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TeachingDesignModule5PhilosophersofAncientChinaReadingandVocabulary教學(xué)課題:PhilosophersofAncientChina教學(xué)班級:高二3班(53人)授課時間:2023年11月25日下午第二節(jié)課授課地點:錄播室授課老師:朱敏教材分析:本篇課文是外研版必修三第五模塊的閱讀文章,文章講述了孔子,孟子和墨子三位哲學(xué)家,本篇文章具有一定的可啟發(fā)性,以中國文化為背景,以三位哲學(xué)家的家庭背景描寫、思想和影響描寫為載體,考察了學(xué)生對部分單詞、短語的理解和運用,尤其是英語語法——定語從句和非謂語的使用,即本篇文章囊括了較多的考點。通過學(xué)習(xí)本篇文章一方面可以培養(yǎng)學(xué)生對中國傳統(tǒng)文化的熱愛,培養(yǎng)學(xué)生的文化意識。此外,也能培養(yǎng)學(xué)生對語言的應(yīng)用和使用,鼓勵學(xué)生用所學(xué)的短語句型去描寫人物,因為人物描寫也是高考英語作文24個話題之一。AnalysisoftheStudentsStudentshavesomebasicknowledgeofphilosophers,likeConfucius,MenciusandMozi,whichmakesiteasierforstudentstounderstandthewholepassage.However,itdoesn’tmeanstudentscanpracticewhattheyhavelearnteasily.Firstly,Somestudentstendtoreadanarticlewordbyword.Theirabilitytoprocessinformationneedsimproving.Inaddition,mostofstudentshavedifficultyinusingattributiveclausesinwriting.Furthermore,theylackculturalawarenesstosomeextent.Therefore,thearticlemayfocusonupgradingstudents’readingskill,developingtheirdevotiontoChineseandwesternculture.三維目標(biāo):KnowledgeandSkillsMakestudentsgettoknowmoreaboutthegreatphilosophersofancientChinabyfastreadingandcarefulreading.Bytheendofthisclass,studentsareabletopracticetheirreadingskillsandtheabilitytoextractkeyinformationwhilereading.helpstudentsmastertheusageofsomeessentialwords,phrasesandsentencepatterns,especiallytheattributiveclause.Guidestudentstousethesevocabulariesandsentencespatternstodescribethethreephilosophers.Retelltheintroductionofthethreegreatphilosophersaccordingtomindmaps.ProcessandMethodsGuessinggamestomaketheclassmoreinteresting.Task-basedteachingmethodenablesthestudentstoreadandlearnmoreefficientlyandwithmorecuriosity.Situationalapproachenablesthestudentstobeactiveandcreative.Multimediaassistancearousesthestudents’desireforlearning.Trainstudents’speakingorwritingabilitythroughindividualandgroupwork.EmotionandValuesThroughthestudyofthisperiod,notonlywillthestudentsbeproudofChineseculture,butalsotheywillshowinterestinwesterncultureandtheirdifferences,whichcanbroadentheirhorizonsandraisetheirawarenessofculture.TeachingImportantandDifficultPointsThekeypointishowtoenablethestudentsmasterthereadingskills,suchasfastreadingandcarefulreadingandhowtoguidethemtoextractthekeyinformation.Anotherimportantpointistoguidestudentstohaveabetterunderstandingofthepassage.Befamiliarwithsomeconcretewordsandphrases.Thedifficultpointishowtogetthestudentstousetheexpressionstheyhavelearnttodescribephilosophers,whichisbeneficialtotheirwriting.Anotherdifficultpointistostrengthentheusageofmindmaps.Thatishowtousemindmapstomakeasummaryandretellthepassage.MeasurestoHelpStudentsMastertheKeyandImportantPointsStudentsmaybeguidedtofindoutthetopicsentenceofeachparagraphfirsttopracticetheirreadingability.Teachthemtofocusonkeyswordsoftheoptionstochoosethebestanswerforthemainideaofthepassage.Inspirestudentstoextractkeyinformationbyessayquestionsandquickresponsewhichmaystimulatestudents’passionandenthusiasm.Makefulluseofgroupworktoencouragestudentsconcentrateonsomeusefulandimportantexpressionswhichcanbeusedtodescribeaphilosopher.Mindmapsareneededtohelpstudentsretellthebriefintroductionofthethreephilosophersandstrengthenwhatstudentshavelearnt.TeachingMethodsUsetheteachingmodelof“pre-reading+while-reading+post-reading”A:pre-reading:leadinandguessinggameB:While-reading:fastreading,carefulreadingandretelling(certainlanguagepointsaredealtwithinthispart)C:Post-reading:summaryandhomeworkTask-basedteachingmethod;student-centeredteaching;Situationalapproach;mindmapsTeachingAidsAblackboardandamultimediaTeachingProceduresStepILead-inCombinetheteacher’spersonalreadingexperienceandshowthebook,TheAnalectsofConfucius. Askstudentstosharesomeideasinthisbooktointroducethetopic.StepIIFastReadingReadthepassagequickly.Findoutthetopicsentenceofeachparagraph.Paragraph1Confuciusisthephilosopherwhoseinfluencehasbeenthegreatest.Paragraph2MenciuswasathinkerwhoseteachingswereverysimilartothoseofConfucius.Paragraph3Moziwasanotherteacherwhowasveryinfluential.Whatisthemainideaofthepassage?A.Theauthorwantstomakepeoplebelieveintheteachingsbyancientthinkers.B.TheauthorwantstointroducethreeinfluentialphilosophersofancientChina.C.TheauthorwantstotellinterestingstoriesaboutthreeimportantteachersinancientChina.TheauthorwantstoshowthehistoryofphilosophyinancientChina.()(StepIIICarefulReadingReadthepassagecarefully.Choosethebestanswers.Confuciusstressedtheimportanceofthefollowingaspectsexcept_______.
A.kindnessB.friendshipC.orderD.duty2.“Ifthegovernmentwaskind,thenpeoplewouldbegood.”istheteachingof_________.
C.MoziD.Xunzi3.WhatcanweknowaboutMozi?A.Hestressedthevalueofordinarypeople.B.Hestressedtheimportanceofgovernors.C.Hedidn’tfollowConfucius’sideas.D.Heshowednolovetothepeople.Quick-ResponseDecidewhetherthesestatementsaretrueorfalse,andcorrectit.StateswereoftenatpeacewitheachotherinancientChina.Confucius’sideashavethegreatestinfluenceonChina.Menciusresignedfromthegovernment,becausethefirstrulerdidn’trespecthim.MenciusspenthislastyearspreparingabookofhisteachingscalledTheBookofMencius.Mozi’sbeliefswerethesameasthoseofConfucius.Fillintheblankswiththeproperformofthewords.AncientChinawasatimewhenthereweremanygreatphilosophers.Confucius________(stress)theimportanceof_________(kind),dutyandorderinsociety,______havebeeninfluencingChinesesocietyformorethan2,000years.Mencius,whoseteachingswereverysimilarto_____ofConfucius,wasgivenanimportantpositioninthegovernmentofa,whentherulerrefused_______(follow)hisadvice,heresignedandbegantotravelfromstatetostate,________(teach)theprincipleofConfucius.Moziwhowasavery_________(influence)teacher,foundedthephilosophy______(call)Mohism.Mozibelievedthatallmenwere______(equality)toeachother.StepIVWordsandExpressionsFindoutsomewordsandexpressionswhichyouthinkareimportantandusefultodescribethephilosophers.Hestressedtheimportanceof…/BebroughtupbyFollow/takeone’sadvice/Thereasonwhy…isthat…/Influential/Besimilarto/MenciuswasathinkerwhoseteachingsweresimilartothoseofConfucius.Weshouldlookafterthosewhoareweakerthanourselves.StepVGroupworkDiscusswithyo
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