牛津译林版（2019）必修一《Unit 2 Lets talk teens》Extended reading教案设计

《英语》（必修·第一册）Unit2Let’stalkteensExtendedreadingI.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.analyzebasicelementsoftheshortstoryandretellitaccordingtothebasicelements;2.developtheskillofprediction;3.haveabetterunderstandingofahappyhome.II.KeycompetencefocusAnalyzethesetting,characters,plotandthemeoftheshortstory.III.PredictedareaofdifficultyUnderstandtheelementsoftheshortstory.IV.TeachingproceduresStep1FreetalkTasksstudentstoexpresstheirideasaboutidealhome.T:Weallhaveourownhome,butareyousatisfiedwithyourownhome?Whatisyouridealhomelike?【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。】Step2Prediction1.TasksSstotalkaboutthepicture.T:Whatcanyouseefromthepicture?Whataretheydoing?2.TasksSstopredictwhatwillbetalkedaboutaccordingtothetitle.T:Canyoupredictwhatwillbetalkedaboutintheshortstory?Mama?OrBankaccount?What’stherelationship?T:Doyoufindanythingspecialaboutthetitle?Wecanseeacoin.Itwasacoinofadime,worthonetenthofadollar.Adimeisaverysmallsumofmoney.Whatcanweguessfromthis?Maybethefamilydidn’thavemuchmoneyandlivedahardlife.ButthenhowcouldMamahaveabankaccount?Let’sreadtocheckourguess.【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。】Step3Learningandunderstandingthestory1.TasksSstofindthesettingandcharactersbyreadingquickly.2.TasksSstosummarizethemainideaofdifferentpartstohelpunderstandtheplot.【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】TasksSstoanalyzethethemeofthestory.【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。】TasksSstoretellthestory.【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。】Step4AppreciatinglanguageTasksSstolistsomesentences,phrasesandwordsworthappreciating.TshowswhattheSshavelisted.TasksSstoappreciatethesentencesonebyonethroughindividualwork,pairworkandgroupwork.Wewouldwatchwithanxiousinterest.(lines6－7)T:Whywouldtheywatch“withanxiousinterest”?T:BecausetheywereeagertoseewhetherthemoneywasenoughandwhethertheyneededtogetmoneyfromtheBankAccount.(2)AndwhenMamanodded,wecouldrelaxalittle.(lines7－8)T:Whydidthey“relaxalittle”?T:Becausetheyknewtheydidn’tneedtodrawmoneyoutoftheBankAccount.(3)Eagerlywegatheredaroundthetable.(line13)T:Whatcanyoulearnfromtheadverb“eagerly”?T:WecanknowthattheywerequiteinterestedintheLittleBankandlongedtoseewhethertheyhadenoughmoney.(4)ItookdownaboxandlaiditcarefullyinfrontofMama.(line13－14)T:Whydidthewriterusetheword“carefully”?T:BecauseshethoughtoftheLittleBanktobequiteimportant.(5)Weallshookourheads.(line18)T:Whydidtheyshaketheirheads?T:TheythoughtmaybetheyhadtogototheBanktogetmoneybuttheydidn’twanttodothat.(6)Mamagavehimabrightsmileandwrotedownanumber.(line20)T:Whatcanyoulearnfromthesmile?T:Mamafelthappythatthechildrenwereconsiderateandtheyfoundawaytosolvetheproblem.Thenhetookhispipeoutofhismouthandlookedatitforalongtime.(line21)T:PayattentiontothedescriptionofPapa’sreactionandappreciateit.T:Papaworkedhardtosupportthefamilyandhewasundergreatpressure.NowtherewasnotenoughmoneyforNelstogotoschool,sohewasthinkingaboutwhathecoulddo.Maybesmokingwasawayforhimtorelievepressureandalong-timehobby,andnowhewasstrugglingtogiveituptosavemoremoney.Aftercarefulthought,hedecidedtogiveupsmokingforthegoodofhisfamily.(8)“Iwillgiveupsmoking,”hesaidsuddenly.(line22)T:Whatdoes“suddenly”convey?T:Afterlong-timeconsiderationandstruggle,hemadeuphismindtogiveupsmokingtosavemoney.(9)MamareachedacrossthetableandtouchedPapa’sarm.(line23)T:WhatdoesMama’sbehaviorindicate?T:ShewascomfortingPapaandthankedPapa’sdevotiontothefamilybecauseitwashardforhimtomakethatdecision.(10)Whenthecheckcame,IhurriedovertoMama’sandputitinherlap.(lines36－37)T:Whatcanyoulearnfromthedescription?T:ShewaseagertodevotesomethingtoherfamilyandtomakeherMamahappy.(11)Papaseemedshorter,andMama’shairwassilvernow.(lines38－39)T:Whyareshorterandsilverusedhere?T:Shorterisusedtoshowafteryearsofhardworkandgreatpressurefromlife,Papawashumpbacked.SilvershowsthatMamawasveryoldernow.AndwhenIdidn’t—couldn’t—answer,Mamasaidseriously,“Itisnotgoodforlittleonestobeafraid—tonotfeelsecure.”(lines45－46)T:Whydidn’tandcouldn’ttheauthoranswer?Whyisitnotgoodforlittleonestobeafraid—tonotfeelsecure?T:Shedidn’tandcouldn’tanswerbecauseshewasquitesurprisedtoknowthattherewasn’tarealbankaccountandthewhiteliehadexistedforsolong.Mama’swordsshowthatshewasconsiderateandthoughpoor,shetriedherbesttogiveherchildrenahappychildhood.4.TasksSstoreadthesentencesagaintoappreciatethembythemselves.【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。】Step5AnalyzingcharactersTasksSstoanalyzetwocharacters:MamaandPapa.T:WhatdoyouthinkofMamaandPapa?Pleasesupportyourideaswithevidencefromtheshortstory.【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。】Step6CriticalreadingWhatisthe“warm,securefeeling”(lines9－10)?Withoutit,whatwouldtheirlifehavebeen?T:The“warm,securefeeling”isakindoffeelingamongthechildrentobelievethattheycouldgothroughtheharddaysandleadahappylife.Withoutit,childrenwouldhavebeenworriedabouttheirlife.Inthiscase,theirchildhoodwouldhavebeenmiserable.Whatkindoftoneisthefollowingsentence?Whateverhappened,wealwaysknewwestillhadtheBanktodependupon.(lines32－34)T:Thewriterfelthappytosaythat.ShewasconfidentandfeltsecureaboutthefutureintheknowledgethattheyhadtheBanktodependuponWhatdoyouthinkofthechildrenofthefamily?T:Thechildrenareconsiderate,happy,optimisticandhelpfultoeachother.IsitproperforMamatomakeupsuchawhitelieofbankaccount?Whyorwhynot?T:Ithinkitisagoodideatomakeupsuchawhitelie.Itcanhelpchildrengothroughthedarkyearsandgavethemagoodcharacterandhappychildhood,whichwasimportantfortheirphysicalandmentalgrowth,Doyouthinkthewriterhadahappyhome?Whyorwhynot?A:Yes.Thoughpoor,theyledahappylife.Thechildrendidn’thavetoworryaboutmoneyandtheylo