1、Teaching Design of Book 3 Unit 2Morals and Virtues（Reading and Thinking）Material analysisWhat: The selected teaching material is from Book 3 Unit 2 -Morals and virtues. The topic of this unit focuses on learning to make choices in life. The type of the topic belongs to human and self. The chosen les

2、son is from Reading and Thinking, which is about a life story of Lin Qiaozhi.Why: By learning about the hard choices and sacrifices Dr Lin made, Students explore the importance of moral values and virtues. At the same time, Students can learn from great people, reflect on themselves and express thei

3、r opinions on life choices.How: The form of this text is biography, describing the life story of Lin Qiaozhi which develops in time order.The passage can be divided into two parts. Paragraph one is the first part, which introduces the career belief of Lin Qiaozhi and leads in the topic. Part two inc

4、ludes paragraph two to six, which introduces Lins life experience and her life choices.Students analysis The students are in Senior 1.Strengths: They are interested in reading a biography. Through the previous study of Lesson 1Listening and Speaking, they have known that a girl called Lin Qiaozhi sa

5、ved a student s life while taking an exam. It was a hard choice for her.Weaknesses: Most students have difficulty in extracting effective information from the text. They are weak in critical thinking.Opportunities: With the help of the teacher, students are expected not only to learn more strategies

6、 and knowledge, but also to reflect on their own lives and make better choices as to how they will live their daily lives and plan out their futures.Threats: Some students may have barriers in expressing themselves freely on life choices because of the individual differences.Teaching objectivesAt th

7、e end of the lesson, students are expected to:Language competenceObtain some information about Lins life choices by taking notes.Learning capacityConclude Lins qualities by listing some evidences.Thinking qualityInfer the main principle guiding Lin through the choices in her life by analyzing.Reflec

8、t on themselves about their own life choices.Culture awarenessSet up the correct moral outlook and values;Spread the traditional virtues of Chinese culture.Teaching keys and difficult pointsKey points:Ss obtain some information about Lins life choices.Ss conclude Lins qualities by listing some evide

9、nces.Difficult points:How to guide Ss to infer the main principle guiding Lin through the choices in her life .How to help Ss to reflect on themselves about their own life choices.Teaching approachesActivity-based LanguageTeaching Approach; Communicative Language Teaching ApproachLearning methodsCoo

10、perative Learning Method；Evaluating Learning MethodTeaching aidsMultimedia; Learning guide; Self-assessment sheetTeaching procedures(見下一頁)價值與評判批判與評價Q8: What choices would most women in her time make when faced with the similar situations? Why?內(nèi)化與運用Q7: If you had a chance to interview Dr Lin, what qu

11、estions would you like to ask her? If you were Dr Lin, how would you answer the questions?內(nèi)化與交流活動與體驗Q3: Whats the main idea of this passage? Whats the writing style?獲取與梳理聯(lián)想與結(jié)構(gòu)Unit 2 Morals and Virtues Lesson 2 Reading and Thinking 指向深度學(xué)習(xí)的問題鏈設(shè)計問題鏈英語學(xué)習(xí)活動觀深度學(xué)習(xí)六特征感知與注意Q1: When we talk about mother, what

12、 words come to your mind? Q2: Why was Dr Lin called “Mother of ten thousand babies”?學(xué)習(xí)理解類概括與整合Q4: What hard choices was Dr Lin faced with in her lifetime?應(yīng)用實踐類分析與判斷Q5: What did she sacrifice for these choices?Q6: Whats the main principle guiding Dr Lin through the choices in her life?遷移創(chuàng)新類推理與論證Q9: W

13、hat kind of person do you think Dr Lin was? (Find evidence and explain)本質(zhì)與變式Step 1 Lead in (2min)Appreciate a clip of video. Ask Ss: When we talk about mother, what words come to your mind? How many children does a mother usually have? Why was Lin Qiaozhi called mother of ten thousand babies?設(shè)計意圖：視頻

14、以漫畫的形式展現(xiàn)了一名醫(yī)生正進行剖宮產(chǎn)手術(shù)的場景，動畫里有一個剛出生的嬰兒，一位母親以及一名醫(yī)生，通過觀察視頻，學(xué)生非常震撼，他們能更加理解自己的母親及醫(yī)生的偉大。而文中主要人物林巧稚不僅是一位醫(yī)生，也是一名“母親”，從而引導(dǎo)學(xué)生思考：為什么林巧稚被稱為“萬嬰之母”？激發(fā)學(xué)生興趣，讓他們帶著疑問去進行接下來的閱讀工作。Step 2 Read for gist ( 3min)Activity 1 Read the passage and answer the following questions.What is the passage about?(title, pictures, the f

15、irst and last paragraphs, the first and last sentences of each paragraph.)Whats the writing style of the passage?Narration (記敘文）Exposition （說明文）Biography（傳記） story of a persons life written by someone else設(shè)計意圖：通過讓學(xué)生閱讀文章的首段、尾段及每段的開頭句，結(jié)尾句，學(xué)生對文本大意有個基本了解，培養(yǎng)學(xué)生快速獲取信息的能力，整體理解能力以及概括能力。Step 3 Read for featur

16、es and details (10min)Activity 2 Read and find out all the expressions about time. How does the author arrange the passage?設(shè)計意圖：讓學(xué)生快速瀏覽文章并找出所有和林巧稚相關(guān)的重要時間點，旨在幫助學(xué)生歸納文章的寫作順序時間順序，感知傳記的寫作特點，為后續(xù)閱讀中對林巧稚生平進行梳理做鋪墊。Activity 3 Read and answer questions below. (Thread analysis)What hard choices was Lin Qiaozhi

17、faced with in her lifetime? (Ss can draw their own mind maps)What did she sacrifice（犧牲）/ give up for those choices?設(shè)計意圖：讓學(xué)生自主閱讀并畫出自己的思維導(dǎo)圖，以此訓(xùn)練他們獲取細節(jié)信息和重組信息的能力，隨后學(xué)生互相討論并補充，在學(xué)生分享在獲取關(guān)鍵信息方面的不同視角和思維方式。此活動幫助學(xué)生按照時間線索梳理林巧稚的生平經(jīng)歷，將文本信息轉(zhuǎn)化為可視化信息，以加深對文本主題意義的整體理解。同時，關(guān)于林巧稚 1939 年回國的選擇，在此播放視頻，補充了日本 1937 年全面侵華這一背景信息

18、，更能讓學(xué)生理解這些選擇的不易之處。接下來通過這些選擇，讓學(xué)生去推斷林巧稚所放棄的東西，金錢、財富、自由、安全等這些對普通人來說再重要不過，但在林巧稚看來，卻輕于鴻毛， 從而讓學(xué)生體會林巧稚的偉大之處，為總結(jié)林巧稚的品質(zhì)做鋪墊。整個活動的過程也是啟發(fā)學(xué)生反思和調(diào)整思維的過程，同時又為活動 4 搭建支架。Step 4 Read and think (10min)Activity 4 Think and draw conclusionsThink: What was the main principle（原則）guiding Dr. Lin through the choices in her l

19、ife?(As you read, pay attention to facts and details mentioned by the author, and put them together to draw conclusions about the topic.)設(shè)計意圖：在此環(huán)節(jié)，引導(dǎo)學(xué)生從文本中尋找相應(yīng)的細節(jié)信息作為結(jié)論的支撐，以及通過讓學(xué)生梳理林巧稚生平所做的重要抉擇和犧牲，學(xué)生能夠結(jié)合文本，在理解的基礎(chǔ)上說出道德原則是什么， 培養(yǎng)學(xué)生的理性思維。Activity 5 Conduct an interviewPair- work: If you have a chance to

20、 interview Lin Qiaozhi, what questions would you like to ask her?If you were Lin Qiaozhi, how would you answer the questions?You can begin like this:Dr Lin, Im a journalist fromMay I ask you a few questions about your life experiences?Checklist for an interviewDoes the interview cover the important

21、decisions Dr Lin made and the related results?/NoYesAre the speakers voices loud and clear?/NoYesDo the speakers deliver the interview naturally?/NoYes設(shè)計意圖：頭腦風(fēng)暴活動，通過兩個問題集思廣益，教師給學(xué)生搭建語言支架。學(xué)生能夠基于文本內(nèi)容，在真實的語境中，以訪談的形式描述林巧稚生平的主要經(jīng)歷和重大抉擇。內(nèi)化文本信息和語言，引發(fā)學(xué)生深度思考。同時，給學(xué)生提供一份檢查清單，便與指導(dǎo)學(xué)生根據(jù)要求完成采訪任務(wù)，還為學(xué)生參照評價標準對任務(wù)完成情況開展自

22、評和互評創(chuàng)造條件，以評促學(xué)。Step 5 Read and analyse (12min)Activity 6 Ponder on other womens choices What choices would most women in her time make when faced with the similar situations?Why？設(shè)計意圖：反思當時大多數(shù)女性的選擇，凸顯出林巧稚選擇的艱難，同時引導(dǎo)學(xué)生把個人原則和時代背景相結(jié)合，照片的提供能讓學(xué)生產(chǎn)生代入感，學(xué)生能基于文本，結(jié)合歷史，反思其他女性在婚姻與工作、“小家”與“大家”中的選擇，從而更能理解林巧稚的偉大，為下面的環(huán)

23、節(jié)打下情感基礎(chǔ)。Activity 7 Analyse Lins good qualities In pairs brainstorm what adjectives you would use to describe Lin Qiaozhi. ( From what she said and what she did. )Choose three to five adjectives that best describe her qualities and use evidence to support your ideas. Then make a mind map.設(shè)計意圖：此活動要求學(xué)生

24、以小組為單位進行討論，學(xué)生再次回到文本，關(guān)注人物的具體言行， 從文中林巧稚“所說”及“所做”兩方面挖掘人物的高貴品質(zhì)，從而培養(yǎng)學(xué)生的語句意識，和梳理、概括以及分析信息的能力。與此同時，回到剛開始的問題：為什么林巧稚被稱為“萬嬰之母”？在學(xué)生深入理解文本后，得到答案，更能體會林巧稚的偉大。Step 6: Read and share (6min)Activity 8 Voice your opinionCan you share one important decision you have made in your life so far? Explain the reasons for ma

25、king that decision. If you were given another chance, would you choose to do the same and why? 2. Read and appreciate:What Is Life?They say its from B to D. From Birth to Death.But whats between B and D? Its a “C”. So What is a “C”?It is a Choice.Our life is a matter of choices.Live well and it will

26、 never GO WRONG.設(shè)計意圖：在了解完林巧稚的人生選擇后，學(xué)生能夠反思自己在目前有限的人生經(jīng)歷中的抉擇， 樹立積極向上的人生觀、價值觀，引導(dǎo)未來的生活。這是一個思維探究活動，旨在推動學(xué)生結(jié)合自己的生活經(jīng)驗加深對文本主題的認識。最后讓學(xué)生一起欣賞一首小詩，體會選擇的重要性，給學(xué)生留下思考回味的空間。Step 7 Summary (self-assessment) (1min)Ss use the table to do a self-evaluation. They can also finish this table after class.Self-assessment Shee

27、tName:Class:Things I have learned about Dr Lin:TWO things I found impressive:ONE question I still have:設(shè)計意圖：而不是我們告訴學(xué)生學(xué)了什么，學(xué)生只需勾畫是否，該評價表的設(shè)計維度更加開放， 能激發(fā)學(xué)生在自評過程中的主觀能動性，讓學(xué)生告訴我們學(xué)了什么。讓學(xué)生在評價自己學(xué)習(xí)時能夠更具指向性，有助于深度學(xué)習(xí)的實現(xiàn)，也有利于我們改進教學(xué)，以評促教。Step 8 Homework (1min)Finish the self-assessment sheet.（Compulsory）Learn more

28、about Lin Qiaozhi. ( HYPERLINK /vod/play/85679.shtml /vod/play/85679.shtml ) (Optional)Find another short biography to share with your partner. (Compulsory)設(shè)計意圖：作業(yè)一為必做項，讓學(xué)生完成學(xué)案上的自評表，對本節(jié)課進行總結(jié)，鞏固本課所學(xué)， 教師根據(jù)評價表中的反饋信息，更好的改進教學(xué)，以評促教。作業(yè)二是選做項，讓學(xué)生通過影視作品大愛如天的觀看，體會林巧稚之偉大?？紤]到學(xué)生實際情況，可能無法完成，所以此項為選做。作業(yè)三為必做項，讓學(xué)生尋找一篇

29、新的人物小傳與同學(xué)分享，一方面為了加深學(xué)生對該題材的印象，另一方面也提供了課外閱讀的機會，能夠開闊學(xué)生的知識面和眼界。Blackboard designTeaching reflectionsFirst I will summarize the design features of this lesson. In the process of analyzing the text from three aspects-What, Why and How, I focused on theme, content, structure, language and aim. After the an

30、alysis of the text, the teaching objectives are established and specific teaching activities are designed according to objectives. Guiding students from reading Dr Lins life story to thinking of their own life choices is the core of this lesson. The whole process is orderly and smooth.The class went

31、 well with clear teaching aims and various activities.After the class, students can fully understand the text. They can improve their comprehending, practicing and innovating skills. At last, I guided my students toward correct values which meet the requirements of core competence of English subject

32、s, so I think it was very successful.However, time limiting, I shall provide more opportunities for students to share their decisions they have made so far. In the dynamic process of teaching, flexible adjustments are still needed. And Im prepared for that!附件：The Presentation of My Teaching Plan Boo

33、k 3 Unit 2 Morals and VirtuesReading and ThinkingMy distinguished judges and dear fellow teachers, thank you for coming here. Now please allow me to share some of my teaching ideas with you. As you can see, there are seven parts in this presentation. The first is my teaching material.Teaching materi

34、alThe whole design is based on my understanding of the new English curriculum standards. According to Professor Mei Deming and Wang Qiang, English learning activity concept should take activity as the main form to promote students active learning. So the design of my lesson cannot be separated from

35、core competence of English subject and concept of activity.The selected teaching material is from the New Senior English (2019) Book 3 Unit 2 Morals and Virtues. The big idea of this unit is to construct the cognition, attitude and behavior choice on moral values, which includes the selfless dedicat

36、ion of famous people, kindness between ordinary people, taking responsibility for social problems and the five virtues of Confucius.What: The target material is Mother of Ten Thousand Babies which belongs to man and self. Its about the life story of Lin Qiaozhi.Why: After understanding this passage,

37、 Ss are guided to explore the importance of moral values and reflect on their own choices.How: The style of this text is biography. The passage is written in the third person and developed in time order.Analysis of StudentsMy target students are from the best class of Senior 1 in our school.Strength

38、s: They are interested in reading a biography. Through the previous study of Lesson 1Listening and Speaking, they have known that a girl called Lin Qiaozhi saved a student s life while taking an exam. She made a hard choice.Weaknesses: Most students have difficulty in extracting effective informatio

39、n from the text. They are weak in critical thinking.Opportunities: With the help of the teacher, students are expected not only to learn more strategies and knowledge, but also to reflect on themselves to make better choices.Threats: Some students may have barriers in expressing themselves freely on

40、 life choices because of the individual differences.Teaching ObjectivesBased on analysis of teaching material and students, my teaching objectives are as follows.For language competence, students can obtain some information about Dr Lins life choices by taking notes. For learning capacity, students

41、will be able to conclude Dr Lins good qualities by listing some evidences. For thinking quality, students can infer the main principle guiding Lin through the choices in her life by analyzing. Meanwhile, they will reflect on themselves about their own life choices. For culture awareness, they can se

42、t up the correct moral outlook and values. And spread the traditional virtues of Chinese culture.Teaching Key and Difficult PointsAccording to the teaching objectives, the key points are : 1）Ss obtain some information about Lins life choices. 2）Ss conclude Lins qualities by listing some evidences.Th

43、e Difficult points are:1）How to guide Ss to infer the main principle guiding Lin through the choices in her life . 2）How to help Ss reflect on themselves about their own life choices.Teaching and Learning ApproachesIn order to make full fulfillment of the objectives and lower the difficulty level, I

44、 am going to apply these approaches to my teaching: Activity-based Language Teaching Approach and Communicative Language Teaching Approach. The students will be encouraged to adopt Cooperative Learning Method and Evaluating Learning Method to help them learn. Most importantly, CAI, the Learning Guid

45、e and the Self- assessment Sheet are applied to make teaching and learning more efficient.Teaching proceduresHere comes to the very exciting part of my presentation-teaching procedures. Based on The View of English-learning Activities and Deep Learning Theory, I design the question chain. As you can

46、 see here, there are ten questions designed on different cognitive levels from low order thinking to high order thinking. These questions are correlated in a logical way. There are six steps in my teaching. Then I will explain it one by one.Step 1 Lead-inAt first, I will play a clip of video. After

47、watching, I will ask students some questions. “When we talk about mother, what words come to your mind? How many children does a mother usually have? Can a mother have ten thousand babies? Why was Lin Qiaozhi called Mother of Ten Thousand Babies?” This can ignite students interest in reading this pa

48、ssage and trigger their reading expectation.Step 2 Read for the gistIn Activity 1, students read to find the main idea and writing style of the passage. By skimming, they will know the passage is a biography. At the same time, I will explain what is a biography to help them have a better understandi

49、ng. This is to develop students abilities of overall understanding and train their generalization abilities.Step 3 Read for language features and detailsSince students have known the passage is a biography, now they need to find all the words about time and then they can conclude that the passage is

50、 developed in time order. This helps students learn about the writing features of a biography. It paves the way for reading Dr Lins life experience.In Activity 3, students read to find what hard choices Lin Qiaozhi made in her life. They can draw their mind maps. Here are some of them. Students conv

51、ert the text information into visual information according to the time clues to deepen their understanding of the theme. This can also train students abilities to obtain details and reorganize information.Then based on these choices, a question is asked, “What did she sacrifice for these choices?” T

52、o make students better understand the difficulty when making these choices, I will play a clip of video to supplementthe background information. Students will summarize some words such as: marriage, wealth, status, safety. The whole process of the activity inspires students to reflect and adjust the

53、ir thinking process. It can also train their deep thinking abilities.Step 4 Read and thinkBased on activity 3, another question is raised, “What was the main principle guiding Dr Lin though the choices in her life?” Students need to pay attention to facts and details mentioned by the author, and put

54、 them together to draw a conclusion. The purpose is to cultivate students rational thinking abilities.Till now, students have known the hard choices, sacrifices and the guiding principle of Dr Lin. This can serve as a scaffold for Activity 5conduct an interview. Student A is a journalist and Student

55、 B is Lin Qiaozhi. These are some students performances. At the same time, they will have a checklist for their interview. It aims to internalize text information and arouse their deep thinking. With the aid of the checklist, they can promote their learning by evaluation.Step 5 Read and analyseAfter

56、 students have a deeper understanding of Lin Qiaozhis choices, they need to think other womens choices when facing the similar situations. I will guide students to combine the choices with the historical background. This is to highlight the greatness of Lin Qiaozhi. It can also lay the emotional fou

57、ndation for the next part.As a mother of ten thousand babies, she has no children of her own. What kind of person do you think Dr Lin was? Students are going to discuss Dr Lins good qualities from what she did and what she said. Most importantly, they need to find some details to support their opini

58、ons. They can draw a mind map like this. Did you still remember the question in lead-in part? Why was Lin Qiaozhi called “Mother of Ten Thousand Babies”? Here we can get the answer. The purpose is to cultivate students sentence awareness and abilities to sort out, summarize and analyze information.S

59、tep 6 Read and shareSo far, we have finished reading Dr Lins story. Then, I thought thinking of their own life choices is more important. So students will share one important decision they have made and explain the reasons. This is a thinking activity to guide Ss to establish correct moral values and deepen their understanding of the theme based on their own life experiences.Then we will appreciate a poem together to feel the importance of choice.Step 7 Summary and homeworkBecause of the limit of time, the self-assessment sheet will be finished after class. Instea