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人教版 (2019)必修 第三册Unit 2 Morals and Virtues教学设计
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这是一份人教版 (2019)必修 第三册Unit 2 Morals and Virtues教学设计，共6页。
主题语境：人与自我
主题群：做人与做事
子主题：优秀的品格、正确的人生态度、公民义务与社会责任
语篇类型：录音、文本、图片
文本分析：
[What]本节课为听说课，通过听力语篇获取歌曲Chain f lve”的背景故事，感受小小善举的重大意义。在口语活动中，讨论并讲述自己遇到的或者听说的关于给予或收到善举的故事。
[Why]通过听说活动，理解日常生活中的善举行为，学会描述和表达对善举行为的感受，提高学生对美德的认识，帮助探究主题意义。
[Hw]设置听说活动，加深学生对主题语境的理解和强化对生活中美德的认识，通过口头描述，深入对主题的探究。
课时目标
1.能够听懂录音中歌曲“Chain f lve”的背景故事信息。
2.能够使用恰当的语言描述自己经历过的或者听说过的善举故事。
重点难点
重点：
获取歌曲“Chain f lve”的背景故事信息。
难点：
使用恰当的语言描述自己经历过的或者听说过的善举故事。
教学准备
教师准备：
教学录音，扶不扶的相关图片等。
学生准备：
选择自己经历过的或者听说过的善举故事，为口语活动做好准备。
教学过程
Step I学习理解
活动一:感知与注意(Discuss and Listen)
1.Befre listening，ask students t discuss the questins in grups.
Q1：D yu think we can trust the kindness f strangers when we need help？
Q2 D yu believe a small act f kindness can make a big difference？
Suggested answers：
（略）
2.Listen t a radi shw and answer these questins.
What is the name f the radi shw？
What des“paying it frward” mean？
What des the guest want the listeners t d？
Suggested answers :
The name f the radi shw is “Rush hur shw”.
“Paying it frward” means when yu receive kindness frm smene，yu g ut and shw kindness t anther persn.
The guest wants the audience t jin the chain kindness and “pay it frward”.
【设计意图】在听力之前，设置两个问题让学生讨论，引发学生对善举的思考，激起学生的思维意识。通过听录音回答问题，了解相关背景知识，有利于下一个活动的开展与完成。
活动二：获取与梳理（Listen and check）
1.Listen fr specific infrmatin.
First g thrugh the passage with students，and then play the tape fr students t listen and fill in the blanks t cmplete the stry
2.Listen and check .
Ask students t listen t the radi shw fr secnd time and check the answers.If necessary，play the tape again fr students t check.
Suggested answers :
has brken dwn，shw kindness，tired，hundred dllar bill，leaving，surprise，husband，started
【设计意图】通过两至三次听力活动，学生获取歌曲“Chain f lve”的背景故事，完成练习，不仅可让学生感受到小小善举的重大意义，同时提高学生获取信息的能力。
Step Ⅱ 应用实践（Rle play)
活动三:获取相关背景信息（The stry f Henry Nrman Bethune）
Bethune-a mdel f self-sacrifice .
Brn n March 4, 1890, Henry Nrman Bethune came frm a family with deep Canadian rts. Yung henry Nrman was deeply affected by his family's wanderings, develping a restlessness f spirit alng with keen intelligence and curisity Inspired by the example f his grandfather, a Trnt surgen and educatr, he was strngly attracted t a medical career .
Bethune enrlled in the Faculty f Medicine in 1912 and cmpleted his medical degree in December 1916. Then he became a member f the ryal cllege f Surgens f Edinburgh in 1922. At age 36 he cntracted tuberculsis and was hspitalized in New Yrk State. This experience changed his life: Nrman Bethune determined t battle tuberculsis by becming a thracic specialist. Frm 1928 t 1933, he intrduced new prcedures, invented r imprved several surgical instruments, trained surgens and made a series f cntributins t the Canadian and internatinal medical literature At the same time Bethune became invlved in mntreal’s vibrant cultural scene. In additin t taking up painting and creative writing, he became increasingly cnscius that scial inequities were the rt cause f tuberculsis.
With the utbreak f the Spanish Civil War, he reslved t help the republican frces in their struggle against Franc and his Fascist allies. Bethune's majr cntributin in Spain was the establishment f the first mbile transfusin service t bring bld t frnt-line battle units, an apprach which became the mdel fr bld
services during Wrld War Ⅱ and subsequent cnflicts.
When the Japanese invaded China in 1937, he was determined t cntinue the war n fascism by aiding the Chinese. In February 1938, Bethune's Canadian-American Mbile medical Unit flew t Hanku, where after meeting with Cmmunist leader Zhu Enlai, they made the lng and dangerus trek t Yan' an in nrthern China t supprt Ma Zedng’s 8th Rute Army.
While in Yanan, Bethune wrked briefly at the primitive reginal hspital there. He helped train Chinese surgens in basic surgical and nursing techniques and saved numerus lives f the Chinese sldiers n the battlefields. He cntinued t wrk relentlessly, sleeping very little and sharing his fd and clthing with patients. During a battle in April, Bethune and his Chinese assistants perfrmed 115 peratins in 69 straight hurs. But these ceaseless effrts were taking a great tll n his health, and by August his teeth and eyes were aa shape and he was deaf in ne ear.
In Nvember, 1939, Bethune died f bld pisning cntracted during surgery. On December 21, 1939, Ma Zedng published a eulgy, in memry f r man Bethune praising his“utter devtin t thers withut any thught f sell”and his“bundless sense f respnsibility in his wrk.”
When the Peple' s Republic f China was funded in 1949, Bethune was enshrined as a martyred her f the revlutin. His tmb was mved t Shijiazhuang, a large city suth f Beijing.
活动四：语言学习（Telling a stry）
1.Prvide sme imprtant wrds，phrases and expressins fr students t learn.
（1）Wrds and phrases .
nce upn a time，lng ag，first f all，then，after that，later，finally，s，hwever，althugh，but
（2）Expressins.
I remember this happened when I was...
I was n my way t…
I was sitting…when…
It was a…day/mrning.
There were…n the street…
【设计意图】在口语活动之前，教师提供给学生典型的、人人皆知的助人为乐的故事和一些叙述故事时需要的词汇和句型，为口语活动提供背景常识和语言结构。
2. Shw the strategy f telling a stry with students .
When telling a stry, yu can start by saying what the stry is abut. Give the backgrund t the listeners, including when and where it tk place. Say what happened step by step and be sure t use crrect tenses. D nt frget t use sequencing wrds r linking wrds. Finally，finish yur stry by saying why it is imprtant t yu r why yu remember it.
【设计意图】教师提供给学生讲故事的策略，帮助学生理清思路，知道故事从那哪个方面讲以及怎么去讲，策略的学习有助于提高学习效率。
活动五：描述与阐释（Think and Share）
1.Ask students t think f a stry f shwing r receiving kindness，either their wn stry r ne that they have heard f. Then share it with their grups.
2.Remind them t use the sequencing wrds，linking wrds，phrases and expressins and the strategy f telling a stry t help them.
3.Share the stry with the whle class
【设计意图】讲故事在英语学习中起到非常重要的作用。通过讲故事可以训练学生的语言，丰富学生的词汇，帮助理解和应用所学词汇，讲故事也是培养学生表达能力的一种有效方式。更重要的是，讲故事可以把学生已有的知识、生活经验和所学内容结合起来，有助于探究主题意义，发展学生的素养。
Step Ⅲ 迁移创新
活动六：想象与创造（Help r Nt）
1.Ask students t lk at the fur pictures and discuss whether t help r nt，and give their reasns.
2.Have a debate.
Divide the students int tw grups. One grup will be fr helping and the ther will be against helping.
【设计意图】扶还是不扶，近年来成了一个艰难的选择。扶，害怕被讹，或使病情更加严重。不扶，会使良心上过不去。设置这个问题讨论，引发学生对尊老爱幼的思考。
板书设计
Unit 2 Mrals and virtues
Perid I Listening and Talking
I.学习理解
活动一：感知与注意
活动二：获取与梳理
Ⅱ.应用实践
活动三：获取相关背景信息
活动四：语言学习
活动五：描述与阐释
Ⅲ.迁移创新
活动六：想象与创造
主题语境：人与自我
主题群：做人与做事
子主题：优秀的品格、正确的人生态度、公民义务与社会责任
语篇类型：录音、文本、图片
文本分析：
[What]本节课为听说课，通过听力语篇获取歌曲Chain f lve”的背景故事，感受小小善举的重大意义。在口语活动中，讨论并讲述自己遇到的或者听说的关于给予或收到善举的故事。
[Why]通过听说活动，理解日常生活中的善举行为，学会描述和表达对善举行为的感受，提高学生对美德的认识，帮助探究主题意义。
[Hw]设置听说活动，加深学生对主题语境的理解和强化对生活中美德的认识，通过口头描述，深入对主题的探究。
课时目标
1.能够听懂录音中歌曲“Chain f lve”的背景故事信息。
2.能够使用恰当的语言描述自己经历过的或者听说过的善举故事。
重点难点
重点：
获取歌曲“Chain f lve”的背景故事信息。
难点：
使用恰当的语言描述自己经历过的或者听说过的善举故事。
教学准备
教师准备：
教学录音，扶不扶的相关图片等。
学生准备：
选择自己经历过的或者听说过的善举故事，为口语活动做好准备。
教学过程
Step I学习理解
活动一:感知与注意(Discuss and Listen)
1.Befre listening，ask students t discuss the questins in grups.
Q1：D yu think we can trust the kindness f strangers when we need help？
Q2 D yu believe a small act f kindness can make a big difference？
Suggested answers：
（略）
2.Listen t a radi shw and answer these questins.
What is the name f the radi shw？
What des“paying it frward” mean？
What des the guest want the listeners t d？
Suggested answers :
The name f the radi shw is “Rush hur shw”.
“Paying it frward” means when yu receive kindness frm smene，yu g ut and shw kindness t anther persn.
The guest wants the audience t jin the chain kindness and “pay it frward”.
【设计意图】在听力之前，设置两个问题让学生讨论，引发学生对善举的思考，激起学生的思维意识。通过听录音回答问题，了解相关背景知识，有利于下一个活动的开展与完成。
活动二：获取与梳理（Listen and check）
1.Listen fr specific infrmatin.
First g thrugh the passage with students，and then play the tape fr students t listen and fill in the blanks t cmplete the stry
2.Listen and check .
Ask students t listen t the radi shw fr secnd time and check the answers.If necessary，play the tape again fr students t check.
Suggested answers :
has brken dwn，shw kindness，tired，hundred dllar bill，leaving，surprise，husband，started
【设计意图】通过两至三次听力活动，学生获取歌曲“Chain f lve”的背景故事，完成练习，不仅可让学生感受到小小善举的重大意义，同时提高学生获取信息的能力。
Step Ⅱ 应用实践（Rle play)
活动三:获取相关背景信息（The stry f Henry Nrman Bethune）
Bethune-a mdel f self-sacrifice .
Brn n March 4, 1890, Henry Nrman Bethune came frm a family with deep Canadian rts. Yung henry Nrman was deeply affected by his family's wanderings, develping a restlessness f spirit alng with keen intelligence and curisity Inspired by the example f his grandfather, a Trnt surgen and educatr, he was strngly attracted t a medical career .
Bethune enrlled in the Faculty f Medicine in 1912 and cmpleted his medical degree in December 1916. Then he became a member f the ryal cllege f Surgens f Edinburgh in 1922. At age 36 he cntracted tuberculsis and was hspitalized in New Yrk State. This experience changed his life: Nrman Bethune determined t battle tuberculsis by becming a thracic specialist. Frm 1928 t 1933, he intrduced new prcedures, invented r imprved several surgical instruments, trained surgens and made a series f cntributins t the Canadian and internatinal medical literature At the same time Bethune became invlved in mntreal’s vibrant cultural scene. In additin t taking up painting and creative writing, he became increasingly cnscius that scial inequities were the rt cause f tuberculsis.
With the utbreak f the Spanish Civil War, he reslved t help the republican frces in their struggle against Franc and his Fascist allies. Bethune's majr cntributin in Spain was the establishment f the first mbile transfusin service t bring bld t frnt-line battle units, an apprach which became the mdel fr bld
services during Wrld War Ⅱ and subsequent cnflicts.
When the Japanese invaded China in 1937, he was determined t cntinue the war n fascism by aiding the Chinese. In February 1938, Bethune's Canadian-American Mbile medical Unit flew t Hanku, where after meeting with Cmmunist leader Zhu Enlai, they made the lng and dangerus trek t Yan' an in nrthern China t supprt Ma Zedng’s 8th Rute Army.
While in Yanan, Bethune wrked briefly at the primitive reginal hspital there. He helped train Chinese surgens in basic surgical and nursing techniques and saved numerus lives f the Chinese sldiers n the battlefields. He cntinued t wrk relentlessly, sleeping very little and sharing his fd and clthing with patients. During a battle in April, Bethune and his Chinese assistants perfrmed 115 peratins in 69 straight hurs. But these ceaseless effrts were taking a great tll n his health, and by August his teeth and eyes were aa shape and he was deaf in ne ear.
In Nvember, 1939, Bethune died f bld pisning cntracted during surgery. On December 21, 1939, Ma Zedng published a eulgy, in memry f r man Bethune praising his“utter devtin t thers withut any thught f sell”and his“bundless sense f respnsibility in his wrk.”
When the Peple' s Republic f China was funded in 1949, Bethune was enshrined as a martyred her f the revlutin. His tmb was mved t Shijiazhuang, a large city suth f Beijing.
活动四：语言学习（Telling a stry）
1.Prvide sme imprtant wrds，phrases and expressins fr students t learn.
（1）Wrds and phrases .
nce upn a time，lng ag，first f all，then，after that，later，finally，s，hwever，althugh，but
（2）Expressins.
I remember this happened when I was...
I was n my way t…
I was sitting…when…
It was a…day/mrning.
There were…n the street…
【设计意图】在口语活动之前，教师提供给学生典型的、人人皆知的助人为乐的故事和一些叙述故事时需要的词汇和句型，为口语活动提供背景常识和语言结构。
2. Shw the strategy f telling a stry with students .
When telling a stry, yu can start by saying what the stry is abut. Give the backgrund t the listeners, including when and where it tk place. Say what happened step by step and be sure t use crrect tenses. D nt frget t use sequencing wrds r linking wrds. Finally，finish yur stry by saying why it is imprtant t yu r why yu remember it.
【设计意图】教师提供给学生讲故事的策略，帮助学生理清思路，知道故事从那哪个方面讲以及怎么去讲，策略的学习有助于提高学习效率。
活动五：描述与阐释（Think and Share）
1.Ask students t think f a stry f shwing r receiving kindness，either their wn stry r ne that they have heard f. Then share it with their grups.
2.Remind them t use the sequencing wrds，linking wrds，phrases and expressins and the strategy f telling a stry t help them.
3.Share the stry with the whle class
【设计意图】讲故事在英语学习中起到非常重要的作用。通过讲故事可以训练学生的语言，丰富学生的词汇，帮助理解和应用所学词汇，讲故事也是培养学生表达能力的一种有效方式。更重要的是，讲故事可以把学生已有的知识、生活经验和所学内容结合起来，有助于探究主题意义，发展学生的素养。
Step Ⅲ 迁移创新
活动六：想象与创造（Help r Nt）
1.Ask students t lk at the fur pictures and discuss whether t help r nt，and give their reasns.
2.Have a debate.
Divide the students int tw grups. One grup will be fr helping and the ther will be against helping.
【设计意图】扶还是不扶，近年来成了一个艰难的选择。扶，害怕被讹，或使病情更加严重。不扶，会使良心上过不去。设置这个问题讨论，引发学生对尊老爱幼的思考。
板书设计
Unit 2 Mrals and virtues
Perid I Listening and Talking
I.学习理解
活动一：感知与注意
活动二：获取与梳理
Ⅱ.应用实践
活动三：获取相关背景信息
活动四：语言学习
活动五：描述与阐释
Ⅲ.迁移创新
活动六：想象与创造
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