高中英语人教版必修第三册 Unit 2 Morals and Virtues Reading and Thinking 说课教案

Unit2Morals andVirtuesMother ofTen ThousandBabiesBackground information:Context:Morals andVirtues Book3Unit2edition2019published byPeoples EducationPress9Students:49Senior highschool students,Grade2Lesson duration:40minsTeaching objectives:By theend of the lesson,students shouldbe ableto:

1.Knowledge objective:Sort out the lifeexperience ofLin Qiaozhiand the choices she made;

2.Ability objectives:Analyze the main principleguiding Lin Qiaozhi throughher choices;

3.Emotional objectives:Make reasonableinferences andgeneralizations about the characters5personality andquality.Teaching keyand teachingdifficult point:

1.Teaching keypoints:a based on collectingspecific informationand clarifyingthe frameworkof the text,Ss candraw aninformationstructure chartand summarize the choicesLin Qiaozhi faced inher lifeas wellasthe decisionsshemadewith thehelp oftimelines andkeywords.b Guidestudents tosummarizethecharacteristics andqualities offamous figures.

2.Teaching difficultpoint:Through deep-thinlcing andhistorical background,Ss couldunderstand themeaning of“hardchoices”and theprinciple ofbehind herchoices.Teaching contents:BiographyTeaching methods:Discourse ApproachTeachingaids:blackboard,chalk,PPT.Teaching procedures:Step

1.Lead-in3minsIntroduce thecharacters tobe learnedin thislesson throughthe poetryof RobertFrost Justification:this stepcan arousestudent^thinking andintroduce thetopic.Step

2.Pre-reading5mins

1.Raise questionThe teacher asked the students:Does Lin Qiaozhifacethe samesituation asthis poet”toguide students to have a simpleunderstanding of the contextof thearticle.Justification:Let studentsread withquestions andmore effectivelyhaveasense of thestructure andmain content ofthe text.

2.PredictionThe teacherasks studentsthe questionsbasedon the titleand thepictures inthe textbook:T:Isshe thereal motherof tenthousand babiesOf coursenot.And whafsthe relationshipbetweenLin Qiaozhiand tenthousand babiesSs:actually,LinQiaozhidelivered tenthousand babies.Justification:this stepcan helpstudents cultivatethe abilityof predictingtext content.Step

3.While-reading20minsActivity1:ask twostudents toanswer thequestions alreadyshowed ontheir guidingcase.2minsQI:What typeof textis itA.A newsevent.人物传记B.A lifestory.—BiographyC.A sciencereport.Q2:How arethe eventsarrangedA.In timeorder.B.In spaceorder.C.In importanceorder.Justification:Lead Ss to focusonthegenre ofthe passage,understand thestructure,and prepareforextracting andsummarizing thebasic information.At thesame time,guiding Ssto understand thebasic informationof biographiesand markingthe timecan pavethe wayfor themto findthe pointintime whenLinQiaozhimade herchoice next,which reducesthe difficultyofthetask afterward.Activity2Reading tounderstandthestructure ofthetext5mins

1.Skim thewhole textand find out thestructure ofthe passage.para1:The principleguides Dr.Lin throughthechoicesin life.Para2:The lifeas astudent.Para3-6:The lifeas aphysician.Justification:Through fastreading studentswill havea generalunderstanding ofthis text.

2.Scan para2-6to findoutthetimeline.Justification:Having thestudents sortoutthetimeline beforeclass willhelp themunderstand thecontextofthetext moreclearly.Activity3:Close reading

1.Reading tocomprehend Dr.Lins choicesAskSstoscan thepassage tofindoutLins importantlife choiceson somespecial historicaloccasions,and tablemates discusswith eachother,and then,invite threestudents topresent.To holdpositionsJustification:this steTpocsatnayheinlpthsetuUdSentsfind oTuotsthtoepimheplpoirntagntchoices Dr.Lin madeby carefulreadingpeople inneedMI7To getmarriedActivity4:thinking anddiscussiong

131.Theteacherasked thestudentstofind Linswords andbackground sentencesthat reflectedherchoice,and analyzedher moralprinciples andqualities accordingly.g四

2.Students makesentences usingthe sentencepatterns givenby the teacher.From herfirst/second/third/fourth choice,we canlearn thatDr.Lin is,because--•Para2Justification:This stepcombines thecontentofthetext,language andstudents9independentthinking toteach,which isconducive todeepening theexploration ofthe theme.Step

4.Post-readingFurther thinking:After analyzingthemainline,the teacheraskedthestudents whetherwhat LinQiaozhisaid at the beginningcontradicted whatshe saidattheend.Students cananswer thatthetwo arenot contradictorybecause Linbelieves thatother peoples lives aremore precious,reflecting herprinciple ofputting otherpeopleslivesfirst.Justification:Through LinQiaozhistwo seeminglycontradictory sentences,theteachershows Linsnoble qualityand themoralprinciples shefollows allher life.Step

5.Summary2minsSummarize whatthey havelearned today.Justification:reviewing theimportant knowledgein thislesson candeepen studentsimpression.。