新视野英语教程（第四版）读写教程3 思政教案 Unit3 A Sense of Calling and Duty

Unit3ASenseofCallingandDutyTeachingFocusTextATextBThemeZhongNanshan:ADoctorwithaCaringHeartADefiningMomentVocabularyupcoming,shortage,dine,virus,lockdown,sigh,relief,error,reputation,judgment,respiratory,milliliter,verify,theory,indefinite,ambassador,intelligent,cooperative,scholar,related,peak,staff,stress,elect,honorablecaptain,citizen,district,investigation,alert,complex,slight,scent,quarter,conduct,engine,leak,escape,disaster,tremendous,amount,enormous,neighboring,major,explosive,foundationPhrasesandExpressionsbreatheasighofrelief;bebornintosth.;takeup;putforth;bearinmindthat;manyatimehangup;getmoving;havesth.onone’shands;sealoff;shockwaveGrammarHowtouse-ingformsand“when-ed”constructions(“FocusingonSentenceStructure”)WritingConcession(“BasicWritingSkills”)PlacingOrders(“PracticalWriting”)ChineseWisdomPeoplewithHighIdeals

TeachingPlan单元主题ASenseofCallingandDuty课时安排8教育教学目标(学生)Todevelopasenseofcallingandduty.Toestablishacorrectconceptofprofession,andenhanceprofessionalethicsandresponsibility.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotextslistedintheabovetable.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedintheabovetable.Tobeabletomakesentenceswithpayoff,decline,bearinmindthat,andstress.Tobeabletorewritesentencesaftermodels,using“-ing”and“-ed.”Tolearnsomerulesofconcession.Tobeabletowriteplacingorders.教学设计教学内容SectionATextA:ZhongNanshan:ADoctorwithaCaringHeartSectionBTextB:ADefiningMomentSectionCPracticalWriting:PlacingOrders教学活动安排建议ExploringtheTopicAskstudentstohearashorttalkaboutZhongNanshanduringtheSARSoutbreakin2003andfinishtheexerciseinExploringtheTopic.Aftercheckingstudents’answers,askthemtotalkaboutthemeaning(ormeanings)of“asenseofcallingandduty.”Thencollecttheirsuggestionsontheboardandguidetheminarrivingatafinalshareddefinitionofthephrase’smeaning.Andgetstudentstowritethisshareddefinitionintheirnotebooks.SectionAReadingThroughBeginbysharingbriefbackgroundinformationaboutDr.ZhongNanshanwithstudentsbeforedivingintothetext,willprovidethestudentswithsomecontextaboutZhongNanshan’sinfluenceinpublichealthbothinChinaandglobally.Askstudentstoskimthroughthetextforbasicstructureandthenusethedevelopmentdiagramtohelpstudentsunderstandthelogicalandchronologicaldevelopmentofthearticle.

Thedevelopmentofthetextisshowninthefollowingdiagram:ZhongNanshanrushingtothebattleagainstCOVID-19inWuhanearlyin2020.Zhong’smarvelouscontributionstothebattleagainstSARSin2003.Zhong’slifeandeducation:abrilliantscholarwithdeeploveforhiscountry.AsummaryofZhong’s60-yearcareer:utterdedicationtohispatientsandthenation.ZhongNanshanrushingtothebattleagainstCOVID-19inWuhanearlyin2020.Zhong’smarvelouscontributionstothebattleagainstSARSin2003.Zhong’slifeandeducation:abrilliantscholarwithdeeploveforhiscountry.AsummaryofZhong’s60-yearcareer:utterdedicationtohispatientsandthenation.Conclusion:Zhongisadoctorwithasenseofcallingandresponsibility.Highlightsomedifficultsentencesandelicitexplanationsfromstudentsandgivehelpwherenecessary.BasicWritingSkillsPrepareaPPTwithsentencesoftheexerciseonP51ofStudent’sBook.Asksomestudentstotelltheiranswerstotheclassandexplainwhy.ChecktheunderstandingoftheclassbyexplainingtheexamplesgivenonP51ofStudent’sBook.SectionBReadingMoreAskthestudentstoreadandbefamiliarwiththecontentofTextB.Pairupstudentsinclassandgivethem10minutestodiscussthefollowingquestions:Howfrequentlydoyoucheckyourcellphone?Whataretheadvantagesofatabletcomputer?Canyouimaginewhatlifewouldbelikeifthesehigh-techproductshadnotbeenmade?Asksomestudentstotelltheiranswerstotheclassandexplainwhy.SumuptherulesofavoidingmisusedmodifierslearnedinthisUnit.SectionBReadingMoreTohelpstudentsgainathoroughunderstandingofthekeyphraseinTextB—“adefiningmoment,”encouragethemtoexploreitsmeaningthroughthelensoftheirownknowledgeandexperiences.Togetstudentsfurtherinvolved,askthemquestionsabouthowtheywouldreactinoneofthefollowingsituations:beingapassengerinanairplanethatisjustabouttocrash;havinganunfaithfulfriend;beingkidnapped(绑架);failingtogetajob;beingtrapped(受困)inaflood;beingtrappedinthesubway.Ifastudenthasstoriesabouttheirdefiningmoments,askthemtosharetheirstorieswiththeentireclassSectionCPracticalWritingGuidethestudentstofinishthethreeexercisesonP58toP60ofStudent’sBookaccordingtothesamplesgiven.Askstudentstowriteordersinpairs.Thenexchangetheirordersandreplytotheother’sorderinwriting.课后学习设计作业(学生)FinishalltheexercisesinUnitThree.ReadthepassageinReadingOutonPage47ofStudent’sBookandreciteit.Writeordersinpairs.Thenexchangetheirordersandreplytotheother’sorderinwriting.课后总结与反思（教师）MoralReflections思政元素ExploringtheTopic通过对中国古代格言“天下兴亡，匹夫有责”中英文版本对照学习，引导学生了解其历史意义和当下的现实意义，深化学生对于个人责任感和社会使命感的理解，激励学生增强自己的社会责任感，将个人命运与国家兴亡紧密联系在一起，为共同的福祉做贡献。天下兴亡，匹夫有责。——顾炎武Theriseandfallofanationrestswitheveryoneofitscitizens.SectionATextA:ZhongNanshan:ADoctorwithaCaringHeart结合课文，补充抗疫英雄事迹的英文文章“HeroesinthefightagainstCOVID-19”，引导学生学习抗疫英雄们无私奉献、勇于承担的精神，以及他们在关键时刻保家卫国、无私贡献的爱国行为，激发学生的爱国情感，增强国家认同感，在学生心中播种爱国、守法、奉献、协作等一系列正面价值观念，并把这些积极价值内化于心，融入到日常生活行动之中。结合课文，补充“纪念在抗击新冠疫情期间逝去的医生”英文文章“Rememberingdeceaseddoctorsincoronavirusfight”，带领学生缅怀医生们的英勇事迹，深入了解这些医疗英雄的生平与贡献，鼓励学生们通过学习这些医生的故事，去思考如何将个人使命与国家责任相结合，激发学生对于公共卫生事业的认知和投入，并启示他们在国家和社会面临挑战时，作为未来的建设者怀有怎样的信念，以及采取怎样的行动。SectionBTextB:ADefiningMoment补充“党的好干部”和“人民的好公仆”——焦裕禄的相关英文文章“Zero-carbonvillage:Thefirstpilotcountyof'ruralenergyrevolution'”和中文节目《经典咏流传》第四季第四期相关片段，带领学生回顾焦裕禄同志为兰考百姓鞠躬尽瘁的一生，感悟“焦裕禄精神”，即“亲民爱民、艰苦奋斗、科学求实、迎难而上、无私奉献”，激励学生将“焦裕禄精神”内化为推动自身成长和服务社会的力量，不忘先辈青云之志。AdditionalActivity补充有关“七一勋章”获得者、丽江华坪女子高级中学校长——张桂梅的英文文章和视频资料“ZhangGuimei—womanfightingforgirls’educationinChina”，带领学生深入了解张桂梅老师的事迹，