高中英语人教版 (2019)必修 第三册Unit 2 Morals and Virtues教案设计
展开Perid 4 Reading fr writing
该板块的活动主题是“分享关于一个道德故事的看法”( Share yur pinins abut a mral stry)。前面的 Listening and Talking板块重点讨论人的日常行为与为人处世的态度,而此处的读写板块则聚焦人的社会责任。教材选取了一则寓言故事《路中央的石头》作为阅读内容。寓言故事大多富有教育意义或隐含深刻的道理。因此,学生不仅要理解故事的表层含义,还要学会解读其深层内涵。例如:文中的“石头”象征着什么?搬石头的女孩与其他人有什么不同?如果将整个故事进行联想和引申,联系到个人生活或整个社会现状,又表达了怎样的含义?作为个体的人,面对社会问题应承担怎样的责任?这些都是值得学生深入探讨的问题。该板块要求学生写故事评论,目的正是让他们对故事进行由表及里的分析,正确解读作者的观点,同时合理组织语言,表达自己的感悟和看法。
1. Read fables, understand the cntent f the stries and the implied mral educatin;
2. Able t understand the differences in usage and meaning f sme key wrds and use them crrectly accrding t the cntext;
3. Learn and understand the Cnfucian thught f "benevlence, righteusness, prpriety, wisdm and faith" and establish crrect mral and values;
4. Be able t write a clear, structured stry review.
Imprtance:
1. Guide students t analyze the deep cnntatin f mral stries thrugh the cmparisn f characters' wrds and deeds;
2. Help students t express their wn pinins and pinins based n real life cases;
3. Instruct the students t write a clear and structured stry review.
Difficulties:
1. Systematically express my wn pinins and pinins n real life cases in English;
2. Independently write a stry review with clear viewpints and distinct layers.
1. Read the passage in advance, understand the meaning f the new wrds and phrases in the text and understand the cntent f the article by referring t the cntext and the dictinary.
2. Understand the literary genre f allegry, the cncise and incisively language, the simple but expressive plt, the decrative techniques used and the prfund truth f the educatinal significance revealed.
Step 1 Learning new wrds
The teacher shws the pictures r uses the stick figure t draw the new wrds r phrases in the teaching text.
Step 2 Reading
Activity 1
1.Lk at the three questins in activity 1 and then read the fable.
① What was the king’s idea fr teaching an imprtant lessn t his peple?
②What was the respnse frm mst f the peple?
③ What did the yung girl think and d when she saw the cins?
2.The teacher asks the students t srt ut the rigin, histry and result f the stry and then answer the questins.
3.Finally, ask the students t summarize the main idea f the stry in ne r tw sentences.
Teachers can prvide sme sentence patterns t help students answer questins:
* The king placed the stne in the rad because he…
*Mst peple… but they…
*The yung girl…and…
Suggested answers:
①He put a huge stne in the middle f a rad, and watched t see if anyne wuld mve it.
② Mst f the peple just gt upset that the stne was in their way.
③ She thught that the mney belnged t smene else and that it shuld be returned.
Activity 2
Get the text details.Students wrked in pairs t find ut the different experiences and reactins f each passerby in the passage, and judged their emtins and attitudes accrding t the details.
Then they cmpleted the frm f activity 2.The teacher may ask the students t write cmplete sentences and use as many different sentence patterns as pssible.Such as:
*The milkman crashed int the stne, which made him very angry, but he went away frm the stne.
*After crashing int the stne, the milkman was angry and then he went away.
*The milkman was very angry abut crashing int the stne, but he just went away.
Activity 3
Students can discuss the tw questins in actin 3.
①What d yu think this fable is trying t tell us? D yu think the king was wise? Why r why nt?
②Can yu think f times in yur wn life when yu felt and acted like the girl r like the ther peple in the stry? Give examples.
Teachers can encurage students t express their wn unique views and pinins, and expand and develp them apprpriately.
Suggested Answers
①The mral f the stry is that we shuld all take respnsibility fr ur cmmunity. I dn't think that the king was very wise, hwever,because n ne learned anything frm his experiment. The milkman, the wman with her water pt, and the ther villagers cntinued n their travels withut having changed their attitudes at all. The king did find ne respnsible yung girl, but she was already a respnsible persn befre she encuntered the stne in the rad.
②There have been times when I have acted respnsibly like the girl in the stry. Fr example, I recently saw sme children playing n a dangerus balcny, and s I warned them it was dangerus and had them g smewhere else t play. Hwever,ften I'm mre like the milkman in the stry because I'm very busy with my wn wrk and wrries.
Step 3 Analyzing article structure
Activity 4
1.The teacher briefly intrduces the definitin, characteristics and requirements f the stry cmment, then asks the students t brwse the writing utline in activity 4, understand the frame layut f the stry cmment, and summarize the main pints f each paragraph accrding t the questins listed.
2.Students shuld have a grup discussin n the questins in different paragraphs, find ut the answers t the questins first, then discuss hw t frm sentences with different details and what sentence patterns can be used, and list these sentence patterns.
3.Teachers ask different grups t reprt the answers t the questins and ask them t try different sentence patterns.The teacher added sme sentence patterns fr students t refer t when writing.
Step 4 Writing task
Activity 5
1.Write the first draft.Students first review the evaluatin criteria in activity 5, and then independently cmplete the draft accrding t the utline f activity 4, the answers t the questins listed in the grup discussin and reprt, and the reference sentence pattern.
2.Change partners.The teacher guides the students t evaluate their partner's cmpsitin accrding t the checklist f activity 5 and prpses Suggestins fr mdificatin.
3.Finalize the draft.Based n the peer evaluatin, students revise their wn cmpsitins and determine the final draft.Finally, thrugh grup recmmendatin, the teacher selects excellent cmpsitins fr prjectin display r reading alud in class, and gives cmments and Suggestins.
Step 5 Shwing writing
Activity 5
T call sme Ss t share their writing.
Step 6 Hmewrk
1. Read the passage in this sectin t better understand the passage.
2. Carefully understand the hierarchical structure f the article, and deeply understand the plt f the stry accrding t the causes, prcess and results;
3. Independently cmplete the 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,学生能否通过人物言行的对比分析道德故事的深层内涵;
通过本节内容学习,学生能否根据故事的起因、经过和结果来深入理解故事的情节,从而了解文章的层次结构;
结合现实生活案例发表自己的见解和看法,写一篇观点明确、层次分明的故事评论。
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