Unit 2 Let's talk teens 教学设计-2025-2026学年高中英语译林版必修第一册

必修一第二单元教学设计 主题单元标题 必修一 Unit2 Let’s talk teens 作者姓名 尹燮 所属单位 祁阳市第二中学 学科领域 高中英语 适用年级 高一 所需时间 9课时 主题单元学习概述 本单元的主题语境是“人与自我”，话题是“父母与子女关系”，涉及的语篇类型有：诗歌、杂志文章、邮件、短篇故事、剧本。本单元的教学，旨在帮助学生学会与父母沟通，体恤父母，关爱父母，与父母和谐相处。 主题单元学习目标 1.了解议论文的结构特征并意识到与父母和谐相处的重要性。 2.学会辨识简单句、并列句与主从复合句。 3.分析父母与子女相处过程中存在的矛盾与问题并针对性地给出建议。 4.熟悉故事的文体特征与语言特色，感悟母爱的无私与伟大。 5.小组合作探究，共同创作出一部反映亲子关系的短剧。 对应课标要求 1.Read a magazine article about relationships between teenagers and their parents. 2.Write a letter of advice on parent-child tensions. 3.Read a short story of a mother’s love for her children. 4.Create a short play about parent-child relationships. 主题单元学习重点、难点 1.如何根据篇章标题、图片等信息，预测和理解文章的主旨大意。 2.辨别三中句子类型：简单句、并列句、主从复合句，并学会在 真实语境中正确使用恰当的句型。 3.学会理解和欣赏文学作品，感受其精神内涵，反思自己的人生成长。 专题划分 本单元共6个板块，共9课时 专题一 Welcome to the unit 所需课时 1课时 专题学习目标 1. Read the poem aloud rhythmically and recognize rhyming words in it; 2.Describe and appreciate the mother bird’s love for her little baby; 3.Share Chinese poems about the same topic and compare them to the poem in this part; 4.Share their comprehension and stories of parent-child relationships. 教学重难点 1. To understand and appreciate the poem; 2. To express their comprehension of parental love. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Lead-in Have students describe the illustration on Page 15. What can you see in the picture? Dose it remind you of your mother? (A mother bird is feeding her baby. Yes, the mother bird reminds me of my mom because it is the nature of all mothers, both animals and humans, to look after their children.) Step 2 Enjoying the poem Have students read the poem aloud before and after discussing the poem, and ask them to answer the following questions. Lead students to feel the rhythm and recognize the rhyme in it. · Before discussion: Let's read this poem aloud together. · How many parts can you divide the poem into? What is the main idea of each part? (The poem consists of three parts. Part 1 from Line 1 to Line 4 is about how the mother bird brings her chick up when it is young; Part 2 from Line 5 to Line 8 describes the mother bird feels worried about her chick leaving her after it grows up; Part 3 from Line 9 to Line 11 shows the mother bird will let her chick live independently despite her concern and reluctance.) After discussion: Let’s read this poem aloud again. While reading, try to pay attention to its rhythm and rhyme. Rhythm means a strong regular repeated pattern of sounds and a rhyme is a word which has the same last sound as another word, such as, “care” is a rhyme for “there”. Could you find out other rhymes? (“Rest” is a rhyme for “nest”; “away” for “day”; “alone” for “grown”; “eye” and “sky” for “fly”.) Step 3 Asking and answering Have students answer the following questions to help them appreciate a mother’s love conveyed in the poem: · How would you describe Mother Bird’s feelings in the poem? (Question 1 on Page 15) (Mother Bird has mixed feelings about her baby. On the one hand, she is very protective of her baby. On the other hand, she understands that when her baby has grown up she will have to give it more freedom. However, she will always be there for her baby.) Are you touched by the love of the mother bird? Give your reasons. (Yes, I feel deeply touched by this poem. It teaches me that mothers, whether humans or not, always have the same selfless love for their children for a lifetime.) · Could you read your favourite line(s) in the poem aloud and give your reasons? · (I like the last three lines best. I used to think that my mom’s love is only about how she takes care of me now. After reading this poem, I realize that a mother’s love is more than what I can tell and I will never be able to pay it back.) 通过归纳诗歌主要内容并有策略地提取细节信息，加强中西方诗歌比较学习的意识，审视个人与父母之间的关系，激发输出动机。 Step 4 Discussion Activate students’ relevant knowledge of Chinese poems about parents’ love for their children and compare them to those written in English. · Can you think of any Chinese poems about parents’ love for their children? (Question 2 on Page 15) (There is a Chinese poem called “Youziyin” (“Song of the Parting Son”), written by Meng Jiao. It also describes a mother’s deep love for her son, who is leaving home. The poem goes like this: A thread in one hand of the loving mother, A dress of the parting son in the other. She sews stitch by stitch: his departure’s near, For fear that he won’t be home in many a year. Who can tell, how much should the son impart To well reward the loving mother’s heart? (Translated by Gu Danke)) · Are there any similarities and differences between such poems in English and Chinese? (Despite the differences in forms such as length and rhyme, they all praise the unconditional love from parents to their children.) 感知运用，基于文本内容，结合自身实际，表达个人观点。 Step 5 Free talk Have students share understanding and stories of their own parent-child relationships. · How do you think your parents feel about you? How can you tell? (Question 3 on Page 15) (My parents give me unconditional love. They love me for who I am. They always have confidence in me. They never lose their temper with me, even when I do not perform well at school. They only tell me that I have let them down, and offer me some advice.) · How do you feel about your parents? Give one example. (I do love my parents and am grateful for everything they have done for me. However, sometimes I also get disappointed with them because they seem not to understand me anymore. For example, when they forced me to give up skateboarding because it is too dangerous, we had a big fight and did not talk to each other for several weeks.) 话题讨论的延伸，吸引学生积极参与、多元输出，在真实的交流中强化形式、拓展意义、体验情感，启发学生深刻认识父母对子女无私的爱。 Step 6 Extension Have students express their understanding of parental love and their love for parents. · Could you translate Bing Xin’s quote back to Chinese? (“家”是什么，我不知道；但烦闷——忧愁，都在此中融化消灭。) · Why do unhappiness and worries melt away once at home? (With unconditional love from our family members, our parents in particular, Bing Xin points out that home is like the harbour of our hearts and eases our unhappiness and worries.) · In your opinion, what is parental love? (If there is anything that is truly selfless, unconditional and forgiving, it is parental love.) · Could you imitate the poem and create one sentence to express your love for your parents? Try to use rhythm and rhyme if possible. (However far I fly, To you I will never say goodbye.) 鼓励学生表达感恩父母的情感，引导学生再认与再现。通过对问题的思考与讨论，加深学生思维的宽度、深度与层次水平，从而提升语言运用能力。Individual Work Homework 1. Combine what has been learned and write a poem about parental love on your own. 2. Finish the workbook. 评价要点 本节课主要围绕话题“父母对子女的爱”展开，教师 通过引导学生对诗歌的朗读、品读、对比鉴赏等活动，帮助学生理解诗歌主旨，体会节奏与韵律，增强多元文化意识，认识母爱的伟大，由此激发学生对父母与子女之间关系的认知与思考，为本单元学习做好热身训练。 专题二 Reading-1 所需课时 1课时 专题学习目标 1.Grasp the theme, outline and details of the article; 2.Infer the author’s attitude towards parent-child tensions and purpose of writing; 3.Adopt a positive attitude and practical solutions to deal with real-life parent-child tensions; 4.Appreciate and apply rhetorical questions to their stories of parent-child tensions. 教学重难点 1. To infer the author’s attitude; 2. To grasp the outline and details of the article. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Lead-in Have students work in pairs to answer questions on Page 16. (As I become a teenager, I get taller and stronger and start to look like an adult. But sometimes I feel shy about how I look, because I look different from my friends. Mentally, I feel more independent in what I do, like making my own decisions. Consequently, I prefer to spend more time with my friends but my parents may get angry with me. In this case, I would speak to my parents so that they understand how I feel. I think it means that parents and teenagers feel as if they do not know each other very well anymore even though they have lived together in the same house for many years. This often happens when children become teenagers because the way they look, think and do things changes. Parents sometimes do not understand or accept these changes easily and teens become angry with their parents.) 利用问题，激活学生已有的背景语言知识，导入主题，创设互动情境，拉近沟通距离，引起学习兴趣。 Step 2 Pre-reading Have students work in pairs to predict the contents of the article. 1.Look at the title of the text. Why are family members called “strangers” by the author? (While family members are thought to be close, in reality they will have different opinions on the same matter. Without an honest and peaceful communication, things will easily turn into heated arguments and cold silences as if family members didn’t know or care about each other, just like “strangers”. By creating such a contrast, the author intends to arouse our interest to read the article.) 2.What could be discussed in this article? (This article might focus on conflicts between family members.) 3.What is the use of questioning in the title? (In the form of a question, the title indicates that parent-child relationships are not meant to be distant or tense, and tries to arouse the interest of readers.) 引导学生预测阅读内容，探知文本结构和脉络；体会文章标题“Strangers— under the same roof?”使用疑问句并制造反差，吸引读者的注意力的手法。 Step 3 While Reading 1.Have students skim for the topic sentence of each paragraph. What is the topic sentence of each paragraph? (Paragraph 1: Heated arguments and cold silences are common between teenagers and their parents. Paragraph 2: Teenagers’ physical changes may result in such family tensions. Paragraph 3: It can be a big headache to balance your developing mental needs too. Paragraph 4: Although sometimes it may seem impossible to get along as a family, you can take action to improve the situation. Paragraph 5: Just remember that it is completely normal to struggle with the stress that parent-child tensions create, and that you and your parents can work together to improve your relationship.) 通过归纳文本主要内容和段落大意，掌握文本结构，感知文本主题语境。 2.Have students read the article again to complete the outline of the article in A1 on Page 18. (Cause 1: Teenagers’ physical growth may result in such family tensions. Cause 2: Teenagers’ developing mental needs can also influence parent-child relationships. Solution: Teenagers should have regular and honest communication with their parents. Conclusion: Everything will turn out all right in the end.) 通过阅读文本细节语句，理解作者重点表达信息。培养Scanning的文本阅读策略，学习作者的清晰结构、缜密逻辑。 3.Have students scan the article carefully and finish A2 on Page 18. Step 4 Post-reading 1.Have students work in groups to finish A3 (2–3) on Page 18. 为后续任务进行话题拓展和内容铺垫。 2.Have students work in groups to summarize and reorganize the key information about teenagers’ mental needs. Can you discuss and fill in the blanks of the following table about teenagers’ mental needs? （表格参考课件） 在巩固文本结构和内容的过程中，掌握文本中的重点词汇和语句。 Group Work小组合作探究 Homework 1. Collect words or phrases related to parent-child tensions in the magazine article. 2. Choose one paragraph and analyze its structure. 评价要点 本课是一节阅读课，引导学生通过分析文章标题、定位段落主题句，获取文章主要内容，分析亲子冲突多方面、深层次的原因，明确文章论证的逻辑思路。 专题三 Reading-2 所需课时 1课时 专题学习目标 1.Grasp the theme, outline and details of the article; 2.Infer the author’s attitude towards parent-child tensions and purpose of writing; 3.Adopt a positive attitude and practical solutions to deal with real-life parent-child tensions; 4.Appreciate and apply rhetorical questions to their stories of parent-child tensions. 教学重难点 1. To appreciate and apply rhetorical questions; 2. To adopt a positive attitude and practical solutions. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Review T asks Ss to review the structure of the text. 回归课本，回忆文章。通过篇章结构的理解引领学生到词汇上面来。 Step 2 Word study 1. Rate (1) T asks Ss to explain rate in the sentence from the text. (2) T asks Ss to think more adjectives that can be used before rate. (3) T shows more examples. Ss try to guess the meanings of rate in different contexts. (4) T shows two examples of rate used as a verb and asks Ss to explain the meanings. (5) Ss try to translate some sentences using the collocations of rate. 2. Shoot up (1) T asks Ss to explain shoot up in the sentence from the text. Then T tells Ss another meaning of the phrase and gives two examples. . (2) Ss try to match the sentences with the meanings of shoot up. (3) Ss translate some sentences. 3. Struggle (1) T asks Ss to explain struggle in the sentence from the text, using their own words. (2) T explains the collocation of struggle and gives one example to help Ss understand. (3) T encourages Ss to make one sentence using struggle and share. 4. Breakdown (1) T asks Ss to explain breakdown and gives an example. . (2) T explains that “breakdown” comes from the phrase “break down”. (3) Ss work in groups to find out more similar words, e.g. break through to breakthrough, break out to outbreak, turn over to overturn. (4) T gives more examples of break down. Ss try to explain in their own words. (5) Ss try to match the sentences in which break down share the same meaning. 5. view (1) Ss work in groups and find out the different collocations of view from the dictionary. Then Ss share the usage of view. (2) Ss choose the phrases from the box to complete the sentences,. 6. Go through (1) T asks Ss to explain go through in the text in their own words. Then T offers one more example. (2) T gives more examples and asks Ss to find out in which sentence go through has the closest meaning to the one in the text. (3) T gives one more example to explain the meaning of through. (4) T asks Ss to draw pictures to show the difference of through, across, over. 7. Concern (1) T explains the meaning of concern in the sentence from the text. (2) T guides Ss to think of more collocations of concern. (3) T shows the derivations of concern and gives Ss more examples to figure out their meanings. (4) Ss fill in the blank with proper forms of concern. 8. Stress (1) T asks Ss to explain stress in the sentence from the text. (2) T guides Ss to think of some verbs to form collocations with stress. (3) T gives more examples and asks Ss to explain stress in these sentences. (4) T asks Ss to translate some sentences. 通过老师讲解、学生讲解、学生小组讨论、学生查字典分享、巩固练习等活动让学生了解这些重要词汇的用法且学会灵活运用到语境中。 Step 3 Consolidation (1) T gives a summary of vocabulary (2) Ss finish B1. 通过回顾学过的单词巩固，用巩固练习给学生提供更为丰富的语境。 Step 4 Word formation (1) T introduces the suffixes that can be used to form abstract nouns. (2) Ss work in groups to brainstorm more abstract nouns with these suffixes and share with classmates. 学生通过小组活动掌握构成抽象名词的几个后缀，学会从构词法的角度学习词汇，扩大词汇量。 Step 5 Mini Writing (1) T introduces the function of a group of questions in the first paragraph. T: We can introduce a topic by using a group of sentences. We don’t expect readers to answer them. Instead, we use them to draw the reader’s attention to the topic and make them think about and take an interest in it. (2) Ss appreciate another two examples and talk about the functions of these questions. (3) T asks Ss to introduce the topic of parents’ love for their children by asking questions. Then T shows Ss a sample. 通过学习和理解一连串疑问的作用，学会在实际语境中运用这一写作手法。 Homework Write a paragraph to give your suggestions about teenagers’ relationship with parents. Try to use questions in the beginning of the paragraph. 评价要点 本课是一节阅读文章语言点讲解课。指导学习通过自主学习，以小组为单位开展小组合作、自主探究式的学习，同时要求学生利用所学的重点词汇与短语结合身边的实例学以致用。指导学生将课堂所学迁移至真实生活中，使他们加深对文本内涵与写作技巧的理解，实现知识的内化。 专题四 Grammar and usage 所需课时 2课时 专题学习目标 1.Categorize the elements of a simple sentence, a compound sentence and a complex sentence; 2.Summarize the general rules of the three kinds of sentence structures; 3. Distinguish and choose the right sentence structures; 4.Apply appropriate sentence structures in new situations. 教学重难点 1. To distinguish the three kinds of sentence structures; 2. To recognize the differences between Chinese and English sentence structures; 3. To apply sentence structures appropriately. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Lead-in 1. Appreciation of two sentences about “family” ·Family is the kingdom of father, the world of mother and the paradise of children. ·Family should be the palace of love, joy and laughter. 2. Raising questions T: What is a happy family like? In a happy family, parents and the child love each other. In other words, the parent-child relationship is good and harmonious. T: What’s your relationship between you and your parents? T: What causes the tension between you and your parents? T: You experience physical and mental changes as you become a teenager. These physical changes may result in such family tensions. What’s more, it can be a headache to balance your developing mental needs too. You enter a strange middle ground—no longer a small child but not quite an adult. In general, the physical changes and the developing mental needs will cause family tensions. T: What’s the consequence once you and your parents’ relationship become tense? T: Yes. Heated arguments and cold silences are common between teenagers and their parents. T: What’s your suggestions on helping the teenagers solve their problem? T: With the development of science and technology, webs designed for the teenagers to improve their well-being have sprung up. Not only can they seek practical advice for themselves but also they can help others in these webs. Besides visiting these webs, the teenagers can talk to their friends to get some advice. Last but not least, communication with parents is of great importance to parent-child relationship. 欣赏“家”的美句，引导学生探讨家庭亲子关系，挖掘亲子关系紧张的原因，并鼓励学生分享改善亲子关系的方法。层层递进，引入主题。 Step 2 Exploring the rules 1. Introduction to Teen Health Web T: To help the teenagers along the journey to adulthood, some people have designed Teen Health Web . First, let’s take a look at it. Please go through part A on page 20 quickly. T: After reading it, we find that in this website, the teenagers can look through many articles about teenagers’ physical and mental health to find advice on their problems. In addition, they can visit the “teen health” forum and post their problems. 2. Revision of sentence elements and sentence structures T: It is obvious that the designers of the website make the function of the website clearly stated by using different types of sentences. T: We have learned sentence elements and sentence structures. Now, look at the sentences on the screen, and figure out the sentence elements of the underlined words or phrases. The teacher gave a speech. It is a subject. •Many students join school club. It is a verb. •We should develop good study habits. It is an object. •Listening to music makes me relaxed. It is a complement. •Maggie plans her study carefully. It is an adverbial. •It’s a lovely day. It is a predicative. I went to a large library yesterday. It is an attributive. T: Having a good command of sentence elements is of great help for us to analyze difficult sentences. After reviewing sentence elements, let’s go over sentence structures. How many are they? What are they？ T: There are eight types of sentence structures. S+V (主谓), S+V+P (主系表), S+V+O (主谓宾), S+V+O+O (主谓宾宾), S+V+O+C (主谓宾补), S+V+A (主谓状), S+V+O+A (主谓宾状), There be (存现句)。 1. Matching the sentences with the correct types in the table on page 20 T: There are three types of sentences. He left his hometown. This is a simple sentence. He left his hometown and served in the army. This is a compound sentence. He left his hometown where he had lived for two decades. This is a complex sentence. T: Now, time for you to match each sentence with the correct type in the table. Please write down the numbers. T: Simple sentences: 2, 3, 4, 6 Compound sentences: 5, 8, 13 Complex sentences: 1, 7, 9, 10, 11, 12 鼓励学生利用Teen Health Web缓解压力、改善家庭关系。同时复习句子成分和句子结构，引导学生在文章中探索发现简单句、并列句和复合句，初步了解各种句型。 Step 3 Working out the rules 1. Analysis of simple sentences (1) Analyse the structures of simple sentences T: Let’s analyze the sentences in detail. •So, we have designed Teen Health Web to help you along the journey to adulthood. S+V+O+A •Our website has many articles about teenagers’ physical and mental health. S+V+O+Attr •You can look through these articles to find advice on your problem. S+V+O+A •You can visit the “teen health” forum on our website instead. S+V+O+A (1) Analyse the feature of a simple sentence T: According to the analysis of these sentences, can you tell me the feature of a simple sentence? T: A simple sentence contains a subject and a verb. Let’s look at two more examples. •My uncle works in a factory. •I enjoy playing football. ••It is a truth universally acknowledged that the relationship between a parent and a child is the most significant one in a person’s life. 父母和孩子之间的关系是一个人一生中最重要的关系，这是一个举世公认的真理。(Subject clause) Tell the sentence type T: Look at the sentences and quickly judge which one is a simple sentence and which one is a compound or complex sentence. 鼓励学生对各种句型进行探究，自主归纳概括简单句，并列句和主从复合句的特征，并且穿插多样练习，帮助学生掌握各种句型。 Step 4 Applying the rules 1. Join each pair of sentences to form a compound or complex sentence T: Teen Health Web is beneficial to teenagers and they can take advantage of this website. What are the designers’ tips on how to use Teen Health Web? What else does the designers say? •Your password should be more than eight letters or numbers. This makes it difficult to guess. •Posts should not give out personal information. They should not include advertisements. Describe your problems clearly. Other people can understand them easily. •The experts will reply to you. They see your posts. •What do you think of our forum? Let us know. T: Transform these simple sentences into compound/complex sentences T: Please transform the simple sentences into compound/complex sentences to make the sentence more clear and concise. ·Your password should be more than eight letters or numbers because this makes it difficult to guess. ·Posts should not give out personal information and they should not include advertisements. ·Describe your problems clearly so other people can understand them easily. ·The experts will reply to you when/once/as soon as they see your posts. ·Let us know what you think of our forum. Complete the conversation with the correct linking words in the box T: Besides visiting TeenHealthWeb, talking to friends is also a good way for teenagers to solve their problem. Here, Teresa is talking to her friend Jack about her parents. Now, complete the conversation with correct linking words, and then find out Teresa’s problem and Jack’s suggestions. Role-play a conversation between Teresa and her parents T: Jack suggests that Teresa communicate with her parents. What should Teresa and her parents pay attention to when communicating with each other? T: Teresa should convey her ideas to her parents clearly and sincerely. She should listen attentively to what her parents say and show respect. As a family, they are supposed to make joint efforts to improve the relationship. T: Now, you and your partner work in pairs to role-play a conversation between Teresa and her parent or parents, using simple, compound and complex sentences. e.g. Teresa: Hi Mum! Can we please talk? Mother: Sure, dear. What’s the matter? ... Step 5 Conclusion T: It is easy for us to see that most of you have a better knowledge of simple, compound and complex sentences. Moreover, we know how to improve parent-child relationship, regular and honest communication. T: Just remember that it is completely normal to struggle with the stress that parent-child tensions create, and that you and your parents can work together to improve your relationship. The good news is that this stormy period will not last. Everything will turn out all right in the end, and the changes and challenges of your teenage years will prepare you for adulthood. Remember these words when there is a problem arising between you and your parents. Try to find a suitable way to mend the relationship and you will have a happy family. 引导学生正确使用Teen Health Web，鼓励学生与父母多交流，以改善与父母关系，促进家庭和睦。同时在相关活动中复习巩固简单句，并列句和主从复合句，学会各种句型的应用，为以后写作打下基础。 Homework Finish the exercise on page 64. 评价要点 本节课首先引导学生阅读语段，鼓励学生在与与语篇中观察和探究简单句、并列句及主从复合句句子结构的基本特征，并自主归纳出三种句子结构的核心语法规则。在课堂中练习、巩固、内化不同句式的知识，最后让学生准确、得体地使用简单句、并列句及主从复合句来围绕“和谐亲子关系”这一话题表达自己的观点、情感和态度。 专题五 Integrated skills (1) 所需课时 1课时 专题学习目标 1.Identify the problems with their parents and seek solutions; 2.Analyze the features of a formal advice letter. 教学重难点 1. To logically identify to the problems with their parents; 2. To seek solutions the problems with their parents. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Free talk T asks Ss to talk about the following two questions: Q1: Did you ever have problems with your parents? How did you deal with them? Q2: Did your friends ever complain about their relationship with their parents? What advice did you give to them? 让学生自由表达生活中的问题及解决方法，引出下一环节的内容，并对听力料内容的 预测做铺垫。 Step 2 Understand the way to summarize an email 1. T asks Ss to read the first email of part A and try to summarize its main idea in one sentence. 2. T asks Ss to think about the way to summarize a short passage in one sentence by asking the following questions: Q1: How did you get your sentence? Q2: How can we get the key information correctly and efficiently? 3. T shows Ss the procedures of summarizing. TIP1: Read the paragraph once without highlighting or circling any of its text. This will give you a general idea of the subject and the author’s purpose without getting too caught up in details and descriptions. Pay attention to the author’s purpose for writing the paragraph. TIP2: Re-read the paragraph while looking for key words and phrases, usually the words or phrases the author repeats. TIP3: Underline the paragraph’s first sentence, which often contains the paragraph’s main idea. TIP4: Write one sentence in your words by connecting the key words you have circled. Avoid adding information or opinions that are not in the original paragraph. 引导学生阅读文章并尝试概括大意, 并给出具体的概括方法。让学生初步了解概括这一重要技能。 Step 3 Practise and discuss T divides Ss into two groups. Then T asks the Ss to read the following two emails and try to summarize them in one sentence. T asks Ss to discuss their summary and exchange ideas. 通过另外两篇文章的概括训练，巩固概括技巧。同时通过组内的讨论让学生进一步体会如何进行概括。 Step 4 Discuss and share T asks Ss the following two questions: Q1: Which problem is the most difficult one to deal with? Why? Q2: Did you have any suggestions to Rebecca? 总结三个问题，并引导学生思考如何解决，培养学生分析问题解决问题的能力，并为下一阶段的听力做好准备。 Step 5 Predict and listen 1. T asks Ss to underline the key words and predict. T: We can predict by underlining some key words. For example, in B1, from “because” we may get to know that Cynthia will talk about the reason why Rebecca feels unhappy. In part B2, we can predict that Cynthia will give two pieces of advice and support them with examples. Can you guess what probably the advice is? T: Your guess is very reasonable. The first piece of advice may be talking with your mother, from “start the conversation politely” and “let your mother know ... and ask for more free time”. The second piece of advice may be thinking from the point of view from your mother, from “try to understand what she does” and “think about why she does so”. 2. T asks Ss to listen to Cynthia’s reply to Rebecca’s email for the first time and finish part B1 on page 23. Then Ss check the answers. 3. T asks Ss to listen to Cynthia’s reply to Rebecca’s email for the second time and finish part B2 on page 23. Then Ss check the answers. 通过问题以及之前关于解决Rebecca问题的讨论，带领学生对听力材料进一步进行预测，养成听前预测的习惯，并认真听文章完成习题。 Step 6 Group work 1. T divides Ss into several groups (four Ss a group) and asks them to circle some useful expressions on pages 22 and 23 about the problems and advice about parent-child relationships. 2. T asks Ss to look up the dictionary for more expressions. 3. Ss share their findings in front of the whole class; 4. T shows some other expressions for reference. Problems press sb too much push sb too far be hard on sb be strict with sb protect sb against sth spoil sb be overprotective show no concern neglect/ignore be indifferent to sb not care for Advice make yourself understood talk to them communicate with them exchange ideas understand your parents try to meet in the middle put yourself in your parents’ shoes be independent of sb do sth on your own 通过让学生自己寻找有关词组，丰富他们关于亲子关系的问题和建议的词汇，为下一阶段的输出阶段做储备。 Homework Search on the Internet for more expressions of asking advice and giving advice. 评价要点 本节课在紧密围绕“化解亲子矛盾”这一话题创设情境，开展听、说、读、写等一系列的活动训练，注重课堂活动间的综合性、关联性和实践性。同时，教师引导学生了解邮件文体特征的基础知识、组织学生针对话题展开讨论，注重知识的巩固与内化。 专题六 Integrated skills (2) 所需课时 1课时 专题学习目标 1. Summarize the features of a formal advice letter; 2. Write a formal advice letter about helping relieve the teenagers’ pains. 教学重难点 1. To apply the features of a formal advice letter appropriately; 2. To write a formal advice letter. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Lead-in Have students talk about how to reply to Simon’s or Laura’s email in Part A. What effective ways can you use to start a discussion? (You can state the topic directly, invite your partner to give his/her opinion by asking questions and try to ask open-ended questions.) 创设情境，在运用听、读等理解性技能的基础上，向说、写等表达性技能过渡。 Step 2 Cooperation Have students talk about the advice given to teens and parents. 引导学生通过思考、讨论、合作，构思写作内容，培养自主探究、自主创作的能力。 Step 3 Discussion Have students discuss the following question: How are the problems solved? (By putting yourself in your parents’ place/put your feet into their shoes.) 引导学生总结写作的主旨，让他们了解文本写作必须围绕主旨展开。 Step 4 Practice 1.Have students role-play a conversation between Simon/Laura and Cynthia, using the ideas of Part C on Page 24.通过对话训练，引导学生加强语言组织能力。 2.Have students finish the email individually. They can refer to Planning your writing in Part D to guide their writing in terms of text type, structure and language. 通过当堂写作活动，鼓励学生在创作建议信中运用创新思维，大胆表达自己的观点。 3.Have students check their writings after they finish and exchange drafts with their partners for peer review.在合作中，培养学生对语言细节的认知和良好的思维习惯。 Step 5 Consolidation Have students share their writings in class and evaluate which email they appreciate most. 培养学生互助、合作、欣赏、批判的能力。 Homework Perfect the writing. 评价要点 本节课旨在引导、鼓励学生了解建议书的文体特征，课堂任务设计以活动为导向，让学生在贴近日常生活的情境中，综合运用听、说、读、写等技能。并就如何与父母有效沟通，消解与父母的隔阂进行模仿实践，以邮件的形式写一封建议书，提升语言能力。 专题七 Extended reading 所需课时 1课时 专题学习目标 1.Locate and describe some specific information related to the story; 2.Summarize the story based on the main points and key ideas in the text; 3.Describe and share their personal experiences about parent-child relationship. 教学重难点 1. To appreciate some specific words used by the author and infer the author’s attitude; 2. To summarize the story; 3. To share their personal experiences inspired by the story. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Free talk T asks students to express their ideas about ideal home. T: We all have our own home, but are you satisfied with your own home? What is your ideal home like? 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 Prediction 1. 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. T: Can you predict what will be talked about in the short story? Mama? Or Bank account? What’s 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? Maybe the family didn’t have much money and lived a hard life. But then how could Mama have a bank account? Let’s read to check our guess. 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 story 1. T asks Ss to find the setting and characters by reading quickly. 2. T asks Ss to summarize the main idea of different parts to help understand the plot. 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. 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 Ss to retell the story. 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 language 1. 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 group work. (1) We would watch with anxious interest. (lines 6－7) 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 7－8) T: Why did they “relax a little”? T: Because they knew they didn’t 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 had enough money. (4) I took down a box and laid it carefully in front of Mama. (line 13－14) 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 they had to go to the Bank to get money but they didn’t 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 of his mouth and looked at it for a long time. (line 21) T: Pay attention to the description of Papa’s 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 could 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 “suddenly” 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 Papa’s arm. (line 23) T: What does Mama’s behavior indicate? T: She was comforting Papa and thanked Papa’s devotion to the family because it was hard for him to make that decision. (10) When the check came, I hurried over to Mama’s and put it in her lap. (lines 36－37) 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 Mama’s hair was silver now . (lines 38－39) 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 didn’t—couldn’t—answer, Mama said seriously, “It is not good for little ones to be afraid—to not feel secure.” (lines 45－46) T: Why didn’t and couldn’t the author answer? Why is it not good for little ones to be afraid—to not feel secure? T: She didn’t and couldn’t answer because she was quite surprised to know that there wasn’t a real bank account and the white lie had existed for so long. Mama’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. 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。 Step 5 Analyzing characters T 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. 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 reading 1. What is the “warm, secure feeling” (lines 9－10)? 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 would 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 32－34) 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 upon 3. 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 through 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 didn’t have to worry about money and they love and care for each other. As the saying goes, east or west, home is the best. T: The writer’s 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 Kathryn Forbes’s Mama’s Bank Account. You can read the book to find out more about the story in our textbook and other stories. 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。 Homework 1. Please continue the story by using descriptive language. (150 words) 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 Forbes’s Mama’s Bank Account. Read the original story of “Mama and Her Bank Account” and other stories. 评价要点 本节课的教学首先引导学生通过阅读标题与插图进行内容预测，激发学习兴趣、激活背景知识、创设阅读语境。再从故事这一文体入手，要求学生逐个剖析故事的人物、背景、情节、主题，让学生从阅读文本中提炼主要信息。接下来的教学任务设计旨在指导学生学会借助词语和句式，形象地传递自己的情感和思想。 专题八 Project 所需课时 1课时 专题学习目标 1.Create a short play about parent-child relationships through cooperation and exploration; 2.Write and perform the play properly; 3.Evaluate and comment on their projects. 教学重难点 1. To evaluate the script and the performance; 2. To create and perform the play. 所需教学环境和教学资源 多媒体教室、一体化教学设备 学习活动设计 Step 1 Lead-in 1. Sharing stories In front of the class, SS tell stories about their parents and themselves. 通过自述与父母的故事，唤起学生与父母关系的回忆，引起学生对本堂课主题的兴趣。 2. Free talk T: Do you often quarrel with your parents? Why do you quarrel? You often quarrel because of the generation gap, not because you don’t love each other. 通过提出问题，引发学生对于父母之间的关系的思考，同时为下面选择自己要写的戏剧话题作铺垫。帮助学生找到与父母关系紧张的根本原因——代沟（generation gap）。 Step 2 Choose a topic 1. Class discussion (1) A good topic should carry a conflict. T: What is parent-child tension? What do parents and children do when they have parent-child tensions? They may hate, misunderstand, disbelieve, and disagree on values with each other. Conflicts in a play are expected by the audience. If this topic can carry a conflict, it is a good topic. (2) A good topic should reflect the change of the parent-child relationship. T: What should parents and children do when they want to resolve the conflicts and have a good relationship? They should love, understand, respect and help each other. The audiences usually hope to see a happy ending. That is to say, the audience expect to see not only conflicts but also the change for the better. The change is usually the climax of a play. A topic that can reflect a change of parent-child relationships will make your play exciting and attractive. 2. Case study: Is “Dream” a good topic? T: This topic “Dream” may carry a conflict between a child and the parents. For example, the child wants to be a singer, while the parents want him/her to be a writer. However, this conflict can be solved if they come to an agreement, e.g. be a song composer and singer. How they solve the conflict is the change in a play, and also the climax of the play. “Dream” is a good topic. 3. Ss divide themselves into groups and decide on a topic of their own play in the group. 一个话题决定了一场戏剧的观赏性。让学生从观众视角来看一个“话题”是否有话题性（戏剧冲突），是否符合观众心目中的预期，从而帮助学生为自己的戏剧选择一个好话题。 Step 3 Decide on the elements of the play 1. T explain the elements of a play: setting, characters, plot and theme. Setting: when and where the play is set Character: a person or sometimes even an animal appearing in the play Plot: the things that happen in the play and the ways in which those incidents are connected Theme: the controlling idea or central insight that the author of the play is trying to get across 2. Students learn the background of the play and watch the video of a play. T: This play is adapted from King Lear by William Shakespeare, written in 1605–1606 and published in 1608. In the video, we will have an insight into the relationship between father and daughter. Now let’s watch it. 3. Students learn the elements of the play. (1) Learn the setting of the play: in the court of King Lear (2) Learn the characters of the play: King Lear, Goneril, Regan, Cordelia, Kent (3) Learn the plot of the play a:King Lear decided to divide his kingdom according to his daughters’ love. b:Goneril and Regan lied to King Lear and told him they loved him the most. c:Cordelia told her true feelings about King Lear.. d:Kent tried to persuade King Lear to forgive Cordelia. e:King Lear got angry and wanted to punish Kent. f:Kent left. T: Please pay attention to the changes of the feelings of King Lear, Cordelia and Kent. The feelings are the inner story of the play, which match the outer story of the play. T: Feelings can reveal characters’ personalities. Feelings can be shown through characters’ words and actions. The change of feelings can promote the development of the plot. Step 4 Write a play 1. Students read the example of part C, and learn how to write a play. (1) Break the plot into acts and scenes T: A play is usually made up of several acts and every act is made up of several scenes. Generally, a scene will have a given set of characters. If a new character is introduced, or if the character has move elsewhere, that indicates that you're moving on to another scene. (2) Include stage directions T: Stage directions are an important part of a play. Some stage directions are given at the start of a new act/scene to tell the reader when and where the play is set. They are often in italics. Some stage directions are in the dialogue to give instructions on what actions to perform. The directions to the actions should be clear and able to reveal the feelings of the characters. They are italicized and put in brackets. The stage directions in the dialogue can also give information about the emotional of the characters, such as “Anxiously” and “Enthusiastically”. (3) Write the dialogues for the characters T: Dialogue includes characters and lines. Names of characters appear before new lines. T: Please pay attention to the language style of lines. Lines should be oral and natural. They should be suitable for the characters and be able to reveal how the actors feel.Writing dialogue is a challenging task, but it is your chance to show your artistic creativity. 2. Group work: students write their own play. 要写一部短的戏剧，学生构思完戏剧的背景、人物、故事情节、戏剧主题仍然不够，他们还需要了解剧本中专业的知识，比如dialogue, stage directions等。其中尤其要注意剧本的语言，比如台词是非正式语言，要口语化，描写人物动作的语言要言简意赅。最后在剧本创作中，学生还要注意台词和人物动作要体现人物的情感，这有助于刻画人物性格，推动故事情节。 Step 5 Stage a play 1. T gives SS some tips while they are practicing. T: To perform a play well, you should learn how to say your lines. Try to speaking in different ways, e.g. softly, angrily, to see which way works best. You should perform with confidence. Speak loudly so that you can be heard clearly. Also, use body language to show your feelings. 2. SS perform in front of the class as a group. Homework Watch the other group’s play and write a review about the play. 评价要点 在本节课的教学中，学生通过小组合作，进行范例学习、剧本编写、排练磨合、表演展示、评价反馈。各项教学活动都以学生为中心，充分调动了学生学习的积极性与主动性。同时，这样的教学形式为课堂教学活动提供了开放的选择，使学生有更多发挥的空间，有利于提升英语学习效果。 —4— —1— 学科网（北京）股份有限公司 $