高中人教版 (2019)Unit 2 Morals and Virtues教案

教

学

评

反思

Lead in: Ask the students to watch the video THE FOX AND TEH CROW and understand what a fable is.

Activity 1: Ask the students to read the fable and answer the following questions.

(1) Who are mentioned in the fable?

(2) What lesson did the king want to teach to his people?

(3) What was the king’s idea for teaching the lesson to his people?

(4) Different people had different emotions and responses. Complete the table according to the story.

(5)What’s the main idea of the fable?

Activity 2: Guide the students to analyze the purpose of the fable.

What do you think this fable is trying to tell us?

Activity 3: Ask the students to share their opinions about the fable.

What do you think of the story? What do you like about the story? What do you not like about the story? The following sentences are useful.

Activity 4: Teach the students to write a review of the fable.

1. What is a review? What is the structure of a review?
2. Use the checklist to help you review your partner’s draft.

THE CHECKLIST:

1. Do you give a short description of the story?

2. Do you analyze the purpose of the story?

3. Do you clearly state your opinion and reasons of the story?

4. Are there any grammar, spelling, or punctuation errors?

Assignment: 应用文写作（满分15分）

假定你是李华，你的英国朋友Henry最近在学习中文，想要了解中国寓言故事。你准备给他写一封邮件，把《守株待兔》WATCHING TEH STUMP AND WAITING FOR A HARE这则寓言故事分享给他。内容包括：

    1. 故事的简要介绍；

    2. 故事蕴含的道理；

    3. 你对于这则寓言的观点。

注意：

     1. 词数80左右。

     2. 可适当增加细节，以使行文连贯。

Lead in: Watch the video THE FOX AND TEH CROW and understand what a fable is.

 A fable is a traditional short story that tells a moral lesson

Activity 1: Know the basic information about the fable.

Read and answer the following questions:

(1) Who are mentioned in the fable?

(2) What lesson did the king want to teach to his people?

(3) What was the king’s idea for teaching the lesson to his people?

(4) Different people had different emotions and responses. Complete the table according to the story.

(5)What’s the main idea of the fable?

The Stone in the Road is ______________ about a king who thinks his people ____________, so he ________________________________.

Activity 2: Analyze the purpose of the fable.

(1)The author used this story to tell that people should ______________________ in the community.

(2)This story tells us that different people have _______________ and finally get ___________.

(3)The author mainly expresses that we should hold ______________ to solve problems, not ______________________others to take action.

Activity 3: Share your opinion about the fable.

The following sentences are useful.

After I read the story, I have a better understanding of...

Having read the story, I was lost in thought, feeling disappointed with...

I like the story because...

I think the story is worth reading because...

What impresses me most is that...

I would love to share the story with...

Activity 4: Write a review of the fable.

1. What is a review? What is the structure of a review?

The main purpose of a review is to give your opinion about a piece of writing. You should first give a short description of the writing, and then clearly state your opinion and reasons.

2. Use the checklist to help you review your partner’s draft.

THE CHECKLIST:

1. Do you give a short description of the story?

2. Do you analyze the purpose of the story?

3. Do you clearly state your opinion and reasons of the story?

4. Are there any grammar, spelling, or punctuation errors?

Assignment: 应用文写作（满分15分）

假定你是李华，你的英国朋友Henry最近在学习中文，想要了解中国寓言故事。你准备给他写一封邮件，把《守株待兔》WATCHING TEH STUMP AND WAITING FOR A HARE这则寓言故事分享给他。内容包括：

    1. 故事的简要介绍；

    2. 故事蕴含的道理；

    3. 你对于这则寓言的观点。

注意：

     1. 词数80左右。

     2. 可适当增加细节，以使行文连贯。

1. 课堂活动四为课堂输出环节，活动四完成情况反映学生对活动一、二、三的掌握情况，体现教、学、评相一致的特点。
2. 课后作业的设计是本课和高考的链接，体现课堂教学服务高考的特点。

1. 导入环节让学生观看寓言视频《乌鸦和狐狸》，既能快速吸引学生注意力让学生进入课堂，又能帮助学生准确理解fable 一词。
2. 活动一设置的问题主要检测学生对故事情节的理解。第四个问题的回答运用表格的形式，便于学生将文本信息进行归纳、整理和对比，从而透过文字分析人物的性格品质、心理特征。

3.活动二教师引导学生分析本寓言的写作目的。因考虑到上课班级学生英语水平总体偏弱，因此运用了让学生填关键词的方式，降低难度。从课堂效果来看，本环节备课的预设是成功的。

3. 活动三教师让学生分享观点，为活动四（写书评）做铺垫。同样，因考虑到学生的实际水平，教师提供了5句表达观点的句子框架供学生选择使用。
4. 活动四是写本篇寓言故事的书评，是本课的输出环节。写之前，教师带领学生学习什么是书评，以及书评的写作框架。同时，教师也引导学生回顾本课的学习内容，不难发现本课前三个学习活动的设计均为活动四（写书评）服务。因此，本课的学习活动是环环相扣、由浅入深的。
5. 从学生课堂参与情况以及课堂习作来看，本课的教学设计是符合学生的学情的，属于一节比较成功的读写课。但同时，仍存在一些问题引发思考：如何在一节课内完成读、写、评？如果是常态课，我们可以分为两个课时教学，但如果是公开课，又该如何取舍？此外，对于学生的课堂习作，怎样的评才是有效的评？目前，大多数的公开课都是以教师阅读几篇学生课堂上比较优秀的习作作为课堂的结束，对于评价学生的写作涉及的较少。因此，对本课结束之后的一些思考还有待继续在学习和实践中探索。