【课件】Unit+2整合读后续写+The+Stone+In+The+Road+课件人教版（2019）必修第三册

Unit2MoralsandVirtuesReadingforWriting读写整合教学设计读后续写TheStoneInTheRoadLearningObjectivesAttheendofthislesson,studentswillbeableto:1.getthemainideaandtheimpliedmeaningofthestoryTheStoneIntheRoad；2.learntoappreciatethelanguageandwritingskillsofthestoryandapplythemtothecontinuationwriting;3.developproperlifeattitudeandvaluebygettinginspiredbythevirtueofthecharacterinthestory.

4.drawreasonableconclusionsoftheyounggirl’svirtuesbasedonfactsanddetailsfromreadingthestory.Lead-inDoyouwanttoknowmoreaboutthedetails?ReadandThink

________________,a______wantedtotestwhetherhis______only________othersto______theproblemsandthenteachthemalesson.WhyandHow?Whatdoesthepassagemainlytalkabout?

Onceuponatimekingpeopleexpectedsolve

Onceuponatime,therewasakingwhooftenthought,“Nothinggoodcancometoanationwhosepeopleonlycomplainandexpectotherstosolvetheirproblems.”Oneday,hehadanidea.Earlyonemorning,thekingdisguisedhimselfandwenttoalocalvillage.Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatched.Para.1&2:thebeginningofthestoryReadandThink①Whyandhowdidthekingcarryoutsuchanexperiment?②Whatkindofpersondoyouthinkthekingwas?

Onceuponatime,therewasakingwhooftenthought,“Nothinggoodcancometoanationwhosepeopleonlycomplainandexpectotherstosolvetheirproblems.”Oneday,hehadanidea.Earlyonemorning,thekingdisguisedhimselfandwenttoalocalvillage.Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatched.

Onceuponatime,therewasakingwhooftenthought,“Nothinggoodcancometoanationwhosepeopleonlycomplainandexpectotherstosolvetheirproblems.”Oneday,hehadanidea.Earlyonemorning,thekingdisguisedhimselfandwenttoalocalvillage.Heplacedalargestoneinthemiddleofthemainstreetandhidgoldcoinsunderthestone.Thenhehidbehindahugemapletreeandwatched.(theme)Careabouthiscountryandpeople.(character)Whomovedthestoneaway?ReadandThink

Thefirstpersondownthestreetwasamilkmanwithhiscart.Hecrashedintothestone,spillingthemilkeverywhere."Whatfoolputthisstonehere?"heshouted.Hepickedhimselfupandangrilywentaway.

Afterawhile,agroupofwomencamealong,eachbalancingapotofwateronherhead.Onewomantrippedoverthestoneandherwaterpotwentcrashingtotheground.Shepickedherselfupandlimpedawayintears.Neithershenorherfriendsthoughtaboutmovingthestoneoutoftheroad.

Thekingwatchedalldayasmanypeoplecomplainedaboutthestone,buthefoundnobodymakinganattempttomoveit.Thekingwasindespair."Istherenooneinthisvillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?"①Whatwastheresponsefromdifferentpeople?②Howdidthekingfeelafteraday’swatch?ReadandThink①Whatwastheresponsefromdifferentpeople?②Howdidthekingfeelafteraday’swatch?PersonExperienceEmotionResponsemilkman

womanwithwaterothervillagerstrippedoverthestonelimpedawayintearssadunhappynobodymadeanattempttomovethestonecomplainedaboutthestoneFragile脆弱的Selfish自私的crashedintothestoneangrywentawayIndifferent冷漠的ReadandThink①Whatwastheresponsefromdifferentpeople?②Howdidthekingfeelafteraday’swatch?

Thefirstpersondownthestreetwasamilkmanwithhiscart.Hecrashedintothestone,spillingthemilkeverywhere."Whatfoolputthisstonehere?"heshouted.Hepickedhimselfupandangrilywentaway.

Afterawhile,agroupofwomencamealong,eachbalancingapotofwateronherhead.Onewomantrippedoverthestoneandherwaterpotwentcrashingtotheground.Shepickedherselfupandlimpedawayintears.Neithershenorherfriendsthoughtaboutmovingthestoneoutoftheroad.

Thekingwatchedalldayasmanypeoplecomplainedaboutthestone,buthefoundnobodymakinganattempttomoveit.Thekingwasindespair."Istherenooneinthisvillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?"

Thefirstpersondownthestreetwasamilkmanwithhiscart.Hecrashedintothestone,spillingthemilkeverywhere."Whatfoolputthisstonehere?"heshouted.Hepickedhimselfupandangrilywentaway.

Afterawhile,agroupofwomencamealong,eachbalancingapotofwateronherhead.Onewomantrippedoverthestoneandherwaterpotwentcrashingtotheground.Shepickedherselfupandlimpedawayintears.Neithershenorherfriendsthoughtaboutmovingthestoneoutoftheroad.

Thekingwatchedalldayasmanypeoplecomplainedaboutthestone,buthefoundnobodymakinganattempttomoveit.Thekingwasindespair."Istherenooneinthisvillagewhofeelsanyresponsibilitytokeeptheirneighborsfromharm?"Whoappearedandchangedhisthought?Continuationwritingpara1:Justthen,thekingsawayounggirlcomingalongwhowasthedaughterofalocalfarmer.______________________________

________________________________________________________________________________________________________________para2:Thekingsaid:“Mydear,thegoldismine.Iputitintheroadandmovedthestoneoverit.”__________________________________________________________________________________________________________________________________________DiscussionDifficultiesChallengesMilkman:

passive,indifferent…Woman:fragile...Girl:responsible,considerate,caring...Whatdoyouthinkthisfableistryingtotellus?Thestory

wants

to

tell

us

that

each

of

us

should

take

responsibility

for

our

society.Whichkindofpeopleisthegirl?Whatdoes“stone”refertoinlife?Whatkindofpeopledo“milkman”and“woman”refertoinlife?GroupWorkDiscussingroupsoffour,andeachofyouhaveyourownduty.A:predicttheplotbasedonthethemeandthegiven

sentences.

B:predictbyworkingoutwhatthecharcterswouldsay,doandfeelaccordingtothecharacter’squalities.C:predictbythewritingskill--contrastD:beagoodreporter.GroupWorkversionsexperienceemotionsfinalresponsetheking’sresponseversion1version2noticethestoneaheadoftimeconfusedcaringtryherbesttopushthestonetripoverthestoneandfallwithoutcomplaintbutworriedtrytomoveawaythestonefellsatisfiedandappearfelldelightedandcontinuetotestContinuationwritingpara1:Justthen,thekingsawayounggirlcomingalongwhowasthedaughterofalocalfarmer.______________________________

________________________________________________________________________________________________________________para2:Thekingsaid,:Mydear,thegoldismine.Iputitintheroadandmovedthestoneoverit.________________________________________________________________________________________________________________________________________________AppreciationConclusion唯有美好而正直的心灵，犹如干燥备用的木料,永不走样；纵然整个世界变为灰烬，它依然流光溢彩。Onlyasweetandvirtuoussoul,Likeseason'dtimber,nevergives;Butthoughthewholeworldturntocoal,Thenchieflylives.1.Polishyourwriting,basedonthetheme,plot,languageandwritingstyleofthestory.

2.Finishparagraph2.CompulsoryhomeworkActoutthescenebetweenthekingandthegirl.OptionalhomeworkHomeworkThanksforyourattention!Module3Unit2MoralsandVirtuesPeriod4

ReadingforwritingInstructionalDesign010203立足课标，研读语篇，分析学情——确定学习目标基于主题，关注学生，多元评价——设计教学活动落实立德树人，发展核心素养——分享实践反思CONTENTS目录确定学习目标01理论依据——研读语篇——分析学情整合课程六要素：以主题为引领，以语篇为依托，将语言知识学习、文化内涵理解、语言技能发展和学习策略运用融合起来。以核心素养为目标，深入研读语篇，关注主题意义，实践英语学习活动观，处理好教、学、评的关系，重视培养学生的学习能力。立足课标单元内容简析

单元主题语境：人与自我---做人与做事（优秀品行，正确的人生态度，公民义务与社会责任）人与社会---历史、社会与文化（对社会有突出贡献的人物）Period4ReadingforwritingTheStoneintheRoad语篇研读这则寓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，并将金币藏在石头下方，然后躲在一旁观察人们的反应。大多数人仅抱怨石头挡路，但不愿自己解决。但是，一个年轻善良诚实的姑娘搬走了石头，获得了国王的赞扬。What学生在阅读浅显易懂、生动有趣的寓言故事时，能体会文章蕴含的深刻道理，思考作为个体的人，面对社会问题应该承担怎样的责任。同时，激发学生批判性思维，辩证的看待人物的身份和反应。认识到做有责任有担当，有高尚品德的人的重要性，从而认识自我，认知世界，树立正确的道德观念和社会责任感。Why寓言故事是中西方皆有的文学体裁。篇幅不长，语言精辟简练，情节简单却极富表现力，多使用借喻、象征等方式来揭示一个深刻的道理。教材从评论短文的语篇结构和内容要点设计，搭建学习支架，保证读写任务的有效完成。但因为寓言故事本身就是记叙类文体，包含生动的情节和鲜活的人物，且结尾有明确的道理，和读后续写文本相似，于是我将教材文本二次开发为一篇读后续写，在真实的语境中，考查学生综合运用多项语言技能的能力。How主题语境：人与自我---做人与做事（优秀品行，正确的人生态度，公民义务与社会责任）已有基础授课对象为高一年级学生，同学们平时能积极参与课堂活动，踊跃发言。在学习了前三课时内容后，学生丰富了单元主题词汇和表达，并具备读懂寓言故事及归纳寓意的能力。存在障碍发展需求续写对学生是全新的挑战，学生缺乏系统性的训练。在语言表达、人物品格提炼和情节创设方面仍需教师的指导和帮助。在写作方面，学生仍需要教师搭建更多的语言支架。培养学生辩证的分析和评价人物行为的能力，鼓励学生对开放式的结局展开多角度的想象，让学生能够合提炼文章主题及语言特点，最终，有条理地表达个人观点，在阅读和写作中实现思维和语言的提升。学情分析学习目标语言能力学习能力思维品质文化意识·

阅读寓言故事，分析人物品格，理解故事

内容及隐含的道德教育意义。·

运用适当的动作对话心理描写，塑造theyounggirl的美好形象。·

能根据文中使用不同措词描写不同角色的语言特点。对比并归纳人物品质。在写作中协同文本语言及思维。·

描述不同文化背景下人们共同崇尚的道德观念与美好品质——善良、无私，责任感等。·

树立正确的道德观，价值观及社会责任感。·

能提炼出文中体现的美德，辨别什么是道德困境。客观分析和推理在困境中人的不同选择可能产生的结果和影响。在一定程度上提高思维的逻辑性，批判性和创新性。·

能在阅读时提取事实和细节，并基于这些信息推导出合理的结论。教学重点梳理文本信息，分析人物品格，明确文章主题，完成续写内容。教学难点感受模仿作者塑造不同人物时的写作手法，内化并迁移该写作手法，完成续写。教学重点和难点设计学习活动02基于主题——关注学生——多元评价评价Sscantalkabouttherelatedexperiencesandgettoknowthethemeofthisunit.LeadinT：“Iwillshareavideowithyou!

”

教学过程设计意图：利用视频及标题引入话题，激活学生原有认知，激发阅读兴趣，并初步导入本单元“道德与美德”主题。评价Activity1Gothroughthepassagequicklyandgetthegeneralideaofthestory.学习理解类活动Sscangetthemainideaofastory.设计意图：在此环节中，教师引导学生对故事大意进行梳理，使学生对文章有一个初步认识,同时激发他们深入阅读的兴趣。评价Activity2Readthefirsttwoparagraphstounderstandthebackgroundofthestoryandthethemeofthispassage.学习理解类活动Sscansortoutkeyplots设计意图：文章主题是情节，人物品格设置的基础。续写是对文本情节的延续，更是对主题的升华。本环节旨在帮助学生了解故事发生背景。通过阅读文章的第一、二两段明确文章主题，同时初步强调丰富的动词在第二段中的使用。评价Activity3Readparagraphs3，4and5toknowmoredetailsandtastethewritingskills.学习理解类活动设计意图：本环节通过让学生找出不同人物对于石头的做法、心情、反应，让学生进一步感知故事情节的同时，引导他们学会运用生动形象的动作语言和心理描写来使人物形象饱满。使学生可以展开想象，预测下文情节。Sscansortoutkeyplotsandpayattentiontocharacters’differentemotionsandresponses.评价Ssworkingroupstosolvedifficultpointsandpredicttheendingaccordingtothetheme.Activity4Discussion:Cooperateingroupstopredicttheendingofthestory

accordingtothetheme.应用实践类活动设计意图：基于前文已梳理的文章主题、人物品格、写作技法，在本环节中学生通过小组分工合作的形式预测后文情节。这不仅激发了他们的思维活动和写作欲望，也使后文在主题、人物、品格和逻辑上与原文