牛津译林版英语牛津译林2020版必修一unit2Extended reading 教案.doc

《牛津译林版英语牛津译林2020版必修一unit2Extended reading 教案.doc》由会员分享，可在线阅读，更多相关《牛津译林版英语牛津译林2020版必修一unit2Extended reading 教案.doc（4页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、英语（必修第一册）Unit 2 Lets talk teensExtended reading江苏省通州高级中学I. Learning objectivesBy 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 happy hom

2、e.II. Key competence focusAnalyze the setting, characters, plot and theme of the short story.III. Predicted area of difficultyUnderstand the elements of the short story. IV. Teaching proceduresStep 1 Free talk T asks students to express their ideas about ideal home.T: We all have our own home, but a

3、re 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 Prediction1. 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 according to the title

4、.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 can we guess from this?

5、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 story1. T asks Ss to find the setting and characters by reading qui

6、ckly.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 S

7、s 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 language1. 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 by one through individual work, pair work and gr

8、oupwork.(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 Mama nodded, we could relax a little. (lines 78) T: Why

9、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 interested in the Little Bank and longed to see whether they

10、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: Why did they shake their heads? T: They thought maybe th

11、ey 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 a way to solve the problem.(7) Then he took his pipe out

12、 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 Nels to go to school, so he was thinking about what he coul

13、d 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 smoking,” he said suddenly. (line 22) T: What does “suddenl

14、y” convey? T: After long-time consideration and struggle, he made up his mind to give up smoking to save money.(9) Mama reached across the table and touched Papas arm. (line 23) T: What does Mamas behavior indicate? T: She was comforting Papa and thanked Papas devotion to the family because it was h

15、ard 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 happy.(11) Papa seemed shorter, and Mamas hair was silver now .

16、(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, Mama said seriously, “It is not good for little ones to be afraid

17、to 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? T: She didnt and couldnt answer because she was quite surprised to know that there wasnt a real bank account and the white lie had existed for so long. Mama

18、s 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

19、的手法，从而达到知识迁移的目的。】Step 5 Analyzing charactersT 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，这对于小说的理解是个关键的因素。】Step 6 Critical reading1. What is the “warm, secure feelin

20、g” (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, children would have been worried about their life. In this case, their childhood wo

21、uld 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 secure about the future in the knowledge that they had the Bank to depend upo

22、n3. 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 think it is a good idea to make up such a white lie. It can help children go thro

23、ugh the dark 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 led a happy life. The children didnt have to worry about money and they love and care

24、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, found a way to keep her children from growing up afraid. It is the first story of Kathry

25、n 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. Homework1. 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.4