Unit2 Morals and virtues Reading for writing教学设计-2023-2024学年人教版高中英语必修第三册

教学设计方案 1.学习阶段： PEP Book3 Senior School English (2019) Reading for Writing: Share your opinions about a moral story 2.授课时长： 第4.5课时（90分钟） 3.语篇主题语境： 人与自我——做人做事（优秀品行，正确的人生态度，公民义务与社会责任） 4.文本分析： What：The reading text is a fable about a king who, in order to test the attitude of the people to a problem, placed a large stone in the middle of the road, hid a gold coin under the stone, and then observed the reaction of the people. Although many people had many complaints about the trouble and even personal losses caused by the stone, they were unwilling to solve it themselves. In the end, a kind and honest young girl moved the stone and received gold coins and praise from the king. Why：This part aims to inform readers to think about what kind of responsibility they should bear in the face of social problems as individuals through analyzing the different reactions of different people and to stimulate readers to think critically, and realize the importance of being a responsible and noble person, so as to form a correct outlook on life and values. How： Fables are a literary genre that can be found in both China and the West. The length is not long, the language is incisive and concise, the plot is simple but very expressive, and it uses metaphors, symbols and other ways to reveal a profound truth. The textbook is designed from the discourse structure and content points of the commentary essay, and builds a learning scaffold to ensure the effective completion of the reading and writing tasks. 5.学情分析： 已有基础：授课对象为高一年级学生，同学们平时能够积极参与课堂，踊跃发言。在学习了前四课的内容后，学生丰富了单元主题词汇和表达，并具备读懂寓言故事及归纳寓意的能力。 突破空间：学生对评论性文章的结构要素比较陌生。通常学生读完寓言，只聚焦在故事情节和寓意上，而教师应以此为切入点，重点启发学生深入思考“道德与美德”这一主题意义。 发展需求：培养学生辩证地分析和评价人物行为的能力，鼓励学生对开放式的结局展开多角度的想象，让学生能够合理推断出作者的意图，最终，有条理地表达个人观点。 6.教学目标： 1. Describe the characteristics， the implicit truth or educational significance of fables. 2. Express opinions on the meaning and purpose of the fable by analyzing the storyline and the behavior of the characters. 3.Identify the structure and main points of a story review, and write a review of a fable to develop critical thinking and then practice virtues. 7.教学重难点： 1.Guide students to analyze the deep connotation of moral stories through the comparison of characters' words and deeds; 2.Encourage students to express their opinions based on real-life cases; 3.Instruct students to write a story review with a clear point of view and a clear story. 8.教学过程： 活动设计 学生活动 活动意图 活动层次 学习效果评价 时间 Leading in： get to know what a fable is. 1.Look at some pictures provided by the teacher (e.g. “The Farmer and the Snake”, “Nu Wa Mended the sky”, and “Houyi Shot the Suns”) 2.Answer the following questions: Q1: What is the name of the story? Q2: What is the story about? 3.Listen to the teacher to explain what a fable is. 应用学生们耳熟能详的寓言故事，通过看图猜故事的读前引入活动，让学生了解寓言故事这一文学体裁及其特殊的教育意义。 感知与注意 获取与梳理 学生通过观察以及对已有经验的调取，明确表述出寓言故事的名字、情节以及教育意义。 3’ First reading: get the general information about the story. T asks Ss to read the story, complete the table and appreciate the sentences in the fable. Ss read the fable and complete the table which includes the persons, their experiences, emotions and responses. Ss discuss and share their answers with each other. Ss appreciate the sentences describing the characters in the fable and practice the grammar in this unit. 要求学生熟悉文本，通过阅读提取细节信息，并通过文中的直接描述与对人物的语言、行为的描写，判断人物情绪、态度。该活动结合了读写技能训练，锻炼学生的综合语言运用能力，为后续写作做好铺垫。 获取与梳理 分析与判断 学生通过阅读，能够复述故事情节，以及根据人物的语言、动作、做出的选择推断总结出人物的情感表现与性格特征。 学生能够通过分析、改写明确现在分词做状语与宾语补足语的作用与应用。 20’ Second reading: 1.understand the deep connotation of this moral story through the comparison of characters' words and deeds; 2.conclude the author’s purpose; 3.express opinions on this story. Ss read the story again and think about the questions. Ss have a short discussion in group and then show their opinions. Q1: What does the “stone in the road” stand for? Q2: What kind of people do “milkman”, “women”, and “girl” refer to in life? Q3: What’s the author’s purpose? Q4: What do you like or do you not like about the story? 引导学生深入讨论和分析这则寓言故事和实际生活的联系以及其深层寓意。鼓励学生基于故事充分发表自己的看法和见解，有利于培养学生的批判性思维和创造性思维，并树立正确的价值观和人生观。为下面的写作活动做好内容准备。 描述与阐释 分析与判断 批判与评价 学生能够结合现实实际从不同方面阐释出寓言故事中不同物体与人物所代表的意义。 整句表述，并用上本单元的主题词块和语言结构。 表述内容积极向上，并且体现批判性思维和创造性思维。 17’ Preparing for the writing: 1.study the organization of a story review; 2.find the useful expressions. Ss read through the outline and the writing tip in the textbook and then read the sample review provided by the teacher and answer the question: What information is included in each paragraph? Ss scan the sample review again and underline the useful expressions or sentences that can be used for the writing. 教师提供一篇读后感作为案例分析材料，学生结合教材提供的提纲来分析读后感每一个段落应该包含的要点，让学生掌握读后感这一体裁的基本框架和特点。 同学们从范文中吸收有用语言表达，在写作时参考使用，实现语言的迁移应用。 获取与梳理 学生能够梳理并总结出读后感这一体裁的基本框架、特点以及常用语言表达，并能应用到之后的写作实践中。 15’ Writing a review of the fable: write a story review with a clear point of view and proper organization and language. Ss go through the requirements and start to write a review. Ss appreciate the sample writing provided by the teacher. Ss exchange drafts and use the checklist to give feedback on each other’s draft. Ss polish their own works according to the feedback. 1. 学生了解读后感的评价标准，能在动笔之前明确需要兼顾的要求和应注意的问题。 2.学生交换草稿并给予反馈，并关注教师如何评价作品，让学生学会评价同伴的写作成果。 3.在互评的基础上修改初稿，完成定稿。 内化与运用 批判与评价 学生能够用合适的篇章结构和语言特点呈现一篇字数达标、要点齐全、表达逻辑、分析合理、观点积极的读后感。 能够运用给出的评价标准合理的评价其他同学的作品以及修改自己的读后感。 30’ Summary and Consolidation Ss representatives make a summary on what we have learned in this lesson. 对整节课的学习内容进行总结、反思与整理、巩固。 能够通过评价反馈，修改、润色自己的读后感。 5’ Assignment Revise the draft and put up the review in the classroom. 给予学生展示自我的机会，增强学习的信心和兴趣，并促进学生互相学习。 9.板书设计 10.教学反思 In terms of teaching design, this lesson is based on the requirements of the course standards, embodies the principle of consistency of "teaching evaluation", and the design of learning activities follows the guidance of the concept of English learning activities. Reflecting on the whole lesson, there are two main problems. Firstly, there is not enough time in class for students to have more opportunities to show their works, and it’d better use the after-class time to make face-to-face corrections on students' assignments, give specific revision suggestions, and improve students' language skills. Secondly, there is not enough design to supplement more Chinese and foreign fables in class, and some English fables can be recommended to students after class as an extension of the knowledge learned in class. 学科网（北京）股份有限公司 $$