Unit 2 Morals and Virtues Reading and Thinking 说课课件-2024-2025学年高中英语人教版（2019）必修第三册

Book 3 Unit 2 MORALS AND VIRTUES 大荔县2024-2025学年度上学期高中英语学科 Book 3 Unit 2 MORALS AND VIRTUES单元教学说课 大荔中学 高一英语 李瑾 17391096564 1 Theoretical Basis Content 2 Unit Content 3 Unit Learning Objectives 4 Unit Teaching and Learning Plan 5 Homework Design 1. Theoretical Foundation 更多模版：亮亮图文旗舰店https://liangliangtuwen.tmall.com 3 课程内容 英语学习活动观 核心素养 Theoretical Foundation Subject Core Competencies Cultural awareness Thinking capability Language ability Learning ability English Curriculum Content with Six Components Integrated theme language skills language knowledge culture knowledge discourse learning strategies Theoretical Foundation 学习理解类 Learning and Understanding 感知与注意 获取与梳理 概括与整合 应用实践类 Applying and Practising 描述与阐述 分析与判断 内化与应用 推理与论证 批判与评价 想象与创造 迁移创新类 Transferring and Creating integrated, relevant and practical theme-based activities Activity-Based Approach to English Learning Theoretical Foundation 2. Analysis on Unit Content 更多模版：亮亮图文旗舰店https://liangliangtuwen.tmall.com 7 Thematic Context Man and Society Unit Theme Morals and Virtues 更多模版：亮亮图文旗舰店https://liangliangtuwen.tmall.com 8 No. Type of Lesson Content Discourse Type 1 Listening and Speaking Talk about moral dilemmas conversation 2 Reading and Thinking Learn to make choices in life biography 3 Discover Useful Structures Describe people’s actions, about Norman Bethune biography 4 Listening and Talking Talk about the importance of kindness radio show 5 Reading For Writing Share your opinions about a moral story fable review of fable 6 Assessing Your Progress The -ing form as the object complement and the adverbial news story 7 Video Time Confucius and Ren video 8 Workbook: Reading and Writing The taxi ride I’ll never forget story 9 Workbook: Expanding Your World The five virtues essay 高中英语人教版（2019）必修三 Unit 2 Morals And Virtues 单元大观念 归纳不同文化共同推崇的道德观与美好品质，并在现实不同层面践行道德与美德 Morals and virtues 道德与美德 子主题1:著名人物的无私奉献 普通人之间的善良友善 子主题2:面对社会问题承担责任， 并肩负起传承中华传统美德的责任 著名人物 A Moral Dilemma Mother of Ten Thousand Babies Henry Norman Bethune 普通人 Chain of love The Taxi Ride I’ll Never Forget 承担责任 The Stone in the Road 传承美德 Confucius and Ren The Five Virtues 单元主题大观念(Big idea) 10 What:谈论道德困境Why:了解道德困境的普遍性和实际存在问题 How:两人对话与讨论，学习“惊讶”的表达 What:学习作出人生选择 Why: 学习林巧稚的优秀品质 How:人物传记，按照时间顺序以具体事例描述人物 What:谈论友善的重要性 Why: 讲述发生在自己身边的爱心故事 How:电台访谈节目，呈现了讲故事常用的连接词 What:分享关于道德故事的看法Why: 承担责任的重要性 How:寓言故事，不同人物对“路中央的石头”做出的不同反应 What:介绍孔子所倡导的“任”的思想 Why: 启发思考并传承价值 How:视频，了解中国传统文化所推崇的道德观念 单元整体教学内容分析——文本分析 自然 情况 已有 基础 高一年级普通班学生 课堂反应活跃 个别学生基础较差 1.话题人物熟悉度：学生在日常生活中对道德和美德有一定对了解，但是不太熟悉林巧稚的人物生平。 2.对“道德”的理解：学生具备透过事例挖掘表层内容下深层含义的能力，但是学生对“道德困境”这一概念缺乏深度思考。 3.听、说、读、写、看能力：已经掌握一些与本话题相关的词汇，具备一定的通过听或读获取细节信息的能力，但是很难精准地用英语去描述道德与美德。 使用KWL教学法 单元整体教学内容分析——学情分析 3. Analysis on Unit Learning Objectives 更多模版：亮亮图文旗舰店https://liangliangtuwen.tmall.com 13 01 Summarize, integrate, and express recognized moral principles, and tell stories of treating people kindly Analyze and summarize the moral concepts and qualities that people commonly admire from different cultural backgrounds, and establish correct values. 02 Describe and introduce someone you admire, lead by example, and understand the moral dilemmas on the path of life. 03 学习目标 (基于文本分析和学情分析) 14 After studying this unit, students will be able to: 学习理解 学习目标 (基于英语学习活动观) understand the definitions of virtue, comprehend texts and topics related to individuals who have achieved significant success, and summarize the common qualities of outstanding figures. derive conclusions based on information by facts and details from reading. read biographies of figures, understand their stories, analyze their personalities and qualities, and comprehend the "moral dilemmas" on the path of life. 应用实践 express the understanding of the "moral dilemma" in relation to students’ own experiences. use unit topic vocabulary and sentence patterns in both oral and written contexts to tell fables, and write comments. 迁移创新 introduce traditional Chinese virtues from multiple perspectives, and connect with students’ personal growth and the direction of future efforts. design a mind map through group work and introduce the achievements and experiences of the Dr.Lin , summarizing recognized virtues and spirits of the nation. Analysis of Learners 学习基础： Students have already mastered vocabulary related to this topic, but it is difficult to accurately describe morals and virtues in English. 个性品质： Students have an understanding of morals in their daily lives, but lack the concept of moral dilemmas and are not familiar with the Dr.Lin Qiaozhi. 学习效果： 困难预测： Learn more by finding out the gist,answering questions,drawing structural map,and cooperating. Potential difficulties may also occur in reading for a better insight into the message, especially the critical thinking of virtue. 学情分析Analysis of Students 16 4. Analysis on Unit Teaching and Learning Plan 更多模版：亮亮图文旗舰店https://liangliangtuwen.tmall.com 17 指导思想 理论依据 单元教学 内容分析 主题升华 【大观念】通过不同类型的语篇，归纳不同文化共同推崇的道德观与美好品质，并在现实不同层面践行道德与美德。 激发学生兴趣 了解人物经历 多角度认识道德 Listening and Speaking Reading and Thinking Discover Useful Structures video Assessing your progress *Project 道德困境相关问题 认识伟大人物林巧稚 倾听道德故事，模仿 输出 用英语讲述传统文化 激励他人践行美德 了解寓言故事， 表达观点 了解中国传统文化，提升文化自信 领会 了解(know) 单元整体教学框架 用V-ing表达主题观点 习得(enrich) 感悟(inspire) Listening and Talking Reading for writing 培养人生观道德观 单元整体教学框架 18 Thematic Context man and society Discourse Type coversation biography biography radio show fable video Cultural Knowledge 如何践行美德，践行美德的重要性 探索林巧稚人生经历及背后的道德观 白求恩的生平及人物评价 普通人之间传递爱心的故事 了解普通人面对社会问题、承担责任的重要性 孔子所倡导的“仁”的思想的内涵及重要意义 Language Knowledge 1.积累道德相关的话题词汇2.动词v-ing形式作状语和宾语补足语 3.人物传记的语篇结构和语言特征 4.口头讲述寓言故事，写寓言故事评论 5.听取说话人表述的内容以及语音、语调等，在听力过程中判断作者态度 Language Skill 综合运用听说读看写技能围绕主题语境理解意义和表达观点 Learning Strategies 1.认知策略 2.元认知策略 3.交际策略 4.情感策略 5.资源策略 单元整体教学内容分析（基于课程内容六要素） 1.单元案例 听力与口语 I 道德困境 阅读与思考 I 学习作出人生选择 语法探究 I 动词v-ing 听力与口语 I 友善的重要性 阅读与写作 I 分享道德故事 评价与反思 项目活动 I 积累美德词汇 视频 I 孔子与仁 道德与美德 单元整体教学内容分析（基于课程内容六要素） 学习与理解 learning and understanding 迁移与创新 transferring and creating 应用与实践 applying and practising Listening and Speaking Discourse input period 1 Reading and Thinking Discourse imput&Language knowledge period 2-3 Discover Useful Structures&Workbook: Expanding Your World Language knowledge&skills period 4 Reading for Writing inspiration period 6 Assessing your progress *Project cultural awareness period 7 Video period 8 spread Chinese culture practicing period 5 Listening and Talking &Workbook: Reading and Writing 单元课时划分Teaching Periods Arrangement 21 各课时教学目标 第1课时 第2、3课时 1. get to know the content of the passage. 2. use different basic reading skills like grasping the details correctly in reading. 3.use different basic reading strategies. 4.admire the characteristics of Doctor Lin and be a good person. 第4课时 第7-8课时 1. learn about Confucius' basic information and his main idea 2.Read the content related to morality, and review the vocabulary of this unit 第5课时 第6课时 各课时教学活动任务 第1课时 听前-了解道德困境，预测话题 听中-获取关键信息，嵌入表达策略 听后-分析道德选择态度，深化主题意义 第2、3课时 读前-激活背景，引入新知 读中-读特征，理过程，梳结构，抓品质 读后-内化所学，搭建语言支架，畅所欲言，提能力，练思维 第4课时 词汇学习带动单元主语篇语境复现 整合单元主语篇，游戏中探讨语法结构 单元主语篇情景下输出所学语法结构 新情景和新句式下，反复操练语法结构 联系自身，反思当下，进行情感引领 第5课时 听前-创设情境，导入话题，预测内容 听中-获取关键信息，嵌入表达策略 听后-复述故事内容，对“爱之链”进行深入思考 第6课时 创设情景，导入话题 文本输入，建构图式 梳理思路，写作输出 反馈评价，个别作品课堂展示和评价 第7-8课时 观看前-了解人物，预测视频内容 观看中-边看边记，获取人物生平，了解人物核心思想 观看后-感受文化魅力，评价思想内涵输出单元活动-制作思维导图 Task-based language Teaching 教师主导 学生主体 Communicative Approach Total Situational Action Teaching Cooperating and Exploring Practising and Drilling 教学方法 Teaching&Learning Methods Autonomous learning 24 view, relate and focus Activity 2 While-listening listen for key words, T/F Activity 3 Post-listening watch,think listen,think and talk 第1课时教学流程 Activity 1 Lead in&Pre-listening 01 02 03 04 05 Lead-in (10 minutes) Pre-Reading (5 minutes) While-Reading (25 minutes) Post-Reading (40 minutes) Assignment (1 minute) 读前-激活背景，引入新知 读中-读特征，理过程，梳结构，抓品质 读后-内化所学，搭建语言支架，畅所欲言，提能力，练思维 第2-3课时教学流程 Activity 3 While-reading read, find and infer read, think, infer and grasp Activity 1 Lead in view, relate and focus Activity 2 Pre-reading view, predict and skim read, obtain and grasp 第2-3课时教学流程 Activity 4 Post-reading Discussion Thinking Practice Presentation Thinking Free-talk Activity 5 Assignment write, think and search Individual work: absorb, consolidate Pair work: think, analyze and speak Group work: think, apply and transfer 第2-3课时教学流程 第2、3课时 第6课时 第1课时 第4课时 第5课时 第7-8课时 各课时板书设计 设计依据：契合主题情景，构建结构化知识，突出重难点。 5. Homework Design 更多模版：亮亮图文旗舰店https://liangliangtuwen.tmall.com 30 分层作业 Multi-level Homework Design Basis: 1. The differences in thinking and language ability among students 2. The characteristics of the content in each learning period 3. The teaching and learning objectives of this unit 应用实践类 迁移创新类 学习理解类 31 学习理解类 Homework 1: Retell the story of Lin Qiaozhi; ntroduce one of the three great figures to others by using the -ing form. 应用实践类 Homework 2: Interview the people around you about the behaviour of kindness, improve your oral report. 迁移创新类 Homework 3: Surf the Internet to know more about Dr.Lin Qiaozhi.(using PPT, give a presentation) 分层作业 Multi-level Homework 32 Virtue mind map Prepare an oral presentation about moral dilemmas Reflect how to be a person of value Surf the Internet to know more about Dr.Lin Qiaozhi. Retell the story of Lin Qiaozhi Finish exercises on page68 in the workbook; Conclude the common qualities of successful people Do more exercises on page69 in the workbook; Introduce one of the three great figures to others by using the -ing form. Survey to know more about the meaning of kindness; Interview the people around you about the behaviour of kindness, improve your oral report. Introduce a moral fable to people around you; Polish your writing based on the checklist; Reflect on yourself how to be a person with virtue. Give an oral introduction to Confucius and Ren. 1 2-3 4 5 评价要点 How can you describe the spirit of virtue? What words and structures can you use in your description? What common qualities do they have? How do you understand moral dilemmas? What do you think of your writing and mind-map? Please comment on it. 课时 6 7-8 书面作业 自选作业 口头作业 各课时作业设计 教师 师生对话、课堂观察 教学活动 测试评价 学生 自评及互评 书 面 表 达 量 表 单元 评价 口 头 表 达 量 表 设计意图：根据本单元所学，学生对自身学习有一个全面的评估，其中Q层面是引导学生再次回归单元，查漏补缺。 设计意图：尽量使用相同维度的评价表或反馈表，让学生学会自我监控和评价。要求学生有理有据做出恰当评价，同时，教师评价要以正面表扬与鼓励为主。 学习过程和评价——单元评价 Thanks for listening! $$