- 时间点：
- 时 分 秒 当前视频时间点
- 问题：
-
- 选项一
设为正确答案
新增选项 - 选项一
- 正确跳转时间：
- 时 分 秒 同锚点时间
- 错误跳转时间：
- 时 分 秒 同锚点时间
恭喜你，回答正确~
很遗憾，回答错误~
正确答案： ,您可以
本篇为extended reading，节选自《妈妈的银行账户》一书当中的一个章节内容。作者以孩子的角度，回忆了一个普通美国家庭的生活经历，赞美了母爱，展示了一个在困境中，相互扶持，彼此关爱的温暖家庭。文中的描述的这一位平凡的母亲，充满了智慧，对生活的持有积极乐观态度，也影响着孩子们的成长，带领家人们度过一个又一个难关，给家人带来了温暖与希望。本文采用第一人称讲述，语言平实质朴，自然真情流露，更容易引起读者共鸣。
学生基础薄弱，但是学习积极性尚可。虽然大多数学生对于英文阅读存在畏难心理，希望通过阅读短篇故事，培养学生学习英语的兴趣，进而初步探索学习短篇故事的四大要素。在完成课堂表演的环节当中，帮助学生理顺文章内容情节内容，在互动中体会母亲的温暖家庭的温暖。鼓励学生积极参与课堂，树立学好英语的信心。
By the end of the lesson，students will be able to
analyze four basic elements and structure of the short story；
act the story out according to their reading comprehension；
have a better and deeper understanding of mother's love and a happy home.
1 Analyze the setting, characters， plot and theme of the short story.
2 Understand the elements of the short story.
3 Nourish students understanding of a happy family and an respectful mother.
Mama and Her Bank Account
Part 1 Line--Line A
Part 2 Line --Line B
Part 3 Line--Line C
Answers 1--4：
Blank filling 1______ 2_______3______4______5________
6______7________8________9______10_____
G1_____________ G2____________ G3__________ G4___________
G5_____________G6_____________G7____________G8____________
Unit 2 Let’s talk teens
Extended reading
茶陵县第二中学 高一英语组
I. Learning objectives
By the end of the lesson, students will be able to:
1. analyze basic elements and structure of the short story；
2. act the story out according to the reading comprehension;
3. have a better understanding of mother’s love and a happy home.
II. Key competence focus
Analyze the setting, characters, plot and theme of the short story.
III. Predicted area of difficulty
Understand the elements of the short story.
IV. Teaching procedures
Step 1 Brain storming
T asks students to express their ideas about the picture.
T: What's this? What is she doing?
T: If we want to put our money into a bank,what should we have?
【设计意图：让学生观察图片，自由表达对account的理解，并提示count为动词，清点数目，再通过假设场景，如果现在我们手上有点钱，想存入银行，我们应该需要哪些东西，进而提出bank card，saving book 和 银行相关的词汇，引出本课文的中心话题之一“银行账户”，为下文导入文章做铺垫。】
Step 2 Prediction
1. T asks Ss to talk about the picture.
T: How many people in this 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? Maybe the family did'nt 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：从观察图片入手讨论，进而关注文章标题，吸引学生参与课文的进一步预测，预测文本内容将会讲什么，从而培养学生对标题的理解能力和对内容的预测能力。】
Step 3 Learning and understanding the story
1. T asks Ss to read the tip for understanding a short story and find the four elements of it.
2. T asks Ss to analyze the structure find the main idea for each part in Task1.
【设计意图：分析故事情节可能比较困难，因此，通过学习阅读技巧，找出短篇故事的四大要素，并带领学生宏观上理解文章的结构和分析各部分的主旨大意，从而培养学生概括段落大意的能力。】
3. T asks Ss to finish exercises in Task2 to help understand the plot.
【设计意图：学生通过前文各要素的理解和进一步深入阅读，在合作与探究的过程，去分析和理解文章细节，从而导入下阶段，进行全文的再次概括。】
Step 4 Replay the story
1. T asks Ss to act out the story.
2. T offers Ss steps to replay the story through pair work and group work.
【设计意图：教师进行活动前指导，让学生根据课文并结合自己的理解，通过分组与学生自由选择，让学生们思考与合作，通过角色扮演的方式，进一步理解文本，提示学生关注细节，体会情感态度，达到理解文本的目的。】
Step 5 Analyze the main character
T asks Ss to analyze the main character: Mama .
T: What do you think of Mama and Papa? Please support your ideas with evidence from the short story.
【设计意图：通过文章的理解，进一步分析妈妈这位主要人物的性格，鼓励学生尝试用形容词去描述她的性格，并展开说明，为后续的续写任务做好铺垫，降低任务难度，也鼓励学生对文章再思考，从而加强理解能力的形成。通过展示学生的作品，再次欣赏英语语言的魅力与升华内心之情感。】
V. Homework
1. Continue the story in your own words.
2. Find the book, Mama’s Bank Account. Read the rest other stories.
【设计意图：在文本的分析与概括基础上，根据课本内容进行续写，加深学生对文本的印象与理解，阅读本书的其他章节内容，有助于学生对于进行文本理解的拓展与升华。】
设为正确答案
湘教智慧云 
贝壳网公众号