人教版 (2019)必修 第三册Unit 2 Morals and Virtues教学设计及反思

必修三 Unit 2 Listening and Speaking教案

Class content

Talk about moral dilemmas

Text analysis

This lesson is the first lesson of this unit, and is mainly used to elicit the theme of this unit - morality and virtue. Firstly, let students make their own choices about the situations they encounter through pictures, and guide them to establish correct moral values; Then, through a piece of listening material, let students understand the different attitudes of different people towards things, learn relevant vocabulary and language expressions; Then, through group discussions, share your views and the reasons for making the choice; Finally, listen to the dialogue examples and learn the meaning of rising intonation in sentences. This lesson guides students to use the target language to talk about moral dilemmas and make correct choices through listening, speaking, and reading, which helps students cultivate excellent moral character and cultivate good moral character.

Session objectives

1. Understand the moral dilemmas encountered in life.

2.Use the target language to describe how to make the right ethical choices.

3. Learn the meaning of rising intonation in sentences.

Key and difficult points:

1.Help students understand the definition of "moral dilemma".

2.During the listening process, obtain relevant vocabulary and sentence patterns that describe moral dilemmas and make correct choices.

3.Use appropriate vocabulary and sentence patterns to talk about how to make the right moral choices when faced with the same situation.

4. Connect with the reality of life and use the language learned to describe the moral dilemmas encountered in life and make correct choices.

Teaching preparation:

1. Pictures of moral dilemmas in life. Think about the moral dilemmas you have encountered in life.

2.Preview the new vocabulary and content for this lesson.

Teaching process

Step I Learning and Understanding

Activity 1: Think and Focus

1.Chinese traditional morals and virtues.

Ask students to work in groups and try to list as many Chinese traditional morals and virtues as possible by finishing the diagram.

2.The definition of moral dilemma.

(1)Go through the definition of moral dilemma with students.

A moral dilemma is a situation in which you have two or more difficult choices to make. If you choose one, you might get in trouble for not choosing the other(s).

(2)Help students understand the definition. Suggested answers:

道德困境是指你面临两个或两个以上的困难选择的情况。如果你选择了其中一个,你可能会因为没有选择其他的而陷入麻烦。

3. Discuss the moral dilemma.(1)Look and think.

Show students the picture on Page 14 and ask them to think about it.

(2)Discuss.

Ask students to discuss the questions below about the picture.

①What is happening in the picture?(Who? When? Where? What?)

②What moral dilemma is the boy in the picture facing?③What are the two possible choices that the boy could make?

④If you were the boy, what would you do? And why?⑤Have you ever faced a moral dilemma or heard of someone who did? Describe it.

通过头脑风暴，回想中国传统道德与美德,学习道德困境的定义，讨论图片中发生的事情以及自己的想法，激活学生对单元主题的兴趣，引导学生对单元主题的思考。

Activity 2: Acquisition and sorting(Listen for Specific Information)

1.Listen and complete.

Listen to the conversation and complete the table to describe the moral dilemma that Jane is talking about.

Suggested answers:

1 a famous medical university

2 finish the exam

3 stop and help the girl

4 She will get into medical university

5 the girl might not get the help she needs

6 She can put the needs of the other person first

7 give up her chance to get into medical university

2.Listen for attitudes.

Go through the listening strategy with students and make sure they understand it.

When you listen, you should pay attention not only to the words but also to HOW the speaker is talking. If people strongly disagree with something, they might exaggerate their intonation. If you hear people speaking very quickly or loudly, they may be excited or angry. If they speak slowly or stop often, they may be confused or not sure about what they are saying.

Suggested answers:

当你听的时候，你不但要关注单词,而且要关注说话者是如何讲话的。如果人们强烈不同意某事，他们会加强语气。如果你听到语速非常快或者声音非常大，他们可能是兴奋或者生气。如果他们语速很慢或者经常停顿,他们可能感到困惑或者对所说内容不确定。

3.True or False.

Listen again and decide whether the statements are true(T) or false (F).

(1)  Jane is eager to share the magazine article with Luke.

(2)Luke doubts that young people face moral dilemmas all the time.

(3)Jane admires what the girl in the story did.

(4)Luke doesn't believe anybody would do what the girl in the story did.

(5)Jane wonders how the girl became a doctor later.

Suggested answers:(1)--(5) TTTTF

让学生通过听课本第14页Activity2的对话,获取不同人在遇到道德困境时做出的不同选择，帮助学生明辨是非。

Step II Application Practice

Activity 3: Description and Interpretation(Talk about the girl)

1.Listen and answer the questions.

(1)What did the girl do to help the student?

(2)What was the girl’s name? What was she famous for?

(3)What did Jane say about the girl's life?

Suggested answers:

(1)She carried the student to a safe place and looked after her. Then she went to the hospital with the student and called her sister.

(2)Her name was Lin Qiaozhi.She later became a great doctor. She was famous for caring for tens of thousands of women and their babies.

(3)Her life was full of hard choices,but she didn't let them stop her from taking care of people who were in need. She always cared for others more than for herself.

让学生听懂细节，获取更为精细、全面的信息。

Step III Migration Innovation

Activity 4: Imagination and Creation(Free Talk)

Ask students to think about what they would do if they were ever faced with the same situation as the girl.

Then share their thoughts with their group, and explain do the reasons for their choices.

EXAMPLE

A: If I were ever in a situation like the girl faced,I think I would choose to ...

B: Why? Are you sure?

A: Because I think that ... is most important. What about you?

B:I think I would .….

该活动具有开放性、个性化的特点。学生在获取信息要点后，思考如果自己面临这种道德困境会做出怎样的选择。让学生运用所学语言练习表达自己的观点及做出的选择，并说出这样选择的原因。

Activity 5:Pronunciation

1.Knowledge about pronunciation.

升调和降调是英语中最基本,也是最重要的两种语调。降调一般表示肯定、完整、结束等意义，主要用于陈述或命令。升调表示不肯定、委婉等意义，主要用于提问。例如:

can you bring me the newspaper?

B:↑ Sorry?

用升调说Sorry，其意思是I didn't hear you.Could you say that again, please?

2.   Listen to the conversation and match each rising intonation with its meaning.

(1)  A: You know Angela?

B:↑ Yes.

(2)  A: You volunteer at the local shelter, don't you?

B:Yes. It's a great experience.

(3)A: Did you hear that James helped an old woman who fell down while crossing the street?

B: Yes. It was a bit↑ dangerous, but he got all the cars to stop.

Suggested answers:(1)--(3) BCA

3.Read the conversation and mark in the correct places. Then listen to the recording to check. Notice the meaning of each rising intonation.

Suggested answers:

Peter: It's a nice day, isn't it?

Nick: Yes,but it looks gloomy to me.

Peter: Why? What happened? Nick: You know↑ Tony?

Peter: ↑ Yes.

Nick:He asked me to write an essay for him. But I on't think it's the right thing to do. ↑Do you?

Peter: No,it's not.

Nick: But I'm afraid to lose him as a friend.

Peter: Well, good friends should help each other. But doesn't mean you should help him cheat! Why not help him with his ↑schoolwork?

Nick: Good idea!

4.Read the conversations and write down the meaning each intonation.

(1)A: Jean, can you bring me the newspaper?

B:( ↓ )Sorry.

(2)A: Mr Smith thinks we ought to get the money in hand first.

B:(↑)Who?

A: Mr Smith.

(3)A:We'd like to have someone say a word at the beginning to welcome the group.

B:(↓)Who?

A: We thought that you or Dr Johnson might do it.

Suggested answers:

(1)Jean用降调说Sorry，其意思是拒绝帮助或无能为力。

(2)B用升调说Who,表示未听清对方谈话中涉及的人物那一部分，要求对方再重复那一部分。

(3)B用降调说Who，其意思是问，对方想让谁在开场时致欢迎词。

通过语音知识训练，促进学生发音的同时，无形中也提高了他们的听力水平。