资源简介

Unit 2 Morals and virtues Reading and thinking 教学设计
课标要求：
1. 能根据上下文和构词法推断理解生词的含义。
2. 能理解段落中个句子之间的逻辑关系。
3. 能找出文章的主题，理解故事的情节，预测事情的发展和可能的结局。
4. 能读懂相应水平的常见体裁的文章。
5. 能根据不同的阅读目的运用简单的阅读策略获取信息。
教材分析：
The theme of this unit is morals and virtues. The theme begins with the problem of moral dilemmas. The problem of moral dilemmas is used to introduce students to the idea of shaping their own lives through conscious life choices that involve value judgements.
学情分析：
Students has learned English for many years,and they have mastered some basic language points and language skills, in this unit, they will learn the topic of morals and virtues, it is hoped that they can make better choices in their future lives.
教学目标：
基础性目标：
1.Students preview the words related to morals and virtues in reading. 2.Students can predict the text according to the title.
拓展性目标：
1.Students can use reading skills(skimming and scanning) to search for the answers.
2.Students can tell Lin Qiaozhi’s whole life.
挑战性目标：
1.Students can retell the passage according to some clues(main idea).
2.Students are encouraged to make better choices as to how they will live their daily lives and plan out their futures.
教学重难点：
1. Guide the students to get the main idea of the whole passage.
2.Make the students use the information to reflect upon their own lives and better choices as to how they will live their daily lives and plan out their futures.
学法指导：
Task-based method Cooperative learning
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead-in Activity Think about this question and share your ideas with your partner : What are some important life choices 学生思考 并回答 学生通过看 课文标题和 配图可以初 步了解有关 林巧稚的背 景信息， 目 的是为下面 的阅读做充 分的准备。
Activity Look at the title and pictures, what do you think the text is about What do you expect to read
Activity 1 Fast reading Activity Go through the text to figure out： 1. What's the text type of this passage A. exposition [说明文] B. narration [记叙文] C. argumentation [议论文] D. biography [传记] 2. In what order is passage organized A. Time B. Space Skimming 考查了学生 的整体理解 能力和概括 能力
Activity 2 Careful reading Activity Read the passage carefully and fill in the form. Scanning 培养学生获 取细节信息 和整理信息 的能力
Time Important events Her choice Results
1901 She was
1906 Her mother
At age 18 Choice1 : chose instead following path marriage. She to of the of She took the entrance exam and entered Peking Union Medical College.
At age 26 She Peking Union Medical College with the Wenhai Scholarship.
From age 26 to age 27 She was named
After a few years She was sent to study
In 1939 She was sent to study in the US. Choice2 : She _________ the offer to stay in the US. She went back to China to
In 1941 She became the first Chinese woman director of the OB-GYN department of the PUMC Hospital.
A few months later Her department was ______. Choice3 : She chose to She continued to provide medical care for the people in need of help, especially the poor patients.
thinking of the people in need.
From 1954 to 1983 She the first National People ’ s Congress. She held many Choice4 : She chose to patients, medical research on care for women and children, and new doctors. She tended patients, published medical research on care for women and children, and trained new doctors.
22 April 1983 She died. Choice5 : She chose to to a indergarten and a fund for new doctors.
During her lifetime Choice6:She chose not to marry. She devoted all her life to work and delivered .
Activity 3 Activity Work in groups to discuss the following question. What good qualities did Dr. Lin have Find evidence in the text. For example: From the sentence “Dr Lin, however, rejected the offer. She wanted to serve the women and children at home. ” We infer that she is patriotic (爱国的). Discussi on 培养学生梳 理、概括以 及分析信息 的能力
Activity 4 Summary 1.What was her guiding principle through her life 2. Fill in the following blanks to summarize the passage. Dr. Lin Qiaozhi, known as the “mother of the 完成练习 巩固和总结 本课时的所 学内容
thousand babies” , devoted all her life______the people selflessly without thinking of ____________ (marry)in her life. She didn ’ t retire_______she passed away_______22 April 1983. At the age of five, her mother died, which_________ (deep) affected her. She studied medicine in spite of her brother’s_____________ (complain).Eight years later, she graduated with the________ (high)prize given to graduate. She became the first woman ever to be ______ (hire)as a resident physician. Though_______ (invite)to stay in America, she chose to return home to be_______scientist of the people, tending patients and publishing medical research. In her lifetime, she delivered over 50,000 babies. And even as she lay dying, her final thoughts were for others.
Homework：Finish exercise on p.17
板书设计：
Unit 2 Morals and virtues
Mother of ten thousand babies
Lin Qiaozhi
Time important events her choice
教学反思：
Unit 2 Morals and Virtues Discover useful structures 教学设计
课程标准：
《英语课程标准》对语法的要求：高中阶段英语语法知识的学习是义务教育阶段语 法学习的延续和继续，应在更加丰富的语境中，通过各种英语学习和实践活动，进一步 巩固和恰当运用义务教育阶段所学的语法知识。
教材分析：
The purpose Activity 1 is let students to learn how to analyse and identify
the uses of -ing forms as the object complement and the adverbial. Activity 2 is to use what students have learned in the previous activity to complete sentences using the -ing form. Activity 3 is to encourage students to improve their writing by using the -ing form as the adverbial instead of full clauses.
学情分析：
Students already have some basic knowledge of v-ing as adverbial and the object complement in the Reading and Thinking part.So this part let students to summarize the usages of v-ing as adverbial and object complement.
教学目标：
基础性 目标 ：Learn the structure, form and features of v-ing as object complement and the adverbial.
拓展性目标：Learn understand the functions and meaning of v-ing as the object complement and the adverbial in a real context.
挑战性目标：Learn to describe someone's behaviors and its causes, purposes, results and accompaniment.
教学重难点：
1. Learn to understand the functions and meaning of v-ing as object complement
and adverb in a real context.
2. Learn to describe someones behaviors and its causes, purposes, results
and accompaniment.
学法指导：
Teaching methods: Double activities teaching method ; Question and answer teaching method ; Free discussion method ; Pair work and individual work method ; Exploring.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
明确目标 情景导入 (2mins) 观察图中的情景, 根据语境用所给 词的适当形式填空 ( 1 ) They see a man______ (come) , _____ (hold) a bird cage． (2) The man may find the bird really______ ( annoy ) , who usually makes a noise． Use the picture and blanks to lead in the topic.
Activity1 (20mins) 活动一：观察学习v-ing 形式 作状语的语法项目 1.观察以下例句，划出做状语 的 v-ing 形式并讨论其作状 语的用法要求。 ①In the snow, kids dressed in long overcoats are making a snowman, laughing and jumping happily. ②Turning left at the first woods, you’ll find the path to the foot of the mountain. ③ A terrible earthquake hit the county, leaving it in ruins in a few short seconds. ④Not wanting to make the patient nervous, the doctor didn’t explain the seriousness of his illness. ⑤ Having gone through endless failures, the CEO recognized what a stupid decision he had made. a. v-ing 形 式 作状语 的位 置 。 v-ing 做状语一般均要用_______ 同主句隔开,既可以出现在句首，也 可以出现在句尾，用来对主句动作 提供时间，原因，条件，方式等方 面的修饰，或成为主句的结果，从 而使主句的动作状态更丰满，语义 更完整，语境感更强。大多数情况 下，作状语的v-ing 形式均可转换 为同类型的状语从句或并列句。 如 ：Turning left at the first woods, you’ll find the path to the foot of the mountain. ______________________________ _____________________________. Looking back on the terrible air crash, I congratulated myself on my narrow escape. b. v-ing 形式作状语的意义。v-ing 形式作状语时其逻辑主语(执行者) 必 须 是 _______ ， 且 与 之 形 成 ________ (主动/被动)关系。 c. v-ing 作状语的其他表现形式。 若 v-ing 形式充当的状语强调先于 主句之前发生(常与表示一段时间 Let students learn the structures and usages of v-ing as the adverbial.
⑥ Looking back on the terrible air crash, I congratulated myself on my narrow escape. ⑦Not having received the reply, the anxious mother sent another e-mail to her daughter. 的时间状语连用如例⑤)，或强调该 状语对主句产生了某种影响，则该 v-ing 表 现 为完 成 式 形 式 ， 即 _________________；若状语为否定 形式，直接在 v-ing 前加_______， 完 整 的 状 语 形 式 为 ____________________ ( 如 例 ④)/____________________ (例⑦)
Activity 2(18mins) 活动二：学习掌握 ving 形式 作宾语补足语的用法 1.观察以下例句，划出做宾补 的 v-ing 形式并讨论其作宾 补的用法要求。 ①I’m so sorry to have kept you waiting outside so long. ② I looked out of the window and happened to notice a shadow stealing into the yard. ③ With so many people staring at me, I felt a little nervous. ④ Hearing the gunshot, we all rushed downstairs, only to find the hostess lying on the ground, dead. ⑤ He found it much more exciting to watch a football match on the field a. v-ing 形式作宾语补足语的位 置。 充当宾语补足语的 v-ing 形式须紧 跟在_______之后，因为宾语常在 _______ 或者________之后，因此 带有 v-ing 形式作宾语补足的完整 结构往往为 V+ Object + v-ing 或 者 Prep +_____________________， 其中，Object+ Object Complement 部分常称为复合宾语或者宾语的复 合结构。 英语中能接宾语复合结构的动词很 有限， 此结构中的 V 常为： ① 感 官 动 词 ， 如 see, watch, notice, find, catch，hear 等； ②使役动词，如 have，keep, leave 等。 某些介词也可以加宾语复合结构， 如_______。 b.v-ing 形式作 宾语补足语 的意 义 。 v-ing 充 当 宾 语 补 足 语 与 __________形成 (被动/主动)关 系 ,或者表示动作_____________ (时间关系 )。 Let students learn the structures and usages of v-ing as the object complement .
课堂小结 反馈提升
Homework：
Review the functions and meaning of v-ing as object complement and adverb in a real context.
板书设计：
Unit 2 Morals and Virtues
Discover useful structures
观察图中的情景, 根据语境用所给词的适当形式填空
(1) They see a man__________ (come) , __________ (hold) a bird cage．
(2) The man may find the bird really__________ (annoy) , who usually makes a noise．
教学反思：
1. What is the difference between v-ing and vpp when used as adverbial and object complement
2. What is the most confusing point in the lecture
Unit 2 Morals and Virtues
Reading for writing 教学设计
课程标准：
《英语课程标准》对于写作评价中要求对学生的作文主要从内容要点、语言使用效果、 结构和连贯性，格式和语言以及目标读者的交流进行评价。
教材分析：
本篇文章是Book 3Unit 2 Reading for writing. 阅读文本是一个语言故事，讲述了一 位国王为了试探民众面对问题的态度，将一块大石头放在路中央，然后观察人们的反应。寓 言故事是一种中西方皆有的文学体裁，它的篇幅一般不长，语言精辟简练，情节简单却极富 表现力。
学情分析：
对于高一第二学期的学生来说，已经具备了一定的文学基础，而且他们对语言故事又特 别的感兴趣，所以本节课相对来说比较容易。
教学目标：
基础性目标： Understand the main idea of the story and the purpose of the author of writing the story.
拓展性目标：Know the definition of a review and the basic structure of a review.
挑战性目标：Write down the review of the story step by step. 教学重难点：
How to make students work out the basic structure of a review.
How to make students express their opinions on the moral dilemmas fluently.
教学方法与教学手段：
Teaching methods: Double activities teaching method;Question and answer teaching method;Free discussion method;Pair work and individual work method;Exploring.
教学过程设计：
教学环节 教学内容 学生活动 设计意图
Lead-in (2 mins) In our traditional culture, there are a lot of good morals and virtues. Can you list some Lead in- Small talk Arouse Students interest. ’
Activity 1 : Look and say Answer the questions 此 环 节 目 的 一 方 面 在 于 通 过 一 则
Activity 1 (10mins) Students will be asked to look at a picture and answer the following questions : Q1 : What are we reading in the picture A story A comment Or something else Q2 : What is a review Q3 : What ’ s the difference between a comment and a review Q4 : How to write a review in activity 1. 关 于 书 评 的 截 图 引 入 话 题 ， 帮 助 学 生 了 解 什 么 是 书 评； 另 一 方 面 在 于 锻 炼 学 生 观 察 、 分 析 和 总 结 的 能 力 ， 通 过 这 张 截 图 内 容 、 结 构 的 分 析 归 纳出 书 评 的 基 本 特 征 ； 最 后 带 着 写 书 评 的 目 的 去 读 “ 路 上 的 石 头 ” 这则故事。
Activity 2(18 mins) Read For Basic Information Students will be asked to look at a picture and turn to page20 to answer the following questions : 1. What ’ s the title of the story 2. What kind of story is it 3. What’s the main idea of the passage Use a sentence (5W+H). 4.Can you write the first para of the review according to these answers (3minutes for students to write the first part, and show some students’ writing) Answer the questions in activity 2. 此环节 目 的 旨在 为第一段写作服 务 ， 学生带着书 评第一段内容的 相关 问题去快速 浏览故事文本 ， 再用 自 己 的话将 相关问题回答连 接成一段话 ， 目 的在于锻炼学生 连句成段的能力
Activity 3(20 mins) Read For Analysis Students will be asked to read the story again to get some more details : 1. Why did the king carry out such an experiment (thinking) 2. What was the response from different villagers (p21) 3. Did the king achieve his Answer the questions in activity 3. 此环节 目 的 旨在 学生在对故事文 本较为熟悉的情 况下 ，带着 自 己 的思考去概括这 篇故事 ，对学生 的综合语言运用 能 力 有 一 定 要 求。
purpose How do you know 4. Can you write the second para of the review according to these answers (3minutes for students to write the first part, and show some students’ writing)
课堂小结 反馈提升
Homework: Put up your revised draft in the classroom or read it to your class.
板书设计：
Unit 2 Morals and Virtues
Reading for Writing
教学反思：
1. 你能自己组织寓言给他人讲述这个寓言故事吗？
2. 读完这个寓言故事，若以后面对类似的社会问题，你会怎么做？ 如何写寓言故事的评论？

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