UNESCO_A DOLL’S HOUSE_鄧雅芳教学设计
学科 ENGLISH 年级 9 课型 新授课 设计者 鄧雅芳
课题 A Doll’s House 课时 2
课标要求 Enable students to analyze literary works and enhance language skills.
教材分析 Teaching Material AnalysisA Doll's House explores gender roles and social norms, suitable for developing students' literary analysis and critical thinking skills.
学情分析 Learner AnalysisStudents have basic English proficiency but need support in analyzing complex literary themes and expressing critical thoughts.
核心素养目标 The core - literacy goals of this class are as follows: Language Competence: Students enhance English language skills through role - playing and discussion, improving oral expression and comprehension. Cultural Awareness: By studying A Doll's House, they gain insights into the social and cultural context of the 19th century, understanding gender - related cultural values then and now. Thinking Quality: Analyzing plot points and characters cultivates critical thinking, enabling students to think independently and evaluate social issues. Learning Ability: Group work and various activities boost students' collaborative and self - directed learning abilities.
教学重点 Students are able to:understand the personalities and motivations of the characters through role-playing and discussion.analyze two important plot points and find out the hidden meanings: Torvald scolding Nora for spending money and not caring about his work, and Nora's decision to leave her ment on the patriarchal society of the 19th century compared to the modern concept of gender equality.consider the importance of personal independence and freedom.
教学难点 The teaching difficulties of this class are as follows:Firstly, developing students' critical thinking skills is challenging. It requires guiding them to analyze complex plot points and characters in A Doll's House in depth, and to think beyond the surface, which may be hard for some students.Secondly, encouraging students to express their own opinions freely and accurately. They need to articulate their understandings of themes like gender inequality and personal independence, overcoming language barriers and the fear of making mistakes.
教学方法 The teaching methods of this class are listed as follows:1. Role-playing MethodStudents perform key scenes from A Doll's House to immerse in characters' emotions and motivations, enhancing comprehension of the play's themes.2. Group DiscussionOrganize students to debate topics like gender roles and Nora's decision, fostering critical thinking and collaborative communication.3. Multimedia IntegrationUse AI-recommended videos, audio guides, and knowledge maps to supplement learning, combining visual and auditory resources for better engagement.4. Task-based TeachingAssign specific tasks (e.g., analyzing plot twists or character relationships) to guide students through targeted exploration and summary.5. Feedback-oriented InstructionIncorporate AI tools for real-time language correction and expression analysis during activities, providing personalized improvement suggestions.
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一 Lead-in (8 mins) Play a short video (5 minutes) introducing the outline of the story of A Doll's House. Video Link: A Doll's House Plot Introduction (with English subtitles)https://www./watch v=4UtfxttRA0sIn terms of video recommendation, AI was used: Precise push: Leverage AI's data - analysis capabilities. Based on students' past learning preferences and interest tags, besides the existing video link, screen and recommend more A Doll's House - related videos that better suit students' tastes from a vast amount of resources to enhance students' viewing interest. Intelligent generation of recommendation reasons: AI generated a brief introduction and reasons for each recommended video, explaining to students the unique value of the video in helping them understand the plot, cultural background, etc., guiding students to watch with a specific focus. In the Lead - in (Introduction) stage, student activities may include: Watching the Video Attentively: Students focus on the short video introducing the outline of A Doll's House, observing key plot points, character appearances, and the overall atmosphere presented. Taking Notes: They jot down important information like main characters' names, initial conflicts, or any details that seem significant for understanding the story. Capture students' attention and help them quickly understand the plot.
环节二 Role-Playing (10 minutes)Requirements: Each group prepares a 3-5 minute performance, paying attention to language and facial expressions. Activity: Divide students into groups, with each group choosing one of the following plot points to act out. Plot 1: Torvald scolds Nora for only knowing how to spend money and not caring about his work.Scene 1: In Torvald's StudyProps: Desk, chairs, lettersBackground: Nora is in Helmer's study, looking anxious. Helmer is sitting at the desk, reading a letter.Nora (softly, trying to hide her anxiety): Torvald, what are you reading Krogstad Why would he write to you Helmer (suddenly angry): Nora, get out! This is my business. Don't meddle!Nora (taking a step back, confused): Torvald, I... I was just worried about you.Helmer (standing up, shouting): Worried You don't understand anything! You just know how to spend money, like a brainless doll!Nora (tears welling up in her eyes): I'm not a doll. I have my own thoughts...Helmer (interrupting her): Stop! Just take care of the home. Don't worry about anything else!Nora: I just wanted to help you...Helmer: You fool!Nora (in a low voice): Alright... (turns to leave)Scene 2: In the Living Room.Background: Nora wanted to leave the houseHelmer (taking the IOU, letting out a sigh of relief): Nora, you see, it's all settled.Nora (looking up, her eyes determined): Settled You can't just take back what you said to me.Helmer (awkwardly laughing): Nora, those were just angry words. You see, everything's fine now.Nora (standing up, coldly): No, I understand now. In this house, I'm just a doll with no value.Helmer (panicking): Nora, don't be like this!Nora (picking up her coat and walking towards the door): I need to find my own way.Helmer (running after her): Nora! Where are you going Nora (turning back, firmly): To a place where I can be myself. Goodbye.Nora (walks out the door and closes it)Helmer (collapsing onto the sofa, muttering): Nora...In this role - playing teaching, AI was applied in several ways. Firstly, AI - powered language learning apps offerred instant grammar and pronunciation checks as students were practising their lines, helping them correct mistakes in real - time. Secondly, virtual reality (VR) or augmented reality (AR) technologies driven by AI created immersive settings that mimic the play's environment, enhancing students' engagement. Thirdly, emotion - recognition AI analyzed students' facial expressions during the performance and give feedback on whether they match the characters' emotions. This way, AI can significantly boost the effectiveness of role - playing. In the role - playing session, students engage in several key activities. First, they are divided into groups. Each group selects either Plot 1, where Torvald scolds Nora for her spending habits and lack of concern for his work, or Plot 2, which depicts Nora's decision to leave the house.Students then start preparing for their 3 - 5 minute performances. They focus on mastering the dialogue, paying attention to correct pronunciation, intonation, and the emotional nuances of the lines. Alongside language, they work on their facial expressions and body language to accurately portray the characters' states, such as Nora's anxiety or Helmer's anger.Props like desks, chairs, and letters are used to create a realistic scene. They rehearse collaboratively, giving each other feedback on performance aspects, and finally present their role - play in front of the class, aiming to vividly bring the chosen plot points to life. The teaching intentions of the role - playing part are as follows. It aims to enhance students' language proficiency by enabling them to practice English in an authentic context, improving pronunciation, intonation and vocabulary application. Moreover, it helps students understand characters' personalities and motivations in A Doll's House more deeply. Additionally, it cultivates students' teamwork and communication skills through group cooperation during preparation.
环节三 Group Discussion (10 minutes)Activity: Students have to discuss their following questions with their group members.Students in each group has to compromise with the final correct answer and marks will be given during their discussion in English.Teacher picks one student to share and present his or her group’s answer. Question 1: What have we learned from these two plot points Question 2: How are the social systems reflected in the play different from those in modern society Question 3: What can we learn from Nora's decision to leave AI - based chatbots provided additional background information related to the discussion questions, such as details about the social systems in the 19th century when A Doll's House was set. They offered alternative viewpoints when students seem to be in a deadlock, sparking new ideas. AI - powered text analysis tools monitored the language used by students in real - time, correcting grammar and vocabulary errors and suggesting more sophisticated expressions to improve their English proficiency during the discussion. In the group discussion session, students first gather in their groups to discuss the given questions. They exchange ideas, share their understandings of the plot points, social systems in the play, and Nora's decision. Each member contributes their viewpoints, and they engage in a lively debate. Then, they work together to reach a consensus on the answers. Finally, one student is selected to present the group's findings to the class. It aims to cultivate students' collaborative learning ability. By discussing in groups, they learn to communicate effectively in English, improving their language skills. Analyzing the play's content deepens their understanding of its themes. Also, presenting the group's answer enhances students' confidence and public - speaking skills, while promoting critical thinking about social issues.
环节四 Teacher’s Guidance:(7 minutes) Question 1: Discuss the characters' personality traits and motivations. Question 2: Guide students to think about the patriarchal society of the 19th century compared to the modern concept of gender equality. Question 3: Encourage students to think about the importance of personal independence and freedom.I used AI chatbots to help me to find some historical facts about 19th - century patriarchal society or examples of modern gender equality cases. During the teacher's guidance, students listen attentively to the teacher's viewpoints. They take notes on key points related to character analysis, social systems, and the importance of independence. This design aims to deepen students' comprehension of the play's complex themes. By listening to the teacher's analysis, students can gain more in -depth insights.
……
总结评价 Class Summary (5 minutes)The teacher summarizes the content of the students' discussions, emphasizing the significance of A Doll's House. Character Analysis: Torvald's selfishness and hypocrisy, Nora's awakening and independence. Social Context: Comparison between the patriarchal society of the 19th century and modern society's values. Critical Thinking: Encourage students to maintain critical thinking in reading and daily life, considering social issues. In the class summary session, students listen carefully as the teacher reviews key points. They take note of the character analysis, social context comparison, and the importance of critical thinking. Some students may ask follow - up questions to clarify any lingering doubts. Others might share their final thoughts or new realizations inspired by the summary, further engaging in a brief class - wide discussion. The design intention is to help students consolidate what they've learned. By summarizing character traits, social contexts, and promoting critical thinking, the teacher reinforces the main takeaways. Encouraging questions and sharing of thoughts deepens students' understanding, and fosters a reflective learning environment, enabling them to better integrate knowledge from the study of A Doll's House.
分层作业 基础作业： Write a short character sketch of either Torvald or Nora, analyzing their key personality traits and motivations.拓展作业：Compare A Doll's House with another literary work on gender - related themes, and write an essay discussing the similarities and differences.
板书设计 Blackboard DesignI. Title A Doll's HouseII. Character Analysis Torvald: Selfish, hypocrisy Nora: Awakening, independent - mindedIII. Social Context 19th - century patriarchal society Modern gender equality valuesIV. Key Themes Personal independence Critical thinking about social norms
教学反思 Overall, the teaching of A Doll's House had both successes and areas for improvement. The use of multimedia like videos in the lead - in effectively captured students' attention and provided a quick overview of the plot. Role - playing allowed students to engage actively and understand characters' emotions better. However, some students still struggled with expressing complex ideas during group discussions, indicating a need for more pre-discussion language training.Regarding AI integration, while it offered useful supplementary resources, the real - time feedback on language use during role - playing could have been more accurate. In future lessons, I'll focus on enhancing students' language proficiency before discussions and optimizing AI - assisted feedback to better support their learning.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）(共18张PPT)
A Doll’s House by Henrik Ibsen
from Norway was listed in the “UNESCO World Heritage" in 2001
FORM 4A
A Doll’s House by Henrik Ibsen
from Norway was listed in the “UNESCO World Heritage" in 2001
FORM 4A
A Doll’s House by Henrik Ibsen
from Norway was listed in the “UNESCO World Heritage" in 2001
FORM 4A
Narrator
Nora
(wife)
Torvald
(husband)
Scene 1: In Torvald's Study
Torvald Helmer was the breadwinner while his wife, Nora, stayed home taking care of their children and household.
A Doll’s House by Henrik Ibsen
from Norway was listed in the “UNESCO World Heritage" in 2001
FORM 4A
Nora realized her marriage was based on inequality. At the end, she decided to leave her husband and children and went to a place where she could be herself.
Scene 1: In Torvald's Study
Narrator
Nora Nora
(wife)
Torvald Torvald
(husband)
Scene 1: In Torvald's Study
society in the 1800s
Torvald was so rude to Nora
society in the 1800s
a time when people had old-fashioned ideas and rules.
They didn't have much say in what happened in their own lives.
Scene 1: In Torvald's Study
society in the 1800s
a time when people had old-fashioned ideas and rules.
Women weren't treated fairly; they were expected to stay home, take care of kids, and obey their husbands.
They didn't have much say in what happened in their own lives.
Women weren't treated fairly
; they were expected to stay home, take care of kids, and obey their husbands.
society in the 1800s
a time when people had old-fashioned ideas and rules.
Women weren't treated fairly; they were expected to stay home, take care of kids, and obey their husbands.
They didn't have much say in what happened in their own lives.
stay home
obey their husbands
take care of kids
Women weren't treated fairly
society in the 1800s
a time when people had old-fashioned ideas and rules.
Women weren't treated fairly
stay home
obey their husbands
take care of kids
society in the 1800s
a time when people had old-fashioned ideas and rules.
Women weren't treated fairly
They didn't have much say in what happened in their own lives
Scene 2: In the Living Room
society in the 1800s
a doll
Nora decided to leave her husband.
a doll
Scene 2: In the Living Room
Feels like a doll
Just playing a role and not being true to herself.
A Doll’s House
helps us understand how
women fought for more freedom and equality.
A Doll’s House
helps us understand how
women fought for more freedom and equality.
leave
control
What have we learnt from this UNESCO activity
What have we learnt from this UNESCO activity
everyone should have the freedom to make their own choices
men and women should be equal
THANK YOU !!
What have we learnt from this UNESCO activity
everyone should have the freedom to make their own choices
men and women should be equal
THANK YOU !!
