Unit 2 Let's Talk Teens-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language Ability: Improve skills in understanding narrative texts and using words and sentences related to family and emotions. Cultural Awareness: Understand the connotation of family love in Western culture and compare it with Chinese family values to enhance cross-cultural understanding. Thinking Quality: Cultivate logical thinking by analyzing the plot and character traits, and develop empathy through understanding the family’s struggles. Learning Ability: Master reading strategies such as skimming and scanning, and learn to reflect on family relationships and apply reading experience to daily communication. 2. 教学重难点 Key Points: Grasp the main plot and character characteristics of the text; master core vocabulary (e.g., anxious, volunteer, secure) and sentence patterns (e.g., "It gave us such a warm, secure feeling"); understand the theme of family love and mutual support. Difficult Points: Comprehend the implied meaning of "Mama’s Bank Account" and the emotional connotation behind the plot; use the learned vocabulary and sentence patterns to express feelings about family; analyze the author’s writing intention and the symbolic meaning of the "bank account". 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion. The teacher asks the students two questions: "When you encounter difficulties in life, who do you usually turn to for help?" "What can make you feel safe and supported in your family?" Then, invite 3-4 students to share their answers in English. After the sharing, the teacher makes a brief comment: "Family is always our warm harbor. Today, we will read a touching story about a family, which shows how they support each other through hard times." Design Intention: This activity connects the students’ real life experiences with the text theme, activates their prior knowledge and emotional resonance. By talking about family support and a sense of security, it naturally leads to the core content of the Extended Reading text "Mama and Her Bank Account", laying an emotional foundation for the subsequent reading. At the same time, it provides students with an opportunity to practice oral English, helping them build confidence in using English to express their feelings. Step 2: Pre-reading (Pre-reading Preparation) Activity 1: Vocabulary Preview. The teacher presents the core vocabulary of the text on the blackboard or multimedia, including words and phrases such as anxious, volunteer, secure, count out, put aside, graduate from, depend upon. For each word, the teacher explains its meaning and usage with simple English, combines it with the context of the text, and gives example sentences. For example, for "anxious", the teacher says: "Anxious means worried about something. In the text, the children are anxious when watching Mama count the money, because they are worried that there is not enough money. You can say ‘I am anxious about my exam results’." Then, ask the students to read the words aloud twice and practice making simple sentences in pairs. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading helps students reduce reading obstacles, improve reading speed and comprehension. By explaining words in simple English and combining them with the text context, students can better understand the usage of words and lay a solid foundation for understanding the text. Pair practice also enables students to interact and consolidate their vocabulary memory. Activity 2: Title Prediction. The teacher writes the title "Mama and Her Bank Account" on the blackboard and asks the students: "What do you think this story is about? What do you know about a bank account? Do you think Mama’s bank account is real?" Guide the students to brainstorm and express their guesses freely. The teacher records the key guesses of the students on the blackboard, such as "Mama has a lot of money in the bank", "The bank account helps the family solve difficulties", "Maybe the bank account is not real". Then, the teacher says: "Let’s read the text to find out whether your guesses are correct." Design Intention: Predicting the text content through the title can stimulate students’ reading interest and curiosity, and help them form a preliminary understanding of the text. It also cultivates students’ ability of logical reasoning and imagination, making them more active in the subsequent reading process, and helping them focus on the key points of the text. Step 3: While-reading (In-depth Reading) Activity 1: Skimming for Main Idea. Ask the students to read the text quickly (skimming) and answer two questions: 1. Who are the main characters in the story? 2. What is the main event of the story? After reading, invite students to answer the questions. The teacher summarizes: The main characters are Mama, Papa, Nels, Christine, Katrin and Dagmar. The main event is that the family encounters various difficulties (Nels wants to go to high school, Christine breaks her arm, Dagmar needs an operation, etc.), and they work together to solve the difficulties without using "Mama’s Bank Account". Design Intention: Skimming is an important reading strategy. Through skimming, students can quickly grasp the main idea of the text, understand the core content of the story, and form an overall framework of the text. This helps students establish a clear reading goal and lay a foundation for in-depth reading. Activity 2: Scanning for Key Details. Ask the students to read the text again carefully (scanning) and complete the following table, which lists the difficulties the family encountered and the solutions they took: Difficulties Solutions Nels wanted to go to high school but there was not enough money. Nels volunteered to work in Dillon's grocery after school; Papa gave up smoking; Katrin and Christine decided to look after the Elvington children. Christine broke her arm and needed to see a doctor. They used the money in the "Little Bank". Dagmar needed an operation. They used the money in the "Little Bank" and worked together to raise enough money. After the students finish filling in the table, the teacher checks the answers with the whole class, corrects mistakes, and emphasizes the key details. Then, ask the students: "How did the family feel after solving each difficulty?" (They felt proud and happy because they didn’t have to go to the Bank.) Design Intention: Scanning helps students find key details quickly and accurately, deepen their understanding of the text plot. The form of a table makes the information more organized and clear, which is convenient for students to sort out and remember the key content of the text. At the same time, it guides students to pay attention to the process of the family solving difficulties, laying a foundation for understanding the theme of mutual support. Activity 3: Close Reading for Emotional Connotation. Divide the students into groups of 4-5, and ask each group to read a paragraph of the text (divide the text into 4-5 paragraphs according to the plot) and discuss the following questions: 1. What is the mood of the characters in this paragraph? (e.g., anxious, proud, warm) 2. What sentences in the paragraph can show this mood? 3. What do you think of Mama’s "Bank Account"? After the group discussion, each group sends a representative to share their opinions. The teacher guides the students to realize that Mama’s "Bank Account" is not real. Mama made up the bank account to give the family a sense of security and hope, and let the children believe that they have the ability to solve difficulties together. For example, when discussing the last paragraph, the teacher can ask: "Why did Mama make up the bank account? What does it mean to the family?" Guide the students to understand that Mama’s bank account is a symbol of love and hope. It makes the children feel safe and supported, and encourages the whole family to work together to overcome difficulties. The teacher also emphasizes the key sentence: "It is not good for little ones to be afraid—to not feel secure." to help students understand Mama’s love and care for the children. Design Intention: Close reading is the key to in-depth understanding of the text. By group discussion, students can exchange ideas, complement each other, and deepen their understanding of the characters’ emotions and the implied meaning of the text. It also cultivates students’ ability of cooperation and communication, as well as their ability to analyze and interpret the text. Understanding the symbolic meaning of "Mama’s Bank Account" helps students grasp the theme of the text and feel the warmth of family love. Activity 4: Language Focus Analysis. On the basis of close reading, the teacher focuses on analyzing the key sentences and language points in the text, helping students master the usage of language and improve their language ability. For example: 1. "Every Saturday night Mama would sit down by the kitchen table and count out the money Papa had brought home." (The usage of "would" to express past habits; the attributive clause "Papa had brought home" modifying "the money".) The teacher explains: "‘Would’ here is used to describe a habit in the past, which is similar to ‘used to’. For example, ‘When I was a child, I would go to the park with my parents every weekend.’ The attributive clause here omits the relative pronoun ‘that/which’ because it acts as the object of the verb ‘brought’." 2. "It gave us such a warm, secure feeling." (The structure "such + a/an + adj. + n."; the meaning of "secure".) The teacher explains: "‘Such + a/an + adj. + n.’ is used to express ‘so... that...’. For example, ‘It was such a beautiful day that we went out for a picnic.’ ‘Secure’ means safe and protected, which is the feeling the family got from Mama’s bank account." 3. "I will work in Dillon's grocery after school," Nels volunteered. (The usage of "volunteer" as a verb; the direct speech.) The teacher explains: "‘Volunteer’ here means to offer to do something without being asked. For example, ‘He volunteered to help the old man cross the road.’ The direct speech here is used to show Nels’ initiative and sense of responsibility." After explaining each language point, the teacher asks the students to make sentences with the key structures and words to consolidate their understanding and usage. Design Intention: Combining reading with language learning is an important part of English teaching. By analyzing the key language points in the text, students can not only understand the text better, but also master the usage of words and sentences, and improve their language ability. Sentence making practice helps students apply the learned language knowledge to practical expression, realizing the combination of input and output. Step 4: Post-reading (Consolidation and Extension) Activity 1: Text Retelling. Ask the students to retell the story in their own words, with the help of the key details and the table filled in during the while-reading step. The teacher can give some prompts, such as the main characters, key events, and the theme of the story. First, ask the students to practice retelling in pairs, then invite 2-3 students to retell the story in front of the whole class. The teacher makes comments on their retelling, affirming their advantages and putting forward suggestions for improvement (e.g., adding more details, using more complex sentences). Design Intention: Text retelling is an effective way to consolidate the text content. It helps students sort out the plot of the text, memorize key details, and improve their oral expression ability. Pair practice provides students with more opportunities to practice, and public retelling helps students build confidence in oral English. The teacher’s comments help students find their own shortcomings and improve their retelling ability. Activity 2: Theme Discussion. The teacher asks the students to discuss the following questions in groups: 1. What do you think of Mama? What kind of person is she? 2. What can we learn from the story? 3. Do you have similar experiences in your family? How do your family members support each other when encountering difficulties? After the group discussion, each group shares their opinions. The teacher guides the students to summarize: Mama is a kind, wise, and loving mother. She uses her own way to give the family a sense of security and hope. The story tells us that family love is the most precious wealth, and mutual support and cooperation can help us overcome any difficulties. We should cherish our family and learn to support and care for our family members. Activity 3: Writing Practice. Ask the students to write a short passage (about 80-100 words) with the title "My Family’s Warm Moment". The requirements are: 1. Describe a warm moment in your family; 2. Use at least 3 new words or sentence patterns learned in this lesson; 3. Express your feelings about family love. Before writing, the teacher gives some examples and tips, such as how to start the passage, how to describe the details, and how to express feelings. After writing, ask the students to exchange their passages in pairs, correct each other’s mistakes, and then invite 2-3 students to share their passages with the whole class. The teacher makes comments and guidance. Design Intention: Writing practice is an important way to realize the transfer and application of language knowledge. It helps students apply the vocabulary, sentence patterns and expression methods learned in this lesson to practical writing, improving their writing ability. Pair correction helps students find their own mistakes and learn from each other. Public sharing and teacher’s comments help students improve their writing level and express their feelings about family love more accurately. Activity 4: Cultural Extension. The teacher introduces the cultural background of the story: "Mama and Her Bank Account" is adapted from Kathryn Forbes’s short story collection, which describes the life struggles of an immigrant family in the United States. The story reflects the values of Western families, such as mutual support, independence and responsibility. Then, ask the students to compare the family values in the story with Chinese family values, and discuss: "What are the similarities and differences between Western family values and Chinese family values in terms of family love and mutual support?" Guide the students to understand that although there are differences in family values between different cultures, the pursuit of family love and happiness is the same. We should respect cultural differences and learn from the advantages of different cultures. Design Intention: Cultural extension helps students expand their cultural horizons, understand the cultural connotation behind the text, and improve their cultural awareness. By comparing Chinese and Western family values, students can better understand their own culture, respect different cultures, and cultivate cross-cultural communication ability. Step 5: Summary and Homework Activity 1: Summary. The teacher summarizes the content of this lesson with the students: "In this lesson, we read the touching story ‘Mama and Her Bank Account’, grasped the main plot and character characteristics of the text, mastered the core vocabulary and sentence patterns, understood the theme of family love and mutual support, and learned to apply the learned knowledge to oral expression and writing. We also understood the cultural connotation behind the story and realized the importance of family." Design Intention: Summary helps students sort out the knowledge and content learned in this lesson, form a systematic understanding, and consolidate the learning results. It also helps students review the key points of the lesson and deepen their memory. Activity 2: Homework. Assign the following homework: 1. Read the text aloud for 15 minutes every day, and recite the key sentences learned in this lesson. 2. Revise the short passage written in class according to the teacher’s comments and classmates’ suggestions, and hand it in the next class. 3. Talk with your family members about a warm moment in your family, and write down your feelings in English (about 50 words). 4. Preview the next part of the unit. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class. Reading aloud and reciting help students memorize the text and improve their sense of language. Revising the passage helps students improve their writing ability. Talking with family members and writing feelings helps students connect English learning with real life, and deepen their understanding of family love. Previewing helps students lay a foundation for the next lesson. 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 $