Unit 2 Let’s talk teens 全单元教案（表格式）- 译林版（2019）必修第一册

Book 1 Unit 2 Let’s talk teens
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 Work Class 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 Work Class 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 impart To 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 Work Class Work
Homework 1. 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 1
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 Work Class 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
Homework 1. Read the text aloud. 2. Finish the workbook. 2’
Book 1 Unit 2 Let’s talk teens
Reading 2
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 appreciate and apply rhetorical questions;
2. To adopt a positive attitude and practical solutions.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Appreciation
Step 1 Have students work in small groups to discuss the following questions: A3 (1) on Page 18. 1. What is the author’s attitude to parent-child tensions (The author believes parent-child tensions are natural and unavoidable. He argues that the two causes of these tensions are the physical and mental changes that teenagers go through. Although the changes can be stressful, the author thinks that teenagers and their parents can get along better by communicating with each other. He believes that everything will be fine in the end.) 2. What is the author’s purpose of writing this article (To help teenagers realize that parent-child tensions are normal and inform them of possible causes and solutions so as to have teenagers mentally prepared to go through adolescence as smoothly as possible.) 3. What is the tone of the article (It is informal, casual and easy to read.) 4. Why does the author write in such a way to address parent-child tensions (In this way, it is easier for the author to convince us not to panic when facing parent-child tensions and that things will turn out well eventually.) 进一步追问文本整体的What、Why、How,引导学生深入理解作者的写作态度、写作动机和语言风格。 10’ Group Work Class Work
Step 2 Have students work in groups to further analyze the details of the article. 1. Why does the author use “on the other hand” in Line 20 (By saying this, the author means that teenagers have two kinds of mental needs.) 2. What are the two kinds of mental needs that teenagers have (They have a new desire for independence and a continued need for their parents’ love and support.) 引导学生关注作者语言表达；启发学生感知辩证看待问题的思维习惯和表达策略。 5’ Group Work
Consolidation
Step 3 Have students answer B3 on Page 19 individually and then discuss the following questions in class. Do your parents always let you know they are proud of you Do they always stand by you no matter what decisions you make Do they love you the way you are Can we start the article with a group of declarative sentences instead of questions Which way is better and why (We can do so but I believe it is better to start the article with questions. Not only are we attracted to the article, but we are more willing to take in the arguments put forward by the author.) 引导学生理解和掌握使用疑问句并制造反差，从而吸引读者注意力的写作手法。 5’ Individual Work
Application
Step 4 Have students practice the use of new words and phrases, and finish B1 on Page 19 and a related task individually. Task: If you were the editor, how would you reply to the mom (范文见课件Page 8) 帮助学生进一步掌握、巩固在语境中运用文本所学词汇的能力；创设回信语境，在语境中拓展话题相关词汇，为本节课最后的写作活动热身。 8’ Individual Work Class Work
Extension
Step 5 Have students use rhetorical questions to complete the following activity. Have you ever had a conflict with your parents First fill in the following table and then write a 150-word episode of one conflict with your parents. Try to add a unique title and begin the story with rhetorical questions to keep readers interested. (表格和范文见课件Pages 10–12) 引导学生运用使用疑问句并制造反差，从而吸引读者注意力的写作手法；运用文本所学词汇和语句，培养学生相关主题语境的书面表达能力；在真实情境中培养学生解决实际问题的能力。 15’ Individual Work Class Work
Homework 1. Finish B1 and B2 on Page 19. 2. Finish the workbook. 3. Perfect the writing in Step 5. 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 Work Class 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 Work Group 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 Work Class 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 Work Class 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
Homework Finish the workbook. 2’
Book 1 Unit 2 Let’s talk teens
Integrated skills 1
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
Step 1 Have students tick the possible teenagers’ and parents’ problems. 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 pressureParen
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 Work Class 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 Work Group 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 Work Group 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 Work Class 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 Work Group 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
Homework 1. Finish the workbook. 2. Prepare for the writing task in the next period. 2’
Book 1 Unit 2 Let’s talk teens
Integrated skills 2
Giving advice on parent-child relationships
教学目标
By the end of this section, students will be able to:
1. summarize the features of a formal advice letter;
2. write a formal advice letter about helping relieve the teenagers’ pains.
教学重难点
1. To apply the features of a formal advice letter appropriately;
2. To write a formal advice letter.
教学过程
步 骤 教学活动 设计意图 互动时间&模式
Writing
Step 1 Have students talk about how to reply to Simon’s or Laura’s email in Part A. What effective ways can you use to start a discussion (You can state the topic directly, invite your partner to give his/her opinion by asking questions and try to ask open-ended questions.) 创设情境，在运用听、读等理解性技能的基础上，向说、写等表达性技能过渡。 3’ Group Work
Step 2 Have students talk about the advice given to teens and parents. （答案见课件） 引导学生通过思考、讨论、合作，构思写作内容，培养自主探究、自主创作的能力。 5’ Group Work
Step 3 Have students discuss the following question: How are the problems solved (By putting yourself in your parents’ place/put your feet into their shoes.) 引导学生总结写作的主旨，让他们了解文本写作必须围绕主旨展开。 2’ Group Work
Step 4 Have students role-play a conversation between Simon/Laura and Cynthia, using the ideas of Part C on Page 24. 通过对话训练，引导学生加强语言组织能力。 5’ Group Work
Step 5 Have students finish the email individually. They can refer to Planning your writing in Part D to guide their writing in terms of text type, structure and language. 通过当堂写作活动，鼓励学生在创作建议信中运用创新思维，大胆表达自己的观点。 14’ Individual Work Class Work
Step 6 Have students check their writings after they finish and exchange drafts with their partners for peer review. 在合作中，培养学生对语言细节的认知和良好的思维习惯。 6’ Group Work
Step 7 Have students share their writings in class and evaluate which email they appreciate most. 培养学生互助、合作、欣赏、批判的能力。 8’ Class Work
Homework Perfect the writing. 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 Work Class 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
Homework 1. Retell the story to a friend or a parent. 2. Finish the workbook. 2’