk and ther stries.
【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. Hmewrk
1. Please cntinue the stry by using descriptive language. (150 wrds)
【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 bk, Kathryn Frbes’s Mama’s Bank Accunt. Read the riginal stry f “Mama and Her Bank Accunt” and ther stries.
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