Unit 4 Parents and Children-Reading Further 教案-2025-2026学年高中英语重大版必修第二册

Unit 4 Parents and Children-Reading Further 教学目标和重难点 教学目标 Language Competence: Students will master key vocabulary (e.g., bloom, accomplishment, conflict) and sentence patterns related to parent-child emotional communication, and improve their ability to understand narrative texts and express their own views on parent-child relationships in English. Cultural Awareness: They will understand the expression of family love in Western culture, compare the similarities and differences of parent-child interaction between Chinese and Western cultures, and cultivate a sense of gratitude and respect for family affection. Thinking Quality: They will learn to sort out the plot development and emotional changes in the text, analyze the deep meaning of details, and develop logical thinking and critical thinking ability. Learning Ability: They will master reading strategies such as skimming and scanning, form the habit of independent reading and cooperative inquiry, and improve their ability to reflect on and adjust their own learning methods voluntarily. 教学重难点 Key Points: Mastering the key vocabulary (bloom, embarrassment, milestone, accomplish) and phrases (a sense of conflict, be aware of) in the text; understanding the main idea, plot development and author’s emotional changes of the narrative text; being able to express personal views on parent-child love in simple English. Difficult Points: Analyzing the implied meaning of the title “Love in Bloom” and the symbolic meaning of “flowers” in the text; understanding the subtle emotional changes of the author in different life stages; applying the learned language knowledge and reading strategies to analyze similar parent-child theme texts and express their own feelings authentically. 教学过程 Pre-reading: Lead-in and Preview (Design Intent: Activate students’ prior knowledge, arouse their interest in the theme of parent-child love, and lay a foundation for the understanding of the text. Through theme-related activities, students can connect their own life experience with the text content, reduce the difficulty of reading, and cultivate their ability to associate and predict.) Theme Lead-in: The teacher starts the class with a question: “Have you ever received a gift from your parents that made you feel surprised or moved? What was it and how did you feel?” Invite 2-3 students to share their own experiences in English briefly. After the sharing, the teacher summarizes: “Parents’ love is often hidden in small details and ordinary gifts, which may bring us pleasure, surprise, or even a little embarrassment. Today, we will read a passage about a girl’s unforgettable memories with her father and the flowers he sent her, to feel the deep love between parents and children.” Vocabulary Preview: The teacher presents the key vocabulary of the text (bloom, accomplishment, conflict, embarrassment, milestone, applaud) with pictures and simple sentences. For example, show a picture of blooming roses and say: “These are blooming roses. ‘Bloom’ means to produce flowers.” Combine the students’ life experience to explain the words: “When you get good grades, you will have a sense of accomplishment. ‘Accomplishment’ is something you have succeeded in doing.” Then, ask students to make simple sentences with the new words in pairs, and invite several pairs to present their sentences to check their mastery. This link helps students master the basic meaning and usage of key words in advance, avoiding obstacles in understanding the text due to unknown words. Text Prediction: The teacher shows the title of the reading further “Love in Bloom” and a picture of a girl holding roses. Ask students to predict: “What do you think the passage will talk about? Who sends flowers to whom? What is the relationship between them?” Guide students to put forward their own guesses, such as “Maybe it’s a story about a parent sending flowers to a child” or “It may talk about the changes of love between family members over time.” The prediction activity can stimulate students’ reading desire and help them form a preliminary understanding of the text structure. While-reading: Skimming: Ask students to read the text quickly and finish two tasks: (1) What is the main idea of the passage? (2) What is the writing style of the passage? After reading, organize students to discuss in groups for 2 minutes, then invite representatives to answer. The teacher summarizes: The passage is a narrative, which tells the story of the author’s memories of receiving flowers from her father at different life stages, showing the deep love between father and daughter. This link helps students grasp the overall content of the text quickly and exercise their skimming ability. Detailed Reading: Focus on analyzing the key paragraphs and sentences in the text to help students understand the deep meaning of the text. (1) Analyze the first paragraph: “I was nine when my father first sent me flowers. I had been taking ballet lessons for six months, and the school was giving its yearly performance. As an excited member of the beginners’ chorus group, I was aware of my low status.” Ask students: “Why was the author surprised to receive the flowers? What does ‘low status’ mean here?” Guide students to understand that the author was just a member of the beginners’ chorus group, not a leading dancer, so she didn’t expect to receive flowers, which reflects her father’s care and attention to her. (2) Analyze the sentence: “Getting all those roses was wonderful, but they brought with them a sense of conflict, of being caught between pleasure and embarrassment.” Ask students: “Why did the author feel a sense of conflict? What does this show?” Let students realize that the author was happy to receive her father’s love, but she also felt that her small accomplishments were not worth such a grand gift, which reflects the author’s modesty and the deep love from her father. (3) Analyze the last paragraph: “I wanted to buy flowers to fill the living room but never did.” Ask students: “Why didn’t the author buy flowers? What emotion does this sentence express?” Guide students to understand that the author missed her father deeply, and the flowers have become a symbol of her father’s love, so she didn’t have the courage to buy flowers, for fear that it would arouse more regrets and misses. Language Points Analysis: Combine the key sentences in the text to explain the key vocabulary and sentence patterns in depth. (1) Key vocabulary: “bloom” (vi. to produce flowers), “embarrassment” (n. the feeling of being uncomfortable or ashamed), “milestone” (n. an important event in one’s life), “a sense of conflict” (a feeling of contradiction). (2) Key sentence patterns: “It was a surprise to do sth.” (It is surprising to do something), “be caught between...and...” (be in a dilemma between two things). Ask students to find similar sentences in the text and make their own sentences, so as to consolidate the mastery of language points and improve their language application ability. Post-reading: Consolidation and Expansion (Design Intent: Help students consolidate the knowledge learned, deepen their understanding of the theme of the text, and apply the learned language knowledge and reading strategies to practice. Through discussion, writing and other activities, stimulate students’ thinking, cultivate their ability to express their own views, and realize the infiltration of core literacy such as cultural awareness and thinking quality.) Group Discussion: Divide students into groups of 4-5, and set the discussion topic: “What do you think of the father’s way of expressing love in the text? Do your parents express their love in a similar way? What can we do to express our love to our parents?” Ask each group to discuss for 5 minutes, and assign a recorder to record the key points of the discussion. After the discussion, each group sends a representative to share their views. The teacher comments and guides: “Different parents have different ways of expressing love, but the essence is deep care and expectation. We should learn to perceive our parents’ love and express our gratitude and love to them in our own way, such as writing a letter, helping with housework, or saying ‘I love you’ to them.” This link helps students connect the text content with their own life experience, deepen their understanding of parent-child love, and cultivate their ability to communicate and cooperate. Text Retelling: Ask students to retell the text according to the time order and the form filled in during the while-reading link. They can use the key words and sentences learned in the text. First, let students practice retelling in pairs, then invite 2-3 students to retell in front of the class. The teacher gives feedback and guidance, pointing out the advantages and deficiencies in their retelling, such as whether the plot is complete, whether the emotional changes are clearly expressed, and whether the key words are used correctly. This activity can help students consolidate the text content, improve their oral expression ability, and deepen their memory of key language points. Writing Practice: Ask students to write a short passage (80-100 words) with the title “A Special Gift from My Parents”. The requirements are: (1) Briefly describe the gift; (2) Describe your feelings when you received the gift; (3) Express your views on parent-child love. Before writing, the teacher gives some tips: use the key words and sentence patterns learned in the text, such as “It was a surprise to...”, “I felt...”, “a sense of...”. After students finish writing, ask several students to hand in their compositions and comment on them in class, focusing on the correctness of language, the clarity of logic and the authenticity of emotion. This link helps students apply the learned language knowledge to writing, improve their writing ability, and express their true feelings about parent-child love. Theme Expansion: The teacher introduces the differences in the expression of parent-child love between Chinese and Western cultures. In Western culture, parents are more likely to express their love directly, such as sending gifts, saying “I love you”, etc.; while in Chinese culture, parents are more inclined to express their love through practical actions, such as cooking delicious food, caring about study and life. Ask students: “What are the advantages of the two ways of expression? How can we learn from each other?” Guide students to understand and respect cultural differences, and form an open and inclusive cultural attitude. This link infiltrates cultural awareness into teaching, helping students broaden their international vision and cultivate cross-cultural communication ability. Summary and Reflection (Design Intent: Help students sort out the knowledge and skills learned in this class, consolidate the key points, and cultivate their ability to reflect on their own learning. At the same time, guide students to further think about the theme of parent-child love, and realize the educational significance of the text.) Class Summary: The teacher summarizes the content of this class with students: “In this class, we read a touching narrative about parent-child love, mastered the key vocabulary and sentence patterns, sorted out the plot development and emotional changes of the text, and discussed how to express love between parents and children. We also understood the differences in the expression of parent-child love between Chinese and Western cultures.” Then, the teacher emphasizes: “Parent-child love is the most precious emotion in the world. We should learn to perceive it, cherish it, and express our love bravely.” Learning Reflection: Ask students to think about the following questions independently: (1) What have I learned in this class? (2) What are the difficulties I encountered in reading and expressing? (3) How can I improve my reading and writing ability in the future? (4) What will I do to express my love to my parents? After thinking, invite 1-2 students to share their reflection. The teacher gives positive feedback and encouragement, guiding students to form the habit of self-reflection and continuous improvement. Homework Arrangement: (1) Recite the key vocabulary and key sentences of the text. (2) Polish the short passage written in class and hand it in the next class. (3) Talk to your parents about your feelings after this class, and express your gratitude to them. The homework is designed to consolidate the knowledge learned in class, connect the classroom with life, and further deepen the students’ understanding and perception of parent-child love. 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 $