人教版 (2019)必修 第三册Unit 2 Morals and Virtues教案

普通高中英语（2019版）必修第三册

Unit 2 Morals and Virtues 教学设计

Period 4 Reading for writing

该板块的活动主题是“分享关于一个道德故事的看法”( Share your opinions about a moral story)。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 content of the stories and the implied moral education;

2. Able to understand the differences in usage and meaning of some key words and use them correctly according to the context;

3. Learn and understand the Confucian thought of "benevolence, righteousness, propriety, wisdom and faith" and establish correct moral and values;

4. Be able to write a clear, structured story review.

Importance:

1. Guide students to analyze the deep connotation of moral stories through the comparison of characters' words and deeds;

2. Help students to express their own opinions and opinions based on real life cases;

3. Instruct the students to write a clear and structured story review.

Difficulties:

1. Systematically express my own opinions and opinions on real life cases in English;

2. Independently write a story review with clear viewpoints and distinct layers.

1. Read the passage in advance, understand the meaning of the new words and phrases in the text and understand the content of the article by referring to the context and the dictionary.

2. Understand the literary genre of allegory, the concise and incisively language, the simple but expressive plot, the decorative techniques used and the profound truth of the educational significance revealed.

Step 1 Learning new words

The teacher shows the pictures or uses the stick figure to draw the new words or phrases in the teaching text.

Step 2 Reading

Activity 1

1.Look at the three questions in activity 1 and then read the fable.

① What was the king’s idea for teaching an important lesson to his people?

②What was the response from most of the people?

③ What did the young girl think and do when she saw the coins?

2.The teacher asks the students to sort out the origin, history and result of the story and then answer the questions.

3.Finally, ask the students to summarize the main idea of the story in one or two sentences.

Teachers can provide some sentence patterns to help students answer questions:

* The king placed the stone in the road because he…

*Most people… but they…

*The young girl…and…

Suggested answers:

①He put a huge stone in the middle of a road, and watched to see if anyone would move it.

② Most of the people just got upset that the stone was in their way.

③ She thought that the money belonged to someone else and that it should be returned.

Activity 2

1.       Get the text details.Students worked in pairs to find out the different experiences and reactions of each passerby in the passage, and judged their emotions and attitudes according to the details.
2.       Then they completed the form of activity 2.The teacher may ask the students to write complete sentences and use as many different sentence patterns as possible.Such as:

*The milkman crashed into the stone, which made him very angry, but he went away from the stone.

*After crashing into the stone, the milkman was angry and then he went away.

*The milkman was very angry about crashing into the stone, but he just went away.

Activity 3

1.       Students can discuss the two questions in action 3.

①What do you think this fable is trying to tell us? Do you think the king was wise? Why or why not?

②Can you think of times in your own life when you felt and acted like the girl or like the other people in the story? Give examples.

2.       Teachers can encourage students to express their own unique views and opinions, and expand and develop them appropriately.

Suggested Answers

①The moral of the story is that we should all take responsibility for our community. I don't think that the king was very wise, however,because no one learned anything from his experiment. The milkman, the woman with her water pot, and the other villagers continued on their travels without having changed their attitudes at all. The king did find one responsible young girl, but she was already a responsible person before she encountered the stone in the road.

②There have been times when I have acted responsibly like the girl in the story. For example, I recently saw some children playing on a dangerous balcony, and so I warned them it was dangerous and had them go somewhere else to play. However,often I'm more like the milkman in the story because I'm very busy with my own work and worries.

Step 3 Analyzing article structure

Activity 4

1.The teacher briefly introduces the definition, characteristics and requirements of the story comment, then asks the students to browse the writing outline in activity 4, understand the frame layout of the story comment, and summarize the main points of each paragraph according to the questions listed.

2.Students should have a group discussion on the questions in different paragraphs, find out the answers to the questions first, then discuss how to form sentences with different details and what sentence patterns can be used, and list these sentence patterns.

3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.

Step 4 Writing task

Activity 5

1.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.

2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.

3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.

Step 5 Showing writing

Activity 5

T call some Ss to share their writing.

Step 6  Homework

1. Read the passage in this section to better understand the passage.

2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;

3. Independently complete the relevant exercises in the guide plan.

1、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；

2、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；

3、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；

4、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。