Unit 2 Let's Talk Teens-Reading 教案-2025-2026学年高中英语译林版必修第一册

Unit 2 Let's Talk Teens-Reading 教学目标和重难点 1. 教学目标 Language Ability: Develop skills in understanding and expressing views on parent-child conflicts. Cultural Awareness: Cultivate recognition of family values and respect for intergenerational differences. Thinking Quality: Enhance logical thinking through analyzing cause-effect relationships and critical thinking by evaluating communication methods. Learning Ability: Improve reading strategies like skimming and scanning, and develop the habit of reflecting on practical problems in daily life. 2. 教学重难点 Key Points: Master core vocabulary (e.g., tension, anxious, target, balance) and phrases (e.g., see eye to eye, turn into, shoot up); understand the text structure (putting forward problems, analyzing causes, offering solutions); grasp the main idea about parent-child tensions. Difficult Points: Understand long and complex sentences involving attributive clauses and participle phrases; analyze the author’s purpose and emotional tendency; apply communication suggestions to real-life situations. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Free Talk. The teacher asks students two questions: “Do you often have arguments with your parents? What do you usually argue about?” Students are invited to share their own experiences freely in pairs first, then several volunteers present their opinions to the whole class. The teacher responds positively to students’ sharing, avoiding judgment and creating a relaxed atmosphere. For example, if a student says they argue with their parents about screen time, the teacher can say, “That’s a very common situation among teenagers. Many of us have the same experience.” Activity 2: Visual Prompt. The teacher shows a picture on the screen: a teenager slamming the door and a parent sighing with disappointment. Then the teacher asks: “What do you think is happening in the picture? How do you think the teenager and the parent feel?” Guide students to express their feelings and guess the reasons for the conflict. Design Intention: The lead-in links the text content with students’ real lives, stimulating their interest and enthusiasm for learning. Free talk allows students to release their emotions and realize that parent-child tensions are common, reducing their sense of isolation. The visual prompt helps students quickly enter the theme of the text, laying a foundation for the subsequent reading and understanding of the text. At the same time, it provides students with opportunities to practice oral expression, subtly improving their language ability. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview. The teacher presents the core vocabulary and phrases of the text on the screen, including tension, anxious, target, balance, see eye to eye, turn into, shoot up, get left far behind, etc. For each word and phrase, the teacher explains the meaning, pronunciation and usage with simple English, and combines with students’ real-life examples to help them understand. For example, when explaining “shoot up”, the teacher can say, “When teenagers grow quickly in height, we can say they shoot up. For example, my little brother shot up by 10 centimeters last year.” Then, the teacher asks students to make simple sentences with these words and phrases in pairs, and checks their mastery. Activity 2: Predict the Text. The teacher writes the title of the reading text “Strangers Under the Same Roof” on the blackboard and asks students: “What does the title mean? Who are the ‘strangers’? Why do they become strangers even though they live under the same roof?” Students are encouraged to make bold predictions based on their own experiences and the lead-in activities. The teacher records students’ predictions on the blackboard and tells them to verify whether their predictions are correct while reading. Design Intention: Vocabulary preview helps students remove language obstacles in reading, ensuring that they can smoothly understand the text content. Using simple English to explain vocabulary and combining with real-life examples conforms to the cognitive level of senior one students, making it easier for them to master and apply. Predicting the text can stimulate students’ reading motivation, cultivate their ability of logical reasoning and imagination, and make their reading more purposeful. Step 3: While-reading (In-depth Reading) Stage 1: Skimming (Fast Reading) The teacher asks students to read the text quickly within a certain time (without specifying the time) and complete two tasks: 1. Find out the main idea of the text. 2. Divide the text into three parts according to the structure of “putting forward problems, analyzing causes, offering solutions” and write down the main content of each part. After students finish reading, the teacher invites several students to share their answers. The teacher corrects and supplements, and summarizes the text structure: Part 1 (Paragraph 1): Put forward the problem that heated arguments and cold silences are common between teenagers and their parents. Part 2 (Paragraphs 2-3): Analyze the physical and mental causes of parent-child tensions. Part 3 (Paragraphs 4-5): Put forward suggestions to improve parent-child relationships and comfort teenagers that such tensions are normal. Design Intention: Skimming training helps students master the fast reading strategy, enabling them to quickly grasp the main idea and structure of the text. Dividing the text according to the logical structure helps students understand the author’s writing ideas, cultivate their logical thinking ability, and lay a foundation for in-depth understanding of each part of the text. Stage 2: Scanning (Detailed Reading) The teacher guides students to read the text carefully paragraph by paragraph, and completes the following tasks to help them understand the details of the text. Task 1: Read Paragraph 1 carefully and answer the following questions: 1. What three questions does the author ask at the beginning of the text? 2. What is the author’s purpose of asking these questions? 3. What conclusion does the author draw after the questions? After students finish answering, the teacher explains the key points: The three questions are排比 structures, which can arouse readers’ resonance and make teenagers realize that they are not alone in facing parent-child conflicts. The conclusion is that heated arguments and cold silences are common between teenagers and their parents. Task 2: Read Paragraphs 2-3 carefully and fill in the blanks: The causes of parent-child tensions are divided into physical and mental aspects. Physical changes: Teenagers may feel anxious about their developing rate different from friends (shooting up in height or getting left far behind), changing voice, weight problems or spots. When they can’t bear it, parents often become the first targets of their anger. Mental changes: Teenagers enter a middle ground—no longer a child but not quite an adult. They have a desire for independence but still need parents’ love and support. Parents’ disagreement and inconsistent attitudes (treating them like children but expecting them to act like adults) make them unhappy. The teacher asks students to fill in the blanks independently first, then checks the answers in groups, and explains the difficult points in the paragraphs. For example, explain the phrase “see eye to eye” in detail, and let students make sentences to consolidate; analyze the long sentence “You may feel anxious that you are developing at a different rate to your friends, shooting up in height or getting left far behind.”, pointing out that “shooting up in height or getting left far behind” is a present participle phrase used as an adverbial of accompaniment, which supplements and explains the specific performance of “developing at a different rate”. Task 3: Read Paragraphs 4-5 carefully and answer the following questions: 1. What is the key to keeping peace between teenagers and parents? 2. What specific suggestions does the author put forward to improve parent-child relationships? 3. What does the author want to tell teenagers in the last paragraph? The teacher guides students to find the key sentences in the text: “The key to keeping the peace is regular and honest communication.” “When you disagree with your parents, take a minute to calm down and try to understand the situation from their point of view... explain your actions and feelings calmly, listen carefully, and address their concerns.” “It is completely normal to struggle with the strains that parent-child tensions bring.” Design Intention: Scanning training helps students grasp the key details of the text, deepen their understanding of the content. The form of questions and blanks is used to guide students to read purposefully, avoid aimless reading. Explaining difficult words, phrases and long sentences helps students remove language obstacles, improve their ability to understand complex sentences. Group cooperation can promote mutual learning and communication among students, and improve their learning ability. Stage 3: Close Reading (Emotional Experience and Theme Understanding) Activity 1: Emotional Analysis. The teacher asks students to read the text again carefully, and think about the following questions: 1. What is the author’s attitude towards parent-child tensions? (Concerned, understanding, encouraging) 2. How do you feel when you read the text? Do you agree with the author’s views? Why? Students discuss in groups, then share their views. The teacher guides students to realize that the author cares about teenagers’ growth, understands their troubles, and encourages them to take active actions to improve parent-child relationships. The teacher also guides students to combine their own experiences to talk about their understanding of parent-child tensions, and emphasizes that parent-child tensions are normal and can be resolved through effective communication. Activity 2: Theme Summary. The teacher invites students to summarize the theme of the text in their own words, and then the teacher makes a summary: The text focuses on the common parent-child tensions between teenagers and their parents, analyzes the physical and mental causes of the tensions, puts forward practical communication suggestions, and aims to help teenagers correctly understand parent-child conflicts, learn to communicate effectively with their parents, and smoothly go through the adolescent period. Design Intention: Close reading helps students deeply understand the author’s emotional tendency and the theme of the text, realize the practical significance of the text. Emotional analysis allows students to resonate with the text, cultivate their ability to perceive and express emotions. Theme summary helps students sort out the core content of the text, improve their ability of induction and summary, and at the same time, imperceptibly cultivate their cultural awareness and correct values. Step 4: Post-reading (Consolidation and Application) Activity 1: Vocabulary and Sentence Consolidation Task 1: Word Matching. The teacher presents a list of words and phrases on the left and their meanings on the right, and asks students to match them. For example: tension (conflict), anxious (worried), see eye to eye (agree with each other), shoot up (grow quickly in height), get left far behind (fall behind others). Task 2: Sentence Rewriting. The teacher presents several simple sentences, and asks students to rewrite them using the core words and phrases in the text. For example: 1. Many teenagers often argue with their parents. (Rewrite with “heated arguments”) 2. I don’t agree with my parents on how to spend weekends. (Rewrite with “see eye to eye”) 3. He grew 8 centimeters last year. (Rewrite with “shoot up”) Task 3: Long Sentence Imitation. The teacher presents the long sentence in the text: “You may feel anxious that you are developing at a different rate to your friends, shooting up in height or getting left far behind.” Then asks students to imitate it and make sentences according to their own situations. For example: “You may feel worried that you are progressing at a different pace to your classmates, making rapid progress in math or falling behind in English.” Design Intention: Vocabulary and sentence consolidation helps students consolidate the knowledge they have learned, improve their ability to use language. Word matching is simple and easy to operate, which can quickly check students’ mastery of vocabulary. Sentence rewriting and imitation can help students apply the core words and sentence patterns to practical writing, improving their language expression ability. Activity 2: Group Discussion The teacher divides students into groups of 4-5, and assigns the discussion topic: “What should we do when we have conflicts with our parents?结合 the suggestions in the text and your own experiences, discuss and put forward practical methods.” Each group elects a recorder to record the key points of the discussion, and a spokesman to present the group’s views to the whole class. After each group presents, the teacher makes comments and supplements, sorting out the effective methods: 1. Calm down first and avoid impulsive arguments. 2. Try to understand parents’ ideas and stand in their shoes. 3. Communicate with parents honestly and calmly, express their own feelings and ideas. 4. Listen carefully to parents’ concerns and try to address them. 5. Learn to compromise and back down when necessary. Design Intention: Group discussion combines the text content with students’ real lives, enabling students to apply the knowledge they have learned to practical problems, improving their ability to solve practical problems. Group cooperation can cultivate students’ sense of teamwork and communication ability, and at the same time, let students learn from each other’s experiences, enrich their solutions to problems. Activity 3: Writing Practice The teacher assigns a short writing task: “Write a short passage (about 80-100 words) about a conflict you had with your parents, and how you solved it according to the suggestions in the text.” Before writing, the teacher guides students to sort out the writing ideas: 1. Briefly describe the conflict (what it was about). 2. How did you feel at that time? 3. What methods did you use to solve it (combined with the suggestions in the text)? 4. What did you learn from it? Students write independently, and the teacher walks around to guide them, helping them solve the problems encountered in writing, such as the use of words and sentences, the logic of the passage. After students finish writing, the teacher selects several representative works (including excellent works and works with common problems) to comment on, affirming the advantages and pointing out the areas that need improvement. Design Intention: Writing practice is an important link to test students’ language application ability, which can integrate reading and writing, enabling students to apply the knowledge and skills they have learned in reading to writing. Guiding students to sort out writing ideas helps them write more logically and smoothly. Commenting on students’ works can help them find their own advantages and disadvantages, improve their writing level, and at the same time, enhance their confidence in writing. Step 5: Summary and Extension Activity 1: Class Summary The teacher invites students to summarize what they have learned in this class, including the main content of the text, core vocabulary and phrases, reading strategies, and the methods to solve parent-child conflicts. Then the teacher makes a comprehensive summary: In this class, we read the text “Strangers Under the Same Roof”, understood the main idea and structure of the text, mastered the core vocabulary and phrases, learned the reading strategies of skimming and scanning, and discussed the methods to solve parent-child conflicts. We also realized that parent-child tensions are normal, and effective communication is the key to resolving conflicts. Design Intention: Class summary helps students sort out the knowledge they have learned in this class, form a systematic knowledge framework, and deepen their memory and understanding. Inviting students to summarize can improve their ability of induction and expression, and enhance their sense of participation in class. Activity 2: Homework Extension Task 1: Review the text and recite the core vocabulary and key sentences. Task 2: Polish the short passage written in class and hand it in the next class. Task 3: Have a sincere communication with your parents about one thing you disagree with, and write a short reflection (in English) about the communication process and your feelings. Task 4: Read the extended reading “Mama and Her Bank Account” and try to analyze the parent-child relationship in it. Design Intention: Homework extension is an extension and consolidation of classroom teaching. Reviewing and reciting helps students consolidate the knowledge they have learned. Polishing the short passage can improve their writing level. Communicating with parents and writing reflections combines classroom learning with real life, enabling students to truly apply the knowledge they have learned, and at the same time, promote the improvement of parent-child relationships. Reading the extended reading can expand students’ reading scope, enrich their understanding of parent-child relationships, and improve their reading ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $