必修三Unit2MoralsandVirtuesReadingforWriting教學(xué)設(shè)計LessoncontentShareyouropinionsaboutamoralstoryThemecontext:Excellentconduct,correctattitudetowardslife,civicobligationsandsocialresponsibility.Textanalysis:Thislessonprovidesasmallfable"Thestoneintheroad",whichmainlytellsthestoryofakingwhohopestoeducatehissubjectsnottocomplainbuttoworkhardtosolveproblemswhentheyencounterdifficulties.Thefirstnaturalparagraphsummarizestheentiretext.Thesecondparagraphbeginstonarratethedevelopmentofthestory.Thekingplacedastonepressedagainstgoldontheroad,andpeoplereactedthesamewaywhentheywereblockedbythestone.Onecomplainedbutremainedindifferent.Onedayhaspassed,andnooneiswillingtomovethestone.Thelastyounggirlwasafraidthatthestonewouldhinderothers,soshetriedtomovethestoneawayandobtainedgold.Thelastnaturalparagraph,throughthewordsoftheking,clarifiesthetheme,elevatesthetheme,andbringscertaineducationalsignificanceandinspirationtopeople.Lessonobjectives1.Obtainbasicinformationaboutthestorythroughreading.2.Learntotellmoralstoriesinappropriatelanguage.3.Cultivatestudentstoestablishcorrectmoralvaluesandexcellentqualities.4.Cultivatestudents'criticalthinking,guidestudentstojudgerightandwrong,andmakecorrectmoralchoices.Keyanddifficultpoints:1.Obtaintextinformationandtextcharacteristics.2.Useappropriatelanguagetotellmoralstoriesandexpressone'sownviews.Teachingpreparation:1.Collectsomemoralstories.2.Encouragestudentstoreflectonthemoralchoicestheyhavemade.3.Previewnewvocabularyandtexts.TeachingprocessStepILearningandUnderstandingActivity1:BrainstormAskstudentstoworkingroupsandbrainstormsongoodmorals,virtuesandsomefablesorstoriesabouttheinChinesetraditionalculture.Activity2:Acquisitionandsorting(PredictandRead)1.Askstudentstoreadthetitleandtrytopredictwhostoryismainlyabout?2.Askstudentstoreadthestoryandanswertfollowingquestions:(1)Whatwastheking'sideaforteachinganimportantlessontohispeople?(2)Whatwastheresponsefrommostofthepeople(3)Whatdidtheyounggirlthinkanddowhenshesaidthecoins?(4)Whatdoyouthinkthisfableistryingtotellus?(5)Wasthekingwise?Whyorwhynot?Suggestedanswers:(1)Heplacedalargestoneinthemiddleofthemastreetandhidgoldcoinsunderthestone.Thenhehbehindahugemapletreeandwatchedtoseeifanyonemoveit.(2)Mostofthepeoplecomplainedaboutthestonebnobodymadeanattempttomoveit.(3)Shethoughtshemustfindtheownerofthegocoins.(4)Itistryingtotellusthatweshouldalltaresponsibilityforourcommunity,societyandcountry.(5)①Yes,hewas.Becauseasaruler,heshouldpattentiontohispeople'smoralsandvirtues.Onlyhavinggoodmoralsandvirtuescouldmakehispeopleliveweachotherinharmony,andhiscountrymaybeincontandprosperous.②No,hewasn't.Becausefewpeoplelearntfromexperiment.Inthetext,themilkman,thewomanwwater,andtheothervillagerscomplainedaboutthestoneandcontinuedontheirjourney.Itseemedthatthesocialresponsibilityofthemajorityistoolittlejustbecausetheyarebusywiththeirownthings.【設(shè)計意圖】通過閱讀,讓學(xué)生了解不同人遇事做出的不同選擇,引導(dǎo)學(xué)生理智思考,做出正確的選擇,為寫作提供范例。Activity3:SummaryandIntegrationAskstudentstoreadthestoryagainandcompletethetable.PersonExperienceEmotion Responsemilkmancrashedintothestoneangrywentawaywomanwithwatertrippedoverthestonesadlimpedawayothervillagerscomplainedaboutthestoneupsetnobodymadeanattempttomovethestone younggirlsucceededinmovingthestonetothesideofthestreettiredsurprisedtheownerwantedtofindofthegold 【設(shè)計意圖】通過識別語篇以及了解故事內(nèi)容，學(xué)生深度思考,挖掘主題意義,學(xué)習(xí)語篇的寫作特征,獲取正確的道德觀，為后續(xù)寫作做了有效鋪墊。StepIIApplicationPracticeActivity4:AnalysisandJudgment(Discussandstatetheiropinions)Askstudentstodiscussthefollowingquestionsandgivetheirownideas.(1)Whatkindofstoryisit?(2)Whatisthemainideaofthestory?(3)Whatistheauthor'spurpose?(4)Doyouthinkthestoryachieveditspurpose?(5)Whatdidyoulikeaboutthestory?Suggestedanswers:(1)Itisafableaboutmorals.(2)Itisaboutakingwhowantedtoteachhispeoplealessonbyhidinggoldcoinsunderastoneinthestreet.(3)Theauthor'spurposeistotellusthatwhenmeetingwithproblemsweshouldnotcomplainandexpectotherstosolvethem.(4)Yes,I/wethinkso.(5)Ilikethestorybecausethefablemirrorsthatdifferentattitudesmaybringaboutdifferentresults.【設(shè)計意圖】通過討論文章體裁、文章主旨大意、作者的寫作意圖、讀者對文章的觀點和態(tài)度，達(dá)到對文章的深層理解,有助于單元主題的理解和學(xué)生英語核心素養(yǎng)的形成。Activity5:PracticalExercise(Writeareviewofthefable)1.Askstudentstoworkinpairsanddiscussthequestion:Canyouthinkoftimesinyourownlifewhenyoufeltandactedlikethegirlorliketheotherpeopleinthestory?Giveexamples.2.Writeareviewofthefable.Usetheoutlinebelowtohelpyou.Paragraph1:Basicinformationaboutthestory.●Whatisthetitleofthestory?.●Whatkindofstoryisit?.●Whatisthemainideaofthestory?Paragraph2:Youranalysisofthestory.●Whatistheauthor'spurpose?●Werethedetailsofthestoryclear?●Doyouthinkthestoryachieveditspurpose?Paragraph3:Youropinionaboutthestory.●Whatdidyoulikeaboutthestory?●Whatdidyounotlikeaboutthestory?●Wouldyourecommendthisstorytoothers?【設(shè)計意圖】本活動為寫作實踐，讓學(xué)生以小組的形式討論并收集盡可能多的想法，列舉不同的觀點，最后根據(jù)段落提示完成寫作，旨在降低寫作難度,增強寫作信心。StepIIIMigrationInnovationActivity6:CriticismandEvaluation(Exchangedraftsandrevisethem)1.Exchangedraftsandusethechecklisttogivefeedbackonyourpartner'sdraft.Doesthewritergiveashortdescriptionofthestory?Doest