Unit2-Reading-for-Writing-名师教学设计

Unit2ReadingforWriting名师教学设计课时内容Shareyouropinionsaboutamoralstory主题语境：人与自我主题群：做人与做事子主题：优秀的品行、正确的人生态度、公民义务与社会责任语篇类型：寓言文本分析：本节课提供了一个小寓言“Thestoneintheroad”，主要讲述了一位国王希望教育臣民们遇到困难不要去抱怨而是努力去解决问题的故事。第一自然段总领全文。第二段开始叙述故事发展的经过，国王在路上放置了一块压着金子的石头，人们被石头挡道后做出相同的反应—只会抱怨却无动于衷。一天过去了，没有一个人愿意搬开石头。最后一个年轻的女孩怕石头妨碍他人，便努力搬开了石头，结果获得了金子。最后一个自然段通过国王的话，点明主题，升华主旨，给人们带来了一定的教育意义和启示。课时目标通过阅读，获取故事的基本信息。学习用恰当的语言讲述道德故事。培养学生树立正确的道德观以及优秀的品质。培养学生批判性思维，引导学生判断是非，做出正确的道德选择。重点难点重点：获取文本信息和文本特点。难点：用恰当的语言讲述道德故事并表达自己的观点。教学准备教师准备：搜集一些道德小故事。学生准备：1.反思自己做过的道德选择。2.预习新词汇和课文。教学过程StepI学习理解活动一：感知与注意（Brainstorm）Askstudentstoworkingroupsandbrainstormsomegoodmorals,virtuesandsomefablesorstoriesabouttheminChinesetraditionalculture.活动二：获取与梳理（Predictandread）1.Askstudentstoreadthetitleandtrytopredictwhatstoryismainlyabout？2.Askstudentstoreadthestoryandanswerthefollowingquestions:（1）Whatwasthekingsideaforteachinganimportantlessontohispeople？（2）Whatwastheresponsefrommostofthepeople?（3）Whatdidtheyounggirlthinkanddowhenshesawthecoins？（4）Whatdoyouthinkthisfableistryingtotellus？（5）Wasthekingwise？Whyorwhynot？Suggestedanswers：(1)Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatchedtoseeifanyonemoveit.(2)Mostofthepeoplecomplainedaboutthestonebutnobodymadeanattempttomoveit.(3)Shethoughtshemustfindtheownerofthegoldcoins.(4)Itistryingtotellusthatweshouldalltakeresponsibilityforourcommunity,societyandcountry.(5)①Yes,hewas.Becauseasaruler,heshouldpayattentiontohispeople’smoralsandvirtues.Onlyhavinggoodmoralsandvirtuescouldmakehispeoplelivewitheachotherinharmony,andhiscountrymaybeincontrolandprosperous.②No,hewasn’t.Becausefewpeoplelearntfromhisexperiment.Inthetext,themilkman,thewomanwithwater,andtheothervillagerscomplainedaboutthestoneandcontinuedontheirjourney.Itseemedthattheresponsibilityofthemajorityistoolittlejustbecausetheyarebusywiththeirownthings.【设计意图】通过阅读，让学生了解不同人遇事做出的不同选择，引导学生理智思考，做出正确的选择，为写作提供范例。活动三：概括与整合1.Askstudentstoreadthestoryagainandcompletethetable.PersonExperienceEmotionResponsemilkmancrashintothestoneangerwentawaywomanwithwaterothervillagesyounggrilSuggestedanswers:PersonExperienceEmotionResponsemilkmancrashintothestoneangerwentawaywomanwithwatertrippedoverthestonesadlimpedawayothervillagescomplainedaboutthestoneupsetnobodymadeanattempttomovethestoneyounggrilsucceededinmovingthestonetosideofthestreettired,surpisedwantedtofindtheownerofthegold【设计意图】通过识别语篇以及了解故事内容，学生深度思考，挖掘主题意义，学习语篇的写作特征，获取正确的道德观，为后续写作做了有效铺垫。StepⅡ应用实践活动四：分析与判断（Discussandstatetheiropinions）Askstudentstodiscussthefollowingquestionsandgivetheirownideas.（1）WhatkindofstoryIsIt？（2）Whatisthemainideaofthestory？（3）Whatistheauthorspurpose？（4）Doyouthinkthestoryachieveditspurpose？（5）Whatdidyoulikeaboutthestory？Suggestedanswers:（1）Itisafableaboutmorals.（2）Itisaboutakingwhowantedtoteachhispeoplealessonbyhidinggoldcoinsunderastoneinthestreet.（3）Theauthor’spurposeistotellusthatwhenmeetingwithproblemsweshouldnotcomplainandexpectotherstosolvethem.（4）Yes，I/wethinkso.（5）Ilikethestorybecausethefablemirrorsthatdifferentattitudesmaybringaboutdifferentresults.【设计意图】通过讨论文章体裁、文章主旨大意、作者的写作意图、读者对文章的观点和态度，达到对文章的深层理解，有助于单元主题的理解和学生英语核心素养的形成。活动五：实战演练（Writeareviewofthefable）1.Askstudentstoworkinpairsanddiscussthequestion:Canyouthinkoftimesinyourownlifewhenyoufeltandactedlikethegirlorliketheotherpeopleinthestory?Giveexamples.2.Writeareviewofthefable.Usetheoutlinebelowtohelpyou.Paragraph1:BasicinformationaboutthestoryWhatisthetitleofthestory?Whatkindofstoryisit?Whatisthemainideaofthestory?Paragraph2:YouranalysisofthestoryWhatistheauthor’spurpose?Werethedetailsofthestoryclear?Doyouthinkthestoryachieveditspurpose?Paragraph3:YouropinionaboutthestoryWhatdidyoulikeaboutthestory?Whatdidyounotlikeaboutthestory?Wouldyourecommendthisstorytoothers?【设计意图】本活动为写作实践，让学生以小组的形式讨论并收集尽可能多的想法，列举不同的观点，最后根据段落提示完成写作，旨在降低写作难度，增强写作信心。StepⅢ迁移创新活动六：批判与评价（Exchangedraftsandrevisethem）1.Exchangedraftsandusethechecklisttogivefeedbackonyourpartner’sdraft.Doesthewritergiveashortdescriptionofthestory？Doesthedescriptionincludethemostimportantdetailsofthestory?Doesthewritergivehis/heropinionaboutthecharactersortheiractions?Isthereviewwell-organised?Doesthewriterusethe-ingformastheadverbialinthereview?Arethereanygrammar,spelling,orpunctuationerrors?2.Learnfromeachother.3.Askeachgrouptore书面表达能力，加深对主题意义的理解和多元思维的培养，实现深度学习。StepⅣ课后作业Commendastudent’swriting.Choosetwoofthemtosharewiththeclass.【设计意图】该环节通过小组合作，探讨学生的习作是否给出了自己的观点，语言组织是否合理，语法是否正确等方面，对组内成员的习作进行综合评价与相互学习，有助于提高学生的书面表达能力，加深对主题意义的理