Unit 2 Morals and Virtues 全单元教学设计（表示式）-2024-2025学年高中英语人教版（2019）必修第三册
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| 名称 | Unit 2 Morals and Virtues 全单元教学设计（表示式）-2024-2025学年高中英语人教版（2019）必修第三册 |  | |
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| 更新时间 | 2025-02-27 16:29:59 | ||
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文档简介
指向核心素养发展的高中英语单元整体教学设计
An Integral Unit Teaching Designs For High School English
Aimed At The Development Of Key Competences
人教版 必修 第三册
Unit 2 Morals And Virtues
一、单元内容概览
本单元围绕“道德与美德”这一主题展开，通过探讨生活中常见的“道德困境”、人生的抉择、如何传递爱心、如何面对问题和障碍、如何理解儒家思想中的“仁”、如何善待他人等与社会生活密切相关的话题，启发学生思考、分析、理解和领悟生活中人与事，帮助他们树立正确的世界观、人生观和价值观，塑造良好的品格，弘扬中华民族优秀文化，传承优秀传统美德。
二、单元基本框架
Unit 2 Morals And Virtues道德与美德
Student Book Workbook
板块 页码 主要内容及要求 板块 页码 主要内容及要求
Opening Page 开篇页 P13 1. Theme picture 2. Quote 3. Unit goals 理解主题图、名言警句，了解单元学习目标和讨论问题 Using Words and Expressions P67-P68 Words and Expressions 巩固本单元重点单词和短语
Listening and Speaking 听力与口语 P14-P15 Talk about moral dilemmas 首先描述图片中的道德困境，然后听两个好友关于道德困境的对话，最后描述自己经历或听说过的道德困境。 Using Structures P68-P69 Grammar 巩固、内化和运用本单元语法项目
Reading and Thinking 阅读与思考 P16-P17 Learn to make choices in life 阅读文本，了解林巧稚曾经面临的道德困境和人生选择，最后反思自我，针对人生抉择发表自己的看法。 Reading P70 The Taxi Ride I’ll Never Forget 阅读与本单元主题相关的语篇，巩固略读策略
Discovering Useful Structures 语法探究 P18 Describe people’s actions 学习并掌握动词-ing形式作宾语补足语和状语的用法，并能动词-ing形式描写人物的行为、动作及其发生的原因、目的、结果及伴随状态等，提升语言表达和运用能力 Writing P71 Write an inspiring story 完成写作任务，巩固写作技巧
Listening and Talking 听力与表达 P19 Talk about the importance of kindness 听一个关于爱心传递的故事，随后讲述发生在自己身边的爱心故事。 *Expanding Your World P72 The Five Virtues 阅读与本单元主题相关的语篇，扩大阅读输入量，拓展文化视野
Reading for Writing 阅读与写作 P20-P21 Share your opinions about a moral story 阅读寓言故事，写一篇故事评论。
Assessing Your Progress 自我检测 P22-P23 1. Vocabulary 2. Grammar 3. Reflecting *4. Project 完成单元重点词汇和语法检测、单元内容评价、自我反思及项目活动
Video Time 视频观看 P24 Confucius and Ren 观看视频,了解我国儒家学说的创始人孔子，以及其视为道德最高准则的“仁”。
三、单元学习目标
核心素养 学习目标与要求 课标关联
语 言 能 力 主题: 道德与美德 人与自我，认识自我，丰富自我，完善自我；优秀品行，正确的人生态度，公民义务与社会责任。
语音:复习英语语音中升调的使用规律及其表达意义，能够根据语境的需要正确使用升调，使口头表达更加准确、自然。 依据语调的变化感知说话人的意图和态度。
词汇: 正确使用下列课标单词和短语 单词：moral, virtue, illustrate, precious, marriage, majority, complain, fee, respond, response, scholarship, hire, physician, reject, clinic, election, decade, elsewhere, tend, publish, staff, retire, saving, kindergarten, principle, passive, scare, sharp, insurance, energetic, replace, accident, operation, whisper, midnight, import, export, pole, lap, bite, chairman, memory, chain, café, tear, harm, court, flexible, income, per, therefore, tension 短语：moral dilemma, carry sb through sth, tuition fees, resident physician, tend to do sth, first aid, pass away, in memory of, trip over, in tears, in despair, a great deal (of) 1.借助词典等各种资源，理解语篇中关键词的词义和功能以及所传递的意图和态度等； 2.了解词汇的词根、词缀，掌握词性变化规律，并用于理解和表达有关主题的信息和观点。
语法：能够理解动词-ing形式作宾语补足语和状语的功能及意义，能正确运用动词-ing形式描述人物的行为、动作、生活经历等。 1.意识到语言使用中的语法知识是“形式----意义----使用”的统一体，学习语法的最终目的是在语境中有效地运用语法知识来理解和表达意义； 2.运用所学语法知识，理解口头和书面语篇的基本意义，描述真实世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行一般性的人际交流； 3.在语篇中理解和使用动词-ing形式作宾语补足语和状语。
语篇： 1.阅读人物小传，了解人物生平事迹，分析人物性格与品质，理解人生道路上的“道德困境”。 2.阅读寓言故事，理解故事内容以及隐含的道德教育意义。 1.语篇类型： （1）听力与口语：对话 （2）阅读与思考：记叙文 （3）听力与表达：对话 （4）阅读与写作：故事评论 （5）视频观看：其他语篇类型（视频） 2.语篇知识： （1）记叙文的写作目的、结构特征 （2）语篇中段首句、主题句、过渡句的作用、位置及行文特征 （3）语境在语篇理解和语篇产出过程中的作用
表达： 1.能够讲述一则友善待人的故事。 2.能够写一篇道德寓言故事的评论。 1.语音知识： （1）根据语调、节奏等的变化感知说话人的意图和态度 （2）借助重音、语调、节奏等的变化表达意义、意图和态度等 2.语用知识： 根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，表达自己的态度、情感和观点 3.语言技能： （1）根据交际需要发起谈话并维持谈话 （2）清楚地描述事件的过程 （3）使用文字手段描述个人经历 （4）在口头和书面表达中借助语言手段建立逻辑关系 （5）根据表达目的选择适当的语篇类型 （6）根据表达的需要选择词汇和语法结构 （7）借助语调突出需要强调的意义
学习 能力 1.能依据说话人表述的内容及其语音、语调、语速、停顿等分辨其态度。 2.能通过阅读从文章中提取事实和细节，并基于这些信息推导出合理的结论。 3.能够根据时间顺序或时间发展的先后次序来叙事。 4.能够区分一些近义词在语用上的差别，并根据语境正确使用这些词汇。 1.认知策略： （1）在语境中学习词汇和语法 （2）根据篇章标题、图片、图表和关键词等信息，预测和理解篇章的主要内容 （3）根据语篇类型和特点，了解篇章的主要内容和写作意图 （4）通过快速浏览理解篇章大意 （5）通过扫读获取篇章具体信息 2.交际策略： 通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际
文 化 意 识 1.了解不同文化背景下人们所共同推崇的道德观念与美好品质，如善良、敬业、无私、诚信、责任感等。 2.学习和理解儒家“仁义礼智信”的思想，树立正确的道德观和价值观，自觉遵守和践行中华美德，为传播和弘扬中华优秀传统文化而努力。 了解外国科学家及其成就、贡献等，学习和借鉴人类文明的优秀成果。 2. 学习并初步运用英语介绍中华优秀传统文化，具有传播中华优秀传统文化的意识。
思 维 品 质 能够基于单元所学内容、生活体验以及各种所见所闻梳理和提炼出世界上不同民族普遍认可和赞颂的道德准则与美德精神；能够辨别什么事道德困境，客观分析和推理身处困境的人的不同选择可能产生的结果和影响，从而打破二元对立的思维模式，学会全面地、客观地、理性地看待问题，进而对道德和人性有更加深入的思考和理解。 1.借助话语中的语调理解说话者的意图 2.从语篇中提取主要信息和观点，理解语篇要义 3.把握语篇中主要事件的来龙去脉 4.根据语篇标题预测语篇的主题和内容 5.把握语篇的结构以及语言特征 6.批判性地审视语篇内容
四、单元课时规划
本单元整合后，可以设计为七个课时，每课时40分钟。根据学生情况，Video Time可作为选学课时。
课时 主要内容 课型模式
第一课时 Student Book: Opening Page, Listening and Speaking 听说
第二、三课时 Student Book: Reading and Thinking 阅读
第四课时 Student Book: Discovering Useful Structures Workbook: Using Structures 语法
第五课时 Student Book: Listening and Talking 听说
第六课时 Student Book: Reading for Writing 读写
第七课时 Student Book: Assessing Your Progress 测评
*选上课时 Student Book: *Video Time 视听
五、单元教学设计
第一课时
I. 课时内容
Opening Page +Listening and Speaking
II. 教材解读
开篇页包括与单元主题相关的主题图(一群不同肤色、不同种族的青少年正在合作完成活动任务的画面)、引言（英国诗人华兹华斯的作品中的一句话）、单元学习目标和待讨论的问题。教师在进行教学设计时要有机整合这些内容，在师生互动中帮助学生熟悉单元主题，明确单元学习任务，为后续阅读学习提供话题和背景铺垫。
听说板块围绕活动主题“谈论道德困境”(Talk about moral dilemmas)展开。了解什么是道德困境，接着探讨处于道德困境中的人所面临的不同选择和结果，以及选择背后所隐含的道德观和处事原则。最后通过用所学语言描述自己经历或听说过的道德困境，反思与道德困境相关的实际问题，提升辩证思维能力，使其能够更加全面而客观地观察和看待社会现象，以理性的态度认识世界。
III. 学习重点
理解道德困境的定义
IV. 学习难点
针对具体的道德困境发表自己的看法和见解。
V. 课时目标
1. 通过观看主题图和引言，预测单元内容，激活背景知识。(Goal 1)
2. 运用看的技能帮助获得对道德困境的直观感受，了解和认识道德困境，并讨论在道德困境中的选择所带来的后果。(Goal 2)
3. 通过听和模仿，辨别说话人的语气语调，并据此来判断说话人的态度。(Goal 3)
VI. 评价任务
1.运用预测策略，预测本单元的主题内容。(Task 1)
2.用观察和听到的词汇和表达，与同伴交流，描述一个道德困境并解释自己的做法。(Task 2)
3.在听力和口语练习中，辨别说话人的语气语调，并据此来判断其态度。(Task 3)
VII. 教学过程
教师首先带领学生理解并讨论主题图，预测单元主题和主要内容，然后以Moral Dilemma为主线，通过问题链引导学生讨论单元的主要学习内容，最后自然过渡到 Listening and Speaking板块的教学。该板块以听为基础，学生通过听获取有关道德困境的故事，学习语言知识，并在模仿介绍自己亲身经历或听到的道德困境故事的口语活动中内化所学内容。教学过程中，教师运用预测、表格填写、正误判断、回答问题、小组讨论等活动搭建支架，以保证学习任务的顺利完成。
Activity 1: Discuss the Opening Page. (Task 1, Goal 1)
Look at the Opening Page and discuss the following questions
1.What’s the title of the unit What may be talked about in this unit
2.What do you think the teenagers are doing
3. How do you understand the quote Besides, here are some other quotes. Do you agree
The superior man thinks always of virtue; the common man thinks of comfort. — Confucius (君子怀仁，小人怀土。—孔子)
Plain living and high thinking. — William Wordsworth (生活要简朴，情操要高尚。— 华兹华斯)
设计意图:本活动主要引导学生讨论开篇页，描述和讨论主题图片，初步了解本单元主题，为后面的听力和口语输出活动做好铺垫。教师通过询问学生对引言的看法，启发学生思考，培养学生的思辨能力。
Activity 2: Talk about moral dilemmas. (Task 2, Goal 2)
1.Look at the picture below and describe it.
2.Understand the definition of “a moral dilemma”.
T: Look at the picture below and describe it.
S: A boy saw that an old lady had fallen down on the street. She needed help getting up.
T: So there were two possible choices the boy could make. Please think about it.
S: Choice 1: He stopped to help her.
S: Choice 2: He didn’t stop but went to school.
T: Could he do both
S: No, he couldn’t.
T: Two choices can make big differences. What would happen if the boy stopped to help the old lady
S: If he stopped to help her, he might be late for school and get scolded by his teacher.
T: What would happen if he didn’t help the old lady
S: If he didn’t help her, the old lady might be in danger.
T: So we have been talking about the two choices the boy could make. Actually it’s a moral dilemma. Look at the definition of “a moral dilemma”.
T: If you were the boy, what should you do and what would you do
T: It’s not hard to answer. I believe most of you would choose to help the old lady.
T: Actually there are a lot of moral dilemmas in our daily life. Have you ever faced a moral dilemma or heard of someone who did Describe it.
设计意图: 通过让学生观察并描述图片，正确理解“道德困境”的含义，认识到道德困境就存在于每个人的现实生活之中，随后谈论自己亲身经历的或者听说过的道德困境故事。利用语境引出关键定义的教学，为学生后续学习提供铺垫。
Activity 3：Listen for details and attitudes. (Task 3, Goal 3)
1.Look at the table and predict what will possibly be talked about in the listening part.
2.Listen to the conversation and complete the table to describe the moral dilemma that Jane is talking about.
Strategies of listening for details:
◆Who: people and names
◆What: details (key words: nouns, verbs)
3.Listen again and decide whether the statements are True (T) or False (F).
Strategies of listening for attitudes:
◆Words
◆How the speaker is talking:
strongly disagree — exaggerated intonation (夸张的语调)
speak quickly or loudly — excited or angry or important
speak slowly — need listeners’ attention
often pause — confused or not sure
4.Listen to the conversation again and answer the questions.
设计意图: 本活动主要是训练学生根据前面所讲预测听力内容，利用听力策略完成听细节以及听态度的练习，获取关键信息，从而做到有目的地听。
Activity 4：Oral practice. (Task 3, Goal 3)
1. What kind of person is Lin Qiaozhi
Selfless, heartwarming, humanitarian(博爱的)
2. What would you do if you were ever faced with the same situation as the girl. Why
Example
If I were ever in a situation as the girl faced, I would choose to … because I think that … is the most important (or other adjectives).
设计意图: 通过让学生对听力材料中的林巧稚进行人物评价，了解人物性格特点，为后面的阅读做铺垫。接着让学生谈论如果自己身处同境会怎么办，培养学生的同理心，提高他们的口头表达能力。
VIII. 作业设计
Write down a moral dilemma you heard in class and what would you do if you were in the same situation.
设计意图: 学完本课后，回顾道德困境的含义，记录一个在课堂上听到的道德困境的例子，并说明如果自己遇到会怎么做，达到语言输出，学以致用的教学目的。
第二课时
I. 课时内容
Reading and Thinking: Mother of Ten Thousand Babies
活动主题：该板块的活动主题是“学习作出人生抉择”( Learn to make choices in life)。从听说板块的道德困境话题转移到这一板块的人生抉择问题。
II. 教材解读
该语篇贯穿其中的线索是本单元的核心人物——林巧稚。选择林巧稚的生平作为阅读部分的题材内容,不仅仅因为她是我国著名医学家，为我国医疗事业作出了巨大的贡献；更重要的是，她的人生经历能给学生带来无限启迪。无论是在求学期间还是在职业发展道路上，林巧稚曾面对的道德困境和人生选择，与当前每个年轻人即将面对的社会生活有着许多相似之处，而从她的人生抉择中，学生能够感受到她身上的仁善、自强、勤奋、执着、敬业、慷慨，还有高度的责任感和广博的爱心。这些美好品质不仅值得学生学习，还能启发年轻人反思自我，思考如何面对人生抉择，认真选择未来的道路，全力以赴面对人生的挑战。林巧稚的故事对于今天的年轻女性也有重要的教育意义，能够激励她们坚持信念和梦想，理解生活的价值和意义，努力抓住机遇，把握自己的人生。
阅读策略上，主要是指导学生根据文中具体信息得出合理结论，尤其是在谈论人物性格时，找到相应的支撑信息。此外，学会用信息链来梳理文章零散信息，比如在此文中根据时间表达梳理林大夫的生平事迹，然后聚焦hard choices这一核心词, 找出关键信息，进行梳理和整合。
III. 学习重点
文段主题句和文本结构以及归纳概括段落大意的能力；
2. 针对人生抉择发表自己的看法，对道德和人性有更加深入的思考和理解。
IV. 学习难点
自传类文本的语言特色。
V. 课时目标
1. 利用图片和标题，预测本单元的主题内容，激活背景知识。(Goal 1)
2. 通过略读，梳理全文的篇章结构，把握文章主线。(Goal 2)
3. 通过寻读，分析在不同的人生阶段，林巧稚所面临的不同的人生抉择。(Goal 3)
VI. 评价任务
1. 运用预测策略，预测本单元的主题内容。(Task 1)
2. 把握文章结构，归纳概括段落大意和文章中心。(Task 2)
3. 能够对不同人生阶段所做的人生抉择作出评判。(Task 3)
VII. 教学过程
Activity 1: Predict the content. (Task 1, Goal 1)
1. Work in pairs. Talk about some celebrities (prepared by teachers) and their life choices.
设计意图: “重要的人生选择”这一话题，学生乍一听觉得似乎有话可说，但细一想又不知该从何说起。因此，通过一些对学生来说耳熟能详的名人的重要人生选择带入已知的情境中，自然地引出文本话题，随后再进一步讨论什么是影响我们人生的重要选择，激活学生的已知信息。由近及远，由浅入深，既锻炼了学生的思维能力，又让学生体验到成就感。此外，开放式的讨论也提高了学生的参与度，锻炼了学生的表达能力。同时，通过对文本话题的探讨使学生形成阅读期待。
Activity 2: Read to understand the structure of the text. (Task 2, Goal 2)
1. Students read the text quickly to consider the following questions:
①What kind of text is it
(The key: A brief biography of Lin Qiaozhi.)
②How are the events arranged
(The key: In the order of time or in chronological order.)
2. Read for the main idea with each paragraph
Para 1: A brief _______of Dr.Lin’s life principle.
Para 2: Dr.Lin chose to study _____________.
Para 3:Dr.Lin worked hard and studied in _____________ Dr.Lin ________.
Para 4: Dr.Lin opened a _______ because of the war and __________.
Para 5:Dr.Lin played a key role in many aspects.
Para 6:Dr.Lin’s later life.
(The key: biography; medicine; PUMC, Europe and the US; rejected the offer to stay in the US.; private clinic; the need of the people )
设计意图: 运用略读策略，获取文章的主旨大意，判定段落中的主旨句，通过主旨句来归纳提炼段落大意，进而学会归纳整篇文章主旨，为后续学生探明主旨深化主题服务。
3. Read the text carefully and find out all the important points, events and life choices related to Lin Qiaozhi.
Time Important events Her choice Results
1901 ／ ／
1906 ／
At age 18 ／
At age 26 ／ ／
From age 26 to 27 ／ ／
／ ／
In 1939
In 1941 ／ ／
During the war
From 1954 to 1983
22 April 1983 ／
During her lifetime ／
After the students find out the key information, they discuss with their partners and complete the information in the form. Then they check the answers.
(Keys)
Time Important events Her choice Results
1901 She was born. ／ ／
1906 Her mother died. ／
At age 18 ／ She chose to study medicine instead of finding a husband. She took the entrance exam and entered Peking Union Medical College.
At age 26 She graduated from Peking Union Medical College with the Wenhai Scholarship. ／ ／
From age 26 to 27 She was named a chief resident physician. ／ ／
She was sent to study in Europe. ／ ／
In 1939 She was sent to study in the US. She rejected the offer to stay in the US. She went back to China to serve the woman and children.
In 1941 She became the first Chinese woman to be appointed director of OB-GYN department of PUMC Hospital. ／ ／
During the war Her department was closed. She opened a private clinic. She continued to provide medical care for the people in need of help,especially the poor patients.
From 1954 to 1983 She was elected to the first National People’s Congress. She held many important positions. She was more interested in tending patients, publishing medical research on care for women and children,and training new doctors. She tended patients, published medical research on care for woman and children,and trained new doctors.
22 April 1983 She died. She left her savings to a kindergarten and a fund for new doctors. ／
During her lifetime ／ She chose not to marry. She devoted all her life to work and delivered over 50,000 babies.
设计意图: 学生自主阅读，以时间为线索，梳理、归纳文本信息，体会林巧稚一生中所做出的重要的选择。
Activity 3. Read to understand and assess Lin’s dilemmas and choices. (Task 3, Goal 3)
Read and find out:
①What dilemmas was she faced with
②What were her choices
Para 2 Para 3 Para 4 Para 5
Para 2 Para 3 Para 4 Para 5
(Keys:
Para 2. To marry like the majority or to study medicine Lin chose to study medicine. Para 3. To stay in the US. Or to come back to China Lin chose to come back to China.
Para 4. To open a clinic or to do nothing Lin chose to open a private clinic.
Para 5. Hoding many important positions and tending patients, publishing medical research and training of the next generation of doctors. Lin was more interested in the latter.)
2. Read para2-para5 and conclude:
What kind of person was Dr Lin
Para 2: From the sentence _____________________________________,
I think Dr Lin is _______________________________________.
Para 3: From the sentence _____________________________________,
We can learn that Dr Lin _______________________________.
Para 4: From the sentence _____________________________________,
I think Dr Lin is ______________________________________.
Para 5: From the sentence _____________________________________,
We know that Dr Lin is _________________________________.
设计意图: 再读文本，旨在引导学生了解林巧稚在一生所遇的困境下做出的选择，帮助学生更好地理解文章标题。此外，对文本碎片化信息进行梳理、整合，旨在提高学生分析信息、处理信息的能力。
Activity 4: Retell to review what have been learned in class. (Task 2, Goal 2)
Q: Retell the story of Dr Lin Qiaozhi in the order of time.
设计意图: 通过复述课文，帮助学生进一步熟悉文本框架和内容，同时落实文本中的目标词汇，为下一阶段的阅读做好准备。
Activity 5：Assignment. (Task 3, Goal 3)
Talk about Dr Lin’s moral values and good virtues.
设计意图: 通过复述课文，进一步熟悉文本内容，强化语言学习。此外，思考选择背后所体现的林巧稚的道德品格，拓展话题内容。通过以上两个环节，为下一课时的学习作好铺垫。
第三课时
课时内容
Reading and Thinking第二课时深度理解文本。
教材解读
本节课是文本解读的第二课时。在回顾文本细节信息的基础上，重点围绕“hard choices”展开，即结合特定时代背景，引导学生思考为什么林巧稚的选择是困难的选择。随后，回归文章第一段，引导学生认知引领林巧稚走过那些困难选择的主要因素。在读后环节中，学生通过小组讨论，挖掘林巧稚身上所体现出来的高尚品格，深化主题意义，加强德育浸润。本节课多处引用了名人语录，旨在让学生多角度去了解林巧稚及她对中国妇产医学所作出的巨大贡献。
学习重点
深入文本，透视主人公的个性和品质，体验面对人生抉择的思考与行动。
学习难点
反复阅读文章，体会自传类文本的语言特征。
课时目标
1. 通过复述课文，回顾文章主要内容，落实目标词汇。(Goal 1)
2. 通过研读课文，并结合时代背景，理解“hard choices”的含义。(Goal 2)
3. 通过合作探究，感悟林巧稚的高尚品格，深化主题意义，加强德育浸润。(Goal 3)
4. 通过联系实际，撰写一篇关于自己所遇到的艰难选择的文章。(Goal 4)
Ⅵ. 评价任务
完成课文复述文本。(Task 1)
了解当时时代背景下的艰难选择的意义。(Task 21)
说出主人公的性格特点和性格品质，并分析你对主人公人生抉择的看法评价。(Task 3)
撰写一篇关于自己所遇到的艰难选择的文章。(Task 4)
Ⅶ. 教学过程
Activity 1: Review what has been learned. (Task 1, Goal 1)
1. Retell the story of Dr Lin Qiaozhi by filling in the blanks with new words in the text.
设计意图: 通过复述课文，帮助学生进一步熟悉文本内容，同时通过课文填空的方式进行语言学习，落实文本中的目标词汇，同时为下一阶段的阅读做好准备。
Activity 2: Read to comprehend. (Task 2, Goal 2)
1. Read the text again in groups and think about the following questions.
Q1: Do you think it was easy for Dr Lin to make these choices
Q2: Why were the choices hard
·Why was it hard for Dr Lin to study medicine
·Why did she choose to return to China
·Do you think it easy for Dr Lin to open a private clinic during the 1940s
·What sentences show Dr Lin cared more about her patients
Her heart, however, was elsewhere.
The OB-GYN department cares for two lives.
As doctors, we should be responsible for the patients and treat them as our sisters.
Q3: What was the main principle guiding Dr Lin through the hard choices in her life
It was her moral values and good virtues that carried her through a life of hard choices.
设计意图: 通过问题链的形式逐步引导学生理解本文的一个重点及难点“hard choices”。同时，引导学生认知引领林巧稚走过那些困难选择的主要因素，从而回归文本第一段。在了解林巧稚人生选择的基础上，更好地理解首段中的引言。
Activity 3: Think critically to explore Dr Lin’s virtues. (Task 3, Goal 3)
1.Work in groups of four and have a discussion on the following questions.
Q: What kind of person do you think Lin Qiaozhi was Why
I think she was an/a __________ woman because _________.
2. Summarize Dr Lin’s virtues based on the details in the text.
She was a great woman of high moral values and noble virtues.
3. Comprehend Dr Lin’s contributions with more quotes.
设计意图: 首先，基于文本内容提炼人物的性格特征，旨在引导学生挖掘文本的深层内涵，通过事实感知林巧稚的高尚品格；其次，通过提炼概括，引导学生理解单元主题；最后，引用了名人语录，旨在让学生多角度去了解林巧稚及她对中国妇产医学所作出的巨大贡献。
Activity 4: Reflect to acquire the lesson we can learn from Dr Lin’s life story. (Task 3, Goal 3)
1. Work in groups of four and share ideas with group members.
Q: What advice can we get from Dr Lin’s life story
2. Conclude the text by reading the quote together.
The best portion of a good man’s life is his little, nameless, unremembered acts of kindness and of love. — William Wordsworth
设计意图: 通过联系实际，旨在帮助学生加深对文本内涵的理解，巩固所学语言知识，提升其思维能力和语言表达能力，同时引导学生树立正确的价值观。
Ⅷ.作业设计
Assignment (Task 4, Goal 4)
1. Write a hard choice in your primary school or junior high.
2. Surf the internet and search for more information about Dr Lin.
设计意图: 通过写作的方式帮助学生巩固、内化课内所学知识，并进一步理解文本的内涵与精神。其次，充分利用网络等现在信息技术，拓宽学习英语的渠道，了解更多关于林巧稚的相关信息。
第四课时
课时内容
Discovering Useful Structures: Describe people’s actions
教材解读
该板块围绕活动主题“描述人物事迹”(Describe people’s actions)展开，要求掌握动词-ing形式充当句子成分中的状语(adverbial)和宾语(object complement)。在先前单元，学生已经学习了动词-ing形式做主语、宾语、表语和定语成分。本课时教学设计采用“发现式”设计语法教学活动，遵循“感知--发现--总结--练习--运用”的学习过程，引导学生自主发现语言规律，培养自主学习能力。通过本节课的学习，让学生能够根据第三课时文章中的句子发现动词-ing在句子中的成分，并运用-ing形式完成句子和替换划线句子，从而提高语言的丰富性、生动性和准确性。
学习重点
1. 确定动词-ing形式在句子中作宾语补足语和状语的功能和意义。
2. 能够用动词-ing形式对句子进行补充或改写。
学习难点
动词-ing形式的其他时态和被动语态变形。
课时目标
1. 找出并总结动词-ing形式充当的句子宾语补足语和状语的功能和意义。(Goal 1)
2. 使用恰当的动词-ing形式描述人物事迹。(Goal 2)
评价任务
1. 能够找出并总结动词-ing形式充当的句子宾语补足语和状语的功能和意义。(Task 1)
2. 用动词-ing形式改写句子。(Task 2)
教学过程
Activity 1: Find and discuss. (Task 1, Goal 1)
1. Find out all sentences containing -ing form in the text.
Keys: Sentence 1: At age 18, instead of following the traditional path of marriage like the majority girls, she chose to study medicine.
Sentence 2: Finding a good husband should be their final goal.
Sentence 3: …her brother complained, thinking of the high tuition fees.
Sentence 4: After working for a few years, she was sent to study in Europe.
Sentence 5: Thinking of all the people still in need of help, Dr. Lin opened a private clinic.
Sentence 6: At times she was even seen riding a donkey to faraway villages to provide medical care.
Sentence 7: The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role.
Sentence 8: She was more interested in tending patients, publishing medical research on care for women and children, and training of the next generation of doctors.
Sentence 9: …she was known as “mother of ten thousand babies”, having delivered 50,000 babies in her lifetime.
Sentence 10: And even as she lay dying, her final thoughts were for others.
2. Read the sentences and discuss in groups the function and meaning of each -ing form. Then complete the table below:
Sentences Functions
Sentence 1 As the object
Sentence 2 …
Sentence 3 …
Sentence 4 …
Sentence 5 …
Sentence 6 …
Sentence 7 …
Sentence 8 …
Sentence 9 …
Sentence 10 …
(Keys: Sentence 2: As the subject; Sentence 3: As the adverbial; Sentence 4: As the object; Sentence 5: As the adverbial; Sentence 6: As the object complement; Sentence 7: As the object complement; Sentence 8: As the object; Sentence 9: As the adverbial; Sentence 10: As the object complement)
设计意图: 本活动利用上节课的课文开始新课，回顾课文，以老带新，让学生从课文中找出所有含有动词-ing形式的句子，接着分析该动词-ing形式在句子中的功能，为下一个活动做好铺垫。
3. Next, we will pay special attention to the sentences containing -ing forms as the adverbial and the object plete the table below:
Sentences 句子成分 功能/作用
Sentence 3 状语 表伴随
Sentence 5 … …
Sentence 6 … …
Sentence 7 … …
Sentence 9 … …
Sentence 10 … …
(Keys: Sentence 5: 状语、表原因；Sentence 6: 宾语补足语；补充说明宾语情况；Sentence 7：宾语补足语；补充说明宾语情况；Sentence 9：状语、表动作发生时间的先后；Sentence 10：状语、表伴随)
设计意图: 本活动利用开始聚焦本节课的重点内容：动词-ing形式作宾语补足语和状语，小组讨论后填写表格，教师核对答案，适时点播，为下面的练习与巩固打下知识基础。
Activity 2: Complete the sentences with the correct forms of the verbs in the box on page 18. Decide the function of each blank. (Task 2, Goal 2)
设计意图: 通过练习可以让学生很快进入语言学习的氛围，加深对动词-ing形式的理解。同时，教师要重视在语境中呈现新的语法知识。
Activity 3: Finish Exercises 1 in Using Structures of Workbook on page 68. Then think about the functions of -ing forms as the attribute, predicative, adverbial and object complement. (Task 2, Goal 2)
设计意图: 通过练习让学生在丰富的语境理解并判断什么情况下需要使用动词-ing形式，掌握动词-ing形式作定语、表语、状语、宾语补足语时的不同意义和用法。
Activity 4: Read the following story and rewrite the underlined parts using the -ing form. Analyze the underlined part and draw a distinction between the underlined part and the rewritten version.
The original sentence How to rewrite Analysis of the underlined part The difference between the original text and the rewritten one.
As a small boy, he became very interested in medicine and decided to become a doctor. As a small boy, he became very interested in medicine, deciding to become a doctor. 并列句 deciding作伴随状语，替换并列句的后一个分句，比并列句更加简洁。
In 1938, Bethune left for China, after he heard that many people were dying in the war.
He helped to organize hospitals, taught doctors and nurses, and showed people how to give first aid.
After Doctor Bethune’s death, Chairman Mao Zedong wrote an article in memory of him, in which he praised Doctor Bethune as a hero to be remembered in China.
(Keys: … after hearing that…;时间状语从句；hearing作宾语，替换了状语从句中的主语谓语，比并列句更为简洁；Helping to organize hospitals, he taught doctors…, 并列句，Helping作目的状语，替代了并列句的前一个分句，比并列句更为具体或者He helped to organize hospitals, teaching doctors… and showing…，并列句，teaching和showing作伴随状语，替代了并列句的后一个分句，比并列句更为具体; praising …，非限制性定语从句，praising作伴随状语，替代了定语从句，比定语从句更为简洁)
设计意图: 学生在能够完成正确替换的基础之上，需要思考在什么情况下适合替换，以及替换后与原始文本的比较，在此基础上才能实现语法的融会贯通，掌握不同的表达方法。
作业设计
1. Finish Exercises 2 and 3 in Using Structures of Workbook on page 69.
2. Use the -ing forms to write some sentences describing the good deeds of people you know.
设计意图: 巩固所学，学以致用。
第五课时
课时内容
Listening and Talking: Talk about the importance of kindness.
教材解读
该板块的活动主题是“讲述友善的重要性”（Talk about the importance of kindness）。本版块由听力活动引入，引导学生学习如何讲故事。本课时的最终目标是，学生结合第四课时的动词-ing形式，运用时间标志词、流程步骤标志词和讲述故事的常用句式，讲述向别人伸出援手或者感受别人友善帮助的故事。故事要有必要的背景介绍、恰当的连接词和自己对此次经历的评价和感受。
学习重点
捕捉听力材料中介绍故事的关键因素。学会总结和迁移运用。
学习难点
学生需要思考如何把自己希望分享的故事有条理地讲述出来。
课时目标
1. 通过歌曲名字预测歌曲内容。(Goal 1)
2. 捕捉听力素材大意，完成问答及文本填空，并总结听力文本的叙事技巧。(Goal 2)
3. 学生结合个人经历分享受到帮助或帮助别人的故事。(Goal 3)
评价任务
1. 学生进行合理预测。(Task 1)
2. 学生完成问答及文本填空，并总结听力文本的叙事技巧。(Task 2)
3. 学生分享受到帮助或帮助别人的故事。(Task 3)
教学过程
Activity 1: Lead-in. (Task 1, Goal 1)
There is a country music song named “Chain of love”. Do you know anything about it If yes, what does it tell If not, based on its name, what do you think it’s about
设计意图: 设置情境，导入话题，同时为下面听力环节做好铺垫。听过歌曲的同学可以说一说歌曲主题，锻炼其概括能力；没有听过歌曲的同学可以依据歌曲名字进行预测，锻炼其预测能力。
Activity 2: Listen to a radio show concerning the song “Chain of love” and answer the following questions: (Task 2, Goal 2)
1. What is the name of the radio show
2. What does “paying it forward” mean
3. What does the guest want the listeners to do
(Keys: 1. “Rush Hour Show”
2. “Paying it forward” means when you receive kindness from someone, you go out and show kindness to another person.
3. The guest wants the audience to join the chain of kindness and “pay it forward”.)
设计意图: 听力环节，语言输入，边听边寻找答案、总结回答。
Activity 3: Listen to the radio show again and fill in the blanks to complete the story. (Task 2, Goal 2)
I’m sure you’ve heard the famous country music song “Chain of love”. The song starts with a man who helps a lady whose car . The lady wants to pay him, but he won’t accept payment, instead telling the lady to just to another person. Later, when the lady stops at a café, she notices her waitress is pregnant, and . When the lady finishes eating, she pays for her meal with a . Then the lady walks out,
the change and the note for the waitress. Her note tells the waitress to continue the chain of kindness. The song has a ending. The waitress goes home to her , happy because of the kindness the lady showed her. Finally we find out that he is the man who first
the chain of kindness.
(Keys: has broken down, show kindness, tired, hundred-dollar bill, leaving, surprise, husband, started)
设计意图: 听力环节，语言输入，精听之前建议学生快速浏览文本，注意空前空后的部分，接着再听一遍材料，带着问题听答案，做到有的放矢，精准填空。
Activity 4: Discussion. (Task 2, Goal 2)
Invite students to work in groups and discuss when telling a story what we can learn from the listening.
Ask students to think about what else we should pay attention to when telling a story. Complete the list below.
设计意图: 口语环节，语言输出。从听力中找到可用的内容回答问题。
Activity 5: Take a look at the box and the tip. If the tips are not in the list students have made above, ask students add the tips. (Task 2, Goal 2)
设计意图: 口语环节，语言输出。听力材料中可用的内容有限，要求学生再根据问题以及自己的已有知识进行讨论，丰富答案。
Activity 6: Think of a story of showing or receiving kindness, either your own story or one that you have heard of. Then encourage students to share their story with their group. Other members will check whether he use the tips in the list correctly. Use the assessment form below if necessary. (Task 3, Goal 3)
Assessment item Rating of performance
Background Excellent □ Good □ Average □ Poor □
Linking words Excellent □ Good □ Average □ Poor □
Reflection Excellent □ Good □ Average □ Poor □
… …
设计意图: 口语环节，语言输出。鼓励学生讲述发生在自己身上的或者自己听说过的有关“接受到善良”或“传递出善良”的故事，讲本节课所学用于口语表达。
作业设计
1. Summarize the guidelines on telling a story.
2. Polish your story to make it more vivid.
设计意图: 巩固所学，学以致用。
第六课时
I. 课时内容
Reading for Writing: Write a review
II. 教材解读
该板块的活动主题是“写评论”。要求学生在读完一则寓言故事后，在完成教科书中的理解文本、分析文本结构与语言、讨论寓言故事传达寓意的效果、罗列提纲要点后，为本版块寓言故事 “The Stone in the Road”编写评论。阅读文本是一则寓言，寓言中的意向通常有所象征或暗喻，文本本身蕴含深刻道理或教育意义。学生不仅要能懂读寓言本身的寓意，还应深入探讨寓言对全人类和整个社会的警示意义。通过本板块故事评论的撰写，学生就要深入思考探讨这些问题，以得当的语言、逻辑的行文来表达自己对故事的见解与评价。
III. 学习重点
引导学生通过对比故事不同人物的言行，分析故事的内涵寓意；鼓励学生结合实际，对人物言行及寓言的效果发表自己的见解。
IV. 学习难点
指导学生撰写一篇结构明晰、内容具体的故事评价。
V. 课时目标
1. 通过阅读寓言及课堂活动，了解评论的主要结构与内容，掌握评论的写作要点和语言特色。(Goal 1)
2. 能够利用写作任务提供的情境，完成评论写作任务并和同伴互评，并在课堂上进行展示交流。(Goal 2)
VI. 评价任务
掌握故事评论的写作要点和语言特点。(Task 1)
完成评价写作任务并对同伴的作品进行评价。(Task 2)
VII. 教学过程
Activity 1: Read the fable and summarize its main idea. (Task 1, Goal 1)
1. Read the fable.
2. Answer the questions with the following words:
The king placed the stone in the road because he…
Most people … but they …
The young girl … and …
3. Use one or two sentences to introduce the story
设计意图: 步骤1引导学生梳理寓言故事的起因、经过和结果。步骤2引导学生用自己的语复述原文信息，步骤3引导学生用精炼的语言概括原文大义，为后续评论写作打下基础。
Activity 2: Read the story details. (Task 1, Goal 1)
1. Identify different characters’ emotions and responses according to the fable and complete the table.
Person Experience Emotion Response
milkman
woman with water
other villagers
young girl
2. Use one sentence to describe each character’s experience.
设计意图: 步骤1 引导学生捕捉细节，提取概括任务的情绪反应，以进行不同人物间的横向对比；步骤2让学生用准确、精炼、丰富的语言转述寓言原文的大意，为评论写作做好内容准备。
Activity 3: Pair work. (Task 2, Goal 2)
Discuss the questions in Exercise 3.
设计意图: 鼓励并引导学生对寓言内容形成独到的看法与认识，并适当进行发散和拓展，如不同人物遇见石头的反应、国王动机是否得到满足等，为评论的个人观点部分做好内容准备。
Activity 4: Make up an outline. (Task 2, Goal 2)
1. Introduce the definition, features and requirements of a review.
2. Group work: use the table in Exercise 4 to make up an outline for the review
3. Present and polish the discussion results
Paragraph 1: Basic information about the story The story is about … The author writes about …
Paragraph 2: Your analysis of the story The author is using the story to … The author has done a good job in… The author tries to … but …
Paragraph 3: Your opinion about the story I like the story because … What impresses me most is that … I’m not sure whether … but … I would love to share the story with ..
设计意图: 步骤1 让学生了解评论的结构与所需内容，学生可根据表格设计快速理清各段要点；步骤2 学生通过小组讨论罗列出各段内容要点，用多样且简洁的语言表述出来；步骤3 教师展示小组讨论成果，鼓励多样化的表达，并对语言加以润色，为评论写作做好结构和语言上的准备。
Activity 5: Write a review. (Task 2, Goal 2)
1. Pay attention to the checklist in Exercise 5;
2. Draft the review;
Sample Writing
“The Stone in the Road” is an old fable about a king who thinks his people are lazy, so he puts a large stone in the middle of the road and hides and waits to see if anyone will try to move it.
The author used this story to impress upon readers the need to take personal responsibility for problems in the community. The story was quite successful in achieving its purpose, and I liked it because it had a clear moral.
However, while the moral of the story is clear, the actions of the king seemed pointless to me, because none of the characters in the story learnt anything. For this reason, I think there are better stories that can be used to impress upon people the need for personal responsibility.
3. Exchange drafts and give feedback on each other’s work
设计意图: 步骤1让学生回顾评论写作策略；步骤2让学生试写评论；步骤3让学生交换初稿，利用评价清单来对同伴作品作出评价；课后学生根据反馈修改评论。
VIII. 作业设计
1. Revise the draft based on feedback and put up the review in the classroom.
2. Read the story “The Taxi Ride I’ll Never Forget” on page 70 and write a review.
设计意图: 巩固所学，学以致用。
第七课时
课时内容
Assessing Your Progress
II. 教材解读
Assessing Your Progress是本单元的检测板块，由三部分组成。
第一部分设计了两个练习来检测学生对于本单元语法结构和课标词汇的掌握情况。练习1检测学生对现在分词与过去分词作状语时的用法及其与主句的逻辑关系；练习2为语篇填空，不仅检测学生读懂作者情感态度的阅读能力，还检测学生在具体语境中使用本单元课标词汇的能力。
第二部分是反思与单元内容评价，学生通过六道填空题回忆并记录本单元的喜欢的故事，列出自己认为最重要的品质美德，反思本单元学习的重难点，并评论本单元的内容。这一环节不仅能帮助学生养成良好的学习习惯，也能提升学习意识与能力，掌握高效的学习策略。
第三部分为活动，主题为制作“激励他人践行美德”的海报。通过学习本单元的多重板块，学生知晓了许多美德故事，不仅积累了许多关于美德的词汇表达，也从人物身上发掘了许多可贵品质和积极的社会道德价值。这一活动帮助学生回顾并“头脑风暴”出更多话题词汇，并以制造海报的方式引导学生自己在日常中践行并呼吁激励他人践行美德，能塑造良好的品格与价值观念。
III. 学习重点
1. 检测本单元的词汇及语法掌握情况，巩固语言知识，反思本单元学习内容及难点；
2. 团队合作完成一个激励他人践行美德的海报。
IV. 学习难点
综合运用和整合本单元所学知识，选定一种美德，遵循“Brainstorm – Research – Organize – Illustrate – Present”的步骤，小组合作制作一枚海报。
V. 课时目标
1. 通过完成语言知识练习题，检测自己对于本单元语法结构和课标词汇的掌握情况。(Goal 1)
2. 完成反思部分，有效了解自己对于本单元重点内容的学习掌握情况，反思学习难点，及时发现问题、调整自己的学习策略；(Goal 2)
3. 运用和整合单元所学知识，选定一种美德，以小组形式制作一枚海报。(Goal 3)
VI. 评价任务
1. 完成课本练习，检测本单元重点语法及课标词汇掌握情况。(Task 1)
2. 反思学习情况，发现问题，解决问题。(Task 2)
评价海报是否包含格言、配图是否切题、布局是否逻辑清晰来评价海报是否传递出激励效果。(Task 3)
VII. 教学过程
Activity 1：Finish the first two activities in Assessing Your Progress and check the answers. (Task 1, Goal 1)
1.Finish Exercise 1 and check the answers.
2.Read the passage in Exercise 2 and check the answers.
设计意图: 在处理练习1时，可从本单元或学生作文中选出体现现在分词与过去分词典型用法的例句，引导学生对比非谓语动词与主语之间的主被动关系、非谓语动词与谓语动词的逻辑关联，巩固该语法点的意义与作用；练习2中，学生先通读文段了解作者情感态度，再根据上下文逻辑，用语言知识填空。
Activity 2：Fill in the blanks in reflecting. (Task 2, Goal 2)
设计意图: 学生通过六道填空题回忆并记录本单元的喜欢的故事，列出自己认为最重要的品质美德，反思本单元学习的重难点，并评论本单元的内容。师生都可通过反思评价环节及时调整策略，提升学习效果。
Activity 3：Brainstorming and collect. (Task 3, Goal 3)
1.Work in groups of four. Brainstorm more virtues and add to the list.
2.Discuss which are most needed in our society today.
3. Collect sayings or quotations about the virtue.
4. Analyze sayings and arrange them in a logical way.
5. Illustrate the virtue.
设计意图: 要求学生以小组为单位，“头脑风暴”更多的美德，选定当今社会最为需要的一种作为海报主题，有分工又有协作，尽可能多地搜集相关格言警句，以条理清晰又吸睛的方式，和插图一起呈现在海报上。
Activity 4: Present and Assess. (Task 3, Goal 3)
One member from each group present their poster to the class.
The teacher or the students from another group gives comments
Students vote for the best poster and the best team.
设计意图: 要求学生从三方面展示并评价海报是否传递出激励效果：是否包含引言、配图是否切题、布局是否逻辑清晰。学生投票选出自己最欣赏的一组，并说明原因；也可以让学生结合制作海报的过程自行设计评价量表，评出最佳海报制作小组、最佳英语表达小组、最佳格言搜集小组、最佳配图小组、最佳合作小组等奖项，起到激励作用。
VIII. 作业设计
Polish the poster.
*第八课时（选上课时）
课时内容
Video Time
教材解读
本课时主要是观看名为“Confucius and Ren”的视频材料并根据视频内容进行听说训练，该视频介绍了孔子所倡导的“仁”该如何理解、它体现了哪些内涵、“仁”的思想对现代人又有何意义。通过本节课的学习，不仅可以加强学生的语言输入，提高学生的听说能力，进一步激发学生学习英语的兴趣，也为学生学习用英语讲述中国优秀传统文化提供了示范，为学生将来进行跨文化交流打下基础。
学习重点
观看视频，听懂并了解孔子所倡导的“仁”该如何理解、“仁”的思想对现代人又有何意义。
学习难点
视频中有关“仁”的内涵给学生理解视频造成了一定的障碍。
课时目标
通过图片及标题，预测视频内容。(Goal 1)
了解孔子所倡导的“仁”、其内涵和该思想对现代人的意义。(Goal 2)
学习用英语讲述中国优秀传统文化。(Goal 3)
评价任务
1.通过预测完成Before you watch中的练习。(Task 1)
2.能听懂视频中有孔子所倡导的“仁”的相关知识。(Task 2)
3.利用视频中的语言进行讲述。(Task 3)
教学过程
Activity 1 Before You Watch (Task1, Goal 1)
1.Read the introduction about “Confucius and Ren”.
2.Complete the sentences with your best guess.
3.What do you expect to see in the video clip
设计意图: 通过阅读简介、猜测答案及预测视频内容等活动，激发学生有关“孔子和‘仁’”的知识，为下一步观看视频扫清障碍。
Activity 2 While You Watch. (Task2, Goal 2)
1.Check the answers in Before You Watch.
2.Read the sentences in Exercise 2 and give your best guess
3.Watch the video again and circle the correct word(s) in each sentence.
⑴Confucius thought is still greatly valued in China and in other East/ Southeast Asian countries.
⑵If students really understood Confucian ideas, it could change society/ their lives.
⑶In English, only a few/ many different words can be used to translate Confucius’s highest moral principles.
⑷Mencius/ Zigong explained this principle as “loving one’s parents, loving people, loving everything in the world”.
⑸Confucius taught Zigong that the one single concept to take as a guide for all actions in life is happiness/ fairness.
4. Do you think the two professors’ words are convincing Why or why not
设计意图: 观看视频，了解有关“孔子和及其所倡导的‘仁’”的知识，体现了哪些内涵、“仁”的思想对现代人的意义。
Activity 3 After You Watch. (Task3, Goal 3)
1. Work in pairs. Discuss the questions.
In what way do you think Confucian thought still influences education and society in China
Do you think that your life would change if you understood and practiced Ren every day
How would the Confucian idea of fairness change society around you if everybody practising fairness in everything
2. Dub the video.
The teacher plays the video silently and asks some students to dub the video. Then the class votes for the best actor or actress.
设计意图: 通过让学生交流视频所学到的有关“孔子和及其所倡导的‘仁’”的知识，引导学生思考并讨论孔子思想与社会及个人之间的关系，并通过给视频中的两位教授配音，提高学生学习英语的兴趣。
VIII. 作业设计
Search for more famous saying of virtues by Confucius on the Internet and select one saying to explain to the whole class.
设计意图: 巩固课堂上所学到的关于孔子及其所倡导的“仁”的相关知识，拓展更多孔子提出的有关美德的名言，丰富知识，完善自我。
An Integral Unit Teaching Designs For High School English
Aimed At The Development Of Key Competences
人教版 必修 第三册
Unit 2 Morals And Virtues
一、单元内容概览
本单元围绕“道德与美德”这一主题展开，通过探讨生活中常见的“道德困境”、人生的抉择、如何传递爱心、如何面对问题和障碍、如何理解儒家思想中的“仁”、如何善待他人等与社会生活密切相关的话题，启发学生思考、分析、理解和领悟生活中人与事，帮助他们树立正确的世界观、人生观和价值观，塑造良好的品格，弘扬中华民族优秀文化，传承优秀传统美德。
二、单元基本框架
Unit 2 Morals And Virtues道德与美德
Student Book Workbook
板块 页码 主要内容及要求 板块 页码 主要内容及要求
Opening Page 开篇页 P13 1. Theme picture 2. Quote 3. Unit goals 理解主题图、名言警句，了解单元学习目标和讨论问题 Using Words and Expressions P67-P68 Words and Expressions 巩固本单元重点单词和短语
Listening and Speaking 听力与口语 P14-P15 Talk about moral dilemmas 首先描述图片中的道德困境，然后听两个好友关于道德困境的对话，最后描述自己经历或听说过的道德困境。 Using Structures P68-P69 Grammar 巩固、内化和运用本单元语法项目
Reading and Thinking 阅读与思考 P16-P17 Learn to make choices in life 阅读文本，了解林巧稚曾经面临的道德困境和人生选择，最后反思自我，针对人生抉择发表自己的看法。 Reading P70 The Taxi Ride I’ll Never Forget 阅读与本单元主题相关的语篇，巩固略读策略
Discovering Useful Structures 语法探究 P18 Describe people’s actions 学习并掌握动词-ing形式作宾语补足语和状语的用法，并能动词-ing形式描写人物的行为、动作及其发生的原因、目的、结果及伴随状态等，提升语言表达和运用能力 Writing P71 Write an inspiring story 完成写作任务，巩固写作技巧
Listening and Talking 听力与表达 P19 Talk about the importance of kindness 听一个关于爱心传递的故事，随后讲述发生在自己身边的爱心故事。 *Expanding Your World P72 The Five Virtues 阅读与本单元主题相关的语篇，扩大阅读输入量，拓展文化视野
Reading for Writing 阅读与写作 P20-P21 Share your opinions about a moral story 阅读寓言故事，写一篇故事评论。
Assessing Your Progress 自我检测 P22-P23 1. Vocabulary 2. Grammar 3. Reflecting *4. Project 完成单元重点词汇和语法检测、单元内容评价、自我反思及项目活动
Video Time 视频观看 P24 Confucius and Ren 观看视频,了解我国儒家学说的创始人孔子，以及其视为道德最高准则的“仁”。
三、单元学习目标
核心素养 学习目标与要求 课标关联
语 言 能 力 主题: 道德与美德 人与自我，认识自我，丰富自我，完善自我；优秀品行，正确的人生态度，公民义务与社会责任。
语音:复习英语语音中升调的使用规律及其表达意义，能够根据语境的需要正确使用升调，使口头表达更加准确、自然。 依据语调的变化感知说话人的意图和态度。
词汇: 正确使用下列课标单词和短语 单词：moral, virtue, illustrate, precious, marriage, majority, complain, fee, respond, response, scholarship, hire, physician, reject, clinic, election, decade, elsewhere, tend, publish, staff, retire, saving, kindergarten, principle, passive, scare, sharp, insurance, energetic, replace, accident, operation, whisper, midnight, import, export, pole, lap, bite, chairman, memory, chain, café, tear, harm, court, flexible, income, per, therefore, tension 短语：moral dilemma, carry sb through sth, tuition fees, resident physician, tend to do sth, first aid, pass away, in memory of, trip over, in tears, in despair, a great deal (of) 1.借助词典等各种资源，理解语篇中关键词的词义和功能以及所传递的意图和态度等； 2.了解词汇的词根、词缀，掌握词性变化规律，并用于理解和表达有关主题的信息和观点。
语法：能够理解动词-ing形式作宾语补足语和状语的功能及意义，能正确运用动词-ing形式描述人物的行为、动作、生活经历等。 1.意识到语言使用中的语法知识是“形式----意义----使用”的统一体，学习语法的最终目的是在语境中有效地运用语法知识来理解和表达意义； 2.运用所学语法知识，理解口头和书面语篇的基本意义，描述真实世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行一般性的人际交流； 3.在语篇中理解和使用动词-ing形式作宾语补足语和状语。
语篇： 1.阅读人物小传，了解人物生平事迹，分析人物性格与品质，理解人生道路上的“道德困境”。 2.阅读寓言故事，理解故事内容以及隐含的道德教育意义。 1.语篇类型： （1）听力与口语：对话 （2）阅读与思考：记叙文 （3）听力与表达：对话 （4）阅读与写作：故事评论 （5）视频观看：其他语篇类型（视频） 2.语篇知识： （1）记叙文的写作目的、结构特征 （2）语篇中段首句、主题句、过渡句的作用、位置及行文特征 （3）语境在语篇理解和语篇产出过程中的作用
表达： 1.能够讲述一则友善待人的故事。 2.能够写一篇道德寓言故事的评论。 1.语音知识： （1）根据语调、节奏等的变化感知说话人的意图和态度 （2）借助重音、语调、节奏等的变化表达意义、意图和态度等 2.语用知识： 根据交际具体情境，正确理解他人的态度、情感和观点，运用得体的语言形式，表达自己的态度、情感和观点 3.语言技能： （1）根据交际需要发起谈话并维持谈话 （2）清楚地描述事件的过程 （3）使用文字手段描述个人经历 （4）在口头和书面表达中借助语言手段建立逻辑关系 （5）根据表达目的选择适当的语篇类型 （6）根据表达的需要选择词汇和语法结构 （7）借助语调突出需要强调的意义
学习 能力 1.能依据说话人表述的内容及其语音、语调、语速、停顿等分辨其态度。 2.能通过阅读从文章中提取事实和细节，并基于这些信息推导出合理的结论。 3.能够根据时间顺序或时间发展的先后次序来叙事。 4.能够区分一些近义词在语用上的差别，并根据语境正确使用这些词汇。 1.认知策略： （1）在语境中学习词汇和语法 （2）根据篇章标题、图片、图表和关键词等信息，预测和理解篇章的主要内容 （3）根据语篇类型和特点，了解篇章的主要内容和写作意图 （4）通过快速浏览理解篇章大意 （5）通过扫读获取篇章具体信息 2.交际策略： 通过解释、澄清或重复等方式克服交际中的语言障碍，维持交际
文 化 意 识 1.了解不同文化背景下人们所共同推崇的道德观念与美好品质，如善良、敬业、无私、诚信、责任感等。 2.学习和理解儒家“仁义礼智信”的思想，树立正确的道德观和价值观，自觉遵守和践行中华美德，为传播和弘扬中华优秀传统文化而努力。 了解外国科学家及其成就、贡献等，学习和借鉴人类文明的优秀成果。 2. 学习并初步运用英语介绍中华优秀传统文化，具有传播中华优秀传统文化的意识。
思 维 品 质 能够基于单元所学内容、生活体验以及各种所见所闻梳理和提炼出世界上不同民族普遍认可和赞颂的道德准则与美德精神；能够辨别什么事道德困境，客观分析和推理身处困境的人的不同选择可能产生的结果和影响，从而打破二元对立的思维模式，学会全面地、客观地、理性地看待问题，进而对道德和人性有更加深入的思考和理解。 1.借助话语中的语调理解说话者的意图 2.从语篇中提取主要信息和观点，理解语篇要义 3.把握语篇中主要事件的来龙去脉 4.根据语篇标题预测语篇的主题和内容 5.把握语篇的结构以及语言特征 6.批判性地审视语篇内容
四、单元课时规划
本单元整合后，可以设计为七个课时，每课时40分钟。根据学生情况，Video Time可作为选学课时。
课时 主要内容 课型模式
第一课时 Student Book: Opening Page, Listening and Speaking 听说
第二、三课时 Student Book: Reading and Thinking 阅读
第四课时 Student Book: Discovering Useful Structures Workbook: Using Structures 语法
第五课时 Student Book: Listening and Talking 听说
第六课时 Student Book: Reading for Writing 读写
第七课时 Student Book: Assessing Your Progress 测评
*选上课时 Student Book: *Video Time 视听
五、单元教学设计
第一课时
I. 课时内容
Opening Page +Listening and Speaking
II. 教材解读
开篇页包括与单元主题相关的主题图(一群不同肤色、不同种族的青少年正在合作完成活动任务的画面)、引言（英国诗人华兹华斯的作品中的一句话）、单元学习目标和待讨论的问题。教师在进行教学设计时要有机整合这些内容，在师生互动中帮助学生熟悉单元主题，明确单元学习任务，为后续阅读学习提供话题和背景铺垫。
听说板块围绕活动主题“谈论道德困境”(Talk about moral dilemmas)展开。了解什么是道德困境，接着探讨处于道德困境中的人所面临的不同选择和结果，以及选择背后所隐含的道德观和处事原则。最后通过用所学语言描述自己经历或听说过的道德困境，反思与道德困境相关的实际问题，提升辩证思维能力，使其能够更加全面而客观地观察和看待社会现象，以理性的态度认识世界。
III. 学习重点
理解道德困境的定义
IV. 学习难点
针对具体的道德困境发表自己的看法和见解。
V. 课时目标
1. 通过观看主题图和引言，预测单元内容，激活背景知识。(Goal 1)
2. 运用看的技能帮助获得对道德困境的直观感受，了解和认识道德困境，并讨论在道德困境中的选择所带来的后果。(Goal 2)
3. 通过听和模仿，辨别说话人的语气语调，并据此来判断说话人的态度。(Goal 3)
VI. 评价任务
1.运用预测策略，预测本单元的主题内容。(Task 1)
2.用观察和听到的词汇和表达，与同伴交流，描述一个道德困境并解释自己的做法。(Task 2)
3.在听力和口语练习中，辨别说话人的语气语调，并据此来判断其态度。(Task 3)
VII. 教学过程
教师首先带领学生理解并讨论主题图，预测单元主题和主要内容，然后以Moral Dilemma为主线，通过问题链引导学生讨论单元的主要学习内容，最后自然过渡到 Listening and Speaking板块的教学。该板块以听为基础，学生通过听获取有关道德困境的故事，学习语言知识，并在模仿介绍自己亲身经历或听到的道德困境故事的口语活动中内化所学内容。教学过程中，教师运用预测、表格填写、正误判断、回答问题、小组讨论等活动搭建支架，以保证学习任务的顺利完成。
Activity 1: Discuss the Opening Page. (Task 1, Goal 1)
Look at the Opening Page and discuss the following questions
1.What’s the title of the unit What may be talked about in this unit
2.What do you think the teenagers are doing
3. How do you understand the quote Besides, here are some other quotes. Do you agree
The superior man thinks always of virtue; the common man thinks of comfort. — Confucius (君子怀仁，小人怀土。—孔子)
Plain living and high thinking. — William Wordsworth (生活要简朴，情操要高尚。— 华兹华斯)
设计意图:本活动主要引导学生讨论开篇页，描述和讨论主题图片，初步了解本单元主题，为后面的听力和口语输出活动做好铺垫。教师通过询问学生对引言的看法，启发学生思考，培养学生的思辨能力。
Activity 2: Talk about moral dilemmas. (Task 2, Goal 2)
1.Look at the picture below and describe it.
2.Understand the definition of “a moral dilemma”.
T: Look at the picture below and describe it.
S: A boy saw that an old lady had fallen down on the street. She needed help getting up.
T: So there were two possible choices the boy could make. Please think about it.
S: Choice 1: He stopped to help her.
S: Choice 2: He didn’t stop but went to school.
T: Could he do both
S: No, he couldn’t.
T: Two choices can make big differences. What would happen if the boy stopped to help the old lady
S: If he stopped to help her, he might be late for school and get scolded by his teacher.
T: What would happen if he didn’t help the old lady
S: If he didn’t help her, the old lady might be in danger.
T: So we have been talking about the two choices the boy could make. Actually it’s a moral dilemma. Look at the definition of “a moral dilemma”.
T: If you were the boy, what should you do and what would you do
T: It’s not hard to answer. I believe most of you would choose to help the old lady.
T: Actually there are a lot of moral dilemmas in our daily life. Have you ever faced a moral dilemma or heard of someone who did Describe it.
设计意图: 通过让学生观察并描述图片，正确理解“道德困境”的含义，认识到道德困境就存在于每个人的现实生活之中，随后谈论自己亲身经历的或者听说过的道德困境故事。利用语境引出关键定义的教学，为学生后续学习提供铺垫。
Activity 3：Listen for details and attitudes. (Task 3, Goal 3)
1.Look at the table and predict what will possibly be talked about in the listening part.
2.Listen to the conversation and complete the table to describe the moral dilemma that Jane is talking about.
Strategies of listening for details:
◆Who: people and names
◆What: details (key words: nouns, verbs)
3.Listen again and decide whether the statements are True (T) or False (F).
Strategies of listening for attitudes:
◆Words
◆How the speaker is talking:
strongly disagree — exaggerated intonation (夸张的语调)
speak quickly or loudly — excited or angry or important
speak slowly — need listeners’ attention
often pause — confused or not sure
4.Listen to the conversation again and answer the questions.
设计意图: 本活动主要是训练学生根据前面所讲预测听力内容，利用听力策略完成听细节以及听态度的练习，获取关键信息，从而做到有目的地听。
Activity 4：Oral practice. (Task 3, Goal 3)
1. What kind of person is Lin Qiaozhi
Selfless, heartwarming, humanitarian(博爱的)
2. What would you do if you were ever faced with the same situation as the girl. Why
Example
If I were ever in a situation as the girl faced, I would choose to … because I think that … is the most important (or other adjectives).
设计意图: 通过让学生对听力材料中的林巧稚进行人物评价，了解人物性格特点，为后面的阅读做铺垫。接着让学生谈论如果自己身处同境会怎么办，培养学生的同理心，提高他们的口头表达能力。
VIII. 作业设计
Write down a moral dilemma you heard in class and what would you do if you were in the same situation.
设计意图: 学完本课后，回顾道德困境的含义，记录一个在课堂上听到的道德困境的例子，并说明如果自己遇到会怎么做，达到语言输出，学以致用的教学目的。
第二课时
I. 课时内容
Reading and Thinking: Mother of Ten Thousand Babies
活动主题：该板块的活动主题是“学习作出人生抉择”( Learn to make choices in life)。从听说板块的道德困境话题转移到这一板块的人生抉择问题。
II. 教材解读
该语篇贯穿其中的线索是本单元的核心人物——林巧稚。选择林巧稚的生平作为阅读部分的题材内容,不仅仅因为她是我国著名医学家，为我国医疗事业作出了巨大的贡献；更重要的是，她的人生经历能给学生带来无限启迪。无论是在求学期间还是在职业发展道路上，林巧稚曾面对的道德困境和人生选择，与当前每个年轻人即将面对的社会生活有着许多相似之处，而从她的人生抉择中，学生能够感受到她身上的仁善、自强、勤奋、执着、敬业、慷慨，还有高度的责任感和广博的爱心。这些美好品质不仅值得学生学习，还能启发年轻人反思自我，思考如何面对人生抉择，认真选择未来的道路，全力以赴面对人生的挑战。林巧稚的故事对于今天的年轻女性也有重要的教育意义，能够激励她们坚持信念和梦想，理解生活的价值和意义，努力抓住机遇，把握自己的人生。
阅读策略上，主要是指导学生根据文中具体信息得出合理结论，尤其是在谈论人物性格时，找到相应的支撑信息。此外，学会用信息链来梳理文章零散信息，比如在此文中根据时间表达梳理林大夫的生平事迹，然后聚焦hard choices这一核心词, 找出关键信息，进行梳理和整合。
III. 学习重点
文段主题句和文本结构以及归纳概括段落大意的能力；
2. 针对人生抉择发表自己的看法，对道德和人性有更加深入的思考和理解。
IV. 学习难点
自传类文本的语言特色。
V. 课时目标
1. 利用图片和标题，预测本单元的主题内容，激活背景知识。(Goal 1)
2. 通过略读，梳理全文的篇章结构，把握文章主线。(Goal 2)
3. 通过寻读，分析在不同的人生阶段，林巧稚所面临的不同的人生抉择。(Goal 3)
VI. 评价任务
1. 运用预测策略，预测本单元的主题内容。(Task 1)
2. 把握文章结构，归纳概括段落大意和文章中心。(Task 2)
3. 能够对不同人生阶段所做的人生抉择作出评判。(Task 3)
VII. 教学过程
Activity 1: Predict the content. (Task 1, Goal 1)
1. Work in pairs. Talk about some celebrities (prepared by teachers) and their life choices.
设计意图: “重要的人生选择”这一话题，学生乍一听觉得似乎有话可说，但细一想又不知该从何说起。因此，通过一些对学生来说耳熟能详的名人的重要人生选择带入已知的情境中，自然地引出文本话题，随后再进一步讨论什么是影响我们人生的重要选择，激活学生的已知信息。由近及远，由浅入深，既锻炼了学生的思维能力，又让学生体验到成就感。此外，开放式的讨论也提高了学生的参与度，锻炼了学生的表达能力。同时，通过对文本话题的探讨使学生形成阅读期待。
Activity 2: Read to understand the structure of the text. (Task 2, Goal 2)
1. Students read the text quickly to consider the following questions:
①What kind of text is it
(The key: A brief biography of Lin Qiaozhi.)
②How are the events arranged
(The key: In the order of time or in chronological order.)
2. Read for the main idea with each paragraph
Para 1: A brief _______of Dr.Lin’s life principle.
Para 2: Dr.Lin chose to study _____________.
Para 3:Dr.Lin worked hard and studied in _____________ Dr.Lin ________.
Para 4: Dr.Lin opened a _______ because of the war and __________.
Para 5:Dr.Lin played a key role in many aspects.
Para 6:Dr.Lin’s later life.
(The key: biography; medicine; PUMC, Europe and the US; rejected the offer to stay in the US.; private clinic; the need of the people )
设计意图: 运用略读策略，获取文章的主旨大意，判定段落中的主旨句，通过主旨句来归纳提炼段落大意，进而学会归纳整篇文章主旨，为后续学生探明主旨深化主题服务。
3. Read the text carefully and find out all the important points, events and life choices related to Lin Qiaozhi.
Time Important events Her choice Results
1901 ／ ／
1906 ／
At age 18 ／
At age 26 ／ ／
From age 26 to 27 ／ ／
／ ／
In 1939
In 1941 ／ ／
During the war
From 1954 to 1983
22 April 1983 ／
During her lifetime ／
After the students find out the key information, they discuss with their partners and complete the information in the form. Then they check the answers.
(Keys)
Time Important events Her choice Results
1901 She was born. ／ ／
1906 Her mother died. ／
At age 18 ／ She chose to study medicine instead of finding a husband. She took the entrance exam and entered Peking Union Medical College.
At age 26 She graduated from Peking Union Medical College with the Wenhai Scholarship. ／ ／
From age 26 to 27 She was named a chief resident physician. ／ ／
She was sent to study in Europe. ／ ／
In 1939 She was sent to study in the US. She rejected the offer to stay in the US. She went back to China to serve the woman and children.
In 1941 She became the first Chinese woman to be appointed director of OB-GYN department of PUMC Hospital. ／ ／
During the war Her department was closed. She opened a private clinic. She continued to provide medical care for the people in need of help,especially the poor patients.
From 1954 to 1983 She was elected to the first National People’s Congress. She held many important positions. She was more interested in tending patients, publishing medical research on care for women and children,and training new doctors. She tended patients, published medical research on care for woman and children,and trained new doctors.
22 April 1983 She died. She left her savings to a kindergarten and a fund for new doctors. ／
During her lifetime ／ She chose not to marry. She devoted all her life to work and delivered over 50,000 babies.
设计意图: 学生自主阅读，以时间为线索，梳理、归纳文本信息，体会林巧稚一生中所做出的重要的选择。
Activity 3. Read to understand and assess Lin’s dilemmas and choices. (Task 3, Goal 3)
Read and find out:
①What dilemmas was she faced with
②What were her choices
Para 2 Para 3 Para 4 Para 5
Para 2 Para 3 Para 4 Para 5
(Keys:
Para 2. To marry like the majority or to study medicine Lin chose to study medicine. Para 3. To stay in the US. Or to come back to China Lin chose to come back to China.
Para 4. To open a clinic or to do nothing Lin chose to open a private clinic.
Para 5. Hoding many important positions and tending patients, publishing medical research and training of the next generation of doctors. Lin was more interested in the latter.)
2. Read para2-para5 and conclude:
What kind of person was Dr Lin
Para 2: From the sentence _____________________________________,
I think Dr Lin is _______________________________________.
Para 3: From the sentence _____________________________________,
We can learn that Dr Lin _______________________________.
Para 4: From the sentence _____________________________________,
I think Dr Lin is ______________________________________.
Para 5: From the sentence _____________________________________,
We know that Dr Lin is _________________________________.
设计意图: 再读文本，旨在引导学生了解林巧稚在一生所遇的困境下做出的选择，帮助学生更好地理解文章标题。此外，对文本碎片化信息进行梳理、整合，旨在提高学生分析信息、处理信息的能力。
Activity 4: Retell to review what have been learned in class. (Task 2, Goal 2)
Q: Retell the story of Dr Lin Qiaozhi in the order of time.
设计意图: 通过复述课文，帮助学生进一步熟悉文本框架和内容，同时落实文本中的目标词汇，为下一阶段的阅读做好准备。
Activity 5：Assignment. (Task 3, Goal 3)
Talk about Dr Lin’s moral values and good virtues.
设计意图: 通过复述课文，进一步熟悉文本内容，强化语言学习。此外，思考选择背后所体现的林巧稚的道德品格，拓展话题内容。通过以上两个环节，为下一课时的学习作好铺垫。
第三课时
课时内容
Reading and Thinking第二课时深度理解文本。
教材解读
本节课是文本解读的第二课时。在回顾文本细节信息的基础上，重点围绕“hard choices”展开，即结合特定时代背景，引导学生思考为什么林巧稚的选择是困难的选择。随后，回归文章第一段，引导学生认知引领林巧稚走过那些困难选择的主要因素。在读后环节中，学生通过小组讨论，挖掘林巧稚身上所体现出来的高尚品格，深化主题意义，加强德育浸润。本节课多处引用了名人语录，旨在让学生多角度去了解林巧稚及她对中国妇产医学所作出的巨大贡献。
学习重点
深入文本，透视主人公的个性和品质，体验面对人生抉择的思考与行动。
学习难点
反复阅读文章，体会自传类文本的语言特征。
课时目标
1. 通过复述课文，回顾文章主要内容，落实目标词汇。(Goal 1)
2. 通过研读课文，并结合时代背景，理解“hard choices”的含义。(Goal 2)
3. 通过合作探究，感悟林巧稚的高尚品格，深化主题意义，加强德育浸润。(Goal 3)
4. 通过联系实际，撰写一篇关于自己所遇到的艰难选择的文章。(Goal 4)
Ⅵ. 评价任务
完成课文复述文本。(Task 1)
了解当时时代背景下的艰难选择的意义。(Task 21)
说出主人公的性格特点和性格品质，并分析你对主人公人生抉择的看法评价。(Task 3)
撰写一篇关于自己所遇到的艰难选择的文章。(Task 4)
Ⅶ. 教学过程
Activity 1: Review what has been learned. (Task 1, Goal 1)
1. Retell the story of Dr Lin Qiaozhi by filling in the blanks with new words in the text.
设计意图: 通过复述课文，帮助学生进一步熟悉文本内容，同时通过课文填空的方式进行语言学习，落实文本中的目标词汇，同时为下一阶段的阅读做好准备。
Activity 2: Read to comprehend. (Task 2, Goal 2)
1. Read the text again in groups and think about the following questions.
Q1: Do you think it was easy for Dr Lin to make these choices
Q2: Why were the choices hard
·Why was it hard for Dr Lin to study medicine
·Why did she choose to return to China
·Do you think it easy for Dr Lin to open a private clinic during the 1940s
·What sentences show Dr Lin cared more about her patients
Her heart, however, was elsewhere.
The OB-GYN department cares for two lives.
As doctors, we should be responsible for the patients and treat them as our sisters.
Q3: What was the main principle guiding Dr Lin through the hard choices in her life
It was her moral values and good virtues that carried her through a life of hard choices.
设计意图: 通过问题链的形式逐步引导学生理解本文的一个重点及难点“hard choices”。同时，引导学生认知引领林巧稚走过那些困难选择的主要因素，从而回归文本第一段。在了解林巧稚人生选择的基础上，更好地理解首段中的引言。
Activity 3: Think critically to explore Dr Lin’s virtues. (Task 3, Goal 3)
1.Work in groups of four and have a discussion on the following questions.
Q: What kind of person do you think Lin Qiaozhi was Why
I think she was an/a __________ woman because _________.
2. Summarize Dr Lin’s virtues based on the details in the text.
She was a great woman of high moral values and noble virtues.
3. Comprehend Dr Lin’s contributions with more quotes.
设计意图: 首先，基于文本内容提炼人物的性格特征，旨在引导学生挖掘文本的深层内涵，通过事实感知林巧稚的高尚品格；其次，通过提炼概括，引导学生理解单元主题；最后，引用了名人语录，旨在让学生多角度去了解林巧稚及她对中国妇产医学所作出的巨大贡献。
Activity 4: Reflect to acquire the lesson we can learn from Dr Lin’s life story. (Task 3, Goal 3)
1. Work in groups of four and share ideas with group members.
Q: What advice can we get from Dr Lin’s life story
2. Conclude the text by reading the quote together.
The best portion of a good man’s life is his little, nameless, unremembered acts of kindness and of love. — William Wordsworth
设计意图: 通过联系实际，旨在帮助学生加深对文本内涵的理解，巩固所学语言知识，提升其思维能力和语言表达能力，同时引导学生树立正确的价值观。
Ⅷ.作业设计
Assignment (Task 4, Goal 4)
1. Write a hard choice in your primary school or junior high.
2. Surf the internet and search for more information about Dr Lin.
设计意图: 通过写作的方式帮助学生巩固、内化课内所学知识，并进一步理解文本的内涵与精神。其次，充分利用网络等现在信息技术，拓宽学习英语的渠道，了解更多关于林巧稚的相关信息。
第四课时
课时内容
Discovering Useful Structures: Describe people’s actions
教材解读
该板块围绕活动主题“描述人物事迹”(Describe people’s actions)展开，要求掌握动词-ing形式充当句子成分中的状语(adverbial)和宾语(object complement)。在先前单元，学生已经学习了动词-ing形式做主语、宾语、表语和定语成分。本课时教学设计采用“发现式”设计语法教学活动，遵循“感知--发现--总结--练习--运用”的学习过程，引导学生自主发现语言规律，培养自主学习能力。通过本节课的学习，让学生能够根据第三课时文章中的句子发现动词-ing在句子中的成分，并运用-ing形式完成句子和替换划线句子，从而提高语言的丰富性、生动性和准确性。
学习重点
1. 确定动词-ing形式在句子中作宾语补足语和状语的功能和意义。
2. 能够用动词-ing形式对句子进行补充或改写。
学习难点
动词-ing形式的其他时态和被动语态变形。
课时目标
1. 找出并总结动词-ing形式充当的句子宾语补足语和状语的功能和意义。(Goal 1)
2. 使用恰当的动词-ing形式描述人物事迹。(Goal 2)
评价任务
1. 能够找出并总结动词-ing形式充当的句子宾语补足语和状语的功能和意义。(Task 1)
2. 用动词-ing形式改写句子。(Task 2)
教学过程
Activity 1: Find and discuss. (Task 1, Goal 1)
1. Find out all sentences containing -ing form in the text.
Keys: Sentence 1: At age 18, instead of following the traditional path of marriage like the majority girls, she chose to study medicine.
Sentence 2: Finding a good husband should be their final goal.
Sentence 3: …her brother complained, thinking of the high tuition fees.
Sentence 4: After working for a few years, she was sent to study in Europe.
Sentence 5: Thinking of all the people still in need of help, Dr. Lin opened a private clinic.
Sentence 6: At times she was even seen riding a donkey to faraway villages to provide medical care.
Sentence 7: The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role.
Sentence 8: She was more interested in tending patients, publishing medical research on care for women and children, and training of the next generation of doctors.
Sentence 9: …she was known as “mother of ten thousand babies”, having delivered 50,000 babies in her lifetime.
Sentence 10: And even as she lay dying, her final thoughts were for others.
2. Read the sentences and discuss in groups the function and meaning of each -ing form. Then complete the table below:
Sentences Functions
Sentence 1 As the object
Sentence 2 …
Sentence 3 …
Sentence 4 …
Sentence 5 …
Sentence 6 …
Sentence 7 …
Sentence 8 …
Sentence 9 …
Sentence 10 …
(Keys: Sentence 2: As the subject; Sentence 3: As the adverbial; Sentence 4: As the object; Sentence 5: As the adverbial; Sentence 6: As the object complement; Sentence 7: As the object complement; Sentence 8: As the object; Sentence 9: As the adverbial; Sentence 10: As the object complement)
设计意图: 本活动利用上节课的课文开始新课，回顾课文，以老带新，让学生从课文中找出所有含有动词-ing形式的句子，接着分析该动词-ing形式在句子中的功能，为下一个活动做好铺垫。
3. Next, we will pay special attention to the sentences containing -ing forms as the adverbial and the object plete the table below:
Sentences 句子成分 功能/作用
Sentence 3 状语 表伴随
Sentence 5 … …
Sentence 6 … …
Sentence 7 … …
Sentence 9 … …
Sentence 10 … …
(Keys: Sentence 5: 状语、表原因；Sentence 6: 宾语补足语；补充说明宾语情况；Sentence 7：宾语补足语；补充说明宾语情况；Sentence 9：状语、表动作发生时间的先后；Sentence 10：状语、表伴随)
设计意图: 本活动利用开始聚焦本节课的重点内容：动词-ing形式作宾语补足语和状语，小组讨论后填写表格，教师核对答案，适时点播，为下面的练习与巩固打下知识基础。
Activity 2: Complete the sentences with the correct forms of the verbs in the box on page 18. Decide the function of each blank. (Task 2, Goal 2)
设计意图: 通过练习可以让学生很快进入语言学习的氛围，加深对动词-ing形式的理解。同时，教师要重视在语境中呈现新的语法知识。
Activity 3: Finish Exercises 1 in Using Structures of Workbook on page 68. Then think about the functions of -ing forms as the attribute, predicative, adverbial and object complement. (Task 2, Goal 2)
设计意图: 通过练习让学生在丰富的语境理解并判断什么情况下需要使用动词-ing形式，掌握动词-ing形式作定语、表语、状语、宾语补足语时的不同意义和用法。
Activity 4: Read the following story and rewrite the underlined parts using the -ing form. Analyze the underlined part and draw a distinction between the underlined part and the rewritten version.
The original sentence How to rewrite Analysis of the underlined part The difference between the original text and the rewritten one.
As a small boy, he became very interested in medicine and decided to become a doctor. As a small boy, he became very interested in medicine, deciding to become a doctor. 并列句 deciding作伴随状语，替换并列句的后一个分句，比并列句更加简洁。
In 1938, Bethune left for China, after he heard that many people were dying in the war.
He helped to organize hospitals, taught doctors and nurses, and showed people how to give first aid.
After Doctor Bethune’s death, Chairman Mao Zedong wrote an article in memory of him, in which he praised Doctor Bethune as a hero to be remembered in China.
(Keys: … after hearing that…;时间状语从句；hearing作宾语，替换了状语从句中的主语谓语，比并列句更为简洁；Helping to organize hospitals, he taught doctors…, 并列句，Helping作目的状语，替代了并列句的前一个分句，比并列句更为具体或者He helped to organize hospitals, teaching doctors… and showing…，并列句，teaching和showing作伴随状语，替代了并列句的后一个分句，比并列句更为具体; praising …，非限制性定语从句，praising作伴随状语，替代了定语从句，比定语从句更为简洁)
设计意图: 学生在能够完成正确替换的基础之上，需要思考在什么情况下适合替换，以及替换后与原始文本的比较，在此基础上才能实现语法的融会贯通，掌握不同的表达方法。
作业设计
1. Finish Exercises 2 and 3 in Using Structures of Workbook on page 69.
2. Use the -ing forms to write some sentences describing the good deeds of people you know.
设计意图: 巩固所学，学以致用。
第五课时
课时内容
Listening and Talking: Talk about the importance of kindness.
教材解读
该板块的活动主题是“讲述友善的重要性”（Talk about the importance of kindness）。本版块由听力活动引入，引导学生学习如何讲故事。本课时的最终目标是，学生结合第四课时的动词-ing形式，运用时间标志词、流程步骤标志词和讲述故事的常用句式，讲述向别人伸出援手或者感受别人友善帮助的故事。故事要有必要的背景介绍、恰当的连接词和自己对此次经历的评价和感受。
学习重点
捕捉听力材料中介绍故事的关键因素。学会总结和迁移运用。
学习难点
学生需要思考如何把自己希望分享的故事有条理地讲述出来。
课时目标
1. 通过歌曲名字预测歌曲内容。(Goal 1)
2. 捕捉听力素材大意，完成问答及文本填空，并总结听力文本的叙事技巧。(Goal 2)
3. 学生结合个人经历分享受到帮助或帮助别人的故事。(Goal 3)
评价任务
1. 学生进行合理预测。(Task 1)
2. 学生完成问答及文本填空，并总结听力文本的叙事技巧。(Task 2)
3. 学生分享受到帮助或帮助别人的故事。(Task 3)
教学过程
Activity 1: Lead-in. (Task 1, Goal 1)
There is a country music song named “Chain of love”. Do you know anything about it If yes, what does it tell If not, based on its name, what do you think it’s about
设计意图: 设置情境，导入话题，同时为下面听力环节做好铺垫。听过歌曲的同学可以说一说歌曲主题，锻炼其概括能力；没有听过歌曲的同学可以依据歌曲名字进行预测，锻炼其预测能力。
Activity 2: Listen to a radio show concerning the song “Chain of love” and answer the following questions: (Task 2, Goal 2)
1. What is the name of the radio show
2. What does “paying it forward” mean
3. What does the guest want the listeners to do
(Keys: 1. “Rush Hour Show”
2. “Paying it forward” means when you receive kindness from someone, you go out and show kindness to another person.
3. The guest wants the audience to join the chain of kindness and “pay it forward”.)
设计意图: 听力环节，语言输入，边听边寻找答案、总结回答。
Activity 3: Listen to the radio show again and fill in the blanks to complete the story. (Task 2, Goal 2)
I’m sure you’ve heard the famous country music song “Chain of love”. The song starts with a man who helps a lady whose car . The lady wants to pay him, but he won’t accept payment, instead telling the lady to just to another person. Later, when the lady stops at a café, she notices her waitress is pregnant, and . When the lady finishes eating, she pays for her meal with a . Then the lady walks out,
the change and the note for the waitress. Her note tells the waitress to continue the chain of kindness. The song has a ending. The waitress goes home to her , happy because of the kindness the lady showed her. Finally we find out that he is the man who first
the chain of kindness.
(Keys: has broken down, show kindness, tired, hundred-dollar bill, leaving, surprise, husband, started)
设计意图: 听力环节，语言输入，精听之前建议学生快速浏览文本，注意空前空后的部分，接着再听一遍材料，带着问题听答案，做到有的放矢，精准填空。
Activity 4: Discussion. (Task 2, Goal 2)
Invite students to work in groups and discuss when telling a story what we can learn from the listening.
Ask students to think about what else we should pay attention to when telling a story. Complete the list below.
设计意图: 口语环节，语言输出。从听力中找到可用的内容回答问题。
Activity 5: Take a look at the box and the tip. If the tips are not in the list students have made above, ask students add the tips. (Task 2, Goal 2)
设计意图: 口语环节，语言输出。听力材料中可用的内容有限，要求学生再根据问题以及自己的已有知识进行讨论，丰富答案。
Activity 6: Think of a story of showing or receiving kindness, either your own story or one that you have heard of. Then encourage students to share their story with their group. Other members will check whether he use the tips in the list correctly. Use the assessment form below if necessary. (Task 3, Goal 3)
Assessment item Rating of performance
Background Excellent □ Good □ Average □ Poor □
Linking words Excellent □ Good □ Average □ Poor □
Reflection Excellent □ Good □ Average □ Poor □
… …
设计意图: 口语环节，语言输出。鼓励学生讲述发生在自己身上的或者自己听说过的有关“接受到善良”或“传递出善良”的故事，讲本节课所学用于口语表达。
作业设计
1. Summarize the guidelines on telling a story.
2. Polish your story to make it more vivid.
设计意图: 巩固所学，学以致用。
第六课时
I. 课时内容
Reading for Writing: Write a review
II. 教材解读
该板块的活动主题是“写评论”。要求学生在读完一则寓言故事后，在完成教科书中的理解文本、分析文本结构与语言、讨论寓言故事传达寓意的效果、罗列提纲要点后，为本版块寓言故事 “The Stone in the Road”编写评论。阅读文本是一则寓言，寓言中的意向通常有所象征或暗喻，文本本身蕴含深刻道理或教育意义。学生不仅要能懂读寓言本身的寓意，还应深入探讨寓言对全人类和整个社会的警示意义。通过本板块故事评论的撰写，学生就要深入思考探讨这些问题，以得当的语言、逻辑的行文来表达自己对故事的见解与评价。
III. 学习重点
引导学生通过对比故事不同人物的言行，分析故事的内涵寓意；鼓励学生结合实际，对人物言行及寓言的效果发表自己的见解。
IV. 学习难点
指导学生撰写一篇结构明晰、内容具体的故事评价。
V. 课时目标
1. 通过阅读寓言及课堂活动，了解评论的主要结构与内容，掌握评论的写作要点和语言特色。(Goal 1)
2. 能够利用写作任务提供的情境，完成评论写作任务并和同伴互评，并在课堂上进行展示交流。(Goal 2)
VI. 评价任务
掌握故事评论的写作要点和语言特点。(Task 1)
完成评价写作任务并对同伴的作品进行评价。(Task 2)
VII. 教学过程
Activity 1: Read the fable and summarize its main idea. (Task 1, Goal 1)
1. Read the fable.
2. Answer the questions with the following words:
The king placed the stone in the road because he…
Most people … but they …
The young girl … and …
3. Use one or two sentences to introduce the story
设计意图: 步骤1引导学生梳理寓言故事的起因、经过和结果。步骤2引导学生用自己的语复述原文信息，步骤3引导学生用精炼的语言概括原文大义，为后续评论写作打下基础。
Activity 2: Read the story details. (Task 1, Goal 1)
1. Identify different characters’ emotions and responses according to the fable and complete the table.
Person Experience Emotion Response
milkman
woman with water
other villagers
young girl
2. Use one sentence to describe each character’s experience.
设计意图: 步骤1 引导学生捕捉细节，提取概括任务的情绪反应，以进行不同人物间的横向对比；步骤2让学生用准确、精炼、丰富的语言转述寓言原文的大意，为评论写作做好内容准备。
Activity 3: Pair work. (Task 2, Goal 2)
Discuss the questions in Exercise 3.
设计意图: 鼓励并引导学生对寓言内容形成独到的看法与认识，并适当进行发散和拓展，如不同人物遇见石头的反应、国王动机是否得到满足等，为评论的个人观点部分做好内容准备。
Activity 4: Make up an outline. (Task 2, Goal 2)
1. Introduce the definition, features and requirements of a review.
2. Group work: use the table in Exercise 4 to make up an outline for the review
3. Present and polish the discussion results
Paragraph 1: Basic information about the story The story is about … The author writes about …
Paragraph 2: Your analysis of the story The author is using the story to … The author has done a good job in… The author tries to … but …
Paragraph 3: Your opinion about the story I like the story because … What impresses me most is that … I’m not sure whether … but … I would love to share the story with ..
设计意图: 步骤1 让学生了解评论的结构与所需内容，学生可根据表格设计快速理清各段要点；步骤2 学生通过小组讨论罗列出各段内容要点，用多样且简洁的语言表述出来；步骤3 教师展示小组讨论成果，鼓励多样化的表达，并对语言加以润色，为评论写作做好结构和语言上的准备。
Activity 5: Write a review. (Task 2, Goal 2)
1. Pay attention to the checklist in Exercise 5;
2. Draft the review;
Sample Writing
“The Stone in the Road” is an old fable about a king who thinks his people are lazy, so he puts a large stone in the middle of the road and hides and waits to see if anyone will try to move it.
The author used this story to impress upon readers the need to take personal responsibility for problems in the community. The story was quite successful in achieving its purpose, and I liked it because it had a clear moral.
However, while the moral of the story is clear, the actions of the king seemed pointless to me, because none of the characters in the story learnt anything. For this reason, I think there are better stories that can be used to impress upon people the need for personal responsibility.
3. Exchange drafts and give feedback on each other’s work
设计意图: 步骤1让学生回顾评论写作策略；步骤2让学生试写评论；步骤3让学生交换初稿，利用评价清单来对同伴作品作出评价；课后学生根据反馈修改评论。
VIII. 作业设计
1. Revise the draft based on feedback and put up the review in the classroom.
2. Read the story “The Taxi Ride I’ll Never Forget” on page 70 and write a review.
设计意图: 巩固所学，学以致用。
第七课时
课时内容
Assessing Your Progress
II. 教材解读
Assessing Your Progress是本单元的检测板块，由三部分组成。
第一部分设计了两个练习来检测学生对于本单元语法结构和课标词汇的掌握情况。练习1检测学生对现在分词与过去分词作状语时的用法及其与主句的逻辑关系；练习2为语篇填空，不仅检测学生读懂作者情感态度的阅读能力，还检测学生在具体语境中使用本单元课标词汇的能力。
第二部分是反思与单元内容评价，学生通过六道填空题回忆并记录本单元的喜欢的故事，列出自己认为最重要的品质美德，反思本单元学习的重难点，并评论本单元的内容。这一环节不仅能帮助学生养成良好的学习习惯，也能提升学习意识与能力，掌握高效的学习策略。
第三部分为活动，主题为制作“激励他人践行美德”的海报。通过学习本单元的多重板块，学生知晓了许多美德故事，不仅积累了许多关于美德的词汇表达，也从人物身上发掘了许多可贵品质和积极的社会道德价值。这一活动帮助学生回顾并“头脑风暴”出更多话题词汇，并以制造海报的方式引导学生自己在日常中践行并呼吁激励他人践行美德，能塑造良好的品格与价值观念。
III. 学习重点
1. 检测本单元的词汇及语法掌握情况，巩固语言知识，反思本单元学习内容及难点；
2. 团队合作完成一个激励他人践行美德的海报。
IV. 学习难点
综合运用和整合本单元所学知识，选定一种美德，遵循“Brainstorm – Research – Organize – Illustrate – Present”的步骤，小组合作制作一枚海报。
V. 课时目标
1. 通过完成语言知识练习题，检测自己对于本单元语法结构和课标词汇的掌握情况。(Goal 1)
2. 完成反思部分，有效了解自己对于本单元重点内容的学习掌握情况，反思学习难点，及时发现问题、调整自己的学习策略；(Goal 2)
3. 运用和整合单元所学知识，选定一种美德，以小组形式制作一枚海报。(Goal 3)
VI. 评价任务
1. 完成课本练习，检测本单元重点语法及课标词汇掌握情况。(Task 1)
2. 反思学习情况，发现问题，解决问题。(Task 2)
评价海报是否包含格言、配图是否切题、布局是否逻辑清晰来评价海报是否传递出激励效果。(Task 3)
VII. 教学过程
Activity 1：Finish the first two activities in Assessing Your Progress and check the answers. (Task 1, Goal 1)
1.Finish Exercise 1 and check the answers.
2.Read the passage in Exercise 2 and check the answers.
设计意图: 在处理练习1时，可从本单元或学生作文中选出体现现在分词与过去分词典型用法的例句，引导学生对比非谓语动词与主语之间的主被动关系、非谓语动词与谓语动词的逻辑关联，巩固该语法点的意义与作用；练习2中，学生先通读文段了解作者情感态度，再根据上下文逻辑，用语言知识填空。
Activity 2：Fill in the blanks in reflecting. (Task 2, Goal 2)
设计意图: 学生通过六道填空题回忆并记录本单元的喜欢的故事，列出自己认为最重要的品质美德，反思本单元学习的重难点，并评论本单元的内容。师生都可通过反思评价环节及时调整策略，提升学习效果。
Activity 3：Brainstorming and collect. (Task 3, Goal 3)
1.Work in groups of four. Brainstorm more virtues and add to the list.
2.Discuss which are most needed in our society today.
3. Collect sayings or quotations about the virtue.
4. Analyze sayings and arrange them in a logical way.
5. Illustrate the virtue.
设计意图: 要求学生以小组为单位，“头脑风暴”更多的美德，选定当今社会最为需要的一种作为海报主题，有分工又有协作，尽可能多地搜集相关格言警句，以条理清晰又吸睛的方式，和插图一起呈现在海报上。
Activity 4: Present and Assess. (Task 3, Goal 3)
One member from each group present their poster to the class.
The teacher or the students from another group gives comments
Students vote for the best poster and the best team.
设计意图: 要求学生从三方面展示并评价海报是否传递出激励效果：是否包含引言、配图是否切题、布局是否逻辑清晰。学生投票选出自己最欣赏的一组，并说明原因；也可以让学生结合制作海报的过程自行设计评价量表，评出最佳海报制作小组、最佳英语表达小组、最佳格言搜集小组、最佳配图小组、最佳合作小组等奖项，起到激励作用。
VIII. 作业设计
Polish the poster.
*第八课时（选上课时）
课时内容
Video Time
教材解读
本课时主要是观看名为“Confucius and Ren”的视频材料并根据视频内容进行听说训练，该视频介绍了孔子所倡导的“仁”该如何理解、它体现了哪些内涵、“仁”的思想对现代人又有何意义。通过本节课的学习，不仅可以加强学生的语言输入，提高学生的听说能力，进一步激发学生学习英语的兴趣，也为学生学习用英语讲述中国优秀传统文化提供了示范，为学生将来进行跨文化交流打下基础。
学习重点
观看视频，听懂并了解孔子所倡导的“仁”该如何理解、“仁”的思想对现代人又有何意义。
学习难点
视频中有关“仁”的内涵给学生理解视频造成了一定的障碍。
课时目标
通过图片及标题，预测视频内容。(Goal 1)
了解孔子所倡导的“仁”、其内涵和该思想对现代人的意义。(Goal 2)
学习用英语讲述中国优秀传统文化。(Goal 3)
评价任务
1.通过预测完成Before you watch中的练习。(Task 1)
2.能听懂视频中有孔子所倡导的“仁”的相关知识。(Task 2)
3.利用视频中的语言进行讲述。(Task 3)
教学过程
Activity 1 Before You Watch (Task1, Goal 1)
1.Read the introduction about “Confucius and Ren”.
2.Complete the sentences with your best guess.
3.What do you expect to see in the video clip
设计意图: 通过阅读简介、猜测答案及预测视频内容等活动，激发学生有关“孔子和‘仁’”的知识，为下一步观看视频扫清障碍。
Activity 2 While You Watch. (Task2, Goal 2)
1.Check the answers in Before You Watch.
2.Read the sentences in Exercise 2 and give your best guess
3.Watch the video again and circle the correct word(s) in each sentence.
⑴Confucius thought is still greatly valued in China and in other East/ Southeast Asian countries.
⑵If students really understood Confucian ideas, it could change society/ their lives.
⑶In English, only a few/ many different words can be used to translate Confucius’s highest moral principles.
⑷Mencius/ Zigong explained this principle as “loving one’s parents, loving people, loving everything in the world”.
⑸Confucius taught Zigong that the one single concept to take as a guide for all actions in life is happiness/ fairness.
4. Do you think the two professors’ words are convincing Why or why not
设计意图: 观看视频，了解有关“孔子和及其所倡导的‘仁’”的知识，体现了哪些内涵、“仁”的思想对现代人的意义。
Activity 3 After You Watch. (Task3, Goal 3)
1. Work in pairs. Discuss the questions.
In what way do you think Confucian thought still influences education and society in China
Do you think that your life would change if you understood and practiced Ren every day
How would the Confucian idea of fairness change society around you if everybody practising fairness in everything
2. Dub the video.
The teacher plays the video silently and asks some students to dub the video. Then the class votes for the best actor or actress.
设计意图: 通过让学生交流视频所学到的有关“孔子和及其所倡导的‘仁’”的知识，引导学生思考并讨论孔子思想与社会及个人之间的关系，并通过给视频中的两位教授配音，提高学生学习英语的兴趣。
VIII. 作业设计
Search for more famous saying of virtues by Confucius on the Internet and select one saying to explain to the whole class.
设计意图: 巩固课堂上所学到的关于孔子及其所倡导的“仁”的相关知识，拓展更多孔子提出的有关美德的名言，丰富知识，完善自我。