新視野英語教程（第四版）讀寫教程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單元主題ASenseofCallingandDuty課時安排8教育教學目標(學生)Todevelopasenseofcallingandduty.Toestablishacorrectconceptofprofession,andenhanceprofessionalethicsandresponsibility.Tobefamiliarwiththecontextmeaningandtheuseofthosevocabularyofthetwotextslistedintheabovetable.Tobefamiliarwiththecollocationofthosephrasesandexpressionslistedintheabovetable.Tobeabletomakesentenceswithpayoff,decline,bearinmindthat,andstress.Tobeabletorewritesentencesaftermodels,using“-ing”and“-ed.”Tolearnsomerulesofconcession.Tobeabletowriteplacingorders.教學設計教學內(nèi)容SectionATextA:ZhongNanshan:ADoctorwithaCaringHeartSectionBTextB:ADefiningMomentSectionCPracticalWriting:PlacingOrders教學活動安排建議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(綁架);failingtogetajob;beingtrapped(受困)inaflood;beingtrappedinthesubway.Ifastudenthasstoriesabouttheirdefiningmoments,askthemtosharetheirstorieswiththeentireclassSectionCPracticalWritingGuidethestudentstofinishthethreeexercisesonP58toP60ofStudent’sBookaccordingtothesamplesgiven.Askstudentstowriteordersinpairs.Thenexchangetheirordersandreplytotheother’sorderinwriting.課后學習設計作業(yè)(學生)FinishalltheexercisesinUnitThree.ReadthepassageinReadingOutonPage47ofStudent’sBookandreciteit.Writeordersinpairs.Thenexchangetheirordersandreplytotheother’sorderinwriting.課后總結與反思（教師）MoralReflections思政元素ExploringtheTopic通過對中國古代格言“天下興亡，匹夫有責”中英文版本對照學習，引導學生了解其歷史意義和當下的現(xiàn)實意義，深化學生對于個人責任感和社會使命感的理解，激勵學生增強自己的社會責任感，將個人命運與國家興亡緊密聯(lián)系在一起，為共同的福祉做貢獻。天下興亡，匹夫有責?！櫻孜銽heriseandfallofanationrestswitheveryoneofitscitizens.SectionATextA:ZhongNanshan:ADoctorwithaCaringHeart結合課文，補充抗疫英雄事跡的英文文章“HeroesinthefightagainstCOVID-19”，引導學生學習抗疫英雄們無私奉獻、勇于承擔的精神，以及他們在關鍵時刻保家衛(wèi)國、無私貢獻的愛國行為，激發(fā)學生的愛國情感，增強國家認同感，在學生心中播種愛國、守法、奉獻、協(xié)作等一系列正面價值觀念，并把這些積極價值內(nèi)化于心，融入到日常生活行動之中。結合課文，補充“紀念在抗擊新冠疫情期間逝去的醫(yī)生”英文文章“Rememberingdeceaseddoctorsincoronavirusfight”，帶領學生緬懷醫(yī)生們的英勇事跡，深入了解這些醫(yī)療英雄的生平與貢獻，鼓勵學生們通過學習這些醫(yī)生的故事，去思考如何將個人使命與國家責任相結合，激發(fā)學生對于公共衛(wèi)生事業(yè)的認知和投入，并啟示他們在國家和社會面臨挑戰(zhàn)時，作為未來的建設者懷有怎樣的信念，以及采取怎樣的行動。SectionBTextB:ADefiningMoment補充“黨的好干部”和“人民的好公仆”——焦裕祿的相關英文文章“Zero-carbonvillage:Thefirstpilotcountyof'ruralenergyrevolution'”和中文節(jié)目《經(jīng)典詠流傳》第四季第四期相關片段，帶領學生回顧焦裕祿同志為蘭考百姓鞠躬盡瘁的一生，感悟“焦裕祿精神”，即“親民愛民、艱苦奮斗、科學求實、迎難而上、無私奉獻”，激勵學生將“焦裕祿精神”內(nèi)化為推動自身成長和服務社會的力量，不忘先輩青云之志。AdditionalActivity補充有關“七一勛章”獲得者、麗江華坪女子高級中學校長——張桂梅的英文文章和視頻資料“ZhangGuimei—womanfightingforgirls’educationinChina”，帶領學生深入了解張桂梅老師的事跡，