Unit 2 Extended Reading Mama and Her Bank Account 教学设计-2024-2025学年高中英语牛津译林版（2020）必修第一册

译林版（2020）必修一 Unit2 Extended Reading Mama and Her Bank Account Text analysis: 【What】This passage is adapted from a story in Mom's Bank Account,a collection of stories by American writer Katherine Forbes. The author looked back at the life of an ordinary American family. At that time, the family was very poor. In order to make the family feel safe, the mother used her wisdom to weave a white lie, saying that she had a savings account in the big bank of the city, but encouraged the family to find a way to solve the problem instead of going to the bank. Years later, the mother explained the reason for the fictitious bank accounts -- to make her family, especially her children, feel safe. 【Why】This article reviews the writer’s own experience to praise "maternal love". In the article, the ordinary mother revealed her persistent belief in life. She was positive, confident and optimistic, which deeply affected her children and brought warmth and hope to her family. 【How】The text is a short story, which is told from the perspective of a little girl in the first person. Full of characters, concise and vivid narration, let readers feel that this is their own life story. The language of this paper is plain and true, without deliberate modification and gorgeous rhetoric, but naturally appropriate, touching people's hearts. Analysis of Students The English level of Grade One students is generally good. As teenagers, most students have problems and contradictions in communicating with their parents. Therefore, the learning content of this unit just meets the psychological needs of students, which can help them learn to communicate with their parents, be considerate of their parents, care for their parents and live in harmony with their parents. In terms of the content of the article, although students have a certain degree of contact with the story, they lack a deep understanding of the basic structure and characteristics of the short story, so they need to give corresponding guidance in the reading process. Teaching objectives By the end of this lesson, students are able to: 1.Clarify the general idea of the text, identify and analyze the basic elements and logical structure of the story discourse (discourse knowledge); 2.Understand and appreciate literary works, feel their spiritual connotation, and think about what is a good parent-child relationship (cultural awareness); 3.Read the passage quickly and find out the key information according to the keywords (learning strategies); 4. Summarize the story according to the basic elements of the story, clearly describe the experience and feelings of getting along with parents, and express the understanding of parents' love. (language skills); Teaching key and difficult points 1. Help students sort out the logical structure of stories and summarize their basic elements; 2. Help students clearly describe their experiences and feelings with their parents. Teaching Resources Textbook, multimedia, blackboard and chalk. Teaching procedure Steps Teaching and learning activities Justification K (What we known) (6 mins) Step1 Lead-in T has a free talk with Ss about bank account to introduce the title: Q: What are they? Q: How to save money in a bank account? Q: In what situation will people draw money out of the bank？ 通过提问互动，邀请学 生通过图片猜测词意， 联系学生生活实际，引 出文章主题，形成阅读 期待。 Step2 Brainstorm 1. Teacher introduce background information about the short story. 2. Teacher let Ss review the basic elements of narrative quickly, and asks Ss to summarize the basic elements of short story. 3. Get students to handle some new words and phrases in pairs and write down the words and expression they master after discussion. 向学生介绍文章的作者 以及此短篇故事集的主 要内容，使其了解创作 背景并激活学生内容图 式、结构图式以及语言 图式。 Step3 Information classification 1. Guide students to classify the scattered information about the content, structure and vocabulary knowledge points of the passage in the K column. 学生在 KWL 表格记录下 相关背景知识后， 进一 步引导学生将信息进行 分类。让学生在不同文 本阅读中寻找同类型的 知识，提高阅读的目的 性并进一步丰富原有的 知识结构。 W (What do we want to know) (25 mins) Step4 Skimming 1.Teacher let Ss find the the basic elements of short story and draw a mind map of them. 2. T asks students to analyze the structure of the short story. Step5 Ask and answer 1. Students can work in groups of four and ask a question that they all want to know best or try to design some questions to test other students. Then they will write down on the stickers and stick to the blackboard. The stickers chosen by teachers will be discussed among students to work them out, and try to get the answers and fill in the L column. How many kids were there in the family? What was Little Bank used for? What problem did the family meet? What is the secret of Mama ’s bank account? Did they overcome the problem? How? 通过小组讨论绘画思维 导图，使思维可视化， 从而增进理解与记忆。 同时，锻炼学生略读技 能，获取关键信息 引导学生关注文章整体 结构，为后文分析情节 内容做准备。 教师引导学生记录下有 价值的问题以集中学生 注意力并刺激其主动阅 读。 学生们在小组讨论中互 相学习优点， 拓宽视野, 增强学习动机。 L (What we learned) (6 mins) Step6 Check the answers After the reading, teachers will organize a group discussion to summarize what we learned and what we still want to learn in the L column. This short story shows that our parents do a lot for us without any complaint or regret. We should take action to show our gratitude to parents who have devoted all their life to loving us. A good parent-child relationship should be set up on the basis of mutual（相互的）understanding and respect. 学生在 L 栏填写阅读过程 中所学知识，巩固并整 合文本内容，深入分析 语篇主题,实现知识的应 用实践和迁移创新。 记录在阅读文本后尚未 找到答案的问题。教师 鼓励学生在课后独立阅 读，以满足他们的好奇 心进而激发阅读动机。 Discussion (8mins) 1.T guide Ss to work in groups to read critically with their KWL chart. 2.T guides Ss to review the sentence written by BingXin at the beginning of Unit2 to show their love to family. 根据 KWL 图表的内容进 行组内讨论。 对文章中妈妈善意的谎 言和孩子们的表现进行 评价并思考，并创造性 的表达自己的观点，培 养学生的批判性思维。 从本篇文章妈妈的爱、 父亲的爱与整个家庭互 相关爱和帮助，引申出 本单元的卷首语： 家是 什么，我不知道； 但烦 闷和忧愁，都在那里融 化和消灭－冰心， 从而 进一步加深情感教育与 赏析中华文化。 Homework 采取分层作业（分为必 做和选做），满足不同水 平层次的学生需要。 学科网（北京）股份有限公司 $$