Unit 2 Morals and Virtues Reading for Writing 教学设计-2024-2025学年高中英语人教版（2019）必修第三册

Unit 2 Morals and Virtues-Reading for Writing 教学设计 教学目标 Knowledge & Skills: Master key vocabulary (e.g., moral dilemma, virtue) and sentence patterns about ethical choices; learn to structure an argumentative paragraph with examples. Process & Methods: Analyze text logic through group discussion; practice expressing personal views on moral issues via guided writing. Affect & Values: Recognize the importance of virtues in daily life; develop critical thinking about ethical decisions. Cultural Awareness: Understand universal moral values across cultures while respecting diverse perspectives. 重难点 Key: Using appropriate language to present moral viewpoints with supporting details; organizing ideas coherently in writing. Difficult: Distinguishing between personal feelings and rational moral judgments; balancing emotional appeal and logical reasoning in arguments. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Today, we are going to explore Unit 2 Morals and Virtues, specifically the Reading for Writing part. This section is really interesting as it presents us with a thought - provoking story that carries important messages about responsibility and moral values. So, let's get started! First, take a look at the three questions in Activity 1. These questions will guide your reading of the fable. The first question is: What was the king’s idea for teaching an important lesson to his people? The second one: What was the response from most of the people? And the third: What did the young girl think and do when she saw the coins? Now, I want you to read the fable carefully and try to find the answers. (Students start reading the fable) Teacher: Alright, time's up. Let's first talk about the king's idea. Can anyone tell me what the king did? Student 1: The king placed a large stone in the middle of the main street of a local village and hid gold coins under the stone. He then hid behind a huge maple tree to watch people's reactions. Teacher: Excellent! So, the king wanted to test his people. He thought that “Nothing good can come to a nation whose people only complain and expect others to solve their problems.” By placing the stone and the coins, he was trying to see if anyone would take the initiative to remove the obstacle in the road. Now, what about the response from most of the people? Who can share? Student 2: The first person was a milkman. He crashed into the stone and spilled the milk everywhere. He was very angry and just shouted about who put the stone there and then went away. Teacher: Exactly. The milkman was more concerned with his own misfortune of spilling the milk rather than thinking about the stone being a danger to others. What about the group of women? Student 3: A group of women came along. One woman tripped over the stone and her water pot broke. She limped away in tears, and neither she nor her friends thought about moving the stone. Teacher: Right. Most people seemed to be self - centered. They were affected by the stone but didn't consider the consequences for others. Now, let's focus on the young girl. What did she think and do? Student 4: The young girl thought the stone was a danger to people who came down the street after dark. So, she pushed the stone with all her might and finally moved it to the side of the street. Then she saw the gold coins. Teacher: Great. The young girl showed a sense of responsibility. She didn't just complain like the others. Instead, she took action to solve the problem. Now, let's summarize the main idea of the story in one or two sentences. I'll give you a few minutes to think about it. (Students think and write) Teacher: Who would like to share their summary? Student 5: The story is about a king who tested his people by placing a stone with gold coins under it in the middle of the street. Most people just complained when they encountered the stone, but a young girl moved the stone out of the way and found the gold coins. Teacher: Wonderful! You've captured the essence of the story. Now, let's dig deeper into the text and analyze the details. Look at Activity 2. We need to find out the different experiences and reactions of each passer - by in the passage and judge their emotions and attitudes according to the details. Work in pairs to complete this task. (Students work in pairs) Teacher: Let's go through the table together. For the milkman, his experience was crashing into the stone. His emotion was angry, and his response was going away. What about the woman with water? Student 6: Her experience was tripping over the stone. She was in pain, and she limped away. Teacher: Correct. And for the other villagers? Student 7: They passed by the stone and were complaining, but nobody moved it. Teacher: Right. And the young girl? Student 8: She saw the stone, felt responsible, and moved it out of the way. Teacher: Perfect. By analyzing these details, we can see the differences in people's moral qualities. Now, let's move on to Activity 3. We are going to discuss two questions. The first one is: What do you think this fable is trying to tell us? Do you think the king was wise? Why or why not? The second question: Can 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. Discuss these questions in groups. (Students discuss in groups) Teacher: Let's start with the first question. What do you think the fable is trying to tell us? Student 9: I think the fable is trying to tell us that we should take responsibility for our community. We shouldn't just complain about problems but should do something to solve them. Teacher: That's a great point. What about the wisdom of the king? Student 10: I think the king was wise. He found a creative way to test his people's sense of responsibility. Student 11: But I don't think the king was very wise. Because in the end, only one person, the young girl, showed responsibility. The others didn't learn anything from this. Teacher: Both of you have valid arguments. The king's method did reveal the lack of responsibility among most people, but it might not have been the most effective way to change people's behavior. Now, for the second question, can anyone share an example from their own life? Student 12: Once, I saw some litter on the school playground. At first, I just thought someone else should clean it up, like the milkman and the others in the story. But then I remembered that I should take responsibility, so I picked it up, just like the girl moved the stone. Teacher: That's a wonderful example. It shows that we all have the choice to be responsible or not in different situations. Now, let's talk about writing a story review. A story review is a way to express your thoughts and opinions about a story. First, you need to give a short description of the story, including the title, what kind of story it is, and the main idea. Then, you should analyze the story. Think about the author's purpose, whether the details were clear, and if the story achieved its purpose. Finally, you give your own opinion, what you liked and didn't like about the story, and whether you would recommend it to others. Look at Activity 4. Here, we have an outline for writing a review of this fable. Let's go through it together. In Paragraph 1, we need to provide basic information about the story. The title of the story is “The Stone in the Road”. It's a fable. And we've already summarized the main idea. In Paragraph 2, we analyze the story. The author's purpose was to show the importance of taking responsibility. The details were clear, like the different reactions of the milkman, the women, and the young girl. And the story did achieve its purpose as it made us think about our own sense of responsibility. In Paragraph 3, we give our opinion. For example, I liked the story because it was simple but had a powerful message. However, I thought the king's method was a bit extreme. And yes, I would recommend this story to others as it can inspire people to be more responsible. Now, I want you to write a review of this fable based on this outline. First, take a look at Activity 5, which has an evaluation criteria. This will help you when you write your review. Then, start writing your first draft. (Students start writing their first draft) Teacher: Alright, when you've finished your first draft, exchange your papers with your partner. Use the checklist in Activity 5 to evaluate your partner's composition and give some suggestions for improvement. (Students exchange papers and review each other's work) Teacher: Now, based on your partner's evaluation, revise your own composition and finalize it. (Students revise their compositions) Teacher: After class, through group recommendation, I will select some excellent compositions and project them for everyone to see or read them aloud in the next class. This will give you a chance to learn from each other. So, today we've learned a lot from this fable. We've understood the importance of responsibility, analyzed different people's reactions, and learned how to write a story review. Remember, in our daily lives, we should always try to be like the young girl in the story and take responsibility for making our environment better. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$