Unit 2 Morals and Virtues Opening and Speaking+Pronunciation 教学设计-2024-2025学年高中英语人教版（2019）必修第三册

Teaching and Learning Design Book3 Unit2 Morals and Virtues 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：道德与美德 语音：复习英语语音中升调的使用规律及其表达意义，能够根据语境的需要正确使用升调，使口头表达更加准确、自然。 词汇：能正确使用下列单词和词块。 单词：moral, virtue, illustrate, precious, marriage, majority, complain, fee, respond, response, scholarship, hire, physician, reject, clinic, election, decade, elsewhere, tend, publish, staff, retire, saving, kindergarten, principle, passive, scare, sharp, insurance, energetic, replace, accident, operation, whisper, midnight, import, export, pole, lap, bite, chairman, memory, chain, café, tear, harm, court, flexible, income, per, therefore, tension 词块：moral dilemma, carry sb. through sth., tuition fees, resident physician, tend to do sth., first aid, pass away, in memory of, trip over, in tears, in despair, a great deal (of) 语法：能够理解动词 -ing 形式作状语和作宾语补足语的功能及意义；能正确运用动词 -ing 形式描述人物的行为、动作、生活经历等。 语篇：1. 阅读人物小传，了解人物生平事迹,分析人物性格与品质，理解人生道路上的“道德困境”。2. 阅读寓言故事，理解故事内容以及隐含的道德教育意义。 表达：1. 能够讲述一则友善待人的故事。2. 能够写一篇道德寓言故事的评论。 学习能力 1. 能依据说话人表述的内容及其语音、语调、语速、停顿等分辨其态度。 2. 能通过阅读从文章中提取事实和细节，并基于这些信息推导出合理的结论。 3. 能够根据时间顺序或事件发展的先后次序来叙事。 4. 能够区分一些近义词在语用上的差异，并根据语境正确使用这些词汇。 文化意识 1. 了解不同文化背景下人们所共同推崇的道德观念与美好品质，如善良、敬业、无私、诚信、责任感等。 2. 学习和理解儒家“仁义礼智信”的思想，树立正确的道德观和价值观，自觉遵守和践行中华美德，为传播和弘扬中华优秀传统文化而努力。 思维品质 能够基于单元所学内容、生活体验以及各种所见所闻梳理和提炼出世界上不同民族普遍认可和赞颂的道德准则与美德精神；能够辨别什么是道德困境，客观分析和推理身处困境的人的不同选择可能产生的结果和影响，从而打破二元对立的思维模式，学会全面地、客观地、理性地看待问题，进而对道德和人性有更加深入的思考和理解。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Listening and Speaking (听说语篇2) + Pronunciation 课时2 Reading and Thinking—Reading comprehension (阅读语篇3) 课时3 Reading and Thinking—Language focus (阅读语篇3) [实际需要2课时完成] 课时4 Discovering Useful Structure (综合运用语篇4) [实际需要2课时完成] 课时5 Listening and Talking (听说语篇5) 课时6 Reading for Writing (阅读语篇6+写作语篇7) 课时7 Writing presentation and evaluation + Language items learning + Assessing Your Progress 课时8 Project (综合运用语篇8) + Video Time (视听说语篇9) Period 1 Teaching and learning contents: Opening Page + Listening and Speaking + Pronunciation Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Listen to a conversation about a moral dilemma for detailed information and attitudes; 2) Practice talking about moral dilemmas and the virtues that we should cherish; 3) Try to practise identifying and understanding the meaning of rising intonation in English. Teaching and learning important points: 1) Listening comprehension for detailed information and attitudes; 2) Talking about moral dilemmas and the virtues that we should cherish. Teaching and learning difficult points: 1) Listening comprehension for detailed information and attitudes; 2) Talking about moral dilemmas and the virtues that we should cherish. Teaching and learning procedure: Step 1 Warming up (Opening Page) Activity 1 Leading-in 1. Lead in the teaching topic by looking at the picture on the opening page and discussing the two questions. 1) What do you think the teenagers are doing? 2) Can you list some virtues that are admired in every culture? Suggested answers: 1) I think the teenagers are meeting together in the school library to start a project. They have just agreed on a plan for the project, and are now joining hands to show that they are committed to team spirit—team work. What qualities or personalities do you think are most important when people are doing teamwork? Friendship, responsibility, kindness, giving, generosity, caring, thankfulness, hope, honesty, loyalty, … 2) Honesty, courage, modesty, bravery, confidence, respect, tolerance, understanding,… 2. Introduce the theme of this unit—Morals and Virtues and talk about the quote. The best portion of a good man’s life is his little, nameless, unremembered acts of kindness and of love.——William Wordsworth 一个好人一生最好的部分，是他细小的、无名的、不被人记得的出于善良和爱的行为。 3. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives.) 4. Introduce the learning objectives of this period. Step 2 Listening Activity 2 Pre-listening 1. Talk about what a virtual dilemma is and get the students to give examples. 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). The teacher gives an example or encourages the students to give some examples of moral dilemmas. 2. Look at the pictures and answer the questions. 1) What is happening in the picture? (Who? When? Where? What?) When a boy was riding a bicycle on his way to school in the morning, he saw a senior woman fallen down on the street. 2) What moral dilemma is the boy in the picture facing? The boy sees an old woman who has fallen down on the street. She needs help getting up, but if he stops to help her, he might be late for school and get scolded by his teacher. 3) Could he do both? Why? 4) What will happen if he helps the old woman? 5) What may happen if he doesn’t help the old woman? 6) If you were the boy, what should you do and what would you do? 7) Have you ever faced a moral dilemma or heard of someone who did? Describe it. I once saw my friend cheat on a test. I knew that I should report him, but if I did, he would no longer be my friend. 8) If you were the boy, what should you do and what would you do? Activity 3 While-listening (Listening comprehension and text reconstruction) 1. Listen to the conversation and complete the table to describe the moral dilemma that Jane is talking about after going through the listening task (Listen to the conversation twice). New word: faint vi. 晕倒n. 昏厥 adj. 微弱的；晕眩的 Answers: Situation The girl is taking the entrance examination for a famous medical university in Beijing. During the exam, the student next to her fainted. The girl’s choices She can finish the exam. or She can stop and help the girl. Possible results She will get into medical university, but the girl might not get the help she needs. She can put the needs of the other person first, but give up her chance to get into the medical university. 2. Introduce the listening strategy—listening for attitudes and then listen to the conversation again/once more and decide whether the statements are true (T) or false (F). 1) Listening strategy—Listening for attitudes 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. 2) Answers: 1-4 T; 5 F. 3. Listen to the conversation carefully and answer the questions. And then check the answers. 1) What did the girl do to help the student? 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) What was the girl’s name? What was she famous for? 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) What did Jane say about the girl’s life? 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. 4. Reconstruct the texts by summarizing the main content of the conversation. Step 3 Speaking Activity 4 Speaking 1. Think about what you would do if you were ever faced with the same situation as the girl. Work in pairs to make up a dialogue or prepare a presentation. Then share your thoughts with your group, and explain the reasons for your choice. Try to use the following useful expressions. In my opinion/view… Generally speaking,… Personally, I don’t have the faintest idea about…(完全不知道) To my mind… I’d just like to say… As far as I’m concerned… To be honest/frank… If you ask me… 2. Show the dialogue or give a presentation to the class. Step 4 Pronunciation Activity 5 Pronunciation practice: the rising intonation 1. Go through the functions of the rising intonation in the box and introduce its usages (Yes-no question, tag question, the alternative question). And then listen to the conversations and match each rising intonation with its meaning. 1) B Hoping the other person will continue to talk. 2) C Asking for confirmation 3) A Having more to say. 2. Read the conversation and mark↗in the correct places. Then listen to the recording to check. Notice the meaning of each rising intonation. Repeat after recording. Step 5 Evaluation and summary Activity 6 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. What have you learned? (Words, useful expressions, text organization) 2. How is your listening comprehension? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your speaking? (Good/Fairly good/Moderate/Just so so/Poor) 4. What will you do to improve your learning? Activity 7 Summary (The teacher) Summarize the main contents of this period. Homework： 1. Preview the new words and expressions in Reading and Thinking part. 2. Complete the exercises in reference book. Notes: 英语中的升调是一种相当复杂的语音现象，它既可以用来表示说话人对所说的内容不肯定、表达的意思不完整、所说内容未结束或准备继续与对方保持对话，也可表示疑问、惊讶、怀疑、犹豫、兴趣、不自信、没有安全感等情绪，还可表示礼貌、请求、建议等。 英语口语中，常见的使用升调的情况有： 1. 用于一般疑问句 Have you read this↗book? Do you like the↗movie? 2. 用于选择疑问句的前半部分(即or之前的选择)。 Does he speak↗English or French? Would you like↗tea or coffee? 3. 用于置于句首的状语短语或状语从句。 If it rains↗tomorrow, I’ll stay at home. According to her↗words, she met that man at the cinema. 3. 用于并列句的第一个分句，表示句子未说完。 The telephone ↗rang, but nobody answered it. He heard a ↗crash and went out to see what had happened. 4. 用于呼唤对方。↗Sir, you dropped your car key. Goodbye, ↗Tom. 5. 用于列举事物。 ↗One,↗tow,↗three,↗four, five. She bought↗bread,↗milk,↗potatoes and tomatoes. 7. 用于委婉的祈使句。Don’t↗worry. Wait a↗moment. 8. 用于反义疑问句的后半部分，表示不确定的态度或征求对方的看法。 You don’t speak Cantonese,↗do you? 9. 高升调(High rise)用于疑问句中表达强烈的惊讶或难以置信的情绪。 —I’m really sorry, but I probably lost your ticket. —↗What? You lost my↗ticket? 1 学科网（北京）股份有限公司 $$