译林版高中英语必修一U2L6 Extended reading 教案

《英语》（必修·第一册）Unit 2 Let’s talk teensExtended readingI. L earning objectivesBy the end of the lesson, students will be able to:1. analyze basic elements of the short story and retell it according to the basic elements;2. develop the skill of prediction;3. have a better understanding of a happy home.II. Key competence focusAnalyze the setting, characters, plot and theme of the short story.III. Predicted area of difficultyUnderstand the elements of the short story.IV. Teaching proceduresStep 1 Free talkT asks students to express their ideas about ideal home.T: We all have our own home, but are you satisfied with your own home? What is your ideal home like?【设计意图：让学生自由表达对理想家庭的理解，引出本单元的主题话题“家”，为下文导入文章做铺垫。

】Step 2 Prediction1. T asks Ss to talk about the picture.T: What can you see from the picture? What are they doing?2. T asks Ss to predict what will be talked about according to the title.T: Can you predict what will be talked about in the short story? Mama? Or Bank account? What’s the relationship?T: Do you find anything special about the title? We can see a coin. It was a coin of a dime, worth one tenth of a dollar. A dime is a very small sum of money. What can we guess from this? Maybe the family didn’t have much money and lived a hard life. But then how could Mama have a bank account? Let’s read to check our guess.【设计意图：从图片入手讨论，进而导入标题，让学生在情境中预测本文将会讲什么，从而培养学生对标题的理解能力和预测能力。

】Step 3 Learning and understanding the story1. T asks Ss to find the setting and characters by reading quickly.2. T asks Ss to summarize the main idea of different parts to help understand the plot.【设计意图：分析故事情节可能比较困难，通过带领学生宏观上理解文章的结构和各部分的主旨大意来进行分析，从而培养学生概括段落大意的能力】3.T asks Ss to analyze the theme of the story.【设计意图：主题的理解往往是小说的难点。

学生通过前文各种要素的理解和阅读中合作探究的过程，运用批判性思维去分析到底这个文章的主题是什么，从而导入下阶段对于细节的分析。

】4.T asks Ss to retell the story.【设计意图：学生通过复述进一步理解文本，关注细节，体会情感态度，为下面分析细节描写打下了基础。

】Step 4 Appreciating language1.T asks Ss to list some sentences, phrases and words worth appreciating.2.T shows what the Ss have listed.3.T asks Ss to appreciate the sentences one by one through individual work, pair work and groupwork.(1)We would watch with anxious interest. (lines 6－7)T: Why would they watch “with anxious interest”?T: Because they were eager to see whether the money was enough and whether they needed to get money from the Bank Account.(2) And when Mama nodded, we could relax a little. (lines 7－8)T: Why did they “relax a little”?T: Because they knew they didn’t need to draw money out of the Bank Account.(3) Eagerly we gathered around the table. (line 13)T: What can you learn from the adverb “eagerly”?T: We can know that they were quite interested in the Little Bank and longed to see whether they had enough money.(4) I took down a box and laid it carefully in front of Mama. (line 13－14)T: Why did the writer use the word “carefully”?T: Because she thought of the Little Bank to be quite important.(5) We all shook our heads. (line 18)T: Why did they shake their heads?T: They thought maybe they had to go to the Bank to get money but they didn’t want to do that. (6) Mama gave him a bright smile and wrote down a number. (line 20)T: What can you learn from the smile?T: Mama felt happy that the children were considerate and they found a way to solve the problem.(7)Then he took his pipe out of his mouth and looked at it for a long time. (line 21)T: Pay attention to the description of Papa’s reaction and appreciate it.T: Papa worked hard to support the family and he was under great pressure. Now there was not enough money for Nels to go to school, so he was thinking about what he could do. Maybe smoking was a way for him to relieve pressure and a long-time hobby, and now he was struggling to give it up to save more money. After careful thought, he decided to give up smoking for the good of his family.(8) “I will give up smoking,” he said suddenly. (line 22)T: What does “suddenly” convey?T: After long-time consideration and struggle, he made up his mind to give up smoking to save money.(9) Mama reached across the table and touched Papa’s arm. (line 23)T: What does Mama’s behavior indicate?T: She was comforting Papa and thanked Papa’s devotion to the family because it was hard for him to make that decision.(10) When the check came, I hurried over to Mama’s and put it in her lap. (lines 36－37)T: What can you learn from the description?T: She was eager to devote something to her family and to make her Mama happy.(11) Papa seemed shorter, and Mama’s hair was silver now . (lines 38－39)T: Why are shorter and silver used here?T: Shorter is used to show after years of hard work and great pressure from life, Papa was humpbacked. Silver shows that Mama was very older now.(12) 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.” (line s 45－46)T: Why didn’t and couldn’t the author answer? Why is it not good for little ones to be afraid—to not feel secure?A: She didn’t and couldn’t answer because she was quite surprised to know that there wasn’t a real bank account and the white lie had existed for so long. Mama’s words show that she was considerate and though poor, she tried her best to give her children a happy childhood.4. T asks Ss to read the sentences again to appreciate them by themselves.【设计意图：教师让学生根据自己的理解，从文中找出具有欣赏价值，能够表现人物性格，或者描述人物情感态度的语言。