Unit 2 Morals and Virtues Listening and Speaking 教案-2024-2025学年高中英语人教版（2019）必修第三册

教学设计 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 2 Morals and Virtues-Listening and Speaking 教学目标（Four-Dimensional Key Competencies） Students will be able to master key vocabulary and expressions related to morals and virtues, such as “integrity”, “compassion” and “responsibility”. They can also understand the concept of “moral dilemma” through listening materials. 重难点（Key and Difficult Points） Key Points Understand the main ideas and details in listening materials about morals and virtues. Master relevant vocabulary and be able to use them to talk about moral experiences and dilemmas. Difficult Points Analyze and evaluate complex moral situations from different perspectives. Overcome language barriers to fluently express in - depth views on moral issues and show respect for diverse moral concepts. 教学过程 Teacher: Good morning, class! Today, we are going to focus on Unit 2 Morals and Virtues, specifically the Listening and Speaking part. First of all, let's think about a question. What comes to your mind when you hear the words “morals” and “virtues”? Any volunteers to share your thoughts? Student 1: I think morals are like the rules about what is right and wrong, and virtues are good qualities that people should have, like kindness and honesty. Teacher: Excellent! You've got the basic idea. Morals are indeed related to our principles of right and wrong behavior, and virtues are those noble qualities that make a person good. Now, let's look at a new term - moral dilemma. Does anyone know what a moral dilemma is? Student 2: Is it when you have to make a difficult choice between two things, and both choices seem to have some moral reasons behind them? Teacher: Exactly! A moral dilemma is a situation in which you have two or more difficult choices to make. If you choose one, you might get into trouble for not choosing the others. Now, let's look at an example. Suppose you are on your way to an important exam. On the way, you see an old woman who has fallen down. She needs help getting up, but if you stop to help her, you might be late for the exam and get scolded by your teacher. What would you do in this situation? Let's have a quick group discussion. (Students discuss in groups for a few minutes) Teacher: Okay, time's up. Which group would like to share your ideas? Group 1: We think we should stop to help the old woman. Although we might be late for the exam, helping someone in need is more important. We can explain the situation to the teacher later. Teacher: That's a very kind - hearted choice. What about other groups? Group 2: We are a bit torn. On one hand, helping the old woman is the right thing to do. But on the other hand, the exam is really important for our future. Maybe we could quickly call someone else for help, like the police or an ambulance, and then go to the exam. Teacher: That's a creative solution. It shows that you are trying to balance both moral responsibilities. Now, let's move on to the listening part. Listen carefully to a conversation between two people, Jane and Luke. They are talking about a moral dilemma. While listening, try to figure out what the moral dilemma is. (Play the first part of the listening material) Teacher: Okay, let's stop here. Can someone tell me what the general topic of their conversation is? Student 3: They are talking about a magazine article about moral dilemmas. Teacher: Right. Now, let's listen to the whole conversation and complete the table to describe the moral dilemma that Jane is talking about. (Play the whole listening material) Teacher: Alright, let's check the answers together. The situation is that the girl is taking the entrance examination for a medical university in Beijing. During the exam, the student next to her fainted. What were the girl's choices? Student 4: She could finish the exam or she could stop and help the student. Teacher: Correct. And what were the possible results? Student 5: If she finishes the exam, she might get into medical university, but the girl who fainted might not get the help she needs. If she stops to help the student, she can put the needs of the other person first, but she might give up her chance to get into the medical university. Teacher: Very good. Now, let's listen to the conversation again and decide whether the following statements are true or false. (Play the listening material again) Teacher: The first statement is “Jane is eager to share the magazine article with Luke.” Is this true or false? Student 6: True. She said she was reading a very interesting magazine article and started to talk about it with Luke. Teacher: Right. The second statement: “Luke doubts that young people face moral dilemmas all the time.” Student 7: True. He said situations like that don't happen very often. Teacher: Correct. Third statement: “Jane admires what the girl in the story did.” Student 8: True. She thought it was better to put the needs of the other person first. Teacher: Good. Fourth statement: “Luke doesn't believe anybody would do what the girl in the story did.” Student 9: True. He said he couldn't believe she would give up her chance to get into medical university. Teacher: Right. And the last one: “Jane wonders how the girl became a doctor later.” Student 10: False. The passage didn't mention that Jane wondered about this. Teacher: Well done, everyone. Now, let's think about what you would do if you were ever faced with the same situation as the girl in the story. Then share your thoughts with your group and explain the reasons for your choice. (Students discuss in groups again) Teacher: Let's hear from some of you. Which group would like to share? Group 3: We think we would stop to help the student. Because if we were in that situation, we would hope someone would help us. Also, helping others is a virtue, and we believe that good deeds will come back to us in some way. Teacher: That's a very empathetic and positive attitude. Another group? Group 4: We might hesitate at first, but in the end, we would also choose to help. Although the exam is important, a person's life and health are more precious. We can always find other ways to achieve our dreams, but if we don't help when we can, we might regret it for the rest of our lives. Teacher: Excellent insights. Now, let's move on to a new aspect of English learning - intonation. In English, intonation can change the meaning of what we say. For example, rising intonation can have different functions. Listen to the following conversations and match each rising intonation with its meaning. (Play the intonation - related listening material) Teacher: For the first conversation, A says “You know Angela?” What does the rising intonation here imply? Student 11: It seems like A is asking a question, not sure if B knows Angela. Teacher: Exactly. Rising intonation is often used in general 疑问句 to show that we are seeking information. Now, for the second one. A says “You volunteer at the local shelter, don't you?” What about the rising intonation here? Student 12: It's like A is not completely sure and is asking for confirmation. Teacher: Right. In tag questions like this, rising intonation can express uncertainty or a request for confirmation. And for the third one. A says “Did you hear that James helped an old woman who fell down while crossing the street?” Student 13: Here, the rising intonation also makes it a question, asking if B has heard about this event. Teacher: Good. Now, let's read a conversation and mark in the correct places where the rising intonation should be. Then listen to the recording to check. Notice the meaning of each rising intonation. (Students read the conversation and mark the places) Teacher: Let's check the answers together. Peter says “It's a nice day, isn't it?” Here, the rising intonation in “isn't it” is used to seek agreement from the other person. And then, when discussing about helping a friend not to cheat, the intonation also plays an important role in expressing different attitudes. Now, let's listen to the recording to see if your markings are correct. (Play the recording) Teacher: Great job, everyone. Today, we've learned a lot about moral dilemmas and also improved our listening and speaking skills, especially in terms of understanding intonation. For homework, I want you to write a short passage about a moral dilemma you have faced in your life and how you dealt with it. Bring it to class next time and we can share our experiences. That's all for today. Class is dismissed. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$