资源简介
U2 Let’s talk teens
Welcome to the Unit & Reading 教案
教材分析：
本课时包含单元导入和阅读两个板块。单元导入呈现的是一篇短诗，通过创设问题情境，使学生联系自身实际，感受平凡又温暖的母爱。阅读是一篇杂志文章，主题是关于青少年与父母的亲子关系。首先通过流程表梳理文章的框架脉络，理解文章的主要内容，通过回答问题获取文章的细节信息，发散学生的思维；其次在语境中巩固语言知识的运用，拓展抽象名词的构成方法；最后带领学生了解作者的写作意图，掌握引入文章主题的写作方法。
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，在语境中识别和运用本单元重点单词和短语，如“anxious, stress, concern, result in, go through”等；梳理文章中的长难句，如宾语从句；熟悉形容词、动词和普通名词构成抽象名词的后缀法。
思维品质上，梳理文章的组织框架，抓住文章主旨大意；发散思维，从不同方面了解亲子关系紧张的原因，举例论证自己的观点。
文化品格上，正确看待青春期身体和心理的变化，了解造成亲子关系紧张的原因和解决方法，积极面对亲子间的问题与矛盾，健康快乐地成长。
学习能力上，形成读前预测意识，根据标题和图片推断文章主要内容；获取文章细节信息，正确理解作者的态度和语篇中的指代意义。
教学重点：
1. 学生能够掌握和运用本单元重点单词、短语，理解长难句的结构和意义。
2. 学生通过阅读策略梳理文章框架结构，理解作者态度和获取细节信息。
教学难点：
学生梳理文章的组织框架，分析作者的态度。
学生从不同方面思考亲子关系紧张的原因。
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 Welcome to the Unit: 1. Ss appreciate the following sentence and think about the meaning of the sentence. “I don't know what “home” is, but unhappiness and worries melt away once there. —— Bing Xin” Suggested answer: “家”是什么，我不知道，但烦闷和忧愁都在此中融化消灭。 ——冰心 2. T introduces the author Bing xin and her collection of poem “A Maze of Stars and Spring Water”. Ss read the poem and answer the following questions: How would you describe the mother's feelings in the poem What Chinese poems about parents' love for their children can you think of How do you think your parents feel about you How can you tell Suggested answers: (1) 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. (T asks Ss to underline the contextual clues in the poem.) (2) Song of the Parting Son (by Meng Jiao) (3) 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. 欣赏名言名句，介绍作者和诗集背景信息，创设问题情境，激活学生已有知识，引出单元主题。 2’ CW
Step 2 Lead-in: Ss watch a video about parent-child conflicts and think about the question “Have you ever come into conflict with your families Why ” Suggested answers: Yes. Unsatisfied grades, bad habits, impoliteness, ... No. Good relations, supportive parents, ... 观看视频，激发学生学习兴趣，激活学生关于亲子关系的已有经验。 1’ CW
Step 3 Questions: Ss think about the following questions: 1. What physical and mental changes do you experience as you become a teenager 2. What do you think “strangers under the same roof” means Suggested answers: 1. Physical changes: changing voice, spots, ... Mental changes: a desire for independence, sensitive about everything, ... 2. 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. 创设问题情境，为下一步阅读在主题和认知上作好铺垫。 2’ CW/IW
Step 4 Prediction: Ss predict what kind of parent-child relationship the text is about according to the title and the picture. Suggested answers: Tense, contradictory, problematic, difficult... (T asks Ss to describe the pictures. “Under the red roof, one is speaking, and the other doesn’t want to listen to him/her; the girl in the picture feels sad and upset.”) Title: Strangers Under the Same Roof (“strangers” implies that parent-child relationship is tense.) T asks Ss to think about why the reader should make a prediction before reading the passage. Suggested answers: (1) Predicting allows readers to think ahead before reading. (2) Predicting gets readers to think about the main idea or major events that may occur throughout the text and monitor their comprehension. (3) Predicting also makes readers become more engaged and fun. 利用标题和图片推断主旨内容，帮助学生形成读前预测意识，并提高学生的元认知意识，理解读前预测的功能。 2’ CW
Step 5 Read and tick: Ss read the text quickly and tick the right answers. Question: What aspects of the parent-child relationship does the text mainly talk about Suggested answers: The problem; influencing factors; solution 阅读并识别文章的主旨内容，引领学生通读全文，形成整体认知。 2’ IW/CW
Step 6 Organization: T teaches the concept of the expository essay. Non-fictional, informative composition that is used for educational purpose. Informative and factual. Use transitions that help the flow of the text. Include a thesis statement telling readers what the text is about. It is detailed, thorough and fact based. T leads Ss to figure out the structure of the text by using mind map. (1) Introduction (theme): It is common for teenagers to have difficult relationships with their parents. (2) Body: (Paragraph one: cause 1; Paragraph two: cause 2; Paragraph 3: solution) (3) Conclusion 介绍说明文的概念，为学生梳理文章框架奠定基础。 3’ CW
Step 7 Complete the chart: 1. T leads Ss to match each blank with related paragraph and teaches Ss how to find out the causes by providing possible patterns “because, result in...”. T explains that “the solution” means “what to do to improve the situation” . 2. Ss read the text and complete the structure of the text. Suggested answers: Cause 1: Physical changes (Contextual clue: Teenagers' physical changes may result in such family tensions.) Cause 2: Developing mental needs (Contextual clue: It can be a big headache to balance your developing mental needs too.) Solution: Regular and honest communication (Contextual clue: The key to keeping the peace is .... ) Conclusion: Everything will turn out all right in the end. 通过流程表梳理文章框架内容；利用句型或结构找亲子关系紧张的原因和措施。 5’ IW/CW
Step 8 Questions: 1. Ss read the text carefully and answer the following questions: (1) What physical changes might teenagers worry about (2) In line 15, what does “middle ground” mean (3) What does “that” in “that makes you feel unhappy” in line 18 refer to (4) How can teenagers have a healthy discussion with their parents 2. T leads Ss to note the key words of the questions and then find out the answers according to key words. Suggested answers: (1) Changing voice, weight problems or spots. (2) No longer a child but not quite an adult. Contextual clue: You enter 15 a strange middle ground—no longer ... (Dash (—) means further explanation.) Teenagers feel ready to be more responsible and make decisions on their own, but their parents do not always agree. Contextual clue: Unfortunately, your parents do not always agree and that makes you feel unhappy. (4) Explain their actions and feelings calmly, listen carefully, and address parents' concerns. 回答问题，获取细节信息，理解文章中的指代意义。 4’ GW
Step 9 Discussion: 1. Ss work in pairs and discuss the following questions: (1) What is the author's attitude to parent-child tensions Use information in the magazine article to support your idea. (2) The magazine article suggests that teenagers want both independence and their parents' love and support. Do you feel the same way or not Give an example. (3) What stresses do the parents of a teenager have to deal with How do they influence the parent-child relationship 2. T teaches Ss how to recognize the author’s attitude (word choice: What kinds of words does the author use Are they specific or general Are they emotional or neutral , sentence structure: Is the author's sentence structure simple or complex Does the author write long sentences or short ones , and figurative language: Does the author use figurative language, which compares dissimilar things to make a literary point At last, what kinds of details, reasons, and evidence does the author include to fill out his or her descriptions or support his or her arguments Are these elements rational or emotional ) Suggested answers: The author believes parent-child tensions are natural and unavoidable. Contextual clue: completely normal, the good news, all right ... (2) Yes. For example, I want my personal space without the interruption of anyone, but sometimes I need my parents' caring and understanding. No. For example, I want to do whatever I want and make my own decisions, rather than doing what my parents ask me to do. (T conclude the feature of the two situations. ①Independence: You feel free to do anything without asking your parents but sometimes lack the guidance and care in your life. ② Parents’ love and support: You don't need to worry about your daily life, but sometimes come into conflict with your parents due to the disagreement and misunderstandings. ) (3) Financial stress: housing mortgage, living expenses, … Parenting stress: taking care of children, .. Working stress: low salary, work overload, ... Physical and mental stresses make parents tired and irritable, which ignores children's thoughts and moods. (T uses mind mapping and pictures to lead Ss to think about the answers.) 通过文章中的词汇，句子结构，细节信息识别作者的态度；发散学生思维，从不同视角认识亲子关系；学会举例论证自己的观点。 5’ CW/IW
Step 10 Discussion T asks Ss to pick the key words from the discussion questions above. Then, T leads Ss to consider what may be caused to teenagers and shows key words: adolescent depression. Then, T plays a micro video to describe what adolescent depression is. Next, T can explain the symptoms of adolescent depression by play the second micro video and guide Ss to think about their own life and stress. Finally, T plays the third video to tell some advice for dealing with the questions. 引导学生思考这些压力和行为会如何影响青少年的情绪。通过跨心理学知识，讲述青少年容易形成的抑郁，过程中，老师播放微课视频，提高学生学习兴趣，深度挖掘和拓展本课时中心思想，完成跨学科教学。 8’ CW
Step 11 Language points: T teaches the key words, phrases, and structures by using the contexts. Teenagers’ physical changes may result in such family tensions. Result in “导致，造成” Result from “由...导致” tension “心情紧张的状态，关系紧张的状态”，可用作可数名词或不可数名词，作可数名词时常用作复数。E.g. The event resulted in international tensions. 2. On the other hand, when you ... sometimes they forget that growing up is a rough ride. A rough ride “艰难时期，艰难行程” 3. After you have thought it through, explain your actions and feelings calmly, listen carefully, and address their concerns. Think sth through 全面对考虑 Address 设法解决，处理，应对 e.g. Your article does not address the real problem. Concern 担心，担忧 e.g. In the meeting, many people raised concerns about the water quality. 4. Just remember that it is completely ..., and that you ... to improve your relationship. 本句为祈使句，动词remember后接两个 that 引导的宾语从句，此时引导第一个宾语从句的that可以省略，而引导第二个宾语从句的that不可以省略。该句中，第一个宾语从句中有一个 that 引导的定语从句，修饰先行词the stress。 在语境中理解和运用单词，词组，句型等语言知识，提高学生的语用能力。 5’ CW
Step 12 Complete the email: T leads students to predict the part of the speech (Verb Adjective Noun ) of each blank according to the context. Ss complete the email using the correct forms of the words and the phrases. 根据上下文预测目标词词性，降低任务难度；通过语境再次巩固词汇的形式和意义。 5’ IW/CW
Step 13 Fill in the table: Ss think of more abstract nouns formed with the following suffixes: -ce, -ty/-ity, -hood, -ship, -ment, -tion/-sion, -th. Before Ss do the task, T explains abstract nouns and the rules of forming abstract nouns. “Abstract nouns refer to ideas or qualities. They cannot be physically touched, for example, ability, silence and tension. We can form abstract nouns using certain suffixes. Sometimes the final letter(s) of a word should be left out or changed when we add a suffix, e.g. silent--silence, decide--decision.” From Adjective to Abstract Noun: -ce: confidence, difference, brilliance -ty/-ity: honesty, beauty, clarity From Common Noun to Abstract Noun: -hood: adulthood, childhood, neighborhood -ship: relationship, friendship, membership From Verb to Abstract Noun: -tion/-sion: communication, confusion, education -th: growth, death, breath -ment: argument, movement, employment 理解抽象名词的含义，熟悉形容词、动词和普通名词构成抽象名词的后缀法。 5’ CW
Step 14 Read and think: Ss read the first paragraph of the text and think about why the author use a group of questions. Suggested answer: To introduce a topic. (T leads Ss to think about how they feel when faced with such a group of questions. “curious, interested, ...”) 发散学生思维，掌握引入主题的方法 1’ IW/CW
Step 15 Introduce a topic: T teaches the strategy “introduce a topic”: When a group of questions are used to introduce a topic, they are not usually meant to be answered. Rather, the author intends to draw the readers’ attention to the topic and make them think about and take interest in it. T provides an example paragraph. 策略教学，并提供例子，辅助理解。 1’ CW
Step 16 Question: Ss think about what each letter of the word “FAMILY” means. Suggested answer: Father And Mother I Love You. 激发学生的创造力和想象力。 1’ CW
Step 17 Homework: Despite the healthy discussion mentioned by the author, what else can be done to relieve parent-child tensions (You can search online, interview your parents, read relevant books, etc.) 发散学生思维，提高问题解决能力。 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，能否熟练掌握和正确运用有关描述亲子关系的重点单词和词组，理解长难句的结构和意义。
学生通过本课时学习，能否理清文章的框架结构，获取文章主旨大意和细节信息；正确理解作者的态度和写作意图；发散思维，从不同的视角看待问题。
学生通过本课时学习，能否正确看待青春期的身体和心理变化，恰当处理与父母的问题与矛盾。
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