Unit2MoralsandVirtuesReadingforWriting讀寫整合教學(xué)設(shè)計(jì)讀后續(xù)寫TheStoneInTheRoadLearningObjectivesAttheendofthislesson,studentswillbeableto:1.getthemainideaandtheimpliedmeaningofthestoryTheStoneIntheRoad；2.learntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting;3.developproperlifeattitudeandvaluebygettinginspiredbythevirtueofthecharacterinthestory.

4.drawreasonableconclusionsoftheyounggirl’svirtuesbasedonfactsanddetailsfromreadingthestory.Lead-inDoyouwanttoknowmoreaboutthedetails?ReadandThink

________________,a______wantedtotestwhetherhis______only________othersto______theproblemsandthenteachthemalesson.WhyandHow?Whatdoesthepassagemainlytalkabout?

Onceuponatimekingpeopleexpectedsolve

Onceuponatime,therewasakingwhooftenthought,“Nothinggoodcancometoanationwhosepeopleonlycomplainandexpectotherstosolvetheirproblems.”O(jiān)neday,hehadanidea.Earlyonemorning,thekingdisguisedhimselfandwenttoalocalvillage.Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatched.Para.1&2:thebeginningofthestoryReadandThink①Whyandhowdidthekingcarryoutsuchanexperiment?②Whatkindofpersondoyouthinkthekingwas?

Onceuponatime,therewasakingwhooftenthought,“Nothinggoodcancometoanationwhosepeopleonlycomplainandexpectotherstosolvetheirproblems.”O(jiān)neday,hehadanidea.Earlyonemorning,thekingdisguisedhimselfandwenttoalocalvillage.Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatched.

Onceuponatime,therewasakingwhooftenthought,“Nothinggoodcancometoanationwhosepeopleonlycomplainandexpectotherstosolvetheirproblems.”O(jiān)neday,hehadanidea.Earlyonemorning,thekingdisguisedhimselfandwenttoalocalvillage.Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatched.(theme)Careabouthiscountryandpeople.(character)Whomovedthestoneaway?ReadandThink

Thefirstpersondownthestreetwasamilkmanwithhiscart.Hecrashedintothestone,spillingthemilkeverywhere."Whatfoolputthisstonehere?"heshouted.Hepickedhimselfupandangrilywentaway.

Afterawhile,agroupofwomencamealong,eachbalancingapotofwateronherhead.Onewomantrippedoverthestoneandherwaterpotwentcrashingtotheground.Shepickedherselfupandlimpedawayintears.Neithershenorherfriendsthoughtaboutmovingthestoneoutoftheroad.

Thekingwatchedalldayasmanypeoplecomplainedaboutthestone,buthefoundnobodymakinganattempttomoveit.Thekingwasindespair."Istherenooneinthisvillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?"①Whatwastheresponsefromdifferentpeople?②Howdidthekingfeelafteraday’swatch?ReadandThink①Whatwastheresponsefromdifferentpeople?②Howdidthekingfeelafteraday’swatch?PersonExperienceEmotionResponsemilkman

womanwithwaterothervillagerstrippedoverthestonelimpedawayintearssadunhappynobodymadeanattempttomovethestonecomplainedaboutthestoneFragile脆弱的Selfish自私的crashedintothestoneangrywentawayIndifferent冷漠的ReadandThink①Whatwastheresponsefromdifferentpeople?②Howdidthekingfeelafteraday’swatch?

Thefirstpersondownthestreetwasamilkmanwithhiscart.Hecrashedintothestone,spillingthemilkeverywhere."Whatfoolputthisstonehere?"heshouted.Hepickedhimselfupandangrilywentaway.

Afterawhile,agroupofwomencamealong,eachbalancingapotofwateronherhead.Onewomantrippedoverthestoneandherwaterpotwentcrashingtotheground.Shepickedherselfupandlimpedawayintears.Neithershenorherfriendsthoughtaboutmovingthestoneoutoftheroad.

Thekingwatchedalldayasmanypeoplecomplainedaboutthestone,buthefoundnobodymakinganattempttomoveit.Thekingwasindespair."Istherenooneinthisvillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?"

Thefirstpersondownthestreetwasamilkmanwithhiscart.Hecrashedintothestone,spillingthemilkeverywhere."Whatfoolputthisstonehere?"heshouted.Hepickedhimselfupandangrilywentaway.

Afterawhile,agroupofwomencamealong,eachbalancingapotofwateronherhead.Onewomantrippedoverthestoneandherwaterpotwentcrashingtotheground.Shepickedherselfupandlimpedawayintears.Neithershenorherfriendsthoughtaboutmovingthestoneoutoftheroad.

Thekingwatchedalldayasmanypeoplecomplainedaboutthestone,buthefoundnobodymakinganattempttomoveit.Thekingwasindespair."Istherenooneinthisvillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?"Whoappearedandchangedhisthought?Continuationwritingpara1:Justthen,thekingsawayounggirlcomingalongwhowasthedaughterofalocalfarmer.______________________________

________________________________________________________________________________________________________________para2:Thekingsaid:“Mydear,thegoldismine.Iputitintheroadandmovedthestoneoverit.”__________________________________________________________________________________________________________________________________________DiscussionDifficultiesChallengesMilkman:

passive,indifferent…Woman:fragile...Girl:responsible,considerate,caring...Whatdoyouthinkthisfableistryingtotellus?Thestory

wants

to

tell

us

that

each

of

us

should

take

responsibility

for

our

society.Whichkindofpeopleisthegirl?Whatdoes“stone”refertoinlife?Whatkindofpeopledo“milkman”and“woman”refertoinlife?GroupWorkDiscussingroupsoffour,andeachofyouhaveyourownduty.A:predicttheplotbasedonthethemeandthegiven

sentences.

B:predictbyworkingoutwhatthecharcterswouldsay,doandfeelaccordingtothecharacter’squalities.C:predictbythewritingskill--contrastD:beagoodreporter.GroupWorkversionsexperienceemotionsfinalresponsetheking’sresponseversion1version2noticethestoneaheadoftimeconfusedcaringtryherbesttopushthestonetripoverthestoneandfallwithoutcomplaintbutworriedtrytomoveawaythestonefellsatisfiedandappearfelldelightedandcontinuetotestContinuationwritingpara1:Justthen,thekingsawayounggirlcomingalongwhowasthedaughterofalocalfarmer.______________________________

________________________________________________________________________________________________________________para2:Thekingsaid,:Mydear,thegoldismine.Iputitintheroadandmovedthestoneoverit.________________________________________________________________________________________________________________________________________________AppreciationConclusion唯有美好而正直的心靈，猶如干燥備用的木料,永不走樣；縱然整個(gè)世界變?yōu)榛覡a，它依然流光溢彩。Onlyasweetandvirtuoussoul,Likeseason'dtimber,nevergives;Butthoughthewholeworldturntocoal,Thenchieflylives.1.Polishyourwriting,basedonthetheme,plot,languageandwritingstyleofthestory.

2.Finishparagraph2.CompulsoryhomeworkActoutthescenebetweenthekingandthegirl.OptionalhomeworkHomeworkThanksforyourattention!Module3Unit2MoralsandVirtuesPeriod4

ReadingforwritingInstructionalDesign010203立足課標(biāo)，研讀語篇，分析學(xué)情——確定學(xué)習(xí)目標(biāo)基于主題，關(guān)注學(xué)生，多元評價(jià)——設(shè)計(jì)教學(xué)活動(dòng)落實(shí)立德樹人，發(fā)展核心素養(yǎng)——分享實(shí)踐反思CONTENTS目錄確定學(xué)習(xí)目標(biāo)01理論依據(jù)——研讀語篇——分析學(xué)情整合課程六要素：以主題為引領(lǐng)，以語篇為依托，將語言知識學(xué)習(xí)、文化內(nèi)涵理解、語言技能發(fā)展和學(xué)習(xí)策略運(yùn)用融合起來。以核心素養(yǎng)為目標(biāo)，深入研讀語篇，關(guān)注主題意義，實(shí)踐英語學(xué)習(xí)活動(dòng)觀，處理好教、學(xué)、評的關(guān)系，重視培養(yǎng)學(xué)生的學(xué)習(xí)能力。立足課標(biāo)單元內(nèi)容簡析

單元主題語境：人與自我---做人與做事（優(yōu)秀品行，正確的人生態(tài)度，公民義務(wù)與社會責(zé)任）人與社會---歷史、社會與文化（對社會有突出貢獻(xiàn)的人物）Period4ReadingforwritingTheStoneintheRoad語篇研讀這則寓言故事講述了一位國王為了試探民眾面對問題的態(tài)度，將一塊大石頭放在路中央，并將金幣藏在石頭下方，然后躲在一旁觀察人們的反應(yīng)。大多數(shù)人僅抱怨石頭擋路，但不愿自己解決。但是，一個(gè)年輕善良誠實(shí)的姑娘搬走了石頭，獲得了國王的贊揚(yáng)。What學(xué)生在閱讀淺顯易懂、生動(dòng)有趣的寓言故事時(shí)，能體會文章蘊(yùn)含的深刻道理，思考作為個(gè)體的人，面對社會問題應(yīng)該承擔(dān)怎樣的責(zé)任。同時(shí)，激發(fā)學(xué)生批判性思維，辯證的看待人物的身份和反應(yīng)。認(rèn)識到做有責(zé)任有擔(dān)當(dāng)，有高尚品德的人的重要性，從而認(rèn)識自我，認(rèn)知世界，樹立正確的道德觀念和社會責(zé)任感。Why寓言故事是中西方皆有的文學(xué)體裁。篇幅不長，語言精辟簡練，情節(jié)簡單卻極富表現(xiàn)力，多使用借喻、象征等方式來揭示一個(gè)深刻的道理。教材從評論短文的語篇結(jié)構(gòu)和內(nèi)容要點(diǎn)設(shè)計(jì)，搭建學(xué)習(xí)支架，保證讀寫任務(wù)的有效完成。但因?yàn)樵⒀怨适卤旧砭褪怯洈㈩愇捏w，包含生動(dòng)的情節(jié)和鮮活的人物，且結(jié)尾有明確的道理，和讀后續(xù)寫文本相似，于是我將教材文本二次開發(fā)為一篇讀后續(xù)寫，在真實(shí)的語境中，考查學(xué)生綜合運(yùn)用多項(xiàng)語言技能的能力。How主題語境：人與自我---做人與做事（優(yōu)秀品行，正確的人生態(tài)度，公民義務(wù)與社會責(zé)任）已有基礎(chǔ)授課對象為高一年級學(xué)生，同學(xué)們平時(shí)能積極參與課堂活動(dòng)，踴躍發(fā)言。在學(xué)習(xí)了前三課時(shí)內(nèi)容后，學(xué)生豐富了單元主題詞匯和表達(dá)，并具備讀懂寓言故事及歸納寓意的能力。存在障礙發(fā)展需求續(xù)寫對學(xué)生是全新的挑戰(zhàn)，學(xué)生缺乏系統(tǒng)性的訓(xùn)練。在語言表達(dá)、人物品格提煉和情節(jié)創(chuàng)設(shè)方面仍需教師的指導(dǎo)和幫助。在寫作方面，學(xué)生仍需要教師搭建更多的語言支架。培養(yǎng)學(xué)生辯證的分析和評價(jià)人物行為的能力，鼓勵(lì)學(xué)生對開放式的結(jié)局展開多角度的想象，讓學(xué)生能夠合提煉文章主題及語言特點(diǎn)，最終，有條理地表達(dá)個(gè)人觀點(diǎn)，在閱讀和寫作中實(shí)現(xiàn)思維和語言的提升。學(xué)情分析學(xué)習(xí)目標(biāo)語言能力學(xué)習(xí)能力思維品質(zhì)文化意識·

閱讀寓言故事，分析人物品格，理解故事

內(nèi)容及隱含的道德教育意義?！?/p>

運(yùn)用適當(dāng)?shù)膭?dòng)作對話心理描寫，塑造theyounggirl的美好形象?！?/p>

能根據(jù)文中使用不同措詞描寫不同角色的語言特點(diǎn)。對比并歸納人物品質(zhì)。在寫作中協(xié)同文本語言及思維?！?/p>

描述不同文化背景下人們共同崇尚的道德觀念與美好品質(zhì)——善良、無私，責(zé)任感等。·

樹立正確的道德觀，價(jià)值觀及社會責(zé)任感?！?/p>

能提煉出文中體現(xiàn)的美德，辨別什么是道德困境?？陀^分析和推理在困境中人的不同選擇可能產(chǎn)生的結(jié)果和影響。在一定程度上提高思維的邏輯性，批判性和創(chuàng)新性?！?/p>

能在閱讀時(shí)提取事實(shí)和細(xì)節(jié)，并基于這些信息推導(dǎo)出合理的結(jié)論。教學(xué)重點(diǎn)梳理文本信息，分析人物品格，明確文章主題，完成續(xù)寫內(nèi)容。教學(xué)難點(diǎn)感受模仿作者塑造不同人物時(shí)的寫作手法，內(nèi)化并遷移該寫作手法，完成續(xù)寫。教學(xué)重點(diǎn)和難點(diǎn)設(shè)計(jì)學(xué)習(xí)活動(dòng)02基于主題——關(guān)注學(xué)生——多元評價(jià)評價(jià)Sscantalkabouttherelatedexperiencesandgettoknowthethemeofthisunit.LeadinT：“Iwillshareavideowithyou!

”

教學(xué)過程設(shè)計(jì)意圖：利用視頻及標(biāo)題引入話題，激活學(xué)生原有認(rèn)知，激發(fā)閱讀興趣，并初步導(dǎo)入本單元“道德與美德”主題。評價(jià)Activity1Gothroughthepassagequicklyandgetthegeneralideaofthestory.學(xué)習(xí)理解類活動(dòng)Sscangetthemainideaofastory.設(shè)計(jì)意圖：在此環(huán)節(jié)中，教師引導(dǎo)學(xué)生對故事大意進(jìn)行梳理，使學(xué)生對文章有一個(gè)初步認(rèn)識,同時(shí)激發(fā)他們深入閱讀的興趣。評價(jià)Activity2Readthefirsttwoparagraphstounderstandthebackgroundofthestoryandthethemeofthispassage.學(xué)習(xí)理解類活動(dòng)Sscansortoutkeyplots設(shè)計(jì)意圖：文章主題是情節(jié)，人物品格設(shè)置的基礎(chǔ)。續(xù)寫是對文本情節(jié)的延續(xù)，更是對主題的升華。本環(huán)節(jié)旨在幫助學(xué)生了解故事發(fā)生背景。通過閱讀文章的第一、二兩段明確文章主題，同時(shí)初步強(qiáng)調(diào)豐富的動(dòng)詞在第二段中的使用。評價(jià)Activity3Readparagraphs3，4and5toknowmoredetailsandtastethewritingskills.學(xué)習(xí)理解類活動(dòng)設(shè)計(jì)意圖：本環(huán)節(jié)通過讓學(xué)生找出不同人物對于石頭的做法、心情、反應(yīng)，讓學(xué)生進(jìn)一步感知故事情節(jié)的同時(shí)，引導(dǎo)他們學(xué)會運(yùn)用生動(dòng)形象的動(dòng)作語言和心理描寫來使人物形象飽滿。使學(xué)生可以展開想象，預(yù)測下文情節(jié)。Sscansortoutkeyplotsandpayattentiontocharacters’differentemotionsandresponses.評價(jià)Ssworkingroupstosolvedifficultpointsandpredicttheendingaccordingtothetheme.Activity4Discussion:Cooperateingroupstopredicttheendingofthestory

accordingtothetheme.應(yīng)用實(shí)踐類活動(dòng)設(shè)計(jì)意圖：基于前文已梳理的文章主題、人物品格、寫作技法，在本環(huán)節(jié)中學(xué)生通過小組分工合作的形式預(yù)測后文情節(jié)。這不僅激發(fā)了他們的思維活動(dòng)和寫作欲望，也使后文在主題、人物、品格和邏輯上與原文