Unit4 Sharing Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第四册

新人教版（2019）英语必修三 Unit 2 Workbook: Reading and Writing教学设计 课题 Reading and Writing: The Taxi Ride I'll Never Forget 单元 Unit 2 Morals and Virtues 学科 English 学情 分析 本节课的授课对象为高一年级学生，他们具备以下特点： 1. 认知水平：已掌握基础英语语法和约1500个核心词汇，能够理解中等难度的记叙文，但分析文本深层含义和结构化写作能力有待提高。 2. 学习特点：对多媒体和数字化学习工具兴趣浓厚，具备小组合作学习的基本习惯，但在英语表达，尤其是情感描述和创意写作方面缺乏信心和方法。 3. 情感与价值观：处于价值观形成的关键期，对道德、情感类话题有共鸣，但需要引导将感性认识转化为理性的表达和行动。 教材分析 本节课材料选自课外拓展阅读篇章 The Taxi Ride I’ll Never Forget。该文本是一篇语言简洁、情感真挚的记叙文，具有以下教学价值： 1. 语言价值：文本使用过去时态叙事，包含丰富的动作、表情和对话描写，是学习叙事语言和情感表达的优质范本。 2. 思维价值：故事结构清晰（遵循“故事山”模型），人物情感变化线索明显，利于培养学生分析、归纳和推断的高阶思维能力。 3. 育人价值：深刻阐释了“小善举，大影响”的主题，能有效引导学生关注人文关怀，培养同理心与社会责任感，契合单元“道德与美德”的核心议题。 设计思想 本课设计以 “输出驱动，技道融合，AI赋能” 为核心思想。 1. 任务驱动：以举办“校园善意故事写作大赛”为真实情境，以“创作并提交一篇善意故事”为最终产出目标，逆向设计阅读活动，实现“以读促写”。 2. 角色扮演：通过设置“写作侦探、挑战者、建设者、检查者”四个角色，将阅读策略、文本分析、合作创作、评价反思融为一体，使学习过程游戏化、结构化。 3. AI深度融合：将AI工具（图像生成、语音合成、写作助手）作为认知脚手架和创意催化剂，贯穿于情境创设、文本品读、写作构思与润色全过程，提升教学效率与趣味性，培养学生智能素养。 4. 可视化思维：运用“故事山”图、情感变化双线图等可视化工具，将抽象的文本结构与人物情感具象化，降低认知负荷，助力学生完成从阅读理解到创意写作的能力迁移。 教学目标与核心素养 1.语言能力：能识别并复述故事基本要素（人物、时间、地点、事件）；能理解并运用通过行动、表情、语言来表达情感的写作技巧。 2.思维品质：能运用“故事山”框架分析文本结构；能梳理并描述人物情感变化轨迹，推断作者写作意图与故事主题。 3.学习能力：能在小组合作中承担特定角色任务；能初步尝试利用AI工具辅助获取灵感、优化语言表达。 4.文化意识与情感态度：能深刻理解“小善举大影响”的内涵，并关联自身生活，愿意发现、记录并践行生活中的善意。 重点 分析人物情感变化；掌握并通过行动、表情、语言“展示”情感的写作方法。 难点 将阅读中习得的结构与技巧迁移到个人叙事写作中；合理、批判性地使用AI工具辅助创作。 资源与工具 1. 多媒体课件：包含情境音频、可视化图表、任务指令。 2. 文本与学案：课文纸质稿、“故事山”worksheet、checklist。 3. AI工具应用： · 情境创设：使用即梦AI生成数字人，校园广播员Alice, 宣布“kindness story contest”。 · 新词解析：利用豆包解释新词“hospice”和“meter”。 · 互动与评价：接入豆包界面，设计AI智能体“Ms. Story”提供作文点评范例。 教学方法 1.任务型教学法：以完成“故事创作”为最终任务驱动全程。 2.合作学习法：小组分工完成情节梳理与合作写作。 3.支架式教学法：通过“故事山”、情感图、写作自查表等多重支架支持学习。 4.AI融合策略：将AI作为“情境创设者”、“情感放大器”、“创意合作伙伴”与“智能评价员”融入各环节，旨在辅助而非替代学生思考。 教学过程 教学环节 教师活动 学生活动 设计意图 Lead-in (2 mins)—Be a writing challenger Step 1 Play the “Campus Radio” clip: Announce the “Kindness Story Writing Contest” using AI-generated audio. 1.Listen to the audio and get the task context. 2. Observe the pictures and think about the question. 3. Answer spontaneously or brainstorm the elements of a good story. 1. To create a real-life task scenario that motivates students. 2. To activate students’ prior knowledge about story structure in a low-pressure way. 3. To use AI tools to enhance immersion and visual appeal, demonstrating technology integration from the start. Step 2 Ask the core question：What makes a good story? Introduce the concept of story mountain and story elements: WHO/WHEN/WHERE/WHAT/HOW/WHY Reading for Elements and Plots (7 mins)—be a writing explorer Step 3 Learn about the sample. 1.Use Doubao to explain two new words: hospice and meter. 2. Guide reading for story elements:  Ask students to listen to the tape and read quickly and complete a Story Elements Table (Who, When, Where, What). 1.Follow the teacher to learn new words. 2.Read the text quickly and fill in the table individually 1.To train skimming for key information 2.To develop collaborative problem-solving skills and visualize narrative structure through a hands-on, activity. 3. To guide students from plot comprehension to thematic inference, building a bridge between the text and its deeper meaning. Step 4 1.Organize group work (4 students):  Instruct groups to sequence them using the “Story Mountain” framework (Beginning, Build-up, Problem, Solution, Ending). 2. Facilitate discussion:  Ask, “Why will the writer never forget the ride? What is the theme?” Guide them to conclude: “A small act of kindness makes a big difference.” 1.Work in groups and fill in the story mountain. 2.Think about the question and the theme of the story. · Get the tips of expression. · Improve their talking skill. Reading for Language Features (5 mins)—be a writing explorer Step 5 1.Focus on emotions:  Ask students to find words showing the driver’s and the old woman’s feelings. 2. Co-create an “Emotion Timeline” on the slide, tracking both characters' emotional journeys. 1.read again and highlight words/phrases/sentences to describe emotions. 2. Contribute to filling in the “Emotion Timeline” on the slide. To deepen textual analysis and  empathetic reading by focusing on the characters’ feeling changes. Step 6 Guide students to discover three ways to “show” feelings: Actions, Facial Expressions, and Words. Have them find examples from the text for each. Identify and share textual examples of actions, expressions, and dialogue that reveal feelings. To explicitly extract a transferable writing skill (“Show, don’t tell”) from the reading material, preparing students for the writing task. Project: Write A Story of Kindness (3 mins)—be a writing builder Step 7 1.Give some daily examples of acts of kindness. 2.Introduce the collaborative writing task:  Groups will co-write a kindness story.  Assign roles: Student A (Beginning), B&C (Body with emotions), D (Ending & Theme). 2. Demonstrate the scaffolding sentences that express feelings. 3. Monitor and support: Walk around, check progress, and provide timely feedback. 1.Review the checklist to understand the success criteria for their own story. 2.Write their first draft in groups. To provide clear, transparent assessment criteria, empowering students to self-edit. Step 8 Present the “Writing Checklist” (Structure, Emotions, Language, Theme). Peer-Evaluation and AI-Evaluation(2 mins)—be a writing checker Step 9 Invite one group to present their draft and encourage other groups to give feedback based on the checklist. 1.Actively show their story and give comments to other groups. 2.Observe the AI feedback example to learn how to evaluate and revise their work. To showcase formative assessment with AI, illustrating how technology can provide instant, criterion-based feedback. Step 10 Invite “Ms. Story” (AI Agent) for a sample review: Show a pre-set AI analysis of a student story, highlighting strengths and an improvement suggestion. Example: Summary and Homework(1 min) Step 11 Summary Teacher leads students to have a summary of this lesson. Follow the teacher’s thinking flow . Form knowledge system. Step 12 Homework Finish and polish your kindness story with the help of AI and submit it by next Friday. Take notes. Consolidate students’ knowledge。 板 书 Unit 2 Morals and Virtues Reading and Writing—A Taxi Ride I’ll Never Forget climax when how why story elements development who what when Story Mountain beginning ending To show feelings: Actions: I did sth. and did sth. Facial expressions: eyes shining with tears Words: Sb. answered or said,… 教学评价与反思 1.本节课的设计教学理念是 “以读促写、技道融合、AI赋能” ，旨在打破传统读写分离的模式，因此在本堂课开头设计了以 “校园善意故事写作大赛” 为驱动的真实任务链，引导学生从“写作侦探”走向“写作建设者”。整体设计体现了从 “语言输入” 到 “思维加工” ，再到 “创造性输出” 的完整学习闭环。同时将AI工具无缝嵌入各环节，使其成为学生认知的“脚手架”而非炫技的“装饰品”，力求在提升教学效率的同时，培养学生的数字化学习素养与批判性思维。 2.本节课的教学中虽然展示了AI的辅助功能，但对于“如何批判性地看待AI生成的内容”、等问题，未能深入探讨。此外，合作写作中的角色分工虽考虑了不同任务，但对英语水平较弱学生的支持策略（如提供更多句式支架）体现不足。 学科网（北京）股份有限公司 $