资源简介

Teaching design
BOOK 3 Unit2 Morals and Virtues
Reading and Thinking: Mother of ten thousand babies
授课教师 学校、年级
课型 时长
话题 Unit2 Reading and Thinking: Mother of ten thousand babies
教学设计理念 本节课根据课标提出的六要素整合的英语学习活动观理念，关注学生学习参与的实际获得，创设与主题意义密切相关的语境，引导学生对文本主题意义的探究。依据英语学科能力要素及表现指征框架进行学习理解类，应用实践类和迁移创新类活动过程中培养学生语言理解和表达能力，推动学生对主题意义的深度学习，构建新知，发展思维。在解决问题的过程中辨别真善美，达到学科育人，落实对学生学学科素养的培育。
教材内容分析 主题语境：“人与社会”主题语境下“对社会有突出贡献的人物”这一主题群 语篇类型：人物传记 语篇研读： 【what】该文章按照时间顺序叙述了林巧稚的一生，其中着重描写了她曾面临的人生抉择例如：是遵循中国传统的道德观念结婚成家，还是不顾学费高昂去追求白己的医学梦？是留在条件优厚、前景美好的异国发展，还是冋到苦难深重的祖国为之效力？是选择拥有自己的小家庭，还是为了中国无数的家庭而坚持不懈地工作？而林巧稚所作出的抉择无不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。【why】学生通过本篇文章的学习可以帮助学生学习如何作出人生抉择。林巧稚是为我国医疗事业做出贡献的著名女医生,她的人生经历能给学生带来无限启迪。学生可以从文章中感受到她身上的仁善、自强、勤奋、执着、敬业、慷慨,还有高度的责任感和广博的爱心。通过本文倡导学生学习这些美好品质,并启发学生反思自我,思考如何面对人生抉择,认真选择未来的道路,全力以赴地面对人生的挑战。希望通过林巧稚的故事教育学生尤其是女学生，要坚持自己的信念和梦想,理解生活的价值和意义,努力抓住机遇,把握自己的人生，从而达成育人目标的落实。 【How】文体结构和语言修辞：本文体裁为人物传记，共六个自然段，可分为二个部分。第一部分介绍了林巧稚的人生原则；第二部分详细阐述了林巧稚在求学、工作、职业发展、个人荣誉、个人婚姻和财产方面所作出的选择,以此呼应第一段的人生原则。本文采用第三人称叙事，使用一般现在时介绍林巧稚人生原则，运用一般过去时叙述林巧稚的生平事迹。文中多处引用林巧稚的原话英译，真实且具有说服力，正面体现了其高贵品质和精神。
学情分析 1.已有基础：学生通过听力部分的学习对于林巧稚有所耳闻。大部分学生能够通过阅读从文中获得表层信息。 2.存在问题；学生对于文中部分生词还不太熟悉；能力方面，学生在获取信息的基础上缺乏对于信息的梳理和提炼能力。 3.解决措施：在梳理林巧稚的人生选择时使用导图的形式去梳理和整合林巧稚的人生经历和其人生中的几次重要选择，帮助学生明晰思路。
教学目标 1.语言能力 （1）辨别人物传记题材和文本结构； （2）训练语篇要义、从语篇中提取关键信息的理解性技能； （3）初步掌握从要点中提炼归纳人物性格和品质的能力。 2.思维品质 通过细读文本，分析已有信息，训练概括和推理的思维判断能力。 3.文化意识 了解林巧稚身上体现的道德品质与美德，树立正确的道德观和价值观，自觉遵守和践行中华传统美德。
教学重难点 【重点】 1. 梳理林巧稚的生平经历和她做出的人生抉择及结果； 2. 分析林巧稚人生抉择背后的原因，总结概括林巧稚所具备的美德。 【难点】 表达个人对人生抉择的看法。
Preparation before class 1. Read the text in advance and understand the meaning of new words in the text according to the context or the dictionary; 2. Find the topic sentence of each paragraph according to the text content, and understand the content of the article; 3. Find out the long and difficult sentences, analyze the sentence structure, and make notes of the sentences you don't understand.
Teaching process
Teacher’s activity Students’ activity Teaching design
Step1 Lead in
Acivity1:Brainstorm Let students brainstorm the names of doctors they know. Acivity2:Watch a video Teacher plays a video about Lin Qiaozhi. Then ask students a question:What does the video talk about 1.Students will brainstorm the names of doctors. 2.Students will watch the video and answer the question. 1.Introduce the theme content to stimulate students' interest in learning. 2.This video is designed to activate students and get them prepared for the class.
Step2 Pre-reading
Activity：Prediction Make predictions about the reading passage. Show students two pictures of the text. And ask students: 1.What do the title and the pictures tell you about Lin Qiaozhi？ 2.What do you think the author might write about in the text Students quickly browse the title, picture and try to answer the questions. Students will be able to gain a basic understanding of Lin Qiaozhi's personal information and become interested in learning more about her life.
Step3 While-reading
Acivity1：Scanning Task: Scan the passage and answer the two questions. Q1:What type of writing is this passage A.An announcement. B.A literature review. C.A science report. D.A biography. Q2:2.What order is the passage organized in A.Space. B. Time. C.Events. D. Logic. Acivity2：Skimming Task 1: Match the main idea with each each of the paragraphs. Task 2: Skim the text and divide the passage into 3 parts, and summarize the main idea of each part. Para1: The principle guides Dr. Lin. Para2: The life as a student. Para3-6: The life as a physician. Acivity3:Careful-reading Task1:Read and decide whether the statements are true (T) , False (F) . 1.At age 18,most girls 'goal was to find a good husband except Lin Qiaozhi. 2. Lin's brother was very considerate about her dream. 3.Lin graduated from PUMC with the highest prize given to graduates. 4.Dr Lin became the second Chinese woman to be appointed director of the OB-GYN department of the PUMC Hospital. 5.The new People's Republic of China saw Dr Lin playing a key role and holding many important positions.(可以设计成让学生上台抽签的方式） Task2：Find the information according to the time-line.(可以让学生通过砸金蛋的方式，砸出来哪个时间就回答哪个时间的信息） Task3: Discuss in groups. Q1:How many important choices did Lin Qiaozhi make during her life What are they Q2:What kind of person do you think Dr Lin was Students scan the passage and choose the best answer. 2.Students skim the passage and find out the topic sentence of each paragraph within 3 minutes. Then students will be asked to share their answers. 3.Students skim the passage and divide the passage into 3 parts, and summarize the main idea of each part. 4.Students read the passage and decide whether the statements are true (T) , False (F) . 5.Students find the information according to the time-line.(然后上台抽） 6.Students discuss the questions in groups and then share their answers. 1.Train students to skim, scan and other reading strategies. 2.Guide students to sort out the major life choices made by Lin Qiaozhi, and extract detailed information from the article through close reading, 3.This link highlights the value of students as the main body of learning, so that students actively participate in reading activities, actively experience the reading process, and establish a new knowledge structure. 4.Students are guided to analyze and summarize character qualities based on textual information, develop reading strategies to deepen textual understanding, and improve language and thinking skills by describing and interpreting with the help of illustrations. 5.Students are guided to think about the moral qualities of Lin Qiaozhi and to establish a correct outlook on life and values.
Step4 Post-reading
Activity1：Make a choice Choose one of the situations, discuss with your partner and give a presentation. Situation 1:You are recommended to be monitor, will you accept or reject the offer Make your choice and explain why. Situation 2:Your community needs volunteers to help fight against the increasingly serious epidemic(流行病）， will you go or not Make your choice and explain why. (也可以设计为抽签的方式） Activity2：Output the value. Guide students to learn the important value:When facing hard choices, learn to put others first and choose to be kind just like Dr Lin. Choose one of the situations, discuss with their partners and give a presentation. To guide students to establish correct moral values; deepen their understanding of the theme based on their own choices.
Step5 Assignment
Choose one of the task as your homework: 1.Search more information about Dr.Lin and make a brief introduction about her. 2.Find more words to describe a people and write a short article to introduce your favorite man to us.
Step6 Self-evaluation
Step5 Blackboard design
Teaching Reflection
Advantages: 1. The teaching objectives are clear, with the different activities driven to deal with the focus and difficulties. 2. All the scaffolds set for students and making the input agree with the output are sufficient. Disadvantages: 1.Blackboard design and the assignment should be more artistic. 2. More time should be given to students to internalize what they’ve read and learned.

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