资源简介

Book
1
Unit
2
Let’s
talk
teens教案
Welcome
to
the
unit
教学目标
By
the
end
of
this
section,
students
will
be
able
to:
1.
read
the
poem
aloud
rhythmically
and
recognize
rhyming
words
in
it;
2.
describe
and
appreciate
the
mother
bird’s
love
for
her
chick;
3.
share
Chinese
poems
about
the
same
theme
and
compare
them
to
the
poem
in
this
section;
4.
share
their
comprehension
and
stories
of
parent-child
relationships.
教学重难点
To
understand
and
appreciate
the
poem;
To
express
their
comprehension
of
parental
love.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Lead-in
Step
1
Have
students
describe
the
illustration
on
Page
15.What
can
you
see
in
the
picture?
Can
you
see
your
mother?(A
mother
bird
is
feeding
her
chick.
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.)
利用相关图片，导入主题，创设互动情境，拉近沟通距离，引起学习兴趣。
5’Individual
Work
Appreciation
Step
2
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”.)
激活学生已有的背景语言知识，引导学生感知英语诗歌的节奏与韵律，理解诗歌的主旨。
5’Group
WorkClass
Work
Step
3
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。
10’Group
WorkClass
Work
Discussion
Step
4
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
impartTo
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。
10’Individual
Work
Free
talk
Step
5
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。
5’Group
Work
Extension
Step
6
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。
8’Individual
WorkClass
Work
Homework1.
Combine
what
has
been
learned
and
write
a
poem
about
parental
love
on
your
own.2.
Finish
the
workbook.
2’
Book
1
Unit
2
Let’s
talk
teens
Reading
Strangers
under
the
same
roof?
教学目标
By
the
end
of
this
section,
students
will
be
able
to:
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.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Pre-reading
Step
1
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。
5’Individual
Work
Step
2
Have
students
work
in
pairs
to
predict
the
contents
of
the
article.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.)What
could
be
discussed
in
this
article?(This
article
might
focus
on
conflicts
between
family
members.)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。
5’Group
Work
While
Reading
Step
3
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。
10’Group
WorkClass
Work
Step
4
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。
5’Individual
Work
Step
5
Have
students
scan
the
article
carefully
and
finish
A2
on
Page
18.
同上
5’Individual
Work
Post-reading
Step
6
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。
5’Group
Work
Step
7
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?（表格见课件）
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。
8’Group
Work
Homework1.
Read
the
text
aloud.2.
Finish
the
workbook.
2’
Book
1
Unit
2
Let’s
talk
teens
Grammar
and
usage
Simple,
compound
and
complex
sentences
教学目标
By
the
end
of
this
section,
students
will
be
able
to:
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.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Exploring
the
rules
Step
1
Have
students
discuss
the
reasons
for
unhappy
scenes
in
families.What
causes
you
to
quarrel
with
your
parents?(The
teacher
summarizes
as
follows:(1)
Parents
expect
too
much
of
us
and
put
great
pressure
on
us.(2)
One
side
wants
to
control
the
other
side,
so
we
often
quarrel
over
some
trivial
things.(3)
If
both
sides
lack
the
opportunities
to
communicate
with
each
other,
some
misunderstandings
will
arise
between
us.)2.
How
can
you
solve
the
troublesome
problems
with
your
parents?(The
teacher
summarizes
as
follows:(1)
I
will
have
a
chat
with
my
friends
to
get
some
suggestions.
(2)
Nowadays,
websites
are
springing
up,
and
I
will
turn
to
experts
of
relevant
websites
for
help.(3)
I
will
consult
my
teachers,
because
they
can
give
us
useful
and
practical
advice.)
创设互动情境，拉近沟通距离，激活学生已有的背景语言知识，引起学习兴趣。
5’Group
WorkClass
Work
Summarizing
the
rules
Step
2
Have
students
distinguish
and
summarize
the
features
of
the
six
sentences
above.(Both
Sentence
1
and
Sentence
4
are
made
up
of
one
independent
clause
which
has
one
subject-verb
combination.Both
Sentence
2
and
Sentence
5
contain
two
main
clauses.Both
Sentence
3
and
Sentence
6
contain
one
main
clause
and
one
subordinate
clause.)
引导学生分析句子成分，自主发现句子结构特色和规律，培养善于观察、善于总结归纳的学习能力。
5’Individual
WorkGroup
Work
Step
3
1.
Have
students
compare
the
structures
of
a
simple
sentence,
a
compound
sentence
and
a
complex
sentence
by
putting
them
in
the
following
table
according
to
Page
20.2.
Then
work
out
the
rules
and
fill
in
the
blanks.
引导学生从课本所给文本中找到句型分类规律。
5’Individual
WorkClass
Work
Applying
the
rules
Step
4
Have
students
read
sentences
of
Part
B1
on
Page
21
and
judge
the
logical
relationships
among
them.
Then
have
students
join
each
pair
of
sentences
to
form
compound
or
complex
sentences.
创设单个语境，引导学生运用所学规则，判断句子内部逻辑关系，自主构造并列句和复合句。
10’Individual
Work
Step
5
Have
students
read
about
the
Teresa’s
problem
with
her
parents
in
Part
B2
and
complete
the
conversation:(1)
because
(2)
unless
(3)
why
(4)
that
(5)
but
(6)
If
(7)
how
(8)
and
Have
students
answer
the
following
questions:1.
What’s
Teresa’s
problem
with
her
parents?(Teresa’s
parents
always
compare
her
with
her
friends
and
are
not
satisfied
with
her
performances.)2.
What’s
Jack’s
suggestion?(He
suggests
Teresa
should
have
a
sincere
talk
with
her
parents.)
创设对话语境，引导学生关注交际中语言内部的逻辑联系，进而选用恰当的连接方式连接句子。
5’Individual
WorkClass
Work
Step
6
Have
students
role-play
a
conversation
between
Teresa
and
her
parent(s),
using
simple,
compound
and
complex
sentences.
（示例见课件）
引导学生根据提示自主创设语境，提升综合、灵活运用所学语言知识的能力，培养创新思维。
8’Group
Work
Step
7
Have
students
work
in
groups
to
analyze
the
sentence
structures
given.
巩固第一和第二单元所学语法规则，为后续语法知识学习打好基础。
5’Group
Work
HomeworkFinish
the
workbook.
2’
Book
1
Unit
2
Let’s
talk
teens
Integrated
skills
Giving
advice
on
parent-child
relationships
教学目标
By
the
end
of
this
section,
students
will
be
able
to:
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.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Reading
Teenagers’
problems
□
blame
parents
for
everything
□
shout
at
parents
and
say
some
mean
things
□
be
impatient
to
talk
with
parents
□
spend
much
time
in
front
of
a
computer
□
turn
a
deaf
ear
to
what
parents
say
□
lose
temper
because
of
high
pressure
Paren
s’
problems
□
quarrel
over
unimportant
things
□
force
you
to
study
all
the
time
□
be
eager
to
know
what’s
on
your
minds
□
buy
whatever
you
like
□
always
make
decisions
for
you
□
attach
importance
to
examination
results
□
ignore
your
inner
thought
创设情境，拉近沟通距离，激活学生已有知识，引发学习兴趣。
5’Group
WorkClass
Work
Step
2
Have
students
read
Part
A
on
Page
22
and
answer
the
following
question:What
information
do
the
parts
of
three
emails
convey?(Conflicts
often
arise
between
parents
and
teens.)
阅读文本，引导学生运用skimming和scanning阅读策略提取信息，归纳总结文本主旨。
10’Individual
WorkGroup
Work
Step
3
Have
students
describe
each
problem
mentioned
in
Part
A
on
Page
22
in
one
sentence.
培养学生概括文本的语言运用能力。
5’Individual
Work
Listening
Step
4
Have
students
listen
to
the
recording
about
Cynthia’s
reply
to
Rebecca’s
email
and
circle
the
correct
words
to
complete
the
sentences
in
Part
B1
on
Page
23.
创设情境，在听录音材料的过程中培养学生的交际能力。
5’Individual
WorkGroup
Work
Step
5
Have
students
listen
to
Cynthia’s
reply
again
in
Part
B2
on
Page
23
and
complete
the
notes
below.
根据听力文本，引导学生学习掌握语境相关词汇。
5’Individual
WorkClass
Work
Step
6
Have
students
answer
the
following
question:How
can
Rebecca
get
along
well
with
her
mother?(She
can
talk
to
her
mother
about
her
interest
and
the
reasons
for
it.
She
also
should
put
herself
in
her
mother’s
shoes.)
通过设问，激发学生关于解决亲子问题方法的思考，培养学生解决问题的能力。
5’Individual
WorkGroup
Work
Speaking
Step
7
Have
students
discuss
the
features
of
a
letter
of
advice.What
are
the
features
of
a
letter
of
advice?
(It
should
start
by
showing
your
understanding.It
offers
several
pieces
of
advice
to
help
solve
the
problem.The
end
of
the
letter
should
have
a
positive
message
which
will
cheer
up
the
person
you
are
writing
to.)
让学生通过口头讨论，了解正式书信体的写作风格和基本结构，引导学生掌握建议信的写作目的和写作方法；激发学生思考，培养学生口头表达能力。
8’Individual
Work
Homework1.
Finish
the
workbook.2.
Prepare
for
the
writing
task
in
the
next
period.
2’
Book
1
Unit
2
Let’s
talk
teens
Extended
reading
Mama
and
Her
Bank
Account
教学目标
By
the
end
of
this
section,
students
will
be
able
to:
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.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Reading
Step
1
Have
students
look
at
the
title
and
illustrations
in
the
text
and
try
to
predict
what
would
happen
in
the
text.Today
we’re
going
to
read
a
story
about
a
mother’s
love
for
her
children.
Would
you
guess
what
might
happen
in
the
story
based
on
the
title
and
illustrations
of
“Mama
and
Her
Bank
Account”?(Mama
saves
a
lot
of
money
in
her
bank
account
and
makes
full
use
of
this
sum
of
money
to
invest.
Mama
can
offer
good
living
conditions
to
her
children
and
let
them
enjoy
a
happy
life.)
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，为创设阅读语境做好铺垫。
3’Individual
Work
Step
2
Have
students
go
through
the
passage
as
quickly
as
possible
and
check
their
previous
prediction.Does
Mama’s
bank
account
exist?(No.
Mama
told
a
lie.)
引导学生带着预测阅读文本，从文中提炼主要信息，并与预测进行比对，从而提高对文学作品的认知。
5’Class
Work
Step
3
Have
students
learn
the
basic
elements
of
a
short
story
to
understand
it
well.
Do
you
know
what
a
short
story
consists
of?
(Five
key
elements
go
into
every
short
story:?setting,
character,
plot,
conflict
and
theme.1.
The
setting
of
a
short
story
is
the
time
and
place
in
which
it
happens.
Authors
often
use
descriptions
of
landscape,
scenery,
buildings,
seasons
or
weather
to
provide
a
strong
sense
of
setting.2.
A
character
is
a
person,
or
sometimes
even
an
animal,
who
takes
part
in
the
action
of
a
short
story
or
other
literary
work.3.
A
plot
is
a
series
of
events
and
character
actions
that
relate
to
the
central
conflict.4.
A?conflict?is?a?struggle?between?opposing?characters?or?forces.5.
The
theme
is
the
central
idea
or
belief
in
a
short
story.)
从“故事”这一文体入手，把握其五要素，逐个剖析故事的背景、人物、情节、冲突、主题。
4’Class
Work
Step
4
Have
students
read
the
story
again
and
complete
the
table
in
Part
A
on
Page
26.
(参考答案见课件)
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。
5’Group
WorkClass
Work
Step
5
Have
students
write
a
summary
of
the
story
after
reading
the
tips
in
the
textbook.(Whenever
the
family
was
in
need
of
money
for
various
purposes,
Mama
was
always
able
to
show
that
they
could
afford
the
money.
She
made
her
children
feel
safe
by
pretending
that
she
had
a
bank
account
for
the
family.
The
children
grew
up
happily
and
the
truth
was
not
found
out
until
one
day,
the
daughter
was
told
that
Mama
had
never
been
in
a
bank
all
her
life.
To
the
children,
Mama’s
Bank
Account
stands
for
her
love
for
them
and
security.)
学生通过提炼主要信息，获得故事文本的结构化知识，培养有效进行故事内容概括的能力。
5’Individual
Work
Appreciation
Step
6
Have
students
reflect
on
the
writing
techniques
of
this
story
by
answer
the
following
questions.Is
the
story
written
in
the
first
person
“I”
or
the
second
person
“you”?(The
first
person
“I”)Are
most
of
the
sentences
in
the
story
long
sentences
or
short
ones?(Short
sentences.)Why
did
the
author
write
the
story
in
this
way?(Plain
language
can
make
the
story
sound
true
and
natural,
thus
touching
the
readers
deeply.)
引导学生欣赏本文平实自然的语言风格，学会借助人称、词语和句式形象地传递自己的情感和思想。
6’Individual
Work
Discussion
Step
7
Have
students
discuss
the
following
questions.Why
did
Mama
make
up
such
a
lie
to
children?(To
provide
security
and
make
children
face
up
to
difficulties.)What
personal
qualities
do
you
think
Mama
has
taught
her
children?(Mama
has
taught
her
children
the
meaning
of
bravery,
optimism,
responsibility
and
persistence.)Which
detail
in
the
story
impresses
you
most?
Why?(Twenty
years
later,
the
writer
noticed
for
the
first
time
how
old
Mama
and
Papa
looked.
This
detail
shows
that
our
parents
can
sacrifice
a
lot
for
us
without
any
complaint
or
regret.
We
should
take
action
to
show
our
gratitude
to
them,
who
have
devoted
all
their
life
to
fostering
us.
)How
do
you
think
good
parents
should
treat
their
children?
(A
good
parent-children
relationship
should
be
set
up
on
the
basis
of
mutual
understanding
and
respect.
Parents
should
learn
to
listen
to
children’s
ideas
and
encourage
them
to
think
on
their
own.)
创设既有意义又贴近学生生活的语境，使学生能够在语言实践活动中反思和再现个人的生活经历。
10’Group
Work
Step
8
Have
students
recall
their
personal
experiences
with
parents
and
share
their
stories
in
groups.
Finish
Part
B
on
Page
26.
Our
parents
have
made
a
lot
of
sacrifice
for
us
since
we
were
born.
They
never
ask
for
any
payments
or
returns.
In
your
memory,
what’s
the
most
touching
thing
that
they
did
for
you?
让学生在反思和再现个人经历的过程中，提升表达个人情感和观点的能力；让学生在发展语言技能的同时，提高分析问题和解决问题的能力。
5’Group
Work
Homework1.
Retell
the
story
to
a
friend
or
a
parent.2.
Finish
the
workbook.
2’
Book
1
Unit
2
Let’s
talk
teens
Project
Creating
a
short
play
about
parent-child
relationships
教学目标
By
the
end
of
this
section,
students
will
be
able
to:
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.
教学过程
步
骤
教学活动
设计意图
互动时间&模式
Preparation
Step
1
Have
students
collect
and
share
information
about
“play”
for
discussion.
指导学生自主搜集短剧活动相关资料，激发自主学习兴趣。
2’Group
Work
Step
2
Have
students
review
the
words
and
expressions
in
this
unit
based
on
a
mind-map
with
the
theme
of
“parent-child
relationships”.
通过回顾本单元所学语言知识和文化知识，引导学生讨论亲子关系所涉及的各类话题。
3’Group
Work
Implementation
Step
3
Have
students
prepare
for
creation
by
asking
them
the
following
questions:
When
is
your
birthday?
And
when
are
your
parents’
birthdays?
Are
there
any
differences
in
the
ceremony?Describe
an
instance
when
your
parents
and
you
disagree
over
something.Do
you
think
you
can
always
be
understood
by
your
parents?
And
can
you
understand
them?
In
what
way
are
you
different
from
others?Students
form
pairs
to
interview
each
other.Some
students
report
interview
results
to
the
class.
通过相关话题探讨，激活学生已有的知识和文化。
5’Group
Work
Step
4
Have
students
discuss
what
topics
should
be
presented
in
the
play
about
parent-child
relationships
and
finish
Part
A.
引导学生以小组为单位，选择感兴趣的某一个话题进行剧本创作。
2’Group
Work
Step
5
Make
a
brief
introduction
to
plays
by
asking
some
questions
about
a
play.How
much
do
you
know
about
plays?Which
play
is
your
favorite?Can
you
tell
me
some
characteristics
of
a
play?
Is
the
format
of
a
play
the
same
as
that
of
a
news
article?Are
the
words
in
a
play
very
formal?(A
play
has
a
unique
format
and
style.
Most
plays
are
in
the
form
of
a
dialogue.
A
large
amount
of
casual
speech
is
used,
sometimes
with
incomplete
sentences.
The
main
components
of
a
play
are
as
follows:
characters,
settings,
stage
directions,
language,
conflicts,
climax,
and
theme.)
引导学生了解本节课短剧活动的主要内容、总体结构、细节要求，为接下来的自主学习和实践做好准备。
3’Group
Work
Step
6
Have
students
get
a
general
idea
of
a
short
play
by
watching
a
video
of
King
Lear.
Have
students
discuss
how
to
write
a
short
play
and
use
the
table
in
Part
B
for
reference.（示例答案见课件）
通过观看《李尔王》戏剧片断，梳理与整合剧本信息。
5’Group
Work
Step
7
Have
students
appreciate
the
sample
in
Part
C
and
ask
questions
to
help
students
to
have
a
better
understanding.What’s
the
attitude
of
Eve
towards
her
father?
(Indifferent
and
cold.)What
do
you
think
causes
the
problem?(Generation
gap.)
引导学生在短剧创作过程中关注戏剧的若干要素，如：台词、表情、动作、情感等。
3’Group
Work
Step
8
Have
students
create
a
short
play
about
parent-child
relationships.
What
should
we
pay
attention
to
while
creating
a
play?(Unlike
a
novelist
or
short-story
writer,
a
playwright
can’t
come
forward,
interrupt
the
action,
and
tell
the
audience
what
he/she
means
by
a
certain
scene
or
explain
to
them
what
is
going
on
in
the
minds
of
the
characters.
The
audience
must
conclude
by
themselves
what
the
theme
of
the
play
is.
Have
students
know
that
they
can
conclude
the
theme
at
the
end
of
their
play.)
鼓励学生参照范例完成本小组的短剧创作，调动学生学习的积极性与主动性。
7’Group
Work
Step
9
Have
students
perform
the
short
play
in
front
of
the
class.
Clever
revising
and
creative
change
are
encouraged.
Gesture,
facial
expression
and
tone
of
voice
are
advisable.
At
the
end
of
each
performance,
other
groups
ask
questions
about
it
or
put
forward
suggestions.
学生通过小组合作，进行剧本编写、范例学习、排练磨合、表演展示。学生通过身临其境、恰如其分的思想碰撞和情感交流，可以延伸学生英语学习的时间和空间，又在很大程度上激发了学生继续探究的兴趣。
9’Group
WorkClass
Work
Evaluation
Step
10
Evaluate
the
outcome
of
this
project.
Have
the
whole
class
vote
on
which
short
play
is
the
best
one.
引导各小组对本组和他组的戏剧表演做简要评价，培养学生对自编短剧的鉴赏能力和评价分析能力。
4’Group
WorkClass
Work
Homework1.
Polish
up
the
short
play.2.
Finish
the
workbook.
2’
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