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2024年春季学期集体备课活动
主备人教案
备课
主题 Book3 Unit2 Morals and Virtues
备课
时间 备课
地点 主备
教师
基于
核心
素养
确定
教学
目标 单元分析： 本单元围绕有关道德与美德的话题展开，通过探讨生活中常见的“道德困境”、人生中的抉择、如何传递爱心、如何面对问题与障碍、如何理解儒家思想中的“仁”、如何善待他人等诸多与社会生活紧密相关的话题，让学生思考和分析生活中的人与事，帮助学生树立正确的世界观、人生观和价值观，塑造良好的品格，弘扬中华民族优秀文化，传承优秀传统美德。 语言能力目标： 能够理解与道德和美德相关的文章内容，听懂或谈论与高尚美德或善意有关的话题，使用新学语言描述行为选择、背后的原因及高尚的美德；能够恰当使用动词-ing形式来提高叙事性文本的细节描写能力；能够用英语写一个故事结尾并充分展示人物特征和细节情节描写。 文化意识目标： 能够了解古今中外不同道德选择带来的结果和影响，分析出道德选择背后的道德观，继而归纳出不同文化共同推崇的道德观念和美好品质；能够用英文表达出自身所面临的行为选择和背后的原因以及身边人的优秀品德，以此达到传承中国传统美德文化的目的。 思维品质目标： 能够正确判断文章中人物的行为和背后的价值观，分析存在的差异，评判不同人物行为选择背后的深层意义；在深入理解文本的同时联系自身实际，实现知识与思维能力的迁移。 学习能力目标： 能够通过了解中外著名人物的故事，激发英语学习兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法随时调整自身的学习进程和提升学习效果。
五点 教学重点 1.Understand the definition of "moral dilemma" and describe the moral dilemmas they have ever faced . 2.Judge the speakers’ attitudes and emotions by listening to what the speakers say, the tone and intonation of the speakers. 1.Figure out the main structure and the text type of the passage through the textual pattern analysis. 2.Identify the characteristics of biographical genre and language. 1.To learn the usage of V-ing form used as adverbial or object complement in a sentence 1.To get the main idea and the implied meaning of the fable “The Stone In the Road”. 2. To know the structure of a review
教学难点 Talk about their opinions about a certain moral dilemma and the importance of good morals and virtues. Make reasonable inferences and generalizations about the characters' personality and quality. To apply what we learn in this period to exercises, especially in writing, and grammar filling. To learn how to write a review.
易错点 Apply the V-ing forms as adverbial or objective complement into the writing practice correctly.
易混点 the V-ing forms as adverbial or objective complement
拓展点 Learn about fables around the world. Talk about opinions and feelings about these fables.
教学 方法 Interactive activities and discussions. Collaborative learning. Multimedia resources.
课时 安排 Period 1 Listening and Speaking Period 2 Reading and Thinking Period 3 Discovering Useful Structure Period 4 Reading for Writing
Period 1 Listening and Speaking 教学
过程 课堂导入及目标呈现阶段 Step 1 Lead in (教师传授知识环节) 1.教师请学生开展头脑风暴，罗列出中国美好道德与品德有关表达。 T: Can you list some Chinese good traditional morals and virtues 2.教师列举两个道德困境的例子，启发学生思考道德困境的定义。 T：Who would you rescue first if your mother and I fell into the river at the same time A moral dilemma is a situation in which you have two or more difficult choices to make. If you choose one, you might get in trouble for not choosing the other(s). Step 2 Pre- listening：Teacher asks the following questions: 根据图片回答下列问题 1) What moral dilemma is the boy in the picture facing 2) Describe a dilemma that you have faced.
新知探究即目标达成阶段 Step 2.While–Listening(引导学生掌握知识环节) 1、听第一段对话后完成表格。 2、.引导学生关注听力策略，完成练习3. Listen for attitudes When you listen, you should pay attention not only to the words but also to HOW the speaker is talking. If people strongly disagree with something, they might exaggerate their intonation. If you hear people speaking very quickly or loudly, they may be excited or angry. If they speak slowly or stop often, they may be confused or not sure about what they are saying. Listen again and decide whether the statements are true (T) or false (F). ①Jane is eager to share the magazine article with Luke. ② Luke doubts that young people face moral dilemmas all the time. ③Jane admires what the girl in the story did. ④ Luke doesn’t believe anybody would do what the girl in the story did. ⑤Jane wonders how the girl became a doctor later.
课堂小结及目标检测阶段 Step 3 post-listening （组织学生应用知识环节） 听对话回答问题。 T：Listen to the conversation carefully and answer the questions. ① What did the girl do to help the student ②What was the girl's name What was she famous for ③What did Jane say about the girl's life step4： Examination (帮助提高学生解决实际问题能力环节) Speaking 教师指导学生分为4人小组，进行小组讨论。 Talk about what you would do if you were ever faced with the same situation as the girl. Could you think of a moral dilemma that you have faced or heard of Share it with a partner. Step6 Homework: 1.Review the expressions about attitudes and emotions in listening texts and use them to express your own views. 2. Find more quotes about moral and virtues and write down your understanding about them.
板书
设计 Unit 2 Morals and Virtues Period 1 listening and speaking Pre - listening： 1) What moral dilemma is the boy in the picture facing 2) Describe a dilemma that you have faced. While-listening： Post-listening： 1、Talk about what you would do if you were ever faced with the same situation as the girl. 2、Could you think of a moral dilemma that you have faced or heard of Share it with a partner.
Period2 Reading and Thinking 教学
过程 课堂导入及目标呈现阶段 Step 1 Lead in---Discussing(教师传授知识环节) 1.教师请学生头脑风暴，说出自己知道的著名医生的姓名 2. 观看视频，简单了解林巧稚生平事迹。 Step2 Pre-reading(引导学生掌握知识环节) 1. 观察图片和课文标题，预测文本内容。 T ：Look at the picture and title and predict the topic of this passage. Who’s the woman in the pictures What do you think the text is about How do you understand the title
新知探究即目标达成阶段 Step 3.While–Reading（帮助提高学生解决实际问题能力环节) 归纳每一段的主要内容。 根据段落大意，判断文章结构。 Para.1: The principle carried Dr Lin through a life of Para.2: The life as a _________. Para.3-6: The life as a _________. 学生再次阅读文章，查找细节信息： ①.Read and decide whether the statements are true (T) , False (F) . ( )(1)At age 18,most girls 'goal was to find a good husband except Lin Qiaozhi. ( )(2) Lin's brother was very considerate about her dream. ( )(3) Lin graduated from PUMC with the highest prize given to graduates. ( )(4)Dr Lin became the second Chinese womanto , be appointed director of the OB-GYN department of the PUMC Hospital. ( )(5) The new People's Republic of China saw Dr Lin playing a key role and holding many important positions. ②.根据思维导图填空 ③.梳理林巧稚的人生选择。 What was the main principle guiding Dr Lin through the choices in her life 6. Read the Paragraph 4-5, and decide whether the statements are true (T) , False (F) or not mentioned (N).
课堂小结及目标检测阶段 Step 4: Post-Reading（组织学生应用知识环节） 1教师引导学生讨论分析林巧稚的性格特征。 T: What kind of person do you think Dr Lin was 2.教师引导学生概括林巧稚的优秀道德品质。 ⑴As a student: determined，outstanding ⑵As a doctor: professional，devoted，kind，considerate, responsible ⑶As a Chinese: patriotic，selfless Step5 Homework : 1. Finish the exercises book on Page 6-9. 2. Preview Discovering Useful Structures on page 6.
板书
设计 Book3 Unit2 Morals and Virtues Period 2 Reading and Thinking
Period3 Discovering Useful Structure 教学
过程 课堂导入及目标呈现阶段 Step 1 Lead in---(教师传授知识环节) 1.教师带领学生回顾非谓语动词三种形式。
新知探究即目标达成阶段 Step 2.While class(引导学生掌握知识环节) Discovering the rules 1. 介绍动词v-ing形式相关知识 结构：“do＋ing” 构成, 其否定形式是 “not doing”, V-ing 可以带宾语或状语构成 V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。 2.动词v-ing形式作状语的用法。 读句子，思考以下问题： ①. V-ing 作状语可以表示哪些情况？ ②. V-ing 作状语应注意什么？ 1) Hearing the bell, the students rushed to the school canteen. 2) Not knowing the answer to this question , he turned to his deskmate. 3) The two girls stood there for half an hour talking about the boys who were playing basketball. 4) The COVID-19 broke out throughout the world, causing hundreds of thousands of deaths. 5) Working harder, you will make some progress. 作用：动词-ing形式是非谓语动词的一种，兼有动词和形容词的特征，在句中可作表语，定语，宾语补足语和状语，一般表示进行或主动的意思。 动词-ing形式用作状语时，其逻辑主语必须与句子的主语一致，动词-ing形式所表示的动作和句子的主语是主动关系。 动词-ing形式在句中可以作时间、原因、条件、让步、方式、伴随和结果状语。 ⑴ 现在分词作时间状语时，相当于时间状语从句。可在现在分词前加连词“when, while, until”等，使其时间意义更明确。 ⑵ 现在分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。 ⑶ 现在分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。 ⑷现在分词作让步状语时，相当于一个以though/although引导的让步状语从句。 ⑸现在分词作方式，结果或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。 3.动词v-ing形式作宾补的用法。 ⑴接-ing形式作宾补的几类动词: ①感官动词 see, hear, feel, smell, notice, observe, look at, listen to等。 ②使役动词:have, set, keep, get, catch, leave等. 在 with的复合结构中 Step 3 Make a summary: （组织学生应用知识环节） 1. All customers _________ (travel) on TransLink services must be in _________ (possess) of a valid ticket before boarding. 2. In fact, anyone _________ (wish) to try race walking should probably first consult a coach or ___________ (experience) racer _________ (learn) proper technique. 3. One of his latest projects has been to make plants grow in experiments _________(use) some common vegetables. 4. Nervously _________ (face) challenges, I know I will whisper to myself the two simple words “Be yourself”. 5. _______________ (work) for two days, Steve managed to finish his report on schedule.
课堂小结及目标检测阶段 Step 4: Examination (帮助提高学生解决实际问题能力环节) Choose and fill the blanks! 1. 选择合适的关系代词填空。 1. All the football players on the playground cheered loudly, _____ (say) that I had a talent _________ football. 2. _________ (turn) around, we saw an old woman _________; (walk) towards the river. 3. China’s approach to _________ (protect) its environment while _________ (feed) its citizens offers useful lessons for agriculture and food policymakers worldwide. 4. ___________ (know) which university to attend, the girl asked her teacher for advice. 5. Some students will feel a growing sense of anxiety with the exam _________ (draw) near while others may appear calm. Homework : 1. Finish the exercises in Learning English. 2. Preview Listening and Talking on page 7.
板书
设计 Unit 2 Grammar
Period4 Listening and Talking 教学
过程 课堂导入及目标呈现阶段 Step1. Greeting: Let’s get started! (教师传授知识环节) Step2. Lead-in 1.教师展示四张关于寓言故事的图片，并提问： What are the names of these fables What are these fables about What is a fable It is a traditional short story that teaches a moral lesson.
新知探究即目标达成阶段 Step 3. While class(引导学生掌握知识环节) 1. 教师请学生浏览全文，找出能概括文章内容的主题句。 T ：Skim the fable and use one or two sentences to summarize the main idea of it. The Stone in the Road is an old fable about a king who wants to see his people’s attitudes to problems, so he puts a large stone in the middle of the road. Then he hides and waits to see if anyone will try to move it. 2. 请学生浏览文本，快速获取文章内容和结构。 3.教师带领学生思考并回答问题。 Read the fable and answer the questions. ⑴What was the king’s idea for teaching an important lesson to his people ⑵What was the response from most of the people ⑶What did the young girl think and do when she saw the coins 4. 指导学生分析文中细节信息。 T：Analyze different people’s emotions and responses. 5.教师带领学生思考问题。 T：Work in pairs. Discuss the questions. ⑴What do you think this fable is trying to tell us Do you think the king was wise Why or why not ⑵Can you think of times in your own life when you felt and acted like the girl or like the other people in the story Give examples.
课堂小结及目标检测阶段 Step4. Post-listening（组织学生应用知识环节） 教师指导学生撰写故事评论。 How to write a review main purpose: to give your opinion about a piece of writing give a short description of the writing give your analysis of the writing state your opinion and your reasons 评价标准 Does the writer give a short description of the story Does the description include the most important details of the story Does the writer give his / her opinion about the characters or their actions Is the review well-organized Does the writer use the -ing form as the adverbial in the review Are there any grammar, spelling, or punctuation errors Homework: 进一步打磨改进自己的评论。
Book 3 Unit2 Reading for writing How to write a review main purpose: to give your opinion about a piece of writing give a short description of the writing give your analysis of the writing state your opinion and your reasons
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