新人教版高中英語必修三Unit 2 Reading and Thinking說課稿

1、新人教版高中英語必修三Unit 2 MORALS AND VIRTUES Reading and Thinking說課稿Today, I said that the content of the class is the new high school English compulsory 3 Period 2 of Unit 2 Reading and Thinking.The theme of this module is Morals and virtues. By discussing the common moral dilemmas in life, the choices in

2、life, how to convey love, how to face problems and obstacles, how to understand the benevolence in Confucianism, how to be kind to others, and so on, the unit inspires students to think, analyze, understand and understand the people and things in life, help them to establish a correct world outlook,

3、 outlook on life and values, and shape a good character. Carry forward the excellent culture of the Chinese nation and inherit the excellent traditional virtues.The active theme of this section is Learm to make choices in life. From the topic of moral dilemma of the listening and speaking plate to t

4、he life choice of this plate, this section carries the task of realizing the teaching goal of the second unit. In order to better achieve the teaching task, I will give lectures from the aspects of textbook analysis, teaching objectives and core literacy, teaching difficulties, learning situation an

5、alysis, teaching methods, teaching preparation, teaching process and so on. 一、教材分析（The analysis of teaching materials）The active theme of this section is Learm to make choices in life. From the topic of moral dilemma of listening and speaking plate to the life choice of this plate, the clue that run

6、s through it is Lin Qiaozhi, the core character of this unit. From her life choices, students can feel her benevolence, self-improvement, diligence, persistence, dedication, generosity, as well as a high sense of responsibility and extensive love. These good qualities are not only worth learning fro

7、m students, but also inspire young people to reflect on themselves, think about how to face the choices of life, seriously choose the road of the future, and go all out to face the challenges of life. Lin Qiaozhis story also has important educational significance for todays young women, which can in

8、spire them to adhere to their beliefs and dreams, understand the value and significance of life, and strive to seize the opportunity and grasp their own life.The reading text of this section is a biography of characters. According to the chronological order, this paper describes Lin Qiaozhis life, w

9、hich focuses on the life choices she has faced.There are four activities in this section. Activity 1 is to warm up before reading, allowing students to think about and discuss what the most important choices in life are and explain why. This discussion is to prepare for the next reading, so that stu

10、dents in the process of reading consciously pay attention to Lin Qiaozhis life choice. Activity 2 requires students to read the text, find out the difficult choices in Lin Qiaozhis life and the results and effects of these choices, so that students can understand and understand the authors writing i

11、ntention by combing these details. Activity 3 requires students to draw a reasonable conclusion by analyzing and discussing the facts and details provided by reading the text: what is Lin Qiaozhis life principle that runs through Lin Qiaozhis life? what kind of person is Lin Qiaozhi? The conclusion

12、is also the core reading strategy of this unit, focusing on the cultivation of students deep thinking ability. In this activity, students not only need to pay attention to the details of the content, but also learn to analyze the language characteristics of the text, understand the authors attitude

13、and views, so as to draw their own conclusions. Activity 4 focuses on the key words in the text, allowing students to understand the meaning and usage of vocabulary in the light of the new context, and to use the new vocabulary correctly.二、說教學(xué)目標(biāo)和核心素養(yǎng)（Talking about the teaching goal and the core acco

14、mplishment）1. 語言能力(Language Ability)The main results are as follows: (1) Students can use new vocabulary correctly.(2) The students read the biography of the characters, understand the deeds of the characters, analyze the character and quality of the characters, and understand the moral predicament

15、on the road of life.2. 學(xué)習(xí)能力（Learning Ability）The main contents are as follows: (1) The facts and details can be extracted from the article by reading, and reasonable conclusions can be deduced based on these information.(2) Can narrate according to the chronological order or the order of event devel

16、opment. (3) Be able to distinguish the pragmatic differences of some synonyms and use these words correctly according to the context. 3. 文化意識（Cultural Awareness）The main contents are as follows: (1) Students understand the moral concepts and good qualities respected by people in different cultural b

17、ackgrounds, such as kindness, dedication, selflessness, integrity, responsibility and so on.(2)Students study and understand the Confucian thought of benevolence, righteousness, propriety, wisdom and faith, establish correct morality and values, consciously abide by and practice Chinese virtues, and

18、 strive to spread and carry forward the excellent Chinese traditional culture.4. 思維品質(zhì)（Thinking Quality）The main results are as follows: (1) Students can sort out and extract the moral norms and virtue spirit generally recognized and praised by different nationalities in the world based on what they

19、have learned, life experience and all kinds of experiences and opinions.(2) Students can distinguish what is moral dilemma, objectively analyze and reason the possible results and effects of different choices of people in distress, so as to break the binary opposition mode of thinking, learn to look

20、 at problems comprehensively, objectively and rationally, and then have a deeper and deeper thinking and understanding of morality and human nature.三、說教學(xué)重難點(diǎn)（Talking about importance and difficulty）1. Teaching importance:1) Students can identify the characteristics and language characteristics of bio

21、graphies;2) Students can make reasonable inference and summary of the personality and character of the characters according to the details provided in the article: 3) Students can reflect on themselves and express their own views on the choice of life.2.Teaching difficulties:According to the details

22、 provided by the article, students make a reasonable inference and summary of the personality and character of the characters. 四、學(xué)情分析（The analysis of learning situation）The reading text of this section is a biography of characters. Students have also been exposed to microbiographies before. This art

23、icle describes Lin Qiaozhis life in chronological order, with emphasis on the life choices she has faced. It is difficult for students to understand the moral dilemma in life. In addition, it is difficult for students to extract facts and details from the article by reading, and to deduce reasonable

24、 conclusions based on these information.五、說教學(xué)方法（Talking about teaching methods）The combination of students self-study and group cooperation inquiry, teachers explain the important and difficult points.六、說教學(xué)準(zhǔn)備（Talking about teaching preparation）Teachers collect relevant information before class.七、說教學(xué)

25、過程（Talking about the teaching process）My teaching design is divided into the following links. Link 1: Pre-reading activitiesThe main contents are as follows: (1) Students discuss the problem of activity 1 in groups, and express their views on which are the important choices in life. Teachers can enu

26、merate the specific stages of life to inspire students to think, such as middle school, college, post-employment, etc., but also inspire students to think and plan their lives in combination with specific situations from the aspects of ideal, study, career, life, emotion and so on.(2) Teachers share

27、 their own experiences, about the choices at several critical moments in their lives, and the impact of these choices on their lives and careers. Teachers can also take the people they are familiar with as an example to explore the choices at different stages so that students can further clarify wha

28、t is an important choice in life.Teaching hint: Teachers can use their own life experience as a demonstration, which can narrow the emotional distance between themselves and students, increase the reality of teaching situation, and at the same time stimulate students to think about their own life ex

29、perience.(3) Students read the title, illustration and activity 2 of the article, predict the content of the article according to this information and talk about their understanding of the title of the article. Teachers can ask the following questions for students to think about:What do you think th

30、e text is about? What do you expect to read?How do you understand the title of the text?Teaching tip: students can judge that this is not the usual relationship between mother and child by previewing the activity title, article title, illustration and activity 2 questions in the Reading and Thinking

31、 section, especially according to the title babies and mother . At this time, the teacher can remind the students to associate the content of Lin Qiaozhi in the previous listening and speaking section with this part, so that they can have a more accurate prediction of the information covered by the

32、text, and at the same time make clear the goal of exploring the meaning of the subject.Link 2: Activities in Reading The main contents of this paper are as follows: (1) Students read articles quickly to verify their guess of the content of the text, and teachers guide students to pay attention to th

33、e characteristics of the text. The following questions are for reference:What kind of text is it? (A bria biography of Lin Qiagzhi) How are the events arranged? (In chronological order.) (2)The students read the text carefully and find out all the important time points, events and important life cho

34、ices related to Lin Qiaozhi. Teachers can design timesheets or charts to help students sort out this important information.(3) After the students find out the key information, they first discuss with their peers, complete the information in the form, and then check the answers between teachers and s

35、tudents. Teaching Tips: Students are allowed to read and fill out forms on their own in order to train them in their ability to obtain details and regroup information. Students are then asked to discuss and complement each other in order to share different perspectives and ways of thinking in access

36、ing key information. Such activities can help students sort out Lin Qiaozhis life experience according to the time clues, and transform the text information into visual information in order to deepen the overall understanding of the meaning of the text theme. At the same time, the whole process of t

37、he activity is also a process to inspire students to reflect and adjust their thinking.(4) After checking the answers, the students answered the second and third questions of activity 2 with the form information. When students discuss these life choices, teachers should guide students to understand

38、the difficulties of these choices according to the background of the times.Teaching hint: Because the era of Lin Qiaozhis life is far from the actual life of the students, the students analyze the text and interpret the characters in the light of the historical background knowledge they have learned

39、, which can not only help the students to understand the authors intention and the characteristics of the characters more deeply, but also permeate the cultivation of the students thinking quality, let them learn to observe and understand the protagonists from the historical angle of view, and make

40、correct inference and evaluation. In order to achieve in-depth learning. (5) The teacher organizes two problems in the group discussion activity 3 of the students, and requires the students to find out the words and sentences describing Lin Qiaozhis words and deeds, personality characteristics and w

41、ill character from the text, extract reasonable conclusions from them, and sum up Lin Qiaozhis life principles and personality characteristics. Teachers can guide students to organize language to complete their activities by summing up the main points. Teachers can also use mind maps to guide studen

42、ts to analyze and draw their own conclusions.Teaching tips: When students express their own conclusions, teachers should give timely evaluation, and encourage other students to supplement properly, transfer and use textbook knowledge into their own language, form their own thinking and evaluation, s

43、o as to improve critical thinking ability.(6) At the end of the student group discussion, the teacher can demonstrate to the students how to explain their arguments and arguments. For example:From the sentence“Id rather stay single to study all my life, I think Dr Lin is a determined woman because s

44、he overcame many difficultics and prcjudices to pursue her dream.From the phrase“ejccted the offer and the sentence“She charged very low fees to treat patientsand often reduced costs for poor patients, we can learn that Dr Lin didnt care about fame,fortune, or power. She devoted herself to serving and treating paticnts.From the sentences“The OB-GYN department cares for two livesand“we should beresponsible for the patients and treat them as our sisters”, we know Dr Lin is a kind and caringperson. Although she had no children of her own, she delivered so many babics an