Unit 2 Let's Talk Teens Extended Reading Mama and Her Bank Account 教学设计-2025-2026学年高中英语译林版必修第一册

2026年道县优质教学资源评选活动 -高一年级必修一第二单元Mama and Her Bank Account教学设计 课程基本信息 主备人 郭靓 课型 新授课 学科 英语 年级 高一 学段 高中 版本章节 译林版必修一Unit 2 Extended reading 教学目标 1.Language Competence: Can sort out the "Beginning-Problem-Ending" plot structure through cooperative reading; master core vocabulary: account, deposit, security, sacrifice; use sentence patterns so that…/because… to express causal relationships. 2.Thinking Quality: Can develop dialectical thinking and in-depth inquiry ability by analyzing the function of the fictional bank account; form a diversified understanding of "white lies". 3.Cultural Awareness: Experience the universal parental love across Chinese and foreign cultures; understand that "love and unity are the true source of security" and establish correct family values. 4.Learning Ability: Master the jigsaw reading strategy; can independently sort out text information with structured task cards and improve cooperative learning ability. 教学重难点 Key point: Understanding how the “bank account” functions in the story. Difficult point: Interpreting the theme beyond the literal meaning. 学情分析 This lesson is designed for Grade 10 students. They have basic English narrative reading ability and can sort out simple story plots, but their ability to dig into the deep symbolic meaning and theme of the text is relatively weak. Students have strong emotional resonance with the topic of "family affection" and are willing to share personal experiences, which makes cooperative inquiry and situational experiential teaching suitable. At the same time, Grade 10 students have limited attention span, so standardized and step-by-step task design can effectively improve classroom participation and efficiency. 教学准备 PPT, printed uniform task cards, and colored chalk. 教学过程 Stage/Time Teacher's Activities Students' Activities Design Intent Step 1 Lead-in (4 mins) 1.Ask students: "Have your parents ever told you something not completely true—but for your good?" (shows two examples. e.g. I’m not tired. I don’t like eating meat.) 3. Invite 2-3 students to share their own experiences briefly. 4. Transitions: "Sometimes, a ‘white lie’ can protect us. Today we’ll read a story about such a lie." 1. Think about the question combined with personal experience. 2. Volunteer to share short stories. 3. Enter the text with curiosity. 以学生最熟悉的生活场景破冰,快速激活情感共鸣;自然引出 “善意谎言” 核心话题,为文本解读做好情感与主题铺垫。 Step 2 Jigsaw Reading (15 mins) 1. Group students into HOME GROUPS of 3, assigns Expert A/B/C (corresponding to 3 acts) 2. Distribute uniform task cards with 3 fixed questions: • What happened? (1-2 sentences) • How did people feel? • One key important detail 3. Give students 5 mins for EXPERT GROUP discussion. They need to read assigned part and complete task card in EXPERT GROUPS. 4. Guide students to return to HOME GROUPS, share findings and complete the "Story Mountain & Emotion Curve" poster. 5. Group Output: Beginning Problem Ending + Feelings 1. Read assigned part and finish task card in expert groups. 2. Take turns to present findings in home groups. 3. Volunteer to fill in the table. 采用标准化拼图阅读策略,将长文拆解为可操作的小任务,确保每位学生深度参与;用统一板书替代耗时的海报制作,既实现情节与情感的可视化梳理,又大幅提升课堂效率。 Step 3 Deep Thinking (10 mins) 1. Pose core question: "The bank account was not real. Why did it still work?" 2. Lead students to think further: • What did Mama give? (Love/ hope/ courage/...) • What did the family get? (Security/ confidence/ ...) 3. Summarize: "Mama didn't give money, but she gave something more important. It was a bank of love. Love was the real deposit, and security was the return." 5. Ask students to complete the sentence together: "True security does not come from _, but from _." Encourages multiple answers (money/wealth love/family support/unity) 1. Discuss in groups with evidence. 2. Share opinions. 3. Read the theme sentence together. 以问题驱动深度思考,通过“给予 - 得到”的支架引导学生从情节走向主题;用“爱的银行”这一自然隐喻替代生硬的“情感存折”,让学生自主提炼主题,实现从感性认知到理性概括的飞跃。 Step 4 Emotional Sublimation: Our Love Passbook (8 mins) 1. Guide: "Mama deposited endless love for her family. Your family members have also left many warm moments in your life." 2. Ask students to think of one thing their family has done for them, and share a loving act from their family. 3. Conclude: Love is the most valuable “account” we have. 1. Recall warm family moments quietly. 2. Volunteer to share stories. 3. Listen to peers and generate emotional resonance. 实现文本价值向学生真实生活的自然迁移,通过简短分享让学生在共情中深化对亲情的体悟;用一句话总结收束情感,避免冗长分享导致超时,留下余味。 Step 5 Assignments (1 min) Present two optional tasks: 1.Write a short passage about your family. 2.Do one thing for your family. Choose one task to complete after class 设计分层作业,兼顾不同层次学生的学习需求;将课堂的情感体验转化为实际行动与语言输出,实现语言学习与生命成长的深度融合。 板书设计/课堂小结 教学反思 本节课核心亮点: 1.主题设计巧妙:以“银行账户”为核心隐喻贯穿全课,将抽象的“安全感”具象化,形成“导入-探究-升华-作业”的完整教学闭环,既符合文本内涵,又易于学生理解和共鸣。 2.长文教学高效:采用标准化拼图阅读策略,通过统一任务卡和板书输出,将长文拆解为3个小任务,15分钟内完成情节与情感梳理,解决了拓展阅读“读不完、读不深”的痛点。 3.育人目标落实到位:避免说教式德育,通过“个人分享-文本探究-生活迁移的路径,让学生在体验中自主感悟亲情的价值,实现了语言学习与立德树人的有机统一。 4.环节设计科学:各环节时长分配合理,层层递进,既保证了学生的主体地位,又体现了教师的引导作用,符合新课标“以学习者为中心”的理念。 可改进方向: 在学生分享后,可引导其他学生进行简单点评,提升课堂互动性和学生的语言运用能力。 — - 1 - — 学科网(北京)股份有限公司 $