高中英语人教版 (2019)必修 第三册Unit 2 Morals and Virtues表格教案设计

这是一份高中英语人教版 (2019)必修 第三册Unit 2 Morals and Virtues表格教案设计，共23页。教案主要包含了设计意图等内容，欢迎下载使用。
课程基本信息
学科
英语
年级
高一
学期
春季
课题
B3U2 Mrals and Virtues Listening and Talking
教科书
书 名：普通高中教科书 英语 必修第三册
出版社：人民教育出版社
教学目标
In this class, students will be able t:
1. understand the gist and specific details (six elements) thrugh listening;
2. tell a stry with the aid f three key questins;
3. talk abut the imprtance f kindness, and frm a psitive attitude tward sharing kindness.
教学内容
教学重点：
Obtain the key infrmatin f the listening text and understand what is “playing it frward”;
Talk abut the imprtance f kindness and tell a stry abut kindness.
教学难点：
Catch the six elements and linking wrds f a stry thrugh listening;
Tell a stry with the aid f three key questins.
教学过程
Step 1 Lead in
Free talk: Shw the hmepage f the Paying It Frward Fundatin with students and lead them t guess what this fundatin is abut.
【设计意图】通过“The Pay It Frward Fundatin”网站主页、活动图片和分布地图导入话题，引发学生对善举的思考，激起学生的思维意识，也为后续听力中新词汇(如chain)进行了铺垫。
Step 2 Predict: the radi shw
Where may this cnversatin happen?
What is the pssible relatinship between the tw speakers?
【设计意图】听力文本是一段电台访谈节目，听前预测对话双方关系、对话地点，有利于下一个活动的开展和完成。
Step 3 Listening fr the gist
Listen t a radi shw, check yur predictin and answer the fllwing questins.
Where may this cnversatin happen?
In a radi shw studi.
What is the pssible relatinship between the tw speakers?
The interviewer and the interviewee/The hst and the guest.
Which picture expresses the meaning f “paying it frward”?
A B C
Picture C. It means when yu receives kindness frm smene, yu g ut and shw kindness t anther persn.
What are they mainly talking abut?
A sng named “Chain f Lve”.
What des the guest want the listeners t d?
The guest wants the audience t jin the chain f kindness and “pay it frward”.
【设计意图】第一次听力活动，学生运用一定的听力技能听取内容大意和关键信息，理解“pay it frward”的内涵和外延，说出嘉宾的主张和倡议。
Step 4 Listening fr detailed infrmatin
What elements shuld be fcused n when we listen t a stry?
Six elements: when, where, wh, what and hw, and why the stry is imprtant.
Listen t the stry and cmplete the mind-map.
Culture Nte:
In America, waitresses are nrmally paid a very small wage, but get mst f their earnings frm custmers t tip abut 15% r mre f the cst.
It is unusual fr a custmer t pay fr a meal with a $100 bill and then let the waitress keep the change.
Talking: What’s yur understanding f “Chain f Lve”?
Kindness can balance nature;
Kindness can bnd peple;
Kindness can imprve ur sciety;
Kindness can better urselves.
Kindness can be passed. S when smene des yu a big favr, dn’t pay it back, but pay it frward.
【设计意图】学生学会通过把握故事的六要素去听故事。通过第二次听力活动，学生获取歌曲“Chain f Lve”的细节信息，完成思维导图，并谈论友善的重要性。不仅提高学生获取信息的能力，而且让学生了解文化背景，感受到小小善举的重大意义。
Step 5 Listening fr linking wrds
Listen t the stry again and take dwn the linking wrds.
The linking wrds include: but, instead / late, when, then / then.
Thinking: What makes it a smth stry?
Fr ne thing, the stry develps step by step; fr anther, linking wrds make it smth and lgical.
Brainstrm fr mre linking wrds and expressins.
Linking Wrds:
nce upn a time, lng ag
first f all, then, after that, later, finally
s, hwever, althugh, but
Useful Expressins:
I remember this happened when I was...
I was n my way t...
I was sitting... when...
It was
There were... n the street...
【设计意图】会听故事在英语学习中起到非常重要的作用。第三次听力活动，引导学生从听力文本中找出可用于叙述故事的衔接词和句式，理解其语言功能，为学生提供了开场白、叙事逻辑和时态上的指引。并通过头脑风暴思考更多的衔接词和句式，为后面的口头表达做好准备。
Step 6 Hw t tell a stry
Hw can we tell a stry?
What is the stry abut? (Backgrund: when, where, wh)
Hw is the stry develped? (crrect tenses) (step by step) (use linking wrds)
Why is it imprtant t yu? Why d yu remember it?
Share yur stry f shwing r receiving kindness.
Teacher’s example:
Last weekend, I walked up t the stre as usual. But when it was my turn t pay fr my grceries, I fund myself shrt abut ten yuan. I was abut t take ff things I culd d withut, when a stranger handed me a ten-yuan nte, smiling. At that time, I, wh am never speechless, was speechless. I asked fr the man’s name and address s that I culd repay him. Hwever, he said I shuld just regard it as his gift fr me. I was s tuched by his gesture that I decided t pay it frward. If the same happened t smene else, I wuld definitely pay fr him/her. S, whever yu are, thank yu fr the randm act f kindness that nt nly has helped me ut, but has made my day.
【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。教师示范，学生模仿输出，讲述发生在自己身边的爱心故事。
Step 7 Critical thinking
As a teenager, what can we d t spread kindness?
Small acts f kindness can make a big difference. S we can jin the chain f kindness and pay it frward t make this wrld better.
Reflect n what yu’ve learned in this class, and send a message t the Pay It Frward Fundatin.
【设计意图】学生对于“爱心链”这一故事的理解和探讨，既培养其听说能力，还升华主题，渗透了人生观和道德观的培养。通过批判性思维活动，学生会意识到一次小的善举能给人带来意想不到的温暖和光亮；并通过自己的善行去影响他人，就能创造更美好的社会氛围。
Step 8 Theme cnclusin
(Cnfucius) Dn't miss ding any gd thing n matter hw insignificant it lks.
(William Wrdswrth) The best prtin f a gd man’s life is his little, nameless, unremembered acts f kindness and f lve.
【设计意图】通过名人引言，让学生明白，善举不分大小，善举温暖心灵，善举润物无声，体现在平凡生活的点滴之中，只有用心体会，才能发现道德和美德在社会生活中不可忽视的力量。升华主题，传递爱心，塑造学生的美好品格。
Step 9 Hmewrk
View a public service annuncement “One Day”(见配套学习资源推荐) and write a stry f sharing r receiving kindness. Here are sme wrds and expressins that may help yu.
Outline
When:________
Where:_______
Wh:_________
What and hw:___________
Why is the stry imprtant:_
Linking wrds:___________
Linking Wrds
nce upn a time, lng ag
first f all, then, after that, later, finally
s, hwever, althugh, but
Useful Expressins
I remember this happened when I was...
I was n my way t...
I was sitting... when...
It was
There were... n the street...
【设计意图】鼓励学生运用课堂中所学词汇和句式，充分发挥想象力和创造力，讲述自己的故事或公益广告“One Day”中的一个故事。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。