【教案】Unit 2 Reading and Thinking 说课教学设计 2021-2022学年高中英语人教版(2019)必修第三册.docx

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1、New Senior English Book 3Unit 2 Morals and Virtues - Reading and ThinkingMother Of Ten Thousand Babies (Lesson 1)I. Material AnalysisWhat: The text is a short biography of Lin Qiaozhi, which describes her life in chronological order: her schooling and early work experience; her choice to return to C

2、hina during the war and serve her patients, especially the poor; the fact that since the founding of New China, Dr. Lin was appointed to many important positions, but she had her heart set on her patients and insisted on seeing women and children; the origin of the Mother of All Infants and her touc

3、hing deeds before her death.But the focus is on the three major choices she faced: Should she follow traditional Chinese morality and get married and start a family, or should she pursue her dream of medicine? Should she stay in a foreign country with good conditions and prospects, or return to serv

4、e her country, which is suffering so much? Is it to be in a more glamorous and important position, or to return to the obscure job of a doctor? Lin Qiaozhis choice reflected her firm beliefs, beautiful heart, noble character, and life principles. The moral dilemmas and life choices Lin Qiaozhi faced

5、, both during her studies and in her career path, have many similarities to the social life students will soon face.Why: It enables students to summarize the outstanding qualities and life principles of Lin Qiaozhi as reflected in her major life choices, thus inspiring them to make their own choices

6、 in the face of adversity and to establish a correct outlook on life and values. Lin Qiaozhi9s story also has important educational implications for young women today, inspiring them to persevere in their beliefs and dreams, understand the value and meaning of life, and strive to seize opportunities

7、 and grasp their own lives.How: The text is narrated in the third person.The article describes the life of Lin Qiaozhi in chronological order, using many time-related expressions, such as “As a five-year-old-girF At age 18”, “Eight years later”, “Within six months”, “The new Peoples Republic of Chin

8、a saw . over the next several decades，etc., so the time clue is clear.The essay not only gives a summary of Lin Qiaozhi 9s life experience but also contains some moving details. The English translation of Lin Qiaozhi 9s original words is quoted several times in the essay. These words are true, convi

9、ncing, and straight to the readers heart, and easily resonate with the reader, positively reflecting her noble qualities and code of life. To a person nothing is more precious than their life, and if they entrust me with that life, how could I refuse that to a person nothing is more precious than th

10、eir life, and if they entrust me with that life, and if they entrust me with that life, how could I refuse that trust, saying Im cold, hungry, or tired, showing the inner world of this great woman and what really supported her through a life full of difficult decisions, and thus leading the followin

11、g paragraphs.II. Teaching IdeaActivityInformation inputCollation andunderstandingChoosing Game&Free TalkReading to understandthe structure of the textReading to comprehendDr Lins choicesReading to comprehend whythe choices were hardCorecompetenceAnalysis andEvaluationFinding Dr. Lins qualities &Givi

12、ng evidenceReading to comprehend DrLins principlesInnovation andApplicationMake a choiceNew English Curriculum standards call for the overarching role of core competence of English discipline, improving students comprehensive language competence. This lesson aims to enhance students Language Skills,

13、 Language Knowledge, Attitudes to Learning, Learning Strategies, Cultural Awareness through the language learning process in the bracket.1. Using the TBLT approach based on the use of the tasks as the core unit of the instruction in language, this class focused on the purpose, context, process and t

14、he product of the task, meeting the needs of learners from different contexts. Students are guided to explore the learning of thematic contextual chapters in layers of depth. The teacher designs different activities so that students gradually improve their ability to learn to understand the chapter

15、and use the language so that they can express themselves creatively and face adversity positively and courageously at the end of the course.2. Students can pay more attention to the role of context in the process of reading. Perceiving language based on literal contexts, internalizing language based

16、 on implicit contexts, and using language around extended contexts are three major strategies for developing students language skills based on a hierarchical understanding of contexts in English reading instruction.3. Practice the concept of English learning activities. Led by the meaning of the the

17、me, through a series of English learning activities embodying the characteristics of comprehension, application and practice, such as transferring and innovating, students can promote their language knowledge learning, language skill development, cultural understanding, multiple thinking development

18、, value judgment and Learning strategies.4. Using the Communicative Language Teaching Approach, this class aims for educating all students, and emphasizes quality-oriented education. Presenting students with real-life situations and improving their linguistic competence, pragmatic competence, discou

19、rse competence, and strategic competence.5. Using the Top-Down teaching model, this lesson aims to improve students ability to acquire information and process language materials so that they can have a sense of success in mastering and using the language.III. Student AnalysisThe teaching targets are

20、 experimental classes with good English proficiency and some interest in learning English.1. After one and a half semesters of training, students can comprehend surface information and think deeply and generate their own opinions with the guidance of the teacher during the reading process.2. Althoug

21、h Lin Qiaozhi made great contributions to Chinese medicine as a great woman, students are not particularly familiar with her exploits.IV. Teaching GoalBe able to understand the words like patriotic, precious, etc.1. Identify and understand the basic structure and elements of a biography.2. Based on

22、collecting specific information and clarifying the framework of the text, 80% of Ss can draw an information structure chart and summarize the choices Lin Qiaozhi faced in her life as well as the decisions she made and her achievements with the help of timelines and keywords.3. Be able to extrapolate

23、 the life guidelines of great people through the major decisions of Lin Qiaozhi 9s life.4. Through deep-thinking and historical background, 60% of Ss could understand the meaning of hard choices”.5. Be able to make and justify their own choices in a given situation, reflecting a positive outlook on

24、life, worldview and values.V. Teaching Importance1. based on collecting specific information and clarifying the framework of the text, Ss can draw an information structure chart and summarize the choices Lin Qiaozhi faced in her life as well as the decisions she made and her achievements with the he

25、lp of timelines and keywords.2. Guide students to summarize the characteristics and qualities of famous figures.Tip: By involving the historical background to motivate students.VI. Teaching DifficultiesThrough deep-thinking and historical background, Ss could understand the meaning of hard choices”

26、and the principle of behind her choices.VII. Teaching ProcedureActivity 1 Lead-in: A Choosing Game & Free Talk 3minT places envelopes containing different careers on the podium with a word related to that career written on the face of the envelope, and then asked Ss to choose an envelope that repres

27、ented their future career and that would affect them for the rest of their lives.After choosing, T asks two questions:1. Did you find it hard in the process of choosing because this will affect you for the rest of your life?2. What important life choices you are facing or will face?Tpresents “To be

28、or not to be, it is a question. 一 Shakespeare ”Purpose: At first glance, Ss seem to have something to say about the topic of Important Life Choices, but when they consider it more carefully, they dont know where to start. Therefore, a small game brings Ss into a situation of choice, which naturally

29、leads to the topic of the text, and then further discusses what are the important choices that affect our lives, activating the information known to Ss. Moving from the near to the far, from the shallow to the deep, not only exercises students thinking ability but also allows them to experience a se

30、nse of accomplishment. In addition, the open- ended discussion increases student participation and hones their expressive skills. At the same time, the exploration of textual topics allows students to develop reading expectations.Activity 2 Reading to understand the structure of the text 5minSkim th

31、e whole text and find out the structure of the passage.1. What is the type of the text?2. Who is she? why is she called Mother of Ten Thousand Babies?3. In what order is the text written? (Pick out all the time expressions in the text)Purpose: Lead Ss to focus on the genre of the passage, understand

32、 the structure, and prepare for extracting and summarizing the basic information. At the same time, guiding Ss to understand the basic information of biographies and marking the time can pave the way for them to find the point in time when Lin Qiaozhi made her choice next, which reduces the difficul

33、ty of the task afterward.Activity 3 Reading to comprehend Dr. Lins choices 12minAsk Ss to scan the passage to find out Lins important life choices on some special historical occasions, and work in groups to discuss, and then, invite four groups to present.Tips:1. When?2. What choices were she faced

34、with?3. Whats her choice?4. What was the result/ achievements after she made these choices?Purpose: Rereading the text aims to guide students to understand the achievements made by Dr. Lin in her life, thus helping them to better understand the title of the passage and gradually igniting their admir

35、ation for Dr. Lin. In addition, sorting and integrating the fragmented information of the text aims to improve the students ability to analyze and process the information.5. tivity 4 Reading to comprehend why the choices were hard 9minT asks Ss: Do you think it was easy for Dr Lin to make these choi

36、ces?Guide Ss to read the text again in groups and think about the following questions.Why were the choices hard?1. Why was it hard for Dr Lin to study medicine?2. Why did she choose to return to China?3. Do you think it easy for Dr Lin to open a private clinic during the 1940s?4. What sentences show

37、 Dr Lin cared more about her patients?T offers some historical background to help Ss think.Purpose: Through the form of a chain of questions and the historical background, Ss are gradually guided to understand one of the key points and difficult points of this passage, “hard choices”. At the same ti

38、me, Ss are guided to recognize the main factors that led Dr. Lin to go through those difficult choices, thus returning to the first paragraph of the text. On the basis of understanding Dr. Lins life choices, they can better understand the introduction in the first paragraph, which will pave the way

39、for students to better understand her spiritual virtues later.5. tivity 5 Finding Dr. Lins qualities & Giving evidence 8minAsk Ss work in pairs to read the passage carefully and conclude the qualities of Dr. Lin, andprovide evidence.Q: What kind of person is Dr. Lin?T: I think she is patriotic. Do y

40、ou agree with me?Why do you agree with me? Is there evidence?S: BecauseSentence PatternsI think Dr Lin is a . woman because.From the phrases/sentences. we can tell that.In paragraph . the author mentioned that. which shows that.a. devoted （献身的）c. responsiblee. professionalg. patriotic （爱 国的）Purpose:

41、 After learningb. selfless （无私的）d. kindf. hardworkingh. determined （有决心的）about Dr. Lins choices, understanding her accomplishments, and feeling the difficulty of the decisions she made under the historical background, Ss can better evaluate and appreciate the nobility of her character, thus arousing

42、 their admiration and enabling them to empathize.Activity 6 Reading to comprehend Dr Lins principles 7minT asks Ss: What made Dr. Lin a great woman with so many good qualities? What made the dilemma a choice? （Principle）T puts forward Iceberg Theory and a poem, and asks Ss to think: What principle i

43、s? What Dr. Lins principle behind her three choices?Ask Ss to work in groups to go through Lins hard choices again and try to summarize the main principle guiding Dr. Lin through her choices in groups. If necessary, find some evidence.For the first choice, Lin sacrificed forFor the second choice, Li

44、n sacrificed forFor the third choice, Lin sacrificed forFor the fourth choice, Lin sacrificed forT summarizes her principle for each choice. （Path for future, pursuit of excellent, patriotism for motherland, practice of kindness, passion for cause）Purpose: Through Lin Qiaozhis major life decisions t

45、o infer the life guidelines of great people, students are trained to infer and generalize, so that they can understand that all choices, and achievements are derived from life guidelines and have a clear perception of their own life guidelines.Activity 7 Homework: Make a choiceChoose a situation, di

46、scuss it in groups of four and give a presentation.Situation 1You are recommended to be monitored, will you accept or reject the offer? Make your choice and explain why.Situation 2Your community needs volunteers to help fight against the increasingly serious epidemic, will you go or not? Make your c

47、hoice and explain why.T: If you make the different choices in your group, two or four come to the front to present. If you make the same choice, the group leader collects the information and presents it on your behalf.Purpose: Both scenarios are closely related to students5 lives. By making choices

48、and analyzing the specific reasons for making them themselves, students can learn that these reasons are actually their own life guidelines. Because there will be different or the same choices within the group, different ways of presentation are set up, which also allows more students to have the opportunity to present, not only to develop students9 language expression ability and presentation level but also to gain confidence and sense of achievement in the process of sharing with each other, thus stimulating students5 interest in learning English and enhancing collective cohesion.VIII. Blac