资源简介

U2 Let’s talk teens
Extended Reading 教案
教材分析：
本课时是拓展阅读。语篇选自凯瑟琳·福伯斯的自传体短篇小说集《妈妈的银行账户》，这部短篇小说集回顾了20世纪初一个移居美国旧金山的挪威家庭的生活历程。移民生活远非家人想象得那般甜蜜美好，但一家人在妈妈的影响下，始终以智慧和坚毅面对着每天的挫折和挑战。故事节选讲述了妈妈用一个不存在的银行账户，一个美丽的谎言，来确保孩子们生活无忧，快乐地长大成人。学生需要概括本文的主要内容，分享自己的故事。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，正确理解文中的重点短语和词汇，如“reach across，depend upon”等；掌握小说中斜体表示强调的语言特征。
思维品质上，识别和理解语篇中的关键信息，如人物，场景，情节和主题；发散思维，创造性地阐述故事。
文化品格上，了解母爱相关的外国小说；理解母亲对子女朴实而深沉的爱；讲述自己与父母间的故事，增强亲子感情。
学习能力上，获取文章细节信息，辨别和厘清故事的基本环节，把握故事的主旨大意，运用恰当的语言和非语言手段讲述故事。
教学重点：
学生能够理解和掌握故事的基本环节，理解故事的主旨要义。
教学难点：
学生难以准确地识别语篇中的关键信息。
学生难以清晰流畅，逻辑连贯地讲述故事。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: T raises the question “Have you ever read English short stories about parent-child relationships ” T poses the questions “What similar stories do you know among Chinese literature ” 3. T introduces the background information of the novel Mom’s Bank Account. 通过介绍中外小说故事，引入主题；介绍背景信息，为学生后续阅读做好认知准备。 3’ CW
Step 2 Read and answer: Ss read the story and answer the following question: What’s the main idea of the story Suggested answers: Mother uses a nonexistent bank account, a beautiful lie, to ensure that children live a carefree life and grow up happily. 创设问题情境，引导学生理解文章，获取文章主旨大意。 3’ IW/CW
Step 3 Complete the table: Ss work in pairs and find information about each of the following elements of the short story and complete the table below. (setting, characters, plot, theme) Suggested answers: Setting: The US in the early 1900s Characters: Mama, Papa, Nels, Katrin, Christine, Dagmar Plot: In Katrin’s childhood, her family worked hard and supported each other so that they never needed to get money from Mama’s Bank Account. When she was older, Katrin found out that the Bank Account did not exist. Mama made it up to make the children feel secure. Theme: A mother has deep love for her children and does whatever she can to protect them. 厘清故事的结构框架和文体特征，辨别文章的场景，人物，情节和主题。 8’ IW/CW
Step 4 Strategy: 1. T teaches the strategy of understanding a short story: A short story has some basic elements: setting, characters, plot and theme. To understand a short story well, the reader needs to analyze all these elements. 2. T explains the main elements of the story in detail. (1) setting: The setting is the time and the place in which the story takes place. Setting includes the following: The geographical location (e.g. London, Cario, ...) The time period (e.g. 1865, during WWII, today, ...) The socio-economical characteristics of the location (e.g. wealthy suburbs, ...) The specific building, room etc. (e.g. a prep school, a log cabin, a bus, ...) (2) character: Characters are the people, animals, or things in a story that can think, feel and act. Authors help the reader understand the character by relating how they act, their physical appearance, their speech and interactions with other characters, how others see them and other simple descriptions. So, good readers look for character traits through action and dialogue. (3) plot: Plot is the sequence of important events that happen in the story from beginning, middle and end. It is made up of five parts: exposition, rising action, climax, falling action and resolution. (4) theme: A theme is a main idea of a story or a lesson the author wants the reader to learn. The longer the story, the more themes it may have; however, short stories may also contain a number of themes. 详细讲解故事的基本环节，加深学生对故事阅读的理解。 8’ CW
Step 5 Discussion: T asks Ss: “Are you touched by the story And why ” 引导学生表达个人看法，加深对材料的理解。 2’ IW/CW
Step 6 Question: Ss think about the questions “Have your parents done something that has moved you the most What is it ” and share their stories. 提高学生口头表达能力和情感共鸣 8’ IW/CW
Step 7 Storytelling: T asks Ss “how to tell great stories in English ” and presents some useful tips: Engage your audience Start your storytelling by interacting with your audience or doing something to grab their attention. Build the scene Throughout your storytelling, you want to create an immerse experience. Start by giving them context when you start your story. Let them imagine Telling a story through speech requires your audience to imagine it. So let them participate and visualize. Use casual, everyday words When you tell a story, use layman’s terms. If your audience doesn’t understand what you’re saying, you’ve lost their interest. Use your voice and body Match the way your voice sounds to how you want the story to feel at that point. If you can, move your whole body to act out the story. 拓展学生的知识面，发散学生思维，提高创造力。 9’ CW
Step 7 Language points: T teaches the key words and phrases in the contexts. 1. “Mama reached across the table and touched Papa’s arm.” reach “（伸手）触及，去拿，去碰” e.g. Do not reach across the table in front of others to get something. “Whatever happened, we always knew we still had the Bank to depend upon.” whatever“无论什么”，引导让步状语从句。 depend upon 意为“依赖，依靠” e.g. Your success will largely depend upon/on your will to win. 3. “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.” Good 用斜体，表示强调。 通过语境教词组和单词，深化理解，提高实际应用能力。 5’ CW
Step 8 Homework: Read the book Mom's Bank Account. Pick the story that is similar to your experience and write a summary. 巩固概要写作。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否理解故事内容，获取细节信息。
学生通过本课时学习，能否识别语篇中的关键信息，清晰流畅，逻辑连贯的讲述故事。
学生通过本课时学习，能否清晰流畅地表达自己的想法，理解父母的爱。

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