人教版（2019）必修 第三册Unit 2 Morals and Virtues 说课课件（共36张）

(共36张PPT)
“说课标 说教材”
Unit 2 Morals and Virtues
人教版高中英语必修三
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ONTENTS
Learning theme
目 录
3
Teaching activities
Learning Objectives
Assignment Design
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Part one
Learning Theme
Curriculum content
theme
discourse
language
skills
learning strategies
language knowledge
cultural
knowledge
Six components
Text types
Language Knowledge
Language skills
Cultural knowledge
Learning strategies
Thematic contexts
Senior High School English Curriculum Standards
单元主题分析
道德和美德
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
人与社会--历史、文化、社会
对社会有突出贡献的人物
单元主题大观念
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
版块 语篇类型 语篇内容 主题意义
Listening and speaking 对话 讨论林巧稚在高考场上所面临的道德困境：考试还是救人？ 介绍何为道德困境，感受道德困境的复杂性。
Reading and Thinking 人物传记 介绍著名医学家林巧稚的生平事迹，描述其在面临道德困境时所做的重大选择。 阐述优秀道德品质在进行人生选择时所起的重要引领作用。启发学生学习如何面对人生抉择。
Discovering Useful Structures 说明文 著名医生白求恩的生平及人物评价。 国外著名人物的道德选择和道德观。
版块 语篇类型 语篇内容 主题意义
Reading for writing 寓言故事 不同人物对“路中央的石头”做出的不同反应以及最终的结局。 普通人面对社会问题承担责任的重要性
Video Time 视频 孔子 “仁”的思想内涵
中国传统文化所推崇的道德观念与美好品质及重要意义
Project 海报 制作一张宣传海报，倡导人们形成优秀道德品质 深入思考对社会有益的高尚道德品质有哪些，该如何培养和倡导这些优秀品质
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Part two
Learning Objectives
单元教学目标
主题：道德与美德
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。
词汇：能够正确使本单元的单词和词块
语法：能够理解动词-ing 形式作状语和作宾语补足语的功能及意义并正确描述人物的行为、动作、生活经历等。
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.能够区分一些近义词在语用上的差异，并根据语境正确使用这些词汇。
语言能力
学习能力
文化意识
思维品质
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。
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。
学情分析
单元话题：学生在日常生活中对道德和美德有一定对了解，但是学生对“道德困境”这一概念缺乏深度思考，也不太熟悉林巧稚的人物生平。
单元语言：学生已经掌握一些与本话题相关的词汇，但是很难精准地用英语去描述道德与美德。
学情
班级整体情况：该班级为高一年级学生，整体上学生的课堂反应比较活跃，思维敏捷，对于英语课抱着积极的学习态度，课后的自主学习习惯不是很好，个别同学基础较差
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.3Express opinions on the meaning and purpose of the fable by analyzing the storyline and the behavior of the characters.2Describe the characteristics, the implicit truth or educational significance of fables.1Teaching and learning objectivesText hereFocal pointsText hereDifficult points1.to guide students to dialectically evaluate character behaviors from multiple perspectives;2.to help students to write a short review that is clear and logical.3
Teaching activities
Part three
单元学习目标 对应的课时目标 课时与板块
指向的核心素养
通过本单元 的学习， 学生能够： 1.了解著名人物的无私奉献和普通人之间的善良友善 描述林巧稚“道德困境”中的选择及带来的影响，分析选择背后所体现的品质，并结合实际生活解释个人看法。 第 1 课时： Listening& Speaking 第 2-3 课时： Reading&Thinking 掌握跟单元主题相关的语言表达，建立语言基础。能够抓住关键词，理解听力文本大意。
梳理林巧稚的生平事迹，归纳林巧稚人生抉择以及所体现的人生原则、人物品质和美德。
1.阅读并辨别文体 特征及语言特点，有效获取信息。
2.学习伟大人物生平经历，体会重大人生抉择。
1.了解著名人物的无私奉献和普通人之间的善良友善 并从林巧稚的生平中获得启发；阅读白求恩生平介绍，归纳人格品质。 第 4 课时： Discovering useful structure
1.能 够 理 解 并 省略这一语法现象。
2.促使学生积极面对人生抉择，学习伟大人物身上的美好品质。
梳理访谈节目中普通人传递善意的故事，分享亲身经历或听到的善行小故事。 第 5 课时： Listening and talking
理解美德的重要性。
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 掌握寓言故事的特点，概述故事的起因、经过和结果，总结隐含的教育意义并阐释承担社会责任的重要性。 第 6课时： Reading for Writing
能够写一篇观点鲜明的故事评论。
用英语介绍孔子和其教育思想，并结合生活实际阐释如何自觉遵守和践行美德。 第 6 课时： Video Time
能够树立美德意识，学习中华民族传统美德。
设计海报 第 7 课时： Project
综合运用本单元所学知识，设计倡导践行美德的海报。
课时安排
Analysis of teaching material
What
02
Why
01
How
03
Theme： Human and self – life and work (good conduct, correct attitude towards life, civic duty and social responsibility)
Text type：Fable & A review of a fable
Main content: 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.
Analysis of teaching material
What
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Why
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How
03
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;
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.
Analysis of teaching material
What
01
Why
03
How
02
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 extremely expressive, and it uses metaphors, symbols and other ways to reveal a profound truth. The textbook is designed according to the discourse structure and content of the review, and builds a learning scaffold to ensure the effective completion of the reading and writing tasks.
Text type;
Text structure;
Language structure;
Textbook design
The lesson is taught to first-year high school students, who are able to actively participate in the class. After learning the content of the first three lessons, students have enriched the vocabulary and expressions of the unit theme, and have the ability to read fables and summarize the meanings.
已有基础
Students are unfamiliar with the structural elements of a review. Usually students focus on the plot and moral of the fable after reading it, and the teacher should use this as a starting point to inspire students to think deeply about the meaning of the theme of "morals and virtues".
突破空间
Cultivate students' ability to analyze and evaluate the behavior of characters dialectically, encourage students to develop multi-angle imagination of open-ended endings, enable students to reasonably infer the author's intentions, and finally, express personal opinions in an orderly manner.
发展需求
Analysis of students
Teaching and learning methods
Bloom’s taxonomy of objectives
Constructivist view of learning
◆construction of new knowledge cannot be achieved without making a meaningful connection with the existing one
◆ learners: principal part of learning
◆ teachers: facilitators
Teaching methods
Learning methods
Activity-based approach to English learning
Learning through activities
Cooperative learning method
Inquiry-based learning method
Teaching and learning philosophy
Teaching procedures
Leading in
Get to know what a fable is.
Activity 1
First reading
1.Get the general information about the story;
2.Appreciate the language structure.
Activity 2
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.
Activity 3
Preparing for the writing
1.Study the organization of a story review;
2.Find the useful expressions.
Write a story review with a clear point of view and proper organization and language.
Activity 4
Writing a review of the fable
Summary
&
Assignment
Polish your review.
Leading in 3’
设计意图
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。
Teaching procedures
First reading 20’
设计意图
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。
Teaching procedures
Second reading 17’
设计意图
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。
Teaching procedures
Preparing for writing 15’
设计意图
Teaching procedures
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。
Writing a review of a fable 30’
设计意图
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，让学生学会评价同伴的写作成果。
6. Teaching procedures
Requirements:
(1)The number of the words should be about 100.
(2)Use at least one -ing form as the adverbial or the object complement.
(3)Use at least two words or expressions that involve the qualities of the figures, the moral dilemma, the life choices and so on.
(4)Think critically and show the correct values for moral and human issues.
3.Exchange drafts. Use the checklist to give feedback on your partner’s draft.
◆Does the writer give his/her opinion about the characters or their actions or the story critically
◆Does the review reflect the correct and positive values
◆Does the writer use the -ing form as the adverbial or the object complement in the review
◆Does the writer use the words and expressions related to this topic
◆Are there any grammar, spelling, or punctuation errors
Summary & Assignment 5’
设计意图
对整节课的学习内容进行总结、反思与整理、巩固。
Teaching procedures
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。
Blackboard design
The milkman:
The women:
The girl:
Para1:
Basic information about the story
Para2:
Your analysis of the story
Para3:
Your opinion about the story
B3U2 Morals and Virtues (Reading for Writing)
---Write a review of a fable
The stone
The gold coin
The road：life/community/society
The king’s purpose:
The author’s purpose:
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Assignment Design
Part four
Homework design适合各个层次学生的需求不同学生分层分类设计，体现拓展性、开放性、实践性创设尽量真实的语境，强化语言运用。让学生体会英语学习的现实意义。学生可以通过与同伴合作、与家长互动、与网络互动等方式来拓展知识、激发学习兴趣提供及时有效的反馈，帮助学生解决实际问题真实性互动性层次性多样性反馈性Teaching reflection
Based on the requirements of the course standards, this lesson embodies the principle of consistency of "teaching evaluation", and the design of learning activities follows the guidance of the concept of English learning activities.
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03
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评价
Assessments
活动
Activities
目标
Outcomes
以终为始
教、学、评一体化
设计思路特色
Teaching reflection
反思不足
不足之处1
There is not enough time in class for students to have more opportunities to show their works, and it’s better to use the after-class time to make face-to-face corrections on students' assignments, give specific revision suggestions, and improve students' language skills.
不足之处2
It’s better 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.
Thanks for your listening