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人教版 (2019)必修 第三册Unit 2 Morals and Virtues教学设计
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这是一份人教版 (2019)必修 第三册Unit 2 Morals and Virtues教学设计，共6页。
Perid 2 Reading and thinking
该板块的活动主题是“学习作出人生抉择”( Learn t make chices in life)。从听说板块的道德困境话题转移到这一板块的人生抉择问题,贯穿其中的线索是本单元的核心人物——林巧稚。选择林巧稚的生平作为阅读部分的题材内容,不仅仅因为她是我国著名医学家,为我国医疗事业作出了巨大的贡献,更重要的是,她的人生经历能给学生带来无限启迪。无论是在求学期间还是在职业发展道路上,林巧稚曾面对的道德困境和人生选择,与当前每个年轻人即将面对的社会生活有着许多相似之处,而从她的人生抉择中,学生能够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。这些美好品质不仅值得学生学习,还能启发年轻人反思自我,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。林巧稚的故事对于今天的年轻女性也有重要的教育意义,能够激励她们坚持信念和梦想,理解生活的价值和意义,努力抓住机遇,把握自己的人生。另外,关于林巧稚牺牲个人生活一心追求事业这一选择,教师应注意保持客观中立的态度,可以启发学生讨论,同时尊重他们不同的想法和态度。
1. Master the meaning and usage f key wrds in the text in the cntext;
2. Thrugh reading bigraphies f characters, understand their life stries, analyze their persnalities and qualities, and make reasnable inferences and generalizatins abut their persnalities and characters;Understand the "mral dilemma" n the rad t life;
3. Able t extract facts and details frm articles by reading; able t tell stries accrding t the time rder r the sequence f events; able t tell a friendly stry;
4. Guide students t reflect n themselves and express their views n life chices;Learn t lk at prblems cmprehensively, bjectively and ratinally, s as t have a deeper thinking and understanding f mrality and human nature.
Imprtance:
1. Guide students t identify the characteristics and language features f the bigraphy genre;
2. Guide students t make reasnable inferences and generalizatins abut characters' persnalities and characters accrding t the detailed infrmatin prvided in the article;
3. Ask students t reflect n themselves and express their views n life chices.
Difficulties:
1. Analyze the structure f the article, master the characteristics and language characteristics f the bigraphy genre;
2. Use the key wrds in the passage t describe hw t be kind t thers and express yur pinin n life chices.
1.Read the passage in advance, accrding t the cntext r cnsult the dictinary t understand the new wrds, s as t initially understand the passage;
2. Understand the theme f the article and find the clue f the article -- time sequence;
3. Ntice the functin and meaning f the -ing frm in the sentence.
Step 1 Pre-reading
Activity 1
1.Get students t discuss and answer the questin: What are sme imprtant life chices? Teacher can shw sme pictures fr students t chse.
2.Teachers share their persnal experiences and describe their chices at key mments in their lives and the impact they have had n their lives and careers.
3.Students lk at the title, the illustratins, and the questins in activity 2, predict the cntent f the article based n this infrmatin, and talk abut their understanding f the title.Prvide the fllwing questins t guide students t think.
①What d yu think the text is abut? What d yu expect t read?
②Hw d yu understand the title f the text?
Step 2 Careful-reading
Activity 2
1. Students read the text quickly t verify their guesses abut the cntent f the text. The teacher guides the students t pay attentin t the characteristics f the text.Cnsider the fllwing questins:
①What kind f text is it? (A brief bigraphy f Lin Qiazhi.)
②Hw are the events arranged? (In chrnlgical rder.)
Read the text carefully and find ut all the imprtant pints, events and life chices related t Lin Qiazhi.
After the students find ut the key infrmatin, they discuss with their partners and cmplete the infrmatin in the frm. Then they check the answers.
Step 3 While-reading
Activity 3
1.Ask the students t answer the secnd and third questins in activity 2.The teacher guided the students t understand the difficulties f these chices in the cntext f The Times.
2.The teacher rganized the students t discuss the tw questins in grup activity 3, and asked the students t find ut the name f the husehld that describes Lin qiazhi's wrds and deeds, persnality and character, frm which they culd extract the cnclusin f ambassadr and summarize Lin qiazhi's life principles and persnality characteristics.
Dr Lin’s main principle f life is t____________________________________________________.
*Evidence 1:
*Evidence 2:
*Evidence 3:
3.After the grup discussin, the teacher demnstrated t the students hw t present their wn arguments and arguments.Such as:
*Frm the sentence “I’d rather stay single t study all my life”, I think Dr Lin is a determined wman because she vercame many difficulties and prejudices t pursue her dream.
*Frm the phrase "rejected the ffer"and the sentence "She charged very lw fees t treat patients and ften reduced csts fr pr patients, we can learn that Dr Lin didn’t care abut fame,frtune, r pwer. She devted herself t serving and treating patient.
*Frm the sentences"The OB-GYN department cares fr tw lives"and"we shuld be respnsible fr the patients and treat them as ur sisters", we knw Dr Lin is a kind and caring persn. Althugh she had n children f her wn, she delivered s many babies and helped s many wmen in need.
4.Read the text again and find ut the difficult sentences r beautiful sentences and share them with the class.
Step 4 Pst-reading
Activity 4
1.Students cmplete the task f activity 4, then teachers and students check the answers.
2. The teacher rganized the students t wrk tgether and asked them t use the tables and mind maps srted ut befre t retld the imprtant chices in Lin Qiazhi's life and their results
Step 5 Language pints
1. The teacher asks the students t read the text carefully, find ut the cre wrds and lng and difficult sentences in the text and draw lines, understand the use f vcabulary, and analyze the structure f lng and difficult sentences.
2. The teacher explains and summarizes the usage f cre vcabulary and asks the students t take ntes.
3. The teacher analyzes and explains the lng and difficult sentences that the students dn't understand, s that the students can understand them better.
Step 6 Hmewrk
1. Read the text again, in-depth understanding f the text;
2. Master the use f cre vcabulary and understand the lng and difficult sentences.
3. Cmplete relevant exercises in the guide plan.
通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；
通过本节内容学习，学生能否结合文本特点总结林巧稚的人生原则和人格品质特征；
通过本节内容学习，学生能否针对人生抉择发表自己的看法；能否全面地、客观地、理性地看待问题，进而对道德和人性有更加深入的思考和理解。Time
Imprtant events
Her chice
Results
1901
She was brn.
1906
Her mther died.
At age 18
She chse t study medicine instead f finding a husband.
She tk the entrance exam and entered Peking Unin Medical Cllege.
At age 26
She graduated frm Peking Unin Medical Cllege with the Wenhai Schlarship.
Frm age 26 t 27
She was named a chief resident physician.
She was sent t study in Eurpe.
In 1939
She was sent t study in the US.
She rejected the ffer t stay in the US.
She went back t China t serve the wman and children.
In 1941
She became the first Chinese wman t be appinted directr f OB-GYN department f PUMC Hspital.
During the war
Her department was clsed.
She pened a private clinic.
She cntinued t prvide medical care fr the peple in need f help,especially the pr patients.
Frm 1954 t 1983
She was elected t the first Natinal Peple’s Cngress.
She held many imprtant psitins.
She was mre interested in tending patients, publishing medical research n care fr wmen and children,and training new dctrs.
She tended patients, published medical research n care fr wman and children,and trained new dctrs.
22 April 1983
She died.
She left her savings t a kindergarten and a fund fr new dctrs.
During her lifetime
She chse nt t marry.
She devted all her life t wrk and delivered ver 50,000 babies.
Perid 2 Reading and thinking
该板块的活动主题是“学习作出人生抉择”( Learn t make chices in life)。从听说板块的道德困境话题转移到这一板块的人生抉择问题,贯穿其中的线索是本单元的核心人物——林巧稚。选择林巧稚的生平作为阅读部分的题材内容,不仅仅因为她是我国著名医学家,为我国医疗事业作出了巨大的贡献,更重要的是,她的人生经历能给学生带来无限启迪。无论是在求学期间还是在职业发展道路上,林巧稚曾面对的道德困境和人生选择,与当前每个年轻人即将面对的社会生活有着许多相似之处,而从她的人生抉择中,学生能够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。这些美好品质不仅值得学生学习,还能启发年轻人反思自我,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。林巧稚的故事对于今天的年轻女性也有重要的教育意义,能够激励她们坚持信念和梦想,理解生活的价值和意义,努力抓住机遇,把握自己的人生。另外,关于林巧稚牺牲个人生活一心追求事业这一选择,教师应注意保持客观中立的态度,可以启发学生讨论,同时尊重他们不同的想法和态度。
1. Master the meaning and usage f key wrds in the text in the cntext;
2. Thrugh reading bigraphies f characters, understand their life stries, analyze their persnalities and qualities, and make reasnable inferences and generalizatins abut their persnalities and characters;Understand the "mral dilemma" n the rad t life;
3. Able t extract facts and details frm articles by reading; able t tell stries accrding t the time rder r the sequence f events; able t tell a friendly stry;
4. Guide students t reflect n themselves and express their views n life chices;Learn t lk at prblems cmprehensively, bjectively and ratinally, s as t have a deeper thinking and understanding f mrality and human nature.
Imprtance:
1. Guide students t identify the characteristics and language features f the bigraphy genre;
2. Guide students t make reasnable inferences and generalizatins abut characters' persnalities and characters accrding t the detailed infrmatin prvided in the article;
3. Ask students t reflect n themselves and express their views n life chices.
Difficulties:
1. Analyze the structure f the article, master the characteristics and language characteristics f the bigraphy genre;
2. Use the key wrds in the passage t describe hw t be kind t thers and express yur pinin n life chices.
1.Read the passage in advance, accrding t the cntext r cnsult the dictinary t understand the new wrds, s as t initially understand the passage;
2. Understand the theme f the article and find the clue f the article -- time sequence;
3. Ntice the functin and meaning f the -ing frm in the sentence.
Step 1 Pre-reading
Activity 1
1.Get students t discuss and answer the questin: What are sme imprtant life chices? Teacher can shw sme pictures fr students t chse.
2.Teachers share their persnal experiences and describe their chices at key mments in their lives and the impact they have had n their lives and careers.
3.Students lk at the title, the illustratins, and the questins in activity 2, predict the cntent f the article based n this infrmatin, and talk abut their understanding f the title.Prvide the fllwing questins t guide students t think.
①What d yu think the text is abut? What d yu expect t read?
②Hw d yu understand the title f the text?
Step 2 Careful-reading
Activity 2
1. Students read the text quickly t verify their guesses abut the cntent f the text. The teacher guides the students t pay attentin t the characteristics f the text.Cnsider the fllwing questins:
①What kind f text is it? (A brief bigraphy f Lin Qiazhi.)
②Hw are the events arranged? (In chrnlgical rder.)
Read the text carefully and find ut all the imprtant pints, events and life chices related t Lin Qiazhi.
After the students find ut the key infrmatin, they discuss with their partners and cmplete the infrmatin in the frm. Then they check the answers.
Step 3 While-reading
Activity 3
1.Ask the students t answer the secnd and third questins in activity 2.The teacher guided the students t understand the difficulties f these chices in the cntext f The Times.
2.The teacher rganized the students t discuss the tw questins in grup activity 3, and asked the students t find ut the name f the husehld that describes Lin qiazhi's wrds and deeds, persnality and character, frm which they culd extract the cnclusin f ambassadr and summarize Lin qiazhi's life principles and persnality characteristics.
Dr Lin’s main principle f life is t____________________________________________________.
*Evidence 1:
*Evidence 2:
*Evidence 3:
3.After the grup discussin, the teacher demnstrated t the students hw t present their wn arguments and arguments.Such as:
*Frm the sentence “I’d rather stay single t study all my life”, I think Dr Lin is a determined wman because she vercame many difficulties and prejudices t pursue her dream.
*Frm the phrase "rejected the ffer"and the sentence "She charged very lw fees t treat patients and ften reduced csts fr pr patients, we can learn that Dr Lin didn’t care abut fame,frtune, r pwer. She devted herself t serving and treating patient.
*Frm the sentences"The OB-GYN department cares fr tw lives"and"we shuld be respnsible fr the patients and treat them as ur sisters", we knw Dr Lin is a kind and caring persn. Althugh she had n children f her wn, she delivered s many babies and helped s many wmen in need.
4.Read the text again and find ut the difficult sentences r beautiful sentences and share them with the class.
Step 4 Pst-reading
Activity 4
1.Students cmplete the task f activity 4, then teachers and students check the answers.
2. The teacher rganized the students t wrk tgether and asked them t use the tables and mind maps srted ut befre t retld the imprtant chices in Lin Qiazhi's life and their results
Step 5 Language pints
1. The teacher asks the students t read the text carefully, find ut the cre wrds and lng and difficult sentences in the text and draw lines, understand the use f vcabulary, and analyze the structure f lng and difficult sentences.
2. The teacher explains and summarizes the usage f cre vcabulary and asks the students t take ntes.
3. The teacher analyzes and explains the lng and difficult sentences that the students dn't understand, s that the students can understand them better.
Step 6 Hmewrk
1. Read the text again, in-depth understanding f the text;
2. Master the use f cre vcabulary and understand the lng and difficult sentences.
3. Cmplete relevant exercises in the guide plan.
通过本节内容学习，学生是否理解和掌握阅读文本中的新词汇的意义与用法；
通过本节内容学习，学生能否结合文本特点总结林巧稚的人生原则和人格品质特征；
通过本节内容学习，学生能否针对人生抉择发表自己的看法；能否全面地、客观地、理性地看待问题，进而对道德和人性有更加深入的思考和理解。Time
Imprtant events
Her chice
Results
1901
She was brn.
1906
Her mther died.
At age 18
She chse t study medicine instead f finding a husband.
She tk the entrance exam and entered Peking Unin Medical Cllege.
At age 26
She graduated frm Peking Unin Medical Cllege with the Wenhai Schlarship.
Frm age 26 t 27
She was named a chief resident physician.
She was sent t study in Eurpe.
In 1939
She was sent t study in the US.
She rejected the ffer t stay in the US.
She went back t China t serve the wman and children.
In 1941
She became the first Chinese wman t be appinted directr f OB-GYN department f PUMC Hspital.
During the war
Her department was clsed.
She pened a private clinic.
She cntinued t prvide medical care fr the peple in need f help,especially the pr patients.
Frm 1954 t 1983
She was elected t the first Natinal Peple’s Cngress.
She held many imprtant psitins.
She was mre interested in tending patients, publishing medical research n care fr wmen and children,and training new dctrs.
She tended patients, published medical research n care fr wman and children,and trained new dctrs.
22 April 1983
She died.
She left her savings t a kindergarten and a fund fr new dctrs.
During her lifetime
She chse nt t marry.
She devted all her life t wrk and delivered ver 50,000 babies.
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