资源简介

必修3 Unit2第一课时 教案
一、课时目标
1.通过略读，梳理全文的篇章结构，把握文章主旨。
2.通过寻读，梳理林巧稚的生平事迹，聚焦其一生所面对的艰难抉择。
3.通过自主探究与合作学习相结合的方式，理解、思考问题的解决方式，深入理解文本内涵，分析这些抉择为何是如此艰难，并思考林巧稚作出这些抉择之后的结果。
二、设计思路
本节课是文本解读的第一课时，重点围绕林巧稚一生所面对的艰难选择展开，引导学生思考为何这些抉择如此艰难。课堂由“容易的选择”人手，导出本阅读文本的主题“人生抉择”。通过小组头脑风暴活动列举一些重大的人生选择，将“人生抉择”这一抽象话题具体化。通过分析标题、图片和第一段，初步感知文本和了解文本主要信息，建立对文本的整体印象。在无干扰阅读中，运用时间表达线索完成信息链，梳理林巧稚的生平事迹，学习生词和重点语言表达。然后聚焦林巧稚一生中的抉择，分析这些抉择为何如此艰难，同时渗透语言学习。接着通过小组讨论，引导学生梳理林巧稚作出这些抉择之后的结果（既有成就也有牺牲）。最后，帮助学生简要回顾这节课的推进线索（what Dr Lin did—what choices she was faced with—why the choices were hard—what the results of her hard choices were），从而总结出amazing woman这一评价性描述。
三、教学过程
Activity 1: Getting to know the topic of“life choices”本活动旨在为落实课时目标1和2作铺垫。1. Talk about simple and easy choices.
Q:Did you make any simple and easy choices today
T: As we know, every day we make choices. For example, this morning, I decided to wear this dress because I wanted to look smart in front of you. This choice was simple and easy for me. Did you make any simple and easy choices today？
Have a brainstorm about important life choices.
Q： What important life choices are you faced with？
T: Many choices are simple and easy. But life isn't always about simple and easy choices. Sometimes, we have to face difficult and important choices,especially important life choices. Have you been faced with any important life choices？
【设计意图】课堂由“容易的选择”切入，转换至“人生抉择”，并通过头脑风暴这一小组讨论方式让学生列举若干重要的人生抉择。教学环节由易到难，旨在将人生抉择这一抽象话题具体化，从而纳入学生的思维和话语范畴。
【核心素养提升点】调用学生已有的语言储备来完成表达的任务，训练学生语言运用能力。
Activity 2:Finding out the main idea of the passage 本活动旨在为落实课时目标1作铺垫。
Look at the title and talk about your first impression.
Q： Which part of the title caught your attention first？ T:Mother/Ten Thousand.
Look at the pictures and the first paragraph to find out the main idea of the passage.
T: The passage is about Lin Qiaozhi, an amazing woman,who was an important doctor/physician. 【设计意图】借助标题、图片以及第一段内容来概括文本的主旨大意，激活学生已知信息，帮助学生建立对阅读文本的整体感知。
【核心素养提升点】培养合理预测以及提炼、概括信息的能力。
Activity 3: Reading for the main information of Dr Lin's life story 本活动旨在落实课时目标1。
Read the whole passage and underline the time expressions and main events.
Understand that the passage is a biography written in time order.
3. Check the time expressions and main events.
4. Learn new words by matching them with their meanings.(Worksheet Task 1)
5. Gather some background information about the PUMC and Wenhai Scholarship.
【设计意图】借助时间线索，引导学生梳理语篇中的主要事件。同时，识别文本语言特征，了解人物传记文体的结构框架。通过信息链，将感知语言、理解语言和处理文本信息有效结合起来，也为进一步提取和归纳具体信息作准备。
【核心素养提升点】培养分析、概括重要信息并利用信息间的联系构建核心框架的能力。
Activity 4:Finding the hard choices Dr Lin was faced with 本活动旨在落实课时目标2。
Match the main ideas with the paragraphs.
Paragraph 1 Dr Lin's studies and early career
Paragraph 2 Dr Lin's early life
Paragraph 3 Introduction
Paragraph 4 What Dr Lin did in new China
Paragraph 5 What Dr Lin did during the war
Paragraph 6 Dr Lin's last days
Discuss what hard choices Dr Lin was faced with during the different stages of her life.
Para Different stage Hard choices
2 early life to study or to marry
3 early career to return to China or to stay in USA
4 during the war to keep working or to stop
5 in new China to spend more time on a doctor's duties or on political positions
【设计意图】在前一环节的基础上，通过概括段落大意，帮助学生提炼文本框架，整理文本主要信息，同时聚焦语篇核心词hard choices。从活动形式上看，通过自主阅读以及小组活动等方式，培养学生自主学习和合作学习的能力。鉴于讨论活动对于大多数学生来说难度较大，因此，教师在问答过程中适时提供支架，降低难度，由浅入深，帮助学生更好地理解文本内涵，提升学生的思维品质。
【核心素养提升点】提升分析、概括、推断信息的逻辑思维能力。
Activity 5: Analysing why the choices were hard 本活动旨在落实课时目标3。
Read paragraphs 2-5 and answer the following questions.
Q1: Why was it hard for Lin Qiaozhi to study medicine
(At home, Lin's brother complained about the high tuition fees. In addition, the final goal for the majority of girls at that time was marriage andLin had to fight against the traditional path.)
Q2: Why did she reject the offer and choose to return to China What did she give up
(Because she wanted to serve the women andchildren at home. That means she gave up a comfortable life abroad.)
Q3: Do you think it was easy for Dr Lin to run a private clinic during the 1940s Why
(No. It was during the war time. Her patients were poor and some even lived in faraway villages.
All these made it very dangerous and hard for her to run the clinic.)
T:And two follow-up questions:
(1) Why did Dr Lin open a private clinic (Thinking of all the people still in need of help.)
(2)How did she travel to faraway villages to provide medical care (Riding a donkey.)
T: Appreciate the following quote.
The best portion of a good man's life is his little, nameless, unremembered acts of kindness and of love.—William Wordsworth
Q4: Which sentences show that Dr Lin spent more time on her doctor's duties than on political positions？
(Her heart was elsewhere. She was more interested in tending patients,publishing medical research and training new staff. That means she cared more about her patients and less about her own fame.)
【设计意图】从抽象到具体，层层分析问题，促使学生细读文本相关信息，探究文本内涵。同时，结合时代背景，引导学生分析和思考艰难抉择的背后，林巧稚所面对的困难和挑战，从而进一步理解文章的重点。教师借助问题链，通过追问和引言帮助学生更好地了解本文主人公林巧稚以及她所作出的牺牲。
【核心素养提升点】强化语言技能，提升分析、概括和推断信息的逻辑思维能力。
Activity 6: Discussing the results of her hard choices 此活动旨在落实课时目标3。
1. Discuss the results of Dr Lin's hard choices.(Worksheet Task3)
2. Read an extra official introduction to Dr Lin, which mainly focuses on her achievements, and meanwhile realise that Dr Lin gave up or sacrificed a lot for her choices.
【设计意图】围绕文本主题，组织学生分析、思考林巧稚作出这些选择的结果。在了解其主要成就的同时，也能认知她所作出的牺牲，辩证认知任何选择都有其两面性，既有得也有失。这一过程既是对上一环节的总结，又为下一课时学习林巧稚的优秀品格作铺垫。课外拓展材料的引人则使学生更直观、更全面地了解林巧稚的卓越成就。学生在深入理解文本主旨的同时，进一步提升自己的思维水平。
【核心素养提升点】强化语言运用能力，提升学生探究式合作学习能力以及批判性思维能力。

展开更多......

收起↑