资源简介 (共29张PPT)人教新版必修三 Unit 2 Reading and Thinking教 学 设 计Mother of ten thousand babiesCONTENTS01设计理念与文本解读02学情分析与教学目标03教学重难点与教学过程04板书设计与效果评价目录设计理念与文本解读1Part设计理念六要素整合的英语学习活动覌英语学科能力要素及表现指征框架设计理念文本解读WhyHowWhat单元分析道德与美德主题语境:人与社会语篇类型:人物传记反映了她坚定的信念、美好的心灵、高度的职业责任感和奉献精神。林巧稚一生的人生选择达成育人目标的落实学习如何作出人生选择宏观: 传记语篇结构和七要素微观:时间顺序,文章事实和细节,修辞手法(引用,对比,重复,拟人,明喻和暗喻)。归纳总结林巧稚的品质学情分析与教学目标2Part学 情 分 析本节课授课对象是北师大万宁附中的高一实验班五班学生。学生英语基础个体差异较大,但是大部分学生思维活跃、英语学习热情高,模仿能力强。【语篇话题】学生在学习本节课之前对著名女医生林巧稚了解的不多。【语篇语言】文章结构完整,语言准确,大部分学生认为难度适中能较好的理解语篇事实性信息适合引导学生深层理解。【语篇理解】学生已经基本具备在阅读中获取细节信息的能力,部分学生能用英语自信地表达自己的观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观点以及批判评价方面的能力还比较欠缺需要提升。教学目标第二课时:读写课,通过本节课的学习,学生能够5. 分析文章结构,掌握传记文体的特点,七大要素和语言特点及修辞手法; 模仿文章写作手法分组写一篇关于钟南山医生的小传。(A1感知与注意)(A2获取与梳理)(A3 概括与整合)(B2分析与判断)(B3内化与运用)(C3批判与评价)第一课时:阅读课,通过本节课的学习,学生能够1. 通过文章题目与插图,预测文章内容。(A1感知与注意)2. 获取文章中有关林巧稚的基本信息并绘制时间轴理清文章主线;能够按照时间顺序或事件的先后顺序讲林巧稚的故事。(A2获取与梳理)(A3 概括与整合) B1描述与阐述3. 提取文章事实和细节归纳总结林巧稚的性格品质,理解人生道路上的“道德困境”;(B2分析与判断)4. 推断指引林巧稚做出人生重要抉择的原则;结合时下新冠疫情,钟南山院士高龄逆行,引导学生思考面临困境时自己会怎么选择,并由此思考自己以后的专业走向。学会全面、客观、理性地看待问题,对道德、人性有更深刻的思考和理解。(B2分析与判断)(B3内化与运用)教学重难点与教学过程3Part教学重难点教学重点教学难点目标2目标3.目标4目标51.获取文章中有关林巧稚的基本信息并绘制时间轴理清文章主线;能够按照时间顺序或事件的先后顺序讲林巧稚的故事。2. 提取文章事实和细节归纳总结林巧稚的性格品质,理解人生道路上的“道德困境”;1.推断指引林巧稚做出人生重要抉择的原则;结合时下新冠疫情,钟南山院士高龄逆行,引导学生思考面临困境时自己会怎么选择,并由此思考自己以后的专业走向。学会全面、客观、理性地看待问题,对道德、人性有更深刻的思考和理解。2. 分析文章结构,掌握传记文体的特点七大要素和语言特点及修辞手法; 模仿文章写作手法小组合作写一篇关于钟南山医生的小传。感知发现梳理分析学习应用学生能通过文章题目与插图,预测文章内容,为阅读做好准备学生首次阅读文章,验证预测,并找出文章语篇类型和叙述顺序。梳理林巧稚在人生的不同阶段发生的事情以及她做出的选择,快速找到时间轴上的相关信息,既锻炼了学生的scanning 阅读技能,又理清了故事主线林巧稚面对moral dilemma 时为什么会做出那样的选择;并思考她为此做出了哪些牺牲。推断出人物的高贵品质进而概括出林巧稚的人生原则。文章结构,掌握传记文体的特点和语言特点,传记七大要素及修辞手法;模仿文章写作手法小组合作写一篇钟南山小传。教 学 思 路第一课时:阅读课 Step 1.Lead inAfter the novel corona virus breaking, he boarded a night train to Wuhan. He got down to business as soon as he settled down in his seat, trying to arrest the spread of the virus, even at the risk of infection.A great woman, who is an epidemiologist (流行病学家)and expert from the National Health Commission(国家卫生委员会), went to Wuhan without hesitation to do research work and rescue the patients at the first time. She is the first expert to put forward the method of locking Wuhan.Known as the” mother of ten thousand babies”, she was a specialist in women's diseases, lived from 1901 to 1983. She had devoted her whole life to serving women and children of China, especially women in the countryside.Activity1:Guessing gameShow some famous doctors to guess who they are.Step 1.Lead in设计意图:引导学生关注文章的题目与插图,对即将阅读内容进行预测。通过题目、图片和问题直接导入文本内容,切入主题;Activity2:Read for predictionStudents look at the title, the illustrations to predict the content of the article based on this information.(A1感知与注意)目标1.通过文章题目与插图,预测文章内容。Step2.Read for gist设计意图:学生首次阅读文章验证自己的预测是否正确并关注文章类型及写作顺序。Step 3 Read for detail(A2获取与梳理)(A3 概括与整合)设计意图:通过时间轴梳理林巧稚在人生的不同阶段发生的事情以及她做出的选择,快速找到时间轴上的相关信息,既锻炼了学生的scanning 阅读技能,又理清了故事主线;目标2.获取文章中有关林巧稚的基本信息并绘制时间轴理清文章主线;能够按照时间顺序或事件的先后顺序讲林巧稚的故事。Step4. Read for conclusionA3 概括与整合)设计意图:通过匹配林巧稚做出选择的起因和结果和层层推进的问题设置引导学生思考林巧稚面对moral dilemma 时为什么会做出那样的选择;并思考她为此做出了哪些牺牲,牺牲的结果是什么。从而自然而然让文章的暗线呼之欲出.Q1: What hard choices was she faced with throughout her life Q2 : What did she sacrifice for those choices Q3: What were the results of all these sacrifices Q4: What does the author want to illustrate by mentioningDr. Lin’s life choices Activity1. .The teacher guided the students to understand thedifficulties of these choices in the context of The Times.Step4. Read for conclusion(B2分析与判断)设计意图:引导学生根据文章所提供的细节信息比如在时代背景下林巧稚做出的伟大人生选择,以及她自己说的话,对人物的品格作出合理的推断和概括,既锻炼了学生的draw conclusions 和梳理概括的能力,推断出林巧稚的人生原则。Activity2. Finish the mind map to draw a conclusion about Lin qiaozhi's qualities according to what she did and said.Each group presents the mind map to the class and explains what Lin qiaozhi's qualities are1.I think Dr Lin is a determined woman because2.From the phrases/sentences., we can tell that3. In Paragraph., the author mentioned that ., which shows that目标2. 提取文章事实和细节归纳总结林巧稚的性格品质,理解人生道路上的“道德困境”。Step4. Read for conclusion(B2分析与判断)设计意图:学生能够通过关注林巧稚的言行事实信息及细节推断出人物的高贵品质进而概括出林巧稚的人生原则。目标3.推断指引林巧稚做出人生重要抉择的原则;Activity3. Discuss in pairsQ1: What was the main principle guiding Dr Lin through the choices in her life What `s the evident Q2: How do you feel after you read the passage about Dr Lin Step 5.Think,discuss and share(B3内化与运用)设计意图:结合时下新冠病毒疫情,钟南山院士高龄逆行,鼓励学生思考自己以后的专业和工作选择,树立正确的人生观和价值观。Activity1.Lin Qiao zhi is only an ordinary doctor. There is another doctor like her in the world such as Zhongnanshan,. When he encountered moral dilemmas, he made his own choices and made great contributions to the society.What do you think about his choices What`s his qualities How will his virtues affect your major, career and behavior in the future Activity2.Share your idea with your partners then to classmates.目标4.结合时下新冠疫情,钟南山院士高龄逆行,引导学生思考面临困境时自己会怎么选择,并由此思考自己以后的专业走向。学会全面、客观、理性地看待问题,对道德、人性有更深刻的思考和理解。第二课时,读写课Step1 Read for writing(A1感知与注意)(A2获取与梳理)设计意图:通过梳理文章,引导学生了解如何导入话题。如何识别人物传记体裁的特征及七大要素;了解人物传记的ABCDE写作模式;目标5 .分析文章结构,掌握传记文体的特点和语言特点,传记七大要素及修辞手法;Zhongnanshan is a hero of our country , now let`s learn to write a biography of him.Activity1. Read the first paragraph to find out how to lead in the topic The relevant quotation methodActivity2.Read the passage again to find the answer.What`s the characteristics of biography A.the third person B.birth and death timeC.family background D.childhoodE.turning points in life F.quotes their own or other people’s wordsG.In time orderActivity3. What `s the structure of biography ABCDE Template(B2分析与判断) (B3内化与运用)设计意图:基础组分别分析A.admiration B.Background C.charactericsD deeds E.evaluation各个部分语言特点,及修辞手法(simile, quote, metaphor, repetition, personification, rhetorical question)如何使用本部分语言特点及修辞手法写钟南山小传。 目标5.分析并模仿文章写作手法小组合作写一篇钟南山小传。第二课时,读写课Step2Jiagsaw reading and writingActivity1. Divide students into groups of four, named Home Group 1,2,3,4,…….Each member of the groups is numbered A,B,C, and D.Activity2.Ask the students who have the same learning sheet to form anExpert group to discuss and check tasks with one another.(A2获取与梳理)(A3 概括与整合)设计意图:专家组讨论核对答案,并进行模仿写作。最终专家组完成写作任务后回到基础组,对文章进行修改整合形成一篇完整的钟南山小传。 第二课时,读写课Step2.Jiagsaw reading and writingActivity3. After their study, the so-called expert goes back to their originalgroups to help and teach their group members to study their reading materialand finish their writing tasks.目标5.分析并模仿文章写作手法小组合作写一篇钟南山小传。(C2批判与评价)设计意图:小组分别呈现一篇钟南山小传的各个部分,形成一篇完整的小传,请其他同学评价。Show your biographies of doctor Zhongnanshan.第二课时,读写课Step3.showing time设计意图:巩固所学,拓展阅读1.Polish your group composition .2.课外延伸阅读材料Lin Qiaozhi: Guardian Angel of Mothers, Babieshttp://www.chinadaily./china/19thcpcnationalcongress/2011-08/07/content_29714839.htmHomework板书设计与效果评价4Part板书设计(A2获取与梳理)(A3 概括与整合)板书设计(A2获取与梳理)(A3 概括与整合)通过学生1.个人发言情况。2. 班级整体回答和表现情况。3. 思维导图绘制情况。4.小组讨论与报告情况。学习效果评价“Life is precious…. To a person nothing is more precious than their life,“谢谢您的聆听LOGO 展开更多...... 收起↑ 资源预览