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指向核心素養(yǎng)發(fā)展的高中英語(yǔ)單元整體教學(xué)設(shè)計(jì)
An Integral Unit Teaching Designs For High School English
Aimed At The Development Of Key Competences
人教版 必修 第三冊(cè)
Unit 2 Morals And Virtues
一、單元內(nèi)容概覽
本單元圍繞“道德與美德”這一主題展開(kāi)，通過(guò)探討生活中常見(jiàn)的“道德困境”、人生的抉擇、如何傳遞愛(ài)心、如何面對(duì)問(wèn)題和障礙、如何理解儒家思想中的“仁”、如何善待他人等與社會(huì)生活密切相關(guān)的話(huà)題，啟發(fā)學(xué)生思考、分析、理解和領(lǐng)悟生活中人與事，幫助他們樹(shù)立正確的世界觀(guān)、人生觀(guān)和價(jià)值觀(guān)，塑造良好的品格，弘揚(yáng)中華民族優(yōu)秀文化，傳承優(yōu)秀傳統(tǒng)美德。
二、單元基本框架
Unit 2 Morals And Virtues道德與美德
Student Book Workbook
板塊 頁(yè)碼 主要內(nèi)容及要求 板塊 頁(yè)碼 主要內(nèi)容及要求
Opening Page 開(kāi)篇頁(yè) P13 1. Theme picture 2. Quote 3. Unit goals 理解主題圖、名言警句，了解單元學(xué)習(xí)目標(biāo)和討論問(wèn)題 Using Words and Expressions P67-P68 Words and Expressions 鞏固本單元重點(diǎn)單詞和短語(yǔ)
Listening and Speaking 聽(tīng)力與口語(yǔ) P14-P15 Talk about moral dilemmas 首先描述圖片中的道德困境，然后聽(tīng)兩個(gè)好友關(guān)于道德困境的對(duì)話(huà)，最后描述自己經(jīng)歷或聽(tīng)說(shuō)過(guò)的道德困境。 Using Structures P68-P69 Grammar 鞏固、內(nèi)化和運(yùn)用本單元語(yǔ)法項(xiàng)目
Reading and Thinking 閱讀與思考 P16-P17 Learn to make choices in life 閱讀文本，了解林巧稚曾經(jīng)面臨的道德困境和人生選擇，最后反思自我，針對(duì)人生抉擇發(fā)表自己的看法。 Reading P70 The Taxi Ride I’ll Never Forget 閱讀與本單元主題相關(guān)的語(yǔ)篇，鞏固略讀策略
Discovering Useful Structures 語(yǔ)法探究 P18 Describe people’s actions 學(xué)習(xí)并掌握動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)的用法，并能動(dòng)詞-ing形式描寫(xiě)人物的行為、動(dòng)作及其發(fā)生的原因、目的、結(jié)果及伴隨狀態(tài)等，提升語(yǔ)言表達(dá)和運(yùn)用能力 Writing P71 Write an inspiring story 完成寫(xiě)作任務(wù)，鞏固寫(xiě)作技巧
Listening and Talking 聽(tīng)力與表達(dá) P19 Talk about the importance of kindness 聽(tīng)一個(gè)關(guān)于愛(ài)心傳遞的故事，隨后講述發(fā)生在自己身邊的愛(ài)心故事。 *Expanding Your World P72 The Five Virtues 閱讀與本單元主題相關(guān)的語(yǔ)篇，擴(kuò)大閱讀輸入量，拓展文化視野
Reading for Writing 閱讀與寫(xiě)作 P20-P21 Share your opinions about a moral story 閱讀寓言故事，寫(xiě)一篇故事評(píng)論。
Assessing Your Progress 自我檢測(cè) P22-P23 1. Vocabulary 2. Grammar 3. Reflecting *4. Project 完成單元重點(diǎn)詞匯和語(yǔ)法檢測(cè)、單元內(nèi)容評(píng)價(jià)、自我反思及項(xiàng)目活動(dòng)
Video Time 視頻觀(guān)看 P24 Confucius and Ren 觀(guān)看視頻,了解我國(guó)儒家學(xué)說(shuō)的創(chuàng)始人孔子，以及其視為道德最高準(zhǔn)則的“仁”。
三、單元學(xué)習(xí)目標(biāo)
核心素養(yǎng) 學(xué)習(xí)目標(biāo)與要求 課標(biāo)關(guān)聯(lián)
語(yǔ) 言 能 力 主題: 道德與美德 人與自我，認(rèn)識(shí)自我，豐富自我，完善自我；優(yōu)秀品行，正確的人生態(tài)度，公民義務(wù)與社會(huì)責(zé)任。
語(yǔ)音:復(fù)習(xí)英語(yǔ)語(yǔ)音中升調(diào)的使用規(guī)律及其表達(dá)意義，能夠根據(jù)語(yǔ)境的需要正確使用升調(diào)，使口頭表達(dá)更加準(zhǔn)確、自然。 依據(jù)語(yǔ)調(diào)的變化感知說(shuō)話(huà)人的意圖和態(tài)度。
詞匯: 正確使用下列課標(biāo)單詞和短語(yǔ) 單詞：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 短語(yǔ)：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.借助詞典等各種資源，理解語(yǔ)篇中關(guān)鍵詞的詞義和功能以及所傳遞的意圖和態(tài)度等； 2.了解詞匯的詞根、詞綴，掌握詞性變化規(guī)律，并用于理解和表達(dá)有關(guān)主題的信息和觀(guān)點(diǎn)。
語(yǔ)法：能夠理解動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)的功能及意義，能正確運(yùn)用動(dòng)詞-ing形式描述人物的行為、動(dòng)作、生活經(jīng)歷等。 1.意識(shí)到語(yǔ)言使用中的語(yǔ)法知識(shí)是“形式----意義----使用”的統(tǒng)一體，學(xué)習(xí)語(yǔ)法的最終目的是在語(yǔ)境中有效地運(yùn)用語(yǔ)法知識(shí)來(lái)理解和表達(dá)意義； 2.運(yùn)用所學(xué)語(yǔ)法知識(shí)，理解口頭和書(shū)面語(yǔ)篇的基本意義，描述真實(shí)世界中的人和物、情景和事件，簡(jiǎn)單地表達(dá)觀(guān)點(diǎn)、意圖和情感態(tài)度，在生活中進(jìn)行一般性的人際交流； 3.在語(yǔ)篇中理解和使用動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)。
語(yǔ)篇： 1.閱讀人物小傳，了解人物生平事跡，分析人物性格與品質(zhì)，理解人生道路上的“道德困境”。 2.閱讀寓言故事，理解故事內(nèi)容以及隱含的道德教育意義。 1.語(yǔ)篇類(lèi)型： （1）聽(tīng)力與口語(yǔ)：對(duì)話(huà) （2）閱讀與思考：記敘文 （3）聽(tīng)力與表達(dá)：對(duì)話(huà) （4）閱讀與寫(xiě)作：故事評(píng)論 （5）視頻觀(guān)看：其他語(yǔ)篇類(lèi)型（視頻） 2.語(yǔ)篇知識(shí)： （1）記敘文的寫(xiě)作目的、結(jié)構(gòu)特征 （2）語(yǔ)篇中段首句、主題句、過(guò)渡句的作用、位置及行文特征 （3）語(yǔ)境在語(yǔ)篇理解和語(yǔ)篇產(chǎn)出過(guò)程中的作用
表達(dá)： 1.能夠講述一則友善待人的故事。 2.能夠?qū)懸黄赖略⒀怨适碌脑u(píng)論。 1.語(yǔ)音知識(shí)： （1）根據(jù)語(yǔ)調(diào)、節(jié)奏等的變化感知說(shuō)話(huà)人的意圖和態(tài)度 （2）借助重音、語(yǔ)調(diào)、節(jié)奏等的變化表達(dá)意義、意圖和態(tài)度等 2.語(yǔ)用知識(shí)： 根據(jù)交際具體情境，正確理解他人的態(tài)度、情感和觀(guān)點(diǎn)，運(yùn)用得體的語(yǔ)言形式，表達(dá)自己的態(tài)度、情感和觀(guān)點(diǎn) 3.語(yǔ)言技能： （1）根據(jù)交際需要發(fā)起談話(huà)并維持談話(huà) （2）清楚地描述事件的過(guò)程 （3）使用文字手段描述個(gè)人經(jīng)歷 （4）在口頭和書(shū)面表達(dá)中借助語(yǔ)言手段建立邏輯關(guān)系 （5）根據(jù)表達(dá)目的選擇適當(dāng)?shù)恼Z(yǔ)篇類(lèi)型 （6）根據(jù)表達(dá)的需要選擇詞匯和語(yǔ)法結(jié)構(gòu) （7）借助語(yǔ)調(diào)突出需要強(qiáng)調(diào)的意義
學(xué)習(xí) 能力 1.能依據(jù)說(shuō)話(huà)人表述的內(nèi)容及其語(yǔ)音、語(yǔ)調(diào)、語(yǔ)速、停頓等分辨其態(tài)度。 2.能通過(guò)閱讀從文章中提取事實(shí)和細(xì)節(jié)，并基于這些信息推導(dǎo)出合理的結(jié)論。 3.能夠根據(jù)時(shí)間順序或時(shí)間發(fā)展的先后次序來(lái)敘事。 4.能夠區(qū)分一些近義詞在語(yǔ)用上的差別，并根據(jù)語(yǔ)境正確使用這些詞匯。 1.認(rèn)知策略： （1）在語(yǔ)境中學(xué)習(xí)詞匯和語(yǔ)法 （2）根據(jù)篇章標(biāo)題、圖片、圖表和關(guān)鍵詞等信息，預(yù)測(cè)和理解篇章的主要內(nèi)容 （3）根據(jù)語(yǔ)篇類(lèi)型和特點(diǎn)，了解篇章的主要內(nèi)容和寫(xiě)作意圖 （4）通過(guò)快速瀏覽理解篇章大意 （5）通過(guò)掃讀獲取篇章具體信息 2.交際策略： 通過(guò)解釋、澄清或重復(fù)等方式克服交際中的語(yǔ)言障礙，維持交際
文 化 意 識(shí) 1.了解不同文化背景下人們所共同推崇的道德觀(guān)念與美好品質(zhì)，如善良、敬業(yè)、無(wú)私、誠(chéng)信、責(zé)任感等。 2.學(xué)習(xí)和理解儒家“仁義禮智信”的思想，樹(shù)立正確的道德觀(guān)和價(jià)值觀(guān)，自覺(jué)遵守和踐行中華美德，為傳播和弘揚(yáng)中華優(yōu)秀傳統(tǒng)文化而努力。 了解外國(guó)科學(xué)家及其成就、貢獻(xiàn)等，學(xué)習(xí)和借鑒人類(lèi)文明的優(yōu)秀成果。 2. 學(xué)習(xí)并初步運(yùn)用英語(yǔ)介紹中華優(yōu)秀傳統(tǒng)文化，具有傳播中華優(yōu)秀傳統(tǒng)文化的意識(shí)。
思 維 品 質(zhì) 能夠基于單元所學(xué)內(nèi)容、生活體驗(yàn)以及各種所見(jiàn)所聞梳理和提煉出世界上不同民族普遍認(rèn)可和贊頌的道德準(zhǔn)則與美德精神；能夠辨別什么事道德困境，客觀(guān)分析和推理身處困境的人的不同選擇可能產(chǎn)生的結(jié)果和影響，從而打破二元對(duì)立的思維模式，學(xué)會(huì)全面地、客觀(guān)地、理性地看待問(wèn)題，進(jìn)而對(duì)道德和人性有更加深入的思考和理解。 1.借助話(huà)語(yǔ)中的語(yǔ)調(diào)理解說(shuō)話(huà)者的意圖 2.從語(yǔ)篇中提取主要信息和觀(guān)點(diǎn)，理解語(yǔ)篇要義 3.把握語(yǔ)篇中主要事件的來(lái)龍去脈 4.根據(jù)語(yǔ)篇標(biāo)題預(yù)測(cè)語(yǔ)篇的主題和內(nèi)容 5.把握語(yǔ)篇的結(jié)構(gòu)以及語(yǔ)言特征 6.批判性地審視語(yǔ)篇內(nèi)容
四、單元課時(shí)規(guī)劃
本單元整合后，可以設(shè)計(jì)為七個(gè)課時(shí)，每課時(shí)40分鐘。根據(jù)學(xué)生情況，Video Time可作為選學(xué)課時(shí)。
課時(shí) 主要內(nèi)容 課型模式
第一課時(shí) Student Book: Opening Page, Listening and Speaking 聽(tīng)說(shuō)
第二、三課時(shí) Student Book: Reading and Thinking 閱讀
第四課時(shí) Student Book: Discovering Useful Structures Workbook: Using Structures 語(yǔ)法
第五課時(shí) Student Book: Listening and Talking 聽(tīng)說(shuō)
第六課時(shí) Student Book: Reading for Writing 讀寫(xiě)
第七課時(shí) Student Book: Assessing Your Progress 測(cè)評(píng)
*選上課時(shí) Student Book: *Video Time 視聽(tīng)
五、單元教學(xué)設(shè)計(jì)
第一課時(shí)
I. 課時(shí)內(nèi)容
Opening Page +Listening and Speaking
II. 教材解讀
開(kāi)篇頁(yè)包括與單元主題相關(guān)的主題圖(一群不同膚色、不同種族的青少年正在合作完成活動(dòng)任務(wù)的畫(huà)面)、引言（英國(guó)詩(shī)人華茲華斯的作品中的一句話(huà)）、單元學(xué)習(xí)目標(biāo)和待討論的問(wèn)題。教師在進(jìn)行教學(xué)設(shè)計(jì)時(shí)要有機(jī)整合這些內(nèi)容，在師生互動(dòng)中幫助學(xué)生熟悉單元主題，明確單元學(xué)習(xí)任務(wù)，為后續(xù)閱讀學(xué)習(xí)提供話(huà)題和背景鋪墊。
聽(tīng)說(shuō)板塊圍繞活動(dòng)主題“談?wù)摰赖吕Ь场?Talk about moral dilemmas)展開(kāi)。了解什么是道德困境，接著探討處于道德困境中的人所面臨的不同選擇和結(jié)果，以及選擇背后所隱含的道德觀(guān)和處事原則。最后通過(guò)用所學(xué)語(yǔ)言描述自己經(jīng)歷或聽(tīng)說(shuō)過(guò)的道德困境，反思與道德困境相關(guān)的實(shí)際問(wèn)題，提升辯證思維能力，使其能夠更加全面而客觀(guān)地觀(guān)察和看待社會(huì)現(xiàn)象，以理性的態(tài)度認(rèn)識(shí)世界。
III. 學(xué)習(xí)重點(diǎn)
理解道德困境的定義
IV. 學(xué)習(xí)難點(diǎn)
針對(duì)具體的道德困境發(fā)表自己的看法和見(jiàn)解。
V. 課時(shí)目標(biāo)
1. 通過(guò)觀(guān)看主題圖和引言，預(yù)測(cè)單元內(nèi)容，激活背景知識(shí)。(Goal 1)
2. 運(yùn)用看的技能幫助獲得對(duì)道德困境的直觀(guān)感受，了解和認(rèn)識(shí)道德困境，并討論在道德困境中的選擇所帶來(lái)的后果。(Goal 2)
3. 通過(guò)聽(tīng)和模仿，辨別說(shuō)話(huà)人的語(yǔ)氣語(yǔ)調(diào)，并據(jù)此來(lái)判斷說(shuō)話(huà)人的態(tài)度。(Goal 3)
VI. 評(píng)價(jià)任務(wù)
1.運(yùn)用預(yù)測(cè)策略，預(yù)測(cè)本單元的主題內(nèi)容。(Task 1)
2.用觀(guān)察和聽(tīng)到的詞匯和表達(dá)，與同伴交流，描述一個(gè)道德困境并解釋自己的做法。(Task 2)
3.在聽(tīng)力和口語(yǔ)練習(xí)中，辨別說(shuō)話(huà)人的語(yǔ)氣語(yǔ)調(diào)，并據(jù)此來(lái)判斷其態(tài)度。(Task 3)
VII. 教學(xué)過(guò)程
教師首先帶領(lǐng)學(xué)生理解并討論主題圖，預(yù)測(cè)單元主題和主要內(nèi)容，然后以Moral Dilemma為主線(xiàn)，通過(guò)問(wèn)題鏈引導(dǎo)學(xué)生討論單元的主要學(xué)習(xí)內(nèi)容，最后自然過(guò)渡到 Listening and Speaking板塊的教學(xué)。該板塊以聽(tīng)為基礎(chǔ)，學(xué)生通過(guò)聽(tīng)獲取有關(guān)道德困境的故事，學(xué)習(xí)語(yǔ)言知識(shí)，并在模仿介紹自己親身經(jīng)歷或聽(tīng)到的道德困境故事的口語(yǔ)活動(dòng)中內(nèi)化所學(xué)內(nèi)容。教學(xué)過(guò)程中，教師運(yùn)用預(yù)測(cè)、表格填寫(xiě)、正誤判斷、回答問(wèn)題、小組討論等活動(dòng)搭建支架，以保證學(xué)習(xí)任務(wù)的順利完成。
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 (君子懷仁，小人懷土。—孔子)
Plain living and high thinking. — William Wordsworth (生活要簡(jiǎn)樸，情操要高尚?！?華茲華斯)
設(shè)計(jì)意圖:本活動(dòng)主要引導(dǎo)學(xué)生討論開(kāi)篇頁(yè)，描述和討論主題圖片，初步了解本單元主題，為后面的聽(tīng)力和口語(yǔ)輸出活動(dòng)做好鋪墊。教師通過(guò)詢(xún)問(wèn)學(xué)生對(duì)引言的看法，啟發(fā)學(xué)生思考，培養(yǎng)學(xué)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.
設(shè)計(jì)意圖: 通過(guò)讓學(xué)生觀(guān)察并描述圖片，正確理解“道德困境”的含義，認(rèn)識(shí)到道德困境就存在于每個(gè)人的現(xiàn)實(shí)生活之中，隨后談?wù)撟约河H身經(jīng)歷的或者聽(tīng)說(shuō)過(guò)的道德困境故事。利用語(yǔ)境引出關(guān)鍵定義的教學(xué)，為學(xué)生后續(xù)學(xué)習(xí)提供鋪墊。
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 (夸張的語(yǔ)調(diào))
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.
設(shè)計(jì)意圖: 本活動(dòng)主要是訓(xùn)練學(xué)生根據(jù)前面所講預(yù)測(cè)聽(tīng)力內(nèi)容，利用聽(tīng)力策略完成聽(tīng)細(xì)節(jié)以及聽(tīng)?wèi)B(tài)度的練習(xí)，獲取關(guān)鍵信息，從而做到有目的地聽(tīng)。
Activity 4：Oral practice. (Task 3, Goal 3)
1. What kind of person is Lin Qiaozhi
Selfless, heartwarming, humanitarian(博愛(ài)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).
設(shè)計(jì)意圖: 通過(guò)讓學(xué)生對(duì)聽(tīng)力材料中的林巧稚進(jìn)行人物評(píng)價(jià)，了解人物性格特點(diǎn)，為后面的閱讀做鋪墊。接著讓學(xué)生談?wù)撊绻约荷硖幫硶?huì)怎么辦，培養(yǎng)學(xué)生的同理心，提高他們的口頭表達(dá)能力。
VIII. 作業(yè)設(shè)計(jì)
Write down a moral dilemma you heard in class and what would you do if you were in the same situation.
設(shè)計(jì)意圖: 學(xué)完本課后，回顧道德困境的含義，記錄一個(gè)在課堂上聽(tīng)到的道德困境的例子，并說(shuō)明如果自己遇到會(huì)怎么做，達(dá)到語(yǔ)言輸出，學(xué)以致用的教學(xué)目的。
第二課時(shí)
I. 課時(shí)內(nèi)容
Reading and Thinking: Mother of Ten Thousand Babies
活動(dòng)主題：該板塊的活動(dòng)主題是“學(xué)習(xí)作出人生抉擇”( Learn to make choices in life)。從聽(tīng)說(shuō)板塊的道德困境話(huà)題轉(zhuǎn)移到這一板塊的人生抉擇問(wèn)題。
II. 教材解讀
該語(yǔ)篇貫穿其中的線(xiàn)索是本單元的核心人物——林巧稚。選擇林巧稚的生平作為閱讀部分的題材內(nèi)容,不僅僅因?yàn)樗俏覈?guó)著名醫(yī)學(xué)家，為我國(guó)醫(yī)療事業(yè)作出了巨大的貢獻(xiàn)；更重要的是，她的人生經(jīng)歷能給學(xué)生帶來(lái)無(wú)限啟迪。無(wú)論是在求學(xué)期間還是在職業(yè)發(fā)展道路上，林巧稚曾面對(duì)的道德困境和人生選擇，與當(dāng)前每個(gè)年輕人即將面對(duì)的社會(huì)生活有著許多相似之處，而從她的人生抉擇中，學(xué)生能夠感受到她身上的仁善、自強(qiáng)、勤奮、執(zhí)著、敬業(yè)、慷慨，還有高度的責(zé)任感和廣博的愛(ài)心。這些美好品質(zhì)不僅值得學(xué)生學(xué)習(xí)，還能啟發(fā)年輕人反思自我，思考如何面對(duì)人生抉擇，認(rèn)真選擇未來(lái)的道路，全力以赴面對(duì)人生的挑戰(zhàn)。林巧稚的故事對(duì)于今天的年輕女性也有重要的教育意義，能夠激勵(lì)她們堅(jiān)持信念和夢(mèng)想，理解生活的價(jià)值和意義，努力抓住機(jī)遇，把握自己的人生。
閱讀策略上，主要是指導(dǎo)學(xué)生根據(jù)文中具體信息得出合理結(jié)論，尤其是在談?wù)撊宋镄愿駮r(shí)，找到相應(yīng)的支撐信息。此外，學(xué)會(huì)用信息鏈來(lái)梳理文章零散信息，比如在此文中根據(jù)時(shí)間表達(dá)梳理林大夫的生平事跡，然后聚焦hard choices這一核心詞, 找出關(guān)鍵信息，進(jìn)行梳理和整合。
III. 學(xué)習(xí)重點(diǎn)
文段主題句和文本結(jié)構(gòu)以及歸納概括段落大意的能力；
2. 針對(duì)人生抉擇發(fā)表自己的看法，對(duì)道德和人性有更加深入的思考和理解。
IV. 學(xué)習(xí)難點(diǎn)
自傳類(lèi)文本的語(yǔ)言特色。
V. 課時(shí)目標(biāo)
1. 利用圖片和標(biāo)題，預(yù)測(cè)本單元的主題內(nèi)容，激活背景知識(shí)。(Goal 1)
2. 通過(guò)略讀，梳理全文的篇章結(jié)構(gòu)，把握文章主線(xiàn)。(Goal 2)
3. 通過(guò)尋讀，分析在不同的人生階段，林巧稚所面臨的不同的人生抉擇。(Goal 3)
VI. 評(píng)價(jià)任務(wù)
1. 運(yùn)用預(yù)測(cè)策略，預(yù)測(cè)本單元的主題內(nèi)容。(Task 1)
2. 把握文章結(jié)構(gòu)，歸納概括段落大意和文章中心。(Task 2)
3. 能夠?qū)Σ煌松A段所做的人生抉擇作出評(píng)判。(Task 3)
VII. 教學(xué)過(guò)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.
設(shè)計(jì)意圖: “重要的人生選擇”這一話(huà)題，學(xué)生乍一聽(tīng)覺(jué)得似乎有話(huà)可說(shuō)，但細(xì)一想又不知該從何說(shuō)起。因此，通過(guò)一些對(duì)學(xué)生來(lái)說(shuō)耳熟能詳?shù)拿说闹匾松x擇帶入已知的情境中，自然地引出文本話(huà)題，隨后再進(jìn)一步討論什么是影響我們?nèi)松闹匾x擇，激活學(xué)生的已知信息。由近及遠(yuǎn)，由淺入深，既鍛煉了學(xué)生的思維能力，又讓學(xué)生體驗(yàn)到成就感。此外，開(kāi)放式的討論也提高了學(xué)生的參與度，鍛煉了學(xué)生的表達(dá)能力。同時(shí)，通過(guò)對(duì)文本話(huà)題的探討使學(xué)生形成閱讀期待。
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 )
設(shè)計(jì)意圖: 運(yùn)用略讀策略，獲取文章的主旨大意，判定段落中的主旨句，通過(guò)主旨句來(lái)歸納提煉段落大意，進(jìn)而學(xué)會(huì)歸納整篇文章主旨，為后續(xù)學(xué)生探明主旨深化主題服務(wù)。
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.
設(shè)計(jì)意圖: 學(xué)生自主閱讀，以時(shí)間為線(xiàn)索，梳理、歸納文本信息，體會(huì)林巧稚一生中所做出的重要的選擇。
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 _________________________________.
設(shè)計(jì)意圖: 再讀文本，旨在引導(dǎo)學(xué)生了解林巧稚在一生所遇的困境下做出的選擇，幫助學(xué)生更好地理解文章標(biāo)題。此外，對(duì)文本碎片化信息進(jìn)行梳理、整合，旨在提高學(xué)生分析信息、處理信息的能力。
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.
設(shè)計(jì)意圖: 通過(guò)復(fù)述課文，幫助學(xué)生進(jìn)一步熟悉文本框架和內(nèi)容，同時(shí)落實(shí)文本中的目標(biāo)詞匯，為下一階段的閱讀做好準(zhǔn)備。
Activity 5：Assignment. (Task 3, Goal 3)
Talk about Dr Lin’s moral values and good virtues.
設(shè)計(jì)意圖: 通過(guò)復(fù)述課文，進(jìn)一步熟悉文本內(nèi)容，強(qiáng)化語(yǔ)言學(xué)習(xí)。此外，思考選擇背后所體現(xiàn)的林巧稚的道德品格，拓展話(huà)題內(nèi)容。通過(guò)以上兩個(gè)環(huán)節(jié)，為下一課時(shí)的學(xué)習(xí)作好鋪墊。
第三課時(shí)
課時(shí)內(nèi)容
Reading and Thinking第二課時(shí)深度理解文本。
教材解讀
本節(jié)課是文本解讀的第二課時(shí)。在回顧文本細(xì)節(jié)信息的基礎(chǔ)上，重點(diǎn)圍繞“hard choices”展開(kāi)，即結(jié)合特定時(shí)代背景，引導(dǎo)學(xué)生思考為什么林巧稚的選擇是困難的選擇。隨后，回歸文章第一段，引導(dǎo)學(xué)生認(rèn)知引領(lǐng)林巧稚走過(guò)那些困難選擇的主要因素。在讀后環(huán)節(jié)中，學(xué)生通過(guò)小組討論，挖掘林巧稚身上所體現(xiàn)出來(lái)的高尚品格，深化主題意義，加強(qiáng)德育浸潤(rùn)。本節(jié)課多處引用了名人語(yǔ)錄，旨在讓學(xué)生多角度去了解林巧稚及她對(duì)中國(guó)婦產(chǎn)醫(yī)學(xué)所作出的巨大貢獻(xiàn)。
學(xué)習(xí)重點(diǎn)
深入文本，透視主人公的個(gè)性和品質(zhì)，體驗(yàn)面對(duì)人生抉擇的思考與行動(dòng)。
學(xué)習(xí)難點(diǎn)
反復(fù)閱讀文章，體會(huì)自傳類(lèi)文本的語(yǔ)言特征。
課時(shí)目標(biāo)
1. 通過(guò)復(fù)述課文，回顧文章主要內(nèi)容，落實(shí)目標(biāo)詞匯。(Goal 1)
　 2. 通過(guò)研讀課文，并結(jié)合時(shí)代背景，理解“hard choices”的含義。(Goal 2)
　 3. 通過(guò)合作探究，感悟林巧稚的高尚品格，深化主題意義，加強(qiáng)德育浸潤(rùn)。(Goal 3)
　 4. 通過(guò)聯(lián)系實(shí)際，撰寫(xiě)一篇關(guān)于自己所遇到的艱難選擇的文章。(Goal 4)
Ⅵ. 評(píng)價(jià)任務(wù)
完成課文復(fù)述文本。(Task 1)
了解當(dāng)時(shí)時(shí)代背景下的艱難選擇的意義。(Task 21)
說(shuō)出主人公的性格特點(diǎn)和性格品質(zhì)，并分析你對(duì)主人公人生抉擇的看法評(píng)價(jià)。(Task 3)
撰寫(xiě)一篇關(guān)于自己所遇到的艱難選擇的文章。(Task 4)
Ⅶ. 教學(xué)過(guò)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.
設(shè)計(jì)意圖: 通過(guò)復(fù)述課文，幫助學(xué)生進(jìn)一步熟悉文本內(nèi)容，同時(shí)通過(guò)課文填空的方式進(jìn)行語(yǔ)言學(xué)習(xí)，落實(shí)文本中的目標(biāo)詞匯，同時(shí)為下一階段的閱讀做好準(zhǔn)備。
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.
　設(shè)計(jì)意圖: 通過(guò)問(wèn)題鏈的形式逐步引導(dǎo)學(xué)生理解本文的一個(gè)重點(diǎn)及難點(diǎn)“hard choices”。同時(shí)，引導(dǎo)學(xué)生認(rèn)知引領(lǐng)林巧稚走過(guò)那些困難選擇的主要因素，從而回歸文本第一段。在了解林巧稚人生選擇的基礎(chǔ)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.
設(shè)計(jì)意圖: 首先，基于文本內(nèi)容提煉人物的性格特征，旨在引導(dǎo)學(xué)生挖掘文本的深層內(nèi)涵，通過(guò)事實(shí)感知林巧稚的高尚品格；其次，通過(guò)提煉概括，引導(dǎo)學(xué)生理解單元主題；最后，引用了名人語(yǔ)錄，旨在讓學(xué)生多角度去了解林巧稚及她對(duì)中國(guó)婦產(chǎn)醫(yī)學(xué)所作出的巨大貢獻(xiàn)。
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
設(shè)計(jì)意圖: 通過(guò)聯(lián)系實(shí)際，旨在幫助學(xué)生加深對(duì)文本內(nèi)涵的理解，鞏固所學(xué)語(yǔ)言知識(shí)，提升其思維能力和語(yǔ)言表達(dá)能力，同時(shí)引導(dǎo)學(xué)生樹(shù)立正確的價(jià)值觀(guān)。
Ⅷ.作業(yè)設(shè)計(jì)
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.
設(shè)計(jì)意圖: 通過(guò)寫(xiě)作的方式幫助學(xué)生鞏固、內(nèi)化課內(nèi)所學(xué)知識(shí)，并進(jìn)一步理解文本的內(nèi)涵與精神。其次，充分利用網(wǎng)絡(luò)等現(xiàn)在信息技術(shù)，拓寬學(xué)習(xí)英語(yǔ)的渠道，了解更多關(guān)于林巧稚的相關(guān)信息。
第四課時(shí)
課時(shí)內(nèi)容
Discovering Useful Structures: Describe people’s actions
教材解讀
該板塊圍繞活動(dòng)主題“描述人物事跡”(Describe people’s actions)展開(kāi)，要求掌握動(dòng)詞-ing形式充當(dāng)句子成分中的狀語(yǔ)(adverbial)和賓語(yǔ)(object complement)。在先前單元，學(xué)生已經(jīng)學(xué)習(xí)了動(dòng)詞-ing形式做主語(yǔ)、賓語(yǔ)、表語(yǔ)和定語(yǔ)成分。本課時(shí)教學(xué)設(shè)計(jì)采用“發(fā)現(xiàn)式”設(shè)計(jì)語(yǔ)法教學(xué)活動(dòng)，遵循“感知--發(fā)現(xiàn)--總結(jié)--練習(xí)--運(yùn)用”的學(xué)習(xí)過(guò)程，引導(dǎo)學(xué)生自主發(fā)現(xiàn)語(yǔ)言規(guī)律，培養(yǎng)自主學(xué)習(xí)能力。通過(guò)本節(jié)課的學(xué)習(xí)，讓學(xué)生能夠根據(jù)第三課時(shí)文章中的句子發(fā)現(xiàn)動(dòng)詞-ing在句子中的成分，并運(yùn)用-ing形式完成句子和替換劃線(xiàn)句子，從而提高語(yǔ)言的豐富性、生動(dòng)性和準(zhǔn)確性。
學(xué)習(xí)重點(diǎn)
1. 確定動(dòng)詞-ing形式在句子中作賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)的功能和意義。
2. 能夠用動(dòng)詞-ing形式對(duì)句子進(jìn)行補(bǔ)充或改寫(xiě)。
學(xué)習(xí)難點(diǎn)
動(dòng)詞-ing形式的其他時(shí)態(tài)和被動(dòng)語(yǔ)態(tài)變形。
課時(shí)目標(biāo)
1. 找出并總結(jié)動(dòng)詞-ing形式充當(dāng)?shù)木渥淤e語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)的功能和意義。(Goal 1)
2. 使用恰當(dāng)?shù)膭?dòng)詞-ing形式描述人物事跡。(Goal 2)
評(píng)價(jià)任務(wù)
1. 能夠找出并總結(jié)動(dòng)詞-ing形式充當(dāng)?shù)木渥淤e語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)的功能和意義。(Task 1)
2. 用動(dòng)詞-ing形式改寫(xiě)句子。(Task 2)
教學(xué)過(guò)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: …h(huán)er 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)
設(shè)計(jì)意圖: 本活動(dòng)利用上節(jié)課的課文開(kāi)始新課，回顧課文，以老帶新，讓學(xué)生從課文中找出所有含有動(dòng)詞-ing形式的句子，接著分析該動(dòng)詞-ing形式在句子中的功能，為下一個(gè)活動(dòng)做好鋪墊。
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 狀語(yǔ) 表伴隨
Sentence 5 … …
Sentence 6 … …
Sentence 7 … …
Sentence 9 … …
Sentence 10 … …
(Keys: Sentence 5: 狀語(yǔ)、表原因；Sentence 6: 賓語(yǔ)補(bǔ)足語(yǔ)；補(bǔ)充說(shuō)明賓語(yǔ)情況；Sentence 7：賓語(yǔ)補(bǔ)足語(yǔ)；補(bǔ)充說(shuō)明賓語(yǔ)情況；Sentence 9：狀語(yǔ)、表動(dòng)作發(fā)生時(shí)間的先后；Sentence 10：狀語(yǔ)、表伴隨)
設(shè)計(jì)意圖: 本活動(dòng)利用開(kāi)始聚焦本節(jié)課的重點(diǎn)內(nèi)容：動(dòng)詞-ing形式作賓語(yǔ)補(bǔ)足語(yǔ)和狀語(yǔ)，小組討論后填寫(xiě)表格，教師核對(duì)答案，適時(shí)點(diǎn)播，為下面的練習(xí)與鞏固打下知識(shí)基礎(chǔ)。
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)
設(shè)計(jì)意圖: 通過(guò)練習(xí)可以讓學(xué)生很快進(jìn)入語(yǔ)言學(xué)習(xí)的氛圍，加深對(duì)動(dòng)詞-ing形式的理解。同時(shí)，教師要重視在語(yǔ)境中呈現(xiàn)新的語(yǔ)法知識(shí)。
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)
設(shè)計(jì)意圖: 通過(guò)練習(xí)讓學(xué)生在豐富的語(yǔ)境理解并判斷什么情況下需要使用動(dòng)詞-ing形式，掌握動(dòng)詞-ing形式作定語(yǔ)、表語(yǔ)、狀語(yǔ)、賓語(yǔ)補(bǔ)足語(yǔ)時(shí)的不同意義和用法。
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作伴隨狀語(yǔ)，替換并列句的后一個(gè)分句，比并列句更加簡(jiǎn)潔。
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…;時(shí)間狀語(yǔ)從句；hearing作賓語(yǔ)，替換了狀語(yǔ)從句中的主語(yǔ)謂語(yǔ)，比并列句更為簡(jiǎn)潔；Helping to organize hospitals, he taught doctors…, 并列句，Helping作目的狀語(yǔ)，替代了并列句的前一個(gè)分句，比并列句更為具體或者He helped to organize hospitals, teaching doctors… and showing…，并列句，teaching和showing作伴隨狀語(yǔ)，替代了并列句的后一個(gè)分句，比并列句更為具體; praising …，非限制性定語(yǔ)從句，praising作伴隨狀語(yǔ)，替代了定語(yǔ)從句，比定語(yǔ)從句更為簡(jiǎn)潔)
設(shè)計(jì)意圖: 學(xué)生在能夠完成正確替換的基礎(chǔ)之上，需要思考在什么情況下適合替換，以及替換后與原始文本的比較，在此基礎(chǔ)上才能實(shí)現(xiàn)語(yǔ)法的融會(huì)貫通，掌握不同的表達(dá)方法。
作業(yè)設(shè)計(jì)
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.
設(shè)計(jì)意圖: 鞏固所學(xué)，學(xué)以致用。
第五課時(shí)
課時(shí)內(nèi)容
Listening and Talking: Talk about the importance of kindness.
教材解讀
該板塊的活動(dòng)主題是“講述友善的重要性”（Talk about the importance of kindness）。本版塊由聽(tīng)力活動(dòng)引入，引導(dǎo)學(xué)生學(xué)習(xí)如何講故事。本課時(shí)的最終目標(biāo)是，學(xué)生結(jié)合第四課時(shí)的動(dòng)詞-ing形式，運(yùn)用時(shí)間標(biāo)志詞、流程步驟標(biāo)志詞和講述故事的常用句式，講述向別人伸出援手或者感受別人友善幫助的故事。故事要有必要的背景介紹、恰當(dāng)?shù)倪B接詞和自己對(duì)此次經(jīng)歷的評(píng)價(jià)和感受。
學(xué)習(xí)重點(diǎn)
捕捉聽(tīng)力材料中介紹故事的關(guān)鍵因素。學(xué)會(huì)總結(jié)和遷移運(yùn)用。
學(xué)習(xí)難點(diǎn)
學(xué)生需要思考如何把自己希望分享的故事有條理地講述出來(lái)。
課時(shí)目標(biāo)
1. 通過(guò)歌曲名字預(yù)測(cè)歌曲內(nèi)容。(Goal 1)
2. 捕捉聽(tīng)力素材大意，完成問(wèn)答及文本填空，并總結(jié)聽(tīng)力文本的敘事技巧。(Goal 2)
3. 學(xué)生結(jié)合個(gè)人經(jīng)歷分享受到幫助或幫助別人的故事。(Goal 3)
評(píng)價(jià)任務(wù)
1. 學(xué)生進(jìn)行合理預(yù)測(cè)。(Task 1)
2. 學(xué)生完成問(wèn)答及文本填空，并總結(jié)聽(tīng)力文本的敘事技巧。(Task 2)
3. 學(xué)生分享受到幫助或幫助別人的故事。(Task 3)
教學(xué)過(guò)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
設(shè)計(jì)意圖: 設(shè)置情境，導(dǎo)入話(huà)題，同時(shí)為下面聽(tīng)力環(huán)節(jié)做好鋪墊。聽(tīng)過(guò)歌曲的同學(xué)可以說(shuō)一說(shuō)歌曲主題，鍛煉其概括能力；沒(méi)有聽(tīng)過(guò)歌曲的同學(xué)可以依據(jù)歌曲名字進(jìn)行預(yù)測(cè)，鍛煉其預(yù)測(cè)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”.)
設(shè)計(jì)意圖: 聽(tīng)力環(huán)節(jié)，語(yǔ)言輸入，邊聽(tīng)邊尋找答案、總結(jié)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)
設(shè)計(jì)意圖: 聽(tīng)力環(huán)節(jié)，語(yǔ)言輸入，精聽(tīng)之前建議學(xué)生快速瀏覽文本，注意空前空后的部分，接著再聽(tīng)一遍材料，帶著問(wèn)題聽(tīng)答案，做到有的放矢，精準(zhǔn)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.
設(shè)計(jì)意圖: 口語(yǔ)環(huán)節(jié)，語(yǔ)言輸出。從聽(tīng)力中找到可用的內(nèi)容回答問(wèn)題。
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)
設(shè)計(jì)意圖: 口語(yǔ)環(huán)節(jié)，語(yǔ)言輸出。聽(tīng)力材料中可用的內(nèi)容有限，要求學(xué)生再根據(jù)問(wèn)題以及自己的已有知識(shí)進(jìn)行討論，豐富答案。
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 □
… …
設(shè)計(jì)意圖: 口語(yǔ)環(huán)節(jié)，語(yǔ)言輸出。鼓勵(lì)學(xué)生講述發(fā)生在自己身上的或者自己聽(tīng)說(shuō)過(guò)的有關(guān)“接受到善良”或“傳遞出善良”的故事，講本節(jié)課所學(xué)用于口語(yǔ)表達(dá)。
作業(yè)設(shè)計(jì)
1. Summarize the guidelines on telling a story.
2. Polish your story to make it more vivid.
設(shè)計(jì)意圖: 鞏固所學(xué)，學(xué)以致用。
第六課時(shí)
I. 課時(shí)內(nèi)容
Reading for Writing: Write a review
II. 教材解讀
該板塊的活動(dòng)主題是“寫(xiě)評(píng)論”。要求學(xué)生在讀完一則寓言故事后，在完成教科書(shū)中的理解文本、分析文本結(jié)構(gòu)與語(yǔ)言、討論寓言故事傳達(dá)寓意的效果、羅列提綱要點(diǎn)后，為本版塊寓言故事 “The Stone in the Road”編寫(xiě)評(píng)論。閱讀文本是一則寓言，寓言中的意向通常有所象征或暗喻，文本本身蘊(yùn)含深刻道理或教育意義。學(xué)生不僅要能懂讀寓言本身的寓意，還應(yīng)深入探討寓言對(duì)全人類(lèi)和整個(gè)社會(huì)的警示意義。通過(guò)本板塊故事評(píng)論的撰寫(xiě)，學(xué)生就要深入思考探討這些問(wèn)題，以得當(dāng)?shù)恼Z(yǔ)言、邏輯的行文來(lái)表達(dá)自己對(duì)故事的見(jiàn)解與評(píng)價(jià)。
III. 學(xué)習(xí)重點(diǎn)
引導(dǎo)學(xué)生通過(guò)對(duì)比故事不同人物的言行，分析故事的內(nèi)涵寓意；鼓勵(lì)學(xué)生結(jié)合實(shí)際，對(duì)人物言行及寓言的效果發(fā)表自己的見(jiàn)解。
IV. 學(xué)習(xí)難點(diǎn)
指導(dǎo)學(xué)生撰寫(xiě)一篇結(jié)構(gòu)明晰、內(nèi)容具體的故事評(píng)價(jià)。
V. 課時(shí)目標(biāo)
1. 通過(guò)閱讀寓言及課堂活動(dòng)，了解評(píng)論的主要結(jié)構(gòu)與內(nèi)容，掌握評(píng)論的寫(xiě)作要點(diǎn)和語(yǔ)言特色。(Goal 1)
2. 能夠利用寫(xiě)作任務(wù)提供的情境，完成評(píng)論寫(xiě)作任務(wù)并和同伴互評(píng)，并在課堂上進(jìn)行展示交流。(Goal 2)
VI. 評(píng)價(jià)任務(wù)
掌握故事評(píng)論的寫(xiě)作要點(diǎn)和語(yǔ)言特點(diǎn)。(Task 1)
完成評(píng)價(jià)寫(xiě)作任務(wù)并對(duì)同伴的作品進(jìn)行評(píng)價(jià)。(Task 2)
VII. 教學(xué)過(guò)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
設(shè)計(jì)意圖: 步驟1引導(dǎo)學(xué)生梳理寓言故事的起因、經(jīng)過(guò)和結(jié)果。步驟2引導(dǎo)學(xué)生用自己的語(yǔ)復(fù)述原文信息，步驟3引導(dǎo)學(xué)生用精煉的語(yǔ)言概括原文大義，為后續(xù)評(píng)論寫(xiě)作打下基礎(chǔ)。
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.
設(shè)計(jì)意圖: 步驟1 引導(dǎo)學(xué)生捕捉細(xì)節(jié)，提取概括任務(wù)的情緒反應(yīng)，以進(jìn)行不同人物間的橫向?qū)Ρ龋徊襟E2讓學(xué)生用準(zhǔn)確、精煉、豐富的語(yǔ)言轉(zhuǎn)述寓言原文的大意，為評(píng)論寫(xiě)作做好內(nèi)容準(zhǔn)備。
Activity 3: Pair work. (Task 2, Goal 2)
Discuss the questions in Exercise 3.
設(shè)計(jì)意圖: 鼓勵(lì)并引導(dǎo)學(xué)生對(duì)寓言?xún)?nèi)容形成獨(dú)到的看法與認(rèn)識(shí)，并適當(dāng)進(jìn)行發(fā)散和拓展，如不同人物遇見(jiàn)石頭的反應(yīng)、國(guó)王動(dòng)機(jī)是否得到滿(mǎn)足等，為評(píng)論的個(gè)人觀(guān)點(diǎn)部分做好內(nèi)容準(zhǔn)備。
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 ..
設(shè)計(jì)意圖: 步驟1 讓學(xué)生了解評(píng)論的結(jié)構(gòu)與所需內(nèi)容，學(xué)生可根據(jù)表格設(shè)計(jì)快速理清各段要點(diǎn)；步驟2 學(xué)生通過(guò)小組討論羅列出各段內(nèi)容要點(diǎn)，用多樣且簡(jiǎn)潔的語(yǔ)言表述出來(lái)；步驟3 教師展示小組討論成果，鼓勵(lì)多樣化的表達(dá)，并對(duì)語(yǔ)言加以潤(rùn)色，為評(píng)論寫(xiě)作做好結(jié)構(gòu)和語(yǔ)言上的準(zhǔn)備。
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
設(shè)計(jì)意圖: 步驟1讓學(xué)生回顧評(píng)論寫(xiě)作策略；步驟2讓學(xué)生試寫(xiě)評(píng)論；步驟3讓學(xué)生交換初稿，利用評(píng)價(jià)清單來(lái)對(duì)同伴作品作出評(píng)價(jià)；課后學(xué)生根據(jù)反饋修改評(píng)論。
VIII. 作業(yè)設(shè)計(jì)
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.
設(shè)計(jì)意圖: 鞏固所學(xué)，學(xué)以致用。
第七課時(shí)
課時(shí)內(nèi)容
Assessing Your Progress
II. 教材解讀
Assessing Your Progress是本單元的檢測(cè)板塊，由三部分組成。
第一部分設(shè)計(jì)了兩個(gè)練習(xí)來(lái)檢測(cè)學(xué)生對(duì)于本單元語(yǔ)法結(jié)構(gòu)和課標(biāo)詞匯的掌握情況。練習(xí)1檢測(cè)學(xué)生對(duì)現(xiàn)在分詞與過(guò)去分詞作狀語(yǔ)時(shí)的用法及其與主句的邏輯關(guān)系；練習(xí)2為語(yǔ)篇填空，不僅檢測(cè)學(xué)生讀懂作者情感態(tài)度的閱讀能力，還檢測(cè)學(xué)生在具體語(yǔ)境中使用本單元課標(biāo)詞匯的能力。
第二部分是反思與單元內(nèi)容評(píng)價(jià)，學(xué)生通過(guò)六道填空題回憶并記錄本單元的喜歡的故事，列出自己認(rèn)為最重要的品質(zhì)美德，反思本單元學(xué)習(xí)的重難點(diǎn)，并評(píng)論本單元的內(nèi)容。這一環(huán)節(jié)不僅能幫助學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，也能提升學(xué)習(xí)意識(shí)與能力，掌握高效的學(xué)習(xí)策略。
第三部分為活動(dòng)，主題為制作“激勵(lì)他人踐行美德”的海報(bào)。通過(guò)學(xué)習(xí)本單元的多重板塊，學(xué)生知曉了許多美德故事，不僅積累了許多關(guān)于美德的詞匯表達(dá)，也從人物身上發(fā)掘了許多可貴品質(zhì)和積極的社會(huì)道德價(jià)值。這一活動(dòng)幫助學(xué)生回顧并“頭腦風(fēng)暴”出更多話(huà)題詞匯，并以制造海報(bào)的方式引導(dǎo)學(xué)生自己在日常中踐行并呼吁激勵(lì)他人踐行美德，能塑造良好的品格與價(jià)值觀(guān)念。
III. 學(xué)習(xí)重點(diǎn)
1. 檢測(cè)本單元的詞匯及語(yǔ)法掌握情況，鞏固語(yǔ)言知識(shí)，反思本單元學(xué)習(xí)內(nèi)容及難點(diǎn)；
2. 團(tuán)隊(duì)合作完成一個(gè)激勵(lì)他人踐行美德的海報(bào)。
IV. 學(xué)習(xí)難點(diǎn)
綜合運(yùn)用和整合本單元所學(xué)知識(shí)，選定一種美德，遵循“Brainstorm – Research – Organize – Illustrate – Present”的步驟，小組合作制作一枚海報(bào)。
V. 課時(shí)目標(biāo)
1. 通過(guò)完成語(yǔ)言知識(shí)練習(xí)題，檢測(cè)自己對(duì)于本單元語(yǔ)法結(jié)構(gòu)和課標(biāo)詞匯的掌握情況。(Goal 1)
2. 完成反思部分，有效了解自己對(duì)于本單元重點(diǎn)內(nèi)容的學(xué)習(xí)掌握情況，反思學(xué)習(xí)難點(diǎn)，及時(shí)發(fā)現(xiàn)問(wèn)題、調(diào)整自己的學(xué)習(xí)策略；(Goal 2)
3. 運(yùn)用和整合單元所學(xué)知識(shí)，選定一種美德，以小組形式制作一枚海報(bào)。(Goal 3)
VI. 評(píng)價(jià)任務(wù)
1. 完成課本練習(xí)，檢測(cè)本單元重點(diǎn)語(yǔ)法及課標(biāo)詞匯掌握情況。(Task 1)
2. 反思學(xué)習(xí)情況，發(fā)現(xiàn)問(wèn)題，解決問(wèn)題。(Task 2)
評(píng)價(jià)海報(bào)是否包含格言、配圖是否切題、布局是否邏輯清晰來(lái)評(píng)價(jià)海報(bào)是否傳遞出激勵(lì)效果。(Task 3)
VII. 教學(xué)過(guò)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.
設(shè)計(jì)意圖: 在處理練習(xí)1時(shí)，可從本單元或?qū)W生作文中選出體現(xiàn)現(xiàn)在分詞與過(guò)去分詞典型用法的例句，引導(dǎo)學(xué)生對(duì)比非謂語(yǔ)動(dòng)詞與主語(yǔ)之間的主被動(dòng)關(guān)系、非謂語(yǔ)動(dòng)詞與謂語(yǔ)動(dòng)詞的邏輯關(guān)聯(lián)，鞏固該語(yǔ)法點(diǎn)的意義與作用；練習(xí)2中，學(xué)生先通讀文段了解作者情感態(tài)度，再根據(jù)上下文邏輯，用語(yǔ)言知識(shí)填空。
Activity 2：Fill in the blanks in reflecting. (Task 2, Goal 2)
設(shè)計(jì)意圖: 學(xué)生通過(guò)六道填空題回憶并記錄本單元的喜歡的故事，列出自己認(rèn)為最重要的品質(zhì)美德，反思本單元學(xué)習(xí)的重難點(diǎn)，并評(píng)論本單元的內(nèi)容。師生都可通過(guò)反思評(píng)價(jià)環(huán)節(jié)及時(shí)調(diào)整策略，提升學(xué)習(xí)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.
設(shè)計(jì)意圖: 要求學(xué)生以小組為單位，“頭腦風(fēng)暴”更多的美德，選定當(dāng)今社會(huì)最為需要的一種作為海報(bào)主題，有分工又有協(xié)作，盡可能多地搜集相關(guān)格言警句，以條理清晰又吸睛的方式，和插圖一起呈現(xiàn)在海報(bào)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.
設(shè)計(jì)意圖: 要求學(xué)生從三方面展示并評(píng)價(jià)海報(bào)是否傳遞出激勵(lì)效果：是否包含引言、配圖是否切題、布局是否邏輯清晰。學(xué)生投票選出自己最欣賞的一組，并說(shuō)明原因；也可以讓學(xué)生結(jié)合制作海報(bào)的過(guò)程自行設(shè)計(jì)評(píng)價(jià)量表，評(píng)出最佳海報(bào)制作小組、最佳英語(yǔ)表達(dá)小組、最佳格言搜集小組、最佳配圖小組、最佳合作小組等獎(jiǎng)項(xiàng)，起到激勵(lì)作用。
VIII. 作業(yè)設(shè)計(jì)
Polish the poster.
*第八課時(shí)（選上課時(shí)）
課時(shí)內(nèi)容
Video Time
教材解讀
本課時(shí)主要是觀(guān)看名為“Confucius and Ren”的視頻材料并根據(jù)視頻內(nèi)容進(jìn)行聽(tīng)說(shuō)訓(xùn)練，該視頻介紹了孔子所倡導(dǎo)的“仁”該如何理解、它體現(xiàn)了哪些內(nèi)涵、“仁”的思想對(duì)現(xiàn)代人又有何意義。通過(guò)本節(jié)課的學(xué)習(xí)，不僅可以加強(qiáng)學(xué)生的語(yǔ)言輸入，提高學(xué)生的聽(tīng)說(shuō)能力，進(jìn)一步激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，也為學(xué)生學(xué)習(xí)用英語(yǔ)講述中國(guó)優(yōu)秀傳統(tǒng)文化提供了示范，為學(xué)生將來(lái)進(jìn)行跨文化交流打下基礎(chǔ)。
學(xué)習(xí)重點(diǎn)
觀(guān)看視頻，聽(tīng)懂并了解孔子所倡導(dǎo)的“仁”該如何理解、“仁”的思想對(duì)現(xiàn)代人又有何意義。
學(xué)習(xí)難點(diǎn)
視頻中有關(guān)“仁”的內(nèi)涵給學(xué)生理解視頻造成了一定的障礙。
課時(shí)目標(biāo)
通過(guò)圖片及標(biāo)題，預(yù)測(cè)視頻內(nèi)容。(Goal 1)
了解孔子所倡導(dǎo)的“仁”、其內(nèi)涵和該思想對(duì)現(xiàn)代人的意義。(Goal 2)
學(xué)習(xí)用英語(yǔ)講述中國(guó)優(yōu)秀傳統(tǒng)文化。(Goal 3)
評(píng)價(jià)任務(wù)
1.通過(guò)預(yù)測(cè)完成Before you watch中的練習(xí)。(Task 1)
2.能聽(tīng)懂視頻中有孔子所倡導(dǎo)的“仁”的相關(guān)知識(shí)。(Task 2)
3.利用視頻中的語(yǔ)言進(jìn)行講述。(Task 3)
教學(xué)過(guò)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
設(shè)計(jì)意圖: 通過(guò)閱讀簡(jiǎn)介、猜測(cè)答案及預(yù)測(cè)視頻內(nèi)容等活動(dòng)，激發(fā)學(xué)生有關(guān)“孔子和‘仁’”的知識(shí)，為下一步觀(guān)看視頻掃清障礙。
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 “l(fā)oving 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
設(shè)計(jì)意圖: 觀(guān)看視頻，了解有關(guān)“孔子和及其所倡導(dǎo)的‘仁’”的知識(shí)，體現(xiàn)了哪些內(nèi)涵、“仁”的思想對(duì)現(xiàn)代人的意義。
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.
設(shè)計(jì)意圖: 通過(guò)讓學(xué)生交流視頻所學(xué)到的有關(guān)“孔子和及其所倡導(dǎo)的‘仁’”的知識(shí)，引導(dǎo)學(xué)生思考并討論孔子思想與社會(huì)及個(gè)人之間的關(guān)系，并通過(guò)給視頻中的兩位教授配音，提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
VIII. 作業(yè)設(shè)計(jì)
Search for more famous saying of virtues by Confucius on the Internet and select one saying to explain to the whole class.
設(shè)計(jì)意圖: 鞏固課堂上所學(xué)到的關(guān)于孔子及其所倡導(dǎo)的“仁”的相關(guān)知識(shí)，拓展更多孔子提出的有關(guān)美德的名言，豐富知識(shí)，完善自我。

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