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

教学设计 课题 Unit 2 Morals and Virtues-Listening and Talking 教学目标 Knowledge and Skills：Students can master key words and expressions related to morals and virtues. They are able to understand and describe moral dilemmas in listening materials, and express their own views fluently. Process and Methods：Through listening, discussion and group work, students learn to analyze moral issues from different perspectives, improving their listening skills and critical thinking ability. Emotion, Attitude and Values：Cultivate students' positive attitude towards moral judgment, enhancing their awareness of making correct moral choices in daily life. Subject Literacy：Students can distinguish right from wrong in moral scenarios, and internalize moral concepts, demonstrating proper moral behaviors in the future. 重难点 Key Points：Help students identify moral dilemmas in listening materials and understand the choices and reasons therein. Guide students to use relevant language to talk about their own experiences and views on moral issues. Difficult Points：Enable students to think deeply about the complexity of moral issues, break through one-sided thinking, and form rational and objective moral judgment standards. 教学过程 Teacher: Good morning, class! Today, we are going to focus on Unit 2 Morals and Virtues, specifically the Listening and Talking part. Morals and virtues play a crucial role in our lives, guiding our actions and decisions. Let's start by thinking about a question: What do you think are some important morals and virtues that people should possess? Raise your hands and share your ideas. Student 1: I think honesty is very important. We should always tell the truth. Teacher: Great! Honesty is indeed a fundamental virtue. What else? Student 2: Kindness. We should be kind to others. Teacher: Absolutely! Kindness can make the world a better place. Now, let's look at the concept of a moral dilemma. A moral dilemma is a situation in which you have two or more choices to make, and choosing one might get you in trouble for not choosing the others. For example, look at this picture. There's a boy, and he 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. So, what moral dilemma is the boy in the picture facing? Discuss this with your partner for a minute. (Students discuss) Teacher: Okay, let's hear some of your thoughts. Who would like to share? Student 3: The boy has to choose between helping the old woman and being on time for school. Teacher: Exactly. It's a tough decision, isn't it? Now, have any of you ever faced a moral dilemma or heard of someone who did? Describe it briefly. Student 4: I once saw my friend cheating on a test. I knew I should tell the teacher, but if I did, my friend might get mad at me. Teacher: That's a classic moral dilemma. It's not easy to make such a decision. Now, let's move on to our listening part. First, I want you to listen to a conversation between two people, Jane and Luke. Before we listen, let's quickly go over some key words. "Moral dilemma", we've just talked about what that means. Also, "faint", it means to suddenly lose consciousness. And "entrance exam", which is an important test for getting into a school or university. Now, listen carefully and answer these questions: What is the magazine article that Jane is reading about? And what moral dilemma does the girl in the story face? Here we go. (Play the recording of the conversation) Jane: I'm reading a very interesting magazine article about moral dilemmas. Luke: Moral dilemma? What do you mean? Jane: You know, it's when you have two choices, and you have to choose one, but for moral reasons, sometimes it could be really difficult to decide. Luke: Oh, situations like that don't happen very often, do they? Jane: Actually, I think people face moral dilemmas all the time, even us students. Luke: Really? Like what? Jane: Well, for example, it mentions a girl who was taking the entrance exam for a medical university in Beijing. During the exam, the student next to her fainted. The girl had a choice. Should she finish the exam or should she stop and help the student? Luke: Surely the teachers would look after the student who fainted! Jane: Well, that's what I thought - but not this girl. She stopped to help the student, thinking that it was better to put the needs of the other person first. Luke: So what happened to her exam? Jane: She never finished it. Instead, 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. Luke: I can't believe she would give up her chance to get into medical university! Who would do such a thing? Jane: Well, that girl was Lin Qiaozhi. She later DID get into medical university and then she became a great doctor. She became famous for caring for tens of thousands of women and their babies. Luke: So she became a doctor even though she left her exam that day! Jane: Yes. 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. Teacher: Okay, class. Let's first answer the questions. What was the magazine article that Jane was reading about? Student 5: It was about moral dilemmas. Teacher: Correct. And what moral dilemma did the girl in the story face? Student 6: She was taking an entrance exam for a medical university. The student next to her fainted, and she had to choose between finishing the exam and helping the student. Teacher: Excellent. Now, let's listen to the conversation again. This time, pay closer attention and complete the table to describe the moral dilemma that Jane is talking about. The table has columns for "Situation", "The girl's choices", and the possible results of each choice. Listen carefully. (Play the recording again) Teacher: Alright, let's fill in the table together. For the "Situation", what was it? Class: The girl was taking the entrance examination for a medical university in Beijing. During the exam, the student next to her fainted. Teacher: Great. Now, for the "The girl's choices", what were they? Student 7: She could finish the exam, or she could stop and help the girl. Teacher: Exactly. And what were the possible results of each choice? If she finished the exam... Student 8: She would get into the medical university. Teacher: Right. And if she stopped and helped the girl? Student 9: She could put the needs of the other person first, but she would give up her chance to get into medical university. Teacher: Perfect. Now, let's listen one more time and decide whether the following statements are true or false. I'll show the statements on the board. Statement 1: Jane is eager to share the magazine article with Luke. Statement 2: Luke doubts that young people face moral dilemmas all the time. Statement 3: Jane admires what the girl in the story did. Statement 4: Luke doesn't believe anybody would do what the girl in the story did. Statement 5: Jane wonders how the girl became a doctor later. (Play the recording for the third time) Teacher: Let's go through the statements one by one. For Statement 1, is it true or false that Jane is eager to share the magazine article with Luke? Student 10: True. She starts by telling Luke about the interesting article she's reading. Teacher: Correct. And for Statement 2? Student 11: True. Luke says situations like moral dilemmas don't happen very often. Teacher: Right. What about Statement 3? Student 12: True. Jane thinks the girl did the right thing by putting the needs of the other person first. Teacher: Good. For Statement 4? Student 13: True. Luke can't believe the girl would give up her chance to get into medical university. Teacher: Exactly. And finally, Statement 5? Student 14: False. Jane explains that the girl later got into medical university and became a great doctor, so she doesn't wonder how. Teacher: Well done, everyone. Now, let's move on to another listening activity. This time, we're going to listen to a radio show. The name of the radio show is "Rush Hour Show". Before we listen, let's think about a phrase we'll hear - "paying it forward". What do you think it might mean? Discuss with your partner. (Students discuss) Teacher: Okay, let's hear your ideas. What do you think "paying it forward" means? Student 15: Maybe it means when someone helps you, you help someone else instead of paying back the person who helped you. Teacher: That's a great guess. Let's listen to the radio show and find out if you're right. Listen and answer these questions: What is the name of the radio show? What does "paying it forward" mean? And what does the guest want the listeners to do? (Play the recording of the radio show) Host: Hello and welcome to the Rush Hour Show, the radio show for your way home. Our guest today is Kevin Miller, with the Pay It Forward Foundation. Welcome, Kevin, so what is "paying it forward"? Kevin: Hi, there. So "paying it forward" means that if you receive kindness from someone, you don't try to pay them back. Instead, you go out and show kindness to someone else. Host: Oh, so it's like helping a stranger. Can you give us an example of how it works? Kevin: Well, I'm sure you've heard the famous country song, "The Chain of Love". The song starts with a man who helps a lady whose car has broken down. The lady wants to pay him, but he won't accept payment, instead telling the woman to just show kindness to another person. Later, when the lady stops at a café, she notices her waitress is pregnant and tired. When the lady finishes eating, she pays for her meal with a hundred - dollar bill. Then the lady walks out, leaving the change and a note for the waitress. Her note tells the waitress to continue the chain of kindness. The song has a surprise ending. The waitress goes home to her husband, happy because of the kindness the lady showed her. Then we find out that he's the man who first started the chain of kindness! Host: What a great story! So does this happen in real life? Kevin: Yes, actually. One woman, after paying for her coffee, then quietly paid for the coffee of the customer behind her. When that customer discovered his coffee had been paid for, he paid for the customer behind him. The chain of kindness continued for hours. Nearly 400 people paid for the coffee of the person behind them! Host: Wow, that's amazing. So what can our listeners do to help? Kevin: Well, join the chain of kindness today and join the millions of people who are "paying it forward"! We never know what light we might spark in others by our kindness. Teacher: Alright, let's answer the questions. What is the name of the radio show? Class: Rush Hour Show. Teacher: Correct. And what does "paying it forward" mean? Student 16: It means when you receive kindness from someone, you show kindness to someone else instead of paying back the person who helped you. Teacher: Exactly. And what does the guest want the listeners to do? Student 17: The guest wants the audience to join the chain of kindness and "pay it forward". Teacher: Great job. Now, let's listen to the radio show again. This time, we're going to fill in the blanks to complete the story. First, let's quickly look at the blanks together. You'll need to listen carefully for words like "has broken down", "show kindness", "tired", "hundred - dollar bill", "leaving", "surprise", "husband", and "started". (Play the recording again) Teacher: Let's fill in the blanks. The song starts with a man who helps a lady whose car... Class: has broken down. Teacher: Good. The man tells the lady to just... Student 18: show kindness. Teacher: Right. Later, the lady notices her waitress is pregnant and... Student 19: tired. Teacher: Correct. When the lady finishes eating, she pays for her meal with a... Student 20: hundred - dollar bill. Teacher: Great. Then the lady walks out, ... the change and a note for the waitress. Student 21: leaving. Teacher: Exactly. The song has a... ending. Student 22: surprise. Teacher: Right. The waitress goes home to her... Student 23: husband. Teacher: And finally, we find out that he's the man who first... the chain of kindness. Student 24: started. Teacher: Well done, everyone. Now, for our speaking part. Think of a story of showing or receiving kindness, either your own story or one that you have heard of. Then share it with your group. Here are some words and expressions that may help you. Words like "once upon a time", "long ago", "first of all", "then", "after that", "later", "finally", "so", "however", "although", "but". Also, you can start by saying "I remember this happened when I was...", "I was on my way to...", "I was sitting when...", "It was a... day/morning", "There were... on the street". (Students form groups and start sharing their stories) Teacher: (Going around the groups, listening and providing guidance) That's a great story. Can you add a bit more detail about how you felt when you received that kindness? Use some of the words we just learned to make your story more interesting. (After some time) Teacher: Okay, let's stop for a moment. Can one group share their story with the whole class? Group 1: Once upon a time, I was on my way to school. It was a rainy day, and I forgot my umbrella. I was getting really wet. Then, a kind lady saw me and offered me her umbrella. She said she was going to a nearby store and didn't need it for a while. I was so grateful. After that, I made sure to return the umbrella to her the next day, and I also decided to be more aware of people around me who might need help. Teacher: That's a wonderful story. It really shows the power of kindness. Thank you for sharing. Does anyone else want to share their story? Group 2: I heard a story about a boy. He was at a park. First of all, he saw an old man struggling to carry a heavy bag. So, he went up to the old man and offered to help. He carried the bag for the old man all the way to his car. The old man was very thankful. Later, the boy found out that the old man was a famous artist. The old man was so impressed by the boy's kindness that he offered to teach the boy how to paint for free. Teacher: That's an amazing story! It shows how a small act of kindness can lead to unexpected rewards. Well done. Now, as we end this class, let's remember the importance of morals and virtues, especially kindness. Whether it's helping a friend, a stranger, or even a family member, every act of kindness counts. And just like in the stories we heard today, kindness can create a chain reaction that spreads and makes the world a better place. For homework, I want you to write down the story you shared in your group, making sure to use the words and expressions we learned to make it more vivid. Also, think about how you can "pay it forward" in your own life this week 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$